Integrating Engineering Education and Humanities for Global Intercultural Perspectives: Proceedings of the Conference “Integrating Engineering ... (Lecture Notes in Networks and Systems, 131) 3030474143, 9783030474140

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Lecture Notes in Networks and Systems 131

Zhanna Anikina   Editor

Integrating Engineering Education and Humanities for Global Intercultural Perspectives Proceedings of the Conference “Integrating Engineering Education and Humanities for Global Intercultural Perspectives”, 25–27 March 2020, St. Petersburg, Russia

Lecture Notes in Networks and Systems Volume 131

Series Editor Janusz Kacprzyk, Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Advisory Editors Fernando Gomide, Department of Computer Engineering and Automation—DCA, School of Electrical and Computer Engineering—FEEC, University of Campinas— UNICAMP, São Paulo, Brazil Okyay Kaynak, Department of Electrical and Electronic Engineering, Bogazici University, Istanbul, Turkey Derong Liu, Department of Electrical and Computer Engineering, University of Illinois at Chicago, Chicago, USA; Institute of Automation, Chinese Academy of Sciences, Beijing, China Witold Pedrycz, Department of Electrical and Computer Engineering, University of Alberta, Alberta, Canada; Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Marios M. Polycarpou, Department of Electrical and Computer Engineering, KIOS Research Center for Intelligent Systems and Networks, University of Cyprus, Nicosia, Cyprus Imre J. Rudas, Óbuda University, Budapest, Hungary Jun Wang, Department of Computer Science, City University of Hong Kong, Kowloon, Hong Kong

The series “Lecture Notes in Networks and Systems” publishes the latest developments in Networks and Systems—quickly, informally and with high quality. Original research reported in proceedings and post-proceedings represents the core of LNNS. Volumes published in LNNS embrace all aspects and subfields of, as well as new challenges in, Networks and Systems. The series contains proceedings and edited volumes in systems and networks, spanning the areas of Cyber-Physical Systems, Autonomous Systems, Sensor Networks, Control Systems, Energy Systems, Automotive Systems, Biological Systems, Vehicular Networking and Connected Vehicles, Aerospace Systems, Automation, Manufacturing, Smart Grids, Nonlinear Systems, Power Systems, Robotics, Social Systems, Economic Systems and other. Of particular value to both the contributors and the readership are the short publication timeframe and the world-wide distribution and exposure which enable both a wide and rapid dissemination of research output. The series covers the theory, applications, and perspectives on the state of the art and future developments relevant to systems and networks, decision making, control, complex processes and related areas, as embedded in the fields of interdisciplinary and applied sciences, engineering, computer science, physics, economics, social, and life sciences, as well as the paradigms and methodologies behind them. ** Indexing: The books of this series are submitted to ISI Proceedings, SCOPUS, Google Scholar and Springerlink **

More information about this series at http://www.springer.com/series/15179

Zhanna Anikina Editor

Integrating Engineering Education and Humanities for Global Intercultural Perspectives Proceedings of the Conference “Integrating Engineering Education and Humanities for Global Intercultural Perspectives”, 25–27 March 2020, St. Petersburg, Russia

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Editor Zhanna Anikina Research Centre Kairos Tomsk, Russia

ISSN 2367-3370 ISSN 2367-3389 (electronic) Lecture Notes in Networks and Systems ISBN 978-3-030-47414-0 ISBN 978-3-030-47415-7 (eBook) https://doi.org/10.1007/978-3-030-47415-7 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Preface

Dear Reader, This is a book of contributions submitted to the International Conference Integrating Engineering Education and Humanities for Global Intercultural Perspectives (IEEHGIP 2020) held during 25–27 March 2020. It was organized by Peter the Great Saint Petersburg Polytechnic University (Saint Petersburg, Russia) in collaboration with North-Eastern Federal University (Yakutsk, Russia) and Research Centre Kairos (Tomsk, Russia). The event met almost 300 delegates for discussions around the partnership of disciplines within engineering and humanities bringing together a range of perspectives. One of the main conference focuses was content and language integrated learning (CLIL) in Russian education and abroad, however, the overall scope was not limited to that. In this sense, the IEEHGIP 2020 conference enhanced dissemination of opinions, practices and research outcomes of academics from diverse contexts involved in the target areas. Conference themes • • • • • • • •

Trends in content and language integrated learning Teaching English as a foreign language Ways to develop social competence among students of technical universities Active learning in the training of future engineers Continuing professional development Sociological direction of disciplines integration Cultural studies and cross-cultural approach in engineering education Linguistic studies

Thus, the IEEHGIP 2020 conference became a platform where important educational topics that are often discussed separately were communicated at one point. Additionally, it provided the participants with the opportunity to gain publication experience making a valuable contribution to their researcher development. We

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Preface

look forward to engaging with you for further discussions and practical sharing around the areas discussed as a part of the IEEHGIP 2020 conference and other emerging questions. Zhanna Anikina

Organization

IEEHGIP 2020 Programme Committee Chair Nadezhda Almazova

Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia

Co-Chairs Ludmila Khalyapina Zhanna Anikina Tatiana Baranova Olga Melnichuk Innokentiy Novgorodov

Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Research Centre Kairos, Tomsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia North-Eastern Federal University, Yakutsk, Russia North-Eastern Federal University, Yakutsk, Russia

Scientific Committee Vitaliy Sergeev Larisa Aronin David Birdsell Natalia Galskova

Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Oranim Academic College of Education, Tivon, Israel The City University of New York, New York, USA Moscow Region State University, Moscow, Russia

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Sergey Kulik Alfred Nordmann Victor Pavon James Roger Tamara Serova Elena Tareva Alexey Vdovichev

Organization

Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Darmstadt Technical University, Darmstadt, Germany University of Cordoba, Cordoba, Spain City, University of London, London, UK Perm National Research Polytechnic University, Perm, Russia Moscow City University, Moscow, Russia Minsk State Linguistic University, Minsk, Belarus

Organizing Committee Daria Aleksandrova Yulija Azhel Anna Bolshakova Ekaterina Daminova Alexandra Dashkina Ksenia Girfanova

Mariia Iuzhakova Svetlana Koltsova Tatiana Mylnikova Ekaterina Nikonova Anna Rubtsova Andrei Shakurov Irina Sharapova Natalya Spiridonova Fatima Valieva Arina Yalynskaya

Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Tomsk Polytechnic University, Tomsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Research Centre Kairos, Tomsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Tomsk State University of Architecture and Building, Tomsk, Russia; Research Centre Kairos, Tomsk, Russia Tomsk Polytechnic University, Tomsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Tomsk Polytechnic University, Tomsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Research Centre Kairos, Tomsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Research Centre Kairos, Tomsk, Russia

Organization

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Reviewers Elena Alikina Daria Aleksandrova Mariia Andreeva Natalia Anosova Oksana Anossova Marina Bovtenko Tatiana Bystrova Elena Carter Karine Chiknaverova Maria Druzhinina Klavdiya Erdyneeva Maria Fedorova Claudia Fedorova Sargylana Filippova Elena Glumova Daria Gorbunova Tatiana Gorbunova Olga Gorskikh Lyubov Goryanova Elena Grishaeva Polina Ivanova Yulia Karmanova Ulyana Kazakova Alena Kavaliova

Anna Klyoster Elena Komochkina

Perm National Research Polytechnic University, Perm, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Kazan State Medical University, Kazan, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Peoples' Friendship University of Russia (RUDN University), Moscow, Russia Novosibirsk State Technical University, Novosibirsk, Russia Ural Federal University, Yekaterinburg, Russia Saint Petersburg Mining University, Saint Petersburg, Russia MGIMO University, Odintsovo, Russia Northern (Arctic) Federal University named after M.V. Lomonosov, Arkhangelsk, Russia Transbaikal State University, Chita, Russia Omsk State Technical University, Omsk, Russia North-Eastern Federal University, Yakutsk, Russia North-Eastern Federal University, Yakutsk, Russia Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia Kazan State Medical University, Kazan, Russia Irkutsk National Research Technical University, Irkutsk, Russia Tomsk State University of Control Systems and Radioelectronics, Tomsk, Russia Tomsk Polytechnic University, Tomsk, Russia Siberian Federal University, Krasnoyarsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Research Centre Kairos, Tomsk, Russia Kazan National Research Technological University, Kazan, Russia Mozyr State Pedagogical University named after I.P. Shamyakin, Mozyr, The Republic of Belarus Omsk State Technical University, Omsk, Russia Moscow Region State University, Moscow, Russia

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Denis Kovrizhnykh Yuliia Lobanova

Valeriya Lemskaya Alena Martynova

Elena Melekhina Natalia Nesterova Anatoliy Nikolaev Irina Novitskaya Olga Obdalova Tuyara Permyakova Elena Pokrovskaya Anna Prokhorova Sofia Pushmina Margarita Raitina Veronica Razumovskaya Yuliya Ridnaya Elena Rodionova Maria Romanova Ekaterina Rutskaya Natalya Saburova Alexey Shimichev Marina Sinyakova Galina Sleptsova

Organization

Volgograd State Medical University, Volgograd, Russia Saint Petersburg State University of Architecture and Civil Engineering, Saint Petersburg, Russia Tomsk State Pedagogical University, Tomsk, Russia Saint Petersburg State University of Industrial Technologies and Design, Saint Petersburg, Russia Novosibirsk State Technical University, Novosibirsk, Russia Perm National Research Polytechnic University, Perm, Russia North-Eastern Federal University, Yakutsk, Russia Tomsk State University, Tomsk, Russia Tomsk State University, Tomsk, Russia North-Eastern Federal University, Yakutsk, Russia Tomsk State University of Control Systems and Radioelectronics, Tomsk, Russia Ivanovo State Power Engineering University, Ivanovo, Russia Saint Petersburg Mining University, Saint Petersburg, Russia Tomsk State University of Control Systems and Radioelectronics, Tomsk, Russia Siberian Federal University, Krasnoyarsk, Russia Novosibirsk State Technical University, Novosibirsk, Russia Saint Petersburg University, Saint Petersburg, Russia Moscow State Linguistic University, Moscow, Russia Perm National Research Polytechnic University, Perm, Russia North-Eastern Federal University, Yakutsk, Russia Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia Ural Institute of State Fire Service of EMERCOM of Russia, Yekaterinburg, Russia North-Eastern Federal University, Yakutsk, Russia

Organization

Aleksandra Soboleva Ekaterina Sosnina Valentina Spiridonova Denis Tokmashev Fatima Valieva Natalia Yazykova Sergei Zhiliuk Artyom Zubkov

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Tomsk State University, Tomsk, Russia Ulyanovsk State Technical University, Ulyanovsk, Russia Saint Petersburg Mining University, Saint Petersburg, Russia Tomsk Polytechnic University, Tomsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Moscow City University, Moscow, Russia Saint Petersburg University, Saint Petersburg, Russia Novosibirsk State University of Economics and Management, Novosibirsk, Russia

Acknowledgements

We thank Lecture Notes in Networks and Systems for being a part of our work. We are also grateful to the reviewers for their active participation which made a profound impact on the conference outcomes. Finally, we thank all the participants who took part in the IEEHGIP 2020 conference.

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Contents

Language Teaching and Learning Foreign Language E-Learning Course as an Element of City Infrastructure for Cognitive Enhancement for the Third Age People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Elena M. Pokrovskaya, Lyudmila E. Lychkovskaya, and Varvara A. Molodtsova

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Multilingual Communicative Competence of Future Engineers: Essence, Structure, Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anna Prokhorova

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Didactic Methods and Approaches of Formation of Professional Communication in Foreign Languages for Students of Engineering Specialties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marina Yu. Ryabova and Elena V. Filatova Designing Effective Collaborative Work Between Primary School Students with Various Educational Needs: The Case of a Russian School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olga V. Shtern and Svetlana I. Pozdeeva Development of Senior Students’ Writing Skills in Genres of Academic Discourse Using Massive Open Online Courses . . . . . . . . . Svetlana Andreeva, Liudmila Khalyapina, Nadezhda Almazova, and Tatiana Baranova Integrating Foreign Languages and Business Informatics Teaching in Russian Universities. The Problem of Teaching Content . . . . . . . . . . Karine Chiknaverova

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The Role of the Yakut TESOL Conferences for the Professional Development of EFL Teachers in Yakutia . . . . . . . . . . . . . . . . . . . . . . . Liudmila Sidorova, Natalia Alexeeva, Zarmena Emelianova, and Larisa Olesova How to Make Professionally Oriented Informational Educational Environment of Intercultural and Professionally Oriented Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Svetlana S. Kuklina and Anna I. Shevchenko

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Describing the Implementation of Language Policies in Internationalised Higher Education: The Case of Spain . . . . . . . . . . Víctor Pavón-Vázquez

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Interpreting for Engineers: How to Train Intercultural Communication Expert for Industry? . . . . . . . . . . . . . . . . . . . . . . . . . . Sergey Zhilyuk

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Literary Texts in Teaching Terminological Vocabulary to Non-linguistic Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Vera N. Varlamova and Daria S. Aleksandrova The Multiple Intelligences Theory as an Efficient Method of Teaching Professional English to Students of Mathematics . . . . . . . . 110 Victoria Grigoryeva-Golubeva, Ekaterina Silina, and Elena Surinova Information Resources for Foreign Language Teachers’ Self-development: Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Larissa Vikulova, Irina Khoutyz, Irina Makarova, Svetlana Gerasimova, and Liudmila Borbotko Innovations in Teaching Future Engineers Discussion-Enlightenment Culture of Foreign Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Galina V. Sorokovykh, Tatiana N. Shumeyko, and Ekaterina M. Vishnevskaya Adopting the Discovery Method to Develop Linguistic Competence Among International Students: Experience from Russia and Belarus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Ksenia A. Girfanova, Liudmila V. Anufryienka, and Alena V. Kavaliova Effective Teaching Techniques for Engineering Students to Mitigate the Second Language Acquisition . . . . . . . . . . . . . . . . . . . . . 149 Polina Ivanova, Daria Burakova, and Elena Tokareva Didactic Multicultural Trainings in Foreign Language Teaching . . . . . . 159 Natalia A. Sukhova and Natalia A. Lebedeva

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Developing Tatar-Russian Bilingual Students’ Computer Literacy Using Web-Based Computer Science CLIL Course . . . . . . . . . . . . . . . . 165 Andrew Danilov, Leila Salekhova, Rinata Zaripova, and Ksenia Grigorieva Tandem Language Learning as a Tool for International Students Sociocultural Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Nadezhda Almazova, Anna Rubtsova, Yuri Eremin, Nora Kats, and Irina Baeva Developing Master’s Students Professional Communicative Skills While Teaching Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . 188 Maria A. Fedorova and Margarita V. Tsyguleva Integration of Internet Tools to Enhance Pronunciation Skills: Effectiveness of Educational Content on YouTube . . . . . . . . . . . . . . . . . 199 Olga V. Anisimova, Lola K. Bobodzhanova, Kseniya S. Kolobova, and Inna S. Makarova Development of Students’ Creative Abilities in Technical University During Foreign Language Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 Alexey Shimichev Linguistic and Cultural Approach to Teaching a Foreign Language as a Condition for Development of Cross-Cultural Competence of Bachelors-Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Galina N. Sleptsova, Viktoria W. Ushnitskaya, and Gala Herd Genre and Discourse-Based Approach to Building L2 Professional Interaction Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 Tatiana Polushkina and Maria Voskresenskaya Teaching Translation of Phraseological Units: Problem Solving Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Alfiya F. Mamleeva and Natalia S. Spiridonova Teaching Academic Writing in English to Students of Technical Master’s Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 Ekaterina Nikonova, Olga Kharlamova, Olga Zherebkina, and Natalia Bobrovskaja Metaphorization of Special Terms as the Semantic Development Process in Oil and Gas Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Natalia V. Gorokhova and Irina N. Kubyshko Tandem Language Learning: Research Experience in Russian Universities Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267 Nadezhda V. Bogdanova, Natalia A. Katalkina, Galina I. Pankrateva, and Elena A. Afanaseva

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Implementation of a Personal-Activity Approach in Teaching a Foreign Language to Students of Non-linguistic Faculties of NEFU (North-Eastern Federal University) . . . . . . . . . . . . . . . . . . . . . 278 Viktoria W. Ushnitskaya, Galina N. Sleptsova, and Gala Herd New Didactic Approaches in Conditions of Inclusive Education . . . . . . . 288 Anatoliy Nikolaev, Ivan Artemiev, Evgeniy Parfenov, and Ljubov Radnaeva Paradigmatic Basis of Implementing Intercultural Approach to Foreign Language Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Natalia V. Yazykova Phonetic Issue in the Process of Foreign Students Adaptation: Implementation and Perception of the Russian Word Stress by Tajik Speakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 Marina Agafonova Mastering Academic Communicative Skills of Master’s Students in Non-linguistic Universities: Integrative Approach . . . . . . . . . . . . . . . 313 Natalia Galskova, Elena Komochkina, and Tatiana Selezneva The First Foreign Language Influence on the Second Foreign Language in Bilingual Environment of Sakha Republic (Yakutia), Russia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 Aleksandra Ivanova, Anna Grigorieva, Tuyaara Ordakhova, and Wu Li Content and Language Integrated Learning in Teaching Translators for Professional Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 Larisa Tarnaeva and Ekaterina Osipova Development of General Cultural Competences of Higher Education Students on the Basis of Regional Content Communicative Training . . . 341 Elena Glumova, Ekaterina Tataurova, and Mohammed H. Mahdi Contribution of English as a Second Language to Preparedness of International Medical Students in Physics in Interim Language . . . . 349 Denis V. Kovrizhnykh Multimedia Professional Content Foreign Language Competency Formation in a Digital Educational System Exemplified by Stepik Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357 Liudmila Khalyapina and Olga Kuznetsova Key Factors in Teaching English for Academic/Scientific Purposes to Non-linguists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 Oksana Anossova

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Developing Academic Skills via Greek and Latin Vocabulary Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376 Olga Obdalova, Ludmila Minakova, and Aleksandra Soboleva Integrative Teaching of Foreign-Language Listening and Speaking Skills to Engineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387 Tatyana A. Goreva, Yulia A. Karpova, Marina P. Kovalenko, and Ekaterina A. Rutskaya Intellect and Intellectual Speech-Thinking Activity of Technical University Students in Integrative Professionally-Oriented Technology of Foreign Language Learning . . . . . . . . . . . . . . . . . . . . . . 396 Tamara Serova, Irina Perlova, Elena Pipchenko, and Yuliya Chervenko Linguo-Didactic Aspect of Integrated Courses Design . . . . . . . . . . . . . . 408 Nataliya Kolesnikova and Yuliya Ridnaya Integration of Engineering Education and Linguistics When Presenting Economic Terminology in Reading Classes for International Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416 Anna Krundysheva and Svetlana Gubareva Analysis of the Communication Competence Dynamics in Integrated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425 Tatiana Baranova, Aleksandra Kobicheva, Nataliya Olkhovik, and Elena Tokareva Integrating Corporate Digital PR and Marketing Materials in LSP Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439 Marina A. Bovtenko, Svetlana A. Kuchina, and Maja A. Morozova The Principles of ESL Course Design in the Liberal Arts and Sciences Educational Environment . . . . . . . . . . . . . . . . . . . . . . . . . 449 Michael Dana Freese and Ludmila Shramko Domain-Specific Linguistic Support for Students Studying Translation in Oil Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457 Ekaterina Sosnina The Teacher’s Role in Organizing Intercultural Communication Between Russian and International Students . . . . . . . . . . . . . . . . . . . . . 465 Natalia Anosova and Alexandra Dashkina Teaching EMI and ESP in Instagram . . . . . . . . . . . . . . . . . . . . . . . . . . 475 Sofia Pushmina Digital Natives as the New Generation of Learners in ESP . . . . . . . . . . 483 Maria Romanova

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On Hedging in Teaching Academic Writing . . . . . . . . . . . . . . . . . . . . . . 494 Irina Avkhacheva, Irina Barinova, and Natalia Nesterova Professional Foreign Language Competence of Technical Students: Content, Structure and Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503 Artyom D. Zubkov The Role of Corpus Linguistics in the Training of Specialists in the Field of Computer Language Teaching . . . . . . . . . . . . . . . . . . . . 511 Alexander Dmitrijev and Marina Kogan The Model of Promoting Professional and Communicative Foreign Language Competence of Future Engineers . . . . . . . . . . . . . . . . . . . . . . 521 Maria V. Arkhipova, Ekaterina E. Belova, Yulia A. Gavrikova, and Olga A. Mineeva Improving the Efficiency of Independent Work in the Study of a Second Foreign Language by Undergraduates . . . . . . . . . . . . . . . . 530 Elena Volodarskaya and Larisa Pechinskaya MOOCs in Blended English Teaching and Learning for Students of Technical Curricula . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539 Artyom D. Zubkov Educational Environments On the Roles of Socio-educational Work in Higher Medical Education in the Development of Social Competence . . . . . . . . . . . . . . . . . . . . . . . 549 Olga Yu. Makarova and Daria V. Gorbunova Integration of Professional-Practical Aspects and Value-Semantic Aspects of the Educational Ideal of Homo Innovaticus While Training Innovative Engineers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 558 Mary G. Evdokimova Psychological and Pedagogical Training of Teachers of Engineering Universities in the Framework of Additional Professional Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569 Ulyana A. Kazakova and Igor A. Alekhin Stress Reducing Practices at Universities as Part of the Well-Being Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 578 Elena M. Pokrovskaya, Margarita Yu. Raitina, Florian Guerin, Galina I. Ilyukhina, and Tatiana N. Ananyeva Psychological Training as a Form of Practical Studies in the Course Introduction to the Profession . . . . . . . . . . . . . . . . . . . . . 586 Viktor N. Kruglikov, Marina V. Olennikova, Nina A. Matveeva, and Olga O. Kunina

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Implementation of the ‘Envisioning Cards’ Tool in Russian Engineering Education: Prospects and Problems . . . . . . . . . . . . . . . . . . 595 Vadim Silin and Tatiana Bystrova Actualization and Integration of Scientific Knowledge in School Practice Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603 Elena Nelunova, Evgeniya Tikhomirova, Ivan Artemiev, and Evgeniy Parfenov Students’ Digital Competence Formation in the Context of Implementing the Requirements of the Federal State Education Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611 Elena Kazantseva, Olga Kolmakova, Anzhela Kazantseva, and Nataliya Sverdlova Basic Guidelines, Principles and Psychological-Pedagogical Technologies of Creation of the Engineer of the Future . . . . . . . . . . . . . 621 Yuliia I. Lobanova The State of the Problem of Competence Formation to Ensure Technosphere Safety at a Polytechnic University . . . . . . . . . . . . . . . . . . 632 Andrey N. Poptcov, Irina G. Dolinina, and Elena N. Khamatnurova The Adapters Public Institute as a Means of First-Year Students’ Pedagogical Support During the Period of Adaptation to Studying at a University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641 Larisa Voronova, Irina Karpovich, Olga Stroganova, and Victoria Khlystenko Identification of Relevant Interactive Teaching Methods for the Development of Universal Competencies of Future Engineers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 Alexey Krupkin and Marina Sinyakova Development of Electronic Information and Educational Environment of the University 4.0 and Prospects of Integration of Engineering Education and Humanities . . . . . . . . . . . . . . . . . . . . . . . 659 Ivan V. Aladyshkin, Sergey V. Kulik, Maria A. Odinokaya, Alla S. Safonova, and Svetlana V. Kalmykova Students’ Independent Cognitive Activity and Its Formation at Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 672 Maria V. Khompodoeva, Larisa P. Nikulina, and Alla V. Shukaeva Social Fears of Youth as an Actual Problem of a Modern University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 685 Larisa V. Smolnikova, Olga V. Gorskikh, Margarita Yu. Raitina, and Tatyana I. Suslova

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Developing Infographic Competence as the Integration Model of Engineering and Linguistic Education . . . . . . . . . . . . . . . . . . . 692 Elena V. Alikina, Kirill I. Falko, Tatiana B. Rapakova, and Sarah Erickson Personality Development in the Information Society Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699 Lyubov Geykhman, Elena Kavardakova, and Elina Kleiman Speech Impact of the Educational and Scientific Text of Engineering and Humanities Profiles . . . . . . . . . . . . . . . . . . . . . . . . . 709 Natalia V. Anisina and Olga N. Leonova Soft Skills vs Professional Burnout: The Case of Technical Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 719 Fatima Valieva Digital Educational Resources in the Professional Activities of Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 727 Marina Khlebnikova and Irina Dolinina Academic Environment for the Development of Creative Fulfillment of Innovative Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 737 Natalya G. Sigal, Eva G. Linyuchkina, Nailya F. Plotnikova, Albina R. Zabolotskaya, and Nargis I. Bagmanova Novice Teachers Entering the Profession: Problems and Needs Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 745 Elena A. Melekhina and Marina A. Ivleva The Impact of Addressee Factor for Scientific Text Writing . . . . . . . . . 751 Elena Tareva, Angela Kazantseva, and Boris Tarev The Study on Psychological Constitutions of Comprehensive University Students with Different Levels of Academic Procrastination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 760 Tatyana Baranova, Nadezhda Almazova, Anastasia Tabolina, Olga Kunina, and Inna Yudina The Role of Critical Thinking in Professional Development of Linguists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 770 Natalia Starostina and Ekaterina Sosnina Today’s Professional Elites in the “Global Digital Cave” . . . . . . . . . . . . 778 Pavel L. Karabushchenko, Elena E. Krasnozhenova, and Sergey V. Kulik Interactive Learning Technology for Overcoming Academic Adaptation Barriers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 786 Nadezhda Almazova, Maya Bernavskaya, Darina Barinova, Maria Odinokaya, and Anna Rubtsova

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Communicative Tolerance of Postgraduate Students at an Engineering University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 795 Elena B. Gulk, Tatiana A. Baranova, Konstantin P. Zakharov, and Valery V. Khoroshikh The Comparative Analysis of the United Kingdom and the Russian Federation Occupational Standard Development . . . . . . . . . . . . . . . . . . 804 Julia Sishchuk, Irina Oblova, and Marina Mikhailova Socio-psychological Program for the Selection of Students in the Adapters Public Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 812 Anastasia Tabolina, Pavel Kozlovskii, Dmitrii Popov, Inna Yudina, Nikolay Snegirev, and Dmitrii Tretyakov Philosophical Aspects of Usage of Social Network Technologies in Modern Professional Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 820 Olga Skorodumova and Ibragim Melikov Study of Students’ Social Perceptions About Master’s Degree . . . . . . . . 828 Tatyana Baranova, Anastasia Tabolina, Marina Bolsunovskaya, Inna Yudina, Pavel Kozlovskii, and Veronika Fokina Digital and Reflexive Technologies as an Innovation in Teachers’ Professional Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 838 Olga V. Istomina, Maria V. Druzhinina, Ekaterina A. Fedoseeva, and Elena A. Donchenko Psychological Determinants of Social Behavior at Volunteers . . . . . . . . 848 Pavel Kozlovskii, Anastasia Tabolina, Marina Bolsunovskaya, Olga Kunina, Svetlana Andreeva, and Inna Yudina On How Students of Humanitarian and Engineering Specialties Perceive Their Educational and Professional Activities: Psycho-Semantic Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 856 Sergey Krainiukov and Valentina Spiridonova Digital Education as a New Vector of Development of Education in the Northern Regions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 864 Tat’yana V. Tretyakova, Elena Z. Vlasova, Elizaveta A. Barakhsanova, Mihail S. Prokopyev, and Maksim A. Sorochinsky The Study of the Integration State in the Education System in the Conditions of Open Educational Space . . . . . . . . . . . . . . . . . . . . 871 Lidia A. Bordonskaya, Ekaterina A. Igumnova, Klavdiya G. Erdyneeva, Galina N. Sleptsova, and Svetlana S. Serebryakova Modern Cloud Services: Key Trends, Models and Tools for Interactive Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 883 Natalia Semenova, Natalia Lebedeva, and Zhanna Polezhaeva

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Development of Student’s Creativity by Means of Reflective Technologies in Educational Information Environment . . . . . . . . . . . . . 891 Tamara A. Barysheva, Valentina V. Gogoleva, Tatyana F. Zyabkina, and Elena V. Maksimova Technology of Forming Competence of Pedagogical Design in Graduate and Postgraduate Programs . . . . . . . . . . . . . . . . . . . . . . . . 904 Yevgeny Turlo and Alexandra Alyabeva The Scientific Psychological Knowledge in the Structure of Autocompetence of a Student of a Technical University as a Factor in His Professional Development . . . . . . . . . . . . . . . . . . . . . 914 Elena Klemenova, Andrey Berezin, Nataliya Berezina, Margarita Ereshchenko, and Nadezhda Kovalchuk Cultural and Sociological Studies Visual Representations of the Russian Monarchy in G.A. Stroganov’s Graphic Collections . . . . . . . . . . . . . . . . . . . . . . . . 925 Natalia Goncharova, Irina Poplavskaya, Irina Novitskaya, and Victoria Vorobeva Language and Culture Complementarity as a Tool for Creating a Holistic Pragmatically Induced Professional Competence of University Graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 933 Elena Grishaeva and Veronica Razumovskaya Evaluative Aspect of Engineer’s World View (The German Language Case Study) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 942 Anna M. Klyoster and Natalia Ju. Shnyakina Creation of Digital Models for Predicting the Muslim Population Growth for Teaching Socio-humanities (Northern Europe Experience) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 951 Konstantin Eidemiller, Regina Elizaveta Kudryavtseva, Ekaterina Samylovskaya, and Sergey Kulik Socio-cultural Identity of the Digital Generation in the 21st Century: Cultural and Philosophical Analysis . . . . . . . . . . . . 960 Svetlana Zubareva Semantic Transformation of Precedent Names in Japanese Songs . . . . . 969 Tuyara N. Permyakova and Anna A. Burakova Knowledge Economy as a Cross Cultural Aspect in the Training of Engineering and Humanitarian Students . . . . . . . . . . . . . . . . . . . . . . 978 Andrei Shakurov, Valeriy Slanov, Anna Bolshakova, and Maria Abakumova

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A Cross-cultural Aspect of the Technical Writer Profession . . . . . . . . . 989 Vlada A. Grodnikova, Anna V. Bolshakova, Maria V. Abakumova, and Andrei A. Shakurov English Romanticism Novel: Unknown and Known to the Russian Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 996 Oksana Anossova Linguo-Pedagogical Potential of Internet Resources in Professional Education: Cross-cultural Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1005 Maria Druzhinina, Feng Liu, Alina Khromova, and Yanan Sun Philosophy as a Methodology of Understanding in the Educational Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1015 Ibragim Melikov and Olga Skorodumova Categorical System of Political Leaders Perceptions of Russian Universities’ Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1024 Olga V. Mitina, Victor F. Petrenko, Klavdiya G. Erdyneeva, and Alica N. Khatkova Linguistic Studies The ‘Male’ Image in the Yakut and Russian Language Consciousnesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1041 Sargylana V. Filippova, Marina I. Kysylbaikova, and Mariet P. Akhidzhakova Representation of Northern Minorities in Russian News Discourse . . . . 1049 Tatiana Melnichuk, Elena Dyakonova, and Evguenia Gorina Polysemy in Sakha Kinship Terminology . . . . . . . . . . . . . . . . . . . . . . . . 1057 Elena Fedorova, Stepan Kolodeznikov, and Csaba Meszaros Headline as a Means of Drawing Readers’ Attention in Modern English-Language Entertainment Media . . . . . . . . . . . . . . . . . . . . . . . . 1066 Natalya Saburova, Claudia Fedorova, and Ljubov Radnaeva Corpora-Based Meaning Extension of the Idiom ‘Field Day’ . . . . . . . . . 1075 Mariia I. Andreeva and Olga Yu. Makarova Prosodic Features of Bilinguals in a Foreign Language Acquisition . . . . 1084 Anatoliy Nikolaev, Evdokiya Dmitrieva, and Ljubov Radnaeva Digital Technologies in the Compiling and Use of Ethnocultural Collocations Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1092 Elena I. Arkhipova and Marina V. Vlavatskaya “Head” Metaphors in Mechanical Engineering (Based on the English, German, French and Russian Languages) . . . . . 1100 Elena V. Carter and Valentina N. Ionova

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The Arctic Altaic Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1108 Innokentiy N. Novgorodov, Tatyana S. Nazmutdinova, Aleksandr A. Petrov, Lyubov’ Zh. Zaksor, and Elena V. Nesterova Cultural Characteristics in the Public-Service Advertising Texts in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1117 Claudia Fedorova, Anna Ikonnikova, and Soon Ye Khakas as the Karluk-Uighur Language According to the Leipzig–Jakarta List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1124 Innokentiy N. Novgorodov, Safiyat A. Kukaeva, Aleksey E. Chumakaev, Nikolay N. Efremov, and Vladislav A. Borgoyakov Types of Perception in the Constructions with Simple and Continuous Infinitives After Predicates of Seemingness . . . . . . . . . . 1133 Tatiana Gorbunova, Elena Poskachina, and Lena Zamorshchikova Markers of Evidentiality in Chinese Scientific Discourse . . . . . . . . . . . . 1140 Nataliya N. Repnyakova, Uliana N. Reshetneva, and Natalia V. Vataleva Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1147

Language Teaching and Learning

Foreign Language E-Learning Course as an Element of City Infrastructure for Cognitive Enhancement for the Third Age People Elena M. Pokrovskaya1 , Lyudmila E. Lychkovskaya1 and Varvara A. Molodtsova2(&)

,

1

2

Tomsk State University of Control Systems and Radioelectronics, Tomsk 634050, Russian Federation [email protected], [email protected] Moscow Polytechnic University, Moscow 107023, Russian Federation [email protected]

Abstract. The article deals with the issues of ageing population and improving the quality of life of older (third age) people, in particular active pensioners. The ageing policy in Russia is described, the problem of a contradiction between a significant increase in life expectancy and social prejudices that prevent older people from achieving a higher quality of life is observed. An e-learning course in a foreign language is viewed as a means of improving well-being environment for active agers. The project “English for Active Third Agers” is described in terms of its aim, objectives, and methodology. It facilitates the promotion of education importance throughout entire life (life-long learning), popularizes foreign language learning, and improves the quality of life for third agers. The course content is structured, and analysis of the course main elements is performed. The paper gives an overview of Moscow and the Moscow region experience on actual practices of social activity and involvement of the third age people in the educational process. The authors focus on the network nature of the project and attract to the project implementation resources of various cities: Tomsk, Moscow, Kaliningrad. The results can be used as a science-based social program for the third age people. Keywords: Social activity
Improvement of Quality of Life people
E-learning
Foreign language


Third age

1 Introduction In recent years, innovative trends focused on ideals of perfection have been actualized in the education system and the labor sphere. The main discussions related to scientific understanding of this problem are reflected in the works by Gehlen [1], Latour [2], Huxley [3], Boer [4], Popova [5], Suslova, Pokrovskaya, Raitina [6], Gershunsky [7], etc. Today, scientific progress and technological development allow us to adhere to the strategy of understanding the human body as an artifact designed to serve the formation © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 3–10, 2020. https://doi.org/10.1007/978-3-030-47415-7_1

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and maintenance of the comfortable environment in society, including the stage of old age, which acts today as one of the constants of everyday life and is perceived as active longevity [8].

2 Problem and Methods Currently, the Moscow longevity program intended for the third age people is being actively implemented in Moscow and the Moscow region [9, 10]. The project is aimed at ensuring social activity of pensioners through the organization of their leisure activities in different areas: intellectual, sports, creative. As part of the Moscow Longevity, older people are offered 225 training programs (from information technology to legal literacy). They can join a club of interest, do sports in gyms or in the fresh air (Nordic walking, football, tennis, gymnastics and other sports), be engaged in art (singing, painting, theater), as well as get advice from experienced doctors and nutritionists on the basics of a healthy lifestyle and proper nutrition. In total, the work on the project is provided by 26 higher educational institutions, 24 clubs, and 70 studios of creative skills. The results of these programs indicate the provision of an active lifestyle of older people and the improvement of their psycho-emotional state that is especially important in the conditions of the social activity decline among the third age people leading to restrictions of socio-cultural activities. At the same time, the existing cultural potential of older people often remains unclaimed. Nevertheless, this potential is part of the society integral potential, and in the conditions of rapid society aging it can be considered as a certain reserve of socio-economic and cultural development. Consequently, the contradiction between the real essential content of the ‘old age’ and existing stereotypes at the level of social consciousness can be overcome when considering the third age people as subjects of continuous education. The specifics of the problem require the synthesis of various theoretical and methodological grounds in the field of cultural studies, philosophy, sociology, and humanistic, psychoanalytic and cognitive psychology. The logic of the study is largely based on systematic approach ideas. The article structures the content of the e-learning course for the third age people and gives its analysis in the context the project work. It is shown how stimulation of cognitive and transformative activity of older people can improve realization of the third age cultural potential in the information society. The materials of the article can serve as a methodological basis for further study of the role of cognitive improvement tools in modern society and can be used as a sciencebased social program for the third age people, as well as in various training courses.

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3 Methods and Materials Let us turn to practical issues of the development and psycho-physiological state improvement of older people on the example of the project English for Active Third Agers (English for the third age people) designed for pensioners leading an active lifestyle. Thus, the objectives of the project are: – creating a foreign (in this case – English) language course popularization system in TUSUR learning management system on the basis of Tomsk State University of Control Systems and Electronics [11] as a means of communication for the third age people, – promoting the importance of lifelong learning, – improving the quality of life of the third age people. Learning a foreign language in the electronic course for older people contributes to successful development of such important cognitive functions as attention, perception and speed of information processing, working and long-term memory, thinking, etc. [12–14]. Training tasks are positioned as one of the varieties of cognitive training aimed at improving neuroplasticity. The effects of training are characterized by both a rapid increase in performance, which is observed within one or more workouts, and a slow increase in performance as a result of many workouts over a long time. It is important to combine classroom training with the performance of tasks in the elearning course, which helps to support cognitive functions of the trainees at the level necessary for successful mastering the e-course. Edgar Dale’s method [15] was used to develop the concept of the e-learning course and to create this course as the most relevant goals and objectives of the project. In blended learning terms, we transform the Dale cone into the e-learning course and obtain a combination of face-to-face classes and e-learning: • reading: familiarization with the content of the dialogues on the topic of the lesson (for example, Acquaintance) performed in the classroom under the guidance of the teacher; explanation of lexical/grammatical material by means of attached PDF files; • listening: explanation of the material by the teacher in the classroom followed by exercises; • looking at the picture: graphical representation of grammatical material (diagrams, tables); • video viewing: presentation of the material in the form of videos https://www. youtube.com/or flash animation; • sample viewing: a model (sample) of the execution that precedes almost every test task; • observation of the demonstration: analysis of the results of the test tasks in the elearning course using the self-control function (at the end of the attempt to ‘Send all and complete the test’, incorrect answers are displayed, and when you hover the mouse cursor over your answer, the correct variant appears); • monitoring a specific action: familiarization with the comments of the teacher (added in the form of comments to the answer; as an answer to the question asked by the trainee on the forum or in private messages);

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• participation in the discussion: discussion of the problem on the topic of the lesson (in the classroom under the guidance of the teacher; possibly in the e-learning course using the elements Task and Forum); • speech: a monologue, a message on a given topic (in the classroom); • theatrical performance: making dialogues according to the models; • imitation of real activity: making one’s own dialogues; • performing a real action: interview with the teacher on the topics studied. Thus, the developed course allows trainees of any age to be considered in the active position of an independent ‘solver’ of problems, improving the quality of life of the elderly and awakening in him/her a special reflexive activity.

4 Course Description The course has been developed by the team of trainers from Tomsk State University of Control Systems and Electronics. The target audience of the course is third agers of the elementary entrance level with previous e-learning experience. The future students were informed about the course through the announcement posted on TUSUR website and enrolled in the course according to their e-mails. The duration of the course is 6 weeks. The course consists of 6 lessons (units) on the theme Travelling: Unit 1 SMALL TALK; Unit 2 TELEPHONE CONVERSATION; Unit 3 AT THE AIRPORT; Unit 4 AT THE HOTEL; Unit 5 HOW TO NAVIGATE IN THE CITY; Unit 6 AT THE RESTAURANT. An example structure is shown in Fig. 1.

Fig. 1. An example structure of the e-learning course lesson.

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Each lesson includes theory such as grammar explanation (GRAMMAR: the verb to BE) as a PDF file that you can download and print. Theoretical material is also presented in video explanations. The e-course implements various types of exercises: the choice of English equivalent, input response (based on video or audio material); memorizing dialogues (based on video/audio and script), which have links to the dictionary. In all exercises, there is a self-checking function. An important factor is the feedback that is provided through: • monitoring the activity of trainees (Assessment section), which displays the results: the number of attempts, dynamics and other indicators (Fig. 2); • forum survey: identified factors limiting (lack of face-to-face classes, low digital literacy) and stimulating (accessibility, mobility anytime, anywhere) cognitive improvement.

Fig. 2. Trainees’ activity monitoring.

The e-learning course allows relatively easy individualization of training trajectories since it incorporates various grammar, listening, reading, and writing tests, as well as different interactive tasks. When developing our course, we employed the most important principles of emerging technologies in education, in particular, for the development of online courses, i.e. the principle of visualization (use of auditive and audiovisual components to develop skills of foreign-language speech comprehension) (Figs. 3 and 4).

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Fig. 3. An example of explaining the lexical material.

Fig. 4. An example of audio-based test.

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A total of 55 trainees participated in the course, including 15 people who have successfully finished the course, 26 people who have done 20–50% of the tests, and 14 people who have done nothing.

5 Results and Discussion The socially significant project English for Active Third Agers was appreciated by the first group of trainees of the program (pensioners of Tomsk), who paid attention to the undoubted benefit and effectiveness of this initiative in their letters to the Veteran’s Council. Feedback from the participants indicates that our classes have replenished their knowledge, and activated memory, brain work and energy. In the future, emphasizing the network nature of the project, it is planned to train older people in the cities where the project participants work (Moscow, Kaliningrad) using the developed online course. The project should prolong and enhance the quality of their lives and improve social adaptation in modern society.

6 Conclusion This project is aimed at resolving the contradiction between a significant increase in life expectancy (civilization has entered the Third Age) and social prejudice that prevents third agers from the achievement of a higher quality of life. Today, in an era of globalization and cosmopolitanism, motivational dominance and self-presentation, aimed at maintaining success and social recognition, play an important role in the ageing process. In Russia, people of the third age have practically no leisure skills, or they have no other socially significant identification resources but working in gardens. Therefore, it is necessary to maintain real motives for achieving well-being through a foreign language and to overcome gerontophobia and ageism on the part of young and middle-aged people. For Tomsk, the project is relevant and can act as a driver of social innovation in other regions.

References 1. Gehlen, A.: O sistematike antropologii [On the systematics of anthropology]. The Problem of man in Western philosophy, pp. 151–201 (1988). (in Russian) 2. Latour, B.: Nadezhdy konstruktivizma [The Promises of constructivism]. In: Vakhshtayn, V. (ed.) Sotsiologiia veshchei [Sociology of Things], pp. 365–389. Territoriia budushchego, Moscow (2006). (in Russian) 3. Huxley, A.: After many a summer. Reprint edn. Ivan R. Dee (1999) 4. Boer, T.: Reflections on enhancement and enchantment. a concluding essay. In: Boer, T., Fisher, R. (eds.) Human Enhancement. Scientific, Ethical and Theological Aspects from a European Perspective, pp. 283–292. Church and Society Commission of the Conference of European Churches, Brussels (2013)

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5. Popova, O.: Filosofsko-religioznye aspekty problem uluchsheniya cheloveka [Philosophical and religious dimensions of Human being enhancement problem]. Human 2, 66–78 (2018). (in Russian) 6. Suslova, T., Pokrovskaya, E., Raitina, M.: Transdisciplinary cooperation within realization of idea of ‘Triple Helix’. In: Karpova, A.Yu., Ardashkin, I.B., De Jong, W.M., Martyushev, N.V. (eds.) International Conference Responsible Research and Innovation. European Proceedings of Social and Behavioural Sciences, vol. XXVI, pp. 809–814. Future Academy, London (2017) 7. Gershunsky, B.S.: Obrazovanie kak religiya. Psikhologo-pedagogicheskie nauki tretiego tysyacheletiya: garmoniya znaniya i very [Education as a religion. Psychological and pedagogical sciences of the third Millennium: the harmony of knowledge and faith]. Ped. obsch-vo Rossii, Moscow (2001). (in Russian) 8. Manuilskaya, K.M.: Moda i stil kak odin iz faktorov aktivnogo dolgoletiya [Fashion and style as one of the factors of active longevity]. Human 2, 66–78 (2018). (in Russian) 9. Moscow longevity program. https://www.mos.ru/city/projects/dolgoletie/. Accessed 05 Oct 2019 10. Moscow Region longevity program. https://socgidmo.ru. Accessed 06 Oct 2019 11. Learning management system Moodle. http://sdo.tusur.ru. Accessed 19 Oct 2019 12. Costello, E.: Opening up to open source: looking at how Moodle was adopted in higher education. Open Learn. 28(3), 187–200 (2013) 13. Gavin, P.: Free choice of learning management systems: do student habits override inherent system quality? Interact. Technol. Smart Educ. 10(2), 84–94 (2013) 14. The Open University. http://www.open.edu/openlearn/languages. Accessed 29 Aug 2019 15. Professor Dale’s cone. http://www.openlesson.ru/?p=16822. Accessed 28 May 2019

Multilingual Communicative Competence of Future Engineers: Essence, Structure, Content Anna Prokhorova(&) Ivanovo State Power Engineering University, Ivanovo 153003, Russia [email protected]

Abstract. The paper enlarges on the concept of a multilingual approach to teaching foreign languages to students of a technical university and developing their multilingual communicative competence. The multilingual system of education is considered by the author as a complex educational structure of a humanitarian nature, which is aimed at developing a multicultural personality of engineering students. From this perspective, the paper substantiates the role and place of multilingual communicative competence among other professional competencies meant for the future engineers and, as a result, lays the basis for a certain scientific novelty. The author defines the goal of mastering multilingual communicative competence, aimed at achieving success related to the competitiveness of multilingual university graduates in the global labor market. This interaction is based on multilingual, multicultural knowledge, as well as skills and abilities that specify the content of the professional, intercultural, communicative and strategic components in the structure of communicative competence. Besides, the results of the research make it possible to distinguish a number of other competencies that are improved in the process of multilingual education. The conducted study proves that the integration of this type of training into the content of technical students’ foreign-language teaching is not only possible but also promising. Keywords: Engineering education communicative competence


Foreign languages
Multilingual

1 Introduction The relevance of the research becomes more up-to-date as long as the new requirements for graduates of technical universities are introduced due to prosperous globalization, as well as the internationalization of professional activity. There is an increased demand for multilingual specialists due to emerging needs for intercultural communication at work and issues concerning multilingual communication in the course of personal, business and professional cooperation with representatives of various partner countries. Employees possessing multilingual competence, who can integrate it into the structure of their own professional activity, are in demand in all sectors of the national economy. In this regard, the training of multilingual technical specialists is a priority for universities. Such training should be carried out taking into © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 11–20, 2020. https://doi.org/10.1007/978-3-030-47415-7_2

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account the principles of national language policy, international experience and universities’ specifics. There are numerous Russian and foreign scientific publications devoted to various problems of multilingualism (Aronin and Singleton [1], Cenoz et al. [2, 3], Edwards [4, 5], Gardner and Martin-Jones [6], Kemp [7], Lauridsen [8], Li [9], Otwinowska [10], Paradowski [11], Schjerve, Vetter [12]) and the formation of students’ multilingual personality at the secondary and higher levels (Baryshnikov [13], Evdokimova [14], Prokhorova [15] and others). The examples of practical development of this problem are professionally oriented educational programs and special courses on the foreign language for specialists of different fields, as well as applied research focused on the formation of various competencies (Almazova et al. [16], Tareva [17]). Despite the fact that theoretical assumptions have already been determined and there is a practical experience in forming multilingual competence in the conditions of linguistics training in secondary school education and on a higher level, technical universities do not work systematically on the formation of such competence. The content of this article highlights one of the attempts to analyze a new approach to foreign language learning, influencing the formation of a multilingual personality of future engineers, as well as to consider the factors that influenced the emergence of a multilingual approach. Moreover, the objectives of this study include the development and description of the structure and content of multilingual communicative competence, as well as methodological principles that form the basis of a multilingual approach used in the logic of studying several foreign languages. 1.1

Review of Related Literature

The State Educational Standard of Higher Education in Russia defines the competence approach as the main one in modern pedagogical theory and practice (Bezukladnikov [18] and others). The formation of a professional competence of students with a major in engineering is its primary goal. The personality-oriented approach, aimed at developing the personality of each student, is proclaimed as the leading trend of modern pedagogy. The development of psychological, pedagogical and didactic foundations of student-centered learning was of interest to many contemporary Russian scientists, such as Bim [19], Serikov [20], and others. An interdisciplinary approach to teaching a foreign language is actively promoted at non-linguistic universities. Its implementation guarantees the formation of integrative competencies, including foreign-language communicative competence of students. Some researchers in this area (Nefedov [21], Fedorova [22] and others) convincingly argue the transition from the subject principle of the content building to the principle of interdisciplinary interaction and coordination, carried out at the motivational, substantive, procedural and reflexive levels.

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Under the internationalization of universities, considerable attention is paid to establishing a productive academic and professional dialogue with foreign speakers. There are numerous published studies in the frames of the intercultural approach to modern teaching of foreign languages (Dmitrieva, Oberemko [23] and others). 1.2

Substantiation of Multilingual Approach

In this article, the author proceeds from the fact that in modern theory and practice of teaching foreign languages there are no studies devoted to the coherent system built on the methodology of a multilingual approach to the process of developing the ability and willingness to carry out multilingual and intercultural communication of students from technical universities which is based on the analysis of progressive linguistic and methodological experience of native and foreign researchers, leading approaches and principles of linguodidactics, as well as on the investigation of professional features of modern and future engineers. Meanwhile, the appearance of such an approach is caused by a number of interrelated external and internal factors [24, 25]. First of all, the external factors include the globalization, integration, and internationalization, influencing both the world educational policy and the Russian one. Secondly, on the one hand, there is the desire of the EU countries to promote linguistic pluralism and multiculturalism, and on the other, the promotion of the Russian language and culture. Thirdly, there is the intersection of the professional needs of the world community with the same needs of the Russian Federation. Highlighting the internal conditions, the author notes that they reflect: a) the need of a society for an individual capable of interacting in a multicultural and multilingual environment; b) the need of a state for engineers who can act as subjects of multilingual and intercultural communication in the field of professional activity with representatives of partner countries; c) the need of an individual for the development (improvement) of his/her capacity for multilingual and multicultural communication and for professional self-realization in the context of world economic and engineering synergy.

2 The Essence of Multilingual Communicative Competence Since the goal of the Russian language policy is to strengthen the position of the Russian language and promote multilingualism as a necessary condition for integration into the world community [26], we observe the intensification of the requirements for knowledge of the native language and expansion of the number of studied foreign languages at secondary and university levels of education.

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Therefore, it is possible to say that the multilingual approach is aimed at achieving success related to the competitiveness of multilingual graduates of Russian universities in the global labor market, which is also an important condition for the successful realization of their personality. In other words, mastering multilingual communicative competence allows students not only to enter the world professional and academic area but also to compete in it with foreign graduates of the same branch of the national economy with the skills of multilingual and multicultural communication. It seems logical to assume that, in order to form the mentioned skills, first of all, future engineers should have solid knowledge of their native language. In addition, it is necessary to master the basic sub-competencies that are the part of the structural composition of foreign language communicative competence. Mastering the key components of the communicative competence of each foreign language (main foreign language, second foreign language, third and subsequent foreign languages) further contributes to the formation of multilingual communicative competence. Knowledge, skills and practical experience accumulated by students in the process of mastering the communicative competence of each new foreign language increase the cumulative potential of abilities to implement multilingual communication, that is, to use the full range of multilingual personality resources.

3 Principles to Foster Multilingual Communicative Competence The basis of the multilingual approach to teaching several foreign languages is a developed set of basic principles that allow improving the quality of multilingual education at technical universities and educating future engineers in the conditions of an artificially created multilingual educational environment. The author notes that the important components of the multilingual approach are the principle of consistency, understood as a unity of pedagogical theory, experiment and practice, and the principle of interdisciplinarity, interpreted as the interaction of humanities and technical sciences. The latter principle provides a methodological dialogue and determines the theoretical foundations of a complex of scientific fields, both within the methodological and pedagogical theory and practice and in other humanities and social sciences, ensures the cooperation of various scientific fields and the circulation of general concepts. The leading role in the structure of the multilingual approach is played by the principle of communicative orientation, due to which the student is not a passive recipient of knowledge, but an active participant in the process of learning and mastering a new foreign language. The principle of communicative orientation and personality-oriented approach formed the basis for the need to study the psycholinguistic and psychological problems of students, as a result of which the roles of a teacher and a student were revised, both at language and technical universities.

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It also seems logical to emphasize the principle of cognitive orientation, aimed at strengthening the complex of the cognitive component of a person’s potential, related to the ability to analyze and evaluate authentic information in a foreign language, judgments, and opinions of other people, the correctness of own verbal and non-verbal actions, etc. The bridge connecting the theoretical concepts with the methodological and pedagogical practice at non-linguistic universities is the principle of modeling multilingual situations of professional activity in the educational process, which involves building and studying linguistic models used in future professional activities in an international working environment. The principle distinguished by the author provides the performance of simulation tasks imitating the management of verbal situations of future professional activity, namely its scientific, technical, academic and production components. These ‘linguistic simulators’, like mechanical or computer simulators (well-known to students of technical specialties), facilitate the most accurate reproduction of future work situations in establishing an interpersonal multilingual dialogue, the goal of which is to achieve the greatest efficiency and positive creative interaction in joint international engineering and technical activities. The key element in the structure of the multilingual approach is the principle of the synthesis of intellect and morality as the most optimal in modeling the process of multilingual personality training in technical universities. Moreover, the intellectual component contains the objective, procedural-reproductive, and procedural-creative components, and the moral component includes the moral-ethical, emotional-value and personal-volitional components. The activation of the humanitarian component in the educational system of a technical university is provided by the principle of synthesis of intellect and morality, and it also allows eliminating the ‘monoprofessionalism’ entrenched at technical universities (N.V. Gromyko’s term), which not only slows down the development of modern sciences and practices but also promotes a personality transgression. It should be emphasized that this principle is inextricably linked with the definition of the initial indicators of language erudition and the ethical development of students, which ensures the differentiation and individualization of multilingual learning. The principle of comparing linguocultures, which is to find the ‘common’ and ‘specific’, ‘own’ and ‘others’, as well as ‘others in own’, is defined as appropriate when identifying the specifics of intercultural communication in the context of a multilingual approach. The implementation of this principle is possible through the involvement of both local and foreign multilingual teachers, as well as specialists in intercultural communication.

4 Structure and Content The component content of multilingual communicative competence implies a wide structural scope (Fig. 1).

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Fig. 1. The structure of multilingual communicative competence.

Since successful multilingual communication in oral and written speech is largely determined by the individual-psychological qualities of participants in a speech interaction with different national-cultural identities, the author tends to believe that in the structure of the discussed competence there should be a personality component. It determines the internal motivation and incitement of students to communicate with foreign colleagues. In addition, this component takes into account the set of professionally significant personality traits of a future engineer, ensuring his/her psychological readiness for real multilingual interaction in the professional sphere of activity. Currently, the process of training engineering personnel should be built in accordance with the new requirements of potential employers, many of which are representatives of enterprises of the international level. Therefore, among various requirements, the requirement for the formation in future engineers of not only foreignlanguage communicative skills and abilities, but also special competences that would allow them to be successfully implemented in the modern professional space in a competitive environment is becoming increasingly apparent. Based on this, it seems logical to single out a professional component, the content of which is considered in accordance with the types of the professional activity of an engineer, in the structure of the multilingual communicative competence of students of a technical university. Note that nowadays the functionality of the future professional activities of employees working in engineering positions is quite extensive, therefore, training in modern technical universities should be focused on training advanced personnel.

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As is known, the quality of the results of the professional activities of future engineers is proportional to the level of their development. Based on this, the development of intellectual abilities is the core task of higher education. Currently, there is a significant increase in the intellectual aspects of vocational education. The role of intellect in multilingual communication is paramount, since successful communication requires well-formed skills of analysis and synthesis, critical thinking, making well-founded decisions, the ability to find causal relationships. The listed skills are of great importance from the point of view of the formation of the intellectual side of plans and structures of speech-thinking behaviour in the communicative circumstances of multilingualism. In addition, a broad outlook, general cultural and linguocultural awareness, ingenuity, conjecture and a lot more are needed. These theses indicate the need to include one more significant component – the intellectual one – in the structure of the developed competence. The competence under consideration also defines an intercultural component. It includes certain skills and experience, without which the understanding of a person living in a different culture is difficult and, therefore, reflection on one’s own culture and its development is impossible. This can lead to conflicts between representatives of different cultural groups, as well as subcultures, i.e. to exacerbation of interpersonal, intergroup, interethnic and other relations. Therefore, one of the tasks of multilingual education is creating conditions for students to gain experience in intercultural communication. A communicative component of multilingual communicative competence provides a future engineer with the ability to carry out foreign-language professional communication with foreign colleagues based on multicultural language and speech knowledge, skills and abilities, and communication strategies. Professional communication of an engineer requires knowledge of important legal and technical documentation in Russian and foreign languages. It is customary to use the information contained in regulatory documents as an argument confirming the correctness and legitimacy of the actions of engineers and technicians, both in Russia and abroad. Therefore, a strategy of reasoned communication, which is understood in the logic of making plans for speech actions to achieve the goal of reasoned persuasion of a partner in a multilingual professional communication environment, stands out as the leading means of the professional activity of an engineer. It is important to emphasize that a strategic component in the structure of multilingual communicative competence is associated with making many decisions regarding the language material perceived, used and reproduced by students and the actions they perform. The high level of formation of this component allows students to successfully master the linguistic, speech, sociocultural, intercultural, cognitive, pragmatic, mediative, professional and other important competencies that form the basis of the discussed competence. Note that in the logic of this study, communication strategies are understood as potentially conscious plans to overcome difficult situations of intercultural communication that arise during multilingual interaction. The competent use of communicative strategies contributes to the main goal of multilingual training of students of a technical university – effective professional interaction with representatives of a foreign society.

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5 Conclusion In recent years, there has been a marked scientific interest in the problems discussed in this article due to the modernization of non-linguistic universities, and an increased focus on the general humanitarian and linguistic components of technical universities in Russia. This study makes it possible to supplement the missing link in the system of language education at technical universities and convinces of the need for the introduction of orderly actions in the educational process of this category of universities. Summing up the results of this study, it should be emphasized that the concept of multilingual education implemented in a technical university entails the beginning of a new type of teaching and educational process in a foreign language and its unit that is limited in time and completed in terms of content and method of conducting – a lesson. This process involves, firstly, the interaction and co-creation of a multilingual teacher and a student; dialogicity and transition from teaching to the multilingual communicative-cognitive activity of a student. Secondly, it is independent effective use of the studied languages to solve personal and professional problems, based on the experience of multilingual communication; entry into the field of ‘meaning’ and ‘content’ of intercultural communication. Finally, it is self-esteem and self-reflection; discovery of new multilingual knowledge, and creativity in and through languages.

References 1. Aronin, L., Singleton, D.M.: Multilingualism. John Benjamins Publishing, Amsterdam (2012) 2. Cenoz, J.: Defining multilingualism. Ann. Rev. Appl. Linguist. 33, 3–18 (2013) 3. Cenoz, J., Gorter, D.: Focus on multilingualism: a study of trilingual writing. Mod. Lang. J. 95, 356–369 (2011) 4. Edwards, V.: Multilingualism in the English-Speaking World. Blackwell, Oxford (2004) 5. Edwards, J.: Multilingualism: Understanding Linguistic Diversity. Continuum, London (2012) 6. Gardner, S., Martin-Jones, M.: Multilingualism, Discourse, and Ethnography. Routledge, London (2012) 7. Kemp, C.: Defining multilingualism. In: Aronin, L., Hufeisen, B. (eds.) The Exploration of Multilingualism: Development of Research on L3, Multilingualism, and Multiple Language Acquisition, pp. 11–26. John Benjamins Publishing, Amsterdam (2009) 8. Lauridsen, K.: Multilingualism – a necessary absent component in Europe 2020? Sustain. Multilingualism 3, 12–18 (2013) 9. Li, W.: Research perspectives on bilingualism and multilingualism. In: Li, W., Moyer, M. (eds.) The Blackwell Handbook of Research Methods on Bilingualism and Multilingualism, pp. 3–17. Blackwell, Oxford (2008) 10. Otwinowska, A., De Angelis, G.: Introduction. Towards education for multilingualism. In: Otwinowska, A., De Angelis, G. (eds.) Teaching and Learning in Multilingual Contexts: Sociolinguistic and Educational Perspectives, pp. 11–21. Multilingual Matters, Bristol (2014)

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11. Paradowski, B.: Multilingualism – assessing benefits. In: Komorowska, H. (eds.) Issues in Promoting Multilingualism Teaching – Learning – Assessment, pp. 335–354. Foundation for the Development of the Education System, Warsaw (2011) 12. Schjerve, R., Vetter, E.: European Multilingualism. Current Perspectives and Challenges. Tonayanda & North York: Multilingual Matters, Bristol (2012) 13. Baryshnikov, N.V.: Mnogoyazychnyj shkol’nik - ehto real’no [A multilingual school student is a reality]. Inostrannye yazyki v shkole 1, 3–9 (2017). (in Russian) 14. Evdokimova, N.V.: Razvitie poznavatel’noj sposobnosti studentov pri formirovanii mnogoyazychnoj retseptivnoj kompetentsii [The development of students’ cognitive ability in the formation of the multilingual receptive competency]. Sibirskij pedagogicheskij zhurnal 1, 182–191 (2008). (in Russian) 15. Prokhorova, A.A.: Mul’tilingval’noe obuchenie kak sostavlyayushhaya protsessa professional’noj podgotovki studentov tekhnicheskogo universiteta [Multilingual education as a component of the process of professional training of students in technical universities]. Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta 9(142), 55–60 (2019). (in Russian) 16. Almazova, N.I., Baranova, T.A., Khalyapina, L.P.: Pedagogicheskie podkhody i modeli integrirovannogo obucheniya inostrannym yazykam i professional’nym distsiplinam v zarubezhnoj i rossijskoj lingvodidaktike [Pedagogical approaches and models of integrated teaching of foreign languages and professional disciplines in foreign and Russian linguistic didactics]. Yazyk i kul’tura 39, 116–134 (2017). (in Russian) 17. Tareva, E.G.: Sistema kul’turosoobraznyh podhodov k obucheniyu inostrannomu yazyku [The system of cultural approaches to learning a foreign language]. Yazyk i kul’tura 40, 302–320 (2017). (in Russian) 18. Bezukladnikov, K.Eh.: Kompetentnostnyj podkhod v professional’noj podgotovke budushhego uchitelya v pedagogicheskom vuze [Competence-based approach to professional training of future teachers in pedagogical universities]. Pedagogicheskoe obrazovanie i nauka 6, 73–77 (2009). (in Russian) 19. Bim, I.L.: Lichnostno-orientirovannyj podkhod – osnovnaya strategiya obnovleniya shkoly [A personality-oriented approach as the main strategy for updating the school]. Inostrannye yazyki v shkole 2, 11–15 (2002). (in Russian) 20. Serikov, V.V.: Lichnostno orientirovannoe obrazovanie [A personality-oriented education]. Pedagogika 5, 16–21 (1994). (in Russian) 21. Nefyodov, O.V.: Ratsional’naya metodika obucheniya inoyazychnoj kommunikativnoj kompetentsii studentov neyazykovykh vuzov [Rational method of teaching foreign language communicative competence to students of non-linguistic universities]. Ph.D. thesis. Pyatigorsk State Linguistic University, Pyatigorsk (2015). (in Russian) 22. Fyodorova, N.P.: Preodolenie lingvokul’turnoj interferentsii v prpotsesse obucheniya inostrannomu yazyku studentov neyazykovykh vuzov [Overcoming of linguistic and cultural interference in the process of teaching a foreign language to students of nonlinguistic universities]. Ph.D. thesis. Nizhniy Novgorod State Linguistic University, Nizhniy Novgorod (2010). (in Russian) 23. Dmitrieva, E.N., Oberemko, O.G.: Lingvisticheskoe obrazovanie v kontekste issledovaniya fenomena mezhehtnicheskoj kommunikatsii [Linguistic education in the context of the study of the interethnic communication phenomenon]. Yazyk i kul’tura 41, 241–254 (2018). (in Russian) 24. Bezukladnikov, K.Eh., Zhigalev, B.A., Prokhorova, A.A., Kruze, B.A.: Osobennosti formirovaniya mul’tilingval’noj obrazovatel’noj politiki v usloviyakh nelingvisticheskogo vuza [Features of the formation of a multilingual educational policy in non-linguistic universities]. Yazyk i kul’tura 42, 163–180 (2018). (in Russian)

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25. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with new Descriptors. Council of Europe, Strasbourg (2018) 26. Ukaz Prezidenta RF № 1666 «O Strategii gosudarstvennoj nacional’noj politiki Rossijskoj Federacii na period do 2025 goda» [Decree of the President of the Russian Federation No. 1666 of December 19, 2012 “On the Strategy of the state national policy of the Russian Federation for the period up to 2025”] (2012). (in Russian)

Didactic Methods and Approaches of Formation of Professional Communication in Foreign Languages for Students of Engineering Specialties Marina Yu. Ryabova(&)

and Elena V. Filatova

Kemerovo State University, Kemerovo 650000, Russia [email protected]

Abstract. The article studies the innovative models in the organization of vocational training based on educational approaches that ensure the formation of qualitative characteristics of a specialist adequate to modern conditions of a professional activity. The goal of the article is to justify the possibility of improving the formation of professional foreign language communication for students of engineering specialties based on new subjective-action approach, acmeological and contextual approaches to teaching. The research methods used to obtain scientific results include the method of scientific literature analysis, the modeling method, the case-method, the method of pedagogical observation and experiment. The article identifies the fundamental factors that allow the system of higher education in Russia to carry out necessary educational reforms. The authors consider that these factors present the following didactic approaches: subjective-action approach, acmeological and contextual approaches to teaching and training of the foreign language communication for students of engineering specialties. Based on these approaches, the authors offer the educational and methodological provision of training students of engineering specialties, forming and developing their professional activity. Keywords: Subjective-action approach
Contextual approach
Acmeological approach
Interdisciplinary integration
Interlanguage communication

1 Introduction Integration of the Russian Federation system of higher and postgraduate professional education into the world education system while maintaining and developing its achievements and traditions is one of the principles of the public policy [1]. Researchers from different countries [2, 3] consider technical, vocational education and training as means of the nation development. The competitiveness of graduates of technical universities depends on whether these graduates possess the competencies required by the relevant industries. Scientists are exploring possible directions for improving the university curricula [4, 5], which can help maintain a competitive advantage. In order to arouse students’ interest and loyalty, universities strive for innovations,

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 21–27, 2020. https://doi.org/10.1007/978-3-030-47415-7_3

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and constantly adapt, strategically prioritize goals [6, 7], and use advanced technologies to provide educational services [8, 9]. The tradition of Russian higher education is to focus on a profession based on fundamental knowledge, only a part of which is taught in a comprehensive school, while the main part – at a university. This systemic depth and breadth of subject knowledge ensures the integration of general education in terms of formation of the required competencies. A specialist, as a person who possesses the knowledge of a particular specialty or engineering system, can view the world not at the level of everyday life consciousness, the main determinants of which are direct life experiences or knowledge formed by the media. He can view the world at the level of consistent theoretical and systemic knowledge, when he can understand the development of the specialty and assess the human environment as natural and social phenomena. For example, Engineering Economics is a discipline from a general professional cycle for engineering specialties’ students. It is aimed to contribute to the development and deepening of worldview, methodological capabilities of the humanitarian, and social and economic cycle disciplines (e.g.: Philosophy, History). It also enhances the formation of theoretical knowledge and competences, while mastering a number of disciplines of the general professional cycle, such as Foreign Language Professional Communication, the Basics of Communicative Culture, Business Foreign Language and Intercultural Communication, etc. Thus, the main strategic task of specialist training programs in higher education institutions is not only the formation of knowledge, skills and abilities of students to solve individual professional problems at the micro level but rather the formation of those intended for activities at higher levels, including the macro level. In this case, the knowledge, being an object of a certain specialty, is the result of integration with other systems and the external natural environment and society. Since teaching is no longer focused on the instructor’s knowledge, the goal of this article is to present the methodology ensuring the activity of students in the learning process, to identify the potential of active teaching methods that contribute to improving the level of proficiency of students of engineering specialties in the foreign language professional communication.

2 Research Methods Humanitarian disciplines such as business foreign language communication or economics of engineering systems for engineering students mainly contribute to the formation of general cultural competencies, which are the basis for professional ones. The pedagogical theory worked out theoretical prerequisites for the development of innovative models in the organization of university vocational training based on educational approaches that ensure the formation of qualitative characteristics of a specialist that are adequate to modern conditions of professional activity. In the context of this article, we will focus on subjective-action, acmeological, and contextual approaches. The subjective-action approach makes it possible to emphasize the importance of continuous professional and personal development, to form the specialist professional

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competences in accordance with professional assignments by accumulating qualities that are in line with the professional standards during the transition to the next educational level, which leads to qualitative changes in their development [10–14]. Acmeology [15], developing now in cooperation with the management theory, pedagogy and psychology, has significantly changed the emphasis in the field of professional training. The acmeological approach presupposes the development of creative personal qualities and abilities. It is aimed at reaching the highest level of professional excellence at the very first stages of professional development of students of engineering specialties. A contextual approach in the system of vocational education promotes professional and social training of specialists as it involves the implementation of the learning process in the future professional activity context. In this research, we considered the ideas of the contextual approach to learning as interesting and promising [16, 17]. The latter means the type of training, ‘in which, with the help of the entire system of didactic forms, methods and means, the subject and social content of the future professional activity of a specialist is modeled, and the assimilation of abstract knowledge goes in the outline of this activity’ [17]. The main idea of contextual education is modeling real production relations in the forms of student educational activity, which enables bridging the gap between vocational training and production activity.

3 Material and Results The implementation of these approaches helped us to organize the educational process taking into account the professional orientation of training, focusing on the students’ personality, their interests, inclinations and abilities. Based on these approaches, we used the following teaching methods in the system of higher professional education. The use of the subjective-action approach in the educational process provides a high level of knowledge acquisition due to the high coefficient of student’s involvement in academic work, the continuity in skill formation, the correlation of teaching methods and the rate of learning the material with the character of the educational tasks and students’ individual capabilities. It is this principle that was the basis for the development of such teaching method as technological maps for classes of various academic disciplines. The use of technological maps at the lesson allows a student to update his basic knowledge and organize active and independent cognitive activity for assimilation of new knowledge, which contributes to the formation of a new style of modern scientific and practical thinking. The process of knowledge acquisition becomes inextricably linked with the process of its application, i.e. practical activities. This style of thinking allows a young specialist, in the absence of necessary information, to find a solution to the problem faced by him. This will undoubtedly help him gain confidence, increase the level of motivation to perform professional tasks (functions), and therefore, the level of professional and psychological readiness for professional activity. The application of the subjective-action approach, namely, the principle of the student’s intentional involvement in various types of professionally-oriented educational activities, is observed in the textbook Ecology for Engineers written by us.

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Completing the tasks of this manual allows students to put into practice their theoretical knowledge and provides the basis for further improvement of their activities. We have outlined the following advantages of the textbook. 1) A clear focus on the solution of certain problems, and an orientation to the formation of knowledge and professional skills. 2) Logic and consistency: at first, students study the theory, and then, when performing practical tasks and solving problems, apply the acquired knowledge. 3) The content of the textbook is simple, accessible, and applicable. 4) The presence of instructions and descriptions of the actions for both the internship manager and students, and the assessment plan allow a teacher to pedagogically competently manage and organize the internship process, identify difficulties, and adjust the internship taking into account individual characteristics of each student, and facilitate the assessment process based on the results of each section. 5) The applicable nature of the textbook and communication of the head of practice from the organization and the student contribute to the formation of a set of professional personal skills in a future specialist, as well as to their interest in future professional activities. 6) The ability to provide the trainee with an individual pace and form of work, which do not affect the final results. Taking into account the ideas of contextual approach of learning that the organization of the educational process should ensure student’s transfer from a student to a specialist, and then – ‘the transformation of educational activities into professional ones’, we offer recommendations for conducting classes, the implementation of which contributes to the formation of basic competencies of a future engineer. 1. The modular teaching method, which includes deep immersion. It is appropriate not to stretch the course for a semester or a year, but to teach the discipline 5 days a week for 3–4 lessons daily. Thus, students will have more opportunities for deeper and more creative mastering of the discipline and will form the relevant competencies. The main advantage of this method is the rearrangement of time within the block, which allows the student to develop various skills to carefully work with literature, to highlight the main goal, to generalize what has been read, to formulate problems and arguments, to do a research work, and to be able to work in a team. 2. Interdisciplinary integration as interpenetration of the content of different academic disciplines and formation of a single educational potential using innovative pedagogical methods, means and organizational forms of training [1]. Integration requires the coordination between the duration of studying of different disciplines, while each of them is based on certain conceptual frame, and continuity in the development of concepts, filling them with new content. We will consider possible applications of these methods on the examples of such academic disciplines as Business Foreign Language Communication, Business English, and Economics and Management of Engineering Systems, which are taught in all engineering specialties. Thus, the study of a foreign language in these specialties will include sections related to reading English international journals and periodicals, such as The Economist, Nature, Harvard Business Review, Engineering Systems, Mining Engineering, Science, etc., into their academic programs. An exemplary module of the discipline Business Foreign Language Communication can include the following sections.

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Section 1. Economics and Management of Engineering Systems in the European Union with the following subsections: Introduction to the International Economy; Introduction to Management; Market, Stages of Its Development; Functions and Laws; Firm in the System of Market Relations; Organization in Management; Organizational Structures; Planning, Building a Tree of Goals; the Concept of Management Decisions; Methods of Taking Decisions; Fundamentals of Macroeconomics; Communication in Management; Foreign Economic Activity; International Transfer of Technological Innovations; Intercultural Communication and Etiquette, etc. Section 2. Practical Classes and Seminars on subjects: the Choice of an Organizational Structure of the Company, Building a Tree of Goals, Stages of Creation and Liquidation of a Company, Choosing the Organizational and Legal Structure of the Firm, Speech Etiquette of a Firm Meeting, an Etiquette of Business Conversation in a Foreign Language. Section 3. Business Game in a Foreign language Manipulation and Motivation. Section 4. The Method of Tournament of Speakers on the topics: Positive and Negative Aspects of International Cooperation; Entrepreneurship and Innovation; Communicative Culture of a Specialist, which provides the development of foreign language communicative abilities, the development of the art of public speech. The latter is evaluated by the following criteria: the logic of speech, artistry, communication with the public, expressiveness, communicative ethics, and ability to demonstrate visual materials. Section 5. The Method of the Analysis of Correspondence in a Foreign Language. The purpose of this method is to develop the skills of systemic vision of the problem or situation: students should comprehensively understand the situation or problem based on fragmentary information reflected in different documents. The content of this method is as follows: start a discussion, consider a definite case, and then analyze the issues that arise in the discussion. Solving the proposed problems, students develop the ability to analyze and evaluate a specific life situation, as well as to speak logically, and give correct and reasonable answers. For example, the main goal of the discipline Engineering Ecology is to provide students with fundamental knowledge necessary to reduce a negative impact of the technosphere on the natural environment by means of rational and integrated use of raw materials and energy resources. In the lesson, students are offered to solve problems, which contribute to the acquisition of theoretical knowledge and practical skills necessary for future specialists to make environmentally, technically and economically sound decisions. The list of possible tasks offered in the lesson can be as follows: what are the English terms for production processes; the nature of these processes and their cycles; which of them are considered more progressive from an environmental point of view; what are the main factors of energy impact on the biosphere; explain in English the nature of the acid rain; why are they dangerous; specify the purpose of water in the life of mankind and the biosphere. The analysis has shown that the advantage of this method includes: the possibility of active student participation during decision-making; their open expression of opinions about solution of various problems; their effective behavior in simulated situations; development of analytical thinking and ability to establish business and professional contacts to make collective decisions and to resolve conflicts, which will contribute to the formation of the competence of a future specialist [18].

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M. Yu. Ryabova and E. V. Filatova

The research reveals the potential of active teaching methods that improve the proficiency of students of engineering specialties in foreign language professional communication.

4 Conclusion The analysis of domestic and foreign experience shows that higher education organizations use advanced didactic approaches, methods and technologies of training in various areas of the economy and social policy. The proposed methods are an opportunity or a means of compensation, replenishment of the missing practical knowledge, since higher professional education, due to its functional characteristics, is not able to react to changes in production with a high degree of efficiency. Tasks can be solved adequately provided that the educational process, its theory and practice are closely integrated, which allows dealing with many didactic problems, enriching the content of academic programs and disciplines. In organizing student vocational training, the block and module construction of the content structure of an academic discipline is advisable. The tasks aimed at increasing the level of competence in the discipline like Professional Foreign Language Communication constitute the basic content blocks with tasks consistently expanding and deepening in accord with goals and objectives of the training phase. From the point of view of the authors, it is necessary to prepare Russian teachers for implementation of new approaches in students training. The educational and methodical attitude developed here based on didactic approaches aims to create the conditions for successful training and personal development of future specialists. It promotes a qualitative realization of educational programs according to requirements of the federal state educational standards, professional standards, labor market, and a modern level of development of educational systems, and future professional activity. The result of its implementation is the formation of general cultural and professional competencies, and the transition from impersonal educational standard requirements of the specialist to the basics of professional competence.

References 1. Isayeva, O.N.: Mirovoe obrazovanie kak sistema [World education as a system]: Avtoreferat Cand. Dis. Ryazan (2009). (in Russian) 2. Choi, S.J., Jeong, J., Kim, S.: Impact of vocational education and training on adult skills and employment: an applied multilevel analysis. Int. J. Educ. Dev. 66, 129–138 (2019) 3. Rajadurai, J., Sapuan, N., Daud, S., Abidin, N.: The marketability of technical graduates from higher educational institutions (HEIs) offering technical and vocational education and training (TVET): a case from Malaysia. Asia-Pac. Educ. Res. 27(2), 137–144 (2018) 4. Chan, C., Fong, E., Luk, L., Ho, R.: A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. Int. J. Educ. Dev. 57, 1–10 (2017)

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5. Hwang, S.W., Kwon, Y.A.: An exploration of curriculum development directions through an analysis of university students’ awareness of core competence. Asia-Pac. Educ. Res. 28(3), 213–227 (2019) 6. Sutin, S.: Reforming higher education from within: lessons learned from other matures sectors of the economy. Int. J. Educ. Dev. 58, 18–25 (2018) 7. Chen, C.-H., Yang, Y.-C.: Revisiting the effects of project-based learning on students’ academic achievement: a meta-analysis investigating moderators. Educ. Res. Rev. 26, 71–81 (2019) 8. Corcoran, R., Cheung, A., Kim, E.: Effective universal school-based social and emotional learning programs for improving academic achievement: a systematic review and metaanalysis of 50 years of research. Educ. Res. Rev. 25, 56–72 (2018) 9. Howlett, J.: Transforming education. Meanings, myths and complexity. Br. J. Educ. Stud. 66 (3), 414–416 (2018) 10. Abulkhanova, K.A.: Printsip sub’ekta v otechestvennoi psichologii [The Principle of the subject in Russian psychology]. Psychology 2(4), 3–22 (2005). (in Russian) 11. Ananyev, B.G.: Chelovek kak predmet poznaniya [Man as a subject of knowledge]. Piter, Moscow (2010). (in Russian) 12. Antsyferova, L.I.: Psichologicheskoe soderzhanie fenomena sub’ekta i granitsi subjektnodeyatel’nostnogo podhoda [Psychological content of the phenomenon of the subject and the boundaries of the sub-activity approach]. In: Brushlinsky, A.V., Volovikova, M. (eds.) Problems of the Subject in Psychological Science, pp. 27–42. Akademproekt, Moscow (2000). (in Russian) 13. Bogdanovich, N.V.: Subjekt kak kategoriya otechestvennoi psihologii [Subject as a category of Russian psychology]. Ph.D. thesis. Institute of psychology, RAS, Moscow (2004). (in Russian) 14. Brushlinsky, A.V.: Psihologiya sub’ekta [Psychology of the subject]. Aletheia, St. Petersburg (2003). (in Russian) 15. Derkach, A.A.: Akmeologiya: puti dostizheniya vershin professionalizma [Acmeology: ways to reach the heights of professionalism]. RAGS, Moscow (1993). (in Russian) 16. Verbitsky, A.A.: Teoriya i technologiya kontekstnogo obucheniya [Theory and technologies of contextual education]. MPGU, Moscow (2017). (in Russian) 17. Bondarenko, O.V.: Kontekstnoe obuchenie v svete gumanitarnoi paradigmy obrazovaniya [Contextual learning in the light of humanitarian paradigm of education]. In: Proceedings of the XXXVII Scientific Conference on Work Results of the Sevkavgtu Faculty in 2007, vol. 1. Natural Sciences. Technical and Applied Sciences, pp. 180–187. Sevkavgtu, Stavropol (2008). (in Russian) 18. Zimnaya, I.A.: Kluchevie kompetenztii – novaya paradigma resultata obrazovaniya [Key competences – a new paradigm of the educational result]. High. Educ. Today 5, 34–42 (2003). (in Russian)

Designing Effective Collaborative Work Between Primary School Students with Various Educational Needs: The Case of a Russian School Olga V. Shtern(&)

and Svetlana I. Pozdeeva

Tomsk State Pedagogical University, Tomsk 634061, Russian Federation [email protected], [email protected]

Abstract. The research deals with the question of interaction of primary school students with various educational needs when learning a foreign language. Different groups of children: standard learners, children with disabilities, gifted children, non-Russian speaking immigrant learners may study in one class. When learning or while participating in extracurricular activities, they have to communicate, cooperate, interact with each other. Many teachers are unprepared for the influx of children with various educational needs within one class. Consequently, every teacher encounters the problem – how to make educational communication and collaborative work of children with various educational needs effective. The awareness of social relationships between classmates helps to organize interactive work. The article describes the results of the sociometric studies to measure social relationships within a class, which were performed in Municipal Independent State Institution Grammar school #13, Tomsk. Four groups of primary schoolchildren (76 students) who study English were tested in 2014 and 2018. The qualitative method allowed us to reveal what status each person belongs to: ‘a star’, ‘preferable’, ‘neutral’, ‘least preferable’, and ‘an outcast’, consequently, to define psychological climate in the group. Taking into account the information obtained teachers were able to form proper groups, to control and change the group members if necessary. Understanding the relationships in the group helped teachers to organize interactive work and educational communication in a more effective way. The comparative analysis of the sociometric results showed progress in the relationships between children. Effective collaborative work improved educational results as well. The research revealed the conditions: methodological, psychological, pedagogical, which facilitate positive sociometric changes. Keywords: Educational communication
Educational needs
Learners with disabilities
Non-Russian speaking immigrant learners
Gifted learners

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 28–38, 2020. https://doi.org/10.1007/978-3-030-47415-7_4

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1 Introduction 1.1

Russian Primary Education Context

Nowadays, there is a tendency that children with various educational needs (standard learners, children with disabilities, gifted children, and non-Russian speaking immigrant learners) study in one class. Therefore, every teacher encounters the problem – how to make collaborative and interactive work between all the learners effective. 1.2

Primary Education Requirements

In accordance with Federal State Educational Standard of Primary Education, personal results include the development of collaboration skills in children of the same age and adults in different social situations, skills to prevent conflicts and misunderstandings with people [1]. This objective is especially essential for heterogeneous classes, which include standard learners, children with disabilities, gifted children, and non-Russian speaking immigrant learners. The following characteristics of each group of children were given: – Standard learners – children who do not have mental or physical disorders. Such children are able to easily get adapted to the society or at least to have social adaptation among classmates without conflicts [2]. They get on with teachers and other students, are able to express their point of view and help other children. – Children with disabilities – a special group varying by type and severity of disability [3]. Within our research, we deal with students with mild learning disabilities, maladaptive patterns of behavior, less frequently: with cerebral palsy, dyslexia, speech, hearing disorders that are recommended to attend classes with nonhandicapped children (standards). Integrated education is especially efficient for students with disabilities whose level of psychological and physical development is close to that of standard learners and who are ready to be a part of the educational society [4, 5]. While learning, it is vitally important to know that children with disabilities encounter difficulties. Attention-deficit. Instability and weak concentration of attention, alienation from educational and physical activity while learning strongly influence attention development, and therefore results in poor academic performance. Difficulties with sensory and visual perception lie in inability or a problem to conjure up images. When learning in primary school, everyone knows that one should follow rules and instructions. Children with disabilities break the rules even if they promised not to. Packard notices that it happens with children who have behavioral problems [3]. Peculiarities of memory development cause the difficulty of memorizing information. Illustrative material: pictures, images, tables help to change the situation, while the level of auditory memory is poor. Due to poor social adaptation, such learners are in a chronic stress [6, 7]. Moreover, during interaction and communication the communicative stress increases [8]. – Gifted children – children with strong motivation and interest to the educational process [9]. Giftedness development is characterized by complex interaction of natural instincts, social environment, and personal involvement and activity of a

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child [10]. Such learners can work with a big amount of information, differ from others in advanced cognitive development and have increased self-regulation. However, these children may experience emotional instability, therefore difficulties with communication and establishment of relationships with other children. – Non-Russian speaking immigrant learners – learners whose families migrated to Russia from former Soviet Republics, whose native language is not Russian. Such children are foreign language speakers and very often have poor knowledge of the Russian language [11]. They have to adopt not only to a new society but to a new life style, a particular kind of existence. These children encounter the difficulty with acculturation [12]. Acculturation is a long and tiring process of adaptation to a new environment that every non-Russian speaking immigrant individual is compelled to [13].

2 Methods Our research deals with the study and analysis of educational collaboration, communication of primary schoolchildren with various educational needs and relationships between them during studying. For the pedagogical experiment we used classes providing general education, where standard learners, learners with disabilities, gifted children, non-Russian speaking immigrant children are integrated. At the preexperimental stage, we carried out sociometric studies. Sociometry, a qualitative method, was created by a distinguished scientist, psychiatrist, and psychologist Moreno J. [14]. Sociometry helps to define a social status of every member of a group, class, and to measure relationships between members. The repeated sociometry of the same group allows monitoring the dynamics of relationship development between children [15]. The sociometry study was held in Municipal Independent State Institution Grammar school #13 in Tomsk. By defining likes-dislikes, the following social statuses, and positions in the group were defined: ‘a star’ (a classmate, who is comfortable to communicate and cooperate with, gets the biggest amount of ‘likes’ choices), ‘preferable’ (a person mostly emotionally attractive for the majority in the group, however he may have negative – ‘dislikes’ choices), ‘least preferable’ (the one who gets more negative choices, only few positive choices), ‘neutral’ (a classmate having neither positive nor negative choices), ‘an outcast’ (a child who gets only ‘dislikes’ choices). Four classes (the groups studying English as a foreign language) had a sociometric test. The number of children involved in testing was 76 (63 of them are standard learners, 5 children with disabilities, 4 non-Russian speaking immigrant learners, 4 gifted children). The first sociometric test was held in each class in December, 2014 (the second-year primary school students, the first year of learning English, the age is from 8–9), and the final one was in April, 2018 (the last year in primary school, the third year of learning English, the age is from 10–11). All the children were given a questionnaire with different situations. A child had to write three groupmates to answer the question. The questionnaire was prepared by the author. All the questions asked were about relationships in the group and were in accordance with the age of the children.

Designing Effective Collaborative Work Between Primary School Students

2.1

31

Factors that Influence Sociometric Changes

To clearly define what factors (forms of activities, tasks) influenced sociometric changes, we analyzed the work of the English teacher, the one teaching children tested in primary school, and activity of the class teacher of one of the classes tested (5 ‘A’). Remark: at the moment, this teacher is the English teacher and the organizer of extracurricular activities of all four classes tested. We interviewed the English teacher (who taught the children in primary school) and asked the following questions: – Do you organize collaborative work of children in your classes? If you do, do you offer children any preliminary exercises or tasks to unite the group? What are they if any? – Who determines the composition/number of members/‘quality’ of members when working in pairs, small groups? – How do you engage children with various educational needs (learners with disabilities, gifted children, non-Russian speaking immigrant learners) in collaborative, interactive work? – Are there any conflict situations in the group/small groups/pairs? If there are, what are the reasons? What do you undertake to stop or prevent such situations? – How do you organize a feedback? – Do you organize extracurricular activities with these children? – Can you see any changes in relationship between children, in educational results today? We revealed: Firstly, the teacher had been teaching English to these children for three years (from 2d to 4th grade). He used ‘English’ by Vereshchaghina I.N. and Aphanasieva O.V. as a course book [16]. The teacher organized collaborative work only during classes and did not have or prepare any extracurricular activities. To obtain educational material better the teacher uses active forms of learning, offers children interactive tasks. The interaction can be in pairs, in pairs with a partner changing in a chain like way, in small groups (2–3 learners), groups (4–6 learners). The educational communication is connected with a definite learning task/exercise and aims at attaining the educational objective: vocabulary practice, actualization of lexical and grammar constructions in speech, practicing the learning material by means of dialogues and conversations. When working in pairs or groups, the teacher organizes the collaborative activity in the way that in case one of the interlocutors does not fully understand the educational material, the other one (partner/partners) could explain it and helps a classmate. Thus, pronouncing and explaining some grammatical and lexical structures several times, the child improves his knowledge. Secondly, to establish face-to-face contact between learners, to create comfortable atmosphere, before any interaction children do exercises to lessen/prevent fears and communicative stress, such as Fluffy Football, an exercise for having steady even breathing. When nervous or getting worried, a child may have shortness of breath. The exercise helps to regain breath, encourages students to work together, and fills children with positive emotions. Children do the exercise in pairs. One has to blow the cotton

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ball into the rival’s (classmate’s) goal. An effective exercise to have positive emotions is ‘Smile’, when children in pairs have to smile at each other for 5–10 s. Thirdly, when difficulties or conflicts arise during communication, the teacher encourages conversation or offers an interactive game-conversation ‘What am I good at?’ The group where the conflict arose stands in front of the class, and all the rest learners in a quick tempo say something good about each member of this group. Such kind of exercises helps to change an atmosphere of tension into a comfortable one, to forget about the conflict happened. Afterwards, the teacher changes a group task or the composition of the group. After the class, the teacher has a conversation with the children who had misunderstandings. Moreover, he reports the class teacher on the situation so that the latter could hold an advisory class on the corresponding topic to prevent similar conflicts. To receive feedback, the teacher initiates discussions at the end of the class, and offers children to fill a feedback card. Taking into account the results of the feedback and discussions, the teacher may change the composition of groups and correct some tasks. The teacher draws attention to the fact that by the end of primary school (2017– 2018) children with various educational needs became more confident, achieved better educational results. It encouraged some students with disabilities and non-Russian speaking immigrant learners to participate in school annual spring event dedicated to the English language. Analytical Commentary To attain a definite educational objective, the teacher organizes a collaborative interactive work with children. Via communication in pairs, groups, and small groups learners with various educational needs learn new skills better, learn how to interact and cooperate with each other. The groups are mostly of heterogeneous composition (students with various educational needs within one group). The teacher determines the composition in order that children could help each other. Before any collaborative work, the teacher gives children exercises to lessen communicative stress, establish face-to-face contact, and to have positive emotions. The teacher regularly receives feedback, the results of which are used to carry on interactive work in a more productive way. He pays scrupulous attention to any conflict arising: – Provokes discussions; – Organizes games to create more comfortable atmosphere; – Reports the class teacher about conflicts. The interview with the teacher of English and organizer of extracurricular activities at present was held by replying to the following questions: – – – –

Do you collaborate with other teachers? If you do, then in what way? Do you organize extracurricular activities? What collaborative events do you have/offer children? What do you find most difficult when organizing collaborative work with children with various educational needs? – How do you cope with the difficulties? – What would you recommend to other teachers, class teachers for productive educational communication between children with various educational needs?

Designing Effective Collaborative Work Between Primary School Students

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We revealed: Firstly, the teacher organizes an extracurricular activity ‘Study English with Pleasure’ for all the same year students (5th grade). In an extracurricular class, children from different classes make creative projects, discuss different situations, perform in front of other children, learn how to cooperate and interact with different kinds of people. Moreover, they make up some stories, dialogues and conversations to practice the vocabulary learnt. Then the students attending extracurricular classes help the ones who have some problems when fulfilling tasks on every-day English classes, furthermore they may become leaders and even supervise work in small groups. During a school year, the teacher holds a collaborative project-event ‘A Flower Calendar’. The event is held in English. Preparations for the project can be done in curricular and extracurricular classes, after classes, or at home. A class/group is divided into four mini season-groups (Autumn, Winter, Spring, Summer). Within the year at a definite time, each group performs the project, reports some information about flowers, which grow/bloom during this period, points out peculiarities of flowers, and as a result shows a fresh flower (grown up with or borrowed from a biology teacher). Each group consists of learners with various educational needs. At the end of the fourth term, the leader of each group presents the final report on the project with the presentation of a fresh flower of all the seasons if possible. Secondly, for collaborative work, the teacher prefers creative activity such as ‘Event newspaper’. Students are divided into groups of heterogeneous composition. In curricular classes, children have brainstorming sessions: offer ideas, exchange views, choose appropriate titles, subtitles. Discussions are mostly held in Russian, although the main topics, names, titles, and the main characters are pronounced in English. Afterwards, students gather after classes by themselves and make drawings. On the date arranged, every class/group performs their newspaper and then places it on the news board. In addition to newspapers, the teacher offers to participate in the poetry competition (within the class or school). Several students have initiative to take part in it, choose a partner (in some cases a pair consists of children with various educational needs), prepare an English poem and assist each other in learning it by heart. According to the teacher’s notice, this work unites classmates, children value the efforts their classmates put into, encourage them. Thirdly, when any conflicts occur, the teacher holds a discussion on what happened and offers a game ‘You may, you may not’ in advisory and extracurricular classes. The game is held in both Russian and English, which helps children recall how to behave well. A game in Russian ‘What is tolerance?’ is a game, when a group is divided into two teams: one team asks questions about tolerance and attitude towards other people, while the second one answers. Then the teams switch their roles. The teacher recommends adding some rivalry when children work in pairs or in small groups, especially when there are children with various educational needs, so that a group leader could engage all the members in the collaboration to achieve higher educational results. 2.2

Analytical Commentary

The teacher of English collaborates with other teachers. He observes and shares valuable learning experience to define what sphere children are more successful at, and

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what facilitates the result. Therefore, he prepares collaborative events and tasks of different kinds and topics. The teacher organizes extracurricular activity, where vocabulary and grammar rules learnt are worked out and practised in creative tasks. Moreover, the teacher offers children with various educational needs to prepare and perform projects. The projects are carried out by means of both curricular and extracurricular classes and cross-curriculum collaboration. The teacher determines and modifies the composition of groups. To resolve conflicts, he offers discussions and games to revise rules how to behave and to learn tolerance. While interacting and collaborating, the teacher adds rivalry to generate motivation for success.

3 Results and Discussion 3.1

Results of Sociometric Tests

As the paper deals with the study of communication of different groups of children (standards learners, students with disabilities, gifted learners, non-Russian speaking immigrant learners), Table 1 illustrates the results of the sociometric tests not only of classes in general but of each group separately. 3.2

Analytical Commentary

Comparison of the results obtained in 2014 and 2018 revealed changes in social statuses. Therefore, we can see the progress in relationship development between students. The number of ‘outcasts’ dropped from 7% to 3%, that of ‘least preferable’ decreased by 7%, and that of ‘preferable’ increased by 11%. Accordingly, the changes were revealed in the groups. Among standard learners, the number of ‘stars’ and ‘preferable’ increased by 6%, the amount of ‘least preferable’ and ‘outcasts’ decreased. Among students with disabilities: when first tested, there were 60% of ‘outcasts’ and 40% of ‘least preferable’. When last tested, ‘outcasts’ decreased by 40% (only one child has a social status of ‘an outcast’). All the rest children with various educational needs got statuses of ‘preferable’ and ‘neutral’. Non-Russian speaking immigrant learners when first tested had only the statuses of ‘least preferable’ and ‘neutral’. Now the number of ‘least preferable’ decreased by 25%, these children acquired a new status – ‘preferable’. In the group of gifted children there was 50% of ‘stars’, 50% of ‘least preferable’. Now 50% of ‘stars’ saved their status and ‘least preferable’ became ‘preferable’. Thus, more significant positive changes appeared in the group of gifted children (‘least preferable’ became ‘preferable’) and children with disabilities (‘outcasts’ became ‘preferable’ and ‘neutral’). Obviously, the changes inside the groups influenced the dynamics of relationship development between children within a class. We conclude that classmates get on better now, and standard learners became more tolerant towards the children with various needs. As a result, learners started more frequently to communicate with each other, and to get more easily into educational interaction.

+1

+2

0

0

0

9

8

0

0

50

0

0

0

42

34

50

25

20

48

45

2018

‘preferable’ %

Dynamics

2014

2018

‘stars’ %

2014

All children 8 Groups separately Standard 6 learners Children 0 with disabilities Non0 Russian speaking immigrant learners Gifted 50 children

Groups of children

+50

+25

+20

+6

+11

Dynamics

50

50

40

43

43

2014

0

25

40

38

36

2018

‘least preferable’ %

50

0

−25

−50

6

−5 0

8

−7

0

2014

Dynamics

0

50

20

3

7

2018

‘neutral’ %

0

0

+20

−3

−1

Dynamics

Table 1. A comparative table of the results of the sociometric tests in Grammar school #13.

0

0

60

3

7

2014

0

0

20

3

3

2018

‘outcasts’ %

0

0

−40

0

−4

Dynamics

Designing Effective Collaborative Work Between Primary School Students 35

36

3.3

O. V. Shtern and S. I. Pozdeeva

Conditions of Learning Process of Children with Various Educational Needs

Having analyzed the teachers’ work, we managed to define the conditions of the learning process of children with various educational needs, which facilitate positive sociometric changes in the group and influence the progress of relationship development between students with various educational needs. Conditions: Methodological: – choice of the learning tasks to revise vocabulary, grammar skills and communication skills; – organization of the interactive forms of learning activity to practice the material learnt by a talk exchange. Psychological: – use of techniques for having emotional and communicative involvement in a collaborative activity; – foreseeing, preventing or resolving any conflicts with the help of discussions, interactive games, feedback; – organization of meetings with children with various needs. Pedagogical: – interrelation between curricular and extracurricular activity in forms and methods of organization of educational communication (work in groups, small groups, pairs; projects, creative tasks); – constant receiving of constructive feedback on the communication process between learners, – collaboration with other teachers, peer observation, experience exchange. The fulfilment of all the conditions which influence the progress of relationship development between students with various educational needs, requires great responsibility and involvement in professional work. The teacher should carry out not only learning, educational, organizational, and assessing function but a corrective one. Versatility of the pedagogical work implies that the teacher understands and perceives every child as an individual with his own peculiarities, talents, character and mood. The teacher works not only with methodological resources but with emotional information got from learners. Consequently, the teacher experiences the emotional exchange a hundred times a day. As a result, one more thing we add to the list of pedagogical conditions is the communicative culture of a teacher and his readiness to work with children with various educational needs.

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4 Conclusion Sociometry allows us to define the social status of every member of the group/class, and reflects problems in the relationships between children. The results of the study help teachers to choose the right form of interactive work and to determine the composition of the group. Curricular and extracurricular classes can facilitate the change of the social status of a child. One of the principle objectives for teachers is to organize the educational process in order to achieve the progress in the development of relationship between all the groups of children (standard learners, children with disabilities, gifted children, non-Russian speaking immigrant learners). The analysis of the teaching activity of the teachers from Municipal Independent State Institution Grammar school #13, whose work facilitated sociometric changes, showed that the fulfillment of methodological, psychological and pedagogical conditions accelerates the progress of relationship development. Moreover, the progress influences the improvement of academic and personal results of children with various educational needs. The results of the study will help teachers to improve relationships in a class, and therefore to make collaborative activity of children more productive. The study may be useful and helpful for foreign language teachers and teachers who work with children with various educational needs, and for scientists who deal with the problem of educational interaction of students with various educational needs. Further study will attempt to work out an educational model of organization of educational communication between primary learners with various educational needs. The model will encourage teachers to work with children with various educational needs. Acknowledgments. The reported study was funded by RFBR, project number 19-313-90016.

References 1. Rossiyskaya Federatsiya. Standarti. Federalniy gosudarstvenniy obrazovatelniy standart nachalnogo obshchego obrazovaniya [Russian Federation. Standards. Federal state educational standard of primary education]. http://минoбpнayки.pф. Accessed 12 June 2019. (in Russian) 2. Mukhina, V.S.: Vozrastnaja psihologija: fenomenologija razvitija, detstvo, otrochestvo [Age psychology: phenomenology of the development: childhood, youth]. Akademija, Moscow (1999). (in Russian) 3. Packard, D.: Special Education for Students with Disabilities. The Future of Children. Prinston-Brookings, New Jersey (1996) 4. Malofeev, N.N.: Special’noe obrazovanie v menjajushhemsja mire [Special education in a changing world]. Prosveshhenie, Moscow (2009). (in Russian) 5. Malofeev, N.N., Shmatko, N.D.: Integracija i special’nye obrazovatel’nye uchrezhdenija: neobhodimost’ peremen [Mainstreaming and special education: the necessity of changes]. Defektologija 2, 86–94 (2008). (in Russian)

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6. McLeod, S., Daniel, G., Barr, J.: When he’s around his brothers he’s not so quiet: the private and public worlds of school-aged children with speech sound disorder. J. Commun. Disord. 46, 70–83 (2013) 7. Kaminski, J.W., Claussen, A.H.: Evidence base update for psychosocial treatment of disruptive behaviors in children. J. Clin. Child Adolesc. Psychol. 46(4), 477–499 (2017) 8. Klassifikacija stressov [Stress classification]. https://www.your-mind.ru/lasta/chto-takoestress/. Accessed 06 June 2019. (in Russian) 9. Matjushkin, A.M.: Zagadka odarennosti [Mystery of talent]. Shkola-Press, Moscow (1993). (in Russian) 10. Gal’ton, F.: Nasledstvennost’ talanta: Zakony i posledstvija [Heredity of talent: laws and consequences]. Znanie, Saint Petersburg (1996). (in Russian) 11. Azimov, J.G.: Novyj slovar’ metodicheskih terminov i ponjatij (teorija i praktika obuchenija jazykam) [A new dictionary of methodical terminology (theory and practice of a language learning)]. IKAR, Moscow (2009). (in Russian) 12. Zheleznjakova, E.A.: Etnokul’turnaja i kommunikativnaja kompetentnost’ kak faktor ukreplenija bezopasnosti polikul’turnogo obshhestva [Ethnocultural and communicative competence as a factor of strengthening of a multicultural society]. Vestnik CMO MGU 3, 116–121 (2011). (in Russian) 13. Mohan, B., Leung, C., Davison, C.: English as a Second Language in the Mainstream. Pearson Education Limited, London (2001) 14. Moreno, L.J.: Who Shall Survive? Revised edn. Beacon House, New York (1953) 15. Rostampoor-Vajari, M.: What is sociometry and how can we apply it in our life? AASS 2(4), 570–573 (2012) 16. Vereshchaghina, I.N., Pritykina, T.A.: Angliyskiy yazyk [English Language]. Prosveshchenije, Moscow (2013). (in Russian)

Development of Senior Students’ Writing Skills in Genres of Academic Discourse Using Massive Open Online Courses Svetlana Andreeva(&) , Liudmila Khalyapina Nadezhda Almazova , and Tatiana Baranova

,

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected], [email protected], {almazova_ni,baranova_ta}@spbstu.ru

Abstract. The role of foreign languages is constantly growing in the system of higher education in logical connection with the growing demands to foreign language competence for social success of the university graduates. In 2012, European commission issued a document called ‘Language competences for employability, mobility and growth’ (2012) underlining a new idea that language competences are directly connected with future employability. In the Russian system of higher education, we should also follow this direction and develop new models of effective teaching foreign languages. The paper presents the results of the senior students’ experimental training in the written academic discourse the competence in which is in high need in different spheres of labour market. In the paper, the authors consider the features and characteristics of the essay as one of the most popular genres of the written academic discourse. The authors developed and described three new models of teaching academic discourse with methodologically approved combination and integration of massive online courses (MOOCs) and traditional language teaching based on the theoretical study conducted in the paper: complementary, supporting and mixed, the latter was tested in the course of the experiment. The results of experimental training are discussed in this paper. Keywords: Academic writing
Essay MOOC
Online education
ESL


Massive open online courses


1 Introduction The internationalization and globalization of education, the development and increase in the number of academic mobility programs offer many opportunities for modern students to gain knowledge in foreign universities. Most universities require confirmation of a sufficient level of English skills and abilities with the IELTS certificate. However, students’ command of English does not always correspond to real requirements of the modern labour market and is unequal to foreign standards [1, 2]. To increase the level of students’ foreign language skills and abilities and to prepare them for IELTS, many Russian universities have introduced a special subject in the © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 39–46, 2020. https://doi.org/10.1007/978-3-030-47415-7_5

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curriculum, Preparation Course for the International Exam. However, the curriculum of non-linguistic departments often contains insufficient number of English language lessons, which is one of the major problems of teaching English at non-linguistic departments (for example, technical departments). One of the ways to solve this problem can be massive open online courses, i.e. courses with open access, posted on the Internet, having their own structure, working rules and common goals, and attracting, as a rule, a large number of participants [3]. The studies on the problem of introducing online education into traditional one show that such training increases the effectiveness of students’ mastering skills and knowledge on a particular topic [4]. Therefore, researchers try to systemize methodological approaches to make the implementation of the MOOC recourses more effective. However, at present time there is still a problem in the field of Foreign Language Methodology with this systematization and with the proof of real methodological value of different types of MOOCs for teaching academic discourse. In this paper, the authors decided to combine the materials of the selected MOOCs and the materials of the main textbook in the development of senior students’ academic writing skills with their theoretical organization in three models specifying the work with such genre of academic discourse as an essay. The paper indicates positive results of our study and possibilities for its future implications in the field. The main objective of this paper was to develop a model that combines MOOCs with the basic training manual used in the existing course that prepares students for the written part of IELTS and to test the experimental training among students in order to reveal the effectiveness of this model. To achieve this goal, the authors had to undertake the following tasks: • To study the previous research on teaching students to write essays, to understand what problems the students most often encounter when performing this task. • To describe the characteristics and distinctive features of the essay, as well as the requirements for it, stated in IELTS writing task 2 band description. • To select a massive open online course that meets the goals and objectives of training within the discipline preparing for the international exam - writing and developing a model combining the selected online course with the materials of the main study guide. • To test the model in practice and analyze the results of training in the experimental and control groups.

2 Materials and Methods This scientific research involves the analysis of theoretical material concerning the methods of teaching foreign languages in the sphere of writing skills development that refers to the category of academic discourse. The results of scientific literature analysis have shown that the most widely used methods in developing writing skills in different genres in the foreign language in modern educational practice can be connected with MOOCs.

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The competence in the English language and in the sphere of academic discourse necessary for professional development and future employability was proved by the investigation organized by European commission. The Commission staff working document states that “Poor language skills are a serious obstacle to seizing professional opportunities abroad and in enterprises or organisations active at international level” [5, p. 1]. The concept of ‘academic discourse’ has become very popular in the system of higher education, but it was separated from the concept ‘scientific discourse’ relatively recently, and therefore many researchers, such as Crompton, Hyland and many others, study the notion of academic discourse along with the specific characteristics of academic writing [6]. The objectives of academic writing discourse include informing, clarifying and persuading [7]. This means that a teacher, as an author of the academic discourse, sets an example to a student, therefore, a student’s objective is to demonstrate practical knowledge of certain information and ability to organize it in a certain way. Written forms of academic discourse genres comprise graph description, articles, letters, abstracts, summaries, essays and others [8]. Students learn the conventions of the above genres of written academic communication within the discipline English for Academic Purposes. For university students, academic writing is one of the essential skills to master. Although an academic essay is one of the most common written assignments for undergraduate students, it also remains one of the most demanding tasks and the cause of many students’ frustration [9]. One of the most pressing problems of teaching English to students of non-linguistic specialties is the low level of their preparation. Many methodologists and practicing teachers note the fact that first-year students come to the university with the initially low level of command of the English language. During their first year at technical specialties of Peter the Great St. Petersburg Polytechnic University, students master the intermediate level program, although many of them admit that they know English language at elementary level. As a result, this discrepancy between the expectations and real knowledge of students reduces their motivation for learning the English language. It should be noted that among international exams, IELTS (International English Language Testing System), which makes it possible to estimate the level of English skills and abilities in people who are not native speakers, is the most popular among students. According to the IELTS official website, this certificate is recognized in more than 10,000 educational institutions around the world (https://www.ielts.org/about-thetest/). In this connection, many universities introduce preparation for the academic module of this test as one of the mandatory disciplines in the curriculum. The problem of preparation for the international certification exam in general and the writing section in particular is one of the most urgent in the methodology of teaching a foreign language [10, 11]. However, when considering this issue in teaching of English at Polytechnic University, a number of problems arise, such as insufficient level of English language proficiency, a lack of classroom hours and low motivation for learning the language. Currently, the phenomenon of massive open online courses (hereinafter - MOOCs) is becoming more and more popular in the scientific community. A large number of

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scientific papers consider the advantages of using online courses for teaching English, because in this case MOOCs contribute to solving a number of problems, such as a lack of motivation for students, lack of classroom hours in a foreign language, the selection of authentic audio and video materials, etc. [12]. The authors analyzed the online courses dedicated to IELTS training and selected IELTS Academic Test Preparation offered by edX.org (https://courses.edx.org/courses/ course-v1:UQx+IELTSx+2T2017/course/). The course is aimed at users’ preparation for different parts of IELTS, including writing. The topics covered in the writing section of the selected MOOC include essay structure, writing complex sentences, developing an argument, cohesion and coherence, etc., thus both supporting and complementing the main course book materials. Based on these online and offline materials, we created the models integrated in different proportions of these two types of materials. The first model, called by the authors ‘complementary model’, is a learning model in which the missing elements of the course offered by the main course book are complemented by online course elements that students learn on their own. The authors developed a set of exercises aimed at testing the knowledge, skills and abilities acquired by students in the course of work on the materials of the main textbook and the online course. The second model – supporting model – suggests support and revision of the materials offered by the main textbook using online course materials selected for the Preparation for the International Exam course offered to 3rd year students. A teacher selects the elements of the online course in accordance with the materials of the main textbook in such a way that they are duplicated. The third model integrating online courses and traditional English teaching is the combination of the first and second teaching models described in this paper, and it is used to achieve the greatest effect in teaching a foreign language. In this model of learning, the material offered by the main textbook of the course is supplemented with the online course elements and duplicated by materials of self-guided work. This model of integration of online courses and traditional training was used in our experimental training, which is discussed in the next section of this paper [13]. 2.1

Participants

The research was conducted on the campus of Peter the Great St Petersburg Polytechnic University. The participants were undergraduate students of the Civil Engineering department, who studied the course Preparation for the International Exam in a Foreign Language, and, therefore, were chosen for our experiment. The experimental training was completed during 2017 Fall semester. 2.2

Procedure

The curriculum of the third year contains the course Preparation for the International Exam in a Foreign Language, which is assigned 2 academic hours of classroom work per week. The preparation course for the international exam lasts 1 academic year. This course is divided into 2 aspects, one of which prepares students for the written part of

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IELTS, and the second one examines reading, listening and speaking. Thus, 1 academic hour per week is allocated for the preparation of the writing part, that is, 1 classroom lesson in two weeks. The main textbook that is used in the classroom is Cambridge Objective IELTS (advanced) [14]. Obviously, the most of the program remains for students’ self-guided work due to the lack of time for classroom work. The sections of the main textbook devoted to the development of written skills in the essay genre do not contain academic vocabulary exercises for constructing sentences that belong to the group of preparatory exercises. Moreover, students need to use academic vocabulary in their written work to have such characteristics of academic writing as formality and objectivity. Nadarajan defines the term academic vocabulary as “a kind of high frequency vocabulary” [15, p. 187]. The main textbook is developed for students with at least b2 level of command of English according to CEFR. Consequently, it contains more advanced vocabulary. However, an academic written text should contain precise, formal words and expressions that students learn and practice. Thus, an additional task of the teacher is to help students to design a vocabulary suitable for academic purposes [16]. Therefore, the third model of combination of textbook materials and MOOC was employed in the study.

3 Results and Discussion We hereafter describe the analysis of the survey responses and the results of the experiment training. In each section of the writing folder in the main textbook, students were asked to write an essay on one of the topics. Our study was conducted during 1 semester, and students wrote two essays – one before the beginning of the experimental training and one after it. Thus, we were able to measure the level of their skills and abilities in the academic essay in the control and experimental groups in the initial and final sections of our study. The students’ work was evaluated in accordance with the criteria for assessing the second task of the writing section of the academic testing module published on the IELTS website: task achievement, cohesion and coherence, lexical resource and grammatical range and accuracy. Each of the criteria was evaluated from 0 to 9 points according to the description presented in the bundles. Two groups participated in our study – experimental and control – with 18 students in each of them. The students of the experimental group practised their writing skills using both the main textbook and the materials of MOOCs in accordance with the model described in the previous section. At the same time, the control group developed their skills in academic writing using only the materials of the main textbook proposed by the course curriculum. At the beginning of the experiment, students showed approximately the same results. On average, the students of the experimental group scored 5 points out of 9 for this type of work. In the control group, the score was slightly higher and amounted to 5.3 points. After the analysis of the students’ work, the most common mistakes were identified for each of the criteria that are formulated in the band descriptor (IELTS official website (2018) from https://www.ielts.org/about-thetest/how-ielts-is-scored). The most common mistakes were the following: many

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students expressed their position, but the development was not always clear and sometimes there were no conclusions drawn, in some cases paragraphing was inadequate, students used a limited range of vocabulary, minimally adequate for the task. It is noteworthy that the criterion for which the students received the lowest scores is grammar (4.8 in both groups). To improve the scores for the essay, the students of the control group used the materials of the textbook offered by the curriculum, while the experimental group studied according to the sequence of online resources and textbook materials presented in the table below. At the end of the semester, after the experimental training both groups of students were asked to write an essay again, so that we could assess the progress of students’ skills and abilities in essay writing and compare them in the experimental and control groups. The students of the control group scored an average of 6.4 points, thus improving their first result by 1.3. The highest increase was shown for the grammar criterion, from 4.8 to 7.0. According to the IELTS writing task 2 band descriptor, students used a mix of simple and complex forms of study, made some errors in grammar and punctuation. Other criteria have also been improved, but the increase was insignificant (Fig. 1).

Fig. 1. The results of the experimental training in academic essay writing.

At the same time, the results in the experimental group increased by 2.1 points and amounted to 7.1 points. On average, the results for all criteria reached a mark of 7. Significant improvement is observed by the criterion of cohesion and coherence – 2.7 points. The authors of the paper attribute this to the fact that in the proposed teaching model, the textbook materials devoted to the development of skills to structure and

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logically link parts of the written text, were supplemented with the materials of the online course. In this case, the training adhered to the principle of durability. Given the dynamics of improvement, it may be assumed that the students of the experimental group will reach the score of 8 for IELTS writing task 2 in the second semester.

4 Conclusion Taking into account the specifics of teaching a foreign language to senior students of technical specialties, the study indicated that the best model of education was the integration of complementary and supportive ways of combining online and face-toface education. The results of the experiment confirmed the effectiveness of the chosen model. Thus, it can be said that the introduction of MOOCs into traditional education not only solves a number of problems related to student motivation, the lack of classroom hours, the search for authentic materials, but also increases the effectiveness of teaching English in general, and writing an academic essay in particular. In general, this Foreign Language competence increases the possibilities for successful employability of our graduates.

References 1. Necheukhina, N.S., Matveeva, V.S., Babkin, I.A., Makarova, E.N.: Modern approaches to the educational process aimed at improving the quality of highly qualified personnel training. In: IEEE VI Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations) (SPUE), pp. 192–195, Institute of Electrical and Electronics Engineers Inc., St. Petersburg (2017) 2. Almazova, N., Rubtsova, A., Krylova, E., Almazova, A.: Blended learning as the basis for software design. In: Proceedings of the 30th DAAAM International Symposium, pp. 806– 813. EBSCO, Zadar (2019) 3. Bugaichuk, K.L.: Massovye otkrytye distantsionnye kursy istoriya tipologiya perspektivy [Massive open distance courses: history, typology, perspectives]. High. Educ. Russ. 3, 148– 155 (2013). (in Russian) 4. Ferriman, N.: The mpact of blended e-learning on undergraduate academic essay writing in English (L2). Comput. Educ. 60, 243–253 (2013) 5. EUR-lex Access to European Union Law. https://eur-lex.europa.eu/legal-content/NL/TXT/? uri=CELEX:52012SC0372. Accessed 13 Apr 2019 6. Hyland, K.: English for Academic Purposes: An advanced resource book. Routledge, London (2006) 7. Gillett, A.J., Hammond, A.C., Martala, M.: Successful Academic Writing. Pearson Longman, London (2009) 8. Crompton, P.: Hedging in academic writing: some theoretical problems. Engl. Specif. Purp. 16(4), 271–287 (1997) 9. Gimenez, J.: Beyond the academic essay: discipline-specific writing in nursing and midwifery. J. Engl. Acad. Purp. 7, 151–164 (2008) 10. Bulatova, I.M.: Yazykovaya podgotovka magistrantov tehnicheskogo vuza voprosy teorii I praktiki [Language preparation of undergraduates of a technical college: theory and practice issues]. Bull. Kazan Technol. Univ. 3, 415–419 (2019). (in Russian)

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11. Bogatova, O.A., Guseva, E.N.: Sotsialnye ustanovki rossiyskih studentov na neformalnoe izuchenie angliyskogo yazyka na primere mordovskogo gosudarstvennogo universiteta [Social attitudes of the Russian students on informal studying of English language (on an example of the Mordovian state university of Ogarev)]. Integr. Form. 4(77), 133–140 (2014). (in Russian) 12. Fersman, N.G., Zemlinskaya, T.Ye., Novak-Kalyayeva, L.: E-learning and the world university rankings as the modern ways of attractiveness enhancement for the Russian universities. In: Proceedings of the 30th International Business Information Management Association Conference, pp. 927–944, International Business Information Management Association, Madrid (2017) 13. Almazova, N., Andreeva, S., Khalyapina, L.: The integration of online and offline education in the system of students’ preparation for global academic mobility. Commun. Comput. Inf. Sci. 859, 162–174 (2018) 14. Black, M., Capel, A.: Cambridge Objective IELTS. Student’s Book. Cambridge University Press, Cambridge (2014) 15. Nadarajan, S.: The challenges of getting L2 learners to use academic words in their writings. Electron. J. Foreign Lang. Teach. 8(2), 184–200 (2011) 16. Rashtchi, M., Mohammadi, M.A.: Teaching lexical bundles to improve academic writing via tasks: does the type of input matter? Electron. J. Foreign Lang. Teach. 14(2), 201–219 (2017)

Integrating Foreign Languages and Business Informatics Teaching in Russian Universities. The Problem of Teaching Content Karine Chiknaverova(&) MGIMO University (Odintsovo), Odintsovo 143005, Russia [email protected]

Abstract. Both researchers and practitioners have provided various ways of integrating professional disciplines and foreign language teaching. Generally, the integration is performed in the form of Content and Language Integrated Learning (CLIL) or teaching foreign languages for specific purposes. Despite the interest to this field, such integration is still low as far as engineering education and foreign language teaching are concerned. This is primarily due to the difference in professional logic, skills and competences acquired in engineering and language education. The paper focuses on integration of a foreign language and business informatics, the latter recently being incorporated into Russian higher education. Teaching foreign languages for professionals in business informatics, and specifically the content of such foreign language teaching, still needs further investigation. Thus, the paper looks into the principal components of foreign language teaching content for business informatics at the level of Bachelor degree with the focus on the English language. The methods employed include the content analysis of the relevant regulatory and standard-setting instruments, linguistic analysis of texts intended to be used for teaching purposes; analysis of other teaching materials and their availability; classification and descriptive methods, theoretical analysis of the relevant methodology. The paper discusses factors affecting content setting related to future professional activities. The findings reveal the basic teaching content components, which embrace linguistic and speech material; professional, linguistic and intercultural knowledge; the corresponding skills. Keywords: Business Informatics integration


ESP teaching content
Interdisciplinary

1 Introduction Teaching foreign languages for specific purposes is a widely investigated area in both theory and practice. However, technologies, labour markets, and various economic factors continuously change, which results in emergence of new professions. One of them is business informatics. Russian universities only recently incorporated it into their curricula. It has been substantiated theoretically, its practical use has been justified, and employers realize the necessity of specialists in this field becoming more and more aware of the synergetic effect of engineering and business education. In Russia, © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 47–56, 2020. https://doi.org/10.1007/978-3-030-47415-7_6

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every field of study is governed by unified standards applicable countrywide. However, the standards do not provide guidelines as for teaching foreign languages for a particular field at university, only imposing a foreign language (English) as an obligatory subject (with rare exceptions), which necessitates development of students’ oral and written competences in at least one foreign language and enables them to maintain communication in the context of particular professional activities. Thus, the federal standards impose certain conditions and requirements but do not contain specific provisions on content of foreign language teaching for business informatics. As a result, universities either develop random materials on business informatics which are inconsistent with the federal regulations and recommendations, or in most cases simply incorporate LSP curricular similar to that of English for Engineering and/or Business English. Consequently, even though requirements to results of training for higher education institutions in Russia tend to be unified, those related to LSP for business informatics students vary from university to university. A similar problem arises when we turn for support to the theory of LSP. Language pedagogy has accumulated solid knowledge on teaching LSP and CLIL, much of this research is invariably referred to as methodology in recent publications [1–5]. Besides general issues, researchers discuss problems of integrating information and communication technologies in LSP teaching (primarily, ESP) [6]; selecting and structuring its content [7, 8]; as well as those related to the influence of a particular language on the content structure and the impact of teaching content on the process of language acquisition [9]; designing content based on needs analysis [10]; content-based instruction [11]. There are quite a few investigations on various aspects of teaching foreign languages to informatics, ICT and other engineering students. However, we did not find research focusing on LSP content selection for business informatics. In terms of practical materials, primarily LSP coursebooks, there are various coursebooks on IT and information systems, business and other related topics, and only two books (by Russian authors) on business informatics, which can only be treated as general introductory courses rather than professional ones [12, 13]. Therefore, the purpose of this paper is to develop the framework for designing LSP content for business informatics students in Russian universities; to establish its structure; to formulate principles of the content selection, taking into account the changing global environments, demands of the employment markets and requirements of the Federal agencies; to identify the invariant part of the selected content and to describe it (exemplified by teaching English as a foreign language).

2 Methodology In terms of methodology, we relied on approaches to teaching LSP in general, and LSP (in particular ESP) content selection requirements. The requirements include learners’ specialism, authenticity, and orientation to learners’ target needs. It is recommended to implement teaching through development of linguistic, communicative, cultural and intercultural competences as seen through learners’ professional settings [14, 15]. Some other factors having effect on LSP content selection are: type of university; educational context; classroom setting, the use of information technology; learner

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qualities (e.g. proficiency level); group makeup (e.g. heterogeneous/homogeneous); teacher qualities (e.g. experience, expertise in the specific content area) [16]. Such requirements presuppose several approaches to be applied to content selection, such as learner-based, activity, skills, genre, and task-oriented ones. Frequently mentioned criterion for content selection is availability of language providing the opportunity to discuss, write, analyze and manipulate particular language structures and/or vocabulary. Additionally, the content shall integrate stimulus features needed to boost learners’ creativity, planning and engagement with others and explicit ones providing for properly structured language use. Materials therefore also act as models of correct language use in various workplace settings [17]. As for emphasis on particular types of speech activities, surveys showed that speaking and writing are seen as the most valuable ones, including inter alia by students themselves [18, 19]. This is especially relevant in the course of our study as underdeveloped communicative skills are also considered to be a problem of students studying engineering and related subjects [20]. Speaking about what constitutes the LSP content, researchers specify contexts, texts, situations from the students’ subject area [21] and tasks [4]. The content should also include materials that trigger all the four skills: listening, speaking, reading, and writing [22]. In general, the methodological sources quoted above refer to such components of LSP content as knowledge, skills, topics, language material, and situations of communication. Thus, the methodological basis for our research embraced the corresponding teaching requirements and materials, competences to be developed, factors determining content selection, applicable approaches and content components.

3 Methods and Materials For the purposes of our research, we analyzed standard-setting and regulatory documents on Business Informatics, syllabi of several Russian universities that have already incorporated the professional field into their curriculum (RUDN, Higher School of Economics, Financial University under the Government of the RF, the Russian Presidential Academy of National Economy and Public Administration) and in particular ESP programs for this profession; as well as teaching materials including coursebooks (which are available on the corresponding open source websites). The documents included Federal State Standards on Higher Education (FSSHE), Federal Law on Information, Information Technologies and Information Security, The Order of the Ministry on Education on approval of the FSSHE, Registry of Professional Fields in Higher Education for Bachelors. The methods employed include content analysis of the relevant regulatory and standard-setting instruments, linguistic analysis of texts intended to be used for teaching purposes; analysis of other teaching materials and their availability; classification and descriptive methods, theoretical analysis of the relevant methodology.

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4 Results and Discussion Upon applying content analysis to the texts of documents specified above, we adjusted, classified and structured the expressly stated conditions and requirements and revealed the ones to be applied to ESP for business informatics content selection. The documents provide for a four-year bachelor program Business Informatics comprising 240 credits; full-time and part-time education as well as for classroom and extracurricular work. The language of training is Russian unless specified otherwise by local acts of a university. The standards contain variable and invariable components of the bachelor program. Among variable characteristics, there is duration of training and weekly credits allocated to teaching foreign languages. Universities have different number of credits for foreign languages (from 2 to 10 h per week) and the overall duration of language training is four years, which is also determined by the mode, whether parttime or full-time, as well as pedagogical and linguodidactic methods, approaches and forms of teaching. It should be mentioned that in case of modes other than full-time, the course lasts at least six months longer, in general not exceeding one year. We identified key informative sections of the federal regulations: areas, types and objects of professional activity, professional duties, professional, general professional and cultural competences. These sections contain implicit information on professional and profession-oriented knowledge, skills, themes, subthemes, communication situations and major information processing operations that can be revealed by means of content analysis. For syllabi designers, authors, and educators there should be particular unified guidelines to be applied when selecting the content of teaching foreign languages (English) for business informatics. Below, we provide a description of each of the foreign language teaching content components specified above (knowledge, skills, language material, topics, and communication situations). The knowledge and skills component was developed based on the professional competences specified in FSSHE and is described within different types of professional activities (Table 1).

Table 1. Professional knowledge and skills (for business informatics). Types of professional activities

Analytical

Managerial

Professional knowledge (subthemes included fall within such themes as: Innovations and innovative processes; Information systems (IS); Information and communication technologies (ICT); ITinfrastructure; E-business) Corporate infrastructure; ICT and IS; IS and ICT technologies for corporate governance; innovations in economics, governance and ICT ICT infrastructure of enterprises; enterprise’s content and Internet

Professional skills

Analysis, research, selection, reasoning

Monitoring corporate performance, content management; management (continued)

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Table 1. (continued) Types of professional activities

Professional knowledge (subthemes included fall within such themes as: Innovations and innovative processes; Information systems (IS); Information and communication technologies (ICT); ITinfrastructure; E-business) resources; processes of management of IS (content services); life-cycles of IT-infrastructure of corporate management; information security management of ICT infrastructure of enterprises; sale and purchase in telecommunication net of the Internet; IP rights protection

Project

Technical and economic basics of project documentation; components of IT infrastructure providing for achieving strategic objects; project management standards; architecture of e-enterprises; content, IT service of enterprises and internet resources

Research

Basic scientific methods; mathematical analysis and instrumental tools; requirements to technical and research reports and publications

Consulting

Ways of improvement of business processes and IT of enterprises; information security of IT structure of enterprises; creating and operating e-enterprises and their components; IS and ICT of corporate management; methods and tools of managing IT structure of an enterprise Targeted segments of ICT market; ICT innovations; ways of promoting innovative IT products and services

Innovation and entrepreneurial

Professional skills

of IS, implementation of the corresponding standards and tools; development of the corresponding regulations; collaboration with clients and partners; positioning enterprises on the global market; forming consumers’ audience; selling in information telecommunication net of the Internet; protection of IP rights Improving and regulating business processes and IT infrastructure of enterprises; substantiation of projects; projecting and implementing specific components of IT infrastructure; planning and organization of project work; projecting e-enterprise’s architecture; content development Applying scientific methods to the professional activities; experimental and theoretical research; processing, analyzing, systemizing information; drafting technical and scientific reports, presentations, publications Consulting customers

Description of targeted ICT market segments; developing business plans for business projects and business projects based on ICT innovations; employing the best practices of promoting innovative IT products and services

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Integrating business informatics and LSP might imply content and language integrated learning and teaching rather than teaching a foreign language for specific purposes. However, it should be noted that our focus is not on teaching business informatics and a foreign language but rather on selecting content for teaching a foreign language characteristic of written and oral communication in the field of business informatics and on developing the corresponding skills of learners. Such integration is traced at the thematic level; at the level of communication through acts of speaking and comprehension predetermined by speech events and situations invoking the functions typical of this professional field (informational, persuasive, motivating); structure and communication characteristics of the professional language (texts and discourses, and inter alia their functional styles and genres of professional writing) including inventory, syntax, grammar, and vocabulary. As mentioned above, one of the research tasks was to reveal the invariant part of the integrated teaching content and to describe it in the context of teaching English as a foreign language. Below, we provide the description. The language material (grammar and vocabulary) is mainly introduced through texts (audio and printed) as well as in the form of rules, references, and glossaries. Teachers are supposed to launch new lexical and grammar material or to extend and develop the previous language input by expanding vocabulary, rules, patterns in the professional context, changing the ratio between active and passive language use (Table 2).

Table 2. Language material and skills. Materials used to develop language skills Grammar: present simple; past simple/present perfect; simple future; present passive; past simple questions; clauses of cause and effect; infinitive patterns; ing-forms; participial constructions; conditionals (the first and the second types); relative clauses with participles; time clauses; causative verbs; modals (requirements, ability, necessity, certainty); other specific usage of modals verbs; modal and passives constructions; emphatic structures; cleft sentences indefinite forms of verbs; complex sentences (with subordination and homogeneous parts); parenthesis; other frequent patterns Vocabulary: phrasal verbs; lexical and phraseological combinations; synonyms; homonyms; collocations (fixed and free); professional and culture-specific vocabulary; abbreviations; attributive complexes; verbal word combinations; noun compounds; combination of nouns without prepositions; complex noun phrases; semantic groups; derivatives Writing (brief/full descriptions; scientific and technical reports; C.V.; summary; explanation; presentation; instructions; scientific articles;

Skills to be developed in reading, writing, speaking, listening, and translating

Sequencing instructions; describing a process/function/a system/advantages and disadvantages; comparing and contrasting; word-

(continued)

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Table 2. (continued) documents required to develop, acquire and supply IS and ICT of corporate management; project documentation; memos, texts for information services; regulations; reviews of business plans; contracts) Listening (audio, video materials, listening to experts invited to the classroom) (interviews; presentations; lectures; seminars; workshops; day-to-day profession-oriented dialogues; debates and discussions; explanations; instructions; news items; telephone/skype conversations; meetings; negotiations) Speaking (interviews; presentations; lectures; seminars; workshops; day-to-day professionoriented dialogues; debates and discussions; explanations; instructions; news items; telephone/skype conversations; meetings; negotiations)

formation; making recommendations; evaluating, advising; reporting a problem; formulating definitions

Note taking (e.g. specific information, points of view, general ideas); matching (e.g. diagrams/graphs/tables and spoken information); information transfer (e.g. from a presentation to a memo etc.); comparing different versions of the audio text

Exchanging (technical) information and options; reporting a problem; evaluating; describing a process; providing information; exchanging information to complete diagrams; giving advice (on technical problems), recommendations; asking targeted questions; persuading others; planning presentations; defending a decision (e.g. by way of comparing and contrasting) Locating specific information, reading diagrams, Reading (printed and e-texts (scientific, publicistic, texts of documents); content services; tables, graphs etc.; ignoring irrelevant information; matching (e.g. texts and diagrams); brief/full descriptions; scientific and technical predicting; note taking; understanding the reports; C.V.; summary; explanation; presentation; instructions; documents required to author’s point; reading for specific information; scanning; proofreading develop, acquire and supply IS and ICT of corporate management; project documentation; memos, regulations; reviews of business plans; contracts) Applying theory of translation for professional Translation (brief/full descriptions; scientific purposes; using translation techniques such as and technical reports; C.V.; summary; explanation; presentation; instructions; scientific vocabulary and grammar transformations, articles; documents required to develop, acquire substitution, generalization; splitting and and supply IS and ICT of corporate management; merging of sentences; translating particular categories of vocabulary (terms, abbreviations, project documentation; memos, texts for culture-specific vocabulary etc.); compensation, information services; regulations; reviews of additions, omissions business plans; contracts) and interpretation (interviews; presentations; lectures; seminars; workshops; day-to-day profession-oriented dialogues; debates and discussions; explanations; instructions; news items; telephone/skype conversations; meetings; negotiations) Describing how something functions; complex Communication situations (with colleagues, instructions; warnings; giving advice, consulting; clients (consumers); trainers/trainees; the authorities) predictions; diagnostics; presenting strategies and targets

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In summary, the results of our investigation include extracting implied content of federal regulatory and standard-setting documents; establishing and justifying the content structure by means of analysis and synthesis of methodological literature on LSP teaching; correlating the theoretical research findings and those of content analysis of the relevant documents; integrating the professional and foreign language components upon retrieving business informatics-specific audio and printed texts, situations of communication determined by professional-to-professional and professional-tononprofessional communication; its generalized topics, specific language and speech characteristics as well as identifying a separate translation/interpretation component and its specific features. Thus, the principle of integration and interdiscipinarity is the critical one to be employed in the course of teaching; the integration of specific activities in various subject areas and types of thinking behind them will provide for qualitatively new characteristics of specialists in business informatics. Other principles to be applied are those of consistency and communication, as they ensure systematic training and acquisition of competences required in real professional communication involving factors of motivation, specialization, information, novelty, situation, and functionality. The research has demonstrated that LSP content for a relatively new professional area for Russian higher education institutions referred to as Business Informatics cannot be simply compiled of that of business English and English for informatics. The selection of content can be conducted based on the integrative approach to teaching business informatics as a separate profession and English for specific purposes.

5 Conclusion In our search of guidelines for selection of foreign language teaching content for business informatics, we acted in line with generally accepted approaches to teaching LSP and LSP content selection in particular. Therefore, we considered learners’ specialism, authenticity and practical value of the materials and teaching methods, focusing on learners’ and employers’ needs. Our investigation was based on interpreting output of teaching in terms of competences, mainly linguistic, communicative, cultural and intercultural as seen through their major components – knowledge and skills. Such criteria as availability of language materials, their applicability in terms of developing all types of speech activity and in compliance with the learners’ proficiency level were also considered. Moreover, the paper is in agreement with methodologists advocating using teaching materials as models of correct language use in various workrelated situations. We considered the results of multiple studies showing that specialists in engineering generally lack communicative competences and, thus, paid special attention to language input and skills to be developed in the framework of speaking, whereas simultaneously developing all types of speech activity including translation and interpretation. The research on LSP content revealed its invariant parts, substantiated in most publications: knowledge, skills, topics, communication situations and language material. We identified regulatory and standard-setting documents (orders, standards, laws

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on the federal level) to be used as unified regulations on business informatics for bachelor programs in Russia. Standards do not provide explicit guideline as for teaching input and output; however, content analysis can be applied to deduce requirements as for foreign language teaching at universities. The analysis revealed basic (obligatory) requirements and those that can be adjusted at the discretion of universities (and LSP departments in particular) in accordance with variable factors such as the length of the course determined by the mode of education, narrow specialization field, technologies, methods applied etc. The variable part gives leeway to universities to determine conditions and forms of teaching that can secure uniqueness of the institution, its competitive edge, and appeal to potential employers. The problem of LSP content selection based on integration approach requires further investigation. In this paper, we only presented findings and discussion related to the invariant part of the LSP content for business informatics in the context of teaching English as a foreign language. The future work that seems useful for both researchers and practitioners can be focused on developing principles of the corresponding classroom teaching and autonomous work, their benefits and limitations; as well as pedagogical and didactic conditions of such teaching, considering LSP teaching at university as a system. It is also possible to reveal and systemize the narrow expertise areas in business informatics provided in various Russian universities, and to identify and describe the variable part of such LSP curricular.

References 1. Day, J., Krzanowski, M.: Teaching English for Specific Purposes. An Introduction. Cambridge University Press, Cambridge (2011) 2. Dudley-Evans, T., Johns, A.: Developments in English for Specific Purposes: A Multidisciplinary Approach. Cambridge University Press, Cambridge (2009) 3. Gollin-Kies, S., Hall, D., Moore, S.: Language for Specific Purposes. Palgrave Macmillan, London (2015) 4. Hutchinson, T., Waters, A.: English for Specific Purposes: A Learning-Centered Approach. Cambridge University Press, Cambridge (2010) 5. Swales, J.: Episodes in ESP. Pergamon Press, Oxford (1985) 6. Li, L.: Integrating technology in ESP: pedagogical principles and practice. In: Munos-Luna, R., Taillefer, L. (eds.) Integrating Information and Communication Technologies in English for Specific Purposes, pp. 7–25. Springer, Cham (2018) 7. Grigoryeva, E., Zakirova, R., Solovyeva, G., Usmanov, T.: Features of selecting and structuring foreign language teaching content in terms of international component. Life Sci. J. 11(9), 557–562 (2014) 8. Parker, W., Lo, J.: Content selection in advanced courses. Curric. Inq. 46(2), 196–219 (2016) 9. Bradford, A.: Teaching content through the medium of English: faculty perspectives. In: Clements, P., Krause, A., Brown, H. (eds.) Focus on the Learner, pp. 433–438. JALT, Tokyo (2016) 10. Belcher, D.: What ESP is and can be: an introduction. In: Belcher, D. (ed.) English for Specific Purposes in Theory and Practice, pp. 1–20. University of Michigan Press, Ann Arbor (2012)

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11. Park, S., Choi, Y., Jang, S., Shim, Y.: Study on the content-based instruction on English for specific purpose. Int. J. Innov. Technol. Explor. Eng. 8(3), 316–320 (2019) 12. Ermolayeva, L.: Business Informatics. The English Language. VLGU, Vladimir (2014) 13. Tchikileva, L.: English for Business Informatics. Uright, Moscow (2019) 14. Richards, J.: Postscript: the ideology of TESOL. In: Carter, R., Nunan, D. (eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages, pp. 213–217. Cambridge University Press, Cambridge (2001) 15. Derby, L., Leloup, J., Rasmussen, J., Sales de Souza, I.: Developing intercultural competence and leadership through LSP curricular. In: Long, M. (ed.) Language for Specific Purposes: Trends in Curriculum Development, pp. 73–87. Georgetown University Press, Georgetown (2017) 16. Barnard, R., Zemach, D.: Materials for specific purposes. In: Tomlison, B. (ed.) Developing Materials for Language Teaching, pp. 306–323. Continuum, London (2003) 17. Hyland, K.: English for Academic Purposes. An Advanced Resource Book. Routledge, London and New York (2006) 18. Kwok, M.: Disciplinary differences in the development of employability skills of recent university graduates in Manitoba: some initial findings. High. Educ. Perspect. 1(1), 60–77 (2004) 19. Othman, J.: English language use among EFL learners in Sunway University College. Sunway Acad. J. 8(23), 93–100 (2005) 20. Romanowski, C., Sergey, P.: A message from recent engineering graduates in the workplace: results of a survey on technical communication skills. J. Eng. Educ. 90(4), 685–693 (2001) 21. Harding, K.: English for Specific Purposes. Oxford University Press, Oxford (2007) 22. McDonough, J., Shaw, C.: Materials and Methods in ELT: A Teacher’s Guide, 2nd edn. Blackwell Publishing Ltd., Hoboken (2003)

The Role of the Yakut TESOL Conferences for the Professional Development of EFL Teachers in Yakutia Liudmila Sidorova1(&) , Natalia Alexeeva1 , Zarmena Emelianova1 , and Larisa Olesova2 1

North-Eastern Federal University, Yakutsk 677000, Russia [email protected] 2 George Mason University, Fairfax, VA 22030, USA

Abstract. Attending Yakut TESOL conferences can provide a good opportunity for professional development for English as Foreign Language (EFL) teachers. This paper aims to explore the opinions how teachers evaluate contribution given by lecturers at international conference in Yakutia, what seminars or workshops they liked or disliked while attending and how they would like to cooperate with Yakut TESOL in the near future. The survey of teachers was conducted in three consecutive years in 2015, 2016 and 2017. The questionnaire answers disclosed what topics covered at the conferences are of great interest for teachers, what materials they would apply in their classrooms and what expectations EFL teachers have from Yakut TESOL conferences. It is revealed that teachers attending the conference come from different levels of education and have different needs being under different institutional requirements. Meeting the needs of all teachers attending a TESOL conference is a big challenge for conference organizers. In conclusion, the article offers some ideas to attract more EFL teachers to the conference and to intensify their cooperation with Yakut TESOL and other TESOL organizations worldwide. Keywords: TESOL
Yakutia Professional organization


Siberia
Professional development


1 Introduction Today, teachers of EFL in Russia, in Yakutia particularly, are facing significant challenges in language education. These challenges posed represent a special problem for EFL teachers and raise the question of effective teaching EFL in new circumstances. They are determined by a number of factors: 1) by increasing use of new technologies, namely, information computer technologies, e-learning and distance learning in teaching practice; 2) by upcoming introduction of international certification of English proficiency for EFL teachers, for example, teachers of English at tertiary level must take English Cambridge Exam (as a part of institutional requirement); 3) by 2022 all school leavers will be supposed to take obligatory exam in English, also known as Russian State Exam in English; 4) by the increasing internationalization of higher education due to the globalization and enhancement of student exchange programs (for © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 57–70, 2020. https://doi.org/10.1007/978-3-030-47415-7_7

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example, students are also required to take International English exams to confirm their level of proficiency). These lead to the situation, when teachers of English are obliged to elevate their level of English proficiency and deepen their knowledge of teaching as well as teaching skills. Professional development of teachers has become a permanent process in which they improve their teaching skills. The professional development of EFL teachers around the world has its own challenges. The major challenge is that EFL teachers are out of English language environment. Consequently, they lack practice with native speakers. They do not have the opportunity to be acquainted with the methodological trends in language education in the English-speaking setting. Therefore, the professional development of EFL teachers should cover all aspects of advanced training, including language, intercultural, methodological and technological skills. It should provide EFL teachers a broad humanitarian education. An EFL teacher must not only have a good command of target language, but also be aware of his or her national culture and culture of the target language; in other words, he or she should be competent in intercultural communication. Professional development courses should contribute to the technologization of language education in schools, that is, the greater use of information and communication, digital or electronic teaching aids, which improves the quality of education. Furthermore, it should be aimed at developing teacher as a researcher whose main professional activity is knowledge of classroom and pupils to ensure the effectiveness of teaching methods and techniques. As a result, EFL teachers must achieve a high level of professional skills.

2 Literature Review Research on professional development of language teachers has been on spotlight by many researchers. Day [1, p. 4] defines professional development as “the set of natural learning experiences as well as the conscious and planned activities whose purpose is to benefit the individual, group or school directly or indirectly and which have the objective to contribute to the quality of classroom education”. Maggioli [2, p. 5] describes professional development as “an ongoing learning process in which teachers voluntarily engage to learn how best to adjust their teaching to the learning needs of students”. Likewise, as argued by Little [3], professional development offers meaningful, intellectual, social and emotional engagement with ideas, materials and colleagues both in and out of teaching. Farrell [4, p. 436] specifically points out that professional development courses are important for beginner teachers as “most novice teachers suddenly have no further contact with their teacher educators and from the very first day on the job must face the same challenges as their more experienced colleagues, often without much guidance from the new school or institution”. Hence, he concludes that educational institutions are recommended to make a professional development plan for novice teachers who have recently graduated from university. Ousseini [5, p. 1] reveals that “teacher professional development may seek to improve practitioners’ job performances, extend their experience for career development, promote job satisfaction, prepare them for change, enhance their views of the job

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they do, or improve their understanding of educational policy”. It should be noted that the professional development is necessary for not only beginner teachers but also experienced teachers because their aim is to increase students’ learning as knowledge is quickly becoming obsolete and new teaching skills must be developed in teachers. The development of EFL teachers as teaching professionals is on-going process of learning within and out of teaching context. Richards and Farrell [6, p. 4] elaborate that teacher development is a long-term goal and growth of teachers’ understanding of teaching and of themselves as teachers. They consider the following goals: 1. Understanding of how the process of language development occurs. 2. Understanding how teachers’ role changes with regard to the kind of learners they teach. 3. Understanding the kinds of decision-making during the lessons. 4. Reviewing the theory and principles of language teaching. 5. Developing an understanding of different styles of teaching. 6. Determining of learners’ perceptions of classroom activities. Similarly, Rossner [7, p. 4] provides a summary of professional development that includes “language development, counselling skills, assertiveness training, confidencebuilding, computing, meditation … cultural broadening”. Crandall and Finn Miller [8, p. 632] specify that effective teacher professional development “involves learning opportunities over an extended period of time, engages teachers in deepening and extending skills, challenges teachers’ assumptions about learning, involves teachers in talking with one another, has administrative support”. Edge [9] believes that professional development should be viewed from several perspectives: the self-development perspective (individual or group development), the management perspective (institution), and the professional body perspective (e.g. TESOL). For instance, Crandall [8, p. 536] states that conferences are beneficial for teachers by saying “there is perhaps no single experience with more potential for educating and refreshing a professional than an international English language teaching conference”. According to Murray [10], attending conferences gives confidence in teachers and encourages them to use new methods and techniques based on what they have learned during conferences. As a result, teachers are likely to show their initiative and their expertise by sharing it with colleagues in their teaching contexts when they return from conferences. Professional development of language teachers being a requirement of lifelong education, is imposed either by institutions (a part of teachers’ job responsibilities) or by local educational authorities such as the Ministry of Education and Science of the Russian Federation or Regional Education Department. Thus, becoming an updated teacher is a matter of professional as well as personal growth. One of the main reasons to pursue professional development is to learn about new ideas and techniques in English language teaching in the light of modern requirements. EFL teachers’ professional development may have different options. One of the most popular professional development activities is attending TESOL conferences. Specifically, Salas [11] pinpointed the tendency of professional conventions or conferences to be ineffective in terms of teachers’ professional development because

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they do not meet the needs and expectations of EFL professionals. The researcher conducted a study of the reasons, preferences, and expectations of English language teachers from the 41st MEXTESOL International Convention in 2014, and found out how teachers were going to use the knowledge obtained in their classroom. At the convention, 32 participants answered a short questionnaire. The answers to the questionnaire revealed a variety of reasons, preferences, and expectations of teachers. Their answers made the researcher come to the conclusion that convention organizers need to consider teachers’ motives, purposes and also predict possible outcomes of the conference for the benefits of teachers. Conventions should develop teachers professionally. Likewise, Büyükyavuz [12] explored the reasons why Turkish EFL professionals attend a professional conference, their choices of sessions or activities during the conference, and finally, their plans or activities after conferences. In a total, 83 participants answered the questionnaire at the conference. The questionnaire consisted of four parts with open-ended questions. Its analysis showed the motives of conference participants, their preferred topics, sessions and activities, and also their concerns. The collected data is intended to help organizers to hold efficient professional development conference of EFL teachers. Aubrey and Coombe [13] investigated the reasons of Arab EFL teachers for attending a professional conference, what activities they value the most in the conference and what suggestions EFL teachers have to improve the TESOL Arabia conference. In this study, 150 teachers were surveyed and interviewed by the researchers. The data was collected and analyzed quantitatively and qualitatively. The answers of conference attendees will help organizers to focus on specific needs, topics and activities that are of all great interest to Arab EFL teachers to enhance conference efficiency and attendance.

3 Materials and Methods The Yakut TESOL conference is annually held for English language teachers in the Republic of Sakha (Yakutia) since 2002. The Republic of Sakha (Yakutia) is located in the north-eastern part of Siberia, Russia. It recognizes Russian and Sakha as official languages. The population of the Republic consists of around one million, most people being bilingual. It has 651 schools all over its territory. Its area is more than 3000,000 km2. The teaching population amounts to 1200, most of them are on full-time employment. Most of these teachers are foreign language speakers of English. Yakutsk is the capital city of the Republic of Sakha (Yakutia). It hosts the North-Eastern Federal University, one of the 10th federal universities in the Russian Federation. Established in 2002, Yakut TESOL was registered in Washington D.C. as an affiliate of TESOL International, and it was regarded as a small non-profit professional organization for EFL teachers. Yakut TESOL is based on the Department of Foreign Languages in sciences at the North-Eastern Federal University. Every year the organization hosts a professional development conference and nearly 100 Yakutian teachers attend. This annual conference mainly takes place in June during summer time. The participants attending this conference range from novice to experienced teachers from

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different levels of education. The organization provides short-term courses that develop EFL teachers’ skill level by promoting the use of information and communication technologies and new techniques in classrooms and providing a platform for discussion and teachers’ support. In this article, we consider the Yakut TESOL conferences in three consecutive years in 2015, 2016 and 2017. In 2015, Yakut TESOL conducted a conference on a topic ‘Journey towards success: Language Assessment and Russian State Exam (EGE)’. The conference lasted 3 days from 17th to 19th of June at the North-Eastern Federal University. Over 90 teachers from all over the Republic of Sakha took part in it. The teachers came from secondary schools, secondary vocational schools, and tertiary level. There were 6 speakers. The guest speaker was English Fellow in Russia Jerry Frank who represented ‘I’m a teacher. What is your superpower?’ and ‘6 + 1 trait writing model for instruction and assessment’. The other speakers were the Head of Department of Foreign Languages at the Republican Teachers’ Advancement Institute Vera Semenova, school teacher Anna Emelyanova, Associate Professor of the Department of Foreign Languages for Technical and Natural Sciences Elena Kirillina, Senior Instructor of the Department of Foreign Languages for Technical and Natural Sciences Evgeniya Yadrikhinskaya. The seminars were held on different themes: ‘Organization of conducing EGE speaking part’, ‘Interactive methods in English teaching’, ‘Motivating EFL learners and teachers through out-of-class activities’, ‘Practicing in assessment EGE speaking’. ‘Creation of E-learning resources’, ‘Enhancing EFL teaching through poetry to young learners’, ‘What is a good English teacher?’, ‘Class activities to develop speaking skills for Russian State Exam’. In 2016, Yakut TESOL held Summer Institute ‘Global Issues in Teaching EFL’ from 6th to 14th June at the North-Eastern Federal University. Over 80 teachers from all districts of the Republic of Sakha participated in it. The invited lecturers were from the USA, Oman and Moscow. Topics discussed at this conference included Russian State Exam in English, the implementation of federal second-generation state educational standards and the use of new technologies in language teaching. Furthermore, the conference was attended by textbook publishers on English for secondary schools. At the conference, Professor Yulia Summers delivered a series of lectures on teaching English issues such as ‘Graphic organizers’, ‘Ideas and activities for promoting classroom interaction’, ‘Teaching ideas for vocabulary instruction’, ‘Ideas and activities for teaching strategies’, ‘Language practice opportunities for reading, writing, listening and speaking’, ‘Activities to integrate all language skills’, ‘Supporting language objectives during lesson delivery’, ‘Ideas and activities for providing comprehensive input’ and ‘Teaching with technologies’. English Fellow William Smith spoke on a variety of themes such as ‘Speak up: presentations skills for teachers’, ‘Using technology in the EL classroom’, ‘21st century learning in the EL classroom’, ‘Teaching pronunciation using colour vowel chart’ and ‘Teaching English vocabulary utilizing online resources’. Professor Werner Biegel elaborated on intercultural aspects of teaching foreign languages: ‘Basic concepts of intercultural communication’, ‘Teaching English in an intercultural perspective’, ‘Use of electronic media in teaching (making films, writing peer review, making websites, international cooperation)’, ‘How cultures differ in their use and perception of nature’. Another speaker, the Head of the Language Centre of the North-Eastern Federal

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University Marianna Sidorova, attracted the participants’ attention to the lectures concerning the importance of international English Language Exams for schoolchildren, students and teachers of English such as ‘Cambridge English Language Assessment: Enhancing mastery in teaching B2–C1 level students’, ‘Cambridge Exam for young learners’ and ‘Improving Your Teaching Qualification: TKT’. They key figure of the conference was Maria Verbitskaya, the chairperson of the Russian State Examination Commission in English who conducted a webinar on EGE issues. In addition, 2 video conferences were held with the representatives of book publishers Natalia Galanina with a topic ‘Teaching recommendations to use online trainer in the preparation for the Russian State Exam in English’ and Pashkova Lyubov on a theme ‘New approaches to teaching grammar through the textbook ‘Grammar Goals’ in primary schools’. Professor from Oman Victoria Tuzlukova conducted workshops on how to do projects in English classrooms ‘Teaching EFL in classroom’, ‘Community based projects’, ‘Multilingual lexicographical projects’. The local teachers of English Vera Semenova and Evdokia Vasilyeva shared their teaching experiences with peers on two topics ‘Sounds intriguing – an effective approach to teaching speaking in EFL classrooms’ and ‘Global issues in the classical English poetry translation. Shakespeare’s sonnets in Yakutian language’. In 2017, Yakut TESOL conference ‘Connecting Languages, Connecting Cultures’ was largely devoted to the International English Exams. It raised the most vital instructional issues, such as taking Russian State Exam in English, using new techniques in teaching English, designing curriculum, taking English Cambridge Exams by pupils as well as by teachers. The total number of conference participants was 50 teachers from different regions of Yakutia. There were 5 guest speakers. English Fellow from Moscow Debra Abrams delivered workshops on methods of teaching English ‘Let’s Get Started: Icebreakers and Warm-ups’, ‘Phun with Phrasal Verbs’ and ‘Puzzling for Learning’. English Fellow from Vladivostok William Smith ‘Speak Up: Presentation Skills for Teacher’, Pragmatics: ‘What do you mean?’ and ‘Sit Down and Zip It: Tips and tricks for a better-managed classroom’. The Head of the Language Centre of the North-Eastern Federal University Marianna Sidorova traditionally focused on international English Exams, ‘Internationally Recognized English Language Certificates: Cambridge Exams’, ‘How to prepare for Cambridge Exams’ and ‘Improving Your Teaching Qualification: TKT’. Fulbrighter Kristopher May communicated English Access Microscholarship Program and Fulbright program in Russia. The representative of the English Language Office in Novosibirsk Natalia Aulchenko informed about US educational programs for teachers and students. As a tradition, local teachers of English also took part in the conference having presented their experience of teaching English to colleagues. To summarize, Yakut TESOL represents a unique platform for gathering English teachers from all the districts of the Sakha Republic to discuss the actual challenges met by teachers in their teaching contexts. More importantly, local teachers from secondary schools and university also deliver presentations on current methodological issues.

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Context Study

In this study, the researchers utilized both quantitative approach (data collection) and qualitative approach. The main focus of study was descriptive and quantitative. The data was collected through the questionnaire. It was designed in three parts. The third part of the questionnaire included open ended questions which help to gather qualitative data. A quantitative approach allowed the researchers to calculate the number of conference attendees, their preferences and their choices of certain activities. A qualitative approach explored the opinions of teachers for a wide range of questions: the topics of interests to all teachers, the most appropriate topics presented at the Yakut TESOL conference from teachers’ perspectives, the ways of applying knowledge gained at the conference, evaluation of workshops and teachers’ expectations from upcoming TESOL conferences. More specifically, three research questions were arisen: What topics are Yakutian EFL teachers interested in attending TESOL conference? How do Yakutian EFL teachers implement knowledge they have gained during the conference when they return to their workplaces? What are the expectations of Yakutian EFL teachers from Yakut TESOL? Our aim was to expose the motives and special interests participants displayed for attending a conference. We thought about what topics the future attendees would consider the most appropriate and what conference programs should be made for the next TESOL conference to the teachers’ advantage. We were especially enthusiastic to find out what materials teachers need for the next conference. It may also increase teachers’ conference attendance given the most urgent teaching issues. 3.2

Technique

For the purposes of the survey, a short questionnaire was given to the participants during the Yakut TESOL International Conference in three consecutive years of 2015, 2016 and 2017. The questionnaire included 3 parts for teachers to answer. The first part was aimed at obtaining participants’ opinion about conducted seminars or workshops. The second part of questionnaire was open-ended questions intended to collect more information concerning the participants’ opinions about the conference, organization issues, what topics teachers are interested in, their favored topics for the next conference, and how they would apply the knowledge they acquired at the conference in their classrooms. The third part was the rating the overall organization of the conference. The questionnaires were given to the participants on the last day of the conference after they had attended most of the conference events. It took participants about five minutes to answer the questions, which they did during breaks or between sessions. The openended questions gave organizers the opportunity to see advantages and disadvantages of the conference and also the interested topics. After analyzing the data, a qualitative interpretation was done. 3.3

Participants

Every year Yakut TESOL conferences are attended by different quantity of teachers. In 2015, over 90 participants of the Yakut TESOL conference took part in the

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questionnaire. In 2016, over 80 teachers attended the conference and answered to the questionnaire questions, but in 2017, only 50 teachers answered the questions. Table 1 shows the participants’ places of origin and places of work. Table 1. The participants’ place of origin and place of work. Regions of origin

Number of attendees

Yakutsk (city) Central regions Western regions Northern regions

34% 33% 22% 11%

Work of place Secondary school 50% 14% 5% 3%

Secondary vocational school 5,5%

Tertiary level 22%

4 Results This section will describe the answers to the questions obtained during the three consecutive years of 2015, 2016 and 2017. The ratings of the 2015 TESOL conference and 2016 TESOL conference are presented in Fig. 1.

80,00% 70,00% 60,00% 50,00%

Excellent Good

40,00%

Fair

30,00% 20,00% 10,00% 0,00% 2015

2016

Fig. 1. Teachers’ evaluation of the Yakut TESOL conference 2015 and 2016.

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Answers to the first part of the questionnaire show how teachers rated the seminars of the conference. In 2015, 53,3% (N = 50) of all teachers highly rated the workshops, 38,8% (N = 35) of the teachers rated good, whereas 7,7% (N = 7) of the teachers rated fair. In 2016, less number of teachers attended the conference in comparison with 2015. Overall, 85 respondents answered the questionnaire. Of them, 70,5% (N = 60) of the teachers highly rated the workshops, 17,6% (N = 15) of the teachers rated good, whereas 11,7 (N = 10) of the teachers rated fair. It should be noted that the questionnaires in 2015 and in 2016 are slightly different. The answers to the second part of the 2015’s questionnaire were related to the material of the conference they are going to implement in their teaching practice. Most teachers answered ‘Organization and conducting of EGE speaking part’, ‘Motivating EFL students and teachers throughout-class-activities’, ‘6 + 1 trait writing model of instruction and assessment’, ‘Class activities to develop speaking skill for Russian State Exam (EGE)’, ‘Interactive methods in teaching English’, ‘Creation of e-learning resources’. Mostly, answer analyses demonstrated that teachers are interested in materials that are connected to the Russian State Exam and e-learning. The answers to the third part of the questionnaire showed what teachers most liked or least liked in the organization of conference. They most liked the presentations by English Fellows (guest speakers from the USA and also speakers from Central Russia). Teachers found their lectures to be appropriate and helpful for work. They also enjoyed communicating with colleagues, sharing their experience, helpful handouts and overall friendly atmosphere. However, there were organizational issues that teachers disliked. Teachers answered that they would like to attend open lessons based on the Federal Educational Standards. Namely, 21% (N = 20) of the teachers noted poor organization of lunch time, they were not able to get acquainted with each other in a relaxed atmosphere during lunch time. Most teachers answered that conference lacked practice and suggested to include training sessions in the conference agenda, and to add more practical tasks or assignments into seminars and workshops. Moreover, they offered to have master classes (practical classes) held by their colleagues. They also would like to have more workshops on EGE issues. 20% (N = 18) of the teachers pinpointed that technical aspects of the conference (problems with presentations, light, audio and video equipment) should be improved. 10% (N = 9) of the teachers complained of the delayed conference program. In 2016, the answers to question 2 of the questionnaire revealed what teachers most liked and least liked. They most liked workshops done by invited English Fellows. They were pleased to inform that workshops and lectures included more practical tasks or assignments in comparison with the 2015 Yakut TESOL conference. Traditionally, most teachers (95%, N = 81) showed great interest in Russian State Exam issues. Surprisingly, more comments were given on the organization of the conference. For example, 15% (N = 12) of all teachers offered to adjust the conference start time and end time (at 10 a.m. and at 4 p.m.) whereas 13% (N = 10) of the participants offered to have a reflexive day or an extra day for reflections between conference events. 5% (N = 4) of the teachers would like to familiarize with the presentations of the speakers beforehand. However, the data shows that attendees gave very high ratings to almost all the aspects of the conference. Specifically, the graph illustrates that 70,5% (N = 60) of the attendees were satisfied with the conference. Teachers’ expectations included a

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long-term professional development training course via distance learning. In addition, they are interested in scientific cooperation with American teachers and educators within the framework of Yakut TESOL. In 2017, the 15th anniversary Yakut TESOL conference took place, and 50 participants answered the questions. The questionnaire was elaborated in comparison with the previous ones. The lecturers were Debra Adams, English Fellow from Moscow, William Smith, English Fellow from Vladivostok, Marianna Sidorova, the Head of Language Centre of the North-Eastern Federal University, Natalia Aulchenko, a book publisher from Novosibirsk, Russia. The questionnaire consisted of 10 questions, including 7 likert-scale questions and 3 open-ended ones. Teachers rated the general organization of the conference, the relevance of the themes chosen, the experts’ contribution, extent to which they have acquired new information, usefulness of information, overall usefulness of conference, and relevance of the conference to their current work or functions. The results are shown in Table 2. Table 2. Teachers’ evaluation of the Yakut TESOL conference 2017. N Questionnaire items 1. 2. 3. 4. 5. 6. 7.

Teachers’ Excellent The general organization of conference 70% The relevance of the theme chosen 70% The experts’ contribution 80% Extend to which you have acquired information is new 76% Usefulness of the information 84% Overall usefulness of the conference 82% Relevance of the conference to your work or functions 90%

answers Good Fair 20% 10% 24% 6% 20% 24% 16% 18% 10%

The second part of the conference deliberated the question what teachers found most useful in the conference or what they liked most. Traditionally, teachers evaluated highly workshops done by foreign invited speakers: seminars ‘Ice-breaking and warmups’, ‘Presentation skills for teacher’, ‘Class management’, ‘Puzzling for learning’, a seminar on phrasal verbs, issues of Cambridge Exam (FCE new opportunities, Teaching Knowledge Test). The attendees highly appreciate the opportunity to listen to native speakers as well as lots of practical work done at the TESOL conference. The third part was referred to the question what teachers found least useful in the conference or what teachers least liked. Surprisingly, the participants found the least useful information about Fulbright program. Apart from it, some teachers did not like long lunch. The next question was put in the questionnaire to know what specific topics teachers would like to see in the future TESOL conference. As it was expected, attendees’ answers were diverse. The variety of answers can be sorted in the following comments. For instance, university teachers are mostly interested in the methods of teaching English at tertiary level. Predictably, the participants showed great interest in practical assignments, i.e. how to use videos/songs in EFL, extra activities for school-age children

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and college students, assignments for EGE, and activities for listening and writing. Moreover, teachers would like to see how to plan a lesson and realize a lesson plan based on Federal Educational Standards. Another important suggestion made by teachers is to organize distance teacher development courses with English Fellows (e.g., 72 academic hours) with awarding a TESOL certificate. Furthermore, academic writing is of great interest to teachers, they would like to write articles on English teaching methodology. In addition, 13% (N = 6) of all the teachers are interested in teaching techniques for children of 4–6 ages whereas more teachers, 60% (N = 30) of all the teachers are interested in doing international educational projects for schoolchildren through Internet. They also expect to do projects on different themes at the end of the TESOL conference with lecturers and peers. To sum up, Yakutian EFL teachers are inclined to do in practical activities in cooperation with International TESOL organizations. The answers given to the questionnaire prove that teachers in the Sakha Republic may have different interests and preferences for attending Yakut TESOL conferences.

5 Discussion A great number of TESOL international conferences for EFL teachers are held annually worldwide. The current study represents the first attempt to explore attendance of the TESOL international conference by EFL teachers in Yakutia. The principal aim of this research was to get qualitative and quantitative data concerning EFL teachers’ interests, needs, preferences and professional expectations from attending international conference. Similar research regarding the international conference attendance of EFL professionals was conducted in Turkey, Mexico and United Arab Emirates [11–13]. Undertaken research held in different countries has mirrored the similar purpose, research techniques, and context. Researchers around the world are highly interested in revealing the teachers’ motives, needs, and expectations from the conferences, in clarifying the conference purposes and outcomes to provide teachers with up-to-date knowledge and skills in their field. This research is primarily descriptive and gives some valuable information for conference organizers. The findings of the study showed that the predominant majority of Yakutian EFL teachers (95%, N = 81) are interested in Russian State Exam (EGE) issues, in the use of information and communication tools in the classroom and also e-learning and blended learning. They are eager to acquire new knowledge and skills how to use them in their teaching context. Moreover, they are also interested in taking International English Exam, namely, TKT exam. To increase teachers’ attendance to the international conference, it is necessary to choose those topics that are most relevant to them and meet their professional interests. In 2015, only 53,3% of all teachers highly rated the conference. The questionnaire demonstrated that they expected to have more practical assignments and more study material in the workshops and seminars. Therefore, in 2016, conference organizers included more practical assignments and instructional materials into the workshops. This led to the situation in which 70,5% of all teachers highly rated the conference. Furthermore, the number of teachers who rated the conference good decreased twice in 2016 (from 38,8% in 2015 to 17,6% in 2016). However, the number of teachers who

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rated the conference fair remained almost the same (7,7%, N = 7 in 2015 and 11,7%, N = 10 in 2016). As for the second research question, concerning how teachers plan to employ the knowledge they have received during the conference, the questionnaire discovered that the majority of teachers (91%, N = 80) seek for new techniques to apply them and for modern educational materials, textbooks or software that can be used in their classrooms mainly at the secondary school level. They need materials or tools to teach vocabulary and grammar and to teach students to pass Russian State Exam in English. In 2017, 70% (N = 35) of the teachers gave a high rating to the conference organization, while 20% (N = 10) of the teachers rated it good. Nevertheless, 10% (N = 5) of the teachers found the conference organization satisfactory. Over 80% (N = 42) of the attendees found useful the conference material in particular, and the conference in general. Of the 50 participants, 45 (90%) of the teachers considered the conference relevant to his or her work. The majority of the respondents (76%, N = 38) stated that the information they received in the conference is new to them. After analyzing the third part of the questionnaire, we realized that teachers’ expectations from the future conference are very diverse and require special attention. The expectations may be grouped into 3 different categories: 1) educational; 2) research; 3) international cooperation. For instance, almost the half of the teachers (49%, N = 23) would like to have long-term educational courses (mostly online courses) on English teaching methods held by Yakut TESOL because they think that the conference does not give them enough new knowledge. In addition, of the conference attendees, 10 (20%) of the university lecturers are keen on taking academic writing courses to do research and write scholarly articles in English. They also hope for the development of joint scientific research with TESOL organizations or foreign institutions. The half of school teachers (50%, N = 20) are inclined to do joint projects with TESOL organizations abroad (e.g. students’ projects, tourism projects, teachers’ projects, etc.). Four suggestions are proposed to improve the quality of the Yakut TESOL conference for teachers: 1) Clarify institutional objectives before organizing TESOL conferences: before the event, it is better if conference organizers and coordinators get familiarized with teachers’ institutional requirements to best meet their needs. Conference organizers and teachers may have a meeting and discuss the program before the conference by choosing topics and by deciding what workshops, master classes and open lessons will be held. If at all possible, teachers should be surveyed for their needs by the conference organizers and coordinators. After analyzing the results of the survey, organizers can also nominate topics and activities or events to be done at the conference. Thus, the program should be elaborated by teachers and organizers. Setting clear goals of the conference may attract a larger number of teachers from all the districts of the Sakha Republic; 2) Particularize new methodologies in the EFL field: it is advisable for conference organizers to particularize new language teaching methodologies, techniques and technologies in the EFL field. While the conference program is being developed, discuss and specify these issues with the invited speakers, e.g. English Fellows to decide what novelties in teaching methods can be included in the conference program. Conference program should reflect the modern tendencies in EFL field, and thus, making TESOL conference a platform for teachers’ professional

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development. This will definitely increase conference attendance. Every teacher is eager to use new techniques as well as new technologies in their teaching practice to enhance learning efficiency; 3) Organizing scientific cooperation: in addition to being a professional development platform, the Yakut TESOL conference can be a scholar platform in the investigation of modern issues on the methodology of teaching EFL. International scientific cooperation established with other TESOL organizations may help teachers to learn more about specific topics of their interests. Teachers even can commence either short-term or long-term research to fulfill a master’s degree, or have the possibility to publish articles on teaching methodology in international refereed journals for university teachers (as a part of contractual obligation). TESOL conference can be a venue to involve teachers into research or action research on themes they are interested in by applying new information and skills gained in the conference. Last suggestion 4) Organizing long-term distance professional development courses: as it is shown from teachers’ responses, they are interested in doing distance courses, which might deepen their teaching knowledge and upgrade their educational competence on the job. While doing courses, they can do international projects that can lead to the creation of new knowledge and products. In particular, schoolchildren can do crosscultural or other genuine projects with their peers in other countries. In this way, teachers will have an opportunity to share their teaching experience with other teachers abroad. The possibility of organizing e-courses might enrich teachers’ TESOL experience, making cooperation deeper and more meaningful.

6 Conclusion Yakut TESOL offers the possibilities for professional development of Yakutian EFL teachers in the eastern part of Siberia. The variety of activities in the conference program gives language teachers as well as educational institutions experience that assists them to develop professionally. It is important to clarify goals both by teachers and conference organizers and thereby to increase outcomes of a conference. The suggestions presented in this article are made to promote the Yakut TESOL conference among EFL teachers. Conference organizers may get ideas concerning teachers’ needs to attend the conference. Including institutional objectives into the TESOL program may also encourage teachers to participate in conferences as attendees, presenters, organizers or even researchers aiming to gain new knowledge and to advance teaching skills.

References 1. Day, C.: Developing Teachers: The Challenges of Lifelong Learning. Educational Change and Development Series. Routledge, New York (1999) 2. Díaz Maggioli, G.: Teaching Language Teachers: Scaffolding Professional Learning. Rowman & Littlefield Education, New York (2012) 3. Little, J.W.: Teachers’ professional development in a climate of educational reform. Educ. Eval. Policy Anal. 15(2), 129–151 (1993)

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4. Farrell, T.S.C.: Novice-service language teacher development: bridging the gap between preservice and inservice education and development. TESOL Q. 46, 435–449 (2012) 5. Ousseini, H.: PD for NEST/NNEST ELT teachers in the EFL setting. In: Park, G. (ed.) The TESOL Encyclopedia of English Language Teaching, vol. VII, pp. 1–5. Wiley, Hoboken (2018) 6. Richards, J.C., Farrell, T.S.C.: Professional Development for Language Teachers: Strategies. Cambridge University Press, Cambridge (2005) 7. Rossner, R.: Where there’s a will-facilitating teacher development. Teach. Dev. Newslett. (IATEFL) 18, 4–5 (1992) 8. Crandall, J., Finn Miller, S.: Effective professional development for language teachers. In: Celce-Murcia, M., Brinton, D.M., Snow, M.A. (eds.) Teaching English as a Second or Foreign Language, pp. 630–648. National Geographic Learning/Cengage Learning, Boston (2014) 9. Edge, J. (ed.): Action Research: Case Studies in TESOL Practice Series. Teachers of English to Speakers of Other Languages Inc., Alexandria (2001) 10. Murray, A.: Empowering teachers through professional development. Engl. Teach. Forum 1(48), 2–11 (2010) 11. Salas, A.: Attending a convention as professional development for EFL teachers. MEXTESOL J. 40(1), 1–13 (2016) 12. Büyükyavuz, O.: Turkish ELT professionals’ conference attendance motives: why do they attend and what do they take back home? J. Educ. Train. Stud. 4(9), 135–143 (2016) 13. Aubrey, J., Coombe, C.: The TESOL Arabia Conference and its role in the professional development of teachers at institutions of higher education in the United Arab Emirates. Acad. Leadersh. Online J. 8(3), article 53 (2010). https://scholars.fhsu.edu/alj/vol8/iss3/53. Accessed 07 Mar 2020

How to Make Professionally Oriented Informational Educational Environment of Intercultural and Professionally Oriented Character Svetlana S. Kuklina

and Anna I. Shevchenko(&)

Vyatka State University, Kirov 610000, Russia [email protected], [email protected]

Abstract. The article deals with the problem of selecting tools for building a professionally oriented informational educational environment as a unit of the educational space of the academic discipline Foreign Language intended to form intercultural competence in students of a non-linguistic university. The study employed intercultural and professionally oriented approaches with the following selection criteria: a) intercultural and b) professional orientation, c) informational fullness of material and multimedia tools presented on the Internet platform Google Classroom. These tools are included in the resource component and combined in the sociomethodological group (Federal State Educational Standard of Higher Education, Foreign Language training program, methodological and pedagogical literature); presentive-operational group (texts from the students’ book and Internet resources: hotlist, treasure hunt, multimedia scrapbook, subject sampler); didactic-methodical group (a system of exercises in the students’ book and Internet technologies: webquest, mind maps, forums, kahoot). A set of tools fills the informational component of the intercultural environment with professionally oriented information, methods, and teaching and learning tools used by the teacher and students as the participants of the subject-activity component, who interact in the procedural component of the environment, where intercultural competence is formed. Intercultural competence is a component of professionally oriented foreign language communicative competence and represents willingness and ability of university graduates to realize intercultural interactions resulting from mutual influence and interaction and interpenetration of native and foreign cultures based on intercultural professionally oriented social experience necessary for successful foreign communication in future professional activities. Keywords: Professionally oriented informational educational environment Material and multimedia tools




1 Introduction The development strategies of the system for training working personnel and the formation of applied qualifications for the period up to 2020, approved by the Government of the Russian Federation, require universities to create optimal conditions © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 71–81, 2020. https://doi.org/10.1007/978-3-030-47415-7_8

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for students to acquire the general professional, professional and professionally applied competencies that are necessary for productive professional activities and international cooperation. This social order implies that graduates majoring in Cultural Studies should be prepared to carry out cultural activities in various cultural institutions of their native country and to establish business contacts with colleagues in other countries. The discipline Foreign Language can make a direct contribution to the implementation of these requirements if foreign language communicative competence as an educational objective in a non- linguistic university acquires a professionally oriented and intercultural character. The latter finds is implemented through the inclusion of the intercultural subcompetence in the structure of the abovementioned competence, which shows the ability of students to interact with representatives of other cultures using a foreign language in such types of professional activities as historical and cultural, outreach, excursion, research, etc. The analysis of theoretical and empirical studies of recent years (Galskova [1], Gurevich [2]) showed significant interest both in inter- cultural competence and in the methodology for its formation in different types of educational institutions. In higher education, intercultural communicative competence is interpreted as independent competence, which helps students master a set of professionally oriented intercultural knowledge, skills and abilities (Baryshnikov, Berdichevsky, Vikulova [3].). For this purpose, methods of intercultural competence formation are developed, the content and means of instruction, and technologies that ensure inclusion of students in this process are determined (Pappas [4], Sysoev [5]). However, despite a diversity of these phenomena, there is still no general approach to understanding intercultural competence and to solving issues of an effective methodology for its formation. The result of the pre-pilot test has showed a relatively low level of formation of intercultural competence in students (41.5%). This situation can be explained by a small number of textbooks created to achieve the stated goal, insufficient involvement of modern informational tools, the study of these phenomena in isolation from the holistic educational space intended for training students majoring in Cultural Studies. All this obviously requires clarification of the structure and content of intercultural competence, which, in turn, should be reflected in the professionally oriented informational educational environment equipped with such set of tools that will create optimal conditions for formation of this competence. Substantiation of these statements will be the objectives of this article. 1.1

Structure and Content of Intercultural Competence

The analysis of the scientific literature, which studies intercultural competence as a result of implementation of intercultural approaches in foreign language education, showed that sociocultural competence (Furmanova, Ferstyaev [6]), the formation of which began in a comprehensive school, in a non-linguistic university acquires a professionally oriented and intercultural character (Tareva [7]). The concept of intercultural competence and its structure and content are interpreted ambiguously by researchers, so it became necessary to clarify the content of these concepts. As for the structure of intercultural competence as a component of professionally oriented foreign language communicative competence and the content of its

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components, we used the concept by Tareva [7] and supplied it with comments since the conditions of learning process at a non-linguistic university are limited. The first component of intercultural competence is intracultural, which involves the ability of students to critically analyze their own culture. The second component is inocultural as the ability to identify and interpret the concepts, norms of the foreign language culture. The third component is intercultural, the ability to analyze one’s and another’s view of the world in interaction, realize one’s own view of the world and feel equal with native speakers during the dialogue of cultures. The dialogue of cultures is ensured by the intercultural component, which is the central part of intercultural competence. Its functioning is due to close interaction of intra- and ino-cultural components, as well as to such subcompetencies of professionally oriented foreign language communicative competence as language, speech, educational-cognitive and compensatory ones. Taking the above into account, we formulate the key points that we will be guided by to determine intercultural competence and the content that should be learned for its successful formation. The first of them is the fact that intercultural competence is part of professionally oriented foreign language communicative competence and its formation is closely connected with the abovementioned subcompetencies. Secondly, intercultural competence is a combination of intra-, ino- and intercultural components, where the central link is the intercultural component. Thirdly, intercultural competence is the result of continuous learning of the basics of intercultural interactions that maintain foreign language communication in professional activities, during which students master a combination of intercultural and professionally oriented knowledge, skills and abilities. In these interactions the students are equal participants in the dialogue of cultures, who do not lose their own cultural identity and show various characteristics such as tolerance, empathy, and respect for the diversity of cultures, traditions and customs of other nations. Therefore, to participate in intercultural interactions, the students must acquire a set of knowledge, skills and abilities, as well as personal and professional qualities that represent part of the social experience the students should gain. Thus, gaining social experience means not only learning a set of knowledge, skills, abilities and behavior patterns but also mastering the mode of activity the result of which they are. To clarify the structure and the content of the social experience necessary for the formation of intercultural competence, we analyze the works of domestic and foreign researchers (Galskova, Vasilevich, Akimova [1], Džalalova, Raud Narva [8]). In their works, the system of social experience consists of four structural components fixed in the ways of their implementation. “The first component is the experience of cognitive activity presented in the form of knowledge about nature, society and ways of activity. The second component is the experience of reproductive activity fixed in the form of skills and ways of implementing and reproducing this activity. The third component is the experience of creative activity based on the independent solution of new problems with the help of previously acquired knowledge and skills, and on the formation of new ways to solve creative problems. The fourth component includes the experience of value-orientation activity, which underlies formation of a system of personal values and reflects an emotional-value attitude to objects of the material and spiritual world” [2, p. 213].

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In the presented system, we single out the part of the social experience that students must learn to form intercultural competence. In this regard, further we will talk about intercultural professionally oriented social experience, where the experience of cognitive activity is a kind of knowledge about: a) cultural and professional communication, about native and foreign culture; b) professionally oriented and intercultural linguistic material with the help of which information is presented; c) ways of interaction that are necessary for students to learn all the components of the abovementioned experience and types of professional activities the students will carry out after graduation. The experience of reproductive activity is presented as skills to reproduce the ways of interaction in understanding and formation of the minimum speech units in a foreign language required for professional activities. The experience of creative activity is represented by the ability to use creatively the learned ways of interaction and create new ones to solve creative tasks in situations of intercultural professionally oriented foreign language communication. The experience of value-orientation activity reflects the student’s emotional-value attitude to intercultural interactions and their subjects and reflects a set of personal (cultural impartiality, empathy, tolerance, speech and sociocultural tact etc.) and professional (interest in future professional activity, its history, development etc.) characteristics that are significant in professional activity. The acquisition of such experience allows students to see the connections between different cultures, interpret one culture in terms of another, critically analyze their own and foreign cultures in their interaction, to realize their own world view and feel equal with native speakers in an intercultural professionally oriented foreign language communication. Only a harmonious combination of the abovementioned components during their acquisition allows us to talk about the formation of intercultural competence. All this made it possible to define intercultural competence as willingness and ability of university graduates to realize intercultural interactions resulting from mutual influence and interaction and interpenetration of native and foreign cultures based on intercultural professionally oriented social experience necessary for successful communication with representatives of a different culture in future professional activities. In accordance with the concept of our study, for successful formation of intercultural competence, it is necessary to create a special educational environment that will be of both intercultural and professionally oriented character, which will be presented in the next paragraph. 1.2

Professionally Oriented Informational Educational Environment for Formation of Intercultural Competence

The analysis of philosophical and psychological and pedagogical literature allowed us to conclude that the educational environment can be defined as a unit of educational space, which in this regard has all its inherent characteristics. The focus of our attention is professionally oriented informational educational space of the discipline Foreign

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Language, which is, firstly, a holistic multicomponent system of the foreign language educational process. It consists of the aggregate of “resource, informational, subjectactivity and procedural components” [9, p. 34], the content of which is specially selected and organized to form professionally oriented foreign language communicative competence. Secondly, the units of this space are professionally oriented informational educational environments where subcompetencies of the abovementioned competence are formed. In the structure of the professionally oriented informational educational environment, we have identified the resource component presented by a set of paper-based and electronic informational means. This component is used to fill the content of the subsequent components of the educational environment. Thus, the informational component contains professionally oriented information. In accordance with its content, it is included in: a) the socio-methodological subcomponent that determines the conditions and factors for organizing a foreign language educational process; b) the presentative-operational subcomponent that presents information used by the teacher (T) and students (S) to transfer and gain social experience; c) the didactic-methodical subcomponent that contains methods and means of training and exercises that help participants in the educational process to transmit and receive information through interaction. Interactions are in the procedural component, where the teacher and students, representatives of the subject-activity component, accumulate social experience intended for its assimilation and exchange during the educational process (Fig. 1). Since the presented educational environment is intended for the formation of intercultural competence among students of a university, it should create optimal conditions for achieving the result. For this purpose, the teacher needs to specifically select and organize the content of the environment, based on the fact that it should be socially and methodologically determined, presentatively-operationally filled and didactically-methodically equipped for students to gain the intercultural professionally oriented social experience. Therefore, we have identified the criteria which allow transfer of the listed qualities to the content of the educational environment. Thus, implementation of the criterion of intercultural orientation contributes to the creation of conditions for students to recognize value-cultural universals, to organize culturally-related study of native and foreign-language pictures of the world, to represent and compare the culture of native and foreign country and to demonstrate such characteristics as empathy, tolerance, cultural impartiality etc. The criterion of professional orientation takes into account the student’s specialization in order to select textual material and the means of working with it, which contribute to formation of interest, value attitude to future professional activity and professional qualities. The criterion of informational fullness of material and multimedia means encourages the teacher to select intercultural and professionally oriented content from the educational space that is necessary and sufficient to form intercultural competence.

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Fig. 1. The model of professionally oriented informational educational environment (2) as the unit of informational space of the discipline Foreign Language (1).

All of the above is reflected in the following definition. A professionally oriented information educational environment for formation of intercultural competence is a socio-methodologically determined, presentatively-operationally filled and didacticallymethodically equipped unit of the professionally oriented informational educational space of the discipline Foreign Language. It is specially selected and organized to achieve the aim taking into account the criteria of intercultural and professional orientation, as well as the criterion of informational fullness of material and multimedia tools. Thus, the use of the above criteria helps to fill the professionally oriented informational educational environment with the content required for the formation of intercultural competence. For this end, we analyze the tools, which are the components of the resource component of the educational environment.

2 Tools of Professionally Oriented Informational Educational Environment This paragraph deals with those tools of the resource component of the environment that fill the informational component which consists of socio-methodological, presentative-operational and didactic-methodical subcomponents. They present the intercultural professionally oriented social experience of cognitive, reproductive, creative and value-orientation activities, which then the teacher must transfer in the procedural component of the educational environment and to students as active subjects of the formation of intercultural competence. Methodological literature traditionally provides classification of material and multimedia means of teaching (Bartosh [10], Bdiwi [11], Chanpet, Chomsuwan, Murphy [12]). As means of teaching simultaneously “implement learning content into practice” and “guide teaching methods and techniques” [1, p. 70], they can function as tools. Therefore, further we will talk about tools of the educational environment that include a various set of means of teaching, performing the role of source of intercultural, professionally oriented and educational information, as well as a tool of its transfer and appropriation by the

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participants of the educational process. At the current stage of education development, among the variety of means of teaching a special role is played by multimedia tools as they “organize a special educational environment that due to its content can develop cognitive activity and creative abilities of students” [10, p. 12]. At the same time, due to insufficient technical feasibilities of educational institutions and a small amount of multimedia means created for a specific specialty, the teacher uses all available means such as material and multimedia because they can equip a professionally oriented informational educational environment. As for multimedia means, to manage them orderly, it became necessary to choose an Internet platform, which can include these means. We chose the Internet platform Google Classroom, as it is specially designed for educational purposes and makes it possible to: a) create classes of the discipline Foreign Language for individual group of students; b) organize the exchange of information with the possibility of linking information and make students solve educational and speech problems; c) include tasks that contain techniques for usage of the received information to create their own oral and written statements; d) store downloaded multimedia materials on Google Drive; e) control the deadlines of students’ assignments [4]. Let us proceed with the selection of material and multimedia means of equipment of the professionally oriented informational educational environment for intercultural competence formation presented on the Internet platform Google Classroom. We begin this process by identifying tools of the informational component of the educational environment. At the same time, we draw attention to the fact that the Federal State Educational Standard of Higher Education, the program in foreign language, methodological and pedagogical literature, are means intended for the teacher and are part of the socio-methodological group of tools of the professionally oriented informational educational environment. The rest of tools used by both the teacher and students is included in the presentative-operational and didactic-methodical groups. The material and multimedia equipment included in the presentative-operational group are used to present the intercultural professionally oriented social experience. This social experience is the basic part of intercultural competence and includes intra-, ino- and intercultural information and ways of working with it. In our case, the leading tools is the New English File, Student’s Book [13]. It includes varying in length and content artistic, journalistic, popular science and educational texts to receive information and linguistic means for its transmission. In addition to the texts presented visually, this Student’s Book contains texts for listening presented with the help of audio and video materials. The listed material means are tools of the presentative-operational group if they: a) are a source of intercultural professionally oriented information about native and foreign cultural realities of, and about the features of professional activity; b) illustrate functioning of intercultural professionally oriented lexical linguistic and speech units in conditions close to the real professional communication; c) serve as an example of a statement of an intercultural professionally oriented character.

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The next tools of the presentative-operational group are multimedia that integrate educational Internet resources such as hotlist, treasure hunt, multimedia scrapbook and subject sampler [5] presented on the Internet platform Google Classroom. They help expand and deepen the information provided in the Student’s Book thanks to the inclusion of additional text, audio and video materials. Therefore, the information contained in these Internet resources should include a sufficient amount of intercultural professionally oriented for the teacher and students to work interacting with each other. Thus, ‘hotlist’ and ‘treasure hunt’ are a list of websites selected by the teacher, which contains information of intercultural and professionally oriented character about various linguistic concepts and realities related to the native and foreign country, and professional terms. In the ‘multimedia scrapbook’ and ‘subject sampler’, the teacher includes intercultural professionally oriented information of various amount and contents, presented in the form of texts, audio recordings or video clips as examples of a speech statement. The teacher uses this group of tools to include textual, audio, video and multimedia materials in the content of the professionally oriented informational educational environment, thereby providing its subject or content filling for students to gain an intercultural professionally oriented social experience [14]. The didactic-methodological group of tools presents methods, techniques and organizational forms of studying and teaching to realize the interaction of the teacher and students, as well as students with each other in order to transfer and gain an intercultural professionally oriented social experience. As the Student’s Book is the main material means of equipment of a professionally oriented informational educational environment, in addition to textual material, it also provides a system of exercises created to teach reading, listening, speaking, and writing. The type of speech activity for which they are intended to be trained determines the quality of the exercises, their amount and sequence, and organizational forms involve pair and group work of students. In the exercise system of the Student’s Book, we are only interested in those that create conditions for gaining an intercultural professionally oriented social experience and therefore comply with the criteria of intercultural and professional orientation, and informational fullness. Accordingly, the group of didactic-methodical tools includes exercises that exhibit the following qualities: a) the presence of situations of an intercultural professionally oriented character; b) approximation of educational and speech tasks to future professional activities of students. For this purpose, on the Internet platform Google Classroom with all its functionality, we selected such Internet technologies as mind maps, webquest [5], forums and kahoot [15]. Thus, the use of mind maps to organize group activities of students at the stage of development of skills facilitates gaining of intercultural professionally oriented social experience through the extraction of new information, its analysis, synthesis, generalization and structuring. While working together, the students can quickly comment the contents of the mind maps, vote for ideas or discuss problems in the chat. The teacher’s role in this work consists of organizing the interaction of students, monitoring the process of creating mind maps and making adjustments to it. After creating the mind map, the teacher involves students in a problematic situation, where students should reasonably express their opinion using adequate intercultural, professionally oriented information from the mind map.

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Webquest based on the Internet platform Google Classroom implies that the teacher organizes a group and individual work of students, which is aimed at extracting, comprehending and comparing the intercultural professionally oriented information presented in textual, audio or video materials. Firstly, the teacher gives general information on the problem being studied in the virtual chart, and then identifies the sub-problems within which each group of students will work. During the discussion, the students will learn from each other all aspects of the discussed problem, expressing their opinion, which reflects a holistic view of the topic. The forum as an Internet-based learning technology is, on the one hand, an effective means of organizing independent work of students, where students get problematic information, comprehend it, and then extract those foreign-language lexical and grammatical units that help to create written statements about problems discussed. On the other hand, forums are a tool for organizing discussion or a professionally oriented role-play game of intercultural character, where students communicate with each other using the received information. Unlike the abovementioned Internet technologies, where students and teachers interact with each other using educational materials, kahoot is designed by the teacher, and includes tests that contain intercultural professionally oriented information presented in textual, audio and video forms. The pace of implementation of tasks is regulated by time interval for each question. If the student gives correct answers, he will automatically get points. As a result, kahoot allows the teacher to fulfill a controlling function and to determine the level of learning of intercultural professionally oriented information and conceptual framework. Thus, the combination of material and multimedia tools based on the Internet platform Google Classroom, selected with the help of the criteria of intercultural and professional orientation, and informational fullness, fills the components of the professionally oriented informational educational environment to achieve the goal. In our case, the goal is the formation of intercultural competence in students of a nonlinguistic university. These means are presented in Fig. 2.

Fig. 2. The set of material and multimedia tool of the educational environment for the formation of intercultural competence.

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3 Conclusion The result of solving the objectives mentioned at the beginning of the article is, firstly, the clarification of the structure and content of intercultural competence as a component of professionally oriented foreign-language communicative competence of students majoring in Cultural Studies. This is reflected in the intracultural, inocultural and intercultural components, the content of which is the intercultural professionally oriented social experience in the set of the experience of cognitive, reproductive, creative and value-oriented activities. Secondly, we designed and characterized the professionally oriented informational educational environment intended for the formation of this competency. It included resource, informational, subject-activity, and procedural components, the content of which was selected and organized in accordance with the criteria of intercultural and professional orientation, and informational fullness. These criteria also made it possible to select a set of material and multimedia equipment, the purpose of which is to fill the subsequent components of the educational environment with intercultural professionally oriented information. A special place among them is occupied by multimedia tools, including Internet resources and Internet technologies based on the Internet platform Google Classroom, which result in the interaction of participants of the subject-activity component in the procedural component of the environment, where the methodology of intercultural competence formation is applied. The above mentioned tools for formation of intercultural competence with a certain adaption can be applied in classes in foreign languages for other fields of study. The results of the study can be used in the development of teaching aids, retraining courses of teachers of a foreign language in the system of higher education.

References 1. Galskova, N.D., Vasilevich, A.P., Akimova, N.V.: Teoriya obucheniya inostrannym yazykam [Methods of Teaching Foreign Languages]. Phoenix, Rostov (2017). (in Russian) 2. Gurevich, P.S.: Psihologiya i pedagogika: uchebnik dlya bakalavrov [Psychology and Pedagogy: A Textbook for Bachelors]. Yurayt, Lyubertsy (2016). (in Russian) 3. Baryshnikov, N.V., Berdichevskij, A.L., Vikulova, L.G.: Dialog kul’tur. Kul’tura dialoga: Chelovek i novye sociogumanitarnye cennosti [Dialogue of Cultures. Dialogue Culture: Man and New Socio-humanitarian Values]. Forum, Moscow (2017). (in Russian) 4. Pappas, Ch.: Google Classroom Review: Pros and Cons of Using Google Classroom. https:// elearningindustry.com/google-classroom-review-pros-and-cons-of-using-google-classroomin-elearning. Accessed 10 Mar 2020 5. Sysoev, P.V.: Sistema obucheniya inostrannomu yazyku po individual’nym traektoriyam na osnove sovremennyh informacionnyh i kommunikacionnyh tekhnologij [The system of teaching a foreign language on individual trajectories based on modern information and communication technologies]. Foreign Lang. Sch. 5, 2–11 (2014). (in Russian) 6. Furmanova, V.P., Ferstyaev, A.I.: Razvitie mezhkul’turnoj kompetencii studentovbakalavrov na osnove konceptual’noj modeli [The development of intercultural competence of undergraduate students based on a conceptual model]. Lang. Cult. 42, 226–242 (2018). (in Russian)

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7. Tareva, E.G., Tarev, B.V.: The assessment of students’ professional communicative competence: new challenges and possible solutions. XLingua Eur. Sci. Lang. J. 2, 758–767 (2018) 8. Džalalova, A., Raud Narva, N.: Multicultural competence and its development in students of teacher education curricula. Probl. Educ. 21st Century 40, 65–74 (2012) 9. Samerkhanova, E.K.: Informacionno-obrazovatel’noe prostranstvo: teoretikometodologicheskij aspekt [Information and Educational Space: Theoretical and Methodological Aspect]. NGPU, Nizhniy Novgorod (2011). (in Russian) 10. Bartosh, D.K.: Sovremennye obrazovatel’nye tendencii mul’timedijnogo obucheniya inostrannym yazykam [Modern educational trends in multimedia teaching of foreign languages]. Univ. Herald 6, 12–14 (2011). (in Russian) 11. Bdiwi, P., Runze, C., Faiz, S., Cherif, A.A.: Smart learning environment: teacher’s role in assessing classroom attention. Res. Learn. Technol. 27, 37–47 (2019) 12. Chanpet, P., Chomsuwan, K., Murphy, E.: Online project-based and formative assessment. Technol. Knowl. Learn. (2018). https://doi.org/10.1007/s10758-018-9363-2. Accessed 03 Feb 2020 13. Oxenden, Cl., Latham-Koenig, Ch., Seligson, P.: New English File Pre-intermediate. Oxford Press, London (2005) 14. Brett, B., Simone, C.O.: Conceição transactional distance dialogic interactions and student satisfaction in a multi-institutional blended learning environment. Eur. J. Open Dist. ELearn. 20(1), 139–153 (2017) 15. Magen-Nagar, N., Shonfeld, M.: Attitudes, openness to multiculturalism, and integration of online collaborative learning. Educ. Technol. Soc. 21(3), 1–11 (2018)

Describing the Implementation of Language Policies in Internationalised Higher Education: The Case of Spain Víctor Pavón-Vázquez(&) University of Córdoba, 14071 Córdoba, Spain [email protected]

Abstract. The necessity to promote the international profile of the universities is now one of the most important targets for higher education institutions in the European context, where the number of studies taught in English has increased notably in the past years. Spain is not an exception to this movement and Spanish universities are also trying to adapt to the professional demands of globalisation and to multicultural environments in which English is the lingua franca. However, until recently it was difficult to find a homogeneous road map to internationalisation in Spanish universities or an agreed attention to the institutional challenges that this new scenario required. In this context, the Board of Rectors of Spanish Universities (Conferencia de Rectores de las Universidades Españolas – CRUE) issued in 2017 a set of recommendations with the purpose of helping universities to construct a language policy specially aimed at enhancing the internationalisation process. In this chapter, we will analyse the characteristics and relevance of the core suggestions posited in this document, which affect three different dimensions: the linguistic accreditation of the students, the training of appropriate university lecturers for teaching in an additional language, and the linguistic preparation of the administrative staff for the challenges of internationalisation. Keywords: Internationalisation Challenges


Higher education
Language policy


1 Introduction With the coming of the new millennium, we have witnessed in the European context and all over the world the growing interest in the use of additional languages, mainly English, in the tertiary sector. The desire to enhance the international profile of the universities, the creation of European Higher Education Area, the globalisation of the world economy and the migratory movements can be cited as stark motivations which justify the necessity of placing additional languages, especially the English language, as a sort of new lingua franca, in a prominent situation for higher education institutions. For this reason, in the majority of the European countries and in many other parts of the world universities have started to offer additional-language programmes in a systematic and organised way, whether with the form of English-medium instruction (EMI) proposals or as programmes promoting the integration of language and content © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 82–91, 2020. https://doi.org/10.1007/978-3-030-47415-7_9

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in higher education (ICLHE) [1–10]. Irrespective of the model which is being implemented, these programmes seek to provide students with the necessary linguistic and multicultural competences to get adapted to global academic and professional demands. The escalating interest in implementing additional-language programmes, and more particularly, english-taught programmes, could be initially seen in the study carried out by Wächter and Maiworn in 2004 [11] in which it was signalled that in 2007 more than 400 European universities offered studies completely in English, a figure that represented an increase of 340% with respect to the 700 Degree and Master’s courses reported in 2002. In recent years, this number has continuously risen according to the updating of the analysis carried out by the same authors: “the number of identified English-taught programmes went up from 720 programmes in 2001, to 2.389 in 2007 and to 8.089 in the present study” [12, p. 16]. Given the importance of the decisions that have to be taken up, the diversity and complexity of the universities, and ultimately the increasing offer of Degrees and Master’s Degrees taught in an additional language, it seems wise that universities handle these new aspiration with care, and that the design of these programmes consider all the fundamental factors in the most adequate manner [13]. One of these factors, for example, has to do with the selection of the most suitable model to be implemented. Perhaps the most frequent proposal takes the form of English-medium instruction (EMI), although the approach known as integration of content and language in higher education (ICLHE) is gaining ground rapidly. EMI seems to be more suitable in contexts where there are not linguistic issues and both teachers and students can utilise the additional language used for the instruction at ease [14]. Consequently, EMI is also more frequently present in cases in which the development of the language is not, at least explicitly, one of the objectives of the programme. ICLHE, on the contrary, is the preferred option when there is an open aspiration to promote the utilisation and development of the additional language by the students [15]. This alternative proposal seems to adapt more adequately to certain conditions, especially in relation with the linguistic requirements, as we have seen, and apparently fit better in studies where the students need some kind of linguistic support.

2 Spanish Context In line with the processes and movements depicted in the Introduction, we are living a situation in Spanish universities in which the desire to increase their international profile and the necessity to equip students with specific competences fitted for the demands of a globalised labour market, has triggered a rush to implement additionallanguage programmes [16, 17], particularly in English since it is the language which has attained nowadays the status of lingua franca in the areas of science and technology [2]. However, this tendency may result in occasions in a too quick implementation or in the set up of programmes without careful consideration of relevant aspects such as the identification of achievable objectives, an adequate selection of the teaching staff, or the correct evaluation of the language proficiency of the students [18]. In some cases, educational authorities have shown genuine interest in the potentiality of English-taught programmes and, in general, in the improvement in the use of

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the English language by all the stakeholders in the tertiary education sector [19]. Although the move to the design and implementation is something that is normally evaluated in Spain as a positive measure to improve the development of English as an additional language and to enhance the international profile of the universities, it is nonetheless true that there is a visible lack of agreement with respect to the characteristics and objectives of additional-language programmes and with respect to the way in which they should be implemented [20]. In addition, as some authors state [21], there is a remarkable shortage of empirical research supporting decision-making at the political, linguistic and academic level. Consequently, the possibility of implementing English-taught studies is left in the hands of individual policy-makers in every university, until recently with none or little connection between them. In this context, it seems evident that it would be very useful to elaborate a series of recommendations about how to tackle the design of these programmes, given the fact that the conditions, necessities and challenges are very similar for all the universities in a given country.

3 A Linguistic Policy for the Internationalisation of Universities In 2014, the Spanish Ministry of Education (MECD) published a document with the title Strategy for the Internationalisation of Spanish Universities 2015–2020 [22] in which it was recommended that the universities should increase the number of studies and courses fully or partially taught in English and in other additional languages, but also that they should take the necessary actions to upgrade the learning of the English language by university teachers, and by managing administration staff. However, as it has been previously noted, the lack of consensus with respect to the delineation of, at least, the main principles regarding how these recommendations could be applied, was making it difficult to implement additional-language programmes for universities with little or no experience in this area. Not to mention that the absence of an adequate modelling might have led some universities to take less effective and even wrong decisions with respect to the organisation of such programmes. This new context, therefore, was making necessary that some homogeneous criteria, objectives and procedures were agreed and established by different Spanish universities with a view of guaranteeing quality of teaching and learning at the tertiary level, and also with the purpose of promoting internationalisation processes through the specific work with the languages. The main objective of the proposal issued by the Board of Rectors of Spanish Universities (henceforth, CRUE) was to pinpoint a series of guidelines and recommendations with regard to three lines of action that were seen as fundamental to design a quality policy for an international context: accreditation, training and incentives. In addition, each one of these domains was approached in relation to the three main actors in the internationalisation process: faculty members, students, and administration staff. For the purpose of producing an appropriate framework document, a commission was created to formulate and develop the main lines of actions, and the different versions were discussed and modified in several meetings between the years 2015–2017. During the elaboration of this document, experts from a significant number of universities

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participated in the design and creation of the overall structure and content, reaching an unprecedented agreement in the body of the CRUE and, by extension, in Spanish universities. During the following sections, we will portray the main ideas of this document [23], providing a description of the main initiatives and actions that were taken in its elaboration. It has to be noted that, given the transversal nature, some of the measures proposed for each section may also be applied to another or to all three. 3.1

Accreditation

Universities may have some problems in recognising the accreditation of linguistic levels due to the vast number of institutions in different countries which certify linguistic proficiency. In order to avoid the enormous heterogeneity and uncertainty that often affects both the question of levels of attainment in English (and in other additional languages) and the mechanisms used to this end, it is essential to agree on and to unify criteria. The following measures are suggested for each of the three university collectives. Student Accreditation 1. Recommend that the minimum foreign language level students require in order obtaining an undergraduate degree certificate be B1, in all skills, with each university free to demand an even higher level. 2. Establish a defined linguistic route, with differentiated access profiles and an exit level higher than B1 in bilingual/multilingual degree courses. 3. Ensure the rigour of accreditation processes, consulting with committees existing within each university and at the CRUE for this purpose and respecting the decisions made by the committees. 4. Facilitate the recognition between universities of the accreditation mechanisms for university access, mobility programmes and the granting of titles. 5. Include the graduates’ language level, duly certified in the Diploma Supplement (DS) and, in the case of bilingual and multilingual courses, expressly mention the participation of the students in bilingual itineraries, with the aim of highlighting the added value of speaking foreign languages. Faculty Members Accreditation 1. Recommend a Common European Framework of Reference for Languages (henceforth, CEFRL) [24] level of C1 with reference to the certifications approved by the Linguistic Boards as an advised minimum level for faculty members involved in the teaching of bilingual/multilingual courses. 2. Promote the duly funded procedures so that teaching staff may certify the levels of foreign languages in which they teach.

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3. Promote the participation of faculty members in training programmes which will prepare them for bilingual teaching, by including such programmes in their planned, subsidised training schemes. 4. Offer linguistic support to teachers prior or/and during their teaching. Administrative Staff Accreditation 1. Identify and state in the university organisation chart those administrative positions where the use of English and/or other foreign languages is deemed necessary. 2. Pay special attention to improving the language skills of this group with the aim of certifying an appropriate language level, especially for staff who are in contact with the university’s foreign community or involved in internationalisation initiatives. 3. Consider the inclusion of a language requirement (between B1 and C1, depending on the subsequent tasks to be undertaken) when considering individuals for promotion to certain management positions as well as in the recruitment of new personnel. 4. Promote staff participation in mobility and internationalisation in home programmes with the aim of involving this group in university internationalisation. 3.2

Training

The quality of what is going on in the lessons embedded in additional-language studies is one of the most relevant factors for the success of these programmes. Consequently, the importance of providing the teachers and the students with the necessary knowledge, skills and strategies is paramount. In order to be able to offer quality training, it is essential to identify the new functions of various actors involved in the university internationalisation process. In the case of students and faculty members, the objective is to fully understand what the teaching process means – learning in a foreign language, a process that is not merely the changing of the lingua franca, but also the manner in which the classes are managed, prepared and taught, with specific training given to the use of materials and a redefinition of the assessment model. In the case of administration staff members, this training must focus on the necessary linguistic tools for the development of functions of an international nature. Student Training To obtain quality and practical training which improves university students’ communication skills both in the mother tongue (L1) and in the foreign language (L2) and relate them to the methodology and profiles detailed in the CEFRL, the following measures are suggested: 1. Promote the teaching of courses which develop the ability to understand and express academic content (both oral and written) in a foreign language. 2. Provide training in order to develop multilingual and multicultural skills with the aim of heightening awareness of language and communication in different linguistic and cultural contexts, and satisfactorily participating in mobility programmes.

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3. Focus on developing strategies to help solve potential communication problems and cultural differences which facilitate learning. 4. Prepare students to effectively deal with professional situations in multicultural and multilingual contexts. Faculty Members Training In order to provide the faculty members with the competences and skills needed to, in turn, provide quality education when teaching in a foreign language, the following measures are proposed: 1. Offer initial and continued training, both of a linguistic and methodological nature, for those who teach in a foreign language. 2. Analyse the linguistic, pedagogical and academic profile of the faculty members and define a level of teaching competence in order to establish the teaching level within the said training programme. 3. Adopt teaching approaches which enhance the transmission and construction of content through a foreign language. 4. Encourage and promote stays in foreign universities in order to observe and participate in international teaching experiences and for the creation and development of joint teaching projects. 5. Take advantage of the more experienced teachers in teaching in a foreign language, employing them as mentors in the training strategy. 6. Offer permanent training for teacher trainers. 7. Establish a quality assessment system for the training programmes which facilitates mobility. Administrative Staff Training In addition to generic foreign language courses designed in line with services rendered, the following measures are proposed: 1. Offer specific courses for telephone communication, international student reception, interaction and care of visiting lecturers, etc. 2. Promote written communication courses: academic information via email, administrative and academic documentation in foreign languages, the creation of informative material regarding the university in a foreign language, web content, etc. 3. Promote and encourage stays abroad at collaborating universities and take part in administrative tasks associated with internationalisation processes. 4. Prepare the staff to effectively deal with professional situations in multicultural and multilingual contexts. 3.3

Incentives

The implementation of the linguistic policy, which encourages the promotion of language learning for internationalization, is logically based on a comprehensive incentive scheme, according to the resources of each institution, which includes the entire

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university community. The following measures seek to encourage the university community to participate in the internationalisation and provide an incentive for their efforts. Incentives for Students 1. Offer subsidised foreign language courses or, this failing, a discount for students that enroll in language courses offered by the university itself during their undergraduate degree course. 2. Offer free courses to students who are going to follow bilingual or multilingual programmes or those taught solely in English at the university, so that they can take full advantage of the programme. 3. Reduce the fees charged for language level testing that leads to accreditation of linguistic competence in a foreign language, preferably B1 or higher. 4. Give priority to those students receiving bilingual or multilingual education that wish to take part in an Erasmus+scheme or other similar student mobility programmes. 5. Give students with a certified CEFRL C1 level or higher the opportunity to do work placement as language assistants. 6. Promote the granting of ECTS (European Credit Transfer and Accumulation System) credits for successful completion of foreign language courses in university language centres. 7. Ensure that incoming foreign students participating in mobility programmes have the necessary linguistic support in the official language(s) of the autonomous community, with courses and timetables adapted to their needs and suitably funded. 8. Organise linguistic exchanges such as ‘tandems’ or ‘buddy programmes’ between foreign and home students. Incentives for Faculty Members 1. Enable the accreditation of linguistic competence of faculty members in the universities themselves. 2. Offer specific subsidised courses as well as a linguistic support service to lecturers who teach in a foreign language. 3. Reduce fees for language learning and language level accreditation tests, preferably for B2 level and/or higher. 4. Include the possession of a certified language level (B2-C1-C2) as a definite plus when recruiting new lecturers and in the promotion of faculty members. 5. Allow lecturers who teach in a foreign language a lighter workload. 6. Ensure the commitment of the faculties and departments (and all interested parties) to supporting those lecturers assigned to teaching in a foreign language in the course (s) for a minimum of 3 consecutive years. 7. Promote language refresher courses as well as actions to improve skills needed for oral and written presentations, in order to extend the production and dissemination of research findings in the international arena. 8. Establish linguistic mechanisms for faculty members’ lecturing, allowing for the recognition of excellence.

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Incentives for Administrative Staff 1. Offer language courses with content aimed at improving communication in staff members’ daily functions: writing of emails, understanding and management of specific documentation (European announcements, projects, memoranda of collaboration with other institutions, etc.), dealing with foreign students, etc. 2. Reduce fees for language learning and language level accreditation tests, for B1 level or higher. 3. Promote the accreditation of linguistic competence of staff members within the universities themselves. 4. Include the possession of a certified language level (B2, C1, C2) as a definite plus when considering the recruitment of new staff members and internal promotion to new positions. 5. Give priority to those staff members who have a certified level in a foreign language in their work if they apply for grants, courses or international mobility programmes managed by the university. 6. Enable staff to attend language courses for level accreditation (preferably B2 or higher).

4 Conclusion Until the publication of this document, Spanish universities were addressing the challenges of internationalisation, and specifically, the delineation of a language policy to enhance their international profile, through a series of heterogenous models which, in many occasions, were not achieving the necessary results. From a theoretical perspective, this document attempts to lay the basis for a logical increase of attention to the important role of languages in the internationalisation process. From a practical perspective, the document organises a series of initiatives in key areas and points the way for the universities to the implementation of fundamental actions and practices. We could also say that it is very rare to find a global policy for the linguistic internationalisation in higher education of application to a whole country, this is why this document can be considered as innovative in this sense. For the first time in this country, universities are provided with a a sound sequence of actions that is changing gradually the scenario of Spanish higher education, and the universities now can follow a clear direction to ensure a minimum of positive outcomes, which may additionally contribute to increase the quality of this educational stage as a whole. In this framework document, we have covered three courses of action – accreditation, training and incentives – around which a linguistic policy of quality for the internationalisation of the Spanish university system can be developed. Aware of the enormous diversity and heterogeneity that exists regarding virtually everything related to the accreditation of foreign language levels for obtaining a university degree or qualifying for courses taught in a foreign language, this document has proposed a series of recommendations regarding the language levels that are required, as well as the mechanisms employed to these ends. Furthermore, detailed measures for linguistic training of students, lecturers and staff have been put forward, with the hope that the

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training actions necessary for quality foreign language teaching and learning will be adopted. Finally, a range of specific incentives has been proposed for all university members, thereby promoting and supporting efforts to adapt to and improve the internationalisation of our universities. The recommendations proposed herein require the manifest support and coordination of all those most directly involved in the decision-making processes at the Spanish universities and also various organisms and institutions whose responsibility is making these recommendations a reality. It has to be said, though one of the visible limitations of this proposal is that the Board of Rectors of Spanish Universities has the power to design and suggest policies, it cannot oblige anyone of its members to implement any given model. Notwithstanding with this, together with being entitled to indicate what is the path to follow, the Board can explicitly identify the areas that will require more attention and, additionally, it has full advisory power to indicate to the Ministry of Education the measures that have to be taken. However, despite these forces we also feel it necessary that all universities devote a specific part of their budgets to the three areas described in this document to ensure the viability, sustainability and success of the Spanish university internationalisation process. In the end, it will be the proper evolution of the internationalisation in all the universities which will determine the amount of success of this proposal. It may be necessary, then, to develop adequate instruments to check and evaluate the outcomes of these initiatives. Research about internationalisation, then, should be redirected to analyse if this detailed attention to the languages has resulted in a tangible benefit for the higher education system. Only through the provision of clear findings will we be able to conclude that the three dimensions that have been identified as crucial and the associate actions that have to be implemented are the correct ones to enhance the international profile in the tertiary education sector. Finally, we also believe that the process of reaching a consensus in Spanish universities and the agreed decisions and initiatives gathered can be of help in similar contexts where the process of enhancing the international profile of the universities has also become a priority goal.

References 1. Wilkinson, R. (ed.): Integrating Content and Language. Meeting the Challenges of Multilingual Higher Education. Maastricht University, Maastricht (2004) 2. Coleman, J.A: English-medium teaching in European higher education. Lang. Teach. 39, 1– 14 (2006) 3. Wilkinson, R., Zegers, V. (eds.): Realising Content and Language Integration in Higher Education. Maastricht University Language Centre, Maastricht (2008) 4. Dearden, J.: English as a Medium of Instruction: A Growing Phenomenon. British Council, London (2013) 5. Doiz, A., Lasagabaster, D., Sierra, J.M. (eds.): English-Medium Instruction at Universities: Global Changes. Multilingual Matters, Bristol (2013) 6. Fortanet, I.: CLIL in Higher Education: Towards a Multilingual Language Policy. Multilingual Matters, Bristol (2013) 7. Smit, U., Dafouz, E.: Integrating content and language in higher education. In: AILA Review, vol. 25. John Benjamins, Amsterdam (2013)

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8. Dimova, S., Hultgren, A.K., Jensen, C.: English-Medium Instruction in European Higher Education. De Gruyter Mouton, Berlin (2015) 9. Wilkinson, R., Walsh, M.L.: Integrating Content and Language in Higher Education: From Theory to Practice. Peter Lang, Maastricht (2015) 10. Macaro, E., Curle, S., Pun, J., An, J., Dearden, J.: A systematic review of English-medium instruction in higher education. Lang. Teach. 51(1), 36–76 (2018) 11. Wächter, B., Maiworn, F. (eds.): English-Taught Programmes in European Higher Education. Lemmens, Bonn (2008) 12. Wächter, B., Maiworn, F. (eds.): English-Taught Programmes in European Higher Education. Lemmens, Bonn (2014) 13. Marsh, D., Díaz, W.: Shaping the Future: A Framework for Building CLIL in Higher Education. UdG Publishing Services, Guadalajara (2018) 14. Marsh, D., Pavón, V., Frigols, M.J.: The Higher Education Languages Landscape: Ensuring Quality in English Language Degree Programmes. Valencia International University, Valencia (2013) 15. Costa, F., Coleman, J.A.: Integrating content and language in higher education in Italy: Ongoing research. Int. CLIL Res. J. 1(3), 19–29 (2010) 16. Dafouz, E., Núñez, B.: CLIL in higher education: devising a new learning landscape. In: Dafouz, E., Guerrini, M. (eds.) CLIL Across Educational Levels: Experiences from Primary, Secondary And Tertiary Contexts, pp. 101–112. Santillana, Madrid (2009) 17. Ramos, A.M.: Higher education bilingual programmes in Spain. Porta Linguarum 19, 101– 111 (2013) 18. Pavón, V., Gaustad, M.: Designing bilingual programmes for higher education in Spain: organisational, curricular and methodological decisions. Int. CLIL Res. J. 1(5), 82–94 (2013) 19. Hallbach, A., Lázaro, A., Pérez, J.: La lengua inglesa en la nueva universidad española del EESS (The English language in the new Spanish university within the European Higher Education Area). Revista de Educación 362, 105–132 (2013) 20. Ramos, A.M., Pavón, V.: The linguistic internationalisation of higher education: a study on the presence of language policies and bilingual studies in Spanish universities. Porta Linguarum 3, 31–46 (2018) 21. Fernández-Costales, A., González-Riaño, X.: Teacher satisfaction concerning the implementation of bilingual programmes in a Spanish university. Porta Linguarum 23, 93–108 (2015) 22. MECD: Estrategia para la Internacionalización de las Universidades Españolas (2015–2020) (Strategy for the Internationalization of Spanish Universities (2015–2020)). http://www. mecd.gob.es/educacion-mecd/dms/mecd/educacion-mecd/areas-educacion/universidades/ politica-internaciona/estrategia-internacionalizacion/EstrategiaInternacionalizacion-Final. pdf. Accessed 02 Nov 2019 23. Bazo, P., Centellas, A., Dafouz, E., Fernández, A., González, D., Pavón, V.: Documento marco de política lingüística para la internacionalización del sistema universitario español (Linguistic policy for the internationalisation of the Spanish university system: a framework document). Conferencia de Rectores de las Universidades Españolas (Board of Rectors of Spanish Universities), Madrid (2017) 24. Council of Europe: Common European Framework of Reference for Languages. Cambridge University Press, Cambridge (2001)

Interpreting for Engineers: How to Train Intercultural Communication Expert for Industry? Sergey Zhilyuk(&) St. Petersburg State University, St. Petersburg 199034, Russia [email protected]

Abstract. The globalization of modern industries has been one of the key trends in economics for 30 years. Since that time, interpreting has been playing a growing role in communication for better economic performance, and, due to this fact, interpreting has become the object of scientific studies. However, the discussion of conference interpreting has prevailed in the papers while the lowlevel interpreting (e.g. for workers and lower-level managers) is still understudied. The paper provides an overview of the current situation in interpreters’ education based on relevant literature and personal expertise of the author. The analyzed cases demonstrate the demand for interpreters who can facilitate professional communication at a lower level. It can be covered through the establishment of interpreting training centers where students learn interpreting and engineering. The centers require the integration of engineering education and humanities for multifaceted preparation of experts on intercultural communication. Successful cooperation between engineers and technicians from different countries requires not only a good command of languages but also a sophisticated knowledge base of technical areas as well as cultures to avoid misunderstanding and misinterpreting from both sides. Keywords: Teaching interpreting
Technical interpreting industry
Integration of engineering and humanities


Interpreting for

1 Introduction Modern engineering is impossible without cooperation between companies and R&D institutes from different countries. Though English plays the role of lingua franca, engineers face the problem of miscommunication and misinterpreting. One of the reasons is low competence of specialists in intercultural communication leading to incorrect use of terms and engineering slang or total ignorance of lexis and language of engineers. Interpreting services are provided by professional conference interpreters (CIs) – “professional language and communication experts who convey the meaning of the speaker’s message orally and in another language to listeners who would not otherwise understand” [1]. However, sometimes CI does not possess enough competence in engineering to convey the message correctly. CIs are trained to establish successful communication in different areas; therefore, they do not have an adequate © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 92–99, 2020. https://doi.org/10.1007/978-3-030-47415-7_10

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command of engineering slang. The goal of the paper is to find out what difficulties CIs face dealing with engineering issues as well as to propose ways of changing the system of interpreters’ training, which could improve the situation. The objectives are to investigate the research gap through literature review, to analyze the situation via discussion of relevant cases and surveys, and to discuss possible changes to interpreters’ training.

2 Literature Review Unlike translation, interpreting became the object of studies some three decades ago [2]. Nevertheless, there are still a few papers on training interpreters. Alexeeva [3] names 13 monographs on the issue, most of them are in Russian and German, meaning that they are out of the international discussion. Previously, translators’ training was under discussion based on the principle “bring the original to the reader, and not the reader to the original” [4, p. 174]. Interpreting studies (IS) refer to the same idea, but the methodology is different. The 1980–90-s saw the development of integrated IS with consideration of cognitive issues and neurolinguistics [5, 6]. The scholars initiated a trend of bringing closer translation and IS. It continued in the 2000-s, but the shift of the paradigm took place. Whereas previously researches had focused on conference interpreting, in the 2000-s new studies on sign-language interpreting [7] and community interpreting and translation [8, 9] appeared. Another novelty of that time was that academicians with a lack of practical expertise took hold of IS [2], while previously it had been researched by practitioners. The first warnings against practitioners as researchers had come from Stenzl and Schlesinger [2]. They believed that their engagement led to less objective assessment. However, studies in public service (community) interpreting (PSIR) need cooperation between theorists (e.g. traditional linguists) and practicing interpreters [10–12]. IS form the base for studies in interpreters’ training methodology, which started with the establishment of the first educational institutions providing interpreting courses. However, the structure of educational courses in interpreting has not changed over the last several decades. Some researchers highlight the problem of different environments, e.g. admitting conditions, age of students and their experience, and suppose that adapting a syllabus to these conditions is more important than meeting a certain common model [13–15]. Moreover, the absence of official guidelines and a deficit of methodological principles are identified as well-known deficiencies [16]. This does not mean, however, that there is no common or standard model. Gile’s paper [15] presents the structure of interpreters’ training which is wide-spread and is common for interpreting schools round the world. Interpreting training varies in the share of theory taught in the course. While some interpreting schools almost skip theoretical disciplines (e.g. ESIT, France, Monterey, USA), others include theoretical subjects into their curricula. Besides, schools can specialize in interpreting in a certain area of knowledge (e.g. Heidelberg, Germany, focuses on law and economics), while others provide a more profound linguistics background (see the curriculum of School of Translation and Interpreting of Moscow State University [17]). St. Petersburg Higher School of Interpreting and Translation follows other approaches that bring it closer to what is usual for European interpreters’

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training centers. Theoretical courses, provided there include international law, international organizations, and international relations, reflecting the idea of training experts for international organizations like the UN and European Commission [18]. The overview of literature demonstrates that nowadays interpreters’ training aims at the formation of conference interpreting skills, needed at the higher international level events. The current structure of training courses (consecutive without notes > consecutive with notes > simultaneous) leads to building general interpreting competences of graduates, but does not provide a profound knowledge of professional slangs and technical peculiarities needed for interpreting in engineering.

3 Methodology The current paper is to answer the question whether interpreters need integrated training to form intercultural communication in engineering, and how engineering education can contribute to interpreters’ training. The case study prevails in IS methodology [19], and this paper is going to discuss two cases. The case study is supported by a survey which was conducted among interpreters and employers in engineering. The pool of interpreters, which took part in the research, consists of 15 practitioners with experience of 5+ years. The most common language pair is English – Russian, they interpret, however, in pairs French – Russian and Spanish – Russian as well. The pool of interviewed industry experts is less and consists of 10 persons working in different companies in St. Petersburg and Moscow.

4 Results During the study, we analyzed two cases. The cases took place in St. Petersburg in 2017–2018. Then we conducted two surveys in 2018. 4.1

Case 1

Interpreter (Ru-En) was offered to interpret in consecutive mode a meeting of German engineers with Russian colleagues. The oil and gas equipment purchased from the German company was the core-issue. The client informed the interpreter that there would not be any specific lexis or discussion of technical features and it would be a general overview of setting the equipment. Two German engineers and a sales-manager came to the Russian plant. The interpreter had to struggle through the conversation of German engineers and Russian operators, full of special terms. The communication was unsuccessful, though the interpreter had experience of interpreting presentations of equipment at meetings of Russian users and German producers. The case demonstrates a difference in understanding of specific/non-specific lexis for engineering staff and the interpreter. The interpreter had already worked at presentations of equipment and believed that he possessed the necessary vocabulary for communication at a face-toface meeting. The problem emerged when the engineers and operators communicated orally, not based on written documents. Conference interpreting, which the interpreter

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had provided previously, had been interpreting of public speeches that may have been delivered by people who were not involved in engineering activities. Usually, such kind of presentations is delivered by the sales-managers with little participation of technical experts. The most of the source text at the presentation can be considered as a general text with few special terms. Interpreting in industrial facilities is different. The expectations of the client are high, though the client insists that there is no specific lexis. In the discussed case, the interpreter should have been able to speak the same language as engineers and operators do. In the client’s view, it is not professional slang, but a standard discussion of technical features of the machine, while industry-specific lexis may be understood as physical and mathematical grounding of equipment functioning. The interpreter could request additional materials for the preparation, i.e. brochures or a technical passport of the machine. Despite being useful for preparation and enriching interpreter’s vocabulary, it would not have been enough, because the interpreter failed not to name certain details or functions, but to communicate in that language (professional slang) which engineers and operators use (e.g. oil and gas engineers could speak about fish – an item, lost in a borehole, or discuss pigs – cleaning devices, used in pipes; these terms are part of professional slang used on everyday basis, so that engineers do not consider it to be unclear). Besides lexis, communication in a certain branch may have specific accentuation, and failure to pronounce words as industrialists do leads to mistrust to the interpreter. 4.2

Case 2

An interpreter (Ru-En) was offered to interpret in consecutive mode training on assembling and operation of exploration submarine provided by an English-speaking Europeans. On the site, it turned out that the European engineers did not speak English well, all their comments on what they were doing, were limited to the phrase ‘I do it like this’. The interpreter who did not possess special knowledge in submarine technics had to repeat this phrase in Russian. First, Russian engineers participating in the training made fun of that, but after a week the phrase started to irritate them. They thought that the interpreter did not fulfill her task properly and asked to replace her. The case demonstrates that for a person not understanding a foreign language the source of instructions is the interpreter. Although the problem was at the input-end of the interpreting, the client still wanted to have clear instructions. This requirement was reasonable, as the submarine was an engine with potentially hazardous conditions, and the clients wanted to go into details to prevent any emergency. In a limited communication time (e.g. one day), engineers do not usually discuss profound issues. Being discussed on a day-to-day basis for a week or longer, engineering issues must be expressed in professional language. Otherwise, it leads to mistrust between the user of interpreting and interpreter and foreign specialists. The interpreter in the case under discussion had not had an engineering background in submarine construction, and any further experience, even that in the technical translation of similar topics cannot be useful in this situation. If she had had engineering education or training, this could have helped her to explain to the Russian side what was being done by the Europeans. This strategy, however, violates one of the rules for CIs who are not supposed to change the text they deal with.

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Survey

The outcomes of the cases analysis are supported by the opinions of interpreters and employers from the engineering branch. Many interpreters define the problem of lack of vocabulary knowledge (80%) in interpreting for engineers. 60% of them noted that they had difficulties mostly with finding Russian equivalent to a foreign word, and only 20% said that they failed to understand a speaker. When asking if they would like to take part in engineering language training, all the interpreters responded positively. They emphasize that interpreting for engineers and technicians is different from conference interpreting, as engineers need exact interpreting of each word without losing the general sense and the style of a sentence and text. The survey conducted among engineers and technicians, who were exposed to interpreting, shows that the main problem they faced was misunderstanding of speakers by the interpreter (70%). At the same time, 60% of the respondents identified poor vocabulary of the interpreter as a significant problem, which makes communication difficult (up to the total breach of communication). The results should be treated cautiously because the users do not understand peculiarities of interpreting, and sometimes identify incorrect interpreting in cases when the interpreter formulated the Russian text differently but without ignoring the sense.

5 Discussion The analyzed cases and opinion surveys demonstrate that an interpreter dealing with technical and engineering issues should have an engineering background. Knowledge of some basics in engineering could have been useful in both cases, providing interpreters with the necessary vocabulary and minimal understanding of processes. Interpreters out of industry may have some knowledge in engineering, but they do not usually speak professional language which engineers and technicians do. Hence, the mistrust to the interpreter develops, and it leads to the risk of breaking communication or total misunderstanding between the parties (see Table 1). Table 1. Differences in interpreting of professional slang. Slang word

Correct Russian slang equivalent Incorrect way of interpreting

chillers

чиллерá

охлаждающие устройства

coil

охладитель

змеевик

air handling unit

центральный кондиционер

агрегат для обработки воздуха

spacer

буферный раствор ввод в разработку, дата забуривания

прокладка

commencement

начало, ввод в эксплуатацию

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Interpreting in engineering and technical areas differs from what is understood to be conference interpreting. It can be discussed along with PSIR when the smoothness of speech is not the main factor and the use of correct and exact terms play a particularly significant role. Further development of interpreters’ training is vitally needed, with the integration of humanities and engineering education. As the literature review outlines, the existing system of interpreters’ education aims at training CIs who possess general knowledge in politics and economics. Technical issues are usually considered as translators’ training. Therefore, polytechnic and technical schools and universities should be more active in solving this problem. The establishment of interpreters’ training centers in leading engineering schools could be a reasonable solution. Several decades ago, universities undertook an attempt to found language faculties aiming at reaching a similar goal, but linguists’ training and interpreters’ training differ. The proposed centers are to combine training of interpreting skills and competences with polytechnic education. They can be integrated into the educational system at the master level. The core subject in such centers must be interpreting skills training; therefore, the students should command at least one foreign language at C1 level. This is to be the main foreign language, from which and into which the students will interpret after graduation. The level of the second foreign language can be lower, but the minimum should be B1, and the centers are to provide courses to improve the command of the second foreign language, which later can be considered as language C (from which the students can interpret). The students of the centers should have access to the courses in engineering and technical fields along with engineering students. Their goal is not to get into details of engineering processes, but to understand general principles and get used to the professional slang in Russian (if there are lectures and seminars in Russian only). Therefore, training centers are to include foreign language courses in engineering areas. It is also vital, that the centers’ students read technical literature in foreign language(s). This could be specialized journals as well as foreign text-books, which, as our expertise shows, are useful in preparation for interpreting in a specific field of knowledge. The duration of education in the training centers equals master studies (4 semesters); examinations can include interpreting a lecture at the engineering school or interpreting of negotiations at a lower level (e.g. discussion of workers at a machine). At the same time, engineering students should participate in the development of interpreters’ training centers. They may be assessors at oral exams taken by interpreting students, they may read lectures and hold seminars for interpreting students to explain the basics of their profession. An integrated part of interpreters’ training in the centers should be mockconferences. A mock-conference simulates a real conference with the participation of experts from different branches holding speeches and delivering presentations being interpreted by the students. St. Petersburg School of Conference Interpreting and Translation use this method successfully and organize mock-conferences with the participation of foreign representatives of the EU authorities and UN employees delivering their speeches via Skype and other remote communication technologies. Another best practice of using mock-conferences can be found at the Foreign Languages Faculty of St. Petersburg State University. M. Demidov invites the students from the course of general medicine to deliver speeches at his interpreting training course.

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A lot of efforts, however, should be undertaken including the development of the methodology for interpreters’ training centers at engineering educational establishments. It should base on the methodology of CIs’ training with the addition of technical and engineering subjects into the curriculum. They may replace subjects on international affairs making the course not longer than one of training of CIs. The human resources, i.e. teachers for such a course, should also be selected with caution. These must be practicing interpreters with considerable experience in engineering subjects and, at the same time, competent interpreters’ trainers with an understanding of methodology.

6 Conclusion Technical sciences and engineering play the leading role in the current globalizing world. Lack of time makes engineers communicate face to face more often than previously, which means that engineering needs more interpreting. Graduates of interpreting schools and language faculties, who do not have an engineering or technical background, have to interpret discussions that require a profound understanding of the subject and perfect command of professional language both in the mother tongue and in a foreign language. Rather often, it leads to mistrust and misunderstanding among the parties of discussion. To overcome this negative trend, engineering and technical universities should establish interpreters’ training centers within their organizational structure. In some cases, it is needed to reform existing philological faculties of technical universities, and in other cases, the projects have to be implemented from scratch. The training centers ought to integrate technical and language expertise through the involvement of language and engineering teachers, they are to be the meeting points for engineering education and humanities. Although there is a well-established method of training interpreters, which is a mock-conference, further improvement of the methodology is needed. So far researches have investigated general approaches to training CIs. Nowadays it is necessary to develop a methodology for training interpreters for engineering areas. It requires cooperation between engineering and language specialists through the integration of engineering education and humanities for multifaceted preparation of experts on intercultural communication.

References 1. Official website of AIIC. https://aiic.net/page/1469/what-is-a-conference-interpreter/lang/1. Accessed 17 Oct 2019 2. Gile, D.: Interpreting studies. a critical view from within. In: Vidal, A., Franco, J. (eds.) MonTI. Monografias de Traduccion e Interpretacion, vol. 1, pp. 135–155. Universidad de Alicante, Alicante (2009)

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3. Alexeeva, I.S.: Vvedenie v perevodovedenie (Introduction to Interpreting Studies). Publishers of Philological Faculty of St. Petersburg State University, Academia, St. Petersburg (2004). (in Russian) 4. Fisher, E.: Greek translations of Latin literature in the fourth century. In: Winkler, J.J., Williams, G. (eds.) Later Greek Literature, pp. 173–215. Cambridge University Press, Cambridge (2010) 5. Gran, L., Fabbro, F.: The role of neuroscience in the teaching of interpretation. In: Crevatin, F. (ed.) The Interpreters’ Newsletter, vol. 1, pp. 23–41. Scuola Superiore di Lingue Moderne per Interpreti e Traduttori, Triest (1988) 6. Fabbro, F.: The Neurolinguistics of Bilingualism: An Introduction. Psychology Press, Hove and New York (1999) 7. Marschark, M., Peterson, R., Winston, E.A. (eds.): Sign Language Interpreting and Interpreter Education: Directions for Research and Practice. Oxford University Press, New York (2005) 8. Pokorn, N.K., Mellinger, C.D. (eds.): Community Interpreting, Translation and Technology. John Benjamins Publishing Company, Amsterdam/Philadelphia (2018) 9. Corsellis, A.: Public Service Interpreting: The First Step. Palgrave Macmillan, London (2008) 10. Hale, S.: Themes and methodological issues in Court Interpreting research. In: Hertog, E., Veer, B. (eds.) Linguistica Antverpiensa. Taking Stock: Research and Methodology in Community Interpreting, vol. 5, pp. 205–228. Hooger Instituut voor Vertalers & Tolken, Antwerp (2006) 11. Mason, I.: Ostension, inference and response: analysing participant moves in Community Interpreting dialogues. In: Hertog, E., Veer, B. (eds.) Linguistica Antverpiensa. Taking Stock: Research and Methodology in Community Interpreting, vol. 5, pp. 103–120. Hooger Instituut voor Vertalers & Tolken, Antwerp (2006) 12. Valero-Gracés, C.: Community interpreting and linguistics: a fruitful alliance? A survey of linguistics-based research in CI. In: Hertog, E., Veer, B. (eds.) Linguistica Antverpiensa. Taking Stock: Research and Methodology in Community Interpreting, vol. 5, pp. 83–101. Hooger Instituut voor Vertalers & Tolken, Antwerp (2006) 13. Seleskovitch, D., Lederer, M.: Interpréter pour traduire (Interpreting for Translating), 5th edn. Les Belles Lettres, Paris (2014). (in French) 14. Altman, H.J. (ed.): Teaching Interpreting: Study and Practice. Centre for Information on Language Teaching and Research, London (1987) 15. Gile, D.: Teaching conference interpreting: a contribution. In: Tennent, M. (ed.) Training for the New Millennium, pp. 127–151. John Benjamins Publishing Company, Amsterdam/ Philadelphia (2005) 16. Thematic Network Project in the area of Languages Sub-project 7: Translation and Interpreting, http://www.celelc.org/projects/Past_Projects/TNP_Languages/TNP1_resources/ SP7NatReps.pdf. Accessed 18 Oct 2019 17. Official website of School of Translation and Interpreting of Moscow State University. http:// esti.msu.ru/. Accessed 20 Oct 2019 18. Official website of St. Petersburg School of Conference Interpreting and Translation. https:// scit.herzen.spb.ru/en/. Accessed 19 Oct 2019 19. Liu, M.: Methodology in interpreting studies. In: Nicodemus, B., Swabey, L. (eds.) Advances in Interpreting Research, pp. 85–119. John Benjamins Publishing Company, Amsterdam (2011)

Literary Texts in Teaching Terminological Vocabulary to Non-linguistic Students Vera N. Varlamova

and Daria S. Aleksandrova(&)

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected], [email protected]

Abstract. The article concentrates on the challenge of teaching terminological vocabulary to non-linguistic students through literary texts. Reading fiction is analyzed as an opportunity not only to expand the scope of vocabulary, but also as a way to increase the cognitive and practical motivation of students to learn a foreign language, to improve critical thinking, due to a more creative and ‘authentic’ use of language. The process of integrating fiction into language teaching, which is currently given scant attention, is considered as an opportunity to create a learning environment. It is characterized by an active and central position of students in class, which helps to overcome professional isolation and cultural limitations, and contributes to the formation of international level specialists. The article explores the multidimensionality of the term as a linguistic phenomenon, its relevance beyond the scope of a specialized scientific text, and the specifics of functioning in literary works. The examples of work with the excerpts from fiction texts show the possibility of using literary texts as a rich terminological resource. The article also discusses the main specialized programs functioning within the framework of computer terminology – KARTOTEKA, Compleat Lexical Tutor, COCA. Data from the website Compleat Lexical Tutor demonstrate the use frequency of terms in fiction confirming the terminological potential of such texts. The relevance of the study consists in the need for further research of the literary text potential and its role in teaching foreign language terms to students of non-linguistic specialties. Keywords: Terminological vocabulary
Non-linguistic students texts
Communicative competence
Professional competence


Literary

1 Introduction The main objective of this study is to consider the terminological potential of literary texts and the possibility of studying and consolidating foreign language terms by working with fiction in the process of teaching a foreign language to students of nonlinguistic specialties. Analysis of the theory and practice of foreign languages learning permits the conclusion that the main methodological trends in this educational sphere are communicative competence formation; professional language competence acquisition; development of students’ personal qualities [1]. It is known that foreign language communicative competence is a multidimensional phenomenon and there are many © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 100–109, 2020. https://doi.org/10.1007/978-3-030-47415-7_11

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attempts to determine its structure. However, most scientists agree that the communicative competence includes linguistic competence aimed, in particular, at mastering not only basic, but also terminological vocabulary, and sociocultural competence as the ability to conduct adequate foreign language communication in accordance with the norms and rules of communication typical of a certain socio-cultural context of a foreign language society. For instance, scientists such as Almazova, Baranova and Khalyapina point to the mutual influence of different cultural systems and norms, an active process of interethnic integration. It indicates the need to form a multicultural linguistic personality ready for dialogue with representatives of different countries [2]. In the process of learning a foreign language, a professional, educated and cultural personality of the trainees is formed. In the light of this approach to foreign language teaching, the question of the content of the learning process is acute, because the selection of material must take into account professional, socio-cultural and interdisciplinary components. Based on the specialization of students, authentic non-adapted or partially adapted training materials are selected, which are rich in professional terminology, the study of which can increase the cognitive and practical motivation of students to learn a foreign language. We consider it necessary to pay special attention to the literary text as an opportunity to study foreign language terminological vocabulary, as well as to get acquainted with the socio-cultural context of foreign language society.

2 Literature Review It is obvious that familiarity with terminological vocabulary occurs more effectively in the process of the analysis of its functioning in the language environment, that is, in the text. Currently, the relevance of teaching foreign languages to students of nonlinguistic areas involving fiction is insufficiently studied, despite the terminological potential of such texts, their cultural significance and motivating capacity. Muraveva and Elices Agudo, exploring the use of science fiction in foreign language classes, note, “Science fiction texts with a clear dystopian undertone provide a rich material for language-based analysis and in-class discussions inspired by poignant multimodal creative discourse related to the spheres of engineering, robotics, academic research and daily life. Therefore, it could raise students’ motivation, professional curiosity and fascination with the English language that is now part of the technical university syllabus” [3, p. 303]. Recently, foreign methodology has developed an interest in using fiction in teaching English as a foreign language in general. Literary texts are used today in teaching English in Singapore, Malaysia and throughout Europe [4]. Carter links the renewed interest in literary texts with the growing popularity of the communicative language teaching (CLT) [5]. Foreign methodologists emphasize that reading fiction not only improves reading technique but also actively expands the vocabulary of students, develops critical thinking skills, through a more creative and ‘authentic’ use of the language. Some Russian researchers highlight the importance of understanding the peculiarities of different cultures and also emphasize the advisability of using literary texts in teaching a foreign language in general. Teachers of Tomsk

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Polytechnic University began to use literary works for home reading, selecting texts of interest for a certain area of training [6]. We would like to draw particular attention to the possibility of using works of art as a language terminological resource, through which students could find and consolidate new vocabulary, repeat the already studied and analyze language units from a different perspective. Terminology vocabulary has been and remains a constant focus of researchers. Firstly, in the system of language means, it is a relatively clear thematic group, used quite actively by people of certain professional groups, and therefore by students studying, inter alia, the language of their future professional group. Secondly, using terminological vocabulary as an example, it is possible to trace especially clearly how different styles are used in the authors’ works, how the terms are ‘implanted’ in the foreign fabric of an artistic work. The works of domestic and foreign researchers Averbukch, Razorenov, Vinogradov, Chernyavskaya, Riggs, Rondeau, Sager, Valeontis and others are devoted to the linguistic problems of the term [7–15]. In this paper, we accept the approach to the term suggested by Valeontis and Mantzari. According to the scientists, “the term has two meanings: 1. the scientific field pertaining to the study of relations between concepts and their designations (terns, names and symbols) and the formulation of principles and methods governing these relations in any subject field; […] as well as 2. the set of terms belonging to the special language of a specific subject field” [15, p. 1]. From the point of view of linguistic nature, the term is the most important area of the lexical system of literary language. Terms differ from other categories of words in their information richness. Terminology is an integral part of any scientific knowledge. Term use (term application) is directly related to the pragmatic aspect of the term, namely, it aims to ensure effective communication in specific fields of science and technology. Another important function that the term performs is the communicative function, namely, ensuring mutual understanding between representatives of different fields of knowledge and scientific disciplines [9]. As Chernyavskaya rightly points out, the basis of human communication is the text, which “is a linear sequence of language signs, complete from the view point of its creator but in semantic and intentional terms open to multiple interpretations […]” [10, p. 17]. Considering the text as a result of communicative and cognitive activity of a person, Chernyavskaya stresses the point, that human knowledge is textual knowledge [11]. Belyaeva supports this idea and believes the text to be the main means of extracting and disseminating information and knowledge [16]. The artistic text is a model of consciousness created by the author of a literary and artistic work. The characteristic features of the literary text are emotionality and expressiveness. However, when working with terminological vocabulary, the main type of the text today is specialized. In our opinion, students need to get acquainted not only with the scientific, but also with other possible registers that make up the discourse of everyday life. We agree with Anosova’s viewpoint that reading modern contemporary English-language fiction will allow “overcoming professional isolation and cultural limitations of students of engineering specialties’ and will contribute to ‘the formation of international level competent specialists” [17, p. 20].

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We understand the term as a multidimensional phenomenon, which can be studied in different directions, such as linguistic, aesthetic and informational. We think it necessary to consider the functioning of the term in the aesthetic aspect, when terms not only name certain specific things and phenomena of objective reality, but acquire emotional coloring, give the text a special character and create unique images due to the new properties acquired by them. The relevance of this study is determined by the fact that at the moment there are very few works on the study of terms within the framework of fiction.

3 Materials and Methods Thus, the focus of this research is on two research questions: 1. Does fiction have terminological potential? 2. Can literary texts be used as a means of forming the linguistic (terminological) competence of students of non-linguistic specialties, giving them a possibility to analyze the atypical use of the term as a linguistic phenomenon? In order to answer those questions, we conducted a theoretical study of the literature on the subject, defined the term and showed its difference from common literary words. We also defined the specifics of the functioning of terms in artistic works and studied the information aspect of the term. The scientific works on the problems of terminology of Averbukch and Valeontis are the most relevant to our paper [7, 15]. Two literary works have been analyzed: Hailey’s novel ‘Airport’ and Hemingway’s novel ‘A Farewell to Arms’. We identified the terms used in them, their functions in atypical contexts, and suggested linguistic strategy for working on the term in the process of teaching a foreign language to students of non-linguistic specialties. An important aspect of the study is the analysis of the frequency and ambiguity of terminology in literary works, based on computer programs, which is proposed to be carried out as part of students’ independent work. Nowadays, massive computerization and development of information technology has led to the fact that the ability to use modern technical means to search and analyze information is an important quality for a non-linguistic student. Information competence is currently part of the professional competence of this contingent of students. According to Almazova, Beliaeva, Kamshilova, when forming a modern language environment, the choice of certain web resources is based on an integrated interdisciplinary approach, taking into account the peculiarities of communication in different environments, with different participants and tasks [18]. To implement this task, we have chosen computer programs COCA and Compleat Lexical Tutor. Thus, the following methods were used in the process of work: the method of summarizing and analyzing theoretical literature on the subject matter; semantic analysis, and contextual and interpretative analyses.

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4 Results and Discussion We consider literary texts as a promising reading material for students of non-linguistic specialties. These texts have great terminological potential, and allow working through this kind of vocabulary, to discuss atypical use of terms in the classroom, to raise awareness about different cultures. Davidenko, offering the four stages of work on the literary text, highlights the stage of in-depth penetration into the text through the analysis of linguistic phenomena [19]. For instance, Hailey’s novel ‘Airport’ presents the situation of a plane crash. For the vividness of events, the author uses a large number of technical and aviation-related terms. When writing this novel, Hailey could not do without the use of technical terminology, since all the events that occur, in one way or another, are connected with the functioning of aviation technology. With the help of terms Hailey creates a detailed picture of what is happening (an explosion on the airplane, which led to depressurization of the cockpit): 1. “The aircraft fuselage blew open” [20, p. 168] 2. “An instant after the dynamite charge ripped the aircraft skin, the cabin decompressed” [ibid] 3. “Throughout the aircraft, emergency compartments above each seat snapped open. Yellow oxygen masks came tumbling down, each mask connected by a short plastic tube to a central oxygen supply” [20, p. 169]. At the stage of language phenomena analysis, the teacher may suggest students should try and find the terms they think may belong to a thematic group related to their specialty, guess their meaning or later translate them to see their Russian equivalents. In weaker groups, Russian equivalents of terms can be offered, so that students could themselves find English terms in the text. This kind of work implies an active position of students in the classroom, and can also serve as an easy start to mastering the terms in the specialty, which is important, taking into account the large terminological corpus to be mastered by students throughout the study of a foreign language at the university. Relevant for the analysis of the use of terms in the novel, we noted another passage in which the purpose of special training the pilot to react quickly in unexpected cases is substantiated. In our opinion, the author gives a large number of terms to create a realistic picture of what is happening: 1. “The operators could also feed in adverse situations, without warning, to pilots. These ranged through multiple engine failure, to fire, violent weather, electrical and fuel problems, explosive decompression, instrument malfunction, and other assorted unpleasantness” [20, p. 173]. In A. Hailey’s novel, due to the detailed description of the crash the reader has the impression of being there and experiences empathy for the characters. In the speaking phase of the lesson, students can be invited to analyze and discuss how the technical terms allowed the author to reconstitute the crash in great detail. After analyzing Hailey’s novel ‘Airport’ in terms of terminological potential, we can talk about the processes of active assimilation of special vocabulary (in this case, technical)

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in artistic discourse as one of the aspects of the evolution of literary language. As Lazar argues, with regard to the prospect of using literature in a foreign language lesson, in addition to providing a gripping text that involves multiple interpretations, we develop students’ ability to understand specific meanings conveyed, in particular, by the lexical form, in a certain context [21]. Hemingway’s novel ‘A Farewell to Arms’ can also cause students to feel emotionally involved. To portray the war realistically and unadorned, the author resorts to military terms. The terms are important elements in the structure of the writing, since it is a military novel. People’s entire lives are war-related, so the narrative, including the speech of the characters, is full of technical terminology. The use of terms provides solemnity, militant narrative; thereby this technique contributes to the implementation of the author’s ideological and artistic intentions. Examples of the use of terminology include neutral terms that no story about war can do without: ‘troops’, ‘artillery’, ‘soldier’, ‘motor-tractors’, ‘guns’, ‘ammunition’, ‘cartridge box’, ‘attack’, ‘fighting’, ‘flask’. Quite often, the use of a term from an industry entails the use of one or more from the same industry in the same function [22]. This can be seen in the examples of extracts from the novel below. 1. “Sometimes in the dark we heard the troops marching under the window and guns going past pulled by motor-tractors. There was much traffic at night and many mules on the roads with boxes of ammunition” [23, p. 9]. 2. “There were mists over the river and clouds on the mountain and the trucks splashed mud on the road and the troops were muddy and wet in their capes; their rifles were wet and under their capes the two leather cartridge-boxes on the front of the belts, gray leather boxes heavy with the packs of clips of thin, long 6.5 mm. cartridges, bulged forward under the capes so that the men, passing on the road, marched as though they were six months gone with child” [23, p. 10]. Along with widely used language exercises related to translation of the designated vocabulary, the search for English words according to Russian equivalents or definitions, students may be asked to analyze extracts and make lexical-semantic groups of terms related to military operations. Such tasks will require creative and cognitive activity from the student. Students may be asked to choose military terms that, in their opinion, contribute to a realistic description of war, with all its filth, confusion, suffering and fear of pain and death. This kind of task will help students not only identify and remember military terminology, but to see it in an artistic context, often as artistic devises. And this is important, because in this work of fiction the terms are used to create a special atmosphere of the narrative, acquiring an emotional connotation. Terminological vocabulary widely used in the literary work is not an ‘alien element’ in the narrative and does not contrast with the context [22]. Thus, analyzing these excerpts, students can do language exercises, i.e. searching for terms in the text, matching terms and their Russian equivalents or definitions; speech-simulation exercises, such as gap-filling in sentences or other texts with words from the story, forming sentences with the terms. Besides, they can do speech exercises, such as, for example, describing the hero through the terminology, because the terms used in the story were necessary for the author to create the speech portrait and the image of the main character altogether. Students are given the opportunity to

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analyze how the term loses its traditional characteristics that are inherent in it in the usual scientific context, for example, unambiguity, and acquires modality and aesthetic features, and how it is subjectively interpreted and very freely used. Another way of mastering the terminological vocabulary of a literary text is the organization of students’ work with the Compleat Lexical Tutor website [24]. The site is an online interactive resource for learning vocabulary in various contexts. It is divided into three sections: Tutorial, Research and Teachers. For students, getting to know the Research section will be most useful. It contains two important sections, the VocabProfile and Concordancer. Online Concordancer is a section of the site that allows students to find different corpora for correct use of language in authentic texts or in case students need to learn the use of a word in the context, that is, the environment of a particular word. Concordancer works with texts from large online corpora (e.g. Brown or British National Corpus) and downloadable texts [25]. The function allows making an alphabetical list of all the words in the text (indicating their frequency), as well as seeing the context in which they are used. Students can be invited to work on a research and information project aimed at collecting information, analyzing it and summarizing it in the form of a table or diagram. The aim of this project will be to analyze the use of terminological vocabulary in the literary text, as well as to consider the frequency of use of terms. We gave such a task to students of Peter the Great St. Petersburg Polytechnic University. They worked with the terminological vocabulary of Hailey’s novel ‘Airport’. The trainees, after loading the text into the program, received a concordance showing the frequency of all the terminology used in the novel. The students received the following data: the term flight is used 208 times in the text; aircraft – 83 times; control – 72 times; captain – 55 times; ground – 48 times; deck – 44 times; pilots – 42 times; airplane – 42 times; airlines – 31 times; engine – 27 times; aboard – 26 times; terminal – 26 times; cabin – 24 times; desk – 16 times; crew – 15 times; aisle – 14 times; steward – 13 times; altitude – 11 times; controller – 10 times; boarding – 10 times; dispatch – 10 times; airfield – 7 times; abatement – 6 times; airborne – 4 times; crewman – 4 times. Thus, the most frequent term used in the novel is ‘flight’ (208), and less frequent terms are ‘aiborne’ and ‘crewman’ (4). Based on their studies, students can make presentations in class. The Compleat Lexical Tutor website contains many various tools for exploring texts in different languages and improving language proficiency. The outcomes of the work conducted, show that this program allows outputting search results indicating the context of a given length, and obtaining various lexical and grammatical statistics. This kind of work, in our opinion, can be considered as another way to stimulate the development of skills in using the terminological vocabulary of a foreign language, and the ability to analyze the use of terms in various contexts. This approach in turn increases cognitive and communicative interest in foreign language fiction. In addition, it is known that working on projects helps activate the ability to independently obtain information, which affects maintaining and enhancing motivation for the educational subject. The use of the website to work on the project significantly develops the information competence, as part of the professional competence of students of non-linguistic specialties. In addition, it proves the terminological potential of literary texts.

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5 Conclusion The study of foreign language terms is carried out particularly through specialized texts since terms have a strict specialization and are used mainly only in the scientific and technical sphere. However, taking into account the goals and objectives of modern foreign language teaching in the framework of not only professional, but also communicative and socio-cultural approaches, it is necessary to consider alternative texts. These texts are sure to be promising material for reading and studying vocabulary, including terminology, discussing some relevant topics and issues in the classroom and raising awareness about the professional side of the socio-cultural context. This article attempted to analyze the practicability of using fiction as a source of terminological vocabulary when working with students of non-linguistic specialties. Involving literary texts as educational material facilitates the development of a number of competencies within the professional competence of the specialist, such as language, socio-cultural, educational, cognitive, and information competences. In addition, literary texts can help vary English language classes, increase the interest and motivation in this contingent of students, their cognitive activity. In turn, their cognitive activity helps mastering and memorizing a sufficiently large number of terms necessary for non-linguistic students with a view to their subsequent career. In addition, the term, being a semantically charged element of a scientific language, falling into a new context, can perform a variety of functions, such as a stylistic means function as an example. This contextualized analysis of the use of terms can help students approach foreign language vocabulary from the inside, it helps create a more interactive relationship between the student and the text. It also makes possible to consolidate foreign language vocabulary not only through language and speech-simulation exercises, but also by performing speech, creative, and project assignments. Students’ analysis of terms frequency in a number of literary works carried out through the Compleat Lexical Tutor website proves that literary works have a sufficiently large terminological potential and are undeservedly neglected in foreign language classes at non-linguistic departments.

References 1. Almazova, N.I., Rubtsova, A.V., Eremin, Yu.V.: Innovative productive method of teaching foreign languages to international students. In: Proceedings of PCSF Conference 2018, vol. LI(3). https://dx.doi.org/10.15405/epsbs.2018.12.02.1. Accessed 12 Jan 2019 2. Almazova, N., Baranova, T., Khalyapina, L.: Development of students’ polycultural and ethnocultural competences in the system of language education as a demand of globalizing world. In: Anikina, Z. (ed.) GGSSH Conference 2019, vol. 907, pp. 145–156. Springer, Cham (2019) 3. Muraveva, E.V., Elices Agudo, J.F.: Dystopian science fiction as a means of teaching English to technical degree students. Integr. Educ. 21, 303–321 (2017) 4. Tatsuki, D.: Repositioning literary texts in language teaching: the state of the art. Ann. Foreign Stud. 90, 1–13 (2015)

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5. Carter, R.: Literature and language teaching 1986–2006: a review. Int. J. Appl. Linguist. 17(1), 1–13 (2007) 6. Bekisheva, T.G., Gasparyan, G.A.: Ispol’zovanie domashnego chtenija kak vida samostojatel’noj raboty studentov v nejazykovyh vuzah (Using home reading as a form of independent work of students in non-linguistic universities). Philol. Sci. Issues Theory Pract. 6(36), 27–29 (2014). (in Russian) 7. Averbukh, K.Ia.: Obshchaia teoriia termina (General theory of the term). Moscow State University Publishing House, Moscow (2006). (in Russian) 8. Razorenov, D.A.: Termin v sovremennom khudozhestvennom proizvedenii: na materiale angliiskogo iazyka (Term in contemporary fiction: on the English language material). Ph.D. thesis. Moscow University, Moscow (2007). (in Russian) 9. Vinogradov, S.N.: Termin kak sredstvo i ob”ekt opisaniia (na materiale russkoi lingvisticheskoi terminologii) (The term as a means and object of description (based on Russian linguistic terminology)). State University of Nizhny Novgorod Publishing House, Nizhny Novgorod (2005). (in Russian) 10. Cherniavskaia, V.E.: Lingvistika teksta. Lingvistika diskursa (Text linguistics. Discourse linguistics). LENAND, Moscow (2018). (in Russian) 11. Gasparian, G.R., Cherniavskaia, V.E.: Tekst kak diskursivnoe sobytie (Text as a discourse event). Issues Cogn. Linguist. 4(041), 44–51 (2014). (in Russian) 12. Riggs, F.W.: Terminology and lexicography: their complementarity. Int. J. Lexicography 2 (2), 89–110 (1989) 13. Rondeau, G.: Problems and methods of terminological neology (Neonymy). In: Theoretical and Methodological Problems of Terminology. Infoterm Series, vol. 6, pp. 143–159 (1981) 14. Sager, J.C.: A Practical Course in Terminology Processing: Study Guide. John Benjamins, Amsterdam (1990) 15. Valeontis, K., Mantzari, E.: The linguistic dimension of terminology: principles and methods of term formation. In: 1st International Conference on Translation and Interpretation Translation: Between Art and Social Sciences, 13–14 October 2006 (2006). http://www. eleto.gr/download/BooksAndArticles/HAU-Conference2006-ValeontisMantzari_EN.pdf. Accessed 16 Dec 2019 16. Belyaeva, L.: Machine translation versus dictionary and text structure. J. Quant. Linguist. 10(2), 193–211 (2003) 17. Anosova, O.G.: Anglijskaja jesseistika romantizma – istochnik formirovanija mezhkul’turnoj kompetencii studentov inzhenernyh napravlenij (English essayistics of romanticism is a source of formation of intercultural competence of students of engineering directions). In: Proceedings of the International Conference School on Innovative Ideas and Approaches to Integrated Teaching of Foreign Languages and Professional Disciplines in Higher Education, pp. 19–20. St. Petersburg University, St. Petersburg (2010). (in Russian) 18. Almazova, N.I., Belyaeva, L.N., Kamshilova, O.N.: Towards textproductive competences of language worker and novice researcher. In: Proceedings of PCSF Conference 2018, vol. LI, pp. 103–109. Future Academy, London (2018) 19. Davidenko, Ye.S.: Lichnostno-orientirovannyj podhod k obucheniju ponimaniju smysla inojazychnogo hudozhestvennogo teksta (anglijskij jazyk, nejazykovoj vuz) (Personalityoriented approach to teaching the understanding of the meaning of a foreign language literary text (English, non-linguistic university)). Ph.D. thesis. Taganrog State Radio Engineering University, Taganrog (2003). (in Russian)

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20. Hailey, A.: Airport. Iris Press, Moscow (2005) 21. Lazar, G.: Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge University Press, Cambridge (1993) 22. Olomskaya, N.N.: Semantika metajazykovoj sushhnosti perevoda: sopostavitel’nyj analiz jazyka romana Je. Hemingujeja “Proshhaj oruzhie!” (Semantics of the meta-language essence of translation: comparative analysis of the language of E. Hemingway‘s novel ‘A Farewell to Arms’). Krasnodar State University, Krasnodar (2003). (in Russian) 23. Hemingway, E.: Farewell to Arms. Collier, New York (1995) 24. Compleat Lexical Tutor. http://www.lextutor.ca/. Accessed 29 Sept 2019 25. Corpus of Contemporary American English (COCA). http://corpus.byu.edu/coca/. Accessed 10 Sept 2019

The Multiple Intelligences Theory as an Efficient Method of Teaching Professional English to Students of Mathematics Victoria Grigoryeva-Golubeva , Ekaterina Silina(&) and Elena Surinova

,

The State Marine Technical University, St. Petersburg 198262, Russia [email protected], [email protected], [email protected]

Abstract. The current highly dynamic social-economic situation poses new challenges for training students in engineering professions. The presently sought-for creativity is impossible without a well-balanced mind, and that implies widening the scope of humanities studied by would-be engineers. Consequently, the teaching paradigm has to be modified in closer correlation with the future specialists’ professiogram, to help the students simultaneously develop their competencies in the areas of both sciences and humanities. This makes the authors believe that the study process can be significantly improved by implementing the Content and Language Integrated Learning along with Howard Gardner’s theory of multiple intelligences with its principle of semiotic diversity. The paper describes an experiment conducted within the framework of a professional English course for first-year undergraduate students who are majoring in higher mathematics. The authors demonstrate how specially selected English video materials on the students’ professional topics can be effectively employed to assist their personal development, and how the main principles of semiotic didactics may be applied to select the most suitable activities for each student’s perception channels. Keywords: Multiple intelligences


Semiotic didactics
Mathematics
CLIL

1 Current Demands on Technical University Education Education as a basic notion of pedagogy always reflects the society needs and aims, and currently, these include the formation of a broad-minded, creative person capable of realizing his or her potential in the present highly dynamic social-economic situation. For teaching, the educational aims act as a systemic function since their choice determines the content, as well as the means and methods [1]. All this is directly applicable to such educational area as professional training of would-be engineers. Although a technical university has always been considered a generator of innovations in science and technology, at the moment professional training of future engineers in Russia urgently requires modernization starting with reconsidering the aims and curricula. They should find their reflection in principally new types © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 110–118, 2020. https://doi.org/10.1007/978-3-030-47415-7_12

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of programmes and courses able to prepare young people for both learning and creating complex technologies and facing the challenges of extremely volatile informational environment. As for means and methods to be used, these programmes can prove more effective if they focus on developing students’ skills based on competence- and context-based as well as individual-oriented approaches in teaching. Applying these approaches in didactic and practical teaching methods, we will meet another principal requirement – that of well-balanced intellectual development, which in future can help a person to unite principles and methodologies of very different areas of knowledge in creating new products. In practice that means that along with necessary professional competencies, university curriculum should also widen the scope of humanities studied within the framework of engineering courses. These integration tendencies are attracting more and more attention from both teachers and educational administrators in Russia and abroad.

2 Shifting from ESP to CLIL The said above increases the role of foreign language learning in the professional training of a modern engineer-mathematician of a new type. The professiogram of such a specialist includes the following qualities: • • • • •

high intelligence; analytical capabilities; abstract-symbolic thinking; good memory and concentration abilities; good level of English.

To achieve the required standards, professional language courses in higher schools will obviously need significant changes. While the content of a General English course is usually captivating and sometimes instructive, it does not necessitate either great mental effort or abstract thinking, so that the students could concentrate on the language. The same is, in fact, true for an ESP course as well since, while teaching the lexical items of some professional area, it does not usually attempt to teach content which for the students would prove new. However, in the context of communicative approach the students must be provided with new content – communication does not make sense otherwise – and this naturally leads to CLIL classes supplanting ESP classes at the tertiary level [2]. The research on improving the study process by forming binary unions of closely connected disciplines has been done by a considerable number of educators. There is also some research concerning interdisciplinary connections based on studying a foreign language in higher school in Russia. However, despite the great theoretical and practical importance of the research already done, the problem of forming students’ integrative competencies is still open for new experiments and conclusions [3]. Within the frame of these attempts, the potential of the Content and Language Integrated Learning (CLIL) looks quite promising. Its philosophy has led to some successful pilot teaching experiments, which resulted in its growing popularity [4]. It was first introduced into the secondary level education and was used at schools for

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simultaneous teaching of both the content of various subjects and English as a foreign language. Nowadays, CLIL has paved its way into the tertiary level of education where it is being applied quite widely and efficiently, which is confirmed by international conferences.

3 Cognitive Approaches in Teaching On the other hand, the search for effective methods of English language teaching in higher school has led to analysing the advantages of employing the cognitive approach, which is, in general, an attempt to understand how a person deciphers information about the real world around and organises it for making decisions and solving problems. The researchers believe that the main aim of cognitive teaching is the development of all the thinking abilities and strategies, which make the process of learning and adaptation to new situations and conditions possible. In addition to intellectual cognition, taking place in traditional verbal methods of teaching, this type of instruction employs sense perception of various modalities and intuitive ways of getting knowledge. One of the first to come near to the idea of the intellect cognitive complexity as one of its principal features was Galton [5], who was the founder of the empirical approach to solving the problem of talents and abilities. He supposed that differences in sense perception influence people’s intellectual characteristics. In Russia, research in this area has been done by Bodalev [6], Teplov [5], Shadrikov [7], etc. Another concept is Sternberg’s successful intelligence theory [8], according to which the intelligence leading to success is a person’s ability to achieve his or her own target standards by employing his or her strengths to adapt to the environment and to compensate for the weaknesses. Sternberg’s and his colleagues’ studies demonstrated that when the teaching methodologies correspond to the students’ ways of thinking, the students’ results are higher [9]. One more popular approach is Gardner’s multiple intelligences theory. Gardner introduced a different notion of intelligences as ‘biopsycological potentials’ for processing certain kinds of information in certain ways. He demonstrated that students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways [10]. Based on multidisciplinary research, he identified several intelligence types: • • • •

Intelligences related to symbols (linguistic or logical-mathematical); Non-canonic intelligences (musical, visual-spatial, bodily-kinesthetic, naturalist); Personal intelligences (interpersonal and intrapersonal); Existential.

As a result, he suggested that the educational system should move away from its present linguistic and, to a lesser degree, logical-quantitative modes of instruction and assessment to a broader spectrum of teaching styles. In this regard, it may be advisable to start a practical course by compiling the students’ intellectual profiles, which reveal their priority perception channels [11]. The differences in such profiles have enabled researchers to suggest a series of students’ learning styles, which help the educators to

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choose the most appropriate tools, methods and activities. For example, students of linguistic intelligence like such tasks as reading, games, multimedia, and lectures. Students of logical-mathematical learning style are good at reasoning, calculating and can be taught through logic games, investigations. They need to learn and form concepts before they can deal with details [12, 13]. Obviously, teaching to all learning styles in a traditional classroom is next to impossible, but in the present-day educational environment, which can take advantage of a mix of media, the problem becomes much easier to solve [14].

4 Bridging the Gap Between the Secondary and Tertiary Levels Mathematical Courses Now we can try to employ the considerations mentioned above in our current pedagogic situation of teaching professional English to first-year students majoring in applied mathematics in St. Petersburg State Marine Technical University. Ironically, despite the fact that the teaching methods practised during secondary level education mostly rely on verbal and logical modes of instruction (and consequently school-leavers may be expected to have the corresponding ‘intelligences’ welldeveloped), for many students of mathematics the transition to the tertiary level involves difficulties because the development of exactly those thinking skills turns out to be insufficient for the material taught. From the very beginning, university courses in mathematics require a level of abstract thinking which is considerably higher than the one required at school, as they deal with different types of infinity, n-dimensional spaces, etc., and for a first-year undergraduate student such concepts are rather difficult to grasp. This results in lack of comprehension, which in its turn leads to students’ experiencing serious problems at later stages [15]. Even though a teacher of English is not directly responsible for the students’ acquisition of their professional subjects, it turns out that he or she can and should aid them in it. To achieve this goal, we have conducted an experiment in which we not only replaced traditional ESP classes by CLIL classes, but offered the students a wider scope of educational activities based on Gardner’s theory of multiple intelligences. We started the experiment with the following constructive hypothesis: the effectiveness of a didactic model based on Gardner’s theory depends on semiotic diversity, while it is equally represented in three components: selecting the content, structuring the activity, and evaluating the results. It is very important that this principle of semiotic diversity is intrinsic to all these components. If the teacher is successful in creating the tasks that correspond to the students’ individual intellectual profiles, they demonstrate better academic results. Thus, semiotic educational technologies enable us to progress from the semiotic context through semiotic activities to the semiotic result [16]. Our pedagogical experiment was designed to prove this hypothesis and to verify this model. The experimental teaching was organized for first-year students majoring in applied mathematics within the framework of their English classes. The experimental group numbered twenty-three learners and the control group numbered twenty-one.

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5 YouTube Videos Potential for Implementing the Theory of Multiple Intelligences As we have already stated, mathematical courses are rather difficult for students even when taught in their mother tongue, so they have to concentrate on the content. Consequently, since in the CLIL classes some of the time has to be devoted to the language study, the course content must be carefully chosen to be both novel and easy to understand. In this situation, short videos on various mathematical areas on YouTube turn out to be of great value [17–20]. Watching such kind of videos on the topics related to the ones studied within the framework of their standard mathematical courses helps students to get a better grasp of the material, an in-depth understanding of what things are really like. It should be mentioned, of course, that all mathematical videos may be roughly divided into two groups: those where the material is presented by a lecturer using the whiteboard, and those where the lecturer’s voice on the background comments on the material presented on the screen by means of various visuals. Obviously, it is the second type that is preferable for CLIL classes, as it offers several substantial advantages. In the first place, these videos explain basic topics in a more informal manner, usually providing a series of examples and bringing down the number of space dimensions to two or three, so that in many cases visualization becomes possible (imaging vectors, curves and surfaces, enhancing certain rows and columns in diagrams etc.). Thus, they not only make the level of abstraction lower, moving away from symbolic representations to demonstrating objects and processes but also involve the students’ visual-spatial learning style, whose role is particularly significant for the present generation. Also, some video series used during the course constantly take advantage of computer graphics software to show, for example, what various kinds of space transformations look like and how objects and points move. Such aspects appeal to those students who would positively react to the bodily-kinesthetic style (though they have no chance to move themselves, they are at least able to watch the movement and in this way remember the lecture better). Besides, the changing colours, and often the pleasant music help to focus the students’ attention on the material and make it more memorable for those who are sensitive to sounds in their environment and study better with music in the background. In addition, these videos turn out quite helpful for students of intrapersonal intelligence as they can be accessed on YouTube any time thus providing opportunities for private study and flexible time management for this type of independent learners.

6 The Experiment Description However, while making the videos, the authors never took into account any possible language difficulties of the viewers, and it is the work of the teacher to create tasks for every video, so that it would be useful in both the content and the language. Fortunately, we are in a unique situation when both subjects can be effectively taught by the

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same person who conducted the experimental teaching selecting the appropriate videos, identifying the vocabulary items, which may hinder understanding and developing tasks for all the phases of working with the material (pre-viewing, while-viewing, postviewing). These tasks include both checking comprehension and language skills. The experimental study lasted one term (72 academic hours of classroom work) and consisted of three stages. Stage 1 (The Preliminary Stage) At this stage, we asked the students of both the experimental group (EG) and the control group (CG) to assess their own skills and knowledge in three aspects: their command of General English, their command of each topic in Russian and their command of each topic in English. The chart used is presented in Table 1. Table 1. Self-assessment form for stages 1 and 3.

Self-Assessment Form Complete the charts by assessing yourself in grades from 0 to 10 (10 is the highest, and 0 is the lowest level).

I. What I can do in General English In reading and listening In speaking in writing

II. What I can do in Mathematics Course Topics Euclid’s axioms of geometry Lobachevsky’s geometry Direct proof and proof by contrapositive Set theory: operations on sets Cardinality: natural, rational, real numbers Fermat’s last theorem Matrices and determinants Eigenvectors and eigenvalues Linear transformations Zeno’s paradoxes and the idea of a limit Sequence and the limit of a sequence The derivative The integration

My command of the topic in Russian

My command of the topic in English

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Stage 2 (The Experimental Teaching Period) During this stage, the students of both groups studied the same series of topics under the guidance of the same teacher. The control group used traditional text materials designed for the development of reading comprehension and speaking skills, while the students of the experimental group had CLIL classes with video materials on similar topics. Stage 3 (The Assessment Stage) At this stage, the students were asked to fill in the same self-assessment form once more. Also, they had to demonstrate their command of the topics and their speaking skills playing the role of a lecturer before a team of experts.

7 The Experiment Results The results of the students’ self-evaluation are summarized in Table 2. As can be seen from the table, the average grades in the experimental group are generally higher as compared to those in the control group. What is more, at stage 3, the students of the experimental group were invited to share their ideas about the course, and most of them said that they found it useful and stimulating for both the language skills development and the improvement of their knowledge of mathematics. About half of them wrote in the comments that they watched the videos regularly outside the classroom during the term, and some were even inspired to start watching other mathematical videos on YouTube, which is the best proof of the course effectiveness. Table 2. Average results of the students’ self-assessment at stages 1 and 3.*

Stage 1 I. What I can do in General English In reading and listening In speaking and writing II. What I can do in Mathematics My command of the topic in Russian My command of the topic in English

Stage 3

EG

CG

EG

CG

7.26 5.61

7.33 5.48

8.35 6.74

8.19 6.38

6.57 0.78

6.67 0.76

9.30 6.18

7.95 5.24

* The results concerning the students’ progress in Mathematics are averaged over the topics, some students differing considerably from the rest.

The analysis of the students’ results in speaking on the professional topics studied during the course showed that the experimental group could handle the material more freely, digressing from the original variant at need. This suggests that they had achieved a better understanding of the topics due to more diverse teaching methods corresponding to their priority intelligences.

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8 Conclusions All said above leads us to believe that using videos in English CLIL classes enables students to make greater progress even in such complicated area as that of higher mathematics, due to addressing a greater number of their perception channels and intelligences. In addition, the self-assessment system at the beginning and the end of the term helps the students to see their own progress, and therefore is encouraging. On the whole, the authors can recommend this format for wider application in practical teaching. Its efficiency is based on the key principles of semiotic didactics implemented at all the three stages of the classes organization which are as follows: • selecting materials competently on the basis of deep knowledge of the students’ mathematics programme and the most popular problems which they may experience in their studies; • working on mathematical topics within the frame of detailed language tasks and activities; • inspiring each student to follow his or her own progress and later evaluate their results by means of well-thought-out self-assessment questions. We are well aware of the fact that such classes are most successful when the teacher is professionally trained and has work experience in both subjects. Unfortunately, this is a rare case and we can suggest either binary classes or a highly detailed programme coordinated between the two subject teachers [21]. In any way, it is equally beneficial for both disciplines and eventually contributes to training professionals of wellbalanced mind.

References 1. Verbitskiy, A.A.: Aktivnoye obuchenie v vysshey shkole: kontekstnyi podkhod [Active Teaching at the University Level: a Context Approach]. Vysshaya schola, Moscow (1991). (in Russian) 2. Popova, N.V., Kogan, M.S., Vdovina, E.K.: Predmetno-yazykovoe integrirovannoe obuchenie (CLIL) kak metodologiya aktualizatsii mezhdistsiplinarnykh svyazey v tekhnicheskom vuze [Content and Language Integrated Learning (CLIL) as Actualization Methodology of Interdisciplinary Links in Technical University]. Vestnik Tambovskogo universiteta. Seriya Gumanitarnye nauki 23(173), 29–42 (2018). (in Russian) 3. Wiesemes, R.: The Final Report for the Content and Language Integrated Project. CILT, London (2005) 4. Coyle, D., Hood, Ph., Marsh, D.: CLIL: Content and Language Integrated Learning. Cambridge University Press, Cambridge (2010) 5. Teplov, B.M.: Sposobnosti and odarennost [Talents and Abilities]. Nauka, Moscow (2002). (in Russian) 6. Bodalev, A.A.: Lichnost and obschenie [An Individual and Communication]. Nauka, Moscow (1983). (in Russian) 7. Shadrikov, V.D.: Sposobnosti cheloveka [Human Abilities]. Nauka, Moscow (1997). (in Russian)

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8. Sternberg, R.J., Forsythe, G.B., Hedlund, J., Horvath, J.A., Wagner, R.K., Williams, W.M., Snook, S.A., Grigorenko, E.L.: Practical Intelligence in Everyday Life. Cambridge University Press, New York (2000) 9. Anderson, M.: Intelligence and Development: A Cognitive Theory. Blackwell, Oxford (1992) 10. Gardner, H.: Frames of Mind: The Theory of Multiple Intelligences. Basic Books, New York (2011) 11. Buzan, T.: Make the Most of Your Mind. Simon and Schuster, New York (1984) 12. Boldyrev, N.N.: Kognitivnaya Semantika [Cognitive Semantics]. Direct-Media, Moscow (2016). (in Russian) 13. Bershadskiy, M.E.: Vozmozhnye napravleniya integratsii obrazovatelnykh i informatsionnokommunikatyvnykh technologiy [Possible Ways of Integrating Teaching Methods with Information and Communication Technologies]. Pedagogicheskiye technologii 1, 29–50 (2006). (in Russian) 14. Campbell, L.C., Campbell, B., Dickinson, D.: Teaching and Learning Through Multiple Intelligences, 3rd edn. Allyn & Bacon, Boston (2004) 15. Silina, E.K., Surinova, E.A.: Integrirovannoe professional’noe obuchenie v aspekte novoy paradigmy nauchnogo znaniya [Integrated Professional Teaching in the Aspect of New Science Paradigm]. Voprosy metodoki prepodavaniya v vuze 6(20), 10–18 (2017). (in Russian) 16. Galaktionova, T.G.: Tekst, chitatel’ i sotsium v logike semioticheskoy didaktiki. [Text, Reader and Socium in the Logic of Semiotic Didactics]. http://schoolnano.ru/node/8962. Accessed 14 Sept 2019. (in Russian) 17. Introduction to Higher Mathematics – Lecture 12: Infinity. https://www.youtube.com/watch? v=RZL5bKk9IHs&list=PLZzHxk_TPOStgPtqRZ6KzmkUQBQ8TSWVX&index=12. Accessed 06 Nov 2019 18. Linear transformations and matrices | Essence of linear algebra, chapt. 3. https://www. youtube.com/watch?v=kYB8IZa5AuE. Accessed 17 Oct 2019 19. The paradox of the derivative | Essence of calculus, chap. 2. https://www.youtube.com/ watch?v=9vKqVkMQHKk. Accessed 29 May 2019 20. Zeno’s Paradox – Numberphile. https://www.youtube.com/watch?v=u7Z9UnWOJNY. Accessed 19 Mar 2019 21. Grigoryeva-Golubeva, V.A.: Gumanisticheskie tsennosti v obrasovanii i razvitie yazykovoy lichnosti pedagoga [Humanistic Values in Developing a Teacher’s Language Personality]. Izdatelstvo Sankt-Peterburgskogo Universiteta, St. Petersburg (2001). (in Russian)

Information Resources for Foreign Language Teachers’ Self-development: Overview Larissa Vikulova1(&) , Irina Khoutyz2 , Irina Makarova1 Svetlana Gerasimova1 , and Liudmila Borbotko1

,

1 Moscow City University, Moscow 129226, Russia [email protected], [email protected], [email protected], [email protected] 2 Kuban State University, Krasnodar 350040, Russia [email protected]

Abstract. Digital technologies prove fundamental for information and educational environment to emerge within the framework of schools, universities and new educational patterns (distance as well as mixed forms). Due to a number of factors, language teachers remain uninformed of relevant electronic resources that would potentially contribute to further enhancing of their professional skills. There is a variety of resources that enable teachers to implement their ITcompetencies and skills in the cyberspace; to select useful data; to share experience with colleagues as well as to create new electronic products. The resources vary from communities in social networks to distance education systems and personal websites. The ways to support the educational process with the help of internet resources is via such educational platforms as Personal Learning Network (PLN), Learning Management System (LMS), MyCourseRoom, Edutopia, CourseLab, Zenler, LessonWriter, and MOOC (Massive Open Online Course) that are accounted for in the research to follow. Keywords: Digital technologies skills
IT-competencies


New educational patterns
Professional

1 Introduction The research attempts to define the relevant information sources targeted at foreign language teachers’ self-development. Globalization, which is a typical feature of today’s society, defines the priorities in foreign language education such as intensive enhancement and implementation of the latest technologies in all social spheres including education. Digital technologies prove fundamental for the new forms of education (distance, mixed) as well as for information and educational environment to emerge within the higher education institutions.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 119–127, 2020. https://doi.org/10.1007/978-3-030-47415-7_13

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The focus is on humanitarian methods, such as those proposed by Almazova: • Methods considering the patterns of effective knowledge transfer; • Data Mining technologies that are relevant to meet today’s demands as almost every form of activity within modern digital contexts implies analysis, retrieval and processing of information from various sources; • Knowledge Engineering technologies that are essential for establishing humanitiesbased interrelations of individuals, institutions and corporations [1]. Modern format of humanities-based knowledge requires a foreign language teacher to be competitive and ready to implement new intellectual products and skills to boost the educational process [2]. Anecdotal evidence runs that foreign language teachers, especially those engaged in higher technical education, lack relevant data of sophisticated electronic resources that could appear of great help in the process of professional advancement [3]. The issue of University foreign language teachers’ personal and professional development is of primary concern now when the subjects of the university educational environment (students and professors) are to become self-sufficient, which implies personal involvement, creativity and constructive strategic thinking. The latter triggers further changes in education [4, 5]. The system of education is reaching now a new level. Our society witnesses the idea of life-long education gaining popularity. Titova [6] regards the concept of lifelong education as the one that places emphasis on the ability to search independently for necessary information, to address current issues and come up with possible solutions, and to provide a critical analysis of the accumulated knowledge together with the practical application of the latter. Mobile applications as well as educational on-line platforms are gaining momentum. The article features information resources that are targeted at providing assistance in foreign language teachers’ self-development. Teachers are necessitated to enhance their technological competence which implies upgrading their computer skills in the cyberspace so that they were able to select relevant data, to share and exchange the experience, to expertise with colleagues, and to create new electronic products: from social networking to personal site designing. To tackle the issue, the article defines modern educational technologies that enhance productivity and objectivity in assessing the quality of language acquisition while employing this or that educational platform.

2 Objectives A great variety of information technologies implies amplifying foreign language teachers’ creativity and readiness for constant self-development. Tareva [7] claims that the demand for innovative language acquisition techniques to be designed and implemented is intrinsically intertwined with cyber technologies along with mixed formats advance. The latter implies class work in concordance with on-line communication which is impossible without sufficient knowledge of a foreign language. It is reflected in the emergence of Massive Open Online Courses (MOOC), and distance education institutions (e.g., Coursera, EdX, etc.). The more sophisticated in digital

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technologies and internet resources a teacher is, the more efficiently a personal network is created, where all the sites visited and the programmes and flash-applications used are enlisted. All in all, there is a need to design an assistant that will accumulate electronic educational resources, assessment tasks, tests, etc. One of the ways to conduct educational activities and to design the environment with the help of internet technologies is Personal Learning Network (PLN), which unites users within a group driven by a common aim to boost personal skills and knowledge. The principal goal of PLN is to create an educational platform for communication and professional sharing. It is primarily targeted at global on-line interaction of its users. What unites the latter is the opportunity to post potentially helpful resources to be applied later in the process of individual work. The major advantage of PLN is that teachers do not have to waste time while searching for the relevant data. They are simply supposed to turn to PLN where all the necessary information is already posted and can be supplemented by personal findings. These are the typical features of PLN: • • • •

open and unrestricted cooperation of high-class professionals; an opportunity to share ideas and resources with colleagues from around the world; a possibility to create personal resource; PLN is neither a state nor a university resource, thus it is not official, which implies it is a close-knit community of teachers that does not require a third party (the authorities) to be involved.

Another system that comes close to PLN in terms of its operation is Learning Management System (LMS) – software used to create distance education programmes. The most widely known example of LMS is Moodle. Basically, LMS forms a big database that enables universities to integrate online courses that are later provided with a required technical support into the educational programme. Administrative access to LMS moderates such personal data as registration and accounts as well as assigns the roles and the corresponding set of programmes. Administrative access provides full admission to statistical information and registers, which enables the participants to create standard as well as customizable reports of individual and group efficiency. The quantity of resources and interactive features applied may vary. What is advantageous about the system is an assortment of assessment systems, access to students’ personal data, and a wide range of communication formats (file exchange, etc.). LMS is integrated into MOOC, since MOOC is designed with the help of LMS. Both technologies are key elements of the distance education system. LMS is a hosting platform, however MOOC is a course in itself.

3 Results There is a sufficient number of other resources and constructors that will come in very handy to create a personal website. Let us consider several free platforms for teachers to design online courses and to publish visual materials.

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My Course Room is a platform for creating both free and paid online courses and tests in a variety of subjects from management and healthcare to public administration. All data and extra materials are stored in the cloud [8]. Edutopia is a website for teachers and students, which is targeted at exchanging experience, ideas and relevant data among the participants involved in the educational process [9]. After registration, the resource provides a teacher with an opportunity to share personal findings (articles, blogs), to interact with colleagues from around the world, and to get free access to other teachers’ publications. The website is a global and close-knit professional community. Course Lab is an electronic courses editor with both free and premium versions. It offers a wide range of options for creating interactive online training materials [10]. The tool allows one to create and edit materials without the knowledge of programming languages. Zenler is one of the most dynamically developing platforms for designing educational resources. There are both free and paid versions [11]. Zenler-based products including electronic courses run on all existing operating systems and on portable devices. The platform also allows recording live videos from the laptop screen, addition of audio files, animation, etc. Lesson Writer is a service for interactive English lessons that assists in presenting any information (articles, book fragments, tables, etc.) as printable handouts [12]. iSpringSuite 9 is a platform for sharing educational courses including those in foreign languages as part of mixed education. Distance course materials designed via iSpring are available on laptops, tablets, iPad, iPhone, Android, and Windows-gadgets. The example of electronic courses designed on the iSpringSuite platform demonstrates a set of special features to enhance PowerPoint, such as the following: • recording live videos from the laptop screen for creating video lessons and uploading them to YouTube; • audio/video files editor: denoise, clip cropping, volume control; • creating interactive tasks (book, catalogue, timeline, Q&A); • designing complex courses that require a smart navigation system; • installing and setting the player for viewing course tests and interactive activities; • downloading videos from YouTube, Flash-videos and Web-objects; • adding links and files (PDF, DOC, XLS and others); • test and survey constructor (23 types of questionnaires available); • tests/surveys of individual design; • converting video files to mp4 and uploading them to YouTube. In turn, MOOC platform for foreign language teachers’ self-development is gaining momentum. The term implies four aspects: • massive: a big number of participants is required for running such courses; • open: the course is free, thus every participant is welcome; as a rule, such courses operate on open source software along with free social services Web 2.0 [13]; • online: the internet access to all course materials and findings is open and free to all participants;

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• course: units are structured, rules and regulations as well as common objectives that can be individually adapted later are defined. MOOC is on the rise in the sphere of distance education these days. Many highprofile institutions, top universities and blue-chip companies are largely involved as well as eager to invest in individually designed free courses for users from around the world. Currently, there are three basic types of MOOC: 1. cMOOC – courses primarily targeted at applying a connectivism approach, life-long education and skills development; 2. task-based MOOC – courses primarily targeted at developing teamwork skills through collaborative completing a set of tasks; 3. xMOOC – courses primarily targeted at designing an accurate education schedule, assessment patterns; this type of MOOC is majorly employed by large universities. Scientific evidence suggests that MOOC is the technology of the future and is now in the process of rapid advance. The key benefit of these courses is their availability, as the users are granted access to world-class education, as well as a possibility of independent learning and a certified final assessment [14]. Still, there are some drawbacks of MOOC to be specified: • direct consultations with teachers are unavailable while taking the course; • the status of MOOC certificates in Russia is low, thus, courses do not appeal to those students who have to take them in their own time; • MOOC systems can be cheated, as students may turn to other students for help or use reference materials instead of working independently. As a summary, scientific community is concerned with the unprofessional approach to course design which is likely to provide a negative impact on prospective students. There is one more issue to consider: while designing MOOC, a number of developers lacking technical support tend to adhere to a single course pattern for all users not taking teachers’ personalities and methodology into account. It makes Russian educators believe MOOC should grow more personified. To guarantee MOOC efficiency, educators tend to recommend including creative tasks to the list to boost students’ creativity and willingness to share their findings and ideas within the framework of one creative educational environment. Moreover, it is highly qualified experts familiar with specific features and operating patterns of the courses, who are to be involved in designing MOOC. The research of English, French and Russian MOOC markets for teachers represents a wide range of electronic resources in the English MOOC application, which divides the courses into general and specific ones. The biggest part of MOOC was implemented within the framework of Coursera educational platform. The most popular ones are the following: 1. Effective Classroom Interactions: Supporting Young Children’s Development 2. Surviving Your Rookie Year of Teaching: 3 Key Ideas & High Leverage Technique 3. Emerging Trends & Technologies in the Virtual K-12 Classroom 4. Foundations of Teaching for Learning 2: Being a Teacher

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5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

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Foundations of Teaching for Learning 3: Learners and Learning Foundations of Teaching for Learning 4: Curriculum Foundations of Teaching for Learning 7: Being a Professional Foundations of Teaching for Learning 8: Developing Relationships Common Core in Action: Literacy across Content Areas History and Future of (Mostly) Higher Education Blended Learning: Personalizing Education for Students On the Hunt for Feedback: Self-Directed Teacher Improvement Tinkering Fundamentals: Integrating Making Activities into Your STEM Classroom Foundations of Virtual Instruction First Year Teaching (Elementary Grades) – Success from the Start First Year Teaching (Secondary Grades) – Success from the Start The Brain- Targeted Teaching Model for 21st Century Schools Integrating Engineering into Your Science Classroom Common Core in Action: Math Formative Assessment K-12 Teaching in the 21st Century How to Teach with Technology E-learning and Digital Cultures Digital Learning Transition MOOC for Educators (MOOC-Ed) Tech Explorations in the Common Core Teaching Character and Creating Positive Classrooms’ [15]

The above mentioned courses focus on psychology, IT-competence, tendencies and innovations in the sphere of education, e-learning, digital culture, online classrooms, students’ interrelations, experience exchange in the web, etc. MOOCs in business and marketing for teaching profession (e.g. launching a start-up, creating an online school, current relevant business innovations in education, etc.) are most popular. Let us analyze one of the MOOC resources within the Coursera platform – Foundations of Teaching for Learning: Being a Professional [16]. It is a 6-week course; it is free and no extra software is needed to take it. Each module (they are called weeks within the course) will help the participants develop and strengthen their skills in teaching, assessment, and more. Each new module is preceded by an information block that contains tips and navigation concerning the week to follow. The course mostly compiles video lectures, self-study materials, tests and tasks for future peer review and assessment. Week 1 ‘What it means to be a professional’ tackles the issues involved in teaching profession. The participants are asked to think about their own beliefs about teaching and education in light of the expectations that the society has for teachers. At the end of this week, participants will be engaged in a personal reflective process to assist them to think about teaching, what is expected of teachers, and what teaching entails. This is something that will continue to be examined and developed in the remaining parts of the course. Week 2 ‘Ethics, codes of conduct and standards for teachers’ reflects on ethical and social issues in detail. It focuses on features and uses of professional standards for teachers around the world, teacher behaviour and codes of conduct, professional ethics,

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and professional distance. What is more, such topics as formal procedures around the accreditation of teacher education courses, teacher registration, certification, appraisal, and performance management are also in focus. Participants will also be encouraged to reflect upon what happens in their schools and how this compares with more general expectations for teachers and schools held by society and in various parts of the world. Week 3 ‘Legal and administrative responsibilities of a teacher’ dwells on such legal matters as: the rights and responsibilities of students, parents, caregivers, administrators and teachers, teacher’s professional behaviour and its impact upon current practices in classroom and at school. Week 4 ‘Developing a personal philosophy of teaching’ encourages the participants to reflect on philosophical and psychological aspects of teaching. They reflect on the impact that teaching and schools can have on student learning and development. They study how and why views on the impact of teaching have changed over time, stipulate on their own values, beliefs, and current philosophy of teaching to hit the primary target of ensuring that every student has access to quality teaching. The course implies an active use of teachers’ portfolios that will store the materials of current and prospective relevance gathered while studying on the course. MOOC designers claim portfolios to be a tool that aids in self-development and reflection, that makes it possible to accumulate the most innovative and creative educational activities around the world and to adopt them to personal working pattern. Week 5 ‘Being part of professional learning community’ will familiarize the participants with case studies of professional learning communities, with collaborative forms, which are the most effective types of professional learning with various leadership behaviours, actions, and strategies found to be most effective. In completing the tasks, the participants are encouraged to reflect upon their own professional learning and the professional learning available to their colleagues. Thus, they will consider the benefits that arise from teachers working together to enhance their professional learning in order to address issues or problems in their schools. The final module, which is week 6 ‘Continuing to develop as a professional’ encourages the participants to reflect on their teaching, to engage them in selfassessment, and to set goals for future professional learning and development. It will explore relevant aspects of professional learning such as personal reflection and collaborative reflection, feedback, etc. The outcome of the course will provide the participants with an opportunity to consider their own professional development needs and, thus, to develop personal professional development plans for the next few years. The course will finish with participants addressing the creators of the course with questions, concerns or acknowledgments. Social statistics shows that MOOC has been implemented in the Russian educational system for only few years as well as that there is a lack of resources for selfdevelopment of foreign language teachers as well as teachers of other subjects [17]. It triggers large companies and high-profile institutions to create MOOC for IT specialists. It is claimed that it was 2013 when the Russian online education market started its extensive development. The survey conducted by J’son & Partners Consulting shows that by 2014 the number of people taking online courses had reached several millions, and more than 50 companies got involved with their educational products. By 2016, the total value of the Russian online education was estimated to be worth about 20,7 mln

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rubles, which amounted to 1,1% of the world online education market. The total value of online higher education was about 6,8 mln rubles, while online courses accounted for 1,8%. MOOC ensures the incremental changes in the Russian education market. MOOC can be beneficial for teachers’ self-development, still, the innovative nature of this type of electronic educational technologies is not in the same demand as the international market of education.

4 Conclusion Since professional training is constantly evolving in the context of continuing technical, cultural and scientific progress, high-tech innovations are certain to affect the educational system. There is a discrepancy between older inefficient educational methods and modern trends and requirements. Education moves to the Internet to guarantee its success. One of the most promising and advanced options to get higher education is distance education carried out by means of specialized platforms (LMS). MOOC platforms are gaining popularity in the sphere of distance education due to the fact that they are open to wide audience and aimed at acquiring basic knowledge. The number of online platforms and courses is steadily growing, albeit creation and design of the unified MOOC criteria base is still on the way.

References 1. Almazova, N.: Humanitarian strategy: from non-profile to leadership. Bull. MCU 3(19), 106–112 (2015) 2. Vikulova, L.: Features of iSpring suite learning platform for teaching foreign languages. Espacios 39(20) (2018). https://www.revistaespacios.com/a18v39n20/a18v39n20p05.pdf. Accessed 24 Mar 2020 3. Cherkachina, E.: Matrix as a model of creating a foreign language teaching process for students of a technical university. Lond. Rev. Educ. Sci. 1(19), 464–471 4. Ryan, R.M.: Self-regulation and the problem of human autonomy: does psychology need choice, self-determination, and will? J. Pers. 74, 1557–1586 (2006) 5. Gavrilyuk, O.: Teacher’s professional autonomy as a mainspring of creativity and innovation in foreign language teaching. Int. J. Pedagogies Learn. 13, 11–18 (2018) 6. Titova, S.: Mobile voting systems for creating collaboration environment and getting immediate feedback: a new Curriculum model of a university lecture. Int. J. Mob. Blended Learn. 6(3b), 18–34 (2014) 7. Tareva, E.: To advanced educational practices in the foreign language teaching. Bull. MCU 2(18), 75–85 (2015) 8. My Course Room. https://www.mycourseroom.com/courseTopicDetailsList.htm. Accessed 12 Mar 2020 9. Edutopia. https://www.edutopia.org. Accessed 12 Mar 2020 10. Courselab. http://www.courselab.ru. Accessed 12 Mar 2020 11. Zenler. https://www.zenler.com. Accessed 12 Mar 2020 12. Lesson Writer. http://www.lessonwriter.com. Accessed 12 Mar 2020

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13. Solomon, G.: Web 2.0: How-To for Educators. International Society for Technology in Education, Eugene (2014) 14. Afanassiev, A.: Intelligent learning environments for corporations. In: Proceedings of AICT 2015 Conference, vol. 9, pp. 107–112 (2015). https://doi.org/10.13140/rg.2.1.1694.4724 15. Teach Thought. https://www.teachthought.com/archived/list-75-moocs-teachers-students/. Accessed 12 Mar 2020 16. Coursera. https://www.coursera.org/learn/professional-teacher. Accessed 12 Mar 2020 17. Roschina, Ya.: Demand for MOOC: Russian education experience. Educ. Stud. 1, 174–199 (2018)

Innovations in Teaching Future Engineers Discussion-Enlightenment Culture of Foreign Speech Galina V. Sorokovykh1 , Tatiana N. Shumeyko2(&) and Ekaterina M. Vishnevskaya1

,

1

2

Moscow Teachers Training University, Moscow 129226, Russia [email protected], [email protected] Bauman Moscow State Technical University, Moscow 105005, Russia [email protected]

Abstract. In the article, the engineering discourse component responsible for communication with specialists of other fields has been demonstrated, and the corresponding foreign speech activity has been defined. Having revealed the structure of the activity, the author introduced the notion Discussion – enlightenment culture of foreign speech, which is understood as the aggregate as well as the system of the communicative qualities logicality and clearness as mastery of composition, and content and communicative relevance as the skills of information simplification and argumentation. The important characteristics are the addressee factor responsible for the grade of information adaptation and the prosodic one, which implies observing general intonation models and use of relevant discourse markers. The paper focuses on information and communication technologies that pose challenges to teach Discussion – enlightenment culture of foreign speech to students of technical universities. Based on questioning, some technologies easy to introduce have been identified. These include Skype, WhatsApp and blogs. Some topics for Discussion – enlightenment foreign speech activity have also been determined. Keywords: Discussion – enlightenment discourse
Foreign speech


Culture of speech
Engineering

1 Introduction Engineering discourse analysis has revealed a new component oriented to engineers communication with specialists of other fields within international integrating projects and conferences. Though engineering discourse (ID) is usually described as monosocial, there is a difference in opinions in papers by other scientists [1–5]. Apart from professional, scientific and business components, a pedagogical one is distinguished [2], and it requires special training [6]. In a number of studies, it is established that, first, engineers cooperate with specialists of other fields within professional activities [3] and, second, the specific feature of engineers activity is that it occurs on the edge of scientific and business spheres [4]. In the paper devoted to genre Missing Manual, there is a note that this genre is oriented for a wide audience with no engineering expertise [5]. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 128–137, 2020. https://doi.org/10.1007/978-3-030-47415-7_14

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Thus, the results of the studies have allowed us to conclude that there is an ID component responsible for engineering information adaptation to specialists of other fields of knowledge. The review of Russian standards developed for engineers has proved that the stated above component correlates with the demand for 1. enlightenment activity as well as work within a multinational team; 2. public informative communication and argumentative faculty. Foreign language enlightenment activity is speech activity which contains the peculiarities of the rest ID components. Figure 1 demonstrates the relationships between the ID components focusing on those responsible for enlightenment activity (which is educational in its nature).

ENGINEERING DISCOURCE

PROFESSIONAL – PRODUCTION COMPONENT PEDAGOGIC COMPONENT

SCIENTIFIC COMPONENT DISCUSSION – ENLIGHTENMENT COMPONENT

BUSINESS COMPONENT

Fig. 1. Engineering discourse and its components.

The works by Leontjev, Gorlova, and Miskin have allowed us to define engineers speech activity as specific appliance of oral speech in communication with both engineers and non-engineers [3, 7, 8]. Engineers speech activity provides both specific engineering activity and information activity adapted in accordance with the technical awareness of the addressee. Engineer speech activity provides impact function. The specificity of engineers speech activity is that there are some versions of the same information for various addressees. The structure of engineers enlightenment activity has been defined as a two-stage structure. The first stage is informative report/message. The second is discussion activity as the process of taking information and comparing it with the professional world picture [9]. In other words, Discussion – enlightenment component of engineer speech activity appears when engineers communicate with nonengineers. Organization of Discussion – enlightenment culture involves introduction of

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blended learning [10–12], interpretation of principles of Content and Language Integrated Learning [13, 14] and overcoming difficulties of designing and implementing innovative technologies. In the article, the objective is the research in the process of forming Discussion – enlightenment culture of foreign speech with the help of innovative technologies. The goal is forming Discussion – enlightenment culture of speech. In the article, the following tasks have been set: 1. to specify the definition of Discussion – enlightenment culture of foreign speech; 2. to research the efficiency of new information communication technologies for teaching Discussion – enlightenment culture of foreign speech; 3. to generate a number of discussion topics which simulate Discussion – enlightenment foreign speech activity of future engineers.

2 Methods In order to complete the tasks stated above, methods of scientific literature review, generalization of teaching innovative experience, and quantitative methods have been used. Based on the review of the works by Gez, Tareva, and Shchepilova and the research Enlightening as a resource of adult education in the territory of the CIS, the principles for teaching Discussion – enlightenment culture of foreign speech to future engineers have been distinguished [15–18]. These principles are as follows: the principle of communicative orientation to focus most of the efforts on the development of speaking skills; the principle of cognitive orientation to train speaking skills based on consciousness and comparison within limited hours of academic studies; the principle of information adaptation to create special conditions for forming discussion – enlightenment culture in multiprofessional group; the principle of mutual understanding, first, to preserve speech etiquette and, second, to express the basic speech functions (agreement, objection, doubt, approval); the principle of functional and independent work of students that requires students to know the algorithm of task completion. Quantitative mathematical methods have been realized in two surveys: the aim of the first one was to reveal the general students attitude regarding ICT (information communication technologies), experience and preferences; the aim of the second survey was to range the topics according to the student grade program and preferences.

3 Results Retrospective analysis has shown that culture of speech includes 1. norms of literature language, 2. grammar correctness, 3. logicality, vocabulary wealth, and addressee factor. Culture of speech is first understood as the quality of language appliance which correlates with situation norms, content quality and communicative intentions; second, the totality and the system of communicative qualities. A number of authoritative researchers underline addressee factor, which, for our research, is the major parameter to determine the grade of information adaptation [19–22].

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Discussion – enlightenment culture of foreign speech is a component of engineers’ general culture of foreign speech and has an identical structure: normative, communicative and ethical components; it is closely connected with simplification techniques, which are currently the focus of attention of many scientists [23–26]. The leading communicative qualities of Discussion – enlightenment culture of foreign speech correlate with the difficulties in the comprehension of engineers’ oral speech by specialists of other fields. The communicative qualities are logicality as the mastery of composition, and relevance and content as lexical and semantic simplification and argumentation skills. The important characteristic is a prosodic one, which includes basic intonation models and correct discourse markers. As stated above, teaching Discussion – enlightenment culture of foreign speech is difficult to organize within traditional education, so the advantages of blended learning are to be regarded. That is consistent with the position of such scientists as Tareva [26], who underlines the revolutionary influence of informatization on the field of science, and Sorokovykh who considers blended learning the most efficient method [27]. Within foreign language education, the adaptation of various technologies, including artificial intelligence systems, is being currently applied [12, 28–30]. Having analysed the papers of Sysoev, Sulejmanova and others, as well as our own experience, some technologies have been selected [31, 32]. First, the blog, which works as a public diary, provides a number of didactic functions, including publicity, linearity, authorship, moderation, and multimedia. In teaching foreign languages, blogs are used for developing writing skills and types of blogs are categorized into teachers and students ones, personal, and group blogs. For our research, the blog can be an available and simple way of instruction on preparing informative reports as well as organizing Discussion – enlightenment foreign language activity. Wiki technologies, the most famous example of which is Wikipedia, offer some didactic qualities; publicity means that a Wiki article is available to all registered users and the distance between them does not play any role, and that enables the users to work on the same document via the Internet no matter the distance apart; 2. nonlinearity means that in contrast to blogs or forums, in which comments are placed chronologically and any changes are introduced only by the author of the article, Wiki technology provides the participants with a chance to correct the previously written material; 3. availability of the document history means that the moderator of a Wiki article has access to the history of its creation in which all the corrections made are stored; 4. multimedia character implies that while creating a Wiki article, one can use different materials (text, graphic, photo, video, and audio); 5. hypertext structure of the Wiki technology gives an opportunity to indicate internal as well as external hyper references. For example, for the first stage of Discussion – enlightenment speech activity, blog and wiki technologies are suitable. The second stage requires technologies providing direct communication of future engineers with the students of other study areas with no regard to the distance. Taking into consideration McCarthys principle about conformity between communication information technologies and educational tasks, we have chosen the following services: ooVoo, Adobe Connect, Skype, Google Hangouts, and TrueConf. ooVoo is a public service for organizing videoconferences and instant exchange of messages online. Adobe Connect is a program specifically for webinars that is based on Adobe Flash. We share the position of Sulejmanova, Nersesova, and Vishnevskaya that the

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assessment criteria of students’ foreign language activity within webinars include speaking skills, team interaction, team member involvement, clear argumentation and following regulations [32]. A requirement exists to using various polycode content (graphs, animation elements). As for our research, while speaking, students present their prepared speech in accordance with relevant communication strategies. In doing so, they meet the requirements of Discussion – enlightenment foreign speech activity. In the second stage (discussion), they discuss problematic areas and that discussion activity is directly associated with forming Discussion – enlightenment culture of foreign speech. A wide range of communication technologies and time constraints brought us to the idea to ask students about their attitude regarding information communication technologies, experience and preferences. In the first survey, three main tasks were set: 1. to reveal the technologies students know quite well, as it will be easier to use them in the education process; 2. to discover which technologies for video-, webinar conferences students have already used; and 3. to understand which approach (traditional or blended) is preferable. The questions posed were as follows: a. Have you ever added any information to Wikipedia or any other wiki project?; b. Which of the technologies have you used to organize a videoconference?; c. Have you had a personal blog?; d. Is there a chat of your group in Messenger?; e. Have you taken part in videoconferences with more than 2 participants?; i. What is your attitude towards application of information communication technologies?. The number of students surveyed was 60; 33 of them were seniors and 27 were freshmen. The results of question list No. 1 indicated the following: a. All the students know Wiki technologies but have not worked with them (Fig. 2).

Fig. 2. Survey 1, Question a. Have you ever added any information to Wikipedia or any other wiki project?

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Most of the students can use Skype and some of them have little experience with Adobe Connect or Google Hangouts. The students are informed of identical technologies, such as Discord and Twitch (Fig. 3).

Fig. 3. Survey 1, Question e. Have you taken part in videoconferences with more than 2 participants?

The students have no experience in supporting a personal blog. d. students of all groups are involved in a chat in WhatsApp; e. as for videoconferences with more than 2 participants, 14 senior students out of 33 have this experience. Freshmen have no videoconference experience. i.e., the last question appeared to be very controversial; only 51.6% have a positive attitude to the application of information and communication technologies. Fourth year students prefer direct personal communication (6 of 9 students are negative about that). The second questionnaire of the second survey was designed to rate the discussion topics according to the students preferences. The questions they were offered are as follows: 1. Can engineers change the life of the modern society?; 2. What can you contribute to the company as an engineer?; 3. How should engineering education be organized in order to bring up new technical elite; 4. Can Russia compete in space exploration?. The general amount of students is 60. The results revealed the difference between senior and first year students. The leading topics for the first year students are No. 1 (80%) and 4 (84%); as for the third and fourth year students, these are No. 1 (78%) and 2 (78%).

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4 Discussion The focus of this paper has been a discussion about information and communication technologies, as well as topics to be used in teaching future engineers Discussion – enlightenment culture of foreign speech. Two surveys have been performed. The results of the first one indicate that 1. it will take students some time to master Wikitechnology, 2. teachers should keep a blog and it should be used as an instructional diary; 3. Skype seems to be known to everyone and has to be applied for organizing Discussion – enlightenment foreign language activity; 4. negative reaction of senior students to ICT application in English classes reveals their preference for personal communication. Getting older, young people realize how pleasant and enjoyable personal communication is. The results of the second survey reveal the topic preferences of students of different grades. This is the discussion topic that both freshmen and seniors find interesting: Can engineers change the life of the society? The topic, What can you contribute to the company as an engineer? attracts third and fourth year students, as they are looking to find a job soon. The conclusion is that senior students have to be given topics widening their ideas about careers. As for first year students, they are eager to discuss the achievements of the cosmos industry and its perspectives. Surprisingly unanimously, all students avoid discussions about engineering education. But we see this topic as an undiscovered gem.

5 Conclusion Thus, the innovations in teaching discussion – enlightenment culture of foreign language speech are connected with the following points: 1. Students have to be informed about the essence of Discussion – enlightenment culture of foreign speech, which is understood as an aggregate and a system of communicative qualities and characteristics: logicality and clearness as mastery of composition, and content and communicative relevance as the skills of information simplification and argumentation. The important characteristics are, first, the prosodic point which results from observing general intonation models as well as relevant decoration of discourse markers, and second, addressee factor defining the grade of engineering information adaptation. 2. According to the results of the first question list, the most promising ICT are those the students have already learned how to use: Skype and WhatsApp. There are Wiki and webinar technologies which have to be mastered. 3. The most interesting topic for discussion appeared to be Can engineers change the life of the society?. And the topic of engineering education is underestimated by young people though it is included in their program and has influence on their personal views. We suggest that the topics included in the educational program should be used as preliminary ones to more specified discussions.

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References 1. Avdeeva, I.B.: Inzhenernaya kommunikatsiya kak samostoyatelnaya rechevaya kultura: kognitivnyj, professionalnyj i lingvisticheskiy aspekty (teoriya i metodika obucheniya russ. yaz. kak inostrannomu) [Engineering communication as independent speech culture: cognitive, professional and linguistic aspects, theory and method of teaching Russian as a foreign language]. Izdatelstvo MGTU, Moscow (2005). (in Russian) 2. Lyovina, G.M.: Obuchenie inostrantsev russkomu inzhenernomu diskursu kak odnoj iz sostavlyayushchih professionalnogo obrazovaniya v neyazykovom tekhnicheskom vuze [Teaching foreign students Russian language as one of the components of professional education at technical universities]. Candidate of Science thesis. Moskovskyay gos. Universitet “Stankin”, Moscow (2004). (in Russian) 3. Myskin, S.V.: Professionalnoe yazykovoe soznanie i osobennosti ego funktsionirovaniya [Professional language consciousness and the peculiarities of its functioning]. Ph.D. thesis. Ins-t yazykoznaniya RAN, Moscow (2016). (in Russian) 4. Polushina, T.A.: Metodika obucheniya studentov prosodicheskomu oformleniyu publichnogo vyskazyvaniya: neyaz. vuz, ang. yaz. [Method of teaching students prosodic decoration of public speech: nonlinguistic universities, English language]. Candidate of Science thesis. Mosk. gos. lingv. Un-t, Moscow (2018). (in Russian) 5. Ulyanova, U.A.: Realizatsiya kategorii svyaznosti v inzhenernom diskurse (na materiale tekstov Missing Manual) [Realization of category “coherency” in engineering discourse (based on the texts of Missing Manual)]. Candidate of Science thesis. Tomsk gos. Un-t, Tomsk (2018). (in Russian) 6. Stubbs, M.: Educational Linguistics. Blackwell Publishers, Hoboken (1988) 7. CDIO Syllabus v 2.0 An updated Statement of Goals for Engineering Education. http:// www.cdio.org/content/cdio-standard-21. Accessed 21 June 2018 8. Leontev, A.A.: Yazyk, rech, rechevaya deyatelnost [Language, speech, speech activity]. Izd. Krasand, Krasnodar (2010). (in Russian) 9. Gorlova, N.A.: Metodika obucheniya inostrannomu yazyku: v 2 cgastyah Chast 1 [Method of teaching foreign languages: two Vol. Vol 1]. Akademiya, Moscow (2013). (in Russian) 10. Sorokovykh, G.V., Shumeyko, T.N.: Diskussionno-prosvetitelskaya kultura studenta kak fenomen professionalnoj obrazovatelnoj sistemy [Discussion – enlightenment culture as a phenomenon of professional education system]. Psihologiya obrazovaniya v polikulturnom prostranstve 1(41), 102–110 (2018). (in Russian) 11. McCarthy, M.: Blended Learning for Language Teachers. Cambridge University Press, Cambridge (2016) 12. Nurieva, N., Borisova, T., Kulikova, M.: Application of blended learning in English fiction literature course. In: Proceedings of the 2nd International Conference on Digital Technology in Education, pp. 23–28. ACM, New York (2018) 13. Petrova, M.: Blended learning applied to the artificial intelligence training. In: Proceedings of the 11th International Conference on Education and New Learning Technologies, pp. 9207–9213. IATED, Palma (2019) 14. Marsh, D.: CLTI/EMILE – The European Dimensions: Actions, Trends and Foresight Potential. https://jyx.jyu.fi/bitstream/handle/123456789/47616/1/david_marsh-report.pdf. Accessed 20 Oct 2019 15. Kirsanova, G.V., Lazarev, V.A.: Content- and language-integrated learning: a new approach to teaching engineering. In: Smirnova, E., Clark, R. (eds.) Handbook of Research on Engineering Education in a Global Context, pp. 285–295. IGI Global, Chicago (2019)

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Adopting the Discovery Method to Develop Linguistic Competence Among International Students: Experience from Russia and Belarus Ksenia A. Girfanova1(&) , Liudmila V. Anufryienka2 and Alena V. Kavaliova3

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1

Tomsk State University of Architecture and Building, Tomsk 634003, Russian Federation [email protected] 2 Polotsk State University, 211440 Novopolotsk, Republic of Belarus [email protected] 3 Mozyr State Pedagogical University named after I.P. Shamyakin, Mozyr 247760, Republic of Belarus [email protected]

Abstract. The article addresses linguistic competence and the importance of its formation for academic and professional purposes. It also posits that linguistic competence is an important part of the communicative one. The Discovery Method is proposed as a privileged tool when teaching international students to apply the norms and rules established in a language. In this article the authors give a number of reasons why this method should be used, and how to apply it during English teaching process in a class. The research is based on the data collected during English and Russian classes and is conducted in three universities by means of observation, discussion, interview, and questionnaire. The article proposes a set of 3 tables of descriptors to assess the student’s linguistic competence in three types of class activities: translation, writing, and reading. It also introduces a framework of exercises for teachers who wish to use the Discovery Method. Theoretical ground has been set for further research, focusing on the results of using the Discovery Method for linguistic competence formation. Keywords: Linguistic Competence
Discovery Method
English and Russian as a Foreign Language
Communicative approach
Criteria of competence development

1 Introduction Cooperation, academic mobility and exchange programmes require the knowledge of at least one foreign language. Thus, multilingual education opens up a range of possibilities for students because graduates with an advanced foreign language level will be more competitive.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 138–148, 2020. https://doi.org/10.1007/978-3-030-47415-7_15

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However, for both academic and professional purposes, the ability to speak a foreign language is not enough. A student needs to apply norms and rules established in a language and be familiar with its structure. Thus, a student needs linguistic competence. However, modern approaches to teaching a foreign language put more attention on communicative competence, not taking into account that without a proper level of linguistic competence, communicative one cannot be fully formed. To form linguistic competence, a teacher needs to carefully choose methods that will develop students’ linguistic skills. However, among such a great number of teaching methods, it can be hard to pick up the one that will be the most appropriate for linguistic purpose. The aim of this article is to consider the effectiveness of the Discovery Method in the successful development of linguistic competence when teaching a foreign language to international students. We posit that the application of the Discovery Method gives a better opportunity than traditional expositive methods in developing the components of linguistic competence. That may result in the successful usage of a foreign language not for academic and professional purposes only, but also for communicative ones. In order to assess the linguistic competence level of international students, the article proposes 3 tables of descriptors to demonstrate the efficiency of this method.

2 Literature Review 2.1

Theoretical Background: Linguistic and Communicative Competences

There is a number of works devoted to the issue of linguistic competence [1–3]. We consider that linguistic competence is a complex and multidimensional concept that includes a set of different pieces of language knowledge, skills, and abilities that allow, when mastered, using a foreign language in accordance with the language norms and rules (that exist along with the language itself) in various fields, situations, and activities while communicating with other people. Linguistic competence is an essential part of communicative competence. Communicative competence is the ability of a learner to communicate in a studied language, using the diversity of its means during different types of speech activities (reading, writing, speaking, listening) in accordance with the existing communication aims [4]. According to Krasnoshekova, in order to form communicative competence, it is necessary to form linguistic competence first (with its important grammar and lexis components); this is the foundation on which all communication will be based [5]. We agree with this dependence as without language knowledge it is impossible to develop students’ communication skills to the full, because the realization of language skills takes place during communication process mainly. Linguistic competence can only be verified in speaking. It is in the activity of speaking that linguistic competence is to be found out, analyzed, described, verified and interpreted [6]. That is why it can be rather difficult to assess the level of its formation and further to differentiate it from communicative competence.

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Very close to significance in the analysis of linguistic competence is the criteria which show the level of its development. We agree with Tarango and Machin-Mastromatteo that, as linguistic competence is related to the appropriate use of a language, it should be characterized by: (1) an adequate use of language, especially the written one, and structuring of the content; (2) an adequate level of reading and writing scientific papers; and (3) an adequate level of the ability to translate documents to a non-native language. Translation may not indicate a complete proficiency of another language, but it must be good enough to allow its reading and interpretation [7]. 2.2

Method Review

Nowadays, there is a diverse number offoreign language teaching methods with a varying degree of effectiveness. According to foreign researchers, the Discovery Method can be an effective tool when teaching a foreign language to international students [8, 9]. In general, the Discovery Method is based on an inquiry learning technique and on the constructivist approach to education. It can be referred to as a problem-based or experiential learning. According to Joolingen, “Discovery learning is a type of learning where learners construct their own knowledge by experimenting with a domain and inferring rules from the results of these experiments” [10, p. 385]. Due to this active way of perceiving the information, students obtain a higher level of knowledge in comparison with the knowledge obtained by teacher’s presentation in an expository learning environment. Generally, the Discovery Method is characterized by minimal teacher guidance, as well as fewer teacher explanations, high level of problem-solving, frequent application of multiple solutions, constant usage of hand-out materials, and minimal repetition or memorization [11]. This method is student-centred because a teacher acts like a coordinator of the students’ thinking process, directs and navigates by asking leading questions. The Discovery develops cognitive skills and critical thinking of students. The traditional hierarchy of thinking, described by Bloom, outlines that cognitive activity includes: knowledge, understanding/comprehension, application, analysis, synthesis, and evaluation [12]. We believe this corresponds to the stages of the Discovery Method. We posit that the information obtained with the help of the Discovery is better than that memorized. The advantages include: logical and scientific thinking, development of independence in learning, evidence-based and thorough educational material, emotional attitude toward knowledge, and memory exercise. However, it is possible to highlight a few negative sides of this method. For example, from our point of view, it takes a lot of time to prepare and perform, and the rate of information flow depends on individual work of a student. Yet, the method allows to be involved in a research atmosphere and to find out the rules of how to use a certain language unit without anybody’s constant help. We posit that it will allow students to form deeper knowledge, and more developed skills. Thus, active participation of a student in discoveries of main language rules will allow facilitation of the process of using a foreign language while communicating. We believe it is important to rethink the methods used and to reevaluate the quality of teaching a foreign language in most higher education institutions, because the

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learning process is often based on an old paradigm where the main teaching methods are traditional ones, aimed at reconstruction and passive perception of the information given. That leads to the lack of creativity, understanding, and motivation in students to learn and apply the language for academic or professional purposes. We posit that students need to feel the desire to communicate in a foreign language in a written or/and oral form, and that requires linguistic competence first. Based on the theoretical analysis and on own experience, the authors of the article have outlined the criteria (indicators) of linguistic competence development. These will help a teacher evaluate the competence formation and create better lessons.

3 Methodology The Discovery Method can be an effective tool when teaching a foreign language to international students. The research is based on the data collected during English and Russian classes, and it was conducted in three universities: Polotsk State University, Mozyr State Pedagogical University named after I.P. Shamyakin, and Tomsk State University of Architecture and Building. The methods used include 1) the observation method, 2) the discussion method, 3) the method of interview, and 4) the questionnaire. All these methods are allowed to trace, describe and outline the process of linguistic competence development in international students; to design innovative tasks and exercises that can be used by teachers during Russian as a Foreign Language (RFL) and English as a Foreign Language (EFL) classes; and to propose a set of 3 tables of descriptors to assess the student’s linguistic competence development level. We focused the observation on the international student cohort participating in classes. The international students were observed in the natural setting, and it was also important to analyse how the natural setting could have played a role and could have influenced the results which the students had achieved. The teaching team from all three universities interviewed 60 international students, who were taking part in RFL and EFL classes during the second semester of the first year of their Bachelor’s degrees. The data from the cohort was analysed by means of narrative inquiry, focusing on how the international students constructed and narrated their experience while participating in classes and while completing the assignments. The method of group discussion proved its effectiveness at the stage of designing the tasks and exercises, as well as when creating the tables of descriptors to assess the student’s linguistic competence. The participating universities agreed on the structure and the content of these materials. The questionnaire was conducted at the beginning of the courses. The results of the analysis were examined during group discussion. It is hoped that the findings of this paper would be beneficial to language teachers and learners themselves. The findings provide some guidelines to teachers and students for better understanding of the importance of linguistic competence development and the Discovery Method usage.

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4 Results and Discussion A growing number of people are considering an opportunity to become students in Russia or Belarus, or to learn Russian in their home countries. Belarus has two national languages, one of them is Russian, that is why Belarusian educational system provides teaching Russian as a foreign language for international students. Thus, educators need to adjust themselves to teaching Russian on the principles that are required for teaching a foreign language. If English language teaching has long traditions, the methods of teaching Russian as a foreign language have not yet been fully developed. Therefore, not many resources that help to teach Russian as a foreign language on the basis of communicative approach using active methods are available. Nevertheless, teaching English is still based on traditional approaches in many universities, that is why the article can be helpful for English teachers too. International students have different backgrounds and language levels. That is why at the very beginning of the course they are advised to go through a questionnaire where they need to write their expectations, answer some reflexive questions on their experience, and do the proposed language tasks. The obtained information helps to adjust the course to the students’ needs and to allocate adequate resources that will be effective for the teaching process. The results of the proposed language tasks showed that the international students could not remember the previously studied vocabulary and did not understand the grammar patterns in statements unless teacher’s instructions or hints. Reading required constant use of dictionaries; the pronunciation was incorrect and there was little understanding of the content. Writing was most difficult, and the written work did not correspond to the general rules of academic writing. The results of the questionnaire showed that the majority (74.8%) of the interviewed international students were satisfied with the language classes. After the content analysis of the expectation and reflection part (the questionnaire), it was possible to conclude that the above-mentioned dissatisfaction could result from methods that previous teachers had used, namely memorization and reproduction (traditional approach), and lecturing with full explanation (teacher-centred learning). The students described lessons as not interesting and boring, not motivating, useless, and difficult to comprehend. 4.1

Assessment of Linguistic Competence

To assess a linguistic competence level, the following tables were used. The tables are built upon the components which are identified in the literature review and signal the specific competences to assess each of the student’s linguistic level component, the field of their application, and the assessment descriptors. Vocabulary is an essential component of linguistic competence because without its appropriate and sufficient knowledge students cannot understand each other, the teacher or the sources they use, as well as express their own ideas. With Table 1, it is expected that teachers can assess the level of vocabulary usage acquired by students while reading, writing and translating.

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Table 1. Linguistic competence assessment – vocabulary check through reading, writing and translating. Reading High level: a small number of unfamiliar words; pronunciation and intonation almost always facilitate understanding of the message Average level: pronunciation and intonation often facilitate understanding of the message; partial recognition and understanding of lexical units in the text; the meaning of the text is perceived but with a number of difficulties Low level: pronunciation and intonation rarely facilitate understanding of the message; rare recognition and understanding of lexical units in the text; the meaning of the text is perceived only with assistance Writing High level: students respond clearly and effectively to all simple and most complex information and ideas; adequate and varied use of a lexical unit to compose a statement; students develop ideas using a logical structure and appropriate vocabulary; rare spelling mistakes; mistakes do not interfere with understanding Average level: students respond clearly and effectively to most simple and some complex information and ideas; students develop ideas using a logical structure with minor errors; an adequate use of rules to make lexical units; a number of spelling mistakes but they interfere mildly with understanding Low level: students respond only to simple information and ideas; simple structural units are used; little knowledge of word combinations rules; a considerable number of lexical mistakes in the written text; recurrent spelling mistakes which severely impede understanding Translating High level: students translate ideas well using an effective, logical structure of native language to convey the meaning; a small number of unfamiliar words; students often demonstrate evidence of intercultural understanding where required Average level: students often demonstrate evidence of intercultural understanding where required; partial recognition of lexical units; students comprehend the text only with the help of additional sources like dictionaries, glossaries and thesaurus Low level: a considerable number of lexical and semantic mistakes; students rarely demonstrate evidence of intercultural understanding; students demonstrate severe difficulties to translate the text even with the help of additional sources

The importance of grammar in the formation of linguistic competence goes beyond the ability to efficiently build and understand sentences. Grammar provides information that allows reader’s comprehension, and it is itself the structure that conveys precise meaning in all forms of communication. Table 2 was designed as a tool to accurately assess the level of grammar usage, demonstrated by students while reading, writing and translating.

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Table 2. Linguistic competence assessment – grammar check through reading, writing and translating. Reading High level: recognition and understanding of the studied grammatical pattern in the text; students use grammatical structures accurately and effectively with great variation Average level: fragmentary knowledge of grammatical rule and its recognition in the text Low level: very little understanding of the grammatical pattern, and there are considerable difficulties while comprehending grammatical patterns in reading Writing High level: diverse use of grammatical patterns in writing; accurate grammatical statements; no or few grammatical mistakes Average level: fragmentary usage of grammatical rules; a considerable number of grammatical mistakes when expressing the thought Low level: a considerable number of grammar mistakes, usage of basic grammatical structures but sometimes accurately Translating High level: recognition and accurate translation of the grammatical form of a word according to the rules and norms of a native language Average level: fragmentary recognition of the grammatical pattern, difficulties while matching the rules of native and studied language in the translation Low level: unrecognition of grammatical patterns, inability to match the structure with native language grammar or vocabulary

The syntax properties of a sentence enable learners to understand the patterns of the language in a clear and effective way. Therefore, syntax can be considered the most important aspect of language learning, as it comprehends basic properties for a learner to construct correct sentences. Table 3 allows teachers to assess the level of syntax usage demonstrated by students while reading, writing and translating.

Table 3. Linguistic competence assessment – syntax check through reading, writing and translating. Reading High level: recognition of structures; determination of the text’s subject without much effort, students understand the ideological content of the text Average level: partial knowledge of syntactic constructions; partial understanding of the text’s subject Low level: poor understanding of the text’s subject and the logic of the topic development; poor knowledge of syntactic constructions Writing High level: correct sentence building; compliance with a logical structure of a sentence; variety of means of communication; logic in the theme development; compliance with the letter template Average level: partial compliance with syntactic norms, the use of monotonous means of communication; the presence of stylistic and punctuation errors; partial compliance with the logic and form of the letter Low level: sameness of syntactic constructions; lack of logic and theme development; a considerable number of stylistic and punctuation mistakes Translating High level: recognition and understanding of syntactic constructions; observance of syntax rules, good knowledge of punctuation usage Average level: fragmentary knowledge of the syntax and the order of the words in the sentence; there are semantic and language mistakes Low level: lack of understanding of syntactic constructions, severe semantic and logical mistakes

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Task Examples Based on the Discovery Method

To improve the linguistic performance among international students, it is advisable to provide them with a set of tasks that will gradually develop their linguistic competence. In order to develop linguistic competence, using the Discovery Method, we propose the following task examples for each component. Vocabulary: The teachers use a pre-speech type of exercises (aimed at mastering the skills of using separate language units delineated in an act of speech). For example, to learn academic vocabulary, a teacher can give the task to find new words in the text and in its paragraphs, using the context in order to understand/guess the meaning of new words. Students can then proceed by matching each word to the correct definition given after the text. Then a teacher instructs students to find the words that can come before or after the academic vocabulary in order to make a word combination or a phrase, again the text is used to find such combinations. Grammar: Participles and gerunds, participial and adverbial phrases, which are often used in academic texts written in Russian language, cause problems to international students too: Учacтвyющий в экcпepимeнтe coтpyдник [The employee, participating in the experiment]; Пpoeкт, coздaнный пo чepтeжaм [The Project, created from drawings]; etc. [13]. The explanation of participles, using the Discovery is a difficult task, it may require a lot of leading questions from the teacher and a careful preparation of the material for the lesson. For example, a teacher can give a scheme for the formation of participles without naming their components. Students must determine how the participle is formed, and then they are asked to conduct a morphological analysis. When it comes to English language, international students have a lot of difficulties with grammar while reading a text: the usage of transitive verbs in intransitive form in Passive voice (example: The door opens automatically); article omission in manuals (example: Do not try to use car when barrier is in position); the usage of plural forms with uncountable or material nouns (example: Most washing powders are not very healthy). To overcome these difficulties, we advise the usage of the Guided Discovery, a method where learners get the knowledge about grammar patterns via examples of a language item in the context and/or with the teacher’s support, thus students find the rule themselves. A teacher can use context to help students identify, predict, learn, and apply the grammar pattern. The Guided Discoveries for grammar teaching are the best for developing linguistic competence, because they correspond to the main principles of the method. The example of the simplest Guided Discovery contains the following steps: 1) Read the short text; 2) Complete the sentence gaps, using the text, and pay special attention to the grammar pattern; 3) Look at the sentence from the Step Two and write the answers (Yes/No) to the questions provided; 4) Fill in the missing words; 5) Underline the verb form; 6) Complete the sentence patterns. Syntax: It is also necessary to teach the rules of syntax for academic writing. As an example of the Discovery Method, the study of the relative pronouns ‘which’ and ‘that’ during English language class may be illustrative. The usage of the Discovery Method in such a case may consist of a 5-step exercise: 1) Read the students a passage from the text containing the targeted structure (‘which’ and ‘that’). The objective of such reading is to familiarize students with both the structure and the content of the text; 2) Give the

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students a copy of the passage of the text, replacing the targeted structure (‘which’ and ‘that’) with blank spaces. Students will listen again and will try to determine what they are hearing and then will fill in the blanks; 3) Once they are done with the first 2 steps, provide them with a few more examples of the correct usage of the targeted structure. Let the students discover the rule themselves, offering direction and guidance if necessary; 4) Give the students another passage of the text with other examples of the targeted structure, but this time make the students check the passage for usage errors; 5) Let the students use the targeted structure they have just discovered by engaging them in an oral group work, like the Discussion or the Role-play using the predetermined examples and/or tasks which contain the structure learned. In Russian language, the same tasks can be applied to Gender pronouns. Likewise, special attention should be paid to the structure of a complex sentence, causal connections, conjunctions, and linking words in a sentence. The text as a means of learning is used in classes to introduce vocabulary, grammar, and syntaxis. It is justified to combine vocabulary, grammar and syntaxis together, because lexical, grammatical, and syntactical aspects can be easily manifested in the text. The text is a unity of linguistic and ideological content, and all elements of the language system can easily interact in the text [14]. The text can also be helpful to develop reading and interpreting skills. Undoubtedly, written speech is the best activity to show the degree of linguistic competence development. According to Durga and Rao, writing is an extremely complex cognitive activity in which the writer is required to demonstrate the control of language variables simultaneously [15]. To sum up the points above, the Discovery Method can be very helpful while teaching international students. It can help to develop linguistic competence successfully, and as a result, it will lead to the development of communicative competence. The Method itself and the possibility of assessing the student’s linguistic level will allow educators to create more active, innovative, and effective classes with benefits for both students and teachers. As previously stated, a multilingual education allows students to be ready for new challenges and new possibilities, since graduates with advanced foreign language levels will be more competitive. It is the duty of any educational institutions to be aware and open to embrace different teaching methods, among which the Discovery Method should be highly appreciated. We posit that nowadays teachers put more attention to oral skills than to linguistic aspects of teaching a language. As a result, students have struggles to put words into phrases, and most of them just directly translate, with no understanding of language differences and peculiarities. Linguistic competence and its formation are the keys to overcome this problem. An educator should teach students how to read for skimming and scanning, how to use dictionaries, how to translate, how to signify a grammar pattern, and how to identify the word. The Discovery Method helps students ‘discover’ the rules, norms, patterns and properties of the language. The vocabulary becomes a personal need, it is learnt with motivation and personal attitude, with creativity and critical thinking. All in one, linguistic competence formation on the basis of the Discovery Method makes students to rethink the aim of the language use, the aim of the class, the aim of language study, and also, how the language can be taught.

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We do not state that communicative competence is less important for students, and we understand that the main objective when studying a foreign language is to teach to speak. We only posit that without a proper formation of linguistic competence, the communication is not successful and is altered. As stated above, linguistic competence is an important part of communicative competence. It is a complex and multidimensional phenomenon. Linguistic competence shows that a student uses the studied language, applying the rules of this language. Communicative competence is important when you speak. However, as linguistic competence can be measured only in speech, linguistic competence is embodied in communicative competence.

5 Conclusion Linguistic competence should be formed and/or developed on the basis of communicative approach, it should be student-oriented, and it should lead to the desire to use the studied language for academic and professional purposes. By summing up the literature review regarding the development of linguistic competence, as well by giving current perspectives in the use of the Discovery Method, this article creates the base to propose the Discovery Method as a tool to promote the formation and/or development of linguistic competence in international students of Russian and Belarusian higher education institutions. The article takes a step forward by proposing 3 tables of descriptors that will allow the assessment of linguistic competence. It also gives the task examples that are based on the Discovery method and are aimed at the components of linguistic competence. It should be mentioned that a vast number of activities, used by the teachers of Russian and English languages, cannot be fully presented in the article. This article is intended to set the theoretical ground for further research that will focus on the results obtained from using the Discovery Method when evaluating the level of linguistic competence formation. In future, the criteria and the tables of descriptors to assess the development of linguistic competence can be adjusted or slightly changed in order to be used with other communicative methods while developing and measuring linguistic competence.

References 1. McDonough, S.: Applied Linguistics in Language Education. MPG Books Ltd., London (2002) 2. Widdowson, H.G.: Defining Issues in English Language Teaching. Oxford University Press, Oxford (2003) 3. Thoughtco.com. https://www.thoughtco.com/what-is-linguistic-competence-1691123. Accessed 21 Dec 2019 4. Litvinko, F.M.: Kommunikativnaya kompetenciya kak metodicheskoe ponyatie [Communicative Competence as a Methodological Concept]. Kommunikativnaya kompetenciya: principy, metody, priemy formirovaniya [Communicative Competence: Principles, Methods, Ways of Formation] 9, pp. 1–6 (2009). (in Russian)

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5. Science-education.ru. https://www.science-education.ru/ru/article/view?id=28244. Accessed 21 Oct 2019 6. Iasj.net. https://www.iasj.net/iasj?func=fulltext&aId=79339. Accessed 19 Oct 2019 7. Tarango, J., Machin-Mastromatteo, J.D.: The Role of Information Professionals in the Knowledge Economy. Chandos Publishing, Oxford (2017) 8. Bergstrom, J.M., O’Brien, L.A.: Themes of Discovery. Educ. Leadersh. 58(7), 29–33 (2001) 9. Baker, W.: Discovery method and teaching-research. In: Czarnocha, B., Baker, W., Dias, O., Prabhu, V. (eds.) The Creative Enterprise of Mathematics Teaching Research, pp. 245–252. Sense Publishers, Rotterdam (2016) 10. Joolingen, W.: Cognitive tools for discovery learning. Int. J. Artif. Intell. Educ. 10, 385–397 (1999) 11. Stokke, A.: What to do about Canada’s declining math scores. https://www.cdhowe.org/ sites/default/files/attachments/research_papers/mixed/commentary_427.pdf. Accessed 20 Sept 2019 12. Bloom, B.: Taxonomy of Educational Objectives: Cognitive and Affective Domains. David McKay, New Year (1956) 13. Studwood.ru. https://studwood.ru/1653514/informatika/zaklyuchenie. Accessed 19 Sept 2019 14. Karavanova, N.B.: Chitaem i vse ponimaem: posobie po chteniju i razvitiju rechi dlia inostrancev, izuchajushih russkij [Read and Understand Everything: The Textbook on Reading and Developing the Speech for Foreigners who Study Russian Language]. Russian Language Courses, Moscow (2018). (in Russian) 15. Durga, S.S., Rao, C.S.: Developing students’ writing skills in english – a process approach. J. Res. Scholars Prof. Engl. Lang. Teach. 6(2), 1–5 (2018)

Effective Teaching Techniques for Engineering Students to Mitigate the Second Language Acquisition Polina Ivanova(&)

, Daria Burakova

, and Elena Tokareva

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia {ivanova_po,burakova_da,tokareva_ee}@spbstu.ru

Abstract. The paper covers the opportunities of active learning aimed to enhance the efficiency of foreign language teaching in a non-linguistic university. The study introduces the data analysis based on the statistics survey of several academic groups of 1–2 year students of Peter the Great St. Petersburg Polytechnic University and investigates psychological barriers which these students might experience. According to the research certain psychological barriers that hinder foreign language communication still arise, which could be listed as the following: self-consciousness and closed mind, fear of vocabulary and syntax, sudden demand for speaking, fear of failure, short-term memory and some gender restrains. These psychological problems are described in the paper and special innovative interactive teaching techniques and methods such as Silent Reflection, Pyramiding, Brainstorms, Aquarium and the like are proposed to mitigate the second language acquisition and help 1–2 year students overcome the mentioned barriers. The authors emphasize the role of a teacher as a consultant in the classroom management process, the peculiarities of psychological environment and classroom interaction in the process of studying, the importance of tolerant attitude to mistakes and special ways of error correction and the necessity of learner-centered approach implementation in foreign language teaching. Keywords: Foreign language acquisition
Learner-centered approach Psychological barriers
Classroom management
Interactive teaching techniques




1 Introduction As English is a generally recognized international language students are looking forward to acquiring such a level of foreign language mastery which would encourage them to gain motivation for self-study and self-perfection in various career fields such as business, trade, education, engineering, finance and the like. Therefore, the results of their efforts are revealed as getting knowledge and competence, willingness for personal development, applying creative search and the motivation for achieving a proficiency level in English. To implement these requirements it is necessary to organize the educational process in such a way that it should be able to assist an effective © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 149–158, 2020. https://doi.org/10.1007/978-3-030-47415-7_16

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achieving of educational goals. In these circumstances traditional teaching methods alone do not work. Thus, the objective of this paper is to introduce various innovative teaching methods, which could improve the studying process and help 1–2 year students overcome their psychological problems, which could impede their language mastery. Evidently, over the last couple of decades educational process has gradually been moving from a teacher-centered approach to a learner-centered one [1, 2]. And as students of the age of 18–20 have already developed sufficient mental power, their own modes of thinking, certain memory capacity, thus they tend to be more motivated by active learning. The trend is accelerated with the growing amount of information on the Internet. The role of a teacher in this respect has mostly changed from that of a knowledge-transmitter to a consultant, a coach, a guide, an advisor or a facilitator. Active teaching methods include different means that could encourage students to fulfill active reflective and practical activities, involving them as independent participants in the studying process, when a teacher and students are equally active and valuable [3]. It is widely stated that studying leads to personal development, as it is a creative activity, guided by a teacher [4]. Therefore, it forms favorable environment when students acquire knowledge, skills and abilities as well as develop creative thinking [5, 6]. A dialogue stands at the basis of active teaching methods, and a dialogue stimulates communication, which, in its turn, enhances speaking abilities as well as other useful skills such as the ability to cooperate, achieve common goals, work in a team, negotiate and think critically [7]. Thus, language acquisition requires meaningful interaction in the target language imitating natural communication – enabling speakers to concentrate primarily not on the correctness of their speech, but on the message they are conveying. At this very point confidence and fluency in the language become crucial. In this vein, active teaching implies the use of innovative teaching techniques, which are becoming widespread in domestic and global practices. According to definitions in most dictionaries, “innovation is the final result of human intellectual activity, his imagination, creative processes, discoveries, inventions and rationalization”. Nowadays different innovative teaching methods such as projects, mind maps, case studies, presentations, role plays, fish bones, etc. are widely used in foreign language teaching with the main idea of creating active interaction among all the students, which is considered to be the most effective way of mastering the knowledge of the language [8]. However, the problem is that quite a noticeable number of students have proved to experience difficulties in plunging into the process of natural communication in English, and, surprisingly, it is not only the lack of grammar or vocabulary knowledge that is to blame. While studying a foreign language, every student inevitably starts making mistakes, which could prevent them from developing certain skills they need to improve the knowledge of the language. Whereas children studying a foreign language at the early age perceive these mistakes naturally as far as they don’t interfere with the understanding, the basic problem of grown up students is that they tend to hide their incompetence and lack of self-confidence behind the ‘walls’ that could protect their own pride, ambitions and self-respect. These “walls” are usually defined as psychological barriers and they are considered as some of the biggest obstacles for students, which a teacher should help them overcome [9]. Every foreign language learner is

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familiar with this phenomenon since everyone has already experienced it to some extent. The psychological barrier in pedagogy covers everything that hinders, restrains, and eventually reduces the effectiveness of studying and personal development [10]. This barrier is not only a particular state of psyche, expressed by disability to assess and control emotions as well as mental processes. It is also a pedagogical phenomenon, arising while solving educational tasks and overcoming these barriers as a part of a task can be viewed as the means of developing the student’s personality. Thus, the main tasks for our consideration in this article are to define the main psychological barriers experienced by the 1–2 year students in the process of second language acquisition and to offer suitable innovative teaching technologies to facilitate the process of learning.

2 Method 2.1

Participants

There are about 6000 of 1–2 year students per year in Peter the Great St. Petersburg Polytechnic University. Summarising our observations within a three-year period we could identify similar problems that students can face [11]. An average student commonly reports attitudinal problems like self-consciousness and closed mind, fear of vocabulary and syntax. In this context sudden demand for speaking, fear of failure, short-term memory and the role of gender on psyche create much more stressful environment (Table 1). Table 1. The most common problems reported by students. Psychological barrier Selfconsciousness and closed mind

Description

Notes

The study showed that the majority of students experience this confusion. It can be considered as one of the learning obstacles and crucial problems of English language learners bearing in mind that learner’s mind should be kept open to communicate in the foreign language effectively. It is observed that more male students suffer from this diffidence. It is witnessed, however, that students dislike admitting that they have prejudice and closed mind

This barrier represents the fact that language learners tend to avoid speaking the target language because they are afraid of making mistakes and they would feel embarrassed

(continued)

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Psychological barrier Fear of syntax and Vocabulary

Sudden demand for speaking

Fear of failure

Description

Notes

Apart from suffering from general confusion, students admit that they think too much about vocabulary and word order when making a statement in a foreign language, which makes their speech awkward and weird at times. They find it hard to choose the right word suitable for constructing a sentence and, therefore, it has negative influence on their fluency and reduced their ability to respond quickly in a dialogue and to adapt to the flow of a conversation. Due to this barrier students feel reluctant and hesitant to communicate and express their ideas in a foreign language Unfortunately it’s a widespread tendency that students study English mostly to pass their examinations – they are trained to do various tests, accomplish reading and writing tasks. In these circumstances listening and speaking skills have long been neglected in the class room. Hence, when students face the ‘Sudden demand for speaking’, they tend to experience certain difficulties which lead to the psychological barrier It is the fear of failure that makes many students feel nervous when responding in English, as the result they concentrate mostly on their inner feelings rather than on the topic of their speech. Moreover, some students suffer from additional problems as stuttering, hesitation and other pronunciation defects, which aggravate the problem

Students confess they tend to think of the verb ending or word order while they are uttering a sentence. It makes their performance awkward and wearisome to listen to

Students are accustomed to learn English only to pass examinations. They are trained to do excessive reading, or practice tests or develop writing skills

Students concentrate more on others’ feelings than on the topic

(continued)

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Table 1. (continued) Psychological barrier Short-term memory

Gender consciousness

Description

Notes

Students express concerns that their working memory is not enough to store verbal information for a long time, which is why it is easier for them to communicate in a written format than orally, because it provides them with more time to transmit their thoughts to the public These gender issues could cause the occurrence of inequality between male and female students in the studying process. Since speech production is effected by certain neuro-cognitive processes, some gender conscious students are reluctant to speak in the classroom. According to the statistics male students tend to be more hesitant than females when they are supposed to speak in the classroom)

Students are unable to hold verbal information for a long time in their working memory while exchanging their ideas with others

Gender consciousness leads to the development of disparity between male and female students when it comes to cooperative learning and performing group tasks or role plays

Our study engaged approximately 7 academic groups. Most of the students (0.56) faced fear of their vocabulary and the right lexical use. We noticed that not a small percentage of students had problems with speaking (0.21). The problem with gender in pair and group work was faced by less amount of students (0.09). Some students were afraid to make mistakes while speaking (0.025) and some had short-term memory (0.04). Other students either had different psychological troubles based on their personality or did not have any problems at all. As a matter of fact, the effective interaction of a teacher and a student to overcome or reduce such barriers is preconditioned by the two main circumstances [12]: – Readiness of a teacher to work steadily to overcome such barriers (which requires special knowledge to adequately diagnose and facilitate situations which might cause the occurrence of fear or confusion. – Readiness of a student to assess critically his/her personal state and its causes and to be motivated enough to work independently to forecast and overcome psychological barriers.

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Methods Used to Mitigate the Second Language Acquisition

The way a teacher organizes and regulates the process of pedagogical interaction among students in their groups, the so-called ‘classroom monitoring’, is crucial. Pedagogical interaction is considered as “various types of socially determined verbal and non-verbal contacts that a teacher enters into during the learning process with a group of students or individual students, as well as students with a teacher and among themselves”. The success of group task accomplishment depends on establishing of mutual understanding, close contact between a teacher and students, creating a favorable working environment in the classroom [13]. Students should be convinced that a teacher trusts them, respects their opinion, treats everyone as an individual, believes that they will take on the assignment responsibly and would share their success with them. Special attention should be paid to the role of a teacher in conducting a studying process [14]. There is a recent tendency in education system to change the role and function of a teacher in the classroom. As it was mentioned at the beginning of the article a teacher ceases to be a controller, an instructor, who is carrying out classroom management and studying process applying a strict and heavy-handed approach [15]. The high-priority task of a teacher is to create the environment encouraging the students’ communicative activity; in this case a teacher combines the functions of a coordinator, stimulating learning activities and guiding students’ work in the right direction; a mentor who gives advice in the process of performing a task such as how to deal with it better; or an adviser who prompts the rule, the necessary word or a phrase at the right moment [16]. In addition to that, teacher’s attitude towards error correction during the accomplishment of an assignment takes the significant place in the process of classroom interaction. According to the recent tendencies in foreign language teaching, the teacher’s attitude to the errors that arise during the discussion should be more tolerant when organizing interactive classes. Researchers propose that errors can be divided into “weak”, which do not interfere with understanding of the general meaning, and “strong”, which absolutely impede the perception of the speech. As many researchers note, “if the work performed by the student is communicative in nature and focuses on the contents, only those errors that impede understanding should be corrected”. If “strong” errors occur, a teacher can record them during monitoring, and then discuss them in the end of the lesson with all the students, the so-called ‘delayed correction’. In relation to “weak” errors while working in groups, the so-called ‘peer monitoring/assessment’ (“mutual regulation”, or “mutual evaluation”) could be organized [17]. According to this type of assessment, finding and correction of errors could be accomplished by stronger members of the group. Thus, mutual assistance and support between students occurs, which helps many students cope with psychological difficulties and overcome the language barrier. Finally, the issue of discipline, i.e. student behavior during the lesson, arises. First of all, it is worth noting that according to the communicative and other modern humanistic approaches to foreign language teaching working atmosphere in the classroom should not be too strict. With interactive learning, a lively discussion of issues within a group, free movement of students in the classroom, for example,

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regrouping, is welcomed. The main objective of a teacher as a coordinator is to ensure that the course of discussions does not go beyond the scope of the assignment and does not impede its implementation in the neighboring groups [18]. Therefore, an accurate and intelligible explanation of the assignment before its performing, a tolerant attitude to students (e.g. if the assignment was not understood correctly and to the errors that students can make), seem to contribute to creating the working atmosphere in the classroom [19]. Provided below is a selection of common flexible methods and techniques one may use in both large and small group teaching in order to overcome some psychological barriers if they still arise in the classroom. Basic guidelines are provided to demonstrate how each of them can be applied in a specific situation, like all such methods they can be adapted to different situations and subject to different interpretation ways to suit specific circumstances and to ease the abovementioned psychological barriers that some students experience.

3 Results and Discussion 3.1

Silent Reflection

Silent Reflection is an effective and relatively easy method which provides an opportunity for a student to collect his ideas before he proceeds to active speaking. It consists of a specific task given to all students, for example, to consider advantages and disadvantages of any aspect, or a thing, or an invention. They have to list their ideas and then share them with the rest of the class. Advantages. This technique leaves enough time for thinking, writing and speaking. Therefore, it is suitable for “heavy thinkers” and allows everyone to work at his own pace. 3.2

Three Minutes Each Way

Three Minutes Each Way is a speaking exercise performed in pairs. Students have to speak on a given topic for three minutes and the time limits are essential. The choice of topics to stimulate the learners should be thoroughly selected. Advantages. This method is an excellent opportunity for shy students to be prepared and heard, at the same time it is a chance for advanced students to teach and encourage their counterparts. 3.3

Pyramiding

Pyramiding is an interactive technique based on a step-by-step increase of people involved. The work starts with giving a fairly simple individual task, such as: list advantages, identify effects or summarize the main points of any problem. Then students move on to discussing them in pairs. After that, they form small groups and receive the task to, for instance, develop, analyze, prioritize, group or evaluate the previous ideas. Finally, the work can be concluded by compiling an action plan or providing guidelines.

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Advantages. The growing number of people around is natural and is not supposed to intimidate shy students. Each student is able to choose his own area in group work and be given help from others if necessary. The activity which gets more advanced students to assist their groupmates who suffer from the lack of confidence is likely to promote mutual understanding and partnership within a group. 3.4

Brainstorming

Brainstorming is a popular method to revise or to solve a problem, to generate ideas, to put forward options. If certain rules are observed, such as: “Be quick”, “Be short”, “Admit no criticism”, this can become an effective tool to encourage everyone to participate. Advantages. This activity does not only stimulate creative thinking and help to consider different issues, but also provides every student with a chance to speak, as it doesn’t entail a complex and exhaustive answer. 3.5

Aquarium

Aquarium is a method of outer and inner circle where participants can change places and roles from an active speaker to a passive observer. It can be used to discuss controversial issues and requires as many as 20 students. Advantages. It is a very flexible system, giving a chance to any individual to take his time thinking over his speech or leave the inner circle if short of ideas, or tired, or need a break, which is a good motivation to take part in the discussion at some point for as long as one wishes. The method gives the opportunity to skip active participation, still formulating ideas and considering language options to express them. 3.6

Role Play

Role Play is an effective method of personal multi-faceted development. It is an established interactive technique teaching to communicate within a team. Each student is given a specific role, either of an authentic, or a given character, and receives the task to immerse into it, reflecting ideas, behavior, and speaking manner of his personage [20]. Advantages. The exercise allows not to act and speak spontaneously, providing enough time for each participant to choose a suitable role and prepare to speak in advance, thus overcoming possible fears and self-doubt. 3.7

Six Thinking Hats

Six Thinking Hats is probably one of the most popular thinking techniques which enables to divide a thinking process into several different color regimes, each presented by a hat of a definite color, for instance, a black hat – “a pessimist”, a pink hat – “an optimist”. If one tries to operate different aspects of thinking, looking at the problem at a particular angle, he is likely to attain “full-color” thinking.

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Advantages. This method turns boring mental work into a colorful fascinating way to mastermind a mental process. In this way it helps to relieve the pressure of concentrating on potential mistakes, paying the main attention to self-expression. In the present study the above-mentioned interactive teaching techniques were examined [21]. To conclude, having studied and tested the methods, we admit they better suit students who acknowledge difficulties in language acquisition and can be extensively used with the aim to overcome and even prevent the occurrence of psychological barriers while studying a foreign language [22]. Features they have in common are as follows: 1. They all operate within a learner-centered approach. 2. They arouse interest in using the language as an instrument to fulfill the task, not the goal of a studying process. 3. They take into account individual needs of students, providing some of them with sufficient additional time for thinking, or giving others the chance to choose a role or skip the turn. 4. They encourage “cooperative learning”. 5. They develop a set of useful skills required for effective learning in general.

4 Conclusion Once the psychological barriers mentioned above arise, they could become obstacles for students’ gaining improvement in language acquisition. Nevertheless, a teacher can use various methods to help students overcome these obstacles and make foreign language learning more effective and productive. The authors are convinced that the proposed interactive methods and techniques could be applicable in different studying environments and groups to stimulate the students’ emotional satisfaction while studying a second language and raise their motivation by implementing the individual approach in teaching foreign languages. The above mentioned methods are now more theoretical than practical, however teachers in Saint Petersburg Polytechnic university try to use them in their daily practice of teaching, and in the future the authors intend to include all of them if positive feedback from their students is received. All in all, a number of certain conditions to overcome language barriers are required, among them recognition that the problem exists, with an insight into its origin, powerful motivation to dispose of it, and, most importantly, professional help as a resource to deal with the problem. Communicative approach and modern teaching technologies have proved to be the most efficient means to combat language barriers, since they ensure abundant speaking practice in real life situations and give opportunity to take individual needs of a student into consideration.

References 1. Cornelius-White, J.: Learner-centered teacher-student relationships are effective: a metaanalysis. Rev. Educ. Res. 77, 113–143 (2007)

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2. Lojdová, K.: Socialization of a student teacher on teaching practice into the discursive community of the classroom: between a teacher-centered and a learner-centered approach. Acad. J. 5(17), 54–74 (2019) 3. Schreurs, J., Dumbraveanu, R.: A shift from teacher centered to learner centered approach. Int. J. Eng. Pedagog. 4(3), 36–41 (2014) 4. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., Howe, A.: Creative learning environments in education—a systematic literature review. Think. Skills Creativity 8, 80–91 (2013) 5. Cochrane, P., Cockett, M., Cape, U.K.: Building a Creative School: A Dynamic Approach to School Development. Stoke-on-Trent, Trentham (2007) 6. Syahrin, A., Dawud, Suwignyo, H., Tri Priyatni, E.: Creative thinking patterns in student’s scientific works. Eurasian J. Educ. Res. 81, 21–36 (2019) 7. Gashi Shatri, Z.: Implementation of interactive teaching techniques in school practice. Am. Sci. Res. J. Eng. Technol. Sci. (ASRJETS) 24(1), 90–99 (2016) 8. Bos, C., Anders, P.: Developing higher level thinking skills through interactive teaching. J. Read. Writ. Learn. Disabil. Int. 4, 259–274 (1988) 9. Toyama, M., Yamazaki, Y.: Psychological factors and learning barriers in foreign language courses in higher education. In: 10th International Conference on Education and New Learning Technologies, pp. 1077–1081. IATED, Palma (2018) 10. Vemuri, R.B., Ram, M.R., Kota, S.K.: Attitudinal barriers for learning english as second language: problem analysis. Int. J. Engl. Lang. Lit. 1(1), 30–35 (2013) 11. Khan, I.A.: Barriers in the learning of english: an exploratory study. Br. J. Educ. Soc. Behav. Sci. 15(2), 1–10 (2016) 12. Gardener, R.C., Mac Intyre, P.D.: An instrumental motivation in language study: who says it isn’t effective? Stud. Second Lang. Acquis. 13(1), 57–72 (1991) 13. Brok, P.D., Brekelmans, M., Wubbels, T.: Interpersonal teacher behaviour and student outcomes. Sch. Eff. Sch. Improv. 15(3–4), 407–442 (2004) 14. White, C.: The role of the teacher. J. Educ. Teach. 31(4), 269–271 (2005) 15. Giekanski, M.: Fostering learner anatomy: power and reciprocity in the relationship between language learner and language learning adviser. Camb. J. Educ. 37, 111–127 (2007) 16. McAuliffe, M.D., Hubbard, J.A., Romano, L.J.: The role of teacher cognition and behavior in children’s peer relations. J. Abnorm. Child Psychol. 37, 665–677 (2009) 17. Hendrickx, M., Mainhard, T., Boor-Klip, H., Cillessen, A., Brekelmans, M.: Social dynamics in the classroom: teacher support and conflict and the peer ecology. Teach. Teach. Educ. 53, 30–40 (2016) 18. Gardner, R.C., Lalonde, R.N., Moorcroft, R.: The role of attitudes and motivation in second language learning: correlation and experimental considerations. Lang. Learn. 35, 207–227 (1985) 19. Hughes, J.N., Chen, Q.: Reciprocal effects of student-teacher and student-peer relatedness: effects on academic self efficacy. J. Appl. Dev. Psychol. 32, 278–287 (2011) 20. Bennet, N., Wood, L., Rogers, S.: Teaching Through Play: Teachers’ Thinking and Classroom Practice. Open University Press, Buckingham/Philadelphia (1997) 21. Freeman, D.L.: Techniques and Principles in Language Teaching, 2nd edn. Oxford University Press, New York (2000) 22. Zemlinskaya, T.Ye., Fersman, N.G.: Modern learning technologies: empirical analyses (on the example of teaching foreign languages and intercultural communication). In: Soliman, K. S. (ed.) Proceedings of the 29th International Business Information Management Association Conference, 2017 – Education Excellence and Innovation Management through Vision 2020: From Regional Development Sustainability to Global Economic Growth, pp. 4087– 4094. IBIMA, Vienna (2017)

Didactic Multicultural Trainings in Foreign Language Teaching Natalia A. Sukhova(&) and Natalia A. Lebedeva State University of Civil Aviation, Saint Petersburg 196210, Russia [email protected], [email protected]

Abstract. The article covers two languages and six cultures. Eight features of didactic multicultural trainings are revealed. The authors give their own classification of training tasks and didactic multicultural trainings by purpose and form. The tasks are aimed at: 1) understanding silence functions, 2) learning how to make eye contact, 3) revealing personal qualities by means of the text analysis, 4) revealing mistakes in multicultural communication, 5) developing cultural awareness. The purposes of didactic multicultural trainings are classified as follows: 1) mutual understanding between communicators; 1a) developing non-verbal communication skills; 1b) teaching eye contact basics; 1c) solving everyday problems; 1d) conflict resolution; 2) developing students’ professional skills; 3) developing observation and attention skills; 4) developing students’ professional skills in multicultural communication; 5) personal growth trainings. The classification of didactic multicultural trainings by form consists of: 1) dramatization trainings; 2) dramatization trainings and their analysis. Keywords: Didactic multicultural communicative trainings
Didactic multicultural trainings for personal growth
Didactic multicultural trainings for personal development
Training tasks
Classification of didactic multicultural trainings by purpose and form

1 Introduction The goal of the article is to give the classification of didactic multicultural trainings and describe it. The theory of trainings has been developed by Bavina [1], Gretsov [2], Deryabo and Vachkov [3], Sinamati [4], Vachkov [5].

2 History of Trainings Trainings were first tested in 1950 in the town of Bethel, Maine, USA, in the process of communication between the participants in the T-group. The aim of this group was to reveal the destructive factors of human behavior and to analyze them. The introduction of professional trainings for social and life skills began in the 1960s. Gretsov defines a psychological training as the process of active learning through acquiring and analyzing life experience, which is modeled through interpersonal interaction by means of games and realized in discussions. In the 1970s, Vorwerg © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 159–164, 2020. https://doi.org/10.1007/978-3-030-47415-7_17

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developed a social-psychological training. This training was based on role plays with the elements of dramatizing, which created the environment for developing communicative skills. We believe that this type of trainings is of a particular use. The socialpsychological training is any kind of active social-psychological learning based on the mechanism of group interaction [2]. Khryascheva and Makshanov [6] consider trainings to be numerous repetitions of the same types of tasks. Klarin and Nikandrov [7] argue that trainings are role plays followed by discussion. Parygin [8] and Panfilova [9] think that training techniques are special teaching procedures in which the whole system of interconnections between goals, tasks, content, games, other interactive teaching methods and the system of feedback are implemented. A multicultural training as a teaching technique implies students’ participation in multicultural communication. The ways of feedback, supervision and self-checking should be considered. Let us discuss the following forms and methods of working in groups: group discussions (developing communicative motivation, analyzing destructive behavior models), methods of developing social perception skills (faces reading skills, i.e. the ability to understand facial expressions and non-verbal behavior), psycho-gymnastics methods (developing professional qualities, making changes to non-verbal behavior), and games (these ones foster multicultural communication). Bavina introduces the term ‘technological step’. The technological step has the following structure: 1) interactive diagnostics, 2) immersion (adaptation to interactive learning); 3) mini-lecture (the goal is to inform listeners about the issues of active listening and interactive strategies and to explain the terminology used); 4) game tasks, 5) reflection and debriefing (the goal is to get feedback for analyzing the results of game tasks, revealing constructive behavior and communicative models). The kinds of interaction are conflict, cooperation, and competition [1]. According to their goals, trainings are classified as follows: 1) specific skill trainings; 2) personal growth trainings; 3) communicative trainings (ibid). Communicative trainings and personal growth trainings are important for our research. The next classification concerns the system of personal relationships: 1) me – me; 2) me – other people; 3) me – the social group; 4) me – the profession. The third and the fourth points are acceptable for our research. The authors of the next classification are Vachkova and Deryabo [3]. They defined four paradigms: 1) training as teaching with punishment and a reward; 2) training as tutoring; 3) training as mentoring; 4) training as personal development.

3 The Trainings Classification of Authors We use the following types in our research: personal growth trainings, communicative trainings (me – the social group, me – the profession) and personal development trainings. In our theory, we use the term ‘didactic multicultural trainings’. The features of didactic multicultural trainings in foreign language teaching are:

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1) group work; 2) the use of role plays and group discussions; 3) relationships between the members of the group and intensive interpersonal interaction; 4) a minimum of distracting factors in the teaching process (soundproofing, clearly regulated schedules); 5) creating an atmosphere of relaxedness and freedom in the communication; 6) confidential communication; 7) avoiding value judgment, activating the language of feelings (It will be better to say ‘I feel hurt’ instead of ‘You offended me’); 8) multicultural communication. Before conducting didactic multicultural trainings, we recommend to do training tasks aimed at: 1) understanding silence functions, 2) learning how to make eye contact, 3) revealing personal qualities by means of the text analysis, 4) revealing mistakes in multicultural communication, 5) developing cultural awareness. We present the tasks and didactic multicultural trainings that we tested in the teaching process.

4 Examples of Didactic Multicultural Trainings Tasks Aimed at Understanding Silence Functions Multicultural Comment in the German Language Schweigen Schweigen ist abstrakt verbale Lautlosigkeit. Wie Schweigen in einer Kultur gehandhabt und gedeutet wird, hängt von einer Vielzeit kultureller Faktoren ab. Zu nennen sind in erster Linie das kulturspezifische Zeitkonzept und die kulturell vielfältigen Konzepte von Höflichkeit. Oskaar unterscheidet Rede-und Schweigekulturen. Zu Redekulturen gehören alle deutschsprachigen Länder und Russland. Zu Schweigekulturen zählt man Finnland und Japan. Schweigen kann eine bestimmte Bedeutung tragen. Wierlacher [10] und Bogner unterscheiden fogende Funktionen des Schweigens: fragende, ablehnende, zustimmende, peinliche, warnende, drohende, beleidigende, höfliche, tödliche Funktion. Bellebaum schreibt über die Arten des Schweigens: berufliches, krankhaftes, konventionelles, verletztes, eisiges, ängstliches, unterbrochenes, nicht übereinstimmendes, merkwürdiges Schweigen. Suchowa zählt folgende Funktionen des Schweigens: Vorsicht und Diplomatie, Schockzustand des Gesprächspartners, absichtliches Schweigen, Schweigen-Verneinung, das Schweigen ist durch die Etikette der gegebenen Kultur bedingt, der Gesprächspartner will mit dem Vertreter der niedrigeren Statusgruppe nicht sprechen, Unentschlossenheitsfunktion, der Gesprächspartner gibt dem Sprechenden eine Möglichkeit das Gespräch zu beginnen, Missverständnis des Gesprächspartners, Konzentrationsmöglichkeit [11]. • Was bedeutet das Schweigen in diesem Text: a) das feindliche Verhältnis zu dem Gesprächspartner; b) das Schweigen ist durch die Etikette der Kultur bedingt; c) der Schockzustand der Gesprächspartner.

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Der Papa schenkt ihr Kaffee ein und fragt lächelnd: ‘Wieviel Sahne, meine Dame?’ Das Kind kichert: ‘Halb und halb, mein Herr’. Man trinkt. Man schweigt. Schliesslich sagt Lotte: ‘Ich war eben bei Herrn Gabele’. • Find the right function of silence in the following abstract: And the knight’s bright weapon. Taking advantage of that open jaw, ran in through with such strength that the dragon fell dead, breathing his last in smoke and cloud. Like a mountain he fell, and lay still [12]. 1) death 2) time for thinking 3) the dragon was sick The next task is done without help. • Vor einem Konzert in der Kajetanerkirche in Salzburg herrschte Schweigen. Leute, die sich kannten, flüsterten. Erklären Sie, welche Funktion das Schweigen in der Kirche hatte. • Im Konzert darf man nicht zwischen den dargestellten Musikwerken Beifall klatschen. Erklären Sie das Schweigen der Zuhörer. • Answer the question – What had happened? ‘I want to be…’ Alexander stopped. Then suddenly he said, ‘Lizard, lizard, could you change Willi into a mouse like me?’ The lizard blinked. There was a blinding light. And then all was quiet. The purple pebble was gone [13]. Tasks that are Based on an Audio Text and a Film (in the German Language) • Hören Sie sich die Erzählung Die Fantasien des Herrn Röpke an. Bestimmen Sie die Funktionen des Schweigens des Schauspielers und des Autors [14]. • Sehen Sie sich den Film Revanche an und bestimmen Sie die Funktionen des Schweigens [14]. Trainings Aimed at Developing Non-verbal Communication Skills Lesen Sie Sätze. Zeigen Sie ihrem Gesprächspartner die beschriebene Geste. Ihr Gesprächspartner soll die Geste beschreiben und sagen, ob die Geste russisch, deutsch, schweizerisch oder österreichisch ist. - Mit dem zur Seite gestreckten Arm und der Hand auf und ab winken (Hallo, Taxi!) - Das Kinn auf die Hand stützen. - Mit den Fingern schnipsen. - Die Hand aufs Herz legen. - Sich auf die Ellbogen stützen. - Den Kopf drehen. - Die Arme kreuzen. - Mit einem Finger an den Hals schnipsen. - Die Stirn runzeln. - Sich die Stirn abwischen. - Sich vor die Stirn schlagen. - Auf die Wange schlagen. - Hinter den Ohren kratzen. - Dreimal über die linke Schulter spucken. - Beim Abzählen die Finger vom kleinen an nach innen biegen.

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Read the sentences one by one. Show the gestures described to your partner. The partner describes them in English and says if this gesture is Russian, British, or American. - Putting the finger to the lips. - Jerking the thumb over the shoulder. - Index finger extended and moving from side to side. - Each hand grasps the opposite upper arm and shoulder. - Clapping in a restaurant. - Spread the arms or hands in perplexity. - Pointing to the wrist. - Scratch the back of the neck. - Spitting three times over the left shoulder. The arms are extended out to the crowd and slowly pulled back towards the upper torso.

Trainings Aimed at Solving Everyday Problems (in the German Language) What should a Russian woman do in this situation? Give your answer. 1) Lesen Sie die Situation, die in dem interkulturellen Raum passierte. Die russische Frau hatte ein Problem und wandte sich an den Hausmeister des Studentenheimes. Der telefonierte gleich mit der nötigen Instanz und eine andere Frau aus dieser Instanz rief gleich unsere Heldin an. Sie haben sich verabredet, sich am Freitag in dem Büro der Instanz zu treffen. Und die Frau aus der Instanz gab die private Telefonnummer. Die Russin ging am Morgen ins Büro, das Büro aber war geschlossen. Erläutern Sie, worin der Fehler der Kommunikation bestand. The answer: the Russian woman decided that the conversation would be at the office because the problem was solved at an official level. The Austrian woman thought that the problem could be solved at a personal contact level and gave a personal telephone number. The Russian woman should use the given telephone number to call her. In conclusion, didactic multicultural trainings and training tasks help to develop students’ multicultural competence, multicultural world view, and multicultural personality.

5 Conclusion Thus, we suggest the following classification of didactic multicultural trainings by purpose: 1) trainings aimed at mutual understanding between communicators (communicative trainings); 1a) trainings aimed at developing non-verbal communication skills; 1b) trainings aimed at teaching eye contact basics; 1c) trainings aimed at solving everyday problems; 1d) trainings aimed at conflict resolution; 2) trainings aimed at developing students’ professional skills; 3) trainings aimed at developing observation and attention skills; 4) trainings aimed at developing students’ professional skills in multicultural communication; 5) personal growth trainings. We classify didactic multicultural trainings by form: 1) dramatization trainings; 2) dramatization trainings and their analysis.

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References 1. Bavina, P.A.: Treningovye technologii v formirovanii kommunikativnoi kompetentnosti budushchikh menedzherov [Training technologies in the development of future managers communicative competences]. PhD thesis. St. Petersburg University, St. Petersburg (2006). (in Russian) 2. Gretsov, A.: Treningi rasvitiya s podrostkami: tvorchestvo, obshchenie, samopoznanie [Development training for teenagers: creativity, communication, self-knowledge]. Piter, St. Petersburg (2011). (in Russian) 3. Vachkov, I.V., Deryabo, S.D.: Okna v mir treninga [Windows into the training world]. Rech, Moskva (2004). (in Russian) 4. Sinamati, A.: Trening – eto malenkaya shizn [Training is a small life]. Rech, St. Petersburg (2005). (in Russian) 5. Vachkov, I.V.: Psichologiya treningovoi raboty [Psychology of the training work]. Exmo, Moskva (2007). (in Russian) 6. Makshanov, S.I.: Psichologiya treninga [Psychology of a training]. Obrasovaniye, St. Petersburg (1997). (in Russian) 7. Nikandrov, V.V.: Psichologiya [Psychology].ТК Velbi. Prospekt, Moscow (2008). (in Russian) 8. Parygin, B.D.: Anatomiya obshcheniya [Communication anatomy]. Michailov, St. Petersburg (1999). (in Russian) 9. Panfilova, A.P.: Igrovoye modelirovaniye [Game modeling in the activities of the teacher]. Akademiya, Moscow (2008). (in Russian) 10. Wierlacher, A., Bogner, A.: Interkulturelle Germanistik [Intercultural German studies]. Mitzler, Stuttgart (2003). (in German) 11. Sukhova, N.A.: Interkulturelle Kommunikation. Praktikum mit Verwendung der InformationsTechnologien [Intercultural Communication. Practicum using Information technologies. German, Austrian and Russian cultures]. Deutsche, österreichische und russische Kulturen. Novosibirsker Staatliche Universität, Novosibirsk (2008). (in German) 12. Hodges, M.: Saint George and the Dragon. Little Brown Books for Young Readers, New York (1984) 13. Lionni, O.: Alexander and the Wind-Up Mouse. Dragonfly Books, Decorah (1969) 14. Thoma, L.: Die Fantasien des Herrn Roepke [Fantasies of Mr. Roepke]. Max Hueber Verlag, Berlin (2009). (in German) 15. Burka, A., Tonsern, C., Gilli, D.: Österreich im Film. http://docplayer.org/42902336Oesterreich-im-film-t-alexander-burka-t-clemens-tonsern-t-dagmar-gilly.html. Accessed 24 Mar 2020. (in German)

Developing Tatar-Russian Bilingual Students’ Computer Literacy Using Web-Based Computer Science CLIL Course Andrew Danilov(&) , Leila Salekhova , Rinata Zaripova and Ksenia Grigorieva

,

Kazan Federal University, Kazan 420008, Russian Federation [email protected]

Abstract. Developing students’ computer literacy is the main objective of digitizing education. However, developing students’ computer literacy has its own peculiarities in bilingual regions like the Republic of Tatarstan in the Russian Federation. In general, students with a mother tongue other than Russia, who show a low level of Russian language proficiency, can face the problem of understanding and studying computer interface and using software. Hence, it is essential to implement learning approaches where the second language is not only a curricular subject but also a means of acquiring knowledge. Content and Language Integrated Learning (CLIL) is one of the methodologies of bilingual education, which is focused on teaching academic content through a second language. The aim of the study was to develop bilingual (Tatar-Russian) webbased CLIL course to be used in teaching Computer Science to Tatar-Russian bilingual students. One of the main CLIL strategies is scaffolding which implies support provided by a teacher in a number of different ways. Visualization is one of the teaching strategies used to create educational materials for a CLIL course. Synthesizing verbal and visual elements within the limits of one text optimized the process of semantic perception and understanding text content. The experiment was conducted at the Institute of Philology and Intercultural Communication of Kazan Federal University to verify the effectiveness of CLIL implementation for developing computer literacy of Tatar-speaking students, with 69 first-year Tatar-Russian bilingual students being involved. The results show that the implementation of CLIL as a bilingual technology while teaching Computer Science has a positive impact on developing computer literacy of bilingual students. Keywords: CLIL Tatar language


Computer literacy
Web services
Bilingual education


1 Introduction Information and communication technology has become an integral part of our everyday lives. Digital technologies have penetrated all spheres of life and significantly changed them. The education system is not an exception. The main objective of digitizing education is to develop students’ computer literacy. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 165–173, 2020. https://doi.org/10.1007/978-3-030-47415-7_18

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According to Tobin, computer literacy is defined as ‘the knowledge and ability to utilize computers and related technology efficiently, with a range of skills covering levels from elementary use to computer programming and advanced problem solving’ [1]. Therefore, the ability to use computer in a proper way for receiving, transmitting and processing information is the basic skill in terms of computer literacy. The Republic of Tatarstan is a federal subject of the Russian Federation located in the Volga Federal District. The state languages are Russian and Tatar. There is a developed informational infrastructure in the region. Over several years, the republic has become a major digital hub of the country. The process of computer literacy development in Tatarstan has its own peculiarities. Tatar-speaking students with a low level of Russian language proficiency can face the problem of understanding and studying computer interface as well as using software. To overcome these difficulties, bilingual education approach that implies using both native and non-native languages as a means of instruction is being implemented. The most theoretically developed is Content and Language Integrated Learning (CLIL), a bilingual education methodology widely used in European universities for these particular purposes. The aim of the study was to develop a bilingual (Tatar-Russian) web-based CLIL course to be used in teaching Computer Science to Tatar-Russian bilingual students at Kazan Federal University in order to develop their computer literacy.

2 Theoretical Framework The core concept of our study is ‘computer literacy’. According to UNESCO, the concept of computer literacy is historically variable and depends on the level of technology development. For example, in the 80’s the content of Computer Science course primarily contained the following topics: coding, program design, using text interface, etc. That was due to the peculiarities of personal computers of that time: many of them had a text interface and there was no operating system. Therefore, in order to use software, it was necessary to code them first. Nowadays, the situation has changed: personal computers (PC) enhanced their technical features, the graphical user interface was designed, and the Internet appeared, etc. Thus, a PC user has to know more about how to work with software, use graphical interface and Internet instead of possessing coding skills and typing terminal commands. In our study, we consider computer literacy framework to be represented by a set of components listed below: • Basic knowledge about computers and hardware/software (including OS) • Knowledge, skills and abilities necessary to work with different types of applications for the network (browser, email, etc.) • Knowledge, skills and abilities required to work with office applications and documents (text documents, spreadsheets, presentations) • Skills that provide student with abilities to use new technologies, devices and applications.

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Having analyzed the results of numerous research [2–4], we define computer literacy as a certain level of student’s proficiency in hardware/software that can be applied in his or her educational and professional activities. The biggest part of software is presented in Russian only as it is dominating in Runet1. As a result, Tatar-speaking students’ computer literacy development has become challenging. In order to overcome the above mentioned problems, we designed Computer Science course based on CLIL methodology [5]. According to D. Marsh, CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language [6]. It is important that ‘content’ is the first word in this definition of CLIL, so curricular content leads language learning. To reveal CLIL inherent potential, a holistic methodology that transcends traditional dualism between teaching content and language, is required. The shift from knowledge transmission to knowledge creation in multilingual settings requires students to be skilled not only in assimilating and understanding new knowledge through their first language but also in using other languages to construct meaning [6]. There is no specific CLIL pedagogy and prescriptive model for planning CLIL units and lessons, but there are pedagogical principles underlying CLIL – several tools to help ensure that some of the shared principles are observed despite CLIL’s inherent flexibility. The 4Cs-Framework offers a sound theoretical and methodological foundation for planning integrative CLIL lessons and constructing interdisciplinary materials. It is built based on the following principles: • Content: content matter is not only about acquiring knowledge and skills, it is about the learners creating their own knowledge and understanding and developing skills (personalized learning); • Cognition: content is related to learning and thinking (cognition). To enable the learners to create their own interpretation of content, it must be analyzed for its linguistic demands; thinking processes (cognition) need to be analyzed in terms of their linguistic demands; • Communication: language needs to be learned, which is related to the learning context, learning through that language, reconstructing the content and its related cognitive processes. This language needs to be transparent and accessible; interaction in the learning context is fundamental to learning. This has implications when the learning context operates through the medium of a foreign language; • Culture: the relationship between cultures and languages is complex. Intercultural awareness is fundamental to CLIL. Its rightful place is at the core of CLIL [6]. There are numerous advantages of teaching complex subject matter in a second language from the pedagogical point of view. According to studies, at graduate levels the success of CLIL is evident in terms of improved content and second language proficiency [6–9].

1

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Pavón Vázquez and Gaustad summarize the advantages of CLIL programs as follows: “[T]he overall benefits of this type of education are linked to improved motivation, increased knowledge of specific terminology, the strengthening of intercultural communicative competence, meaning-centred and communication-centred learning, the promotion of teacher-student and student-student interaction, and as a result, improvement in overall target language proficiency”. “[T]he necessity to understand complex content through an additional language also improves students’ attitudes towards their own learning of that language which is considered one of the most important drivers of learning among adult learners in formal settings” [10, pp. 82–94].

3 Methods and Results CLIL is widespread in Europe, and it has been implemented in schools and universities to study content mostly in English. The language environment in most CLIL classrooms is artificial: students speak and learn the second language but do not use it in their everyday life. We adopt the CLIL methodology to use it in natural (Tatar-Russian) bilingual environment. Taking into account that Tatar-speaking students had already developed basic interpersonal communicative skills (BICS), which are assessed by Unified State Examinations in the Russian language, we focused on developing Russian cognitive academic language proficiency (CALP) and providing cognitive and language support when teaching Computer Science course. The bilingual (Tatar-Russian) CLIL course Computer Science was based on the 4Cs-Framework to develop bilingual student’s computer literacy to be used in blended learning. Developing the online part of the course, we used ideas of didactics engineering [11], according to which the course design involves several stages: the stage of content/technologies creation, which includes analysis; design (logical implementation); development of content/technologies (physical implementation) and feedback. We analyzed the market of online courses implemented in Tatarstan. High-quality online resources are created with significant financial support, using specialized hardware and software. An ordinary teacher has no opportunity to create his own resources similar to those described above. To create a personal educational Internet resource with rich functionality, it is necessary to rent and adjust network equipment and software, to design a resource using programming languages, to design a layout of the resource, and to maintain user support. Therefore, it is more efficient to create Internet resources using universal platforms, in a compromise between functionality and ease of use. The following criteria were used to choose a technology platform for developing the online course: 1. The technology platform should provide a teacher with enhanced functionality for developing educational material. This requirement implies that the platform should support different formats and types of information provision; 2. The technology platform should provide easiness in development of educational material, i.e. creation of educational material should not require special technical skills from the teacher.

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Web 2.0 resources meet the above-mentioned requirements. Web 2.0 is a means of creating Internet content where information is provided and edited by the users of this Internet resource. Moderators and administrators of Internet resources in this case provide only a technical platform and required maintenance, but at the same time they do not participate in the process of uploading content. Web 2.0 resources are widely used not only in everyday life but also in education. According to Tim O’Reilly, ‘Web 2.0 is a technique for designing such systems, which after the consideration of network interactions, become better, when greater number of people use them’ [12, 13]. Any Web 2.0 service provides a variety of educational interactive functions, and in some cases their implementation is expressed in a specific way. Therefore, to determine the optimal Web 2.0 service for solving the set tasks, various types of Web 2.0 services were analyzed. Based on the analysis of various Web 2.0 services and their functionality [14, 16], Wiki technology was chosen as the most optimal solution for creating a learning platform. Wikia was selected for designing and developing training materials. The resource is a site based on the MediaWiki platform. This platform has numerous technical capabilities for creating and locating content as well as for formatting and composing text materials, inserting multimedia content (images, audio and video information) and working with it. It allows integrating materials from third-party popular Internet services (for example, YouTube). Interactivity is an important feature of this service that can be used on both a personal computer or a mobile device. The developed e-course [15] consists of 7 units: 1. 2. 3. 4. 5. 6. 7.

Computer basics; Operating Systems; Network and Internet; Search engines and email; Text processors; Spreadsheets; Presentations.

Every unit is focused on a specific subject area of Computer science. Unit topics correspond to the international requirements for computer literacy [2, 4, 16]. They are chosen in such a way that knowledge, acquired while studying the topics, forms and develops philology students’ information competence provided in the Federal State Educational Standard of Higher Education. The units contain theoretical and practical parts, as well as illustrative material. Theoretical foundations of the discipline Computer Science are set out in the theoretical part. Every practical part includes laboratory works on the topic under study. Creating content using Wikia resource included several stages. The first stage consisted of designing content and tasks. It was necessary to visualize the content in order to minimize cognitive and linguistic difficulties of bilingual students when studying in a non-native (Russian) language. Visualization involves usage of a visual form of knowledge representation (abstract signs, visual diagrams, specific objects, etc.) instead of/along with verbal support. When designing a digital environment for developing computer literacy, various means of visualization were implemented:

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• GIF-animation, created by screencasting technology [17]. The teacher’s actions are recorded from a computer program (for example, selection of the necessary function in the program interface, performing a series of operations). After that the recorded fragment is assembled and embedded into the lesson. This reduces redundant verbal commenting. • ‘Pop-up’ is a piece of the text, which displays a ‘hint’ when you mouse over it (Fig. 1). It was used to display Tatar-Russian translations of terms and expressions. This technical solution is an alternative to terminological dictionary. To translate a term, it is necessary to move the cursor over a word and a Tatar equivalent appears on the screen. • Bitexts imply embedding the same texts in two languages – Russian and Tatar. Bitexts make it possible to rely on the mother tongue in the classroom and to control the processes of translingualism as well as to avoid negative impact of linguistic interference (Fig. 2).

Fig. 1. Pop-ups in the online course. A hint appears when a user points to a particular text.

Fig. 2. Bitexts in the e-course.

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In addition, the feedback technology is implemented in training materials. Using this technology, resource users have an opportunity to leave comments. In this particular case, students used comments for communicating with the teacher and other students, when additional explanation was required. At the same time, students often communicated with each other answering each other’s questions. The feedback technology gave an opportunity to create a virtual bilingual environment, where students used Russian and Tatar languages for academic communication and for solving educational problems that they came across when studying Computer Science course. The experiment was carried out to prove the effectiveness of a CLIL-based Computer Science course. The first-year students of Higher School of Tatar Philology and Intercultural Communication participated in the experiment. Group size ranged from 18 to 23 students. They were divided into control and experimental groups. The experiment consisted of three stages. The aim of the first stage was to determine two parameters: the student’s level of computer literacy and Russian language proficiency in both groups. Firstly, a computer science test consisting of 30 questions was developed. In order to determine students’ Russian language proficiency, a linguistic association test [18] was conducted. The results of both tests demonstrated the equal level of both computer literacy and Russian language proficiency in the experimental and control groups. The second stage of the experiment took approximately two years. Computer literacy in the experimental group was developed by means of Russian and Tatar with the digital environment (e-course based on Wiki technology) being its central component. At the final stage of the experiment, the level of computer literacy was assessed in both experimental and control groups. The following statistical hypotheses were suggested: H0 – the implementation of web-based Computer Science CLIL course does not influence the process of developing bilingual students’ computer literacy. H1 – the implementation of web-based Computer Science CLIL course influences the process of developing bilingual students’ computer literacy. Statistical analysis showed that the Wilcoxon-Mann-Whitney coefficient value for the experimental group (Wempirical = 7.14) is greater than the critical value significance level (Wcritical = 1.96) for alpha = 0.05. Thus, there is a statistically significant difference between the results of computer literacy development in the experimental and control groups.

4 Discussion and Conclusion Our empirical results show evidence in favor of our working hypothesis that the implementation of web-based Computer Science CLIL course influences the development of bilingual students’ computer literacy in a positive way. Tatarstan has a significant language policy, with greater success when compared to neighboring regions, but the usage of Tatar in educational contexts faces a general downward trend; therefore, our findings have several implications for educators to use bilingual education to heritage national identity and language, and to develop Russian language

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proficiency and computer literacy at the same time. The result contradicts the general idea that only Russian language used as a medium of instruction in teaching Computer Science improves student’s computer literacy and suggests an interesting direction for future research. In addition, we have to recognise the limitations because the used data were collected to study educational outcomes, and new research is necessary to investigate language concerns separately. Acknowledgments. The work is performed according to the Russian Government Program of Competitive Growth of Kazan Federal University.

References 1. Tobin, C.: Developing computer literacy. Arithmetic Teac. 30(6), 22–23 (1983) 2. Computer Literacy Skills: Maryland University. Maryland University Press, Maryland (2014) 3. Goldhammer, F., Naumann, J., Kothel, Y.: Assessing individual differences in basic computer skills. Eur. J. Psychol. Assess. 29, 263–275 (2012) 4. James, J.: 10 things you have to know to be computer literate (2012). http://www. techrepublic.com/blog/10-things/10-things-you-have-to-know-to-be-computer-literate. Accessed 10 Oct 2019 5. Salekhova, L., Danilov, A., Zaripova, R.: Interactive WEB 2.0. Tools in content and language integrated learning (CLIL). J. Lang. Lit. 7(3), 65–69 (2016) 6. Coyle, D., Hood, P., Marsh, D.: CLIL – Content and Language Integrated Learning. Cambridge University Press, Cambridge (2010) 7. Yakaeva, T., Salekhova, L., Kuperman, K., Grigorieva, K.: Content and language integrated learning: language scaffolding and speech strategies. Cypriot J. Educ. Sci. 13(4), 480–488 (2018) 8. Zaripova, R.: Integrated subject-linguistic approach as the basis of subject teaching modelling using a foreign language at high school. J. Lang. Lit. 6(3), 175–180 (2015) 9. Coyle, D., Holmes, B., King, L.: Towards an Integrated Curriculum: CLIL National Statements and Guidelines. The Languages Company, London (2009) 10. PavónVázquez, V., Gaustad, M.: Designing bilingual programmes for higher education in Spain: organizational, curricular and methodological decisions. Int. CLIL Res. J. 2(1), 82–94 (2013) 11. Choshanov, M.A.: Didactic Engineering and Informatization of Education. ForwardLooking Education. “Fen” Publishing House, Kazan (2016) 12. Batrova, N., Danilov, A., Lukoyanova, M., Khusainova, A.: Web 2.0 for collaborative work and effective management of a virtual community. In: INTED14 Proceedings, vol. 1, pp. 5622–5629. INTED, Barcelona (2014) 13. Mehisto, P.: Criteria for producing CLIL learning material. Encuentro 12, 15–33 (2012) 14. Huffman, K.: Web 20: beyond the concept practical ways to implement RSS, podcasts, and Wikis. Educ. Libr. 29(1), 12–19 (2017) 15. Wikia-based Bilingual Computer Science Course Homepage. https://tt.ittest.wikia.com. Accessed 10 Oct 2019

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16. Uhlirova, M.: Semantic space of elementary teacher attitudes towards computer teaching assistant. Glob. J. Inf. Technol. Emerg. Technol. 8(1), 1–9 (2018) 17. Danilov, A.: The use of screencast technology in teaching information and communication technologies. In: Proceedings of the Institute of Social and Humanitarian Sciences, vol. 1 (12), pp. 190–193. KPFU, Kazan (2014) 18. Balin, V., Gayda, V., Gorbachevsky, V.: Praktikum po obshhej, eksperimental’ noj i prikladnoj psixologii [General experimental and applied psychology tutorial]. Piter Publishing, St. Perersburg (2000)

Tandem Language Learning as a Tool for International Students Sociocultural Adaptation Nadezhda Almazova1 , Anna Rubtsova1(&) , Yuri Eremin2 Nora Kats2 , and Irina Baeva3

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1

2

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected] Herzen State Pedagogical University of Russia, St. Petersburg 191186, Russia [email protected], [email protected] 3 Pskov State University, Pskov 180000, Russia [email protected]

Abstract. Nowadays a growing number of students opt for overseas academic experiences. This sets a challenge to educational institutions to develop new ways and methods in support of international students’ sociocultural and linguistic adaptation. In this regard, tandem language learning could be considered as an effective tool in complementing the formal education at university level as it helps create a positive learning environment and involve students in new academic experiences. The present study investigates the interrelation of tandem language learning and sociocultural adaptation of international students. It presents theoretical overview on current scientific approaches to disclosing the notion of communicative competence, speculates on correlation between sociocultural adaptation and language proficiency, advocates the concept of sociolinguistic accommodation. Drawing on qualitative data collected from observations, surveys results and self-reports, the study reveals the multifaceted role of language, the way it contributes to sociocultural well-being of international students as well as suggests some practical solutions on tandem language learning that might considerably enrich the educational curricula along with teaching repertoire of university educators. Keywords: Tandem learning
Sociocultural adaptation
Sociocultural adjustment
Language learning
Sociolinguistic accommodation

1 Introduction In recent years, the Russian Federation has been attracting more and more international students who come to the country in pursuit of unique academic and cultural experiences. Being a positive trend in Russian higher education, it though challenges conventional educational approaches and promotes the advancement of existing educational methods and academic support systems in order to ease sociocultural adaptation of international students. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 174–187, 2020. https://doi.org/10.1007/978-3-030-47415-7_19

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Current studies on sociocultural adaptation of international students represent an array of research questions addressing its social, cultural, behavioral and cognitive nature. The emphasis has been put on academic adaptation, acculturative stress, cultural shock, psychological and sociocultural adaptation (adjustment), communicative and intercultural competencies, though considerably less attention has been paid to the sociolinguistic accommodation of foreign students in host countries, namely, to the strategies and tools that might be used to support the communicative competence development in sociocultural adaptation. The vast majority of studies focus on English as a medium of instruction and only a few number of research works are devoted to the Russian language as a means of academic communication. The present study seeks to answer the following questions: a) what is sociolinguistic accommodation; b) what is the correlation between sociocultural adaptation and sociolinguistic accommodation; c) what kind of tool (learning and teaching method) might be used in the language classroom to facilitate international students’ sociocultural adaptation in Russia; d) what kind of scale might be used to measure sociocultural adaptation and assess the development of communicative competence. The study also analyzes the concept of sociolinguistic accommodation, the theoretical underpinnings of which might add to knowledge in the area of sociocultural adaptation of international students. 1.1

Sociocultural Adaptation of International Students

In broad terms, adaptation “refers to changes that take place in individuals or groups in response to environmental demands” [1, p. 13]. Sociocultural adaptation accounts for culture learning and acquisition of social skills, when a foreigner knows how to behave in accordance with the social and cultural norms of a host country (adjustment) and is dependent on such variables as cultural distance, language ability, the number of contacts with locals etc. In current state of research, international students are seen as a group as they are placed in common circumstances regardless their country of origin. They are characterized as “being transient and having to adapt, socially and culturally to their new temporary situations” [2, p. 296]. Foreign students’ adaptation is a complex process of adjustment to new sociocultural reality. That obviously makes them face a myriad of challenges that influence their emotional well-being and social involvement in the cultural life of a host country. These challenges might be specified to constitute a set of variables used to assess their level of sociocultural adaptation. Sociocultural Adaptation Scale (SCAS) has been developed as an instrument to measure the number of cognitive and behavioral difficulties experienced by a foreigner when exposed to a new cultural environment [3]. This scale has been widely adopted by scientists and is flexible enough to be adjusted to the specific research needs [3]. The core of sociocultural adaptation is the language proficiency and a broader concept of communicative competence [4]. The better the language ability is, the easier the sociocultural adaptation and the greater number of social contacts might be established by a foreigner [4]. Therefore, the lack of necessary language skills might become a barrier to academic adjustment of international students.

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However, knowledge of language itself is not sufficient to communicate effectively, as communication problems may arise from differences in “linguistically deter-mined discourse of intercultural and interpersonal communication” [5, p. 300]. The necessary level of language proficiency might not fully ensure the students’ adjustment to educational environment, as learning the patterns and social meanings of how language is being used in specific cultural and social contexts may be more important than the required level of language proficiency [6]. In this regard, there is a clear need to look beyond a purely linguistic strand and address this gap from the perspective of sociocultural adaptation. 1.2

Communicative Competence and Sociocultural Adaptation

The issue of sociocultural adaptation of international students comprises several questions: linguistic aspects, intercultural communication, interpersonal relationships which are tightly interrelated [7]. With the development of culture learning approach, the notions of communication competence and social interactions have been expanded to the sociocultural adaptation construct, where adaptation has been perceived as a behavioral domain referred to the abilities to acquire social skills and demonstrate effective interactions in a new cultural setting [3, 4]. From the perspective of language learning, the communication competence (communicative competence) has been defined as “a certain level of competence in the use of language and non-language behavior for the purpose of communication” [8, p. 186]. Being a complex construct, there have been several theoretical approaches to its disclosure such as cognitive, behavioral, social. Along with the development of communicative competence theories, there was a practical interest to generating a framework of its components for language learning and teaching [9, 10]. Bachman and Palmer suggested definition of the communicative competence as a communicative language ability in order to describe a broader view on language proficiency that recognized the importance of context beyond the sentence to the appropriate language usage, namely, a sociolinguistic situation, in both form and function [10]. In this view, language ability is comprised by two core components, namely, language knowledge (language competence: organizational (grammatical and textual knowledge) and pragmatic knowledge (functional and sociolinguistic knowledge)) and strategic competence (metacognitive strategies) [11]. This model allies not only the linguistic aspects of language learning but also its functionality, discursiveness and sociolinguistic ground, providing a comprehensive view of inner relations between functional and sociolinguistic knowledge, the idea of which was further developed in studies on pragmalinguistics and sociopragmatics [12, 13]. 1.3

Sociolinguistic Aspects in Language Learning and Teaching

Functional and sociolinguistic aspects of language learning have gained a lot of attention as language learners face a plea of difficulties in acquiring and using varied speech styles in sociocultural settings [13, 14]. The common pitfalls of language learners have been reported as: a) overuse of formal variants of language and underuse of informal ones in similar communicative situations [13]; b) failure to use highly formal speech in

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authentic setting [14]; c) “monostylistic” manner of language behavior [15]; d) inability to link the literal meaning of words and phrases to the sociolinguistic rules of their usage [16]; e) difficulty in developing a range of styles and inability to alternate between them [17]. Acquiring the second language, learners have to interpret the cultural signs, master the social interaction patterns and cope with linguistic peculiarities of the target language. In order to ensure the language improvement, learners need to have sufficient exposure to authentic target language [14]. Authenticity of learning materials used in the classroom and ‘authentic target language contact’ outside the classroom environment are intended to provide for language learning [15, 18]. Thus, it seems reasonable to state that the sociocultural adaptation to a large extent depends on sociolinguistic accommodation. We define sociolinguistic accommodation as a conscious process of linguistic and social adjustment to new culturally bound linguistic reality so that it results in the adjustment and change of communicative behavior [18]. Individuals (international students) make conscious efforts to understand, analyze and appropriate cultural signs and linguistic peculiarities by altering or replacing the pre-existing knowledge to reflect the new reality. Based on existing studies [4], we suggest the following modelling (Fig. 1) to highlight the interrelation between language proficiency, communicative competence, sociolinguistic accommodation, intercultural interaction and sociocultural adaptation. Sociolinguistic accommodation supports sociocultural adaptation of international students and helps them immerse and adapt to new cultural reality. From a more social perspective, the modelling of sociocultural adaptation of international students might be represented as a tight correlation between sociolinguistic accommodation, academic adjustment and cultural adjustment [19–21]. However, the tools and methods on how to strengthen the communicative competence and narrow the sociolinguistic gap are not exhaustively developed in language instructors’ curriculum [13]. Therefore, the practical interest is attributed to the development of applicable teaching strategies and their pedagogical implementation.

Fig. 1. Interactive model of sociocultural adaptation.

1.4

Tandem Language Learning and Sociocultural Adaptation

It has been assumed that second language acquisition and learning occur in two environments, namely, formal and informal. Formal environment is associated with a language classroom and a teacher being an organizer, leader, instruction-giver, a language practice setter. Informal environment stipulates the language acquisition in a

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natural environment, outside the classroom, for instance, if a learner moves to an-other country or establishes contacts with native speakers [20]. In the latter case, the target language is being used as a “medium of authentic communication” [20, p. 25]. The study on language acquisition have investigated the potential benefit for language learners in both of these settings, though detecting some limitations. It has been reported that in formal setting learners have: a) little exposure to authentic target language; b) fewer opportunities for target language production; c) fewer opportunities for authentic communication in natural sociolinguistic settings; d) limited knowledge on culture and social interaction patterns as language instructors might ignore the cultural and social attributes of a target language [20]. Considering the informal setting, the major constraints might be associated with a poor error correction practice and the lack of clear language instructions and learning goals [21]. However, meaningbased language instructions and corrective feedback improve the level of language proficiency and learners’ accuracy in the target language [22]. Apart from formal and informal learning environments, it has been also proposed to define tandem learning as environment for target language acquisition [20, 23]. It shares the features of natural environment, extensive exposure to the target language and formal learning settings, the focus on form and meaning as well as corrective feedback to L2 learner [20]. From this perspective, it can take the forms of face-to face communication or e-communication via web 2.0 facilities, commonly referred to as “etandem” [20, 23–26]. Tandem language learning has been also regarded as a form of complementary collaborative learning and language instruction in a second language classroom [21, 26, 27]. Regardless its forms, tandem language learning is viewed as language-based communication between language learners who are native speakers of different languages, acquiring each other’s language as L2. This interaction can be formal (assisted by educational institution) or informal (individual practice). The aim of tandem learning is to interact with native speakers in order to improve the language (communicative) competence [27]. Tandem language learning is grounded on two main principles: reciprocity and learner autonomy. The principle of reciprocity requires that both of the tandem partners collaborate with each other in order to share their knowledge and skills alternating between the roles of language learner and language expert in a balanced manner and contribute to each other’s learning by accumulating efforts to attain the communicative goals for mutual benefit [20, 21]. The second principle of autonomous learning in tandem stipulates that learners possess freedom to choose what, when, how and how long they would like to study as well as they accept the responsibility for their own and their partners’ learning [21, 26]. The language sessions are divided in two parts, each of which is devoted to only one language. These parts might be sequenced or conducted on different days. This idea provides reasoning for the third principle of tandem learning, which can be formulated as differentiation, languages should not be mixed within one session [21]. Tandem learning presents the dichotomy of individualization and sociability [21]. On the one hand, the learners possess the autonomy to make personal choices on the session content, establish their personalized language goals and study at any convenient time. On the other hand, tandem learning is social in its nature as it stipulates the

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collaboration, partnership and mutual adjustment in order to achieve personalized language objectives. The explicit mechanism involves the development of socially and culturally appropriate communicative behavior as a matter of social learning; and implicit mechanism of language tandem learning constitutes a process of appropriation of (cross) cultural, social and linguistic patterns attributed to typical communicative behavior of the target language native speakers that all together result in the improved level of language proficiency. Tandem learning might be managed or supported by a language instructor in cases when learning takes place as a form of language learning practice established at institutions (school, college, university). In this instance, tandem learning might be considered as a method for classroom language teaching, the concept of which has not been fully researched in Russian educational practices so far. It has been noted that tandem language learning in the framework of formal course should be considered as the most effective one [26]. It is also stated that “optimal conditions” for face-to-face formal learning might be ensured by bringing together the groups of language learners who are “mirror images of one another”, meaning they learn the target language, which is the mother tongue of his/her partner, they possess quite similar language goals and they have quite the same level of the respective target language proficiency [26, p. 5]. For part of the time these groups are taught separately and for part of the time they work in tandem. In this regard, it is possible to formulate one more principle of tandem language learning in a formal setting, symmetry. Language learners should have corresponding language goals, academic interests, level of language proficiency and communicative behaviors, as these factors are critical for their language improvement and motivation. Classroom tandem is based on a curriculum where the teacher defines the aims and means of learning, plans the sessions as well as evaluates the language learners. The role of the teacher in classroom tandem is more to support students to use their mother tongue as experts and language models, evaluate the learners progress, ensure the personalized language goals set for tandem sessions and provide the learners with appropriate materials for their language improvement [27]. Being quite a new concept in modern theory and practice of language learning and teaching, tandem language learning (classroom and as an individual practice) de-serves further investigation to establish the core principles and to develop the methodology of its implementation at different levels of the education system.

2 Objectives The objectives of the experiment work replicated the questions raised in the study: 1) to test the applicability and effectiveness of tandem learning towards the development of communicative competence; 2) to test the applicability and effectiveness of tandem learning towards sociocultural adaptation of international students; 3) to define and develop relevant learning and teaching procedures that could be implemented in Russian academic context of language education; 4) to develop the guide-line (basic principles) for instructors, adopting tandem learning as a form or a supplement to language education.

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The hypothesis of the study was formulated as follows: a) contacts with native speakers in formal and informal contexts might help the language improvement; b) rapid progress in language abilities might help sociocultural adaptation; c) tandem language learning might be beneficial for both language development and sociocultural adaptation.

3 Method The experiment was conducted in three universities: Peter the Great Saint-Petersburg Polytechnic University, Pskov State University and Herzen State Pedagogical University of Russia. The experiment groups were formed in Peter the Great SaintPetersburg Polytechnic University and Herzen State Pedagogical University of Russia and inter-national students from Pskov State University represented a control group. The empirical data were obtained while teaching Russian to Chinese students. The course in the Russian language was delivered in accordance with the national curriculum standards to international students taking their first year of Master degree at Russian universities during the first semester (September–January) of 2018/2019. 3.1

Procedure

Stages. The experiment was held in three stages: preliminary, intermediate and final. At the preliminary stage the students from the experiment group were introduced to the experiment procedures, opportunities and expectations. They were interviewed to assess their initial level of language proficiency. The students were promised confidentiality in processing their data and accumulating the experiment results. It took one week to settle the necessary procedures: to nominate tandem partners, to introduce them to each other, to schedule their first meeting, to help them develop an action plan, and to answer all participants’ questions. Academic and Extra Hours. Control group students attended regular language classes 4 times a week and followed the common language curriculum. The experiment group had 3 regular language classes and 1 class was organized as a classroom tandem session. Besides that, tandem partners met once a week for language sessions. Partnership. In the experiment group, each international student had a tandem partner who was a Russian native speaker student studying Chinese. Each tandem developed an “action plan”, a list of topics for informal discussions as well as a schedule of meetings. This information was provided to the instructor. Roles. The language instructor was in charge of providing supporting materials to each tandem partnership and assessing the students’ progress (handouts with topic-related questions, texts, videos, audios etc.) and self-assessment form for students. Tandem partners followed the action plan using the materials as a support and completed the self-assessment forms after each session.

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Participants

The participants in the experiment (60 people) and control (60 people) groups were international students from China taking their first year of Master degree at Russian universities. Based on the interviews, it was concluded that the students had little prior language exposure. Tandem partnerships were organized to follow the tandem learning principle of symmetry. 3.3

Instruments

At the preliminary stage, the students (from both experiment and control groups) were introduced to SCAS instrument to understand the current level of sociocultural adaptation. The SCAS instrument contained 21 items (questions) that fell into 3 subcategories (factors), namely, sociolinguistic accommodation, academic adjustment and cultural adjustment, with the questions scored from 1 (not at all competent) to 5 (extremely competent). The scores 1 and 2 were grouped as a low level, 3 and 4 as a moderate level and 5 as a high level. At the intermediate stage, after 2 months of stay, the international students were assessed using SCAS and were introduced to the language proficiency test aiming at defining the progress in the development of communicative competence. The language proficiency test was developed based on the model suggested by Bachman and Palmer to assess the components of language ability such as vocabulary, syntax, phonological/graphological, cohesion, naturalness, cultural references and figurative language etc. with a scoring scale of none (0), limited (1), moderate (2), extensive (3) and complete (4) [11]. The given model was adapted to develop the language tasks for assessment. At the final stage, after 4, 5 months of stay, the students were assessed by means of SCAS and language proficiency test. The data were gathered and further processed to track the dynamics.

4 Results The tables below show the figures obtained after presenting the SCAS instrument to international students in both experiment and control groups at the preliminary, intermediate and final stages (Tables 1, 2 and 3).

Table 1. Total number of respondents based on levels (experiment and control group at preliminary stage). Subcategory/Level

Low (0,95–2,84) Moderate (2,85–3,8) High (3,9–4,75) Experiment/Control Sociolinguistic accommodation 55/56 5/4 0/0 Cultural adjustment 50/49 10/11 0/0 Academic adjustment 57/55 3/5 0/0

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Table 2. Total number of respondents based on levels (experiment and control groups at intermediate stage). Subcategory/Level

Low (0,95–2,84) Moderate (2,85–3,8) High (3,9–4,75) Experiment/Control Sociolinguistic accommodation 40/50 20/10 0/0 Cultural adjustment 35/46 25/14 0/0 Academic adjustment 23/37 35/23 2/0

Table 3. Total number of respondents based on levels (experiment and control groups at final stage). Subcategory/Level

Low (0,95–2,84) Moderate (2,85–3,8) High (3,9–4,75) Experiment/Control Sociolinguistic accommodation 18/32 42/28 0/0 Cultural adjustment 15/30 41/28 4/2 Academic adjustment 12/22 39/32 9/6

Based on the data obtained, overall mean value for each subcategory as well as the overall mean value of sociocultural adaptation of international students were calculated at every stage of the experiment accordingly. The graph below illustrates the dynamics through three stages of the experiment (Fig. 2).

experiment group control group

preliminary stage

intermediate stage

final stage

Fig. 2. The dynamics of sociocultural adaptation of international students in Russia.

The tables below present the figures gathered after language competence assessment in both experiment and control groups at the intermediate and final stages. The figures demonstrate the percentage of respondents accomplished the relevant component (Tables 4 and 5).

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Table 4. Language assessment at intermediate stage. Component of language competence/score Gram: vocabulary Gram: syntax Gram: phonological/ graphological Text: cohesion Text: rhetorical organization Funct: ideational Funct: manipulative Socio: dialect Socio: register Socio: naturalness Socio: cultural reference and figurative language

None Limited Experiment/Control 0/0 7/12 0/0 10/15 0/0 13/19

Moderate

Extensive

Complete

45/45 41/40 20/38

8/3 9/5 17/13

0/0 0/0 10/3

0/0 0/0 0/0 0/0 0/3 10/16 13/23 9/18

25/30 24/33 19/22 16/18 15/24 16/14 14/9 22/17

15/7 16/5 11/3 12/3 14/14 12/9 10/7 9/6

8/4 8/4 4/2 4/2 16/3 10/4 5/1 5/4

12/19 12/18 26/33 28/37 15/19 12/17 18/20 15/15

Table 5. Language assessment at final stage. Component of language competence/score Gram: vocabulary Gram: syntax Gram: phonological/ graphological Text: cohesion Text: rhetorical organization Funct: ideational Funct: manipulative Socio: dialect Socio: register Socio: naturalness Socio: cultural reference and figurative language

None Limited Experiment/Control 0/0 5/7 0/0 6/11 0/0 7/8

Moderate

Extensive

Complete

32/41 21/38 10/14

16/ 27/7 19/26

7/2 6/4 24/12

0/0 0/0 0/0 0/0 0/3 7/12 6/18 6/13

11/23 9/17 25/17 24/19 20/22 22/17 12/14 15/17

28/19 28/25 15/21 13/19 16/20 7/9 17/4 18/14

13/6 16/9 8/6 12/8 18/4 16/9 12/7 10/6

8/12 7/9 12/16 11/14 6/11 8/13 13/17 11/10

5 Discussion and Conclusion Having analyzed the data obtained, it deemed possible to draw several core conclusions: 1) the process of sociocultural adaptation is quite prolonged in time; 2) it might not always happen or be observed right after entering the culture. In case of international students studying in Russia, a significant surge has been noticed only after

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approximately a two month stay in the country. The experiment group tended to show notably better results in sociolinguistic and cultural adjustment whereas academic adjustment of international students was rather smooth for both experiment and control groups within all stages of the experiment. The majority of students reported that they received decent support in everyday university life, though some students claimed that the quality and quantity of rendered assistance was fairly enough to immerse in the host university routines. This fact deserves further investigation as it might be tightly connected with individual psychological factors affecting overseas learners and/or represent the intercultural communication stressors. The students from the experiment group were noticed to accommodate socially and linguistically in a faster and more natural manner. They also showed better results in language assessment. However, the vast majority of difficulties were encountered with social and functional components of language competence. The development of these components demand constant interaction with local culture members as well as linguistic immersion while studying the target language. It deems hardly possible to develop the sociolinguistic knowledge if to learn the language in an “artificial language classroom”. Language is a means of interaction, it is contextually and culturally situated, it needs interpretation in a particular setting of language use. In this regard, tandem language learning could prove to be a reasonable solution to balance the gap between traditional learning/teaching strategies and real communication in the target language, to develop the cultural sensitivity and to support the development of the target language competence. It has been noticed that the students under-going the experiment demonstrate faster language improvement and show more interest in learning the language. The correlation between tandem learning and sociocultural adaptation is rather observable as students involved in tandem partnerships demonstrate higher overall mean value of sociocultural adaptation. Overall, it is possible to summarize the core principles and concepts of tandem language learning. First of all, tandem language learning might become a supplementary form of language learning or a method of language teaching (classroom tandem). It stipulates the collaborative partnership aimed to improve the communicative competence in the target language. It is grounded on four main principles: reciprocity, autonomy, differentiation and symmetry. The role of a language learner is changing form L2 learner to L1 expert (L1 model). The teacher’s role in tandem learning is more complex and might be characterized as a set of several complementary functions: a) organizational (managerial): a teacher needs to organize tandem learning in his/her language classroom; to conduct the teaching sessions, to control the tandem learning sessions being held, and to develop the necessary materials for the language sessions; b) evaluating: a teacher assesses the learners’ progress and provides them with a corrective feedback; assesses his/her own performance (self-evaluation) in order to adjust his/her teacher’s communicative behavior, his/her participation in sessions; c) facilitating: a teacher ensures that he/she facilitates the process of learning rather than explicitly teaches the learners; helps the learners in cases when they struggle to explain or understand the target language peculiarities or cultural and sociolinguistic aspects of respective L2; d) engaging: a teacher needs to engage the learners into such tandem partnership, to help maintain their interest to language learning, to help them establish

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the rapport and, if needed, to provide the learners with culturally appropriate communicative strategies, encouraging cross-cultural communication. The core advantages of tandem language learning can be described as: 1) natural (authentic) language exposure; 2) frequent language practice with native speakers; 3) language practice in natural sociolinguistic setting; 4) successive development of knowledge on culture and social interaction patterns. In this regard, tandem learning appears to be a prospective tool to enhance both students’ learning experiences and instructors’ teaching practices. Due to the social-interactional nature of tandem learning, it helps international students’ sociocultural adaptation and the development of intercultural identity that allows obtaining insights into their own ethnic culture as well as learning the host culture which is new to them [28]. Although tandem language learning seems to be quite successful in helping international students to adapt to new cultural reality, the present study might possess several limitations: 1) the psychological factors (stressors) have been beyond the scope of the study, though might contribute to better understanding of cognitive and behavioral nature of sociocultural adaptation; 2) the international participants constituted a rather homogeneous group as being approximately the same age and from the same country of origin; 3) international participants had little prior target language and host culture exposure. Having considered the results and limitations of the study, it yet could be argued that tandem language learning is a prospective teaching method and learning strategy that has proved its applicability and effectiveness at university level of language education.

References 1. Berry, J.W.: Lead article immigration, acculturation, and adaptation. Appl. Psychol. Int. Rev. 46, 5–68 (1997) 2. Shubha, H.S., Padma Rani, D.: Role of internet in socio-cultural adaptation among international students: a study in Germany. Int. J. Innov. Res. Educ. Sci. 3, 296–302 (2016) 3. Ward, C., Kennedy, A.: The measurement of sociocultural adaptation. Int. J. Intercult. Rel. 23, 659–677 (1999) 4. Masgoret, A., Ward, C.: Culture learning approach to acculturation. In: Sam, D., Berry, J. (eds.) The Cambridge Handbook of Acculturation Psychology, pp. 58–77. Cambridge University Press, Cambridge (2006) 5. Li, M., Campbell, J.: Cultural adaptation: a case study of Asian students’ learning experiences at a New Zealand University. In: EDU-COM 2006 International Conference, pp. 299–307. Edith Cowan University, Joondalup (2006) 6. Savicki, V., Arrue, C., Binder, F.: Language fluency and study abroad adaptation. Front. Interdiscip. J. Study Abroad. 22, 37–57 (2013) 7. Rubtsova, A.: Socio-linguistic innovations in education: productive implementation of intercultural communication. In: IOP Conference Series: Materials Science and Engineering. https://iopscience.iop.org/article/10.1088/1757-899X/497/1/012059/meta. Accessed 12 Jan 2019

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8. Wiemann, J.M., Backlund, P.: Current theory and research in communicative competence. Rev. Educ. Res. 50, 185–199 (1980) 9. Savignon, S.J.: Communicative competence. TESOL Encycl. English Lang. Teach. https:// onlinelibrary.wiley.com/doi/full/10.1002/9781118784235.eelt0047. Accessed 12 Dec 2019 10. Bachman, L.F.: Fundamental Considerations in Language Testing. Oxford University Press, Oxford (1995) 11. Bachman, L.F., Palmer, A.S.: Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford University Press, Oxford (1996) 12. Roever, C.: Testing of second language pragmatics: past and future. Lang. Test. 28, 1–19 (2011) 13. Ritchie, M.: Developing sociolinguistic competence through intercultural online exchange. In: Thouësny, S., Bradley, L. (eds.) Second Language Teaching and Learning with Technology: Views of Emergent Researchers, pp. 123–141. Research-Publishing.net, Dublin (2011) 14. Dewaele, J.: The acquisition of sociolinguistic competence in French as a foreign language: an overview. French Lang. Stud. 14, 301–319 (2004) 15. Stadler, W.: Teaching and testing sociopragmatics in the Russian language classroom. Athens J. Philol. 2, 149–162 (2015) 16. Yu, M.: On the teaching and learning of L2 sociolinguistic competence in classroom settings. Asian EFL J. 8, 111–131 (2006) 17. Bayley, R.: Second language acquisition and sociolinguistic variation. Intercult. Commun. Stud. XIV, 1–14 (2005) 18. Giles, H., Ogay, T.: Communication accommodation theory. In: Whaley, B.B., Samter, W. (eds.) Explaining Communication: Contemporary Theories and Exemplars, pp. 293–310. Lawrence Erlbaum, Mahwah (2007) 19. Janjua, F., Malik, S., Rahman, F.: Learning experiences and academic adjustment of international students: a case study from Pakistan. J. Lang. Teach. Res. 2, 1359–1365 (2011) 20. Cziko, G.A.: Electronic tandem language learning (eTandem): a third approach to second language learning for the 21st century. CALICO J. 22, 25–39 (2004) 21. Vassallo, M.L., Telles, J.A.: Foreign language learning in-tandem: theoretical principles and research perspectives. Espec. 27, 83–118 (2006) 22. Penning De Vries, B., Cucchiarini, C., Strik, H., Van Hout, R.: Adaptive corrective feedback in second language learning. Commun. Comput. Inf. Sci. 126, 1–14 (2011) 23. Bohm, A., Koeper-Saul, V., Mossmann, C.: The European university tandem project – an integrated online platform to foster intercultural language exchanges across Europe (and beyond). In: Becerra, N., Biasini, R., Magadera-Hofhansl, H., Reimao, A. (eds.) Innovative Language Teaching and Learning at University: A Look at New Trends, pp. 53–61. Research-Publishing, Voillance (2019) 24. Appel, M.C.: Tandem language learning by e-mail: some basic principles and a case study. CLCS Occas. Pap. 54, 4–65 (1999) 25. Cunico, S.: The EUniTA project: working with international partners to develop language, intercultural, and professional competencies in European university students. In: Goria, C., Guetta, L., Hughes, N., Reisenleutner, S., Speicher, O. (eds.) Professional Competencies in Language Learning and Teaching, pp. 53–64. Research-Publishing, Voillance (2019) 26. Little, D., Ushioda, E., Appel, M.C., Moran, J., O’rourke, B., Schwienhorst, K.: Evaluating tandem language learning by e-mail: report on a bilateral project. CLCS Occas. Pap. 55, 4– 57 (1999)

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Developing Master’s Students Professional Communicative Skills While Teaching Foreign Languages Maria A. Fedorova1(&) 1

and Margarita V. Tsyguleva2

Omsk State Technical University, Omsk 644050, Russian Federation [email protected] 2 Omsk State Automobile and Highway University, Omsk 644080, Russian Federation [email protected]

Abstract. The article highlights the problem of developing foreign language professional communication of the students pursuing a master’s degree at technical universitites. Even in the global world, learning foreign languages at Russian technical universities has some peculiarities which prevent future engineers from successful interacting and communicating in professional communities. The aim of the article is to analyze the present situation and suggest practical ideas of optimizing the learning process of foreign languages for master’s degree students which presupposes development of foreign language professional communicative skills. The research involved theoretical analysis, questioning, and qualitative and quantitative research methods. To identify the second-year master’s students’ readiness and ability to communicate with their colleagues the researchers conducted a survey among 116 master’s students of the Omsk State Technical University. Interpretation of the results made the authors establish the fact that the majority of technical master’s students have difficulties in discussing their scientific work and presenting scientific findings at international conferences. The article describes the results revealing conditions of successful development of foreign language professional communication while teaching foreign languages, with particular attention on planning and designing an activity-based program of a «Foreign Language for Specific Purposes» course for master’s degree students. The authors came to the conclusion that foreign language professional communicative skills can be successfully formed if the following principles are observed: enhancing complexity of students’ tasks, application of genre approach to teaching foreign languages, integrated development of communicative skills, usage of professional competences while working with foreign language material, activity-and-reflexive approach to development of students’ tasks. Keywords: Foreign language
Communicative competence
Academic skills
Master courses
Activity-based programme

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 188–198, 2020. https://doi.org/10.1007/978-3-030-47415-7_20

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1 Introduction When it comes to modern higher education, developing innovative thinking becomes a priority. Creation of reflexive educational environment can be provided by application of reflexive techniques and establishing conditions for reflexive activity both in learning and research activities [1–3]. As many researchers suggest, since the invariant kinds of human activities are cognitive, evaluating, transforming, communicative and aesthetic ones [4], impact of such humanities courses as philosophy, history, psychology, economics, laws, foreign languages on the all-round and harmonious development of students is evident [5, 6]. The main competence that is formed and developed in a university foreign language course is a communicative one, accompanied by a professional and soft skills development.

2 Problem Statement Until 2014, according to the Federal Educational Standards, both “Foreign Language for Specific Purposes” and “Foreign Language for Business Communication” had been included into the master’s degree programs in technical universities, with only one remaining in the university curriculum now. However, in spite of contributing to professional training, teaching students to read and translate technical texts and learn professional terminology have proven not to be rather effective for developing skills of professional and scientific communication which is an imperative of our time. Moreover, while preparing for entering technical universities, applicants devote all their time and efforts to studying mathematics and science subjects rather than to developing humanities knowledge and communicative skills, including foreign languages. In addition, some teachers [7] indicate that the majority of students studying a second language experience communication apprehension. At the same time, interview data indicate that a lot of university students realize the importance of improving their language proficiency to the level required by professional communication. Successful interaction in a professional community greatly depends on the level of professional communication competence. Therefore, foreign languages skills, teamwork and presentation skills seem to be of great importance for modern engineers [1]. While learning foreign languages, students analyze, compare, comprehend, evaluate and interpret ideas [6]; they look for values and senses, find numerous solutions to one problem and present them for public discussion. Teaching a foreign language proved to be very efficient in forming such teamwork skills as learning in collaboration, discussion, heuristic conversation, project method; role-plays, “business” games, taskbased learning. Such tasks can be used to solve simulated professional situations in a team. Team-building is closely connected with developing communication skills.

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3 Literature Review Analysis of pedagogical literature shows that the following trends in the development of higher education are common for many countries and, from time to time, dominate when socio-economic conditions undergo some changes (Table 1). Table 1. Trends in the development of higher education. Trend Humanization Globalization Internationalization Democratization

Fundamentalization Technologization Continuity Pragmatization Digitisation and computerisation Individualization Standardization Regionalization Liberalization Marketization Massification

Characteristic features Creating conditions for all-round and harmonious development of a personality, taking into account his interests and capabilities Formation of common education space Education without borders Openness and accessibility of universities, variety of educational programs, possibility for universities to choose ways of training organization Identification of essential features of phenomena and objects, science-based education Teaching through technologies Developing a desire for a lifelong learning Development in accordance with the most important areas of personal and public life Implementation of information and communication technologies Education based on individual capacity, developing students’ selfactualization, self-realization Compliance with quality standards Focus on the social, economic, political problems of a region Accessibility of educational resources, free massive open online courses Market-based education Education tailored to needs of an average undergraduate

Joining the mainstream of globalization and fundamentalization, teachers involve students in research work: great attention is paid to reflexive techniques, play patterning and play workshops. To make students ready to perform innovative professional activities, educators develop students’ innovative capacities and creative potential [8]; they apply technologies for self-regulated learning [9, 10] and arrange laboratory sessions [11, 12] aimed at developing students’ research skills. To provide lifelong learning scientists suggest using such training models which allow ensuring professional knowledge and skills continuity in the system of vocational and higher education [13], creating research and educational, innovative and educational, corporate and educational clusters [14], realizing modular-type accumulation system of upgrade training courses [15]. Hyland [16] and Musa [17] pay attention to

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academic writing requirements. Gablasova [18] studies the quality of knowledge of technical words that high-school students learned from subject reading. Clarice [19] analyzes workplace English needs of senior executives. We find rather interesting an idea of problematizing tutoring that improves not only students’ writing skills but also their self-reflection strategies [20]. Humanization of education requires increasing students’ motivation to university education which is done by means of usage of playing and interactive technologies [21], introduction of a liberal education with a focus on values [22], giving students an opportunity to choose both a learning pathway and forms of control [23], volunteering, etc. Humanistic paradigm in education presupposes the training of specialists who are able not only to perform their professional specific actions but to carry out a professional activity at a high strategic level, with creative approach being applied and peculiarities of production system and business goals of the company being taken into account [4]. Diagnostic and monitoring technologies in education are being developed; key players (society, region, industrial sector) are becoming more involved in formation of a social mandate for university graduates, education is becoming open and more accessible. A modern specialist is expected to be able to stand his ground without making a compromise, influence interpersonal relations in the workplace, do his best to perform the task; he is ready to experiment and take a justified risk, he strives for professional development and self-improvement. Although there is an extensive literature on methods and ways of improving and mastering foreign language learning in higher education institutions, little attention has been paid to developing such mental operations as analyzing, comparing, comprehending, evaluating and interpreting information by means of a non-mother tongue, thus equipping students with the skills they will need in their professional life. As studies show [6], one third of technical specialists (34%) are not used to professional development, the majority of specialists lack for not only knowledge and skills but also creative potential, level of development of intellectual and professional potentials do not meet modern requirements. Thus, while constructing a specialist’s profile based on demands of modern production and economic trends – globalization that highlights the problem of the competitiveness of national economies and reindustrialization that presupposes creation of new industries, we suggest adding scientific intelligence and innovation skills which contribute to successful performance of professional tasks.

4 Methods The present research involved theoretical analysis, questioning, and qualitative and quantitative research methods. To identify the second-year master’s students’ readiness and ability to communicate with their colleagues a survey among 116 master’s students of the Omsk State Technical University was conducted. All the survey questions were developed by the authors. In our opinion, while planning the work with master’s students of technical universities with a small number of classes, the following principles should be followed:

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1. Principle of increasing complexity. 2. Application of a genre approach to teaching a foreign language. 3. Principle of an integrated development of communicative skills (horizontal and vertical complexity of the learning material): 3:1. From reading and listening to writing and speaking; 3:2. From the easiest to more complex tasks for developing all language skills. 4. Using professional competences while working with foreign-language material (for example, translation of an abstract for a course paper or master thesis into a foreign language) 5. Relevance of the learning material (students should be aware of its applicability in their professional activity therefore they should be free in selecting some texts and statistic information for translation and oral presentation). Table 2 shows a proposed master’s students work plan aimed at developing writing and speaking skills. Table 2. Master’s students work plan for “Foreign Language for Specific Purposes (English)” course. № 1

Topics Mini-saga

Skills Writing skills

2

Description of formulae, charts, diagrams Text translation

Writing skills, analytical skills, describing

3

Writing skills, translation skills

4

Terminology work

Writing skills, general scientific skills

5

Abstracting and rendering

Writing skills, analyzing, interpreting, compressing information

6

Report writing

Writing skills, general scientific skills

7

Making an oral presentation

Speaking skills, general scientific skills

Control task To write a short story (50 words) in English To describe 2–3 units (formula, chart, diagram, table) on the research subject To translate professional texts (scientific articles, patents) of about 15,000–30,000 characters To compile a dictionary of terms and phrases (100–150 words), to learn 25 of them by heart To make rendering of individual materials for translation: using clichés, present the main content (2–3 pages), be ready to translate or explain the meaning of any 10 phrases To write a report (1–1,5 pages) concerning the research undertaken or its single aspect To present the report using presentation clichés and phrases

Implementation of the course described above presupposes the following pedagogical conditions that help students fulfill their potential, thus contributing to developing professional communication competence:

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– creating a friendly scientific environment; – using reflexive technologies allowing master’s students to be involved in evaluating their academic and research activities and analyzing possible reasons of their failures; – application of information and communication technologies, distance learning technologies and interactive techniques [24]; – great attention paid to goal-setting; – individual learning routes; – intensive use of slide-lectures, case studies, educational websites, open-source learning platforms; – organizing webinars; – work in virtual classrooms; – creating portfolios including students’ achievements in scientific work; – participation in international scientific seminars with English being a working language.

5 Results To realize the interdependence between the necessity of application of learning technologies for improving master’s students’ communicative skills and the necessity of developing their professional competency, two surveys were conducted. The first survey included answering reflexive questions on completion of the English language course for master’s students of technical universities. The questions related to goal-setting at the beginning of the course, possibility to identify language learning goals at the Master’s degree level, reaching goals or not achieving them, availability of an individual educational route, individual approach, possibility to participate in extra-curricular activities and availability of information and modern distance learning technologies. The second survey was conducted in English and was aimed at revealing master’s students’ skills to formulate (in a foreign language) the subject and purpose of their scientific research, to describe the research background, methods used, main results and prospects of their work. Having compared the data obtained, we found out direct correlation between goalsetting at the very beginning of the course, students’ ability to define academic and professional goals, possibility to create a personal learning path while taking a course “Foreign Language for Specific Purposes”, on the one hand, and students’ ability/inability (and very often their unwillingness) to reach the goals, on the other hand. If the comparison of academic group averages indicates just an average value with peak points, answers of individual students, the results of questionnaires answered by each course participant confirm the idea. For example, course participants (let it be Group A) who answered all the questions of the first survey in detail, formulated external and internal educational outcomes, identified advantages and disadvantages of the course, were able to answer the questions of the second survey in English, their answers were detailed, with vocabulary and grammar corresponding their level of English. At the same time, questions skipped by

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the course participants of Group B show their inability of unwillingness to set goals and analyze their activities; therefore they cannot describe their scientific findings in a foreign language (Table 3, 4). Table 3. Comparison of some answers obtained in the first survey. Questions

Course participants of Group A

Course participants of Group B For the beginning, to 1. What were your goals at the 1) To be able to understand read, refresh the beginning of the course “Foreign English oral speech; refresh the Language for Specific Purposes” material studied before; produce a material studied before text in English (about my scientific for masters’ students? work); try to speak English 2) To understand and analyze both students texts and original ones for intermediate level graded readers; translate technical texts; refresh the material studied before 3) To be able to translate technical texts; review English grammar; write an article in English; try to make an oral report Did not study English 2. Which goals have been 1) Review English grammar, at school, brush up reached by now? Why? produce a text in English 2) Review English grammar – we recalled grammar rules and practiced them during the classes; translate technical texts 3) Translate technical texts, learned many professional terms by heart 3. Which goals are not reached It is difficult to understand English No answer yet? Why? Lecture notes, 4. What external outcome have An independently produced text about my research, translation of publications you got? (papers, notes, an article, publications, oral presentations)? presentations 5. Did you have a work plan for Yes Yes this year/term? 6. What are the advantages of the 1) Experience of article translation, No answer course (content, organization)? independent text production 2) Knowledge about writing an article and making a presentation in English 3) Effective English lesson planning, comprehensible material presentation 4) Learning new words (English terms and notions) that will be useful in future work

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Table 4. Comparison of some answers obtained in the second survey. Questions Course participants of Group A 1. What is the title of your 1) The title of my future thesis is thesis? “Development of a system for calculating the structural characteristics of large networks using parallel computing” 2) The topic of my work is “Impact assessment of sewage treatment plants of closed type in the condition of atmospheric air of Omsk” 2. What is the objective of The objective of my thesis is to the thesis? tell that production waste can be reduced, thereby reducing the negative impact on the environment It touches upon the problems of the definition of requirements, adapting network structure to the new requirements, a quick calculation of huge characteristics. Using parallel computing can help organize the way in which to process large amounts of information for the calculation of characteristics The relevance of the work is: the 3. What theories, need to prove quantitative scientific works and achievements are used in changes in emissions of harmful substances of different hazard your thesis? classes, especially on the border of the sanitary protection zone of the enterprise and the residential zone of Omsk Purpose: to show the reduction of the negative impact of treatment facilities on the state of the atmospheric air of Omsk in the transfer of the mechanical stage from the open to the closed type 4. What practical tasks are To achieve this purpose, the you going to solve? following tasks were solved: – to assess the contribution of the mechanical stage to the volume of gross emissions of opentype treatment facilities

Course participants of Group B My topic was the development of environmental measures. Problem gas processing. Method improved to increase radiation resistance integrated circuit

To develop measures to improve the air

I used theories Novoselov

I am not practical tasks, yet

(continued)

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Questions

Course participants of Group A Course participants of Group B – to compare of emissions of polluting substances in the block of mechanical purification when switching from open type to closed – to show a reduction in the negative impact on the atmosphere. including at the border of sanitary protection and residential areas – to consider the resource-saving benefits of modernization in waste management…

Other questions form Table 3 were the following: What are the disadvantages of the course (content, organization)? Did your teacher apply an individual approach? How do you know it? Did your teacher use distance learning technologies? What is their positive side? Did you have an opportunity to participate in extra-curricular activities? What was it? If there are any results, describe them briefly. Has the English course contributed to development of your research competences? How? What would you suggest? Other questions from Table 4 comprised methods and techniques the students were using, the application of the results and the personal results they had achieved during the course. Despite the individual approach being applied while delivering the English course, students of Group B could answer only 2 out of the 7 questions asked, that means they have difficulties in describing theories, identifying ideas in the context of the scientific field, their scientific contribution and practical effects. As it can be seen from Table 4, these master’s students demonstrate poor knowledge of the English grammar and small vocabulary. But what is more important they are not aware of necessity and usefulness of a foreign language for their future profession. On the contrary, if students set goals, plan and analyze their activities, foresee the expected job-relevant outcomes, they are highly motivated and achieve better results on completion of the course.

6 Discussion and Conclusion Thus, the research tries to solve two problems: communication skills development for master’s students, who, in Russia, are not usually of the same age or have just graduated from the university. A big part of master’s students are highly qualified professionals who like to improve and upgrade their academic skills. The research analyzes the problems of developing foreign language and academic (writing and speaking) competence, their reasons and possible ways of solving these problems like enhancing complexity of students’ tasks, application of genre approach to teaching

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foreign languages, integrated development of communicative skills, usage of professional competences while working with foreign language material, activity-andreflexive approach to development of students’ tasks. The future research directions include developing the techniques of teaching ESL for students with low language level in conditions of class hours reduction and diversification of tasks for Master’s students taught in different specialties.

References 1. Fedorova, M.A., Prokudina, N.A., Fedoseeva, N.Yu., Evdokimov, V.S., Kapelukhovskaya, A.A., Yusha, V.L.: Developing teamwork skills for students trained in compressors and refrigeration programs. In: Proceedings of the International Conference on Compressors and their Systems. IOP Conference Series: Materials Science and Engineering, vol. 604 (2019). https://iopscience.iop.org/article/10.1088/1757-899X/604/1/012040. Accessed 23 Feb 2020 2. Gorokhova, N.V., Kubyshko, I.N.: Challenges of formation of engineering thinking of technical specialists. Astra Salvensis 6, 625–630 (2018) 3. Tsyguleva, M.V., Fedorova, M.A.: [Development of reflexive environment at technical university]. Vysshee obrazovanie v Rossii [High. Educ. Russia] 5(201), 143–149 (2016). (in Russian) 4. Novikov, A.M.: Ob aspektah i urovnyakh razvitiya professionalnoy kultury spetsialista [On the aspects and levels of development of specialists’ professional culture]. Specialist 8, 29– 34 (2003). (in Russian) 5. Fedorova, M.A.: The development of young researchers’ communication skills. In: SzczukaDorna, L. (ed.) Modern Approaches to LSP: Selected Issues in Teaching Adults at Higher Educational Level, pp. 19–33. Poznan University of Technology, Poznan (2013) 6. Tsyguleva, M.V.: Potential of foreign languages in forming professional competency. In: Mitrovic, S., Stefanovic, M. (eds.) Proceedings on Engineering Sciences, vol. 2, pp. 663– 671. Inter. Print, Kruguevac (2019) 7. Wan, Z., Noriah, I., Deepak, S., Suhaidi, E.: ESL students communication apprehension and their choice of communicative activities. AJTLHE 2(1), 22–29 (2010) 8. Gorovaya, V.N., Petrova, N.F.: Pedagogicheskie usloviya podgotovki studentov k innovatsionnoi professionalnoi deyatelnosty [Pedagogical conditions of preparing students for innovative professional activities]. Mod. High Technol. 12, 36–38 (2009). (in Russian) 9. Burkšaitienė, N., Burkšaitienė, N.: Project-based learning for the enhancement of selfregulated learning and creativity in a course of ESP. Radoša personība [Creative Pers.] 11, 164–172 (2014) 10. Gorshkova, O.O.: Predposylki formirovaniya gotovnosti studentov inzhenernogo vuza k issledovatelskoy deyatelnosty [Prerequisites of formation of engineering university students’ readiness to research activities]. Mod. High Technol. 8, 22–26 (2011). (in Russian) 11. Elkin, V.V., Melnikova, E.N., Klyoster, A.M.: Transformative resources of the terminological internationalization (on the material of German and English). In: Anikina, Z. (ed.) Going Global through Social Sciences and Humanities: A Systems and ICT Perspective. GGSSH. Advances in Intelligent Systems and Computing, vol. 907, pp. 343–356. Springer, Cham (2019) 12. Shumkov, A.Yu.: Poznavatelnaya i tvorcheskaya aktivnost studentov [Cognitive and creative activity of students]. Young Sci. 2, 888–890 (2014). (in Russian)

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13. Rakhmonova, V.K.: Model obespecheniya preemstvennosti professionalnykh znanii, navykov i umenii v sisteme professionalnogo I vysshego obrazovaniya [A model of ensuring continuity of knowledge, skills and abilities in the system of professional and higher education]. Young Sci. 2, 847–849 (2014). (in Russian) 14. Yagofarov, D.A.: Teoreticheskie aspekty realizatsii sistemnogo podkhoda k pravovomu obespecheniyu regionalnoy sistemy nepreryvnogo obrazovaniya: k postanovke problemy [Theoretical aspects of realization of system approach to legal support of regional system of continuous education: to the problem statement]. Bus. Manag. Law 1, 77–81 (2011). (in Russian) 15. Kuznetsov, V.M.: Realizatsiya modulno-nakopitelnoi sistemy v povyshenii kvalifikatsii pedagogov-kraevedov [Realization of modular and accumulative system in professional development of students studying local history]. Bull. South Ural State Univ. Series: Educ. Educ. Sci. 38(255), 84–89 (2011). (in Russian) 16. Hyland, K.: English for professional academic purposes: writing for scholarly publication. In: English for Specific Purposes in Theory and Practice, pp. 83–105 (2009) 17. Musa, N.F., Khamiz, N.: Research article writing: a review of a complete rhetorical organization. Pertanika J. Soc. Sci. Hum. 23(S), 111–122 (2015) 18. Gablasova, D.: Learning technical words through L1 and L2: completeness and accuracy of word meanings. Engl. Specif. Purp. 39, 62–74 (2015) 19. Chan, C.: Long-term workplace communication needs of business professionals: stories from Hong Kong senior executives and their implications for ESP and higher education. Engl. Specif. Purp. 56, 68–83 (2019) 20. Herreño-Contreras, Y.A., Ayala, S.R.V.: The role of problematizing tutoring in the development of EFL students’ writing skills. MEXTESOL J. 43(1), 1–9 (2019) 21. Shapran, Yu.P.: Formirovanie professionalnoi motivatsii studentov-biologov pedagogicheskogo universiteta [Formation of professional motivation of biology students of a pedagogical university]. Young Sci. 2, 849–882 (2014). (in Russian) 22. Biryukova, N.S.: Gumanizatsiya universitetskogo obrazovaniya – neobkhodimoe uslovie formirovaniya elitnogo spetsialista [Humanization of university education is a requirement of formation of an elite specialist]. Bull. Tomsk Polytech. Univ. 6, 135–138 (2010). (in Russian) 23. Selezneva, I.S., Sadchikova, E.V., Baldin, V.Yu.: Innovatsionnoe inzhenernoe obrazovanie kak osnova podgotovki spetsialista novoi formatzii [Innovative engineering education as a basis of training a new-breed specialist]. In: Innovative Educational Technologies in the Sphere of Energy Saving: Proceedings, vol. 1, no. 39, pp. 7–10. Russian State Vocational Pedagogical University, Ekaterinburg (2006). (in Russian) 24. Fedorova, M.A., Tsyguleva, M.V., Vinnikova, T.A., Sishchuk, J.M.: Distance education opportunities in teaching a foreign language to people with limited health possibilities. Astra Salvensis - revista de istorie si cultura VI(1), 631–637 (2018)

Integration of Internet Tools to Enhance Pronunciation Skills: Effectiveness of Educational Content on YouTube Olga V. Anisimova1(&) Kseniya S. Kolobova1

, Lola K. Bobodzhanova1 , and Inna S. Makarova2

,

1

2

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected] St. Petersburg State Institute of Technology (Technical University), St. Petersburg 190013, Russia

Abstract. The paper deals with a burning problem of today – the way how to integrate various Internet tools into regular classes in order to enhance all four key language skills: listening, reading, speaking, and writing. In particular, it touches upon such a crucial aspect for linguists as teaching pronunciation. Currently, students try to acquire various dialects and variants of a foreign language through such media as series, TV shows, and YouTube blogs and vlogs kept by popular influencers. For this reason, integrating Internet content into academic environment is considered to be an essential part of successful teaching. It is especially important in terms of pronunciation skills for all the cases mentioned above represent authentic articulatory and prosodic patterns. This research aims at highlighting major interactive tools for instance, Internet, video conferences, podcasts, speech recognition software, etc., and reviewing some fundamental concepts of foreign language teaching. The study focuses on different strategies to implement these techniques while mastering pronunciation of English and German: what to use and how to use them most effectively. In this context, the leading part is performed by YouTube as a dominant source of both information and entertainment. Some most remarkable YouTube channels as Tim’s Pronunciation Workshop, Learn English with Papa Teach Me, ETG English, Fröhlich Deutsch, Deutschlernen mit Flüchtlingen are discussed in detail. The presented questionnaire reveals students’ attitude towards YouTube as a means of acquiring knowledge and developing pronunciation skills as well as illustrates their awareness of interactive techniques’ benefits. Keywords: Phonetics
Pronunciation skills English and German languages


Interactive tools
YouTube


1 Introduction Today, it is impossible to succeed in teaching foreign languages without applying different Internet tools while teaching four key language skills: listening, reading, speaking, and writing. Current technologies have changed dramatically and become a © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 199–211, 2020. https://doi.org/10.1007/978-3-030-47415-7_21

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part of the lecturers’ professional toolbox and professional competence. Due to the accessibility to different Internet tools, an education process changed significantly and a lot of toolboxes appeared to help to enhance different stages of the teaching and learning process [1]. According to some research, pronunciation is regarded as one of the most salient features of language that contributes perhaps most strongly to speakers’ identities [2]. One of the goals that modern students are supposed to acquire is intelligible foreign language pronunciation to sound more authentic and achieve successful communication in the age of globalization [3, 4]. For the past three decades, there has been a renewed interest in teaching pronunciation, and its role and importance have been increasingly recognized [5, 6]. However, pronunciation remains peripheral in applied linguistics and does not receive as much attention as other aspects of second language acquisition. Unfortunately, some teaching approaches did not consider pronunciation as an integrated teaching and learning process, and thus many teachers received little or no training in teaching pronunciation [5]. Despite a wide range of previous scientific research in this field, a few works have focused on the benefits of teaching pronunciation skills and improving learners’ pronunciation through various Internet tools, especially YouTube channels. A number of existing programs and other materials has been designed to improve learners’ pronunciation considering integrating IT-technologies and Internet tools in particular [7]. This paper is intended to contribute to the field of the pronunciation teaching and learning process and effectiveness of educational content on YouTube. It is an attempt to provide an overview of the materials currently available for teaching pronunciation through the use of various IT-technologies and YouTube in particular. One of the most critical changes in the process of teaching and learning foreign languages over recent decades has been the introduction of IT-technologies. As a result, modern technological devices and networks have changed teaching environment within classes and lectures: learning with technology has become an essential part in higher education. It is acknowledged that advances in technology make young people become highly skilled in their use of information and communications technologies. Currently, a wide range of computer devices has become available among students and teachers. Internet technologies are able to support various teaching and learning strategies. They include various software, applications and resources that may support the process of teaching and learning foreign languages. Almost all educational institutes are equipped with computers, interactive whiteboard, laptops, and tablet devices; they are successfully integrated into the teaching and learning process. Teachers are able to support student learning through numerous applications and resource tools, regardless of the devices that are relevant and used for a successful teaching and learning process. YouTube is considered to be one of the most helpful tools that may be successfully used to enhance pronunciation skills.

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2 Literature Review 2.1

Pronunciation Teaching and Learning History

The status of pronunciation within teaching foreign languages has been changing immensely since the end of the 19th century. Some approaches neglect acquiring appropriate pronunciation skills while others consider phonetics the integral part of the teaching and learning process [7]. Prior to the beginning of the 20th century, teaching pronunciation was regarded as an imitation due to the fact that classical language study did not require learners to engage in communicative interaction [10]. The situation changed in the late 19th century when Henry Sweet who may be considered “the father of pronunciation” brought phonetics into practical language for the first time. Later, his works were significantly developed by Daniel Jones and Alfred Charles Gimson. In the 1920s, Harold Palmer focused on particularly pronunciation work and its connection with grammar and semantics (language learning). In 1945, Charles Fries noted that learners should master the sound system, understand a stream of speech and achieve an understandable production of it [8]. Such approaches to teaching pronunciation provided students with models peculiar to native speaker speech; improving pronunciation was achieved by listening and imitating models [8, 9]. Throughout the 1950s and the 1960s teaching pronunciation based on behaviorist notions of second language learning mainly relying on imitation, repetition and discrimination drills as well as reading and contrastive analysis of sound systems [8]. This approach deemphasized pronunciation in favor of grammar and vocabulary, so achieving native-like pronunciation was considered almost impossible [9, 10]. It is self-evident that great importance was attached to pronunciation and it had become the central element of Audio-Lingual Method and Oral-Situational Method. Both approaches assumed some ideas of the Direct Method; emphasis was on the acquisition of structures and patterns in common everyday speech, so teaching pronunciation achieved a central position in language teaching. However, the AudioLingual approach and Oral-Situational Method differed from the Oral Approach since it emphasized proper pronunciation, intonation, stress and rhythm usage [9, 11, 12]. Moreover, the invention of the language laboratory contributed to the next level of teaching pronunciation the 1960s, 1970s and right up into the 1980s [8, 9, 12]. In the 1970s, there was a great increase in the amount of time and attention paid to teaching pronunciation skills [10, 13]. It was the time when teachers started to focus not only on the articulation of an induvial sound but also on such prosodic features as stress, rhythm, intonation and authenticity of learners’ speech. Don L. F. Nilsen and Alleen P. Nilsen paid special attention to a broader understanding of interlanguage phonology [3]. Peter MacCarthy promoted the idea of conscious adopting foreign language mannerisms and accent [2]. David Wilkins paying great attention to the vocabulary argued that learners’ faulty pronunciation created difficulties for listeners [14]. In the period from the early 1980s to 1990s with the expansion of the Communicative Approach the attitude to teaching pronunciation was ambiguous. Most of the aforementioned techniques and materials for teaching pronunciation at the segmental level were flatly rejected on theoretical and practical grounds as being incompatible with teaching language as communication [9]. Some principles of Communicative

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Language Teaching may explain the decline of pronunciation in the existing paradigm in language teaching, especially communicative competence as the main goal of language acquiring and focus on fluency rather than accuracy [15]. Within this approach pronunciation acquisition became relatively unnoticed in the paradigm shift from formbased to more communication-based teaching and towards learner-centered methodologies [5, 7, 16]. Attaining perfect pronunciation was not a goal anymore since the overall aim was to develop spoken language easy to understand and serving learners’ individual needs [10]. To improve pronunciation skills audiotapes, videotapes of spontaneous speeches, free conversations, and role plays were used. The attention was also paid to suprasegmental or prosodic features of language such as rhythm, stress, and intonation; these features mainly influence students’ comprehensibility [8]. However, communicative language teaching did not deal adequately with the role of pronunciation in foreign language teaching having not developed an agreed-upon set of strategies for successful teaching pronunciation [9]. In 1994, Adrian Underhill published Sound Foundations that inspired a lot of teachers to get into more creative ways of handling pronunciation teaching. Then, in 1995, Rodney H. Jones and Steven Evans tried to present pronunciation in a communicative and holistic manner [17]. In 2002, Rodney Jones argued that most current techniques and task types designed for teaching pronunciation still based on the Behaviorist approach and relied on imitation, discrimination drills, reading aloud and repeating bits of language without context [9, 12]. Mark Hancock worked out some phonetic practical resources that provided teachers with accessible ideas on pronunciation work supported by some technical description. Pronunciation started to be practiced within meaningful task-based activities. Learners used pronunciation-focused listening activities to facilitate their pronunciation skills. There was more focus on suprasegmental features: stresses, rhythm, and intonation. Pronunciation was taught to meet learners’ particular needs [9, 10, 12]. Thus, today’s pronunciation curricula move away from segmental and suprasegmental debate toward a more balanced one. They recognize both the ability to distinguish sounds and the ability to distinguish suprasegmental features since the lack of one of them may have a negative impact on oral communication and listening comprehension abilities of learners. They seek to identify the most important aspects of both segmentals and suprasegmentals, integrating them appropriately in courses that meet learners’ needs. 2.2

YouTube Integration into Pronunciation Teaching and Learning Process

Current integrative approaches regard learning pronunciation as the integral part of gaining the communicative competence. Insufficient pronunciation skills may prevent successful communication and even lead to cross-cultural conflicts. Some research has revealed that inappropriate pronunciation may prevent intelligibility in communication [16, 18]. The last quarter of the 20th century has produced an instructional technology revolution that has been especially advantageous to pronunciation work, with a variety of audio, video, and computer capabilities applicable to classroom and learning centre laboratories [10]. The invention of the language laboratory and the Audio-Lingual

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method contributed to the support of this approach in the 1960’s, 1970’s and right up into the 1980’s. Currently, providing independent pronunciation practice has become possible since a great number of computer applications and websites are designed to aid students in independent pronunciation practice; some programs developed for other purposes can also be adapted for pronunciation practice [7, 18]. IT-technologies are used as an alternative term for Computer Assisted Language Learning (CALL). The term includes technologies in which computers play a central role: CALL, the Internet, and a variety of common computer applications. Moreover, current mobile devices such as smart phones and tablets stand out as the newest IT-technologies that may be used for the successful teaching and learning process [18]. This research is an attempt to add to the existing knowledge devoted to the integration YouTube technology into foreign language teaching and pronunciation teaching in particular. Although scientific literature is varied in terms of the use and effectiveness of watching YouTube videos in education in general and FLT in particular, there has not been much work done to investigate the effects of integrating YouTube in pronunciation teaching to enhance students’ vocabulary recognition and retention. Using IT-technologies has allowed arising new innovative approaches to tackle educational issues and provide solutions to the increasing demands for learning resources. YouTube as a video-sharing website allows users to upload, view, and share video clips, offers access to new and dynamic opportunities for effective and nontraditional patterns of the teaching and learning process. YouTube technology can be regarded as a one of the valuable and effective learning tools within modern learning environment that support traditional teaching techniques. YouTube as a new phenomenon arouses great interest being an effective means of using non-traditional patterns in the process of teaching and learning foreign languages. The review of a significant amount of literature related to integrating IT-technologies into the teaching and learning process has revealed the necessity of using YouTube video channels in the education process. Numerous researches show that the use of videos is an effective way to facilitate visual abilities and increase students’ interests to acquiring pronunciation [18–20]. It cannot be denied that YouTube is a multidimensional resource full of videos in various areas of knowledge that can be accessed quite easily and without additional efforts. What is more, different videos on YouTube are easy to tailor to pronunciation classes due to their length. The use of educational content of YouTube channels may be considered as a supporting part of self-instructional material; thus, it may encourage students’ interest in acquiring better pronunciation and involve them into different class activities. Regulated watching YouTube channels may become a valuable tool to provide authentic discourse for learners of all levels. They may enhance all their language learning skills as well as their pronunciation comprehension. In addition, watching videos may provide students with the exposure to authentic content and context that also leads to improving pronunciation skills [18]. YouTube channels may provide not only one global standard for English such as Received Pronunciation or North American Standard but also global standards or New English Varieties corresponding to geographical or geopolitical areas as well as the Standard High German and various German accents [2]. It may also help to find out the role of pronunciation in the context of real-life listening or speaking tasks in foreign languages.

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Today, educational content of YouTube offers enormous opportunities to reinforce pronunciation due to the fact that learners can watch as well as listen to different kinds of formal and informal authentic materials including films, cartoons, songs, clips, talk shows, political debates, interviews, etc. Some scholars note that using YouTube is an instrument to improve and master students’ pronunciation skills while other scholars argue about the effectiveness of using YouTube while teaching pronunciation and regard it as entertaining rather than educational activity [17, 18, 21]. From this perspective, it should be concluded that developments in technology need to be integrated into the teaching and learning process taking into account the types of curriculum and content for foreign language teaching. Moreover, the effectiveness of using ITtechnologies is highly related to how they are implemented into the teaching and learning process since some particular technologies are more suitable for different teaching environment. However, before integrating there should be a systematic evaluation attempt to interpret the effectiveness of large-scale comprehensive uses of technology to support language learning.

3 Materials and Methods 3.1

Research Questions

1) What kind of YouTube resources is most effective in teaching Pronunciation, and what is the most efficient way of integrating them in teaching pronunciation? 2) To what extent does the use of YouTube improve students’ pronunciation skills? 3.2

Recommendations on Integrating YouTube Channels into Pronunciation Classes

In the Institute of Humanities at Peter the Great St. Petersburg Polytechnic University, students pursuing a Bachelor degree in Linguistics study Pronunciation Course during a year and half. This subject is part of the First Foreign Language Oral Course accompanied with a lecture course of Theoretical Phonetics. Despite an important place Phonetics takes in the syllabus of 1st and 2nd years of education, students’ motivation for studying this subject leaves much to be desired. So, teachers have to find different approaches to increasing students’ interest to this subject to get them largely involved in the teaching and learning process. Internet resources seem to be ideal in the context considered. On the one hand, they illustrate the textbooks information, while on the other, reveal the peculiarities of modern authentic speech patterns when sounds and sound combinations are given not as isolated units but in a smooth and fluent speech flow. Similar resources are also relevant for the number of Phonetics textbooks published abroad is significantly smaller than that of course books on other language aspects such as vocabulary and grammar. Thus, the lack of various and involving materials on Pronunciation Course turns out to be quite obvious. Internet resources, in their turn, are also not numerous. Among the most prospective ones is the “BBC Learning English” website introducing the samples of

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pronouncing every sound (isolated or in separate words) as well as training exercises. Their YouTube channel seems to be even more successful. BBC Learning English and its rubric “Tim’s Pronunciation Workshop” is the YouTube resource which not only encourages students to acquire pronunciation skills but also represents a relevant trend existing in current British English and used by ordinary people in streets. Tim’s Workshop comprises several short podcasts highlighting this or that phonetic feature of a connected speech. On this channel, one can find three videos devoted to intrusion, i.e. [j], [w], [r]: in the beginning, the host explains in the entertaining manner what this characteristic is, then suggesting listening to ordinary Londoners interviewed in streets. After that, the viewer repeats after different people pronouncing the same phrases more accurately and slowly at the studio. Similar videos are ideal for classwork at the stage of introducing new information. At the same time, it is necessary to mention that BBC online resource is thoroughly selected in terms of content structure and logics. YouTube channels of bloggers teaching English are offering more and more videos devoted to pronunciation. This trend is particularly typical of British bloggers. Videos posted by them can be divided into two categories: connected with the explanation of regional dialects and accents peculiarities (most frequently used are Scottish, Irish, Estuary, Cockney, and Posh) and videos aimed at developing the skills of natural pronunciation (videos describing the British variant of the English language sounds peculiarities, such as schwa, glottal and alveolar [t]; phonetic words formation specific features; auxiliary verbs reduced forms pronunciation, etc.). The channel most popular among students is “papateachme”. In the attractive manner its author creates amusing videos devoted to English vocabulary and grammar and phonetics. An ultimate hit of the Internet community is the video entitled “Learn the Cockney accent with Jason Statham”, in which Ali, the channel’s creator, disguised in Jason Statham who is cockney by origin, in the form of a comic sketch speaks about basic and most characteristic features of East End London pronunciation. One can also find separate videos devoted to glottal closure, schwa, comparison of RP, Posh, and Cockney, difference of [ɒ] – [əʊ], [i:] – [i], etc. Another interesting channel is the one of a young professional British tutor entitled “ETJ English”. Being a professional teacher, he pronounces words, phrases and sentences accurately and slowly special attention paying to the difficulties foreigners face while studying English. In one of his videos named “British pronunciation: the most important sound (schwa)” Elliot gives a big amount of different variants of using this reduced vowel suggesting his viewers to repeat after him. Similar videos can be successfully used at classroom, though it is more effective to offer them to students for self-study. Another way of using YouTube resources is practicing certain prosodic elements and modifications of speech sounds in connected speech. Listening to and imitating popular contemporary actors reciting poems, provides students with an extra stimulus to learn Phonetics thus facilitating the overall process of acquiring new skills. The manner of performance typical of such well-known actors as Michael Caine, Jeremy Irons, Alan Rickman, Benedict Cumberbatch, and Tom Hiddleston makes videos with them most suitable for settled purposes due to actors’ good enunciation and expressive intonation. When students have already got used to referring to YouTube resources for visual and audial demonstration and feel confident enough uttering English sounds,

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they can smoothly shift into more creative activities inspired by various blogs and vlogs. Following numerous samples, students create their own pronunciation tutorials. Students pursuing a Bachelor degree in Linguistics at Peter the Great St. Petersburg Polytechnic University worked on this project in pairs during the last month of the third semester being guided by their Pronunciation professor. As a result, projects completed are assessed by the jury including all Pronunciation professors working at the Department, the winner receiving bonus points at the final exam. Peer assessment as well as Pronunciation workshop held afterwards let students know both their mistakes and strong points. As for the German language, Linguistics students start studying it at the third semester taking a course of Second Foreign Language Oral Course. The second foreign language is always studied from the very beginning that is why it is quite difficult to achieve a high level within a limited number of credits [22]. The primary task of a modern teacher working within a communicative approach aimed at developing students’ oral speech skills is the selection of a sufficient number of vocabulary and grammar material, which, in its turn, will encourage developing pronunciation skills unable to be formed out a speech situation [21]. Four academic hours a week given to Second Foreign Language Oral Course make it impossible to teach students all the aspects of the German language at the classroom. As a result, teachers have to find new ways of providing students with necessary materials to handle a new language during their self-study. Using text- and course books is, first, not always sufficient for the amount of literature on German, especially authentic one, is quite limited, and, second, tasks and exercises given there often require teacher’s explanation and demonstration of an appropriate position of the speech apparatus. In such a case, teachers benefit from numerous Internet resources and YouTube channels in particular. At the elementary level, Internet classes given at the YouTube channel “German from Germany with Julia Shneider” seems to be the most effective alternative. When learning pronunciation, students should get authentic demonstration given by a teacher or a native speaker. The process might become even more fruitful if it is one and the same person also knowing students’ native language, as in case of the channel under consideration. Teaching German pronunciation, Julia refers to the Russian language making comparison with its system, which results in more efficient perception of phonetic patterns. In a clear way, the channel’s host starts her lessons with introducing the German alphabet and telling interesting facts about it; then she presents the classification of vowels explaining the difference in pronunciation of similar sounds of Russian and German languages. For example, in German, there is a peculiar sound called Murmel -e [ə] – a reduced sound in the unstressed syllable which, as a rule, is pronounced unclearly or not pronounced at all. Moreover, reduction occurs both in all types of a given sound [e] and some other unstressed vowels: Matte [matə], reisen [raizn]. The author of another YouTube channel “Deutsch lernen mit Flüchtlingen” Peter Heinrich speaks about this feature of German pronunciation in quite a detailed manner providing his viewers with a sufficient number of examples. Lessons of this native speaker tutor are especially useful for students already knowing German at the level not lower than A2. The information acquired at this channel supplements and deepens the knowledge received from the channel mentioned above.

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Having studied the system of vowels, students continue with learning the peculiarities of the consonants system. Here, the channel “German from Germany with Julia Shneider” can also be very helpful as a starting point. Another YouTube resource, “Deutsch lernen mit Flüchtlingen”, comes on stage when students move towards the study of the system characteristic features. One of the most peculiar German sounds having no equivalents in Russian is the sound [h], which is pronounced as a light outbreath at the beginning of a syllable or word, for ex.: “holen”, “hören” and “abheben” respectively. In a detailed and clear manner, using pronunciation exercises and a big number of examples, Peter Heinrich explains the nuances teaching the right way of pronouncing this sound. Students already having intermediate level of German can benefit from one more YouTube channel – “froehlich-deutsch.de”. Its hosts are native speakers of German. One of the advantages of this channel is that its tutors show on screen letter and sound symbols of the sounds explained as well as words containing them. This way of introducing new information seems to be quite effective for different people have different channels of perceiving information. In this regard, the use of visuals provides better understanding. Besides, all pieces of information given in the lesson are resumed in a written form under each video. Quite often, teachers pay their students’ special attention to the pronunciation of the sound [r] which is in fact quite unreasonable for in the German language there are three equally important variants of pronouncing this sound: vibrant [r], uvular [R] and front consonant similar to the Russian sound [p]. In terms of teaching students correct pronunciation of this sound it is important to pay attention to the way it is pronounced at the end of the word after a long vowel and in the unstressed syllable when [r] is vocalized and is almost not pronounced: der, her, Meer, wir, hier, vergessen, Person, werden, länger, etc. Pronouncing this sound in this position creates a strong accent [6]. A detailed description as well as the visual demonstration of pronouncing this sound is provided by the hosts of “froehlich-deutsch.de”. 3.3

Results of a Questionnaire Research

The major purpose of the questionnaire under consideration was to investigate students’ awareness of YouTube resources effectiveness for learning purposes finding out what resources they use while preparing for their Pronunciation classes as well as discovering the frequency of using them as part of students’ self-study and classroom activities. The questionnaire was offered to 2nd and 3rd year Linguistics students: 48 and 82 people were interview respectively. Senior students, who have already mastered Pronunciation and Theoretical Phonetics courses, can objectively judge whether they have really benefited from watching YouTube resources or not, and share their opinion on whether it is worth continuing watching them in order to improve pronunciation skills. Whereas, younger students who are now completing their Pronunciation course and have not yet started learning Theoretical Phonetics, are now at their active phase of acquiring pronunciation skills. The questionnaire consists of 14 multiple choice questions which can be divided into three groups: 1) what YouTube resources you are/were using, 2) the frequency of using them, and, finally, 3) how you assess the outcome of using YouTube resources in learning pronunciation. There has been

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analyzed 130 questionnaires. All the students interviewed have mentioned that they frequently use Internet resources while preparing for their Pronunciation classes. They have also stated it is highly important to use YouTube resources regularly at the classroom. For example, 2nd year students suppose it should be done no less than once in two classes (52%) or even at every class (45%). However, 3rd year students claim Internet resources should be used at every class – 74%. Both groups of students believe that watching YouTube Pronunciation tutorials improve their pronunciation skills – 47% (2nd year students) and 71% (3rd year students) respectively. Among YouTube Pronunciation tutorials the most popular among students are: Tim’s Pronunciation Workshop (43% vs. 31%) and Rachel’s English (43% vs. 27%). All students participated in the questionnaire have mentioned the necessity of increasing the overall number of academic hours spent on watching Internet resources at the classroom – 79% vs. 75%. Answering questions connected with the Second Foreign Language, all students believe it is necessary to pay more attention to learning pronunciation at Second Foreign Language classes – 100% vs. 92%. The majority of students (73% vs. 71%) claim they use different Internet resources while doing their hometasks on Second Foreign language. Simultaneously, almost all 2nd year respondents (96%) and the majority of 3rd year respondents underline significant improvement of their pronunciation skills after using YouTube Pronunciation tutorials (Table 1 and Figs. 1, 2).

Table 1. Questionnaire. a) always 7. Have you noticed any b) often improvement of your c) occasionally pronunciation after watching YouTube pronunciation tutorials? 8. How often did your a) yes 2. Do you agree it is professor use authentic necessary to use Internet b) no video and audio materials resources while preparing c) don’t know at Pronunciation classes? for your Pronunciation classes? 9. Do you agree it is a) 5 min 3. How many Internet necessary to increase the resources do you think it b) 15 min amount of video tutorials c) 30 min is necessary to use at used at Pronunciation Pronunciation classes? classes? 10. Choose those YouTube a) YouTube 4. What Internet resources channels which you do you use while working b) TED know c) bbc.co.uk on your pronunciation? d) others 1. How often do you use Internet resources while preparing for your Pronunciation classes?

a) yes b) no

a) at every class b) once in two classes c) once a month a) yes b) no

a) Tim’s Pronunciation Workshop b) Learn English with Papa Teach Me c) ETG English d) Pronunciation with Emma e) English with Lucy (continued)

Integration of Internet Tools to Enhance Pronunciation Skills Table 1. (continued) 11. Do you agree it is a) watching necessary to pay series in attention to English Pronunciation while b) watching learning Second Foreign YouTube Language? pronunciation tutorials c) listening to podcasts d) listening to English songs 12. Do you use Internet 6. How often do you think it a) at every resources during Second is necessary to use video class Foreign Language tutorials at Pronunciation b) once in two Pronunciation selfclasses classes? study? c) once a month 5. What encourages better pronunciation?

a) yes b) no c) can’t say

c) yes d) no

a

100%

b 50%

c d

0% q1 q2 q3 q4 q5 q6 q7 q8 q 9 q 10 q 11 q 12

e f

Fig. 1. Second-year student questionnaire results.

a 100%

b

50%

c d

0% q1 q2 q3 q4 q5 q6 q7 q8 q 9 q 10 q 11 q 12

Fig. 2. Third-year student questionnaire results.

e f

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Thus, the questionnaire reveals high demand of various Internet resources, particularly YouTube tutorials, which will facilitate the process of developing pronunciation skills and help to improve authentic pronunciation.

4 Conclusion Current language education policies show tendency toward utilizing different forms of technology to support instructional processes, to involve language learners in the teaching and learning process, and to provide various authentic patterns of the target culture and different cultures as well. It may be concluded that students are reluctant to use modern IT-technologies, such as computer-based pronunciation teaching programs, instructional software, and the Internet. In addition, integrating YouTube into the pronunciation teaching and learning process stimulates students’ pronunciation skills and bring a variety to the education environment. As it might be seen from all mentioned above, Internet resources have been playing a significant role in the modern teaching and learning process encouraging students to discover new knowledge and develop practical skills. For this reason, teachers should be more involved in integrating and incorporating various tools provided by the Internet community in order to keep their students motivated and immersed into authentic context which is especially urgent in terms of teaching foreign languages. However, it should be remembered that technologies being valuable tools in teaching and learning pronunciation cannot fully replace traditional approaches. Teachers need to find a balance between them and innovative ways to support the teaching and learning process and enhance pronunciation skills.

References 1. Eady, M.J., Lockye, L.: Tools for Learning: Technology and Teaching. Learning to Teach in the Primary School. Cambridge University Press, Cambridge (2013) 2. Pennington, M.C.: The power of computer in language education. In: Pennington, M.C. (ed.) The Power of CALL, pp. 1–14. Athelstan, Houston (1996) 3. Koike, Y.: Survey of English pronunciation teaching: college teachers’ practices and attitudes. In: Clements, P., Krause, A., Brown, H. (eds.) Focus on the Learner, pp. 253–261. JALT, Tokyo (2016) 4. Levis, J.M.: Intelligibility, Oral Communication, and the Teaching of Pronunciation (Cambridge Applied Linguistics). Cambridge University Press, Cambridge (2018) 5. Gilbert, J.: Teaching Pronunciation: Using the Prosody Pyramid. Cambridge University Press, New York (2008) 6. MacCarthy, P.: The Teaching of Pronunciation. Cambridge University Press, Cambridge (1978) 7. Benzies, C., Joy, Y.: Contributions of new technologies to the teaching of English pronunciation. Lang. Value 9(1) (2017). http://www.languagevalue.uji.es/index.php/ languagevalue/article/view/10. Accessed 22 Mar 2020

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8. Hirschhorn, S.: The Recent History of Pronunciation Teaching in English Language Teaching (2017). https://www.eflmagazine.com/the-recent-history-of-pronunciation-teaching-in-english-language-teaching-adapted-from-a-2004-lecture/. Accessed 22 Mar 2020 9. Murphy, J.M., Baker, A.A.: History of ESL pronunciation teaching. In: Reed, M., Levis, J. M. (eds.) The Handbook of English Pronunciation, pp. 36–65. Wiley-Blackwell, Hoboken (2015) 10. Morley, J.: The pronunciation component in teaching English to speakers of other languages. TESOL Q. 25(3), 481–520 (1991) 11. Brown, G., Yule, G.: Teaching the Spoken Language: An Approach Based on the Analysis of Conversational English. Cambridge University Press, New York (1983) 12. Hismanoglu, M., Hismanoglu, S.: Language teachers’ preferences of pronunciation teaching techniques: traditional or modern? Procedia – Soc. Behav. Sci. 2, 983–989 (2010) 13. Euler, S.S.: Approaches to pronunciation teaching: history and recent developments. In: Szpyra-Kozłowska, J., Guz, E., Steinbrich, P., Święciński, R. (eds.) Recent Developments in Applied Phonetics. Studies in Linguistics and Methodology, pp. 35–78. Wydawnictwo KUL, Lublin (2014 14. Wilkins, D.: Linguistics in Language Teaching. Edward Arnold, London (1972) 15. Levis, J., Sonsaat, S.: Pronunciation teaching in the early CLT era. In: Kang, O., Thomson, R., Murphy, J. (eds.) The Routledge Handbook of English Pronunciation, pp. 267–283. Routledge, London (2017) 16. Celce-Murcia, M., Brinton, D., Goodwin, J.M.: Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages, 2nd edn. Cambridge University Press, Cambridge (2010) 17. Jones, R.H., Evans, S.: Teaching pronunciation through voice quality. ELT J. 49(3), 244– 251 (1995) 18. Yoshida, M.T.: Choosing technology tools to meet pronunciation teaching and learning goals. CATESOL J. 30(1), 195–212 (2018) 19. Alwehaibi, H.O.: The impact of using YouTube in EFL classroom on enhancing EFL students’ content learning. J. Coll. Teach. Learn. 12(2), 121–126 (2015) 20. Kabooha, R., Elyas, T.: The impacts of using YouTube videos on learning vocabulary in IT Saudi EFl classrooms. In: Proceedings of the 8th Annual International Conference on Education, Research and Innovation, pp. 1–8. IATED, Valencia (2015) 21. Ürün, M.F.: Integration of technology into language teaching: a comparative review study. J. Lang. Teach. Res. 7(1), 76–87 (2016) 22. Gal’skova, N.D., Gez, N.I.: Teoriya obucheniya inostrannym yazykam. Lingvodidaktika i metodika [Foreign languages teaching theory. Linguodidactics and teaching techniques]. Akademia, Moscow (2009). (in Russian)

Development of Students’ Creative Abilities in Technical University During Foreign Language Training Alexey Shimichev(&) Linguistics University of Nizhny Novgorod, Nizhny Novgorod 603155, Russia [email protected]

Abstract. The article identifies the importance and necessity of reorienting professionally oriented foreign language education at a technical university towards the development of students’ creative abilities. It is proved that a creative person is more adapted to the latest socio-economic conditions of modern society. Foreign language classes are a quality basis for the development of creative thinking and creative skills. The specifics of such classes are related to in communicative orientation, the possibility of realizing students’ professional knowledge and skills in intercultural professional communication, as well as in trying on new social and professional roles. The basis for the development of creative abilities should be work with professionally oriented literature in a foreign language, which is carried out using the following pedagogical tools and technologies: the project method, role-playing game, web quests and associative writing methods. It is emphasized that the use of these technologies based on work with professional texts in foreign language classes provides a synthesis of the studied material and independent cognitive activity, helps to create a situation of success, thereby enhancing students’ self-esteem and improving skills of prepared and spontaneous speech in various situations of professional intercultural communication, strengthens motivation to learn foreign languages, and forms such personal qualities as perseverance, tact and responsibility. The use of the described technologies is due to their focus on students understanding of professionally significant information presented in specialized literature, understanding of the communicative goal of professional communication, and implementing ways of presenting information according to the designated communicative goal. Keywords: Creative abilities
Development of creative abilities
Foreign language learning
Professional communication
Technical university students

1 Introduction The development of high technology increases the role of information and knowledge at all levels and in all spheres of social development. Knowledge and qualifications have priority values in human life in the information society. It is no longer enough for a specialist to possess information in his native language. You must be aware of the

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development of your field in the world. The solution of production problems involves a fairly high level of specialist knowledge in specific issues. It becomes possible to study professionally relevant information not only in the native language but also in a foreign language. The development of science and technology is impossible without the exchange of scientific and technical information. Modern science is considered as international, associated with the spread of ideas all around the world through studying, understanding and interpreting information contained in foreign texts. Therefore, it increases the importance of teaching foreign languages and the formation of foreign professionally oriented communicative competence. Thus, the problem of teaching a foreign language as a means of professional communication is becoming particularly relevant in modern education. Recently, orientation toward training that stimulates student’s intellectual and moral development, activates its potentialities, and forms critical thinking widespread has become dominating. Foreign language teaching in technical universities is in the focus of scientists. Due to a foreign language, the readiness to professional activity is formed through: the development of professional competencies and professional thinking; improvement of knowledge quality, organization of professionally and culture orientated business communication. It is proposed to form students’ creative activity and independence, and their system of values. These factors explain the need for training graduates who can be creative in solving problems using professionally relevant information. In its turn, it requires regular work with scientific and technical discourse in the educational process in the university.

2 Literature Review A review of theories of creativity showed that the process of the scientific study of creativity covers several decades. During this period, more than a hundred definitions were formulated to describe this concept. Throughout the study period of the phenomenon of creativity, several approaches have been used. According to the behaviorist theory of creativity, a person is seen as a focal point where the forces of heredity and environment converge to achieve a common effect. B. Skinner [1] argues that it is necessary to analyze the genetic and environmental factors that influence human behavior, and then create an environment to exercise the creative behavior. The humanistic theory [2–5] sees creativity as a mechanism of personal development and expression. A supporter of this idea, Maslow [3], argues that creativity is a universal, natural, nature-based personality that promotes self-actualization. In the humanistic theory, it is possible to distinguish Adler’s [2] compensation theory. The author sees creativity as a way to make up for one’s own shortcomings, as well as the driving force that governs his life. The basis of the associative theory of creativity [6] is the idea that associations are the basis of creative thinking. Creative thinking is formed as a result of new associative combinations between different ideas, and the more distant the ideas between which the associations arise, the more creative thinking is. Mednick [6] distinguished three ways

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of creative decisions based on associations: through intuitive insight, finding similar characteristics between distant elements, mediation of some ideas by others. Any creative product is a result of the recombination of well-known ideas through new associations. Based on analogy (similarity), creative thinking is able to establish associations between previously unrelated ideas. This particularity of creative thinking is central, and it covers the specifics of individual areas of creative activity. Thinking skills and the thought process are in the spotlight of the cognitive theory [7–10]. Numerous points of view are part of the cognitive theory. It is noted that the cognitive aspects of creativity can be scientifically proved during the experimental work. The approaches in the framework of the cognitive theory are very diverse. They define the relationship between cognitive processes and creative problem solving, creativity and mental abilities, language and other indicators of individual differences. Psychoanalytic theory argues that unconscious mental processes are the most powerful source of creativity. In accordance with this theory, all discoveries, new ideas and thoughts are in the realm of the unconscious. Thus, creativity is a quality that is given from above and is not influenced by either consciousness or the person’s will. The analysis of the research in the field of creativity formation allowed us to consider creativity as a personal category in the aspects: creativity as divergent thinking; creativity as intellectual activity; creativity as an integrated personal quality. Creativity as divergent thinking was studied by Danilova [11], Halperin [12], Kholodnaya [13], etc. All these research studies are united by the idea of creativity as a person’s transforming activity, a search for a new structure of already known elements, their new combinations and interactions. Therefore, the ability to transform is one of the main dynamic characteristics of creativity. Creativity researchers in their works designated the ability to transform as ‘the ability to combine’ [14] and variability. These psychological phenomena are various aspects of an integral creative quality. Creativity as intellectual activity is presented in the works of Bogoyavlenskaya [15], Druzhinin [16], Lerner [17], Skatkin [18] etc. Bogoyavlenskaya highlighted that intellectual activity is linked with the cognitive and motivational characteristics of a creative person [16]. The author considers creativity as a level of thinking, as a qualitative certainty of a higher level of intellectual activity. Speaking about the sources and conditions for the creativity development, she characterizes it as a sociallyconditioned phenomenon that develops in activities. From the point of view of Bogoyavlenskaya, a measure of intellectual activity and its most qualitative characteristic is the intellectual initiative – the extention of mental activity outside situational assignment, not due to either practical needs or an external or subjective negative work assessment [16]. Creativity as an integrated personal quality is reflected in the works of Ilyin [19], Matyushkin [20], Khutorsky [21], etc. This approach treats the creativity as an integrative ability that incorporates whole systems of interconnected abilities. Khutorsky distinguishes methodological, cognitive and creative activities [21]. They are the basis for the corresponding methodological, cognitive and creative qualities of the specialist’s personality [22–24]. In particular, creative qualities include associativity, creative imagination, developed intuition, ingenuity, originality of thinking, etc.

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To sum up, large and substantial material has been gathered on the study of creativity, which has certain results both theoretical and practical. There is no unified and harmonious theory of the development of creativity in the field of professionally oriented foreign language teaching.

3 Materials and Methods To solve the problem of methods and ways of developing the creative abilities of students in a technical university during foreign language training, we used a set of research methods: – scientometric analysis of scientific sources on issues concerning the problems of presented research; – comparative historical and pedagogical analysis of theories of creativity, which allowed identification of trends in the development of creative abilities of students in a technical university in Russia; – pedagogical modeling in the development of the pedagogical research concept; – analysis of educational programs and standards on the professional training of undergraduate students; – diagnostic (questionnaire, interviewing etc.). The research included two main stages: 1. Monitoring the process of students’ foreign language training in a technical university as a factor of the development of creative abilities. 2. The study of the readiness level of future bachelors for creative professional activities in a foreign language.

4 Results There is no doubt that formation of a creative personality is one of the main tasks of the education system. During the stage of higher education, it is easier to fill in the gaps made earlier. A foreign language as an educational discipline possesses a huge educational and developing potential for students’ creative abilities, which are necessary to resolve professional problem situations that require a non-standard approach [25, 26]. The solution of industrial problems involves a fairly high level of specialist knowledge in specific issues. It becomes possible when the educational process is based on professionally significant information not only in the native language but also in a foreign language. The development of science and technology is impossible without the exchange of scientific and technical information. These factors explain the need for training graduates who can be creative in solving problems by using professionally relevant information, which requires constant work with scientific and technical discourse. This research is aimed at the development of the ability to explicate the content, decode the information in the process of perception, understand and interpret the professionally oriented information.

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The research showed that in the practice of students’ foreign language training in a technical university insufficient attention is paid to the formation of skills to adequately perceive, comprehend and, as a result, understand the information received. In this regard, one of the important tasks set for modern education is to teach students to understand the text and create their own adequate pragmatic situation. Thus, there is a need for discursive-creative abilities that represent integrative formations to provide effective communication, which take into account the nature of communication, extra linguistic and linguistic components, and aim at highlighting implicitly presented professionally relevant information. Discursive and creative abilities are an important element of cultural and professional competencies, representing the unity of theoretical and practical readiness and the students’ ability to carry out educational activities. There is no doubt that the creation of something new depends on basic knowledge, and the more diverse they are, the more original and high-quality the product of the activity will be. Knowledge plays an important role in the creative process, therefore, the effectiveness and success of an activity is determined by the breadth of the range in various fields, because interdisciplinary communications provide a much wider range of possibilities for creative solutions. The efficiency of understanding new material contained in foreign texts and correlation with existing knowledge will be better if the teacher takes into account different styles of learning. The teacher’s creativity is expressed in planning and organizing the material in a foreign language, and in the selection of tasks and teaching aids. A variety of contents helps students find something that matches their style and their needs in order to expand their creative abilities. In the research, we used the linguistic (textual) potential of foreign language classes, which allowed us to interpret the concept of ‘creative abilities of a technical university student’ as the intellectual activity manifested in constructive activity that is based on generating new non-standard ideas, and to choose productive ways to transform the authentic textual material in solving cognitive problems. It determines the development of student’s discursive and creative abilities in interpretation and understanding, description, decoding (perception of information based on analysis and synthesis), deverbalization (extracting information from language means during translation) and explication of professionally significant information. Creative activity of working with foreign language discourse is a complex process, which is based on the following characteristics [27]: – – – – –

modeling the structure of the material studied; independent knowledge and skills transfer to a new situation; a view of new problems in familiar standard conditions, the ability to ask questions; a view of a new function of a familiar object (language unit); a view of an alternative solution to the issue and an alternative approach to finding a solution; – combining known methods of solving the problem in a new way; – the creation of original ways to solve the problem.

Recent years have been marked by an active search and use of techniques to improve the effectiveness of foreign language training. A significant role is given to

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such technologies as training in cooperation, including the method of projects, discussions, and problem situations in training. To adapt these technologies, we integrated into their content such components as: 1) instruction-task providing a communicative situation with a system of specific interacting factors; 2) professionally oriented text that contributes to the conditions of the situation and allows achieving the communicative goal; 3) control of realization providing for the output of the product written or oral communication. Let us consider the essence of each technology in more detail. In order to give a creative character to the process of foreign language teaching at the university, the method of problem presentation of educational material can be taken as a basis. Problem learning is understood as organization of training sessions, which involves the creation of problem situations under the teacher’s guidance and students’ independent activity to resolve them. This results in a creative mastery of knowledge, skills, abilities, and in the creation of favorable opportunities for the development of students’ thinking abilities. The teacher organizes independent work, gives the students educational problem tasks and indicates the purpose of the work. Problem situations arise during the performance of tasks that are not only theoretical but also practical. It allows students to apply the results of work in professional or educational activities. At the same time, students are engaged in the search for additional facts and information, their systematization and analysis, which causes a positive emotional response. Students solve the arising problems independently based on the available knowledge and the received information. This method is characterized by a high level of cognitive activity and independence and the emergence of sustainable interest. This fact confirms the expediency of using the method of educational material problem presentation in foreign language classes. In the scientific and methodological literature, it is noted that the effectiveness of development of students’ creative abilities in foreign language classes depends on the student mastering the algorithm for solving creative problems in the context of problem-based learning based on the project method. The project method is based on the idea that makes up the essence of the ‘project’ concept, its pragmatic focus on the result that is obtained during solution of a particular practical or theoretically significant problem. This result can be seen, comprehended, and applied by real practical activity. To achieve the result, it is necessary to teach students to think independently, find and solve problems using knowledge from different areas, the ability to predict the results and possible consequences of different solutions, and the ability to establish causal relationships. During the work on the project, the students analyze foreign language texts, select necessary information for their presentations, think over the text of the speech, try to predict questions that can be asked, and formulate answers to them. Technologies that realize the creative approach in foreign language teaching include various types of simulation games. The development of professional and public communication with foreign partners leads to the need to conduct a conversation competently and correctly in different situations. In this case, it is necessary to create a language environment that is as close to the natural one as possible. The use of roleplaying games gives the opportunity to realize this necessity. Role-playing game, as one of the technologies for creativity development at a technical university, is especially relevant in foreign language training taking into account the future profession, so this game takes the features of a ‘business game’.

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It increases students’ interest in a foreign language since students understand the possibility to use a foreign language in a simulated professional activity. Role-playing is one of the forms of collective interaction, which purpose is to give the student the opportunity to make decisions in modeling conditions. At the same time, it is possible to combine group, paired and individual forms of work. In addition, role-playing allows students to generalize and deepen existing knowledge, develop language skills, activate the educational process, and give it elements of creativity. Role-playing games also contribute to the creation of language environment, while it becomes possible to activate the lexical and grammatical material studied. Students quickly master different structures and automatically practice them performing other types of communicative tasks. These classes contribute to the development of creative and communicative abilities, and introduce the culture of the studied language country. The Internet-based technology of web-quest projects, which is based on the Internet, is of particular value in the formation of creative abilities as it prepares students for the organization and implementation of intercultural interaction in foreign language classes [28]. The main part of the web quest is the Task section, which contains the purpose of the students’ work on the project. The task usually contains a problem situation designed to make students work independently or in groups in order to find a solution to the described situations by immersion in the authentic Internet space. The tasks should correspond to the studied module and be accessible in terms of the language level. Working out a web quest, the teacher ceases to be the main source of knowledge for students. The teacher chooses suitable sources on the Internet to organize students to search for necessary information and gives them advice on its processing and systematization. Among the teaching methods that activate and develop students’ creative abilities, it is necessary to mark the associative writing methods such as Mind mapping and Clustering. They are used for collecting and organizing thoughts, as well as for planning, developing associative thinking, solving problems, asking questions, etc. However, drawing up an associative map is not recommended as the goal of the lesson; on the contrary, the map is only the aid in the lesson, so the compiling time should be limited. The described technologies are actively used in practical training of foreign languages for bachelors in technical fields. We have selected a set of professionally oriented texts. They are the basis for the experimental work on testing these technologies for developing creative abilities. A total of 100 students took part in the experimental training. According to the survey of students, 79% of the respondents found this non-standard approach exciting and motivating; 86% of students noted that these types of work contribute to better memorization of information on the disciplines of the professional cycle; 72% of senior students positively evaluated the experience gained in non-standard solutions to professional problems in the process of practical training.

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5 Discussion Based on the study, it can be concluded that the development of students’ creative abilities at a technical university in foreign language classes is possible if the following development technologies are used in the learning process: didactic and role-playing games, projects, challenging tasks, and visualization and generalization methods that contribute to increasing internal motivation and allow students to turn learning language into an exciting and interesting activity. Due to these technologies, various types of thinking, independence, research skills are developing. The use of these technologies based on professionally oriented texts is a phenomenon of cognitive activity, contributing to the development of cognitive needs. At the same time, knowledge is acquired and practiced and it helps to increase internal motivation. Cognitive interaction is also stimulated by students’ extra work in groups. The described technologies are effective tools for building the educational process in order to develop students’ creative abilities at a technical university, where students can creatively express themselves, i.e. where they get the opportunity to realize themselves and to show their personality and individuality.

6 Conclusion To sum up, we can say that foreign language classes are a quality basis for the development of students’ creative abilities. The specificity of these classes is in their communicative orientation, the possibility of applying professional knowledge and experience in the educational process. Among the conditions required for the development of creative abilities, the following should be highlighted: specific developing technologies must be implemented using professional significant text material; variety of individual and collective forms of work to stimulate students’ cognitive interest and activity, their interaction in the process of preparing and performing creative tasks. The perspective of further research is the elaboration of a simulator complex aimed at the development of students’ creative abilities at a technical university, taking into account the specifics of professional activity.

References 1. Skinner, B.F.: The Technology of Teaching. Appleton-Century-Crafts, New York (1968) 2. Adler, A.: The individual psychology of Alfred Adler. a systematic presentation of selections from his writings. Harper & Row, New York (1956) 3. Maslow, A.: Motivation and Personality. Longman, Harlow (1987) 4. Allport, G.: Stanovleniye lichnosti [The formation of personality]. Smysl, Moscow (2002). (in Russian) 5. Rogers, C.R.: Towards a theory of creativity. In: Vernon P.E. (ed.) Creativity. Penguin, Harmondsworth (1972) 6. Mednick, S.A.: The associative basis of the creative process. Psychol. Rev. 69(2), 220–232 (1962)

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7. Guilford, J.P.: Creativity. Am. Psychol. 5, 444–454 (1950) 8. Gordon, W.J.: Synestetics: The Development of Creative Capacity. Harper, New York (1961) 9. Koestler, A.: The Act of Creation. Hutchinson, London (1964) 10. Osborn, A.F.: Applied Imagination: Principles and Procedures of Creative Thinking. Scribner, New York (1948) 11. Halperin, P.Ya., Danilova, V.L.: Vospitaniye sistematicheskogo myshleniya v protsesse resheniya malykh tvorcheskikh zadach [The upbringing of systematic thinking in the process of solving small creative problems]. Questions Psychol. 1, 31–39 (1980). (in Russian) 12. Halperin, P.Ya., Kotik, N.R.: K psikhologii tvorcheskogo myshleniya [To the psychology of creative thinking]. Questions Psychol. 5, 80–84 (1982). (in Russian) 13. Kholodnaya, M.A.: Psikhologiya intellekta: paradoksy issledovaniya [Psychology of intelligence: the paradoxes of research]. PITER, St. Petersburg (1997). (in Russian) 14. Shumilin, A.T.: Problema teorii tvorchestva [The problem of the theory of creativity]. Higher School, Moscow (1989). (in Russian) 15. Bogoyavlenskaya, D.B., Bogoyavlenskaya, M.E.: Odarennost’: priroda i diagnostika [Endowment: nature and diagnostic]. CNPRO, Moscow (2018). (in Russian) 16. Druzhinin, V.N.: Psikhologiya obshchikh sposobnostey [Psychology of general abilities]. PITER, St. Petersburg (2009). (in Russian) 17. Lerner, I.Ya.: Razvivayushcheye obucheniye s didakticheskikh pozitsiy [Didactic of developing learning]. Pedagogika, Moscow (1996). (in Russian) 18. Skatkin, M.N.: Ucheniye tvorcheskiy trud detey [Teaching children’s creative work]. Questions Soviet Didactics 6, 13–27 (1950). (in Russian) 19. Ilyin, E.P.: Psikhologiya tvorchestva, kreativnosti, odarennosti [Psychology of creativity and cleverness]. PITER, St. Petersburg (2012). (in Russian) 20. Matyushkin, A.M.: Psikhologiya myshleniya. Myshleniye kak razresheniye problemnykh situatsiy [The psychology of thinking. Thinking as a solution to problem situations]. KDU, Moscow (2009). (in Russian) 21. Khutorsky, A.V.: 55 metodov tvorcheskogo obucheniya [55 Methods of Creative Learning]. Eidos, Moscow (2012). (in Russian) 22. Maker, C., Sonmi, J., Muammar, O.: Development of creativity: the influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach. Learn. Individ. Diff. 18, 402–417 (2008) 23. Sica, L.S., Ragozini, G., Di Palma, T., Aleni Sestito, L.: Creativity as identity skill? Late adolescents’ management of identity, complexity and risk-taking. J. Creative Behav. https:// onlinelibrary.wiley.com/doi/abs/10.1002/jocb.221. Accessed 11 Dec 2019 24. Sternberg, R.: The Nature of Creativity. Creativity Res. J. 1, 87–98 (2006) 25. Weisberg, R.W.: Creativity. Genius and Other Myths. Freeman, New York (1986) 26. Boden, M.: The Creative Mind: Myths and Mechanisms. Sage, New York (2004) 27. Shimichev, A.S.: Razvitiye tvorcheskikh sposobnostey obuchayushchikhsya s ispolzovaniyem igrovikh tekhnologiy v inoyazichnom obrazovanii [Development of students’ creative abilities with the use of game technology in foreign language education]. In: Proceedings of the International Conference “Problems of Higher Education Modernization: Linguistic Aspects. Linguistic and Methodological Problems and Trends in Foreign Languages Teaching in a Non-Linguistic University”, pp. 421–425. OAEI Press, Omsk (2019). (in Russian)

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28. Shimichev, A.S.: Podgotovka budushchego uchitelya inostrannogo yazyka k mezhkul’turnoy kommunikatsii na osnove veb-kvest tekhnologii [Preparation of the future foreign language teacher for intercultural communication based on the Web-quest technology]. In: Proceedings of the International Conference “Language Policy and Linguistic Security”, pp. 233–237. NGLU Press, Nizhniy Novgorod (2018). (in Russian)

Linguistic and Cultural Approach to Teaching a Foreign Language as a Condition for Development of Cross-Cultural Competence of Bachelors-Teachers Galina N. Sleptsova1(&) , Viktoria W. Ushnitskaya1 and Gala Herd2 1

,

North-Eastern Federal University, Yakutsk 677008, Russian Federation [email protected],[email protected] 2 Free Waldorf School Cottbus, 03047 Cottbus, Germany [email protected]

Abstract. The relevance of the problem of development of the individual’s intercultural competence is due to the socio-cultural phenomena of the modern world, the increasing globalization and integration of cultures of different countries. Humanization of interethnic relations and interaction of countries in the spirit of dialogue are the main goal of foreign language education. In this regard, foreign language education is faced with a new social task – to ensure the socio-cultural development of the individual, who is aware of the need for tolerant coexistence and intercultural interaction. We consider it possible to solve this problem in terms of linguistic and cultural approach to teaching a foreign language. The article considers the possibilities of implementation of linguistic and cultural approach to teaching foreign language to bachelors– teachers in the process of their professional training. The study was conducted at the North-Eastern Federal University named after M. K. Ammosov. The study revealed a contradiction between the social order for the formation and development of intercultural competence of the individual and the lack of development of pedagogical strategies aimed at solving this problem. The ways and methods of developing of intercultural competence among the students of nonlinguistic universities are described. Indicators of formation of intercultural competence of the individual are his readiness and psychological attitude to intercultural interaction; the ability to overcome cultural, ethnic, racial, social stereotypes; observance of etiquette, and social norms in the process of intercultural interaction. Keywords: Integration approach


Intercultural competence
Linguistic and cultural

1 Introduction In today’s dynamic world, society is characterized by cultural and ethnic diversity, increased social mobility in many areas of professional activity, and development of modern information technologies. The processes of globalization and integration have © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 222–230, 2020. https://doi.org/10.1007/978-3-030-47415-7_23

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led to close interaction of national cultures and peoples. In the conditions of rapprochement of peoples, further mutual influence, interpenetration and mutual enrichment of cultures, there is a need to develop a strategy for interethnic interaction. Foreign languages should be the tool for interaction of countries in the spirit of dialogue of cultures and humanization of intercultural relations. Today, foreign language education is faced with the task of educating tolerant forms of consciousness and behavior of the individual with respect to the foreign language communicative culture, respect for the values of other cultures, peculiarities of the mentality of its representatives, awareness of multiculturalism of society. In this regard, the problem of formation and development of intercultural competence of future specialists in the process of their professional education is of particular relevance. The formation of intercultural competence should be considered in connection with the socio-cultural development of the individual, his ability and readiness for effective interethnic interaction in a multicultural society. During intercultural interaction, bachelors–teachers should play an important role to a certain extent. They will be key figures in the formation and development of the younger generation with spiritual and moral values of respect and ability to interact with another culture with a full understanding of the native culture for the benefit of society as a whole. By intercultural competence of a bachelor–teacher, generated by means of a foreign language, we understand the integral characteristic of the secondary language personality, which, due to national consciousness and spiritual culture, provides adaptation to other cultural conditions, successful and effective intercultural communication, joint activity and cooperation with other culture carriers, both at professional and everyday level [1]. The study revealed that in the educational process of the University insufficient attention is paid to the development of intercultural competence of bachelors by means of foreign languages as the basis for acquisition of professional competence. This causes reasonable concern of specialists and practitioners of higher professional education since it affects the development of students’ special personal qualities, their proficiency in methods of professionalism, and skills to develop communicative qualities through a foreign language. The aim of the study is pedagogical search for effective methods, forms and means for the development of intercultural competence in students of non-linguistic universities in the framework of linguistic and cultural approach to teaching a foreign language.

2 Literature Review The problem of formation of the individual’s intercultural communication and intercultural competence is widely studied by domestic and foreign scientists. Hayms defined the communicative competence as inner knowledge of situational appropriateness of the language. In his opinion, language proficiency means not only knowledge of grammar and vocabulary but also understanding of situational significance of language [2]. In psychological and pedagogical research, the term cross-cultural competence is often used in conjunction with the term intercultural competence. In

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most studies in this area, cross-cultural competence is defined as the individual’s ability and willingness to participate in the dialogue of cultures in the conditions of crosscultural interaction. Buslaeva notes that intercultural competence is responsible for successful communication with a native speaker, and cross-cultural competence includes not only national characteristics of the country, culture, history, but also the culture of speech communication. Thus, intercultural competence is one of the components of cross-cultural competence [3]. The studies by Leontovich and Furmanova [4, 5] are devoted to the problem of intercultural interaction and dialogue of cultures. In their opinion, ethno-cultural stereotypes largely set the direction of the process of intercultural communication and determine the content of socio-cultural competence of the individual. According to Aipova and Galieva the dialogue of cultures takes place in the consciousness of each participant of intercultural interaction. Getting acquainted with a foreign language culture, a person relies on his native language and culture, and thereby better assimilates his native culture. They consider that “in consciousness of each participant of intercultural communication there is a personal baggage, the culture of the native people with their own individual picture of the world, and one way or another the foreign world opposing it, the foreign image of consciousness creating the dialogue of the person” [6, p. 171]. Mastering a foreign language and its use as a means of intercultural communication is inextricably linked with mastering the national specifics of the people, the culture of native speakers, understanding their mentality, cultural characteristics, national character, traditions, etiquette and habits. In terms of the increased attention to the cultural aspect, it is necessary to consider the provisions of the linguistic and cultural approach in the process of teaching foreign languages. When comparing native and other cultures, students develop an analytical approach to learning a foreign language and culture. Since the perception of the foreign language culture always occurs through the prism of their own culture, students deeply learn and comprehend their native culture. Thus, based on the linguistic and cultural approach, students develop a strong interest in the linguistic and cultural diversity of the modern multicultural world, a tolerant, positive and respectful attitude to cultural differences of other peoples, and a willingness to live in a multicultural environment. The formed intercultural competence of bachelors–teachers assumes their readiness, psychological attitude to intercultural interaction; need, interest to learning the language and culture of the country of the studied language; ability and readiness to overcome cultural, ethnic, racial and social stereotypes; observance of norms of etiquette, rules of behavior in the process of intercultural interaction.

3 Materials and Methods The methodological and theoretical basis of the study is the idea of cultural approach (Bakhtin, Bibler etc.) [7, 8] and the linguistic-cultural concept (Vereshchagin, Kostomarov, etc.) [9, 10]. The study used both theoretical (analysis, synthesis, comparison, generalization) and empirical (pedagogical experiment, questionnaire, pedagogical

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observation) research methods. Statistical methods were used to perform data registration, quantitative and qualitative analysis, and mathematical data processing. The study involved 76 students of the Pedagogical Institute of the North-Eastern Federal University named after M. K. Ammosov. The analysis of the scientific literature on the topic of the study allowed us to determine the criteria for the formation of intercultural competence: socio-cultural knowledge, manifestations of spiritual culture, manifestations of national consciousness, and personal characteristics that determine respect for representatives of another culture. In accordance with the criteria, we determined the level of formation of intercultural competence: fragmentary level (lack of positive motivation to the development of sociocultural knowledge, lack of readiness for intercultural communication and sociocultural skills of positive interaction with representatives of other cultures); situational level (possession of the necessary knowledge to communicate with native speakers background knowledge, partial formation of the capacity for cultural self-development, positive perception of the culture of the peoples of the target language); sustainable level (manifestation of full, versatile socio-cultural knowledge, sustainable creative social orientation, valuable and respectful attitude to the dignity of others, correct perception and appreciation of the culture of the studied language). The cognitive component of intercultural competence was measured by a set of methodological tools: a questionnaire of the degree of interest in learning English, test tasks that reveal the level of knowledge of socio-cultural stereotypes of speech and non-speech conduct and linguistic and cultural knowledge. The Emotional-value component of intercultural competence was determined by the methodology of research of value orientations RVS (Rokeach Value Survey) [11], test questionnaires Assessment of the General level of sociability by Ryakhovsky [12], and Dependence – autonomy by Prygin [13]. The General level of intercultural perception and General attitude to the problem of cultural differences was revealed using the Intercultural Development questionnaire by Hammer and Bennett [14]. To implement the linguistic and cultural approach in teaching a foreign language, we use the following methods, techniques and forms of classroom and extracurricular activities. Most effective means of formation of intercultural competence in students is the use of information and communication technologies and the use of computer tools. Specific ways of using the Internet in the development of intercultural competence include: search, selection and assimilation of linguistic and cultural information reflecting the realities and cultural subjects of the country of the studied language, email correspondence with the students from other countries, participation in telecommunication projects (Olympiads, competitions, various events), training at various distance courses using Internet resources. Authentic texts contribute to the formation of an analytical approach to the study of the country of the studied language, the development of the ability to identify, compare similarities and differences in native and foreign cultures. In order to improve the linguistic and cultural aspects of vocational education, we have developed a special course Culture of England. Culture of Russia. Culture of Yakutia. In our experience, the special course is the main organizational tool for the formation and development of intercultural competence of bachelors–teachers. The special course is aimed at the development of personality in several cultures (English, Russian and Yakut), familiarization with the culture of the country of

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the studied language, and a deeper meaningful understanding of the culture of the native people. When teaching the culture of foreign language communication, we pay special attention to the formation of a cultural minimum. Familiarity with the norms of speech and non-speech etiquette; proverbs and sayings; songs and poems, idioms and phraseological units help students to better understand the national character, lifestyle, mentality, norms of behavior, cultural and national characteristics of the people of the country of the studied language. To form students’ reflective skills of intercultural analysis, it is advisable to study a foreign language on the basis of comparative linguocultural analysis at the level of English, Russian and native cultures. The development of intercultural competence is due to internationalization of education, academic mobility of students. In this context, the North-North circumpolar exchange programme can also be considered, the main objective of which is to strengthen international cooperation and expand inter-University ties in the field of higher education. More than 200 students of the northeastern Federal University received grants and were able to study in higher education institutions in the United States, Canada, Finland, Norway, China, Korea and other countries. Socio-economic partnership and the Commonwealth prove to be highly effective in the natural development of intercultural competence of students.

4 Results and Discussion In the study of the problem of formation of students’ intercultural competence, we investigated first their motivational sphere, as motivation is an extremely important driving force of any human activity, including knowledge. Without motivation, it is impossible to form and develop students’ intercultural competence. Comparative analysis of indicators at the beginning of the experiment on the indicators of motives that determine the study of English indicates a relative homogeneity in the experimental and control groups. We consider the following motives: cognitive, communicative, educational, imitation motives, and career motives (Table 1). Table 1. Assessment of motives for learning a foreign language in the experimental group of students before and after the pedagogical experiment. English learning motivations Testing time Before experiment Cognitive 6.5% Communicative 8.4% Educational 42.5% Imitation motive 37.4% Career motive 5.2%

After experiment 13.5% 26.6% 31% 20.6% 8%

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Analysis of the initial stage of the study showed that the motivational and cognitive criteria of the questionnaire were found to be very low. The majority of respondents showed haphazard, superficial socio-cultural knowledge, inability to operate with communicative means, weak evaluative and reflective skills in socio-cultural activities, low level of motivation to learn a foreign language. A total of 82, 4% of students were diagnosed with a fragmentary level of the cognitive component of intercultural competence. After the experiment, the significance of the communicative motive significantly increased from 8.4% to 26.6%, cognitive motive increased from 6.5% to 13.5%, and career motive grew from 5.2 to 8%. At the same time, there is a decrease in the importance of the educational motive from 42.5% to 31.3% and the motive of imitation from 37.4% to 20.6%. Thus, when studying the motivation of students to learn a foreign language, it was revealed that communicative and career motives prevail in students studying a foreign language. In order to determine the value-semantic sphere of students, we used the methodology of research of value orientations RVS (Rokeach Value Survey). As a result of factor analysis, we revealed the presence of significant correlations and factor weights of value orientations such as ‘health’, ‘education’, and ‘financially secure life’. The familiarization with foreign language culture and language stimulated the hierarchical structure of terminal and instrumental values of students, contributing to the readiness for intercultural communication and interaction, cultural self-determination in the world of cultural values, and positive assessment of representatives of other cultures. To determine the general level of cross-cultural perception and general attitude to the issue of cultural differences, we used the Intercultural Development questionnaire by M. Bennett and M. Hammer. Data processing showed that according to the parameter Minimization all participants of the study demonstrate a stable tendency to minimize intercultural orientation. Indicators of the level of parameters Acceptance and Adaptation in all participants increased sufficiently. Thus, a stable tendency to maintain intercultural contacts has been revealed. The study allows us to make some generalizations: 1. At the ascertaining stage, it was determined that students’ motivation to master socio-cultural knowledge is low, they do not always show the qualities necessary for positive interaction with representatives of other cultures (empathy, tolerance, conflict-free), i.e. they do not always demonstrate a psychological attitude to intercultural interaction. Most students have a low level of formation of the activity aspect of intercultural competence: they do not observe social norms and rules adopted in a foreign culture and do not have experience of interaction with representatives of other cultures (Table 2).

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Table 2. Indicators of the general level of formation of cross-cultural competence in students of the experimental group before and after the experiment (%). Group

Fragmentary Situational Sustainable Experimental Before After Before After Before After 67.1 15.7 32.9 71.2 0 13.1

Thus, summarizing the empirical data on the level of formation of intercultural competence, we note a positive trend. At the beginning of the experiment, no students were assigned to a sustainable level of intercultural competence, however, at the end of the experiment, 13.1% of students showed a sustainable level, the number of students with situational level doubled from 32.9% to 71.2%, the number of students with fragmentary level decreased from 67.1% to 15.7%. It allows us to assert that the number of students with the situational and steady level of formation of intercultural competence increased. Students mastered the knowledge of speech and non-speech behavior, rules and etiquette of intercultural communication, cultural and social norms of communicative behavior, and learned to regulate behavior in the process of intercultural interaction.

5 Conclusion The study identified the following problems: – a contradiction was revealed between the social order for the formation and development of intercultural competence of the individual, and insufficient development of pedagogical strategies to solve this problem; – correlation of criteria, indicators and components of intercultural competence revealed that the vast majority of students showed a fragmentary level of formation of intercultural competence; To solve the problems identified, we applied the linguoculturological approach to teaching foreign languages. In order to form and develop intercultural competence of bachelors–teachers, the work should be carried out in the following areas: – the development of students’ motivation to learn a foreign language; – the socio-cultural equipment of the content of training with the introduction of students to the foreign language culture with an emphasis on comparative intercultural analysis; – the implementation of modern innovative technologies and methods of organization of the educational process: project technology, game-role projects, information technology; – the effective and creative use of Internet resources, information and telecommunication training means, multi-media technologies; – special courses to familiarize students with the culture of the country of the studied language;

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The implementation of methods and forms of work has had a great impact on the development of intercultural competence and tolerant consciousness of students. Personal contribution of the author consists in the development of theoretical and methodological support of the process of development of bachelors–teachers’ intercultural competence by means of a foreign language; the study and analysis of the research problem, the experimental work on the development of intercultural competence of bachelors–teachers based on the linguocultural approach to the development and implementation of the educational process at the University: programme of the special course Culture of England. Culture of Russia. Culture of Yakutia, textbooks for students of non-linguistic Universities Sport in Russia, Sport in England, Olympic Games, Yakutsk – the cradle of International Sport Games, Children of Asia, Yakutsk – the capital of Children’s Sport Games, the development of technology for valuesemantic enrichment of the content of foreign language teaching, the values of national culture and the culture of the country of the studied language through the integration of educational, academic and extra-curricular activities, the development of educational and professional situations, and methodological recommendations aimed at development of intercultural competence of non-linguistic students in the educational process at the University. Thus, in the course of the study, we came to the conclusion that the development of intercultural competence of bachelors–teachers necessitates the organization of the educational process based on the dialogue of cultures. The prospects of further research include the identification and analysis of the specifics of the development of intercultural competence in students of non-linguistic universities in the conditions of multilingualism and polylogue of cultures based on the knowledge of native, Russian and foreign languages.

References 1. Sleptsova, G.N.: Formirovanie mezhkul’turnoj kompetentnosti bakalavrov- pedagogov sredstvami inostrannogo yazyka (na primere Respubliki Saha(Yakutiya) [Formation of intercultural competence of bachelors-teachers by means of a foreign language (on the example of the Republic of Sakha (Yakutia)]. Ph.D. thesis. Yakutsk Uiversity, Yakutsk (2015). (in Russian) 2. Hymes, D.: On communicative competence. In: Pride, J.B., Holmes, J. (eds.) Sociolinguistics, pp. 269–293. Penguin, Harmondsworth (1972) 3. Buslaeva, D.E.: Kross-kul’turnaya kompetenciya I ee rol’pri obuchenii nemeckomu yazyku [Cross-cultural competence and its role in teaching the German language]. https://www. eduherald.ru/ru/article/view?id=17348. Accessed 18 Nov 2019. (in Russian) 4. Leontovich, O.A.: Vvedenie v mezhkul’turnuyu kommunikaciyu [Introduction to intercultural communication]. Gnosis, Moscow (2007). (in Russian) 5. Furmanova, V.P.: Mezhkul’turnaya kommunikaciya I kul’turno-yazykovaya pragmatika v teorii i praktike prepodavaniya inostrannyh yazykov (yazykovoj VUZ) [Intercultural communication and cultural and linguistic pragmatics in the theory and practice of teaching foreign languages: (language University)]. Ph.D. thesis. Moscow University, Moscow (1994). (in Russian)

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6. Aipova, A.I., Galieva, B.H.: O roli formirovaniya mezhkul’turnoj kompetencii v sovremennom obuchenii inostrannym yazykam [On the role of intercultural competence formation in modern teaching of foreign languages]. In: IVth International Scientific and Practical Conference 2010, vol. 2, pp. 170–174. NGPU Press, Novosibirsk (2010). (in Russian) 7. Bakhtin, M.M.: Sobranie sochinenij: V 7 tomah [Collected works: in 7 volumes]. Russian Word, Moscow (1996). (in Russian) 8. Bibler, V.S.: Kul’tura. Dialog kul’tur.Opyt opredeleniya [Culture. Dialogue of cultures. Experience defining]. Questions Philos. 6, 31–43 (1989). (in Russian) 9. Vereshchagin, E.M., Kostomarov, V.G.: Yazyk i kul’tura [Language and culture]. Indrik, Moscow (2005). (in Russian) 10. Kostomarov, V.G., Prokhorov, Yu.E.: Yazyk i “yazyk kul’tury” v mezhkul’turnom obshchenii [Language and “language of culture” in intercultural communication]. REW, Moscow (1998). (in Russian) 11. Rokich, M.: Methodology of value orientations. www.vsetesti.ru/240. Accessed 20 Sept 2019 12. Ryakhovsky, V.F.: Ocenka obshchego urovnya obshchitel’nosti [Assessment of the level of sociability]. https://psylist.net/praktikum/00003.htm. Accessed 10 Sept 2019 13. Prygin, G.S.: Osnovy psihodiagnostiki: Principy i metody. Istoriya razvitiya. Osnovy psihometriki: [Fundamentals of psychodiagnostics: Principles and methods. History of development. Fundamentals of psychometrics]. Psychology, Moscow (2003). (in Russian) 14. Hammer, M.R., Bennett, M.J., Wiseman, R.: The intercultural development inventory: a measure of intercultural sensitivity. Int. J. Intercultural Relat. 27, 421–443 (2007) 15. Hammer, M.R.: Behavioral dimensions of intercultural effectiveness: a replication and extension. Int. J. Intercultural Relat. 11, 65–88 (1987)

Genre and Discourse-Based Approach to Building L2 Professional Interaction Skills Tatiana Polushkina(&)

and Maria Voskresenskaya

Moscow Institute of Physics and Technology, Dolgoprudny 141701, Russia [email protected], [email protected]

Abstract. The article discusses the potential of professional discourses for teaching LSP to Russian-speaking students. Quite recently, considerable attention has been paid to specialist discourse as a methodological resource for understanding students’ needs. By analyzing professional communication through legal and engineering discourses, the article shows how LSP curriculum should be designed. We started with an overview of legal and engineering discourses with special emphasis on interacting discourse mode that is inherent in the oral forms of the considered discourse types. At the next stage, the genres and related text types that use interacting discourse mode were described. A special focus of the study was on how interacting discourse mode regulates spoken communication in the contexts of giving legal advice and delivering research results to public. Based on the data obtained, we could reconsider the skill sets required for providing legal assistance and delivering research results using prosodic means. This paper shows that discourse profiles of legal and engineering specialists can be viewed as a reference point for designing LSP courses. The findings of the study have important implications for other languages, professional contexts, and aspects of language use. Keywords: L2 interaction skills


Professional communication
LSP

1 Introduction Over the past decade, foreign languages curricula for non-linguists in Russian universities have been centered on the development of L2 intercultural professional competence [1]. Various studies in the workplace environment including employers’ feedback have stressed the importance of considering language within its social setting and understanding the interactional norms of discourse communities. The analysis of professional discourse unfolding the roles, communicative behavior and genres (communicative events) by discourse participants in a specific professional setting, can, inter alia, shed light on how to design an up-to-date LSP curriculum and select its content for different categories of students with respect to their future professional activity. Professional discourse analysis also appears to be helpful to set goals of professional instruction, in other words, to identify skill sets which are to be practiced in intercultural workplace interaction [2]. As our study deals with oral forms of legal and engineering discourse domains, which presuppose strong interactional component, it is reasonable to ask ourselves © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 231–239, 2020. https://doi.org/10.1007/978-3-030-47415-7_24

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what is meant by intercultural interaction and which L2 abilities are related to this phenomenon. To answer this question, we carefully examined the features of L2 spoken professional interaction in the situations of giving legal advice and communicating research results in public. The study aimed to identify typical communicative skills that could be further incorporated into LSP teaching materials.

2 Literature Review In our study, we are motivated by the generally accepted concept of professional discourse understood as the intertwinement of text and speech in professional contexts [3]. In relation to the audience and the amount of details used, “discourse can be interpreted in very different ways” [4]. Since the current study centers around interaction discourse mode, we do have to settle on a working definition of interaction to guide the analysis of interactional data. According to Dijk, interaction happens “when several agents are involved in the accomplishment of one simple or compound act, or in a course of action where each agent accomplishes his own acts but where the acts are mutually related” [5, p. 185]. What is important is that the purposes and intentions of interacting agents may be incompatible. The author defines mutual relation as the agents’ knowledge of how other agents will normally act under certain conditions so that doings can be successfully coordinated and interpreted in an appropriate way [5]. Kramsch [6] states that successful interaction presupposes not only a shared knowledge of the world, but also the construction of a shared internal context (also referred to as a sphere of inter-subjectivity) which is built through collaborative efforts of participants in interaction. Therefore, interaction obviously entails negotiating for meaning, adjusting one’s speech to the interlocutor, anticipating possible misunderstanding. Quite recently, L2 interactional competence has been put at the heart of newly introduced version of CEFR [7] which is to indicate the emerging significance of this concept. In our study, we rely on the definition of L2 interactional competence understood as “a highly developed ability to mobilize a system of knowledge, skills, values, personal qualities necessary to orientate oneself in the socio-cultural context of a specific situation of intercultural communication; identify common and specific interactional components, revealing the norms adopted in each culture; be able to decode and interpret the meaning of verbal and non-verbal behavior of different cultures representatives; ensure intercultural interaction of the participants” [8, pp. 16–17]. According to Young [9], interactional competence includes several resources that the participants bring to interaction, such as identity resources (identities and roles of all the participants in an interaction), linguistic resources (register and modes of meaning), interactional resources (speech acts, turn-taking, repair and boundaries). An interactionally-oriented LSP curriculum, which goes beyond the lexical (reflected in the use of professional terms) and textual levels of discourse exploring its potential in a holistic way, must therefore “include a critical and explicit reflection of the discourse parameters of language in use” [9, p. 369]. Another key discourse element under consideration is a genre, viewed as a communicative event or a text produced, which is an extremely useful notion of pedagogic

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purposes [10]. As a powerful tool to provide a frame, which allows speakers to participate and interpret communicative events, genres and their knowledge, it enables learners to communicate successfully in L2 spoken interactions. In order to understand the structure and other features of people participating in real-life professional interactions, we need to analyze interactional data [11]. The first step is to describe current legal and engineering practices, the attributes of a modern lawyer and an engineer, and requirements to their workplace communication skills. Both legal profession and engineering are human-oriented occupations, which imply interactions with a wide variety of people. All in all, social interaction skills have always been a requirement for a successful professional career. However, over the past decade researchers and LSP course designers have significantly reconsidered the essence of L2 communication instruction. The problem is insufficient attention paid to teaching professional communication in existing LSP curricula [12]. Most often, it is the technical nature of engineering (regarded as emotionally neutral) to blame for neglecting communication skills [13]. Therefore, professional interaction in engineering practice continues to be wrongfully viewed as emotion-free, which results in a widening gap between the skill set required by the engineer [14, 15] and the existing ones. Since engineering is produced by humans and for humans and consequently cannot be purely technical or neutral, there is a contradiction between the persisting understanding of technical communication and the communicative profile of an engineer expected by modern industry. Another problem related to the design of LSP curricula concerns the teaching components. So far, the proportion between teaching written and spoken interaction has not been maintained. For decades, written interaction has been traditionally considered as a more reliable, accurate and conventionalized form of communication compared to spoken interaction, which is less impartial and, in many cases, depends on the speaker’s individual choice. Reality, though, is that written interaction does not take place in a vacuum and is interrelated with spoken, graphic and digital interaction environments. Therefore, the inconsistencies between real industry demands and deep-seated beliefs of LSP teachers and course designers have been made apparent. From this perspective, there is an urgent call for the analysis of communicative needs of legal and engineering professionals with the aim to revisit the skill sets related to successful performance within target discourse domains.

3 Materials and Methods The research questions for this study were: 1) What are the features of modern legal and engineering discourses in terms of spoken interaction? 2) What linguistic features of spoken workplace interaction should law and engineering students know and use for successful performance within target discourse domains?

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To answer the research questions, we 1) provided a discourse-based needs analysis to identify the common situations of professional spoken interaction in target discourse domains and 2) found out the specific spoken interaction skills typical of target discourses. In this study, we rely mainly on the professional discourse analysis viewed as a methodological tool for understanding the communicative needs of tertiary level learners. For the purpose of our research, we follow the top-down (or outside-in) approach to analyze target discourses beginning from understanding the modern contexts of legal and engineering practices. The data obtained allowed us to draw conclusions about the spoken genres and texts produced, being the sources of linguistic evidence that create these contexts.

4 Results 4.1

L2 Interactional Competence in Spoken Legal Discourse

This part of the analysis aims at analyzing legal discourse as a complex entity comprising different text types (genres), situations of communication as well as discourse participants. First, it is necessary to define legal discourse, which is an interaction of legal subjects in the situation of legal communication, involving the use of basic forms of thinking in written and oral form and depending on the level of legal culture, experience and needs of legal communication subjects [16]. It is also referred to as “a related sequence of statements on legal issues defined by the context of the situation and the culture” [17, p. 365]. By the unity of its goals and strategies, the nature of institutional interaction, the diversity of social and communicative events, legal discourse predetermined genre specificity and diversity within its system [18]. Due to the heterogeneity of legal discourse, characterized by crossing and partial overlapping of the varieties of its constituent discourse types, the organization of the discourse genre space is marked not only by homogeneous components but also by a hierarchical structure, suggesting the presence of both nuclear and peripheral components [19, 20]. Separate genres represent genre macrostructures, i.e. complex genres, which are based on chains of interdependent communicative actions [19]. The above-mentioned category is illustrated with an example of macrogenre of the hearing, which, in turn, consists of such microgenres as interrogation, pleadings, the last words of the defendant, sentence, etc. One of the important goals we pursue when considering legal discourse from the viewpoint of its structure is to identify interactionally marked genres that can be selected as elements of the content of a coursebook for teaching legal communication. As our analysis shows, interactionality in its various manifestations is inherent in all types and genres of legal discourse, whose integral characteristic is dialogism. In this case, interactionality manifests itself in different ways, both explicitly and implicitly. For example, the interactionality of sublegislative discourse will be implicit, since the response to normative prescriptions of the legislator remains behind the scenes, but must be the same for any legal subject, given that it is predetermined conventionally.

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In this interactional pattern, the interaction of the legislator (addresser) and the subject of law (addressee) is mediated by a normative document. Judicial discourse (debate of the parties) and the discourse of legal advice can serve as an example of an explicit interactional pattern. Note that the above examples contrast with each other: in the case of legal advice interactionality is constructive, whereas in judicial discourse it is conflictual. The study of the spoken discourse of legal advice is associated with certain difficulties, which, according to Torgasheva [20], originate from the confidentiality of data reported by the client to the lawyer. Therefore, the researcher focuses her attention on online legal advice posted on the Internet in written form, identifying some features of this discourse. The findings provided by the study gave us an insight into a lawyer’s speech behavior. We argue that the same features will also be inherent in oral legal advice. They are formulated as follows: first, distancing in relation to the client, which manifests itself in the stylistic neutrality of speech, the absence of value judgments, the use of clichés typical of official style; second, the ‘translation’ of a dry legal language into a language that is understandable to a layman. Danet [21] classifies lawyer-client interaction under the category of consultative style, which is certainly less rigid than the formal one found in lawyers’ arguments in trials. 4.2

Strategies of L2 Prosodic Performance in Engineering Discourse

The goal of this part is to describe the interaction modes of spoken engineering discourse and its linguistic context in terms of use of prosody suitable for certain spoken interaction strategies. In accordance with the CDIO, the most renowned engineering education framework, a modern engineer is the one who can develop, design, execute and operate complex value-added engineering products, processes and systems in a modern team-based engineering environment [15]. Modern engineers work in groups and communicate effectively to accomplish this. Nevertheless, the professional network of engineers is much broader. Among the outcomes of communication-related engineering education is the ability to interact with a wide range of audiences (engineers and non-engineers, various stakeholders, the general public), the ability to be active participants in a global engineering market, to enforce stakeholder relationships, and to communicate the research results needed to support or influence consumer or clients’ decisions [22]. There are many communication scenarios in engineering profession that involve oral skills: communicating results of work or research, reporting to the management, product launch meetings, transfer of information meetings, pre-sales or commercial negotiation with customers and partners, promoting the product or services to a customer, or coaching and mentoring sessions. The fact is that current LSP curricula fail to encompass this variety of real speech acts, which leads to inadequate training in workplace spoken interaction skills. Unlike in the past, modern engineering practice relies on both solid technical knowledge and entrepreneurship skills [14, 15]. This means that engineering discourse incorporates the features of both the discourse of science and business. Scientific discourse is characterized as impartial and objective interaction using specific language

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aimed to ‘sell’ the research results [23]. Nowadays, more focus is placed on dialogue interaction in collaborative practices aimed at producing a collective product and promoting it to the target audience. This follows from the concept that a participant of scientific discourse community will use informative and persuasive strategies. Therefore, the corresponding genres and related texts should reflect the interactive nature of modern engineering communication. According to Paltridge [10], genre is an extremely useful notion for pedagogical purposes since it provides learners with access to socially powerful forms of language and enables them to take part in and interpret communicative events adequately. As for scientific spoken genres, they include academic and plenary lectures, poster sessions, seminars, debates, etc. Against this background, it becomes clear that while interacting, a technical speaker is most likely to follow the informative and persuasive strategies, utilizing various rhetorical tools for successful performance within engineering discourse domain. The concept of business discourse suggests that it is the language used for commercial purposes in business setting [24]. Spoken business discourse is a dynamic system that includes a variety of genres and related texts used in business encounters (conferences, seminars, social meetings, mission statements, briefing, Q&A, negotiations), sightseeing guide, interpreting, company ceremonies [25]. Looking at these communicative events, it can be noted that the strategies they pursue include informing and persuading. All in all, there is a strong similarity between the communicative strategies of spoken scientific and business discourses: to inform, to persuade, to interact. Therefore, among the attributes of spoken engineering discourse are clarity, dialogicity, expressiveness, logic, persuasiveness, effectiveness, etc. Consequently, spoken interaction of engineering students should be characterized by these attributes as the expected learning outcome of LSP course. The key attributes of technically-oriented speech acts described above are achieved in large part by the use of prosodic means. Since these elements are vital for intelligibility, communicating and interpreting the intentions associated with engineering discourse [26], prosody teaching should be integrated into an LSP course. There is an urgent need to revisit the content of teaching spoken interaction to engineering students. More emphasis should be given to the use of prosodic means enabling the speaker to produce a clear, logic, persuasive, and engaging speech. The role of prosodic features as communicative enhancers is hard to overestimate. Their multifunctional character contributes to speech organization, giving prominence to certain fragments a speaker wishes to emphasize and conveying various pragmatic meanings related to the strategies of the target discourse domain. It is obvious that the ability to use appropriate prosodic features and patterns becomes the requirement for efficient workplace interaction.

5 Discussion Analysis of the interaction mode of spoken legal discourse enabled us to outline the procedural and action-related components, as well as the ideal one, of the teaching content in legal interviewing. The procedural and action-related components will include the following speech acts: active listening and understanding (listening),

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dialogic speech (speaking), shorthand of the client’s story (writing). The ideal aspect will include phatic skills (to establish contact, create an atmosphere facilitating a candid conversation etc.), conative skills (initiative, conversation management, the ability to influence the client in order to obtain the desired information). In addition to that, we have identified a specific skill set which is based on communicative acts performed by a lawyer when dealing with clients. Therefore, it can be used as a benchmark of a coursebook aimed at teaching legal advice. Below, we provide law students’ skill set lying in the very core of the suggested LSP course. The learning outcome of the course should be the law student’s ability to: – identify the purpose of the client’s appeal, as well as the legal problem the client has in connection with the appeal to the lawyer; – lead the discussion with the interlocutor by asking clarifying questions; – summarize the key points of a client’s story important for legal identification of the case; – explain legal concepts using plain language, avoiding ‘legalese’, given the fact that the interlocutor is not a professional in this field; – recode the units of meaning from one semiotic system to another (from the system of everyday language to the language of law); – qualify the client’s problem in accordance with applicable law; – suggest possible legal solutions to the problem. The results of spoken engineering discourse analysis enabled us to identify useful additional information for training engineering students that should be integrated in the updated pedagogical materials. The teaching result we anticipate is the development of prosodic competence – the ability to use prosodic means (rhythm, stress, intonation, loudness, tempo) and prosodic techniques (contrast and emphasis) to enhance the workplace interaction and realize core communicative strategies of spoken engineering discourse. The specific components of prosodic competence in terms of spoken interaction in the situation of making a public speech will include: – knowledge of L2 rhythmic organization and intonation specifics of public speech; – ability to recognize and observe L2 rhythmic patterns typical of public speech; – ability to recognize L2 sentence stress and its intonation contour and place it correctly according to the conveyed meaning; – ability to distinguish prosodic patterns of informative and persuasive public speeches; – awareness of the functions and principles of prosodic techniques (emphasis and contrast); – ability to recognize the prosodic techniques in public speech; – ability to use prosodic contrast by means of emphatic stress, changes in pace and loudness; – ability to vary prosodic parameters appropriate for neutral and persuasive public speech.

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6 Conclusion The goal of the present study was to reconsider the status of workplace spoken interaction in L2 communicative competence of a non-linguist specializing in the areas of law and engineering. To specify the students’ needs, we conducted the analysis of legal and engineering discourses. As a result, we identified the context against which the target discourses happen, as well as the related genres or text types produced by discourse participants in common situations. We specifically looked at the situations of giving legal advice and communicating research results in public, since they are to a great extent regulated by the interaction mode. This enabled us to reveal the communicative skills typical of the contexts regulated by the interaction mode. Since spoken genres are traditionally largely underplayed in teaching legal and engineering communication skills, it was suggested that more emphasis should be given to teaching spoken interaction for building comprehensive L2 professional communicative competence in next generation professionals.

References 1. FGOS VO po napravleniyu podgotovki 40.03.01 Yurisprudenciya [Federal standard for higher education for law students]. http://fgosvo.ru/news/3/2138. Accessed 04 Nov 2019 2. Newton, J., Kusmierczyk, E.: Teaching second languages for the workplace. Ann. Rev. Appl. Linguist. 31, 74–92 (2011). https://doi.org/10.1017/S0267190511000080 3. Gunnarsson, B.: Professional Discourse. Continuum, New York (2009) 4. Dijk, T.: Discourse as Social Interaction. Sage Publishing, London (1997) 5. Dijk, T.: Text and Context. Longman, London (1992) 6. Kramsch, C.: From language proficiency to interactional competence. Modern Lang. J. 70 (4), 366–372 (1986). https://doi.org/10.1111/j.1540-4781.1986.tb05291.x 7. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Council of Europe, Strasbourg (2018) 8. Porshneva, E.R., Abdulmianova, I.R., Zinovieva, I.Y.: Formirovanie kompetencii mezhkul’turnogo vzaimodejstviya [Forming the competence of cross-cultural interaction]. Traditions and novations in teaching foreign languages and cultures: harmonization or confrontation. In: Baryshnikov, N.V. (ed.) Traditions and Innovations in Teaching Foreign Languages and Cultures: Harmonization or Confrontation, pp. 16–22. Piatigorsk State Linguistic University, Pyatigorsk (2016). (in Russian) 9. Young, R.F.: Language and Interaction: An Advanced Resource Book. Routledge, New York (2008) 10. Paltridge, B.: Discourse Analysis: An Introduction, 2nd edn. Bloomsbury Academic, London (2012) 11. Brown, J.: Introducing Needs Analysis and English for Specific Purposes. Routledge, New York (2016) 12. Leydens, J.: Sociotechnical Communication in Engineering. Routledge, New York (2014) 13. Choren, A.: The importance of communication in the workplace. IEEE Potentials 34(3), 10– 11 (2015). https://doi.org/10.1109/MPOT.2014.2331793 14. Educating the Engineer of 2020. National Academies, Washington, D.C. (2005)

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15. Crawley, E., Malmqvist, J., Östlund, S., Brodeur, D., Edstrom, K.: Rethinking Engineering Education. Springer, Berlin (2014) 16. Khramtsova, N.G.: Pravovojdiskurs: problem formirovaniya metodologii v sovremennoj nauke o prave i gosudarstve [Legal discourse: methodological problem in modern science of law and the state]. Soc.: Polit. Econ. Law 5, 133–136 (2016). (in Russian) 17. Alontseva, N., Ermoshin, Y.: Special aspects of working with the lexical level of legal discourse texts in the English and Russian. RUDN J. Lang. Stud. Semiot. Semant. 9, 365– 378 (2018). https://doi.org/10.22363/2313-2299-2018-9-2-365-378 18. Kireeva, E.Z.: Zhanry podzakonnogo diskursa [Genres of sublegislative discourse]. Genres Speech 1, 78–86 (2016). (in Russian) 19. Palashevskaya, I.V.: Sudebnyjdiskurs: funkcii, struktura, narrativnost’ [Judicial discourse: functions, structure, narrative]. Ph.D. thesis abstract. Volgograd (2012). (in Russian) 20. Torgasheva, M.V.: Diskursivno-kommunikativnye osobennosti yuridicheskoj onlajn konsul’tacii [Discursive and communicative features of online legal advice]. Bull. Barnaul Law Inst. Russ. Ministry Internal Affairs 1(22), 144–147 (2012). (in Russian) 21. Danet, B.: Language in the legal process. Law Soc. Rev. 14(3), 445–564 (1980). https://doi. org/10.2307/3053192 22. Grasso, D., Burkins, M.B., Miller, R.K., King, C.J., Klawe, M.: Holistic Engineering Education: Beyond Technology. Springer, New York (2010) 23. Pérez-Llantada, C.: Scientific Discourse and the Rhetoric of Globalization: the Impact of Culture and Language. Bloomsbury Academic, London (2013) 24. Kong, K.: Professional Discourse. Cambridge University Press, Cambridge (2014) 25. Ilie, C., Nickerson, C., Planken, B.: Teaching Business Discourse. Palgrave Macmillan, Cham (2019) 26. Williams, B., Figueiredo, J.D., Trevelyan, J.: Engineering Practice in a Global Context: Understanding the Technical and Social to Inform Educators. CRC Press, Boca Raton (2013)

Teaching Translation of Phraseological Units: Problem Solving Approach Alfiya F. Mamleeva

and Natalia S. Spiridonova(&)

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russian Federation [email protected], [email protected]

Abstract. The notion of translation rests upon the deepest level of language theory, its nature is presented at the center stage of every process of understanding and communication. Translators domesticate foreignness and cognitively exist in two cultures – the foreign and their own. The process of understanding is triggered when we are given an object, and our brain decomposes it before synthesizing in order to bring it to our understanding. The hermeneutical idea enables US to acquire meaning by categorizing. To understand, we must already have a concept of the new object. Categorization is the basis of the understanding process. Mind mapping can be used in translator training in both theoretical and practical courses. The technique helps students to better understand and learn basic concepts, ideas, terms, classifications of translation techniques, etc. It can also be used to help students to understand the idea of phraseological units, their structures, meanings. By using mind mapping, students learn to categorize. This paper examines the advantages of mind mapping implementation in the process of translation of phraseological units from French into Russian. English is used as an additional tool and support because students’ knowledge of some concepts in English is better than in French as the period of their exposure to this language, their contact with English is much longer. For students studying French, its linguistic structures are superimposed on language systems already formed in the mind. This enables them to use the same cognitive strategies, transferring skills acquired in the study of their L2. Keywords: Phraseological units


Translation
Teaching
Mind mapping

1 Introduction While teaching translation, we work towards the development of student abilities to create the correct transfer of information from one language to another. The preliminary phase of translation is cognition. The usage of the cognitive approach in the process of teaching translation may help to boost students’ motivation and provide them with the valuable spectrum of resources. For this purpose, it is indispensable to make effective use of different types of critical thinking techniques. Problem-solving approach is one of the most effective ways of developing cognition. Concept mapping technique, which is an element of problem-solving approach, may help to facilitate the process of cognition. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 240–249, 2020. https://doi.org/10.1007/978-3-030-47415-7_25

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Proverbs are crucial components of people’s speech because they are fixed expressions that have meanings which cover all aspects of life. They may be related to the problems of religion, God, family, marriage, wisdom, poverty and wealth, etc. There are always several problems, which students may encounter while dealing with the translation of such units. These problems may arise from the lack of the TL equivalence because the phraseological unit could be culture-bound as well as from the difference between the source and the target language in expressing the meaning or the presence of SL phraseological unit in the TL when its use in context is different. There may also be TL words that have the same propositional meaning as SL words but a different expressive meaning. For this reason, phraseological units represent an interesting area for practicing mind mapping in the process of teaching translation. Concept mapping is a technique for facilitating validation of one’s critical thinking by graphically depicting the structure of complex concepts. This set of behaviors forms a flexible group that is dependent upon the translator, the translation material and the translation situation. The sign as a whole is mapped (the sign/message); however, also mapped are meanings, connotations, linguistic structure, and context. Thus, mappings are processes while meanings, connotations, linguistic structure, and context are components. In the Institute of Humanities at Peter the Great St. Petersburg Polytechnic University, students pursuing a Bachelor degree in Linguistics study French as their L3 and its linguistic structures are superimposed on language systems already formed in the mind. This enables them to use the same cognitive strategies, transferring skills acquired in the study of their L2. For this reason, it was decided that the introduction of the L2 in the process of teaching translation from French into Russian would help to enhance the translation process by providing students with more opportunities to deduce the meaning, categorize, analyze and synthesize.

2 Literature Review 2.1

Cognitive Approach in the Translation Theory

Translation, considered as a bilingually mediated communication process or activity, involves a large number of interacting factors: the sender of the original/source text, the translator as a professional or spontaneous natural mediator – qualified, firstly, as a competent receiver of the source text and, secondly, as a no less competent producer of a target text to be submitted to receivers of this translated text, who share a distinct socio-cultural background (target background) distinct from that of the sender and the receivers of the original text, which also contains non-linguistic semiotic factors and information deduced from the attendant extra textual communicative conditions/situations, in which the bilingual communicative activity takes place or which are inferred from the encyclopedic knowledge interiorized and shared by the receivers’ community, or which is idiosyncratic for an individual [1]. When the translator faces difficulties, the translation process becomes slow and the translator tries to find a solution for a problematic text segment. While looking at it as a mental operation on internal processing units and defining a multitude of different

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mental process operators, such as macro and micro strategies, techniques, methods, and procedures, it is important to analyze how critical thinking and problem-solving techniques can help to enhance the process. Here unproblematic text segments and unconscious processes are just as interesting as problematic segments: they provide information on the ability to interact fluently with the material in hand and thus might prove very relevant for the description of translation expertise [1]. Problem-saving approach is closely related to meaningful learning. Ausubel identified meaningful learning as the most important learning principle [2]. Meaningful learning is signified by integrating new concepts and propositions with existing relevant ideas in some substantive ways, within one’s cognitive structure. This is an iterative process in which learners must continue to refine, rectify, rearrange, and reorganize the content and structure of their knowledge so that their cognitive structure can be improved. Such kind of learning occurs when students build the knowledge and cognitive processes needed for successful problem-solving. Meaningful learning entails critical thinking in this refinement procedure [3, 4]. Mind mapping can be used in translator training in both theoretical and practical courses. When studying the theory of translation, mind mapping technique helps students to better understand and learn basic concepts, ideas, terms, classifications of translation techniques, etc. Mind maps are easy to review. Students use mind mapping when analyzing a text they are to translate [5]. They present main ideas, keywords and terms in their interconnections. Therefore, mind mapping helps to understand the text better and generate new ideas of how to translate it in the best way possible [6]. Mapping theory can be attributed to frame semantics – a theory that relates linguistic semantics to encyclopedic knowledge developed by Fillmore. The basic idea is that one cannot understand the meaning of a single word without access to all the essential knowledge that relates to that word [7]. Words not only highlight individual concepts but also specify a certain perspective in which the frame is viewed. According to Novak, Cañas [3, 4], concept maps are graphical tools for organizing and representing knowledge. They incorporate concepts traditionally placed in circles or boxes of some type and relationships between concepts shown by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, define the relationship between the two concepts. Propositions are declaration about some object or event in the universe, either naturally occurring or created [8, 9]. Propositions contain two or more concepts connected using linking words or phrases to form a significant statement. A concept is usually a word or a short phrase representing perceived regularity or pattern in events or objects, or records of events or objects. They allow anyone to express their knowledge in a form that is easily understood by others [10–12]. Often represented in circles or boxes, concepts are linked by words and phrases that explain the connection between the ideas, helping students organize and structure their thoughts to further understand information and discover new relationships. Most concept maps represent a hierarchical structure, with the overall, broad concept first with connected sub-topics, more specific concepts, following. Concept positions on a map can continuously change, while always maintaining the same relationship with the other ideas on the map.

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Phraseological Units and Their Translation

People’s way of thinking and perception of the world is reflected in various phraseological units. It should be also assumed that they convey some kind of aphoristic truth, usually in simple present, tense and are normally neither syntactically devisable nor substitutable. Comparing various phraseological units of different cultures, we may assume that they have a deep sense and national wisdom, referring to the past. They are considered to be codes of culture, its specific succinct and humorous language [13]. Proverbs and aphorisms have common uses, features, and patterns which translators must be familiar with. Proverbs may possess the form of abstract statements conveying general truth or they may contain more colorful patterns from everyday-experience to express a general point. It should be noted that the proverbs may contain metaphors which are their constituent parts. Proverbs and their metaphors constitute a sign with inherent components that include, but are not limited to, message, meaning(s), connotations, and syntactic structure, as well as information derived from sources such as the text or an individual’s knowledge. Such components are essential and interdependent elements of translation. However, the extent of the role of each of the components that constitute the overall process of translation varies. In other words, the makeup of each proverb and its metaphor is different. The difficulty of translation of such units lies within the fact that metaphorical utterance is the path to the secondary (metaphorical) signification and the secondary comes employing, or through, the literal. In this way, the metaphorical process is essentially a creation of meaning and says something new about reality. The structure of proverbs can be the following: ‘Better X than Y’ such as ‘Better to be a live dog than a dead lion’; ‘Like X, like Y’ as ‘Like father, like son’; ‘No X without Y’ as ‘No smoke without fire’; ‘One X doesn’t make a Y’ as ‘The cowl doesn’t make the monk’; ‘If X, then Y’ as ‘If it were not for hope, the heart would break’. Some proverbs carry some cultural aspects in the source language (SL) that cannot be found in the target culture. They have their structure, pattern, and style [5]. Proverbs often have an equivalent in the target language. However, even if a linguistic equivalent exists, there may be cultural differences to consider. It often helps to determine the origin of the proverb, especially if it is not an entirely common saying. It is best to aim for equivalence between the context of the source culture and the target [5, 14, 15]. Often, proverbs deal directly with societal customs that might not translate directly to certain other societies. In these cases, it might help to find a saying that approximates the intended message of the proverb and use that. Ultimately, the challenges of translating proverbs depend on the case at hand. An aphorism is a concise, memorable expression of a general truth or principle. They are often handed down by tradition from generation to generation. The concept is distinct from those of an adage, brocard, chiasmus, epigram, maxim (legal or philosophical), principle, proverb, and saying; some of these concepts are species of aphorism. The translation of proverbs and aphorisms requires knowledge in both languages, cultures and strategies that are suitable for rendering the intended meaning as well. Strategies are necessary because they usually enable translators to overcome difficulties that they might encounter in the process of translation [14].

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There are various strategies that help translators when translating idioms and they are helpful to translate proverbs and aphorisms. These strategies are: using an idiom of similar meaning and form when the translator uses a target language idiom that has a meaning and lexical items similar to the source language, using an Idiom of Similar Meaning but Dissimilar Form – the translator uses a TL idiom that has a similar meaning but different lexical form [15]. Translation by paraphrase when there is no target language equivalent matching the source text idiom or the style of the target text differs from the source text. Translation by omission implies deleting the whole idiom because there is no target language idiom matching the source language one closely. Therefore, translators tend to paraphrase the meaning as clearly and accurately as possible. In this paper, we decided to analyze how problem-solving approach can facilitate the process of translation of proverbs and aphorisms [16].

3 Materials and Methods The sample group was formed of 24 student-translators, Russian native speakers from the Institute of Humanities at Peter the Great St. Petersburg Polytechnic University, students pursuing a Bachelor degree in Linguistics. The content sample was formed of 25 phraseological units. 3.1

Purpose and Objectives of Research

The purpose of this research is to identify the efficiency of mapping techniques in understanding the translation process of proverbs and aphorisms. Objectives of the research include: 1. Identification of various opportunities a translator can use. 2. Establishment of connections between the graphic representation of the translation elements of the phraseological unit and their representations in the real translation. 3.2

Hypotheses

The use of mind mapping techniques with its graphic representation facilitates the understanding of the translated phraseological unit. The particular hypothesis is aimed at: 1. Looking at French-Russian translation assisted by the translation into English. 2. Identifying translation problems by using mapping techniques. 3.3

Methods of Research

In order to prove the hypotheses and attain the purpose and objectives of the research, we used the following methods and research tools: a protocol-based observation of the translation process, a comparative analysis of translations. We carefully studied various proverbs and aphorisms in Russian, French and English. The corpus of proverbs and aphorisms is represented by 25 units. The aphorisms were taken from various works of French authors and analyzed in their text contexts; they do not have any dictionary equivalents.

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4 Procedure Firstly, the students were asked to translate 25 phraseological units from French into Russian without any preliminary analysis in English. The core ideas of phraseological units were God, neighbors, government, pride, friendship. The examples of the aphorisms and proverbs are given in Table 1. After having analyzed the translations, we could assume that the students translated the units word to word, failing to comprehend the meaning. While analyzing the phraseological units, which contain complicated metaphors, they were giving inadequate answers. For example, the students translated the aphorism On garde longtemps son premier amant, quand on n’en prend point de second – every love can be substituted. They did not identify any connotations, which resulted in misunderstanding of the general idea.

Table 1. Phraseological units. Phraseological unit Nos vertus ne sont, le plus souvent, que des vices déguisés [17] L’amour-propre est le plus grand de tous les flatteurs [17] Il y a des gens si remplis d’eux-mêmes que, lorsqu’ils sont amoureux, ils trouvent le moyen d’être occupés de leur passion sans l’être de la personne qu’ils aiment [17] Avoir les dents du fond qui baignent S’occuper de ses oignons C’est le petit Jésus en culotte de velours

Translation Our virtues are, most often, only disguised vices Self-esteem is the greatest of all flatterers There are people so full of themselves that, when they are in love, they find a way to be occupied with their passion without being that of the person they love To have back teeth that are swimming To take care of your onions It’s like Baby Jesus in velvet underpants

The students could not translate the proverbs Avoir les dents du fond qui baignent, C’est le petit Jésus en culotte de velours as they did not understand the metaphors which these units contained. Thus, we can see that the students made mistakes mainly due to the different culture specific concept, when SL concept was not lexicalized in the TL, or the SL word is semantically complex. However, another reason was that they did not manage to grasp the metaphor which constituted the core idea of the proverb. For every phraseological unit, the students were asked to determine the context and put it on the concept map – to choose a focus question – something that needs to be solved or a conclusion that needs to be reached. Once a topic or question was specified, they determined the key concepts. After that the basic links between the concepts were created, cross-links added, which connect concepts in different areas of the map, to further illustrate the relationships and strengthen student’s understanding and knowledge of the topic.

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The participants were asked to create mind maps in English while translating proverbs from French into Russian. Figure 1 shows the mind map created by the students. L2 was used because their knowledge of these concepts in English is better than in French. For students studying French as a third foreign language, its linguistic structures are superimposed on language systems already formed in the mind. This enables them to use the same cognitive strategies, transferring skills acquired in the study of their L2. Observation, making assumptions, determining the form and function of a language phenomenon are the basis of the principle of cognitive orientation of the learning process [18]. Moreover, the native language is prevailing for understanding new language phenomena, and L2 helps to transfer knowledge, skills and abilities from one language to another. L3 is studied under conditions that are similar to the conditions of mastering L2, which leads to the transfer of the paradigms of the second language to the third in different areas of speech activity as well as the levels of the linguistic system of the new language [19]. Students were asked to translate the French aphorism Il faut être privé des choses pour s’apercevoir que c’était un grand privilège de les posséder – we know not what is good until we have lost it. First, the students were asked to name the components found in the French aphorism. They named the lexical units and put them on their concept map. After that they were asked to add as many concept-related associations as possible: to value, to possess, great, a thing, etc. For instance, they analyzed the notions expressed by the verbs to lose and to possess which constitute the idea of the unit thoroughly – to lose – to be unable to find something or someone have something or someone taken away – to have something or someone taken away from you as a result of an accident, getting old, dying, etc. lose something to fail to get, hear, or understand something lose somebody/something to escape from someone or something lose something (to somebody) to lose a game/a race/an election/a battle/a war. To possess – to have and hold as property to have as an attribute, knowledge, or skill to seize and take control of: take into one’s possession to enter into and control firmly to instate as owner to make the owner or holder. After naming the associations, the students were asked to identify the message, meaning, connotations and context of the unit. They marked that the context of the unit is someone has lost something (linguistic structure), in the text we would expect to find an individual or group who has lost something and the implied consequence would be unhappiness. At the final stage, the students identified the linguistic meaning and translated the aphorism. The linguistic meaning of the aphorism is: who cherishes consents. They managed to delve deeper into the culture of the source and to determine the idea. Mind mapping helped them to analyze various aspects of the aphorism – to look at it semantically, syntactically, culturally, and pragmatically before translating it into a different language. Figure 2 shows the comparison of the initial level of participants’ skills and abilities in the translation of phraseological units and their level of skills at the final stage of experiment. The progress in the development of students’ skills and abilities is obvious. The average score for the initial stage was 10 points out of 20 possible.

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After the experiment training, the students scored an average of 18 points.

Fig. 1. Mind map created by the students.

Understanding of the connotations Message analysis Understanding of context Understanding of meaning 0 After-training

5

10

15

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Initial

Fig. 2. The comparison of the initial level of students’ skills and abilities with their skills and abilities at the post-experiment stage.

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5 Discussion and Conclusion We have found out that the students were able to provide the translation of phraseological units more efficiently using mind maps because they managed to brainstorm and generate new ideas, discover new concepts and the propositions that connect them, more clearly communicate ideas, thoughts and information, integrate new concepts with older concepts. After the implementation of mind mapping technique, the students managed to identify the message of the phraseological unit, its meaning, the context in which it was used as well as the connotations it has. The students managed to identify the message of the units correctly, which helped them to analyze the meaning and opt for the most precise translations. For instance, they noticed that the meaning of the aphorism given above is that most hope to fill the emptiness within them by the accumulation of materialistic things (that nobody truly needs). Moreover, they managed to identify connotations of the aphorism: affective connotations – acquiescence, submission; axiological connotation – lack of understanding implies guilt. Mind mapping has also enabled the students to overcome social and cultural barriers existing between and amongst nations. This was illustrated by the correct translation of proverbs Avoir les dents du fond qui baignent, S’occuper de ses oignons and C’est le petit Jésus en culotte de velours. These French proverbs may seem nonsensical because they contain complicated images and metaphors and thus deep analysis is required. Such differences impede, in one way or the other, effective translation because of varying conceptions of reality occasioned by languages. Thus, the hypotheses of our experiment were proven. The use of mind mapping techniques with its graphic representation facilitates the understanding of the translated phraseological unit. The third language provided students with additional information and textual support that translators have to account for when carrying out their task. We may conclude that concept mapping helps to see the entities or relations and substances that are in them or their contexts of occurrence. It helps the translator to identify the meaning of the phraseological unit and transfer it correctly. Concept mapping helps the translators to delve into the meaning and make themselves overwhelmed and comprehend it, and then to make it understandable to others. This analysis allows the translator to see what triggered the creation of the metaphor elements of proverb, helps to understand and make understood to others what associative chaining processes were induced.

References 1. Chapelle, C.A.: Introduction to the encyclopedia of applied linguistics. In: Chapelle, C.A. (ed.) The Encyclopedia of Applied Linguistics, pp. 980–990. Blackwell/Wiley, Oxford (2013) 2. Ausubel, D.G.: Cognitive structure and the facilitation of meaningful verbal learning. J. Teach. Educ. 14(2), 217–222 (1963)

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3. Cañas, A.J., Carff, R., Hill, G., Carvalho, M., Arguedas, M., Eskridge, T.C., Carvajal, R.: Concept maps: integrating knowledge and information visualization. In: Tergan, S.O., Keller, T. (eds.) Knowledge and Information Visualization, pp. 205–219. Springer, Berlin (2005) 4. Cañas, A.J., Novak, J., González, F.M.: Concept maps: theory, methodology, technology. In: Cañas, A.J., Novak, J., González, F.M. (eds.) Proceedings of the First International Conference on Concept Mapping, vol. 1, pp. 295–302. Universidad Pública de Navarra, Pamplona (2003) 5. Al-Shawi, M., Mahadi, T.: Strategies for translating idioms from Arabic into English and vice versa. J. Am. Arab. Acad. Sci. Technol. 3(6), 139–147 (2012) 6. Flavell, J.H.: First discussant’s comments: what is memory development the development of? Hum. Dev. 14(4), 272–278 (1971) 7. Johnson, D., Maruyama, G., Johnson, R., Nelson, D., Skon, L.: The effects of cooperative, competitive and individualistic goal structure on achievement: a meta-analysis. Psychol. Bull. 89, 47–62 (1981) 8. Núñez, J.L., Bolaños-Medina, A.: Predictors of problem-solving in translation: implications for translator training. Interpret. Transl. Train. 12(3), 282–298 (2017) 9. Hoffman, R.R., Shadbolt, N.R., Buton, A.M., Klein, G.: Eliciting knowledge from experts: a methodological analysis. Organ. Behav. Hum. Des. Process. 62(2), 129–158 (1995) 10. Angelone, E.: Uncertainty, uncertainty management and metacognitive problem solving in the translation task. In: Shreve, G., Angelone, E. (eds.) Translation and Cognition, pp. 17– 40. John Benjamins, Amsterdam (2010) 11. Baker, M.: In Other Words: A Coursebook on Translation, 2nd edn. Routledge, Abingdon and New York (2011) 12. Bassetti, B., Cook, V.: Relating language and cognition: the second language user. In: Cook, V., Bassetti, B. (eds.) Language and Bilingual Cognition, pp. 143–190. Psychology Press, New York (2011) 13. Bardaji, A.G.: Procedures, techniques, strategies: translation process operator. Perspectives 17(3), 161–173 (2009) 14. Farahani, A., Ghasemi, M.: The naturalness in the translation of idioms and proverbs: the case of a Persian translation of Pinocchio. J. Lang. Transl. 3(1), 17–22 (2012) 15. Alimi, S.A.: A study of the use of proverbs as a literary device in Achebe’s things fall apart and arrow of God. Int. J. Acad. Res. Bus. Soc. Sci. 2(3), 121–127 (2012) 16. Dabaghi, A., Pishbin, E., Niknasab, L.: Proverbs from the viewpoint of translation. J. Lang. Teach. Res. 1(6), 807–814 (2012) 17. Dragsted, B.: Coordination of reading and writing processes in translation: an eye on unchartered territory. In: Shreve, G., Angelone, E. (eds.) Translation and Cognition, pp. 41– 62. John Benjamins, Amsterdam (2010) 18. Bund, W., William, J., Friswell, J.H.: Reflections: or sentences and moral maxims by François duc de La Rochefoucauld. https://www.gutenberg.org/files/9105/9105-h/9105-h. htm. Accessed 09 Mar 2020 19. Göpferich, S., Bayer-Hohenwarter, G., Prassl, F., Stadlober, J.: Exploring translation competence acquisition: criteria of analysis put to the test. In: O’Brien, S. (ed.) Cognitive Explorations of Translation, pp. 57–85. Continuum, London (2011)

Teaching Academic Writing in English to Students of Technical Master’s Program Ekaterina Nikonova1 , Olga Kharlamova1(&) , Olga Zherebkina1 , and Natalia Bobrovskaja2 1

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected], [email protected] 2 Polzunov Altai State Technical University, Barnaul 656038, Russia [email protected]

Abstract. State governments and universities’ officials now realize that modern elite universities represent the source of national and cultural pride, the stock of human capital that ensures prosperity of any country. Elitism and prestige of a university are determined by the position it occupies in different ratings. This position depends heavily on science citation indexes for published academic papers. However most high quality, peer-reviewed scientific journals accept articles in English and require standard scientific communication language. The article advances the general principle of the English-language academic writing, analyses existing recommendations and reveals difficulties regarding the problem. The authors develop some techniques for training in academic writing which they introduce in Peter the Great St. Petersburg Polytechnic University. To estimate proposed techniques, academic writing skills of participants were measured before and after the training. The significant improvement was identified. So the proposed techniques can be applied to broaden professional and academic competences of the students. That will increase the number of publications in high quality scientific journals, provide more opportunities for students to participate in international conferences and seminars, and serve the aim of improving University image. Keywords: Academic writing
Approaches to teaching writing
English for special purposes
International scientific communication

1 Introduction The effectiveness of international contacts in the field of science and technology largely depends on the level of competence of technical specialists in academic writing in English. However, few professionals possess sufficient translation skills for writing a presentable article for international scientific journals. Nowadays only contributions or reports in English in international periodicals can ensure the recognition of a new idea, method, and technical solution. Modern students do understand the prospects of participation in international academic programs, study and work abroad for their © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 250–260, 2020. https://doi.org/10.1007/978-3-030-47415-7_26

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successful career. However, it is difficult to implement these intentions in a foreign language without competence in academic writing. The rationale of the study is based on the contradictions between the importance of the problem of teaching academic writing in English to students of technical master’s programs as a prerequisite for successful research and professional activities, and insufficient development of interdisciplinary learning technologies and educational complexes. Therefore, there is a problem of development of interdisciplinary technology of academic writing in English. The purpose of the present research is the practice run of the training method in academic writing in English by the language teachers as the key condition for technical graduate students’ professional competency development as well as author assistance in the redaction of the English article. The research object is the training method in foreign academic writing with the students of the technical master’s degree program.

2 Literature Review While research the advanced educational experience by the theme is taken into consideration; the questionnaire and the test work of the main scientific communicational elements are conducted among the graduate students of the technical university to determine the initial level of motivation for foreign scientific communication learning. Theoretical and methodical background is formed in many scientific papers written by Khitrova [1], Nadarajan [2], Lillis [3], Rashtchi [4], Nikitenko [5], Bazanova [6], Bogolepova [7], Levchenko [8], Korotkina [9], Ostrovskaya [10], Almazova [11] etc. The major drawback in the Russian research of the 2000s is the small amount of publications in English by advanced scientists and a number of publications in Russian. Nevertheless, papers in English just allow having a high Web of Science and Scopus citation index. It is important to note that undergraduate and postgraduate students in Russian universities have low publication activities although according to the ARPORC (All-Russian Public Opinion Research centre) survey the highest percent of people having good language skills belong to their age. Publication activity and citation indexes formulated differently in different sources are included into all leading international ratings. For example, in the score system QS (Quacquarelli Symonds) Word University Rankings 20% in the final score depends on the criteria “Citation index”. In the rating of Times Higher Education, the greater part of the score is accounted for the citation index (30%) and for the level of the research work (30%). Universities must not take part in THE rating if they have less than 100 published works in Web of Science indexing journals. In the Shanghai rating (Academic Ranking of World Universities, ARWU) the basic value is accounted for the citation index and the number of frequently referred to researchers (40%), the number of the articles in the journals Nature or Science (40%) [12]. Russian universities are ready to secede from the decades of the relative obscurity and become a new power in higher education. In 2012 an ambitious Russian project known as the 5–100 project was established. It aims at getting at least five Russian universities among 100 of the world’s top universities. Speaking in the second annual strategical summit QS World for the Advance of University Excellence Nunzio Quacquarelli, the CEO and the founder of the QS company, noted that the sharp

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increase in using English by Russian scientists and other research workers of universities has stimulated an increase in publications in international journals [13]. Increasing research publication in English, governmental support for greater academic freedom and international links and the emergence of the influential lobby group – Russia’s 5–100 – are opening up the “hidden gems” of Russian higher education, Nunzio Quacquarelli, CEO and founder of London-based international ranking firm QS, says [13]. The governmental measures have led to positive results. If only two universities were included into The Times Higher Education World University Rankings in 2012, in 2019 35 Russian universities succeeded in the same ranking. Teaching academic writing at tertiary is extremely relevant nowadays. Some textbooks on academic writing are aimed at specific groups of students. For example, the textbook “Academic Writing for masters in humanities” by Gilmanova [14], appeals to Masters of Humanities. The book provides exercises for improving skills of writing scientific texts in English, mainly: developing practical skills in written interpretation of English texts; creating students’ own English terminological glossaries; producing original English scientific texts. It is accessible to read, usefully exemplifies and check understanding. Other tutorials and textbooks are more universal. For instance, Stephen Bailey’s textbook “Academic writing. A Handbook for International Students” [15] appeals to a range of levels including pre and in sessional students, postgraduates and researchers in the field of academic writing in English. This book provides international students with a clear and practical introduction to critical practices in reading and writing for academic purposes. Another example is Fedorova’s tutorial “From academic writing—to scientific speaking” [16], which is designed for undergraduate and graduate students, postgraduate students and teachers. It deals with problematic (for many Russian students engaged in academic writing) areas of essay expression and preparation for scientific presentations.

3 Materials and Methods The following research questions were addressed in this study: • What are the ways to broaden the scientific and professional competences of students? • How to help students to acquire skills essential for taking part in the international seminars and conferences and publishing papers in foreign scientific journals? The research was conducted on the basis of Peter the Great St Petersburg Polytechnic University. 75 first and second year graduate students took part in the experiment. They were the students of the technical master’s programs including the following departments: mechanical engineering, radiophysical, physical and mechanical, construction-engineering, engineering cybernetics departments. A specially developed tutorial [17], which contains only authentic materials from the Internet, American and British popular scientific editions, materials of the international scientific conferences, was used to teach these students. Nowadays, there is a tendency to use authentic texts in teaching foreign languages. Authentic materials are

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anything made for native language speakers, which can be used for teaching purposes. Language presented to students does not need to be simplified for easy access [18]. Idea that you can read something designed for a native speaker is attracting for many teachers and students. Moreover, teaching strategies developed to deal with authentic texts “enables students to read more confidently and extensively outside the classroom” [19, p. 276]. The main criteria for material choice are: – – – –

subject coherence of texts (provides semantic integrity); thematic integrity (allows full and deep disclosure of the topic); informative significance and novelty (help to form motivation for reading); functional conditionality (allows to realize communicative and didactic functions).

There are practical guidelines for papers in English. Before writing the text based on the results of some research, the researcher should choose several journals where to publish his or her article. The status value of the journal, relevance of the theme to the journal, as well as the authors’ team should be taken into account. Some researchers have a vast list of published works; the others are publishing their first articles. The reference level for languages is of great importance. The well-written article is more likely to be published in a high-value journal sooner than the badly written one. Size limitations of the manuscript, structural characteristics should be considered during the preparatory work. The usual structure in an international peer-reviewed journal is as follows: Introduction, Methodology, Results, Analysis and Discussion (IMRAD). Writing an article in a foreign language is a labor-consuming process. It must be emphasized that the manuscript requires constant revision and correction, and the author must have plenty of patience to withstand several editions of the same document. Text editing improves the article, raises the chances on publication, gives the opportunity to correct terminological uncertainties and tolerances in the foreign communication. The list of words special to the scientific articles and made up on the basis of the corpus linguistics (Academic word list) can be used. This list is not for learning from “A” to “Z”, but curated patterns can be referred to (is based on; focus on; is known for…). Nowadays the correction of the References is much easier than it used to be. Google Scholar can be used where the links under each article are available in three formats, you just click on “Cite”. The automated reference list work is also available in MS Word. In general, the beginning author whose native language is not English, must aim at the clarity of presentation instead of using the broad variety of words in the text. In other words, the clarity rather than the complexity of presentation must be placed front and center. According to the training of the written scientific communication in foreign language as writing a scientific article three modules can be distinguished and they are different in structure, size and complexity of the material to be studied which is logically divided from simple to complicated: 1. the lexical module (training in the lexical special aspects of the scientific written texts); 2. the syntactical module (training in the syntax of the English scientific communication);

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3. the logical and conceptual module (training in the logical and conceptual structure of the English scientific texts). The basic principle in writing an article is the sections succession, which implies all objectives connection and their targeting on result. To write a scientific article, students must know linguistic aspects of the scientific communication, be able to apply logical and conceptual system to write a paragraph and to unit paragraphs in the entire text, be aware of the structural-semantic characteristics of the scientific article and the article submission guidelines. At every module the tasks become more complicated and are solved in consideration of the frequency and succession. The firs module includes training in the scientific written text characteristics: students learn to distinguish scientific spoken and written text, review the features of this speech style, study the article submission guidelines and practice it in exercises. After this, students are suggested to complete a creative task: they modify the given text into the formal one. The following example introduces the exercises of this module. Avoid colloquial words and expressions, two word verbs. Sample Task: Rewrite the following sentences, replacing the informal expressions with a more formal equivalent: 1. Modern houses have so many labor-saving things that it is difficult for the person at home to have adequate exercise by doing chores, cooking, and looking after a family. 2. Simply making the effort to reclaim this wasted stuff for fertilizer would have a positive effect on greenhouse releases. 3. These exercises can easily be incorporated into an exercise routine, with each exercise done again a number of times. 4. Fleming did well in isolating a streptococcus from the cerebrospinal fluid of the patient. Training in the syntactic structures of different levels (sentence, paragraph) is of great importance because the lack of skills in forming different types of sentences and the ability to combine them into complete paragraphs results in incapability to write a scientific text. Then, the second module contains the training in the English scientific speech: • practicing the scientific text coherence (linking word and the construction this/these summary word); • work on the structural-semantic paragraph composition and logical-conceptual connections on the level of a paragraph and an extra-paragraph based on different types of concepts definitions, short and detailed and contrastive and comparative ones. This activity is considered important, as the main body of the scientific style is terminology; • the way of writing «problem-to-solution texts», rules of formulating the indirect question (as a mean of setting a problem in the text) and other ways of introducing the problem in a scientific paper;

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• the rules of drawing and describing graphs and tables in the scientific article. Thus, students acquire the ability to use different ways of structuring and designing the text. Sample task: Another way to maintain flow is to use this/these + summary word. Consider the following sentences and say what summary word is. (1) It seems that a successful scientist wants to find out how and why the universe works. This curiosity directs his/her attention towards problems which he/she notices have no satisfactory explanation. What does this curiosity refer to? (2) In the early 1960s American films and music spread to Europe and jeans came to symbolize a new culture and exciting lifestyle. This situation resulted in Levi Strauss’s international expansion. What does this situation refer to? What is the effect of using this instead of that? Having got knowledge of the syntax, students proceed to learning the logicalconceptual structure of the scientific article. The third module includes the most of the lessons as it deals with the typical structure of the scientific article (Title, Annotation, Introduction, Methods, Results, Discussion, Conclusion, References). The following exercises are used in this module: • Receptive exercises: exercises on text comprehension (a part of an authentic scientific article), exercises on identification lexical means. • Reproductive exercises: rephrasing the given paragraph or the text, the partial change of the present text, text sequencing, combining sentences and paragraphs into a textual unity. • Reproductive-productive exercises: broadening of the information, using argumentation means by applying reference to the competent sources, summarizing and characterizing the main problems of the text, text development through different ways. • Productive exercises: writing different parts of a scientific article, writing the annotation and references. Sample task: Answer the following questions: 1. Why is the title considered extremely important and often written last? 2. What are the risks of bad titles? 3. Should a good title: – – – – – –

be concise – contain as few words as possible? describe the paper accurately? be as specific as possible? be a label for the work in the scientific paper, possibly omitting the verb? be easy to understand, it should not be cryptic or ‘clever’, just clear? contain important keywords?

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4. Do titles usually focus on the subject rather than the results obtained? 5. Is the expected length of the title very much a disciplinary matter? What is the usual length of the titles in your branch of science? The content and the structure of the scientific article can significantly vary in different scientific areas. The exercise being intended for graduate students of different training programs, each module includes tasks on personal search and practice on writing different parts of the scientific article in accordance with the undergraduate’s program and discussion the particular features and principles with the teacher and group mates. For example: Task: Find a recent journal from your field of science and look at the introductions of at least five articles. Choose one of them and consider: its purposes, structure, which opening statements are used. Discuss this introduction with your partner. Hereby, the reflection implements in the following elements of writing: control, self-control and analysis. During the process of writing a scientific text, students expose to the control their own actions and their colleagues’ actions. Besides, the graduates’ cognitive activity can be ruled with the operational guidelines, which represent the algorithms on writing formal texts, different terms definitions, and a scientific article.”

4 Findings Hereafter we describe the analysis of the survey responds and the results of the experiment training. To control the efficiency of the presented method, a pedagogical experiment was conducted. During the experiment, 75 technical graduate students of Peter the Great St. Petersburg Polytechnic University did the test to appraise the level of their ability to get involved in the academic writing. The test consists of 5 blocks of exercises aimed at examining the following elements of the academic writing: (1) structure of composition, (2) lexical choice (the use of the vocabulary relevant to the scientific style and the correct syntactical text composition), (3) grammar constructions (the correct use of different grammar constructions), (4) syntactical constructions, (5) informativeness. Each block includes 2 exercises, the test consists of 10 exercises, the total amount of tasks is 60 exercises. The single components of the test were estimated using the formula R(%) = 100a/b, where R is the result, a is the amount of the correct answers, b is the amount of tasks in a block. The R between 90% and 100% means “excellent”, the R between 70% and 90% stands for “good”, the R between 50% and 70% comes to “satisfactorily”. The test work showed that only 24% graduates can cope with the text structuring. Only 8% graduate students didn’t do vocabulary mistakes and 18.5% graduates wrote grammatically correct. 3% respondents took on syntactic constructions and 3% graduates were able to cope with the informativeness of the text. Figure 1 demonstrates the average grade of the graduate students on these 5 components.

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Fig. 1. Estimate of the graduate students’ skills to cope with the academic writing before the experimental training.

5 Discussion Having analyzed the test results, it follows that all respondents are not ready to the effective academic writing and need skills development. The suggested method was included into the experiment. The training was going on for two terms taking 20–30 min at each lesson. 75 first and second year graduate students took part in the experiment. They were the students of the technical master’s programs including the following departments of Peter the Great St. Petersburg Polytechnic University: mechanical engineering, radiophysical, physical and mechanical, construction-engineering, engineering cybernetics departments. To control the changes in the knowledge level of the students, a mid-assessment test was held. The students wrote an article or theses (they could choose) for a conference and presented their scientific achievements. If they had experienced no achievements, the students chose and translated an article by Russian authors. This task gave the opportunity to examine all basic components of the foreign academic writing. The following table (Table 1) demonstrates the results of the mid-assessment test. Table 1. Results of the mid-assessment test. Estimate based on the amount of the correct answers Excellent Good Satisfactory Unsatisfactory The average grade

Structure

Vocabulary

Grammar

Syntactic constructions

Informativeness

42% 45% 13% – 4.3

29% 50% 21% – 4.1

18% 26% 40% 16% 3.6

18% 55% 21% 6% 3.9

47% 42% 11% 18% 4.4

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A controlled assessment was held for quantitative estimate of mastering the academic writing in English. It included 5 elements of the foreign academic writing (each element was examined by two exercises). In total, there were 60 questions in the test. As the students had studied and practiced the elements of the foreign academic writing, the exercises of this test were more complicated than they were on the stage of the ascertaining experiment. The results of the control stage showed that there was an increase in the scientific written communication skills in the foreign language (Table 2). Table 2. Comparison of the average grades before the experiment, in the course of the experiment and after the experiment. The average grade Before the experiment The midassessment test After the experiment

Structure

Vocabulary

Grammar 3.5

Syntactic constructions 3.1

3.6

3

4.3

4.5

Informativeness 2.7

4.1

3.6

3.9

4.4

4.5

3.9

4.1

4.2

The analyses of the experimental results demonstrate the increase in the elements and particularly in the “informativeness”. It can be accounted for a number of exercises aimed at personal search and the work on different parts of the scientific article corresponding to the training program and its further discussion with the teacher and group mates, analyzing problems and principles presented in the article. The least change turned out to touch upon the “grammar” element. It can be justified by the fact that the foreign grammar is discussed to a lesser degree in the author’s method.

6 Conclusion Of special note is the change in the attitude towards the foreign language learning in the Russian society and the students environment. It is transforming from an unclaimed course required subject into a competitive tool of graduates, into a mean in the carrier development. If teachers and other scientific staff know English well, management staff of the university approves and appreciates it as it facilitates the status growth and an increase in the international ranking. The training method of the foreign scientific communication is developed and tried out (the lexical module, the syntactical module logical and conceptual module). The pedagogical experiment tested the method and proved the applicability and efficiency.

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The application of the authors’ method allows to broaden the scientific and professional competences of students, helps them acquire skills essential for taking part in the international seminars and conferences and publishing papers in foreign scientific journals.

References 1. Khitrova, I.: Forming the skills of academic writing in the English language training (on the example of preparation for IELTS). Philosophy of Education, Psychology and Pedagogics: Theoretical and Practical Aspects of Modern Research, Boarding School of the Ministry of Defense of the Russian Federation, Moscow (2015) 2. Nadarajan, S.: The challenges of getting L2 learners to use academic words in their writings. Electron. J. Foreign Lang. Teach. 8(2), 184–200 (2011) 3. Lillis, T., Curry, M.J.: Academic Writing in a Global Context: The Politics and Practices of Publishing in English. Routledge, Abingdon (2010) 4. Rashtchi, M., Mohammadi, M.A.: Teaching lexical bundles to improve academic writing via tasks: does the type of input matter? Electron. J. Foreign Lang. Teach. 14(2), 201–219 (2017) 5. Nikitenko, E.: Tendencii razvitiya vysshego obrazovaniya v Rossii v usloviyah ego modernizacii [Trends in higher education in Russia in terms of its modernization]. High. Educ. Russ. 7, 44–49 (2014). (in Russian) 6. Bazanova, E.M., Sokolova, E.E.: MOOK po akademicheskomu pis’mu: upravlenie motivaciej obucheniya studentov [MOOC on academic writing: management of motivation of students’ training]. High. Educ. Russ. 2(209), 99–109 (2017). (in Russian) 7. Bogolepova, S.: Obuchenie akademicheskomu pis’mu na anglijskom yazyke: podhody i produkty [Teaching academic writing: process and product]. High. Educ. Russ. 1, 87–94 (2016). (in Russian) 8. Levchenko, V.V., Agrikova, E.V., Voronina, M.A.: Formirovanie navykov akademicheskoj kommunikacii: organizaciya raboty [Development of academic communication skills: methods of work organization]. High. Educ. Russ. 4(211), 58–62 (2017). (in Russian) 9. Korotkina, I.: Russian educational research papers in international publications: the urge for academic writing. In: Sing, K.L. (eds.) The European Proceedings of Social and Behavioral Sciences EpSBS, EEIA 2018, vol. XLVI, no. 36, pp. 309–318. Future Academy, London (2018) 10. Ostrovskaya, E.S., Vyshegorodtseva, O.V.: Academic writing: kontseptsi i aipraktika akademicheskogo pisma na angliiskom iazyke [Academic writing: concept and practice of academic writing in English]. High. Educ. Russ. 7, 104–113 (2013). (in Russian) 11. Almazova, N., Baranova, T., Khalyapina, L.: Development of students’ polycultural and ethnocultural competences in the system of language education as a demand of globalizing world. In: Anikina, Z. (ed.) Going Global through Social Sciences and Humanities: A Systems and ICT Perspective, GGSSH 2019. Advances in Intelligent Systems and Computing, vol. 907, pp. 145–156. Springer, Cham (2019) 12. The World University Rankings. https://www.timeshighereducation.com/world-universityrankings/2012/world-ranking#!/page/0/length/25/locations/RU/sort_by/rank/sort_order/asc/ cols/undefined. Accessed 12 Dec 2019 13. The World University Rankings. https://www.timeshighereducation.com/world-universityrankings/2019/world-ranking#!/page/1/length/25/locations/RU/sort_by/rank/sort_order/asc/ cols/stats. Accessed 12 Dec 2019

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14. Gilmanova, A.A., Nikitina, S.E., Tyabina, D.V.: Academic Writing for Masters in Humanities. Kazan University, Kazan (2016) 15. Bailey, S.: Academic Writing: A Handbook for International Students. Routledge, New York (2014) 16. Fedorova, M.A.: Ot akademicheskogo pis’ma—k nauchnomu vystupleniyu [From Academic Writing—to Scientific Speaking]. Flinta, Moscow (2015). (in Russian) 17. Shishigina, O.S.: Angliiskii iazyk. Posobie dlia magistrantov tekhnicheskogo profilia [The English Language. Technical Master’s Manual]. Peter the Great St. Petersburg Polytechnic University, St. Petersburg (2013). (in Russian) 18. Widdowson, H.G.: Aspects of Language Teaching. Oxford University Press, Oxford (1990) 19. Ciornei, S.I., Dina, T.A.: Authentic texts in teaching English. Procedia – Soc. Behav. Sci. 180, 274–279 (2015)

Metaphorization of Special Terms as the Semantic Development Process in Oil and Gas Discourse Natalia V. Gorokhova1(&)

and Irina N. Kubyshko2

1

Gubkin Russian State University of Oil and Gas (National Research University), Moscow 119991, Russian Federation [email protected] 2 Moscow City University, Moscow 129226, Russian Federation [email protected]

Abstract. Metaphorization in a special terminology is one of the main problems in modern linguistics. Traditionally, metaphor is understood as an expression used in a figurative meaning and based on a certain similarity of the objects that are compared. Today, scientists come to the conclusion that metaphorization is needed to transmit new concepts of a special field of knowledge using the available nominative means. In other words, a metaphor becomes a kind of a key to understanding the basics of thinking and the processes of creating mental representations of the world. As a result, the metaphorical terms were selected in the special discourse, and they were based on the similarity of one sign of the concept to create similarities between two different subjects, so the properties of one subject were viewed through the properties of another one. For identification of the professional terms, the following signs were used: physical life of man, his mental and social life, family relationships, etc. According to modern researchers, metaphorical models are embedded in the conceptual system of the human mind, this is a kind of scheme by which a person thinks and acts. Keywords: Metaphor discourse


Metaphorization
Term
Terminology
Oil and gas

1 Introduction The idea that a special language structure is formed by different semantic changes is discussed in a number of Russian [1–7] and foreign scientific papers [8–14]. Knowledge about the nature of metaphor, its types and structure can be complemented by the data obtained from modern linguistic researches [15, 16] and takes on special significance in a professional discourse. In the process of metaphorization, a metaphor, acting as a term, plays an important role in the formation of scientific terminology, usually it is an intermediate variation appeared during the professional language development as a natural form of a continuously functioning system [15]. A great deal of words and terms are constantly changing in the semantic aspect. The metaphor in this case helps the language adapt to reality [17]. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 261–266, 2020. https://doi.org/10.1007/978-3-030-47415-7_27

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In historical onomosiology or in historical linguistics, a metaphor is defined as a semantic change based on a similarity in form or function between the original concept and the target concept named by a word [18, 19]. In the cognitive linguistic view, a metaphor is defined as understanding one conceptional domain in terms of another conceptional domain [2]. Metaphor is a figure of speech that, for rhetorical effect, directly refers to one thing by mentioning another. It may provide (or obscure) clarity or identify hidden similarities between two ideas [20]. Traditionally, metaphor is understood as an expression used in a figurative meaning and based on the similarity of the objects being compared, a figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them [21]. Currently, researchers come to the conclusion that metaphorization helps transmit new concepts and create mental representations of the world [2]. Transferring the name of a commonly used word to a term is the most accessible, simple and convenient way of term formation [22], so the existing lexical materials are denoted in the language according to the lexical-semantic method, i.e. new meanings are created for the existing words [23]. In addition, it should be noted that general language material has rich lexical resources that can convey not only common but also special concepts. The metaphor evokes a complex of images and associations that allows the addressee to excite imagination. The metaphor, formed on the associative nature of human thinking, is possible due to the selection of the most significant attribute at the moment and its transfer to the characteristics of another concept. According to modern researchers, metaphorical models are embedded in the conceptual system of the human mind, “this is a kind of scheme by which a person thinks and acts” [4, p. 19]. The relevance of the issue is also justified by the fact that the previous study of the problems of metaphorization of terms in oil and gas discourse was carried out not within the framework of English terminology. Moreover, the metaphorical models of the terminological units used in the professional field were not described; therefore the analysis of professional vocabulary represented by special English terms in the oil and gas discourse appears to be relevant. The scientific novelty of the study is to identify models of metaphorical transformations in the professional vocabulary of oil and gas terminology, which is one of the most actual problems of modern linguistics [6–10, 15]. Despite a significant number of works devoted to professional discourse, the study of technical texts is of particular interest due to the constant scientific and technological progress, the development of information technology and the growing number of new publications in the industrial field.

2 Object and Methods The object of the study is the terminological lexis (terms) in the oil and gas discourse. The methods relevant to this analysis are employed to identify the metaphorization of English technical terms, which are found in the considered language system and can be used for continuous sampling from modern dictionaries and research materials and for

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contextual analysis of authentic texts. The method of comparative analysis using an online search service, and the descriptive method necessary for identifying the peculiarities of the use of terminological units and their transformations are used hereto. These transformations contribute to the development of the special language and its creative renewal. The processes that occur in the professional terminological field are actively manifested in the English oil and gas discourse. The appropriate terminology is used in the special language to a great extent simplifying and accelerating the process of communication.

3 Metaphorization of Special Terms in Oil and Gas Discourse The goal of scientific metaphorization is “to update the results of deep thought processes and to create a unit of nomination to present an individual vision of the phenomenon under study, using various associative mechanisms to generate new type of knowledge in the mind of communication partners” [1, p. 47]. The similarity or comparison, laid down in the metaphor, depends on the imagination and life experience of the person, his vocabulary, including a collection of lexical and grammatical means, that is, in the discourse of the linguistic personality [17]. As in the general language, in the special discourse, metaphorical transfer is realized on the basis of associations or the similarity of emotional impressions and perceptions. The first type of transfer is based only on ‘stable associations’ that are related to the source word [24]. The transfer based on emotional impressions depends on personal experience. However, in most metaphors, it is quite difficult to identify any sign of transfer, as a rule, there are additional signs with similar attributes of concepts [12]. A metaphorical term is one of the linguistic forms of realization of the principle of anthropocentrism in professional terminology. The linguistic picture of the world is connected with the picture of the world of a specialist, since the center of the linguistic picture of the world is the man himself and his worldview, which is perceived as a complex structure created ‘in his image and likeness’ [15]. A metaphor represents a person as the center of the world where a man does not express his thoughts with the help of metaphors, but thinks with metaphors, creates the world in which he lives [18]. The tendency of anthropocentrism of the special term leads to the formation of special concepts and words of general and professional languages related to a person’s life, physical and mental state, etc. This phenomenon is quite frequent in various terminological systems, when a person or his everyday life becomes the ‘starting point’ for creating a new term. This linguistic procedure is referred to as “a process of humanization in the designation of special concepts” [25, p. 132]. In this study, it seems possible to use such term as ‘anthropometaphor’ [15], which is understood as a metaphorical term, the source of the semantic transfer and a lexical unit that convey concepts related to a person and all aspects of everyday life [26].

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4 Results The study made it possible to identify several kinds of metaphors in the oil and gas discourse, which are the base for metaphorical transfer. Based on the similarity of one sign of the concept or similarity of several signs, the most productive metaphorical terms were selected: • • • • • •

metaphor in form (candle, horizon); metaphor in function (elevator, formation); metaphor in form and function (column, anchor); metaphor in location and function (footprint); action metaphor (flooding); metaphor in the similarity of emotional impressions (die, hammer).

The material of the study revealed that anthropocentrism of the special term is an essential way of semantic term formation and an integral source of replenishment of English oil and gas discourse. In the professional language, the following lexical and semantic groups of anthropometaphors were identified: (1) Metaphor based on human physical life (tank breathing, rock age); (2) Metaphor based on human mental life (flow disturbance, metal fatigue, behavior of well); (3) Metaphor based on human social life (seam rise, incompetent rock, petrographic enrichment); (4) Metaphor-somatism [9], used as a basis for transferring the concept of the names of body parts (pipeline leg, brake cam, shirt tail, bit teeth, rock skeleton, agitator arm); (5) Metaphors based on human clothing, headwear, shoes, accessories, household goods [27], bed parts, instruments, food (pump collar, dust cap, drive shoe, pipe hanger, O-ring, blasthole ring, gripping fork, torsion variometer beam, pipeline bed, crandle lift, spool piping, pipeline string, slip die, macaroni); (6) Metaphor based on the family relationships (mother tube, baby calf, gas family); (7) Metaphor based on the military terms and weapons (gun-perforation, water intrusion); (8) Metaphor-zoosemism [25] based on the names of animals, birds, fish, insects etc. (butterfly, go-devil pig); (9) Metaphor-biosemism [25] (branch of pipeline, X-tree); (10) Metaphor-geosemism [25] (horizon, cyclone); (11) Metaphor based on the transport terms (round trip, gate valve seat); (12) Metaphor based on the marine terms (anchor, liner). The data presented in the article indicate that the professional language is dominated by anthropometaphors, which are the basis for metaphorical transfer of biological and social life of a person. This is explained by the fact that specialists transfer words from the general linguistic picture to the special terminological picture, and use them to

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denote qualities, processes and personal characteristics, which are expressed in metaphors [28]. As the above examples show, the terminological picture of the specialist’s world does not exist in isolation, it is closely connected with the general picture of the world [13].

5 Conclusion Metaphorization in oil and gas discourse, being the result of the semantic formation of the sign, plays a considerable role in the scientific terminology. The proposed models of metaphors allow us to consider the text as a result of the speech-thinking processes and to trace the specificity of its linguistic design and deterministic mental structures. The oil and gas industry is currently developing and it covers large areas of activities, which contribute to the emergence of a new and more complex vocabulary that requires more detailed study to ensure a correct translation. The study of the features of such professional vocabulary in various scientific and technical texts is one of the most important problems in linguistics. The practical significance of the study is determined by the possibility of using the results in writing course papers and graduation projects, concerning English oil and gas discourse, as well as in training translators and interpreters working in the oil and gas field. The conclusions on the process of metaphorization made by the authors are confirmed by the results of practical work that was carried out at National University of Oil and Gas.

References 1. Alekseeva, L.M.: Lingvistika termina [Linguistics of the term] Leksikologiya, Terminovedenie, Stilistika. Pressa, Moscow-Ryazan (2003). (in Russian) 2. Chudinov, A.P.: Rossiya v metaforicheskom zerkale: Kognitivnoe issledovanie politicheskoj metafory (1991–2000) [Russia in a Metaphorical Mirror: A Cognitive Study of Political Metaphor (1991–2000)]. Ural State Pedagogical University, Ekaterinburg (2003). (in Russian) 3. Gorokhova, N.V.: Peculiarities of English oil and gas terminology. In: Anikina, Z. (ed.) Going Global through Social Sciences and Humanities: A Systems and ICT Perspective, GGSSH 2019. Advances in Intelligent Systems and Computing, vol. 907, pp. 367–372. Springer, Cham (2019) 4. Hack, V.G.: Russkaya dinamicheskaya yazykovaya kartina mira [Russian dynamic linguistic picture of the world]. In: Abstracts of International Conference on Russian Language Functioning, pp. 18–20. Russian Academy of Science, Moscow (1998). (in Russian) 5. Leichik, V.M.: Terminologiya: predmet, metody, struktura [Terminology: Subject, Methods, Structure]. Librokom, Moscow (2012). (in Russian) 6. Pavlova, I.V.: Frejmovyj podkhod k analizu obraza zoomorfnogo sushhestva v fantasticheskom tekste [A frame approach to the analysis of the image of a zoomorphic creature in a fantastic text]. Uchenye zapiski Tavricheskogo natsional’nogo universiteta imeni V.I. Vernadskogo. Philol. Educ. 19(58), 131–134 (2006). (in Russian)

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7. Somov, G.Y.: The interrelation of metaphors and metonymies in sign systems of visual art: an example analysis of works by V.I. Surikov. Semiotica 193, 31–66 (2013). (in Russian) 8. Gibbs Jr., R.W., Wilson, N.L.: Bodily action and metaphorical meaning. Style 36(3), 524– 540 (2002). Cognitive Approaches to Figurative Language 9. Guttenplan, S.: Objects of Metaphor. Oxford University Press, New York (2005) 10. Herscberger, R.: The structure of metaphor. Kenyan Rev. 5(3), 433–443 (1943) 11. Kovecses, Z.: Metaphor: A Practical Introduction. Oxford University Press, Oxford (2002) 12. Miall, D.S.: Metaphor: Problems and Perspectives. The Harvester Press, Sussex (1982) 13. Newmark, P.A: Textbook of Translation. Pearson Education Limited, Harlow (2008) 14. Parshina, T.V.: On standards used in the translation of scientific and technical literature and documentation. Eur. J. Lit. Linguist. 2(6), 77–80 (2017) 15. Gorokhova, N.V.: Metaforizacia kak process semanticheskogo razvitia terminov v diskurse specialista truboprovodnogo transporta [Metaphorization as a process of semantic development of terms in the discourse of a pipeline transport specialist] Vestnik Leningradskogo gosudarstvennogo universiteta im. A.S. Puskina 2(1), 202–209 (2014). (in Russian) 16. Kövecses, Z.: Metaphor: a Practical Introduction. Oxford University Press, Oxford (2010) 17. Golovanova, E.I.: Vvedenie v kognitivnuyu terminologiyu [Introduction to Cognitive Terminology]. Flint, Nauka, Moscow (2011). (in Russian) 18. Lakoff, G., Johnson, M.: Metaphors We Live By. University of Chicago Press, Chicago (1980) 19. Ortony, A.: Metaphor and Thought. Cambridge University Press, Cambridge (1979) 20. Metaphor. https://en.wikipedia.org/wiki/Metaphor#cite_note-29. Accessed 23 Nov 2019 21. Merriam Webster. www.merriam-webster.com. Accessed 07 Sept 2019 22. Kloster, A.M., Shumailova, M.S.: Leksiko-semanticheskie osobennosti nauchnotekhnicheskikh tekstov [Lexical and semantic features of scientific and technical texts]. Omskij naucnyj vestnik 3, 41–44 (2017). (in Russian) 23. Arnold, I.V.: Osnovy nauchnykh issledovanij v lingvistike [Fundamentals of Scientific Research in Linguistics]. Vysshaya shkola, Moscow (1991). (in Russian) 24. Nilsen Don, L.F.: Cliches, trite sayings, dead metaphors, and stale figures of speech in composition instruction. Coll. Compos. Commun. 27(3), 278–282 (1976) 25. Prokhorova, V.N.: Russkaya terminologiya (leksiko-semanticheskoe obrazovanie) [Russian Terminology (Lexical and Semantic Education)]. Filologicheskiy fakul’tet, Moscow (1996). (in Russian) 26. Serebrennikov, B.A.: Rol’ chelovecheskogo faktora v yazyke. Yazyk i kartina mira [The Role of the Human Factor in Language. Language and World Picture]. Nauka, Moscow (1988). (in Russian) 27. McKinnon, A.M.: Ideology and the market metaphor in rational choice theory of religion: a rhetorical critique of «religious economies». Crit. Sociol. 39(4), 529–543 (2013) 28. McArthur, T.: The Oxford Companion to the English Language, 2nd edn. Oxford University Press, Oxford (2018)

Tandem Language Learning: Research Experience in Russian Universities Context Nadezhda V. Bogdanova1 , Natalia A. Katalkina1 , Galina I. Pankrateva2,3(&) , and Elena A. Afanaseva2 1

3

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected], [email protected] 2 Emperor Alexander I St. Petersburg State Transport University, St. Petersburg 190031, Russia [email protected], [email protected] Herzen State Pedagogical University of Russia, St. Petersburg 191186, Russia

Abstract. The article is devoted to the intercultural communication in the process of learning foreign languages in tandem groups. Cross-cultural issues of language learning are analyzed and their solutions are proposed. The effectiveness of tandem projects was investigated. The main methods of the research are the analysis of the scientific literature in the field of foreign language teaching methodology, psychology and pedagogy; the study and generalization of the experience in teaching foreign languages in tandem groups, as well as the analysis of the students’ educational activity products; teacher’s observation, questionnaires and interviews. The tandem network is aimed at building communication, it is focused on the mastery of the native language of a tandem partner and building intercultural competence in the process of mutual learning with the help of new information and communication technologies. The considered articles are of practical importance for foreign language teachers since they contain recommendations for conducting tandem projects and requirements for their participants. Keywords: International communication Building intercultural competence


Tandem language learning


1 Introduction In modern society, the need to establish and strengthen international relations is extremely relevant. Different perceptions of some cultures by others lead to misunderstandings and conflicts. Often reasons lie in the perception of barely traceable features, such as differences in clothing, customs, national cuisine, organizational relationships or norms of behavior. The education sector is also forced to change and modernize. The effective international partnership at all levels requires highly qualified foreign language and intercultural professionals. One of the effective methods of learning foreign languages and developing intercultural competences is tandem method. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 267–277, 2020. https://doi.org/10.1007/978-3-030-47415-7_28

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2 Literature Review Tandem learning is a highly social form of learning, which has been used in institutional settings but has also been configured as a form of open learning available to individuals through language learning networks on the Web [1, 2], online intercultural exchange [3] or telecollaboration [4–6].

3 Methodology The relevance of this study is based on the fact that the tandem method, being one of the interactive ways of learning foreign languages in the modern information and educational environment, allows the participants to resolve contradictions in intercultural communication. However, the method is not sufficiently and actively used in foreign language courses, although there are all prerequisites for doing so. The aim of the study is to develop recommendations for the formation of intercultural competence within the framework of tandem projects in the process of learning foreign languages in the modern information and educational environment based on the results of the pilot study. To achieve the goal, the following objectives were formulated: – to reveal the role and to consider problems of cross-cultural communication in the course of learning foreign languages in the modern information and education environment; – to analyze the tandem course in foreign language learning through the example of German and Russian languages at Peter the Great St. Petersburg Polytechnic University (SPbPU) and its foreign partners; and through the example of English and Russian languages at Emperor Alexander I St. Petersburg State Transport University (PGUPS) and its foreign partners; – to suggest requirements and recommendations for tandem projects’ participants for effective language learning course conducted in the modern information and educational environment. The first part of the article focuses on the role of intercultural communication in the process of foreign language learning. The second part contains a description of the pilot study and analysis of the tandem project experience at the Higher School of International Relations of the Institute of Humanities and at the SPbPU among students from Germany. The goal of international cooperation is to achieve common goals by both Russian and foreign students trained to solve urgent problems in the field of culture, education and social relations in the framework of the dialogue of cultures. However, they often face communicative barriers. As a rule, communicative barriers are understood as a combination of internal and external phenomena and causes that interfere with effective communication or completely block it. Communicative barriers include cultural, physical, emotional, motivational, linguistic, perceptional, as well as a lack of experience barrier.

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– The cultural barrier includes religious, social and ethnic barriers. – The physical barrier arises due to differences in the perception of space, time, and physical media. – The emotional barrier appears when, after receiving information from a communicator, a person is busy with his/her assumptions, feelings, rather than real facts [7]. – The motivational barrier includes the listener’s passivity or mental inertia. – The linguistic barrier arises in the case of lack of knowledge of the language by which the information is given. Vocabulary shortage during the conversation also contributes to the linguistic barrier. – The perceptional barrier becomes apparent when information is perceived by the listener or speaker through the prism of personal ideas about the world. – The lack of experience barrier occurs when the communicant is in the situation for the first time. To effectively overcome contradictions in intercultural communication, it is crucial to build constructive relationships with other partners based on the ability to recognize alternative, not similar to other’s values, thinking and behavior models [8]. All these barriers can be successfully overcome in tandem projects in the process of learning a foreign language. Back in 1979, Jürgen Wolf developed a procedure for organizing individual Spanish-German partnerships based on a tandem project in Madrid. Later, this program formed the basis for the creation of the TANDEM network [9]. Liebig University of Giessen is one of the leading universities to employ the tandem project method. Through tandem partnership they promote students’ cultural integration and international exchange between people from different countries. The idea of the tandem project is the partnership between native and non-native speakers to learn each other’s language. This program gives participants the opportunity for cultural exchange. Students do not just learn the languages; they discover and explore cultures of the countries around the world. This way of learning is the most effective since there is no stress in learning a foreign language; the idea of the project, first of all, is international friendship and an interesting pastime for the participants. The participants decide for themselves the way they spend their time. They can have lunch together in the dining room, communicate in a cafe, go to the cinema, play sports, arrange excursions, expeditions, picnics, cook dinners together, etc. [10].

4 Results and Discussion The results were obtained in the experimental study and analysis of the experience of using tandem projects at the Higher School of International Relations of the Institute of Humanities. One of the main advantages of the proposed method is its speed, flexibility and effectiveness in learning foreign languages. Tandem may be included in the main language course as a short period experience or on a long-term basis [11, p. 54].

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The course may be conducted remotely using modern communication tools such as: Skype, Email, Facebook and other social platforms [12]. The course content can vary. Table 1 presents the examples of communicative situations in the framework of German–Russian languages and English–Russian languages as we consider them as starting points to create communicative situations and behavioral processes. Table 1. Communicative situations. Communicative situations: – to greet/say goodbye – to introduce yourself – to request information (about time, place, people, details, events, etc.) – to receive information (non-verbally, for example, the Internet, library, use of dictionaries, etc.) – to express feelings/request for feelings (how are you?) – to make purchases – to exchange currency – to negotiate – to report on how you spent your day – to arrange a meeting (formal and informal) – to make contacts/maintain contacts (by phone/postcards/letters – formal and informal) – to organize something – to talk about differences of opinion – to make argumentation/discussion (oral and written) – to give directions/make demands – to compare – to request information politely – to describe people/objects/processes – to express wishes/dreams

Kommunikations situationen: – Begrüßung/Verabschiedung – sich vorstellen – Informationen erfragen (zu Zeitangaben, Örtlichkeiten, Personen, Modalitäten, Veranstaltungen, etc.) – Informationen einholen (nonverbal – z.B. Internet, Bibliothek, Verwendung von Wörterbüchern etc.) – Empfindungen ausdrücken/erfragen (Wie geht es?) – einkaufen – Geld wechseln – sich verabreden – über den Tagesverlauf berichten – Termine vereinbaren (formell und informell) – Kontakte knüpfen/in Kontakt bleiben (telefonieren/Postkarten/Briefe – formell und informell) – etwas organisieren – über Meinungsverschiedenheiten sprechen – argumentieren/diskutieren (mündlich und schriftlich) – Anweisungen geben/Aufforderungen machen – vergleichen – sehr höflich Informationen erfragen – Personen/Objekte/Vorgänge beschreiben

Table 1 contains a fundamental set of communicative situations, intentions to speak and topics on the basis of which a tandem course can be compiled. SPbPU stimulates students of leading foreign universities to study at Russian universities through the implementation of strategic partnership educational programs with the participation of foreign universities, and university associations. This set of communicative situations was also used by participants of English-Russian tandem project between students of Durham University, the UK, and students of PGUPS, Russia, in 2015–2019.

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‘Experience in conducting tandem projects of the Institute of Humanities, the Center for Modern Languages of the Technical University Berlin and University Language Center Stuttgart is an excellent indicator of the development and prevalence of the tandem method, both abroad and in Russia. The purpose of this tandem network is to organize virtual and/or real communication between university students, aimed at mastering the mother tongue of the tandem partner using new information and communication technologies’ [13, p. 189]. One of the main objectives of the tandem projects is the achievement of successful intercultural communication. Therefore, the result of a conscious process that develops from real meetings and reflection is intercultural competence. The principles of intercultural communication in the framework of tandem projects contribute to a significant breakthrough in theory and methods of teaching foreign languages. These principles solve a number of methodological and didactic tasks: – co-study of the culture of the mother tongue country and the culture of the country of the studied language; – formation of a planetary thinking; – avoidance of false stereotypes, generalizations, prejudices about the representatives of the studied language culture; – creation of a community view about the people and culture of the studied language country; – use of foreign language as one of the sociocultural education tools; – formation of sociocultural strategies which will allow using language and communication experience in new intercultural situations; – acquisition of skills capable to resolve intercultural conflicts arising in the process of communication. Obstacles in the implementation of intercultural communication can occur in verbal, paraverbal and non-verbal areas. The success of intercultural communication largely depends on knowledge and ability to use the language both verbally and nonverbally. The causes of difficulties and implementation of verbal communication are as follows: – – – – – – – –

attitude to pauses, speech tempo and silence; the presence and number of speech patterns, formulas, questions, word phrases; rules of greeting and saying goodbye; frequency of using certain speech formulas, tolerant topics of conversation; taboo topics; social status differences; conversation patterns [11].

The basic requirements necessary to observe verbal ethnic etiquette and to achieve successful verbal communication are:

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– focusing on intonations, speech tempo, pauses and silence, which are accepted in the culture of the interlocutor; – using common formulas of verbal behavior; – using standard topics and methods of maintaining a conversation; – acquiring adequate knowledge of the interlocutor’s culture [8]. Non-verbal communication implies the presence of speechless messages in the conversation, such as: facial expressions, gestures, space, eye contact, silence, smell, touch, and so on. A great number of intercultural issues misunderstanding arise as a result of poor awareness of non-verbal and verbal communication models inherent in both non-native and native cultures. Essential contribution to understanding speech and building relationships between different cultures is knowledge and skills of non-verbal communication. For experimental studies, two questionnaires with questions in Russian and German languages were developed. The study was conducted among 3rd and 4th year students of the Higher School of International Relations at SPbPU and students from Germany studying Russian language and culture. A total of 50 students participated in the survey. The purpose of this study was to identify intercultural students’ competence and confirm a positive impact of the tandem project method on the process of foreign language learning, cultural awareness of the development of the studied language country. The experimental group consisted of students familiar with the tandem project method, those who took part in it and had tandem partners. The representatives of this group passed the Intercultural communication course successfully and regularly apply theoretical knowledge in practice. The control group consisted of students who did not know anything or knew very little about the tandem project method, had not participated in such projects before and did not have tandem partners. The representatives of this group also passed the Intercultural communication course, but did not apply the gained knowledge in practice or their intercultural competence was not formed. Each group had equal number of students – 25. The experimental and control groups were formed in order to demonstrate the difference in their knowledge and skills of communication with other cultures. Students of the Higher School of International Relations were proposed two questionnaires. The first questionnaire consisted of 22 questions, including graphic ones. It included 2 blocks and while answering the students had the opportunity to show: – theoretical knowledge in the field of intercultural communication; – practical skills related to cultural features of Russia and Germany that could be obtained from interaction with foreign students. One of the proposed questions in the theoretical block was the question regarding permissible actions during the conversation with a stranger: ‘How much should eye contact last during a conversation?’ The following answer options were proposed:

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1) 2) 3) 4)

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2–3 s; more than 10 s; throughout the conversation; eye contact is not necessary.

The question was asked in such a way that a numerical answer was supposed, but the proposed options contained 2 incorrect answers (answers 3 and 4). In Fig. 1, you can see a significant difference in the responses of the experimental and control groups. The correct answer to the question was No. 1 (2–3 s). In the control group, only two students gave the correct answer (8%). The experimental group confirmed their knowledge in the field of intercultural communication (more than half of the students answered correctly).

16 14 12 10 8 6 4 2 0 not necessary

throughout the conversation experimental group

more than 10 seconds

2-3 seconds

control group

Fig. 1. Eye contact during the conversation (sec).

The students were also offered the options for taboo topics in German and Russian cultures (Fig. 1). The results for this issue remained at the same level. The correct answer for this question is No. 2 (‘earnings’). The percentage of right option response among students in the control and experimental groups was 12% and 52%, respectively (Fig. 2).

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14 12 10 8 6 4 2 0 policy

personal life

religion

history

earnings

no taboo topics

experimental group

control group

Fig. 2. Taboo topics for conversation in Germany.

The second questionnaire was a table with a set of personal qualities and at the same time stereotypes for one of the cultures, namely Russian and German. The participants needed to mark as ‘+’, if this is ‘a characteristic feature of the culture and ‘–’, if it is not (Figs. 3 and 4). 12 10 8 6 4 2 0 straightforwardness

punctuality

heartiness

hospitality

openness

Fig. 3. Characteristic features of Russian culture, according to German students.

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18 16 14 12 10 8 6 4 2 0 punctuality

arrogance

sense of humor

straightforwardness

Fig. 4. Characteristic features of German culture, according to Russian students.

The experimental group regularly participating and having tandem partners during the survey, showed a higher level of proficiency in practical skills, concerning similarities and differences of Russian and German cultures. Based on the survey and the data obtained, we can conclude that the method of tandem language learning can effectively remove the contradictions and misunderstanding in intercultural communication. Participants in language tandem programs should also meet certain course requirements. Tandem project can be a part of extra-curricular activities, or participation in the project should occur during the break between language courses [14]. “Members are in a situation where they simultaneously help partners to study, discuss and describe specialized issues in professional spheres in which they, due to their professional experience, have specifically targeted knowledge, compared to trained specialists in language courses” [13, pp. 190–191]. Another advantage of applying the tandem project method is the dynamics of the group, when each participant has the opportunity to make his/her life-based contribution. Since work in tandem projects has non-traditional format, i.e. without constant supervision of the teacher or supervisor, it requires participants to show a high degree of interest, responsibility and willingness to compromise. The participants should have the following fundamental qualities for successful cooperation in tandem projects: – own initiative; – sensitivity; – tolerance.

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Although preferable participation in tandem suggests two people, there can be more participants. Participation in tandem projects presupposes communicative skills at the intercultural level. Therefore, interaction with other tandem partners or people studying the same foreign language is desirable [14]. Successful experience of out-of-class online language learning partnership between Russian and American students was described by Kogan, Popova and other authors [15].

5 Conclusion The paper examined and studied the issues related to intercultural communication in the process of tandem language learning in the modern educational environment. The authors analyzed the intercultural problems arising in the process of learning foreign languages. The results of an experimental study based on successful formation of intercultural competencies are described, as well as requirements to participants and recommendations for tandem project managers are developed. Communication is a culturally determined process, which takes place depending on the participants’ nationality and language proficiency, and it is not always the basis for achieving mutual understanding between the participants. The tandem method, being one of the interactive ways to study foreign languages in the modern educational and information environment, allows the participants to effectively eliminate the contradictions in intercultural communication. One should take into account the impact of culture on human behavior, while forming and developing communicative competencies; a combination of corporate and national values, which will allow avoiding communication problems, should be carefully assessed.

References 1. Little, D.: Learner autonomy and the challenge of tandem language learning via the Internet. In: Chambers, A., Davies, G. (eds.) ICT and Language Learning: a European Perspective, pp. 29–38. Swets & Zeitlinger publishers, Amsterdam (2001) 2. White, C.J.: Tandem learning. In: Seel, N.M. (ed.) Encyclopedia of the Sciences of Learning. Springer, Boston (2012) 3. O’Dowd, R.: Online intercultural exchange and language education. In: Thorne, S., May, S. (eds.) Language, Education and Technology. Encyclopedia of Language and Education, 3rd edn. Springer, Cham (2017) 4. Wang, A.Y., Wang, W.Y.C.: Fostering foreign language learning through a telecollaborative social media-based tandem language learning approach. Springer, Cham (2019) 5. Cardoso, T., Matos, F.: Learning foreign languages in the twenty-first century: an innovating teletandem experiment through skype. In: Moreira, A., Benavides, O., Mendes, A. (eds.) Media in Education. Springer, New York (2012) 6. Ware, P.D., O’Dowd, R.: Peer feedback on language form in telecollaboration. Lang. Learn. Technol. 12(1), 43–63 (2008) 7. Bariery mezhlichnostnykh communicatsii [Barriers of intercultural communication]. http:// www.grandars.ru/college/psihologiya/barery-kommunikacii.html. Accessed 20 Jan 2018. (in Russian)

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8. Falkova, Ye.G.: Mezhkulturnaya kommunikatsiya v osnovnykh ponyatiyakh i opredeleniyakh [Intercultural communication in basic notions and definitions]. St. Petersburg State University, St. Petersburg (2007). (in Russian) 9. Speak any language/tandem. https://www.tandem.net/de/online-deutsch-lernen/. Accessed 08 Nov 2018 10. Zeitler, A.: Lernen im Tandem. https://www.uni-giessen.de/fbz/zentren/zfbk/forumsprachen/ tandem. Accessed 22 Jan 2018. (in German) 11. Bogdanova, N.V., Kurlapova, K.I.: Intercultural communication within the framework of tandem projects of international higher school cooperation. Teach. Methodol. High. Educ. 7(24), 53–64 (2018) 12. Stickler, U., Emke, M.: Tandem learning in virtual spaces: supporting non-formal and informal learning in adults. In: Benson, P., Reinders, H. (eds.) Beyond the Language Classroom. Palgrave Macmillan, London (2011) 13. Bogdanova, N.: Method of training in the foreign language in work on the lexicon in tandem-groups. St. Petersburg State Polytech. Univ. J. Humanit. Soc. Sci. 1(239), 186–195 (2016) 14. Wolff, J.: History of Tandem. https://tandemcity.info/history-tandem/. Accessed 20 Jan 2018 15. Kogan, M., Popova, N., Shestakov, K., Harrison, L.: Out-of-class online language learning partnership between Russian and American students: analysis of tandem project results. In: Stephanidis, C. (ed.) HCI International 2015 – Posters’ Extended Abstracts. HCI 2015. Communications in Computer and Information Science, vol. 529. Springer, Cham (2015)

Implementation of a Personal-Activity Approach in Teaching a Foreign Language to Students of Non-linguistic Faculties of NEFU (North-Eastern Federal University) Viktoria W. Ushnitskaya1(&) , Galina N. Sleptsova1 and Gala Herd2 1

,

North-Eastern Federal University, 677008 Yakutsk, Russian Federation [email protected], [email protected] 2 Free Waldorf School, 03046 Cottbus, Germany [email protected]

Abstract. The purpose of the present article is to investigate the effective ways of teaching a foreign language at a non-linguistic university. At present, the increasing interest to university pedagogy stems from the commitment of training highly qualified specialists in any area of expertise. Nowadays, there is a clear contradiction between the current requirements of the Federal State Educational Standard for the foreign language education of students and the low level of their language proficiency. The reason for this is seen in the use of ineffective language training methods by teachers of foreign languages. We consider the implementation of a personal-activity approach in teaching foreign languages to students of non-linguistic faculties of NEFU. The practical use of this approach in teaching a foreign language is to form students’ linguistic, cultural and communicative competencies through the optimal employment of a basic set of native (Yakut) and Russian languages knowledge and skills. The positive transfer of knowledge and skills is a key mechanism for the basic knowledge and skills employment in mastering a foreign language by students. The concept of the linguistic interference is revealed in the context of psychological and pedagogical sciences. The solution to the problem of overcoming the linguistic and psychological interference is seen in conducting the linguistic contrastive and comparative cultural analyses of the course content. These types of analyses contribute to a favorable change in the motivational sphere of students to education, characterized by increased cognitive interest and the cognitive need for mastering a foreign language. Keywords: Personal-activity approach


Bilingualism
Interference

1 Introduction Today, professional skills of specialists and their ability for continuous self-education are highly valued as never before. Foreign languages acquisition is one of the main means of a modern human development. The high requirements to professional skills of any specialist suggest new approaches to the educational process organization at a © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 278–287, 2020. https://doi.org/10.1007/978-3-030-47415-7_29

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university, in particular, to teaching a foreign language. The implementation of a personal-activity approach is reviewed in this article as one of the possible ways to increase the effectiveness of foreign language teaching to students of non-linguistic faculties. One of the challenges for the North-Eastern Federal University is to provide language training for students of non-linguistic faculties, which will allow them to carry out their professional activities successfully. Language training involves the formation of at least three interrelated competencies: linguistic, cultural and communicative. In other words, in relation to the foreign language acquisition, the competencies characterize a certain level of language proficiency. At present, there is a clear contradiction between the current requirements of the Federal State Educational Standard to the foreign language education of students and the low level of their language training. In our republic, the bulk of students equally speak Russian and Yakut languages. This verbal and cogitative activity background cannot be ignored. The years of working at a higher-education institution have shown that there is a problem of teaching a foreign language to students of non-linguistic faculties of North-Eastern Federal University, who are mostly Yakut-Russian bilinguals. This specificity has not been adequately identified in psychological and pedagogical research on the issues of teaching a foreign language in the context of bilingualism. We believe that the solution of this problem is of great relevance and urgency. The purpose of our study is theoretical justification for the effectiveness of the personal-activity approach implementation in teaching foreign languages to students of non-linguistic faculties of NEFU. The practical use of this approach in teaching a foreign language is to form students’ linguistic, cultural and communicative competencies through the optimal employment of a basic set of native (Yakut) and Russian languages knowledge and skills.

2 Literature Review According to Zimnyaya, the use of previous experience and the internal reserves of the learner’s personality within a personal-activity approach to learning is conceived to be expedient: “On the whole, the personal-activity approach to learning means that, first of all, the main task of education is set and solved in this process – laying the groundwork for the development of a harmonious, morally perfect, socially active, professionally competent and self-developing personality. The ‘personal’ component of this approach specifies that all training is built with due regard to student’s past experience, his personality traits in subject-subjectivity interaction” [1, p. 89]. Student’s past experience is obviously seen as knowledge and skills, previously acquired and developed in the process of learning subjects. As it is noted in Zimnyaya’s monograph, learning, i.e. educational activity, for the part of a student being a subject of this activity, is characterized as a progressive, incremental, quantitative and qualitative change in the knowledge and skills acquired by a person and creative ways of using them in various situations. The positive influence of the previously developed experience is called the linguistic transfer, the negative – the linguistic interference [1]. In our study, we

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proceed from the statement of the transfer and the interference formulated by Zimnyaya, which is important for the retention of a new material in a foreign language. In his study, Berdichevsky declares that it is appropriate to use the first language knowledge and skills in order to optimize the process of mastering a foreign language: “The mainstay of the first language gives ample opportunities for the improvement of foreign languages acquisition – the knowledge and skills, in particular, the transfer of the text-oriented skills: selecting the main idea from the text, translating the inner speech into the external one, processing different sources of information, spoken and written speech culture and the other general academic skills” [2, p. 21]. The point introduced by Berdichevsky is taken as the basis of our study. In the process of teaching a foreign language to students of non-linguistic faculties of our university, the need to take the fact of existing bilingualism into account becomes very important. In our practical work with students, consisting entirely of Yakut-Russian bilinguals, this problem takes on a special significance. Let us briefly review the concepts of the bilingualism and the linguistic interference. The issue of the multilingualism (bilingualism) is highlighted in academic studies of Russian and international authors, such as Vereshchagin, Desheriev, Mikhailov, Shcherba, Weinreich, Haugen, and others [3–8]. When considering the conditions of bilingual existence, we adhere to the modern interpretation of the bilingualism concept, which is interpreted rather broadly: bilinguals are those who have any knowledge of a second language, regardless of the environment it has been acquired in, either natural or artificial one. Moreover, the concept of bilingualism also includes the command of three, four, and more languages, since the addition of the third, fourth, and consequent language does not change the nature of the problems, generated by the bilingualism (multiple bilingualism). (Haugen, Geveling). The work by Fomin presents the comprehensive typology of the bilingualism in a table, summarizing the disciplinary, specific, and specific-level characteristics of the bilingualism types. For the first time, the multilingualism is viewed as a complex interdisciplinary issue [9]. When two or more languages come into contact, there occurs the interaction of corresponding linguistic levels, resulting in a violation of the norms of one linguistic structure under the influence of the other, that is, the linguistic interference. The linguistic interference is explained by the fact that a person, who is learning a third language, builds his/her speech according to the norms of the first and second languages: he/she compares and contrasts it with the first and second languages, and establishes relations and relationships between the individual linguistic facts of the third language, that are not inherent in it. Overcoming the linguistic interference means overcoming the difficulties it causes. In this study, we agree with Karlinsky and consider the linguistic interference as the cases of the norm deviation, arising under the influence of a first language when bilingual people speak a second language [10]. The psychological approach to the problem of the interference is of special interest in teaching a foreign language. According to Barannikova, the problem of interference is not purely a linguistic one, as it is not only a fact of a language, but a phenomenon that has deep psychological and socio-historical roots [11]. In his psychological

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interpretation, Blyagoz emphasizes that if an operation performed on the basis of one skill or ability is similar to an operation performed on the basis of another skill or ability, the components of the second may be included in the first operation. Such a phenomenon in psychology, as the author considers, is called the interference of skills and abilities [12]. The interference overcoming is important not only at the level of a language and speech, but also in terms of culture. It is impossible to master a foreign language, possessing only some language skills and not studying foreign language national culture. It is well known that language and culture are in close interconnection. These concepts are inseparable, therefore the language cannot be considered outside the national culture (Warf, Sepir, Vereshchagin, Vorobyov and others) [3, 13–15]. The relations between languages and culture can be seen as the relations of the part and the whole. As Sadokhin notes: “Each native speaker is also a culture bearer, therefore, linguistic signs acquire the ability to fulfill the function of cultural signs and thereby serve as a means of representing the basic settings of culture” [16, p. 101]. People can join the riches of culture, both classical and modern, only with the help of the language. This statement is one of the main goals of learning languages. The psychological interference can be caused by intercultural misunderstanding and ignorance of the realities of a foreign language by students, when the skills of the native culture are negatively transferred during the formation of a foreign language activity. Conducting the linguistic contrastive analysis and the comparative cultural analysis (LCA and CCA) of the course content helps overcome the linguistic and psychological interferences in language acquisition, the schemes of which were presented in the scientific works by Fomin [9] and Furmanova [17]. These analyses (LCA and CCA) require students to involve linguistic and background knowledge, native and Russian languages skills in their foreign language mastering, which, as we assume, contribute to a favorable change in students’ motivational sphere in learning activities. Zimnyaya highlights that a favorable change in the motivational sphere means that a student develops the cognitive interest and the cognitive need for the process of a foreign language acquisition, combined with high need for achievements. The motive of his/her educational activity is aimed at the learning process, and he/she realizes the prospects of goal achieving, which is an important condition for the personal-activity approach in learning [1]. Thus, having analyzed the relevant psychological and pedagogical studies, we found that the specific features of teaching the Yakut-Russian bilinguals were not adequately revealed in the studies on the issues of teaching a foreign language in the context of bilingual environment. The development of this problem seems to be of great relevance and importance. Based on the classical foundations of Russian researchers on the issue under consideration, we propose the development of our own personal-activity training model, aimed at significant improvement in foreign languages teaching to students of NEFU, consisting of Yakut-Russian bilinguals.

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3 Materials and Methods In our study, we use the personal-activity approach in teaching foreign languages to students of NEFU. Based on the considered concepts and theoretical analysis, it can be suggested that according to the personal-activity approach, students act as a dynamic creative subject of an educational activity managed by the teacher. This approach to teaching a foreign language involves the use of the basic set of native (Yakut) and Russian languages knowledge and skills. The positive transfer of the basic knowledge and skills in mastering a foreign language is the main mechanism. We used the following research methods in our study: the analysis of theoretical literature on the research topic, the process of teaching modeling, summarizing the findings of the study. The results of our research were published in academic journals registered in the Russian Science Citation Index (RSCI), as well as in proceedings of conferences in Russia and abroad. The practical use of the personal-activity approach in teaching a foreign language is to form students’ linguistic, cultural and communicative competencies through the optimal employment of all possible reserves that cover adequate language proficiency as a means of communication, training, self-education and self-development. To achieve the goal of the study, we have developed a model for teaching a foreign language, which is based on the principle of managing educational and cognitive activities and is based on the generally accepted three-phase structure of activity. Our teaching model can be presented in the form of the following Table 1:

Table 1. Foreign language teaching model. Activity Phases

Aim (competency formation)

Activities

Stages of knowledge and skills transfer

Levels of bilingual state

1. Motivationalincentive stage

Linguistic competence formation

Language knowledge transfer

2. Analyticalsynthetic stage

Cultural competence formation

Perception and production exercises (presentational, imitational, substitution) LCA methods Reproductive, preverbal activities CCA methods

Building and verbalization an idea through a first language with the subsequent translation into a foreign language Building an idea through a first language with the subsequent foreign language verbalization Building and verbalization of an idea through a target language

3. Implementing- Communicative evaluative stage competence formation

Productive and creative activities, role plays, discussions Creative synthesis of speech skills with cultural knowledge

Cultural knowledge transfer Crosscultural knowledge transfer

The purpose of the study determined a three-stage experimental training, which was carried out at the Institute of Languages and Cultures of the Peoples of the Northeast

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and Teacher Training Institute of NEFU. The first stage was carried out during the 1st term; second stage – the 2nd term; third stage – the 3rd term. The total number of the study population was 48 people. The age of the participants is 17–19 years. The native language is Yakut. The participants are fluent in Russian, that is, they are YakutRussian bilinguals. In this case, the training was carried out by means of experimental and control methods, the results of which were compared. The experimental training was conducted basing on German language materials in the context of targeted Yakut-RussianGerman bilingualism (multilingualism) formation. Current German language textbooks for non-linguistic universities, cross-cultural and national-regional materials, periodicals, books and reference books on specialties, resource books were used during the training. The efficient study of the experimental training model was carried out by comparing the learning outcomes in the control and experimental groups. The assessment determined their level of linguistic, cultural and communicative competencies.

4 Results and Discussion We believe that the targeted management of the foreign language acquisition experience optimal transfer ensures the implementation of the personal-activity approach in learning. In the methodological analyses, it is of interest to consider the lexico-grammatical interference, which is presented at the level of simple words, complex words and phrases in the field of grammatical relations. The selection of analysis material, based on the experience of German language teaching in the conditions of Yakut-Russian bilingualism, according to the reduction principle, made it possible to concentrate on those lexical and grammatical structures and grammatical categories of German language that cause the most typical speech errors among bilinguals who speak Yakut and Russian languages. A cross-lingual matching in the bilingual context is one of the necessary prerequisites for the syllabus changing in order to improve the quality of the foreign languages teaching. Hereinafter, we will refer to this matching as the linguistic contrastive analysis. The linguistic contrastive analysis makes it possible to predict and prevent various types of errors caused by the linguistic interference. We agree with Shcherba that “the students’ first language participates in our second language lessons, however much we would like to expel it. Therefore, we must turn it from an enemy into a friend… Probably, it is necessary to make the spontaneous process of comparing and contrasting more guided” [6, p. 62]. In our study, a comprehensive mistake typology map, made at the morphological and syntactical levels, makes the basis for the linguistic contrastive analysis. The linguistic contrastive analysis, as well as the analysis of students’ mistakes, allow us to conclude that the most difficult for mastering are those phenomena that are absent in the first and second languages, i.e. characteristic of the third language, only, for example, detachable prefixes in verbs; frame construction in simple unextended, extended and subordinate clauses; reverse word order, etc. Therefore, when explaining new phenomena to

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students, it is necessary to take into account the potential linguistic interference and to focus students’ attention on the structural features of the third language. Conscious, rather than mechanical transfer of language skills will prevent an undesirable phenomenon of the linguistic interference. Differential study of the material will help to eliminate the overload with educational material. Common features in languages do not cause difficulties in learning; it is the specific ones that make it complicated. Therefore, when developing a methodology for teaching German, basing on the Yakut-Russian bilingualism and preparing teaching materials, only those phenomena and elements of the third language that are not present in the first or second language are taken into account. The introduction of the comparative cultural analysis provides the effective overcoming of cultural difficulties caused by insufficient knowledge of foreign language culture realities, and the formation of the students’ cultural background. Agreeing with Furmanova, we denote the cultural background as the body of historical, cultural, ethno cultural, art and worldview background knowledge aspects [17]. In our opinion, the introduction of the cultural comparative analysis contributes to: a) the formation of a personality ready for mutual understanding, cooperation and solving problems in international life; b) the assimilation of cross-cultural differences; c) the adoption and the comprehension of the moral principles of justice and understanding; d) the acquisition of native culture in the context of world civilization and the enrichment of the cultural experience. Teachers should take targeted steps to manage the gradual process of the first and second languages knowledge and skills transfer to the third language acquisition, in order to develop and self-develop the personal and professional qualities of students. When using this method, educational, developmental and professional goals must be pursued by the participants of education. In essence, the main task of education at a non-linguistic university is the formation of future specialist’s personality, the development of his abilities and thinking, allowing him/her to solve professional problems creatively and acquire new knowledge on a daily basis independently. The students’ linguistic, cultural and communicative competencies were formed on the basis of a three-stage activity model with the optimal use of a basic set of knowledge, skills in their native (Yakut) and Russian languages. The variable experimental conditions were as follows: 1. Teaching reading in a foreign language was carried out on the basis of a three-stage training model in the experimental group, while in the control group it was based on the traditional model. 2. As opposed to the control group, the linguistic contrastive analysis in combination with the comparative cultural analysis was held in the experimental one, when forming the artificial bilingualism. Perception and production exercises are implemented at the 1st stage, with the help of which students learn to perceive and memorize the course material. The linguistic contrastive analysis (LCA) of this material is conducted, which requires the use of

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language knowledge. The purpose of this stage is the linguistic competence formation. According to the theory of speech activity (Zimnyaya), the building and verbalization of an idea through a first language with the subsequent translation into a foreign language takes place at this stage. The purpose of the 2nd stage is the formation of cultural competence, reproductive exercises and pre-verbal exercises are carried out. The type of the action at this stage is the conduction of the cultural comparative analysis (CCA). According to the theory of speech activity, the building of an idea through a first language with the subsequent foreign language verbalization occurs at this stage. Productive and creative exercises, role plays and discussions are implemented at the 3rd stage. The goal of the stage is to form the communicative competence, which involves achieving the ultimate goal when building and verbalization of an idea goes through a target language. The type of action at this stage is a creative synthesis of speech skills with cultural knowledge. The texts, comparing the cultures of Yakutia, Russia, Germany and aiming at culture fostering, were used as a means of the comparative cultural analysis. When developing the linguistic skills, the linguistic contrastive analysis was carried out on the basis of the comprehensive mistake typology map, built on morphological and syntactic markers. The effectiveness of the training model was tested at each stage assessing the level of the language material mastering, the level of students’ communication skills, taking into account the entire reading, speech, as well as the quality of tasks performance. The data obtained, showed positive results, confirming the effectiveness of our model of the personal-activity approach in teaching a foreign language to students of non-linguistic faculties of NEFU. The reliability and validity of the results are provided by the methodological basis of the research, the implementation of a comprehensive research program, the application of an approved model in practice, a comprehensive analysis of the data. The results substantiate the feasibility and effectiveness of this model implementation in an attempt to form students’ language skills according to the requirements of the Federal State Educational Standard. Within the framework of this article, we tried to give a brief description of the experimental part of the study.

5 Conclusion According to the results of our study, we came to the following conclusion: 1. The proposed training model can be defined as one of the effective ways to improve the quality of teaching a foreign language to students of non-linguistic faculties of NEFU, which ensures the implementation of the personal-activity approach and involves the formation of linguistic, cultural and communicative competencies among students through the optimal employment of a basic set of native (Yakut) and Russian languages knowledge and skills. 2. When implementing the model of teaching a foreign language, one should take into account the factors considered in this article that affect the process of the artificial

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bilingualism formation, namely, the combination of two types of analyses: linguistic contrastive and comparative cultural. These types of analyses contribute to a favorable change in the motivational sphere of students, characterized by increased cognitive interest and cognitive need for mastering a foreign language. The results of the study afford the following methodological and pedagogical recommendations: 1. The personal-activity approach, embedded in the model of teaching a foreign language, can be used to master not only German, but also other European languages. 2. In order to enhance students’ reflexive functions and a sense of purpose, the proposed combination of the linguistic contrastive and the comparative cultural analyses should be used. These types of analyses provide not only the interference overcoming and the formation of the cultural background, but also the development of an axiological orientation of a person, that suggests a direct communication and enculturates him/her.

References 1. Zimnyaya, I.A.: Pedagogicheskaya psikhologiya [Pedagogical psychology]. Logos, Moscow (1999). (in Russian) 2. Berdichevskiy, A.L.: Optimizatsiya sistemy obucheniya inostrannomu yazyku v pedagogicheskom vuze [Optimization of the system of teaching a foreign language at a pedagogical university]. Vysshaia shkola, Moscow (1989). (in Russian) 3. Vereshchagin, E.M.: Psikhologicheskaia i metodicheskaia kharakteristika dvuiazychiia (bilingvizma) [Psychological and methodological characteristics of bilingualism]. Izd-vo MGU, Moscow (1969). (in Russian) 4. Desheriev, Yu.D.: Razvitie natsionalʹno-russkogo dvuiazychiia [Promoting ethnic-Russian bilingualism]. Nauka, Moscow (1976). (in Russian) 5. Mikhailov, M.M.: Dvuiazychie. Printsipy i problemy [Bilingualism. Principles and problems]. Izd-vo ChGU, Cheboksary (1969). (in Russian) 6. Shcherba, L.V.: Prepodavanie inostrannykh iazykov v srednei shkole [Teaching foreign languages in secondary school]. Academy of Pedagogical Sciences, RSFSR. Moscow, Leningrad (1947). (in Russian) 7. Weinreich, U.: Iazykovye kontakty [Linguistic contacts]. Vysshaia shkola, Kiev (1979). (in Russian) 8. Haugen, E.: Yazykovoy kontakt. Novoye v lingvistike [Language contact. New in linguistics]. Progress, Moscow (1972). (in Russian) 9. Fomin, M.M.: Teoreticheskie osnovy obucheniia tretʹemu iazyku v usloviiakh estestvennogo koordinativnogo i subordinativnogo bilingvizma [Theoretical foundations of teaching a third language under natural, coordinative and subordinative bilingualism]. Ph.D. thesis, Moscow University, Moscow (1993). (in Russian) 10. Karlinsky, A.E.: Psikhologicheskoe i lingvisticheskoe poniatie interferentsii [Psychological and linguistic notions of interference]. In: Kozlov, P.G. (ed.) Proceedings of the 5th Republic’s Conference on the Theory and Methods of Teaching Languages, pp. 21–24. Alma-Ata Press, Alma-Ata (1971). (in Russian)

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11. Barannikova, L.I.: Sushchnost’ interferentsii i spetsifika yeye proyavleniya [The essence of interference and the specifics of its manifestation]. In: Azizova, P.A., Desheriyeva Y.D. (eds.) Problemy dvuyazychiya i mnogoyazychiya [Problems of bilingualism and multilingualism], pp. 25–60. Nauka, Moscow (1972). (in Russian) 12. Blyagoz, Z.U.: Kontaktirovaniye russkogo i rodnogo yazykov v usloviyakh dvuyazychiya [Contacting Russian and native languages in bilingualism]. Izd-vo RPI, Rostov-on-Don (1976). (in Russian) 13. Whorf, B.L.: The relation of habitual thought and behavior to language. In: Carroll, J.B. (ed.) Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf, pp. 139–159. MIT Press, Cambridge (1956) 14. Sepir, E.: Izbrannyye trudy po yazykoznaniyu i kul’turologii [Selected works on linguistics and cultural studies]. Progress, Moscow (1993). (in Russian) 15. Vorob’yev, V.V.: Lingvokul’turologiya [Linguoculturology]. Izd-vo Rossiyskogo universiteta Druzhby narodov, Moscow (1997). (in Russian) 16. Sadokhin, A.P.: Vvedeniye v teoriyu mezhkul’turnoy kommunikatsii [Introduction to the theory of intercultural communication]. KNORUS, Moscow (2016). (in Russian) 17. Furmanova, V.P.: Mezhkul’turnaya kommunikatsiya i lingvokul’turovedeniye v teorii i praktike obucheniya inostrannym yazykam [Intercultural communication and linguo-cultural studies in the theory and practice of teaching foreign languages]. Izd-vo Mord. Un-ta, Saransk (1993). (in Russian)

New Didactic Approaches in Conditions of Inclusive Education Anatoliy Nikolaev1(&) , Ivan Artemiev1 , Evgeniy Parfenov1 and Ljubov Radnaeva2 1

,

North-Eastern Federal University, Yakutsk 677000, Russia [email protected] 2 Buryat State University, Ulan-Ude 670000, Russia

Abstract. The article reveals for the first time the features of the methodology and a new approach in teaching the visually impaired people with special educational needs, including the totally blind people on the example of teaching foreign languages. This technique is innovative and can be used for didactic purposes in teaching any subject matter to people with visual impairments of all ages, including totally blind people in terms of inclusive education. Results of the experimental study are based on the testing of a purpose-designed computer program “Communicative English for Students with Visual Problems”, which was successfully implemented in the State Educational Institution of the Republic of Sakha (Yakutia) “Republican Special (Correctional) Boarding School” for children with visual and hearing impairments. The experiment involved middle and high school students, as well as students of the NorthEastern Federal University in Yakutsk, Sakha Republic (Yakutia), Russia. The program was tested by visually impaired students with special educational needs. In total, 15 students of 8–9 grades with various visual impairments, and 7 university students participated in the experiment. In order to clarify the effectiveness of the computer technology use for all categories with visual impairments, students were divided into three differentiated groups: visually impaired, people with residual vision and totally blind. Keywords: Visually-impaired students with special educational needs
Teaching foreign languages
Conditions of inclusive education
Blind students
Computer blind aid tools

1 Introduction According to the World Health Organization, there are 246 million people with poor eyesight worldwide and about 39 million of blind people. According to the data, the number of registered blind and visually impaired people in Russia is 218 thousand people, of which 103 thousand people are totally blind are, and among them 22% are young people of working age. Is it worth talking about the need of training the visually impaired people when almost one in five of them can get a job with some help and training? However, it is almost impossible to find accurate statistics. Various experts state that there are actually many more blind people [1]. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 288–295, 2020. https://doi.org/10.1007/978-3-030-47415-7_30

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All children have the right to education, including those with disabilities, regardless of the disability causes. Ensuring equal rights and equal opportunities for children with disabilities is a priority in modern education. Teaching English to visually impaired people is even more difficult. It is evident that the language learning expands the educational opportunities for such people, allowing them to become a part of the global educational environment and feel socially adapted in the society. In addition, specialists with visual disabilities who speak a foreign language in Russia are few in number [2]. The specifics of training people with visual impairments are complicated due to limited access to information. A special system of measures and specific didactic materials is required for their training. Today, there are quite a lot of computer hardware and software blind aid tools that allow people with visual impairments to use a personal computer independently. These are programs of non-visual or screen access to information (screenreader), Braille display, Braille keyboard, Braille printer, voice speech synthesizers, etc. Many computer-based blind aid tools have been developed to facilitate the adaptation and training of the blind and visually impaired students in an inclusive educational environment. However, these training tools are not available to everyone unfortunately due to a high cost or special requirements for training, and moreover, most of the known training tools for the blind cannot be used without sighted assistants. Thus, the search for new approaches in creation of rational methods for training, correction and rehabilitation of the visually impaired and blind people is an urgent task in modern methodology. In this study, the authors propose a completely new approach to teaching the blind people. It can be used in teaching any didactic disciplines which are presented on the example of a foreign language learning. The new suggested approach is also unique because it can be accessed by all people with visual disabilities, regardless of their nationality or language spoken by the students, as it uses a conventional computer keyboard where the blind students can use special keys that are programmed for certain commands. These keys were originally designed for ten-finger typing, using the method of t touch typing to speed up the typing process, but not for learning purposes. This new approach has been used for the blind people as navigation in the training program for the first time. According to the authors, the new approach and the computer programs developed by them can serve as an alternative to already existing expensive analogues also because they provide interactivity in the process of working with the program.

2 Literature Review There are a number of adaptive computer technologies in inclusive education of people with special educational needs nowadays [3–5]. Computer blind aid tools for the performed functions and work process are divided into raised dot and sound output or input of computer information. A key tool for the blind or visually impaired user is the non-visual or screen access program (screenreader). The program reads information from the computer screen and using the built-in speech synthesizer it outputs a visual text to the sound or raised dot output device [6]. There are a lot of screen access

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programs developed, but NonVisualDesktopAccess (NVDA) and JawsforWindows became popular and the most widespread in Russia. NVDA (Non Visual Desktop Access, which is a free program, interacts with the Windows operating system, supports Mozilla Firefox and Google Chrome web browsers, Microsoft Word, Excel and others. The built-in speech synthesizer reproduces speech in more than 50 languages [7]. One of the NVDA advantages is its portability and it almost does not change the appearance of the operating system [8]. Another popular screen access program is JawsforWindows. It is quite easy to use for work with popular computer applications, it displays information using a voice speech synthesizer and tactile Braille display [9]. The means of audio output include software speech synthesizers that convert text information into speech. “Hardware audio output devices, today, due to development of operating systems, have been completely replaced by the software ones. Computers without special hardware ensured the availability of the computer for the visually impaired users” [6, p. 51]. There are many software speech synthesizers, for example, eSpeak, RHVoice and others. Important parameters that determine consumer properties are the quality of speech, fast response to the control action and the speed of playback. In order to characterize the quality of speech, such characteristics as “naturalness of sound”, “phonetic intelligibility”, “comfort of perception” and “time of habituation” are usually used [10]. The question as to which synthesizer is better, cannot be answered unambiguously. Everyone chooses the device individually, depending on the personal parameters or characteristics. Today, many operating systems, for example, Windows, have a built-in speech synthesizer. Based on the functionality of the above blind aid tools, it can be concluded that people with vision problems, having a personal computer with an installed program for screen access or with a built-in operating system speech synthesizer and a conventional keyboard, can use it freely. “However, we should not think that computer methods of access to information replace the traditional Braille. So far, nothing more convenient and universal than a raised dot writing system for the blind has been invented. Not all information can be perceived by ear, for example, proofs of theorems are much easier to understand when reading. There are no alternatives to Braille in these situations [11, p. 63].” Also, “Braille display is indispensable for learning foreign languages, as foreign language synthesizers, although they can contribute to the development of perception of foreign speech, practically do not give an idea about the spelling of words. In addition, perception of a foreign text by ear is much more difficult than reading” [6, p. 54]. Based on the above, it follows that there are educational areas where there is no replacement for raised dot Braille. Any ICT tools (information and communications technologies) can only be a supplement to the basic educational process. The tools of raised dot output include tactile Braille display or Braille display [12]. These tools are used in conjunction with the screen access program. The text and the text information corresponding to the graphic image are displayed in the form of raised dot perception, i.e. a user receives tactile access to the information. “Many Braille displays do not only display information, but also use a button to enter it, which, for example, is similar to the computer mouse use” [6, p. 49]. It is necessary for the hearing and visually impaired users, as well as for the blind and visually impaired people who know Braille and those who work on the skills of writing. A specialized keyboard device for the blind – the Braille keyboard – has a set of functional and service keys, alphanumeric characters are entered according to the

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principle of raised dot Braille of six or eight keys. A speech recognizer or speech converter is a tool for controlling a computer and for entering the text information. They are also produced widely and available in the form of applications for mobile devices and programs for the personal computer. It significantly facilitates the work with a large amount of text, universal in use for people with impaired and normal vision. “Magnifier is built into the operating system software and allows a visually impaired person to set the desired parameters (increases the cursor area when using a computer mouse). There are also many programs with such function of improving the visual perception for visually impaired users? [6, p. 65]. Braille printer reproduces the text in the raised dot Braille on paper. There are Braille printers that also print tactile graphics. Thus, there are many computer blind aid tools that contribute to the adaptation and training of blind and visually impaired students in an inclusive educational environment. However, the results of this and other studies show that not all blind aid equipment is available for the blind and visually impaired children for a number of reasons, among which we can highlight the high cost and low level of logistics “as it is shown in our survey, the effective work of teachers and educators in the field of social rehabilitation of visually impaired children is largely hampered by the following factors: insufficient provision of educational literature and individual blind aid tools - 43%, low level of logistics - 31%…” [13, p. 217]. In addition, computer technology is constantly evolving, updating, the quality is improving, new programs and applications are designed, but at the same time they quickly become obsolete. Accordingly, the problems of timely update of equipment and software products will continue to arise during the educational process. The reality does not always coincide with the requirements or desires, therefore it is necessary to develop methods for solving this problem by means of, for example, the tools of information and communications technologies.

3 Materials and Methods The first computer training program, according to the presented methodology, for the people with visual disabilities and also totally blind ones was developed in June 2019 and named APROL, Certificate of the Russian Federation No. 2019619981 for the State registration of the computer program “Communicative English for People with Visual Impairments (APROL Series)”. The author of the idea and training methodology is Anatoliy I. Nikolaev, Candidate of Philological Sciences, Teacher of English at the North-Eastern Federal University. The developed program is designed for students with visual disabilities, including completely blind people of different age groups, schoolchildren and students with knowledge of the English language at the basic level and improving the skills of speaking and making sentences in English, based on test simulators for the ability to understand the content of the audio dialogue. The main difference and uniqueness of this method is the ease of use where only a personal computer, a standard ordinary keyboard, a speaker system (speakers) or headphones are required. Apparently in each keyboard you can find the so-called notches on the keys F(A), J(O), and number 5 on

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the numeric keypad, originally designed for touch typing with the ten-finger method as they have special tactile notches, which was used when navigating the APROL program. All eight navigation keys are on the same row and are located in the middle of the keyboard, which prompted the author to name the program “APROL”, because these letters are in the middle row on the Russian keyboard.

4 Results The authors have developed a unique navigation in this program for the visually impaired people in order to help them study any school and university subject. Actually, this teaching method for the students with visual disabilities can be used in any educational area. This is the first introduction of this method and application of navigation in this article. So, the program control keys (navigation) are as follows: 1. Jump between words or sentences: Forward button - the letter K (Л on the Russian keyboard); Back button - the letter J (O on the Russian keyboard); Repeat button - the letter L (Д on the Russian keyboard); Listen to translation button - the letter F (A on the Russian keyboard); Listen to the dialogue button - space bar (the same on the Russian keyboard); 2. The transition between sections: Forward, backward – the letters G and P (П and P on the Russian keyboard); Listen to the task button - the letter D (B on the Russian keyboard); Listen to the program instructions - the letter S (Ы on the Russian keyboard). The control keys are not chosen randomly. The keys F (A) and J (O) are prompted by the “ten-finger touch typing method”. Touch typing has been used since 1888 when it was invented by Frank Edward McGurrin [14]. The idea of this typing method comes from the piano playing. The piano keys are pressed by certain fingers, the mechanism is practiced at the very beginning of learning to play the piano, and it is brought to automatism, so the pianist does not need to look at the piano keys all the time while playing. Why is this method called touch? When it was first applied, the typewriter keys were covered, so that the typist could not see the letters, and this is where the name comes from. All ten fingers are involved in the typing. The initial correct position of fingers is the row of letters A, S, D, F for the left hand, and the row of letters J, K, L, “:” for the right hand. The second fingers of the left and right hands are used for typing the letters G and H [6]. The APROL program is voiced by the authors themselves with the involvement of English-speaking students. What is the difference between a live voice and a synthesized one, i.e. reproduced by a software speech synthesizer? In order to characterize the quality of speech synthesizers, such characteristics as “naturalness of sound”, “phonetic intelligibility”, “ease of perception” and “time of habituation” are usually used [10]. Naturalness of sound is how close it is to human speech, including intonation corresponding to punctuation marks when reading a text. Many synthesizers today have such “unnatural” sound features as excessive elongation of vowels or vice versa their abruptness, fragmentary words, and lack of intonation. However, they are

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developing and improving and even today there are some of them that are sometimes difficult to distinguish from human speech. As for the phonetic characteristics, the synthesized speech, unlike human speech, can have good phonetic intelligibility that the listener can distinguish between phonemes (syllables) of words. Each user chooses the comfort individually whether they like it or not. Someone may like a human speech or vice versa, high voice or low voice. Despite the subjectivity of this characteristic, it is quite important because this criterion is most often evaluated. It determines how long you can listen to a particular speech. Some voices, even played for a short time, can cause the listener fatigue. I If we consider the fact that people with visual impairments are trained mainly through hearing, then this characteristic is of paramount importance for them. The time of habituation depends on the comfort. Such feature as playback speed for the speech synthesizer is relevant if navigation is based on it [6]. When teaching English, everything depends on the students, their perception, level of knowledge, etc. Thus, based on the characteristics of synthesized speech, the choice in favor of a live speech becomes obvious. However, the use of synthesized speech is not excluded because, as noted above, it has a high phonetic intelligibility, for example, for learning new lexical units. The above steps in the program development of show that it was designed specifically for people with visual impairments, which proves its adaptability.

5 Discussion The use of adaptive computer technologies in the implementation of an audio-linguistic course for teaching students with visual impairments is quite justified, due to the fact that the program is adapted specifically for them. According to Egorov, this transition period is associated with the inclusive education of people with disabilities, education is improving and searching for ways to carry out transition at the qualitative level, thus “…there is an urgent need to develop new methodological approaches for using the adaptive computer technologies” [15, p. 114]. “Development and application of new learning technologies, techniques and tools for mastering new programs” [16, p. 77] will create conditions for self-determination and selfimprovement of an individual in the learning process. Testing of the training method was conducted in GKOU of Sakha (Yakutia) “Republican special (correctional) boarding school” for children with visual and hearing impairments. During the testing period from March to May 2019, 15 school students were learning a foreign language, using a purposedesigned computer program APROL. At the same time, the program was tested by 7 university students with special educational needs due to visual impairments at the NorthEastern Federal University in Yakutsk, Sakha Republic (Yakutia), Russia. In total, 15 students of 8–9 grades with various visual impairments, and 7 university students participated in the experiment. To clarify the effectiveness of the computer technology application for all categories with visual impairments, students were divided into three different groups: visually impaired, students with residual vision and totally blind. The summative stage, which was held in the form of a test, identified a general level of skills development in listening comprehension and speaking by means of three-step

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test as “average” in all three groups of subjects that did not comply with the FSES requirements to the English language in secondary school. An elective course using the adaptive computer technology (APROL) was conducted to eliminate knowledge deficiencies. This approach, according to our expectations, should contribute to learning of the studied material and the indicator of the level of listening and speaking skills will be higher in comparison with the summative stage. At the formative stage, the students did not have any difficulties with the program and use of control keys. During lessons the first part was devoted to listening tasks for comprehension and understanding of the audio material. The second part was speaking and reproduction of words and phrases. All these tasks have a special test for better learning and memorizing the vocabulary. The control stage of the study showed growth dynamics in all three groups of students. The survey showed overall satisfaction with the program and elective course, the students assessed the convenience of the live voice. Considering that children with visual impairments are mainly taught through hearing, this evaluation is an important factor. The APROL program has effected the quality of material learning, aroused students’ interest; the material availability was a motivating factor. Based on the above, it can be concluded that the adaptive properties contributed to self-development and learning of educational material, stimulated the learning process, which effected the result of knowledge improvement.

6 Conclusion For the comprehensive development and education of children with vision problems, the raised dot Braille is necessary, as well as alphabetic, digital and other sign designations are necessary for sighted people. Therefore, the use of ICT should be considered as additional and empowering means in the educational process. Development of the adaptive training programs with the ICT tools that contribute to the qualitative learning of educational material, requiring the minimum necessary set of computer tools, will be an additional solution in this situation. The undeniable advantage of the proposed methodology is its accessibility and ease of use, which may be appreciated with the expansion and introduction of new training programs by the authors of this methodology. The program “Communicative English for People with Visual Impairments” of the APROL series was developed by Anatoliy I. Nikolaev, Candidate of Philological Sciences, Ivan T. Artemiev, Candidate of Pedagogical Sciences and V.A. Afanasiev, Master’s student. The registered textbook has no analogues, it is the second program in this series, so the authors plan to continue the series in future. The uniqueness lies in the wide opportunities and prospects for development. The possibility of using distance learning, development of individual programs, possibility of changes to the content, creation of new textbooks, exercises, etc. This technique provides a new algorithm for navigating the work in the training program, which can be further applied to development of similar training programs for other subjects and foreign languages.

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References 1. Statistics of the blind and visually impaired in Russia, CIS and the world. https://tiflocentre. ru/stati/kolichestvo-slepyh-i-invalidov-po-zreniju-v-Rossii.php. Accessed 15 Jan 2020 2. What is visual impairment? https://en.wikipedia.org/wiki/Visual_impairment. Accessed 09 Mar 2020 3. Egorov, P.R., Egorova, G.F.: Kompyuter – vash pomoshchnik I drug (Computer - your assistant and friend). Teaching aid. Adaptive Computer Technologies in Inclusive Education of People with Special Educational Needs. North-Eastern research and innovation center for the development of inclusive education, Yakutsk (2014). (in Russian) 4. Sadato, N.: How the blind “see” Braille: lessons from functional magnetic resonance imaging. Neurosci.: Rev. J. Bringing Neurobiol. Neurol. Psychiatry 11(6), 577–582 (2013) 5. Shahidzhanyan, V.V.: Solo na pishushchej mashinke (Solo on a Typewriter). SP All, Moscow (1992). (in Russian) 6. Shvetsov, V.I., Roschina, M.A.: Kompyuternye tiflotekhnologii v socialnoj integracii lic s glubokimi narusheniyami zreniya (Computer typhlotechnologies in the social integration of persons with profound disabilities). Training aid. Publishing house of Nizhny Novgorod state University, Nizhny Novgorod (2007). (in Russian) 7. NVDA. https://www.nvaccess.org. Accessed 23 July 2019 8. World and interface in the perception of the blind. https://vc.ru/design/32986-mir-i-interfeysv-vospriyatii-nezryachih. Accessed 08 Feb 2018 9. Jaws for Windows. http://www.freedomscientific.com. Accessed 22 Nov 2019 10. Dovydenkov, V.: Introduction, or on the synthesis of speech simply and clearly. http://jaws. tiflocomp.ru/synths/intro.php. Accessed 28 June 2019 11. Sokolov, V.V.: Sovremennye tiflotekhnicheskie sredstva primenyaemye v obuchenii detej s glubokimi narusheniyami-zreniya (Modern typhlotechnical means used in teaching children with profound visual impairment). Inclusive education: practice, research, methodology. In: Collection of Materials of the II International Scientific and Practical Conference, pp. 63–65. MGPPU, Moscow (2013). (in Russian) 12. Braille, L.: Method of writing words, music, and plain songs by means of dots, for use by the blind and arranged for them. https://www.webcitation.org/69o3fSsEr?url=http://www.nfb. org/Images/nfb/Publications/braille/TheFirstPublicationoftheBrailleCode.html. Accesses 10 Aug 2012 13. Khamadeeva, R.Kh., Bolshakova, N.L., Ispulova, S.N.: Organizaciya obucheniya i vospitaniya v shkole internate dlya slabovidyashchih i slepyh detej (Organization of training and education in a boarding school for visually impaired and blind children). Modern Sci.-Intensive Technol. 7, 214–218 (2018). (in Russian) 14. What are the methods of typing? https://xn—7sbbrc6a3acms7c6c6a.xn–p1ai/about-site/. Accessed 31 May 2018 15. Egorov, P.R., Egorova, G.F.: Severo vostochnyj nauchno innovacionnyj centr razvitiya inklyuzivnogo obrazovaniya - resursnyj centr Yakutii (The North-Eastern scientific and innovative centre of development of inclusive education – the resource center of Republic of Sakha (Yakutia)). Vestnik North-Eastern Federal Univ. 5(73), 111–118 (2019). (in Russian) 16. Konyukhova, E.Y.: Ispolzovanie innovacij v socialnoj reabilitacii uchashchihsya specialnoj (korrekcionnoj) shkoly internata dlya slepyh I slabovidyashchih detej (The use of innovations in the students’ social rehabilitation in special (correctional) boarding school for blind and visually impaired children). Pedagog. Educ. Russia 1, 76–79 (2014). (in Russian)

Paradigmatic Basis of Implementing Intercultural Approach to Foreign Language Education Natalia V. Yazykova(&) Moscow City University, Moscow 105064, Russia [email protected]

Abstract. The need to study foreign/second languages as a crucial part of their national cultures, the implementation of the principle of the dialogue of cultures in foreign language teaching methodology is regulated by the Federal Educational Standards and recognized by the professional community in Russia. However, these principles are not fully implemented in the course books and hence in the language classrooms due to lack of understanding of theoretical foundations of the new paradigm by researchers and classroom teachers. The aim of the paper is to analyze the paradigmatic foundations of the intercultural approach to foreign language education in universities. The paper discusses anthropocentric paradigm and its application in the culture-oriented approaches and related teaching strategies in the language classrooms. The paper stresses that the relevance of implementing the intercultural approach in foreign language education in Russia is due not only to its proven innovative status and high linguistic, methodological and axiological potential, but also its role in the current geopolitical situation in the world. Keywords: Anthropocentric paradigm
Culture-oriented paradigm Intercultural approach
Teaching strategy
Axiological potential




1 Introduction The growing interest to the problem of implementing the culture-oriented approaches in the foreign language teaching (FLT) methodology within the framework of the anthropocentric research paradigm on the issues discussed in the paper, convinces us that the Russian research and academic school is developing in line with the global trend of cross-cultural foreign language education [1–4]. However, the following questions arise: To what extent do Russian and international approaches to teaching/learning FL in the context of cultures correlate? Are there conceptual differences and peculiarities of their implementation in foreign language teaching in higher education?

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 296–304, 2020. https://doi.org/10.1007/978-3-030-47415-7_31

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2 Problem Statement The problem of implementing the intercultural approach in FLT is extremely urgent today. The study of intercultural agenda of FLT research in Russia testifies to the growing interest in the problem. The study carried out by Stolyarova and Vasil’eva shows that about 25% of all FLT methodology research in the year of 2015–2016 was devoted to the problem of intercultural FLT [5]. Still, classroom practice hasn’t proved to be as effective as it was expected because it is hindered by lack of fundamental research of its theoretical basis. Though, there are a number of culture-oriented language teaching approaches that have appeared in recent years and seem to have proved their teaching potential both theoretically and experimentally: the language and country studies [6], linguacultural [7], sociocultural [8], multicultural [9, 10], transcultural [11–13], and intercultural [14] approaches. However, the differences in teaching strategies are not articulated very clearly to be widely used by practicing classroom teachers.

3 Research Objectives The objectives of the present research are as follows: to define the status of intercultural approach among other anthropocentric culture-oriented concepts and its teaching strategy; to characterize its axiological potential for fostering student’s national identity; to formulate and analyze the urgent problems that university language schools face and substantiate the necessity of implementing the principles of dialogue of cultures to build students’ linguistic and cultural awareness; to suggest possible ways of solving the problems aimed at improving the students’ intercultural communicative competence.

4 Research Methods The basic research methods used in the theoretical study of the problem are analysis, synthesis, generalization, abstraction, modeling, library research, analysis of federal and institutional educational documents, classroom observation and action research [15, 16].

5 Findings Recent research of the paradigmatic basis of national FLT methodology shows evolutionary shifts from comparative (linguistic) to anthropocentric paradigm. The latter has become the fundamental research paradigm of cognition which, as applied to education, is implemented in the personality-oriented paradigm aimed at the comprehensive development of an individual and realizing the principles of humanization, individualization, differentiation, and interactive learning. We share Shchepilova’s [17] point of view that personality-oriented methodology in education makes it possible to

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develop theoretical approaches within a single paradigm that gives scholars an opportunity to examine the subject of research from different perspectives, opening its new facets, but remaining on a common ground of personality-oriented teaching paradigm, recognizing the eternal value of the anthropocentric principles of education. The personality-oriented paradigm reflects the essential parameters of other coexisting paradigms (axiological, communicative, cultural, competency-based) that make up a theoretical basis for the educational system design and implementation within a single model: mission (anthropocentricity), goal-setting (communicative competency), culture (cultural orientation), and values (axiological orientation). This confirms the methodological consistency and legitimacy of the multiple approach concept suggested by Shchepilova that makes it possible to substantiate the theoretical basis for a research in foreign language teaching methodology within the framework of the personalityoriented paradigm. Of course, the diversity of approaches can be grouped on the basis of the target dominant. The key dominant of modern multicultural, multilingual education is a cultural alignment that allows us to speak of cultural paradigm of FLT methodology. The basic cultural approaches that have proved their viability theoretically and experimentally are represented by the corresponding approaches in Fig. 1.

Fig. 1. Paradigms and corresponding cultural approaches in FLT methodology.

The starting point of the subsequent analysis of the selected cultural approaches is understanding of the dialogue of cultures in the interpretation of Professor Mironov [18] who believes that for mastering a foreign language one should compare one’s own and foreign culture to better understand the value and originality of their own culture. The message of the suggested concept interpretation can be summarized in the form of the question: What should be the teaching strategy that can provide interaction, mutual influence and interpretation of native and other cultures in the process of mastering a FL? As a result of the in-depth comprehensive analysis of the essence of modern cultural approaches, teaching strategies for each of the approaches have been formulated in the following way.

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The approaches and teaching/learning strategies in Table 1 focus on language acquisition in the process of learning facts about the corresponding culture. This culture centrism is a basic criterion for classifying them as cultural approaches, which is a theoretically and practically proven fact. Moreover, a recent action research makes it possible to upgrade certain strategies by adding some learning activities that we find important. It concerns the linguacultural and intercultural teaching strategies. Table 1. Cultural approaches and corresponding teaching/learning strategies. № 1. 2.

Approach name Language and country studies (Vereshchagin and Kostomarov) Linguacultural (Vorobjev)

3.

Sociocultural (Safonova)

4.

Multicultural (Sysoev, Baryshnikov) Intercultural (Tareva)

5.

6.

Transcultural (Canagarajah, Garcia, Proshina)

Learning strategy language acquisition learning facts about another country language acquisition learning facts about a different culture language acquisition learning the language in the process of contrasting comparative co-study of cultures language acquisition learning of the cultural diversity in the countries of target languages language acquisition acquaintance with the fact about another culture – its transfer to the native culture and awareness of its features – reassessment/comprehension of the fact of native culture and based on the awareness of their national identity comprehension of a phenomenon of another culture from a new self-position – reassessment of the fact about another culture – formation of the idea of the native culture fact from the position of a native speaker language acquisition deculturation of one’s linguaculture – acquaintance with a fact about another culture – assessment of the contact linguaculture – selection of appropriate communicative strategies needed for successful communication with the contact linguaculture – transfer of the fact about another culture to the native linguaculture and awareness of its features – reconciliation of differences of the fact about another culture with the native culture – reassessment/comprehension of the fact about the native culture – neoculturation (enrichment of one’s linguaculture under the influence of the contact linguacultures without their assimilation) – ability to act as a representative of several linguacultures

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The experimental research has proved effectiveness of the following linguacultural teaching/learning strategy: identifying the culture-specific linguistic units - analyzing their semantic structure - studying the cultural background in various sources - filling cultural lacunas of the text – working out a linguacultural field - interpreting of the culture specific language units when compared to the similar facts in the native culture. The research results obtained from teaching a high school elective course “US High School and College Culture” prove the educational and motivational potential of this strategy [19]. As for the intercultural teaching/learning strategy, there is a need to argue the necessity of incorporating one more important stage. As you can see from Table 1, the strategy starts with acquainting students with facts about another culture. This is a typical beginning for most of cultural approaches. The overwhelming majority of foreign language course books implement the learning strategy of the sociocultural approach according to the formula of “language acquisition in the process of contrastive-comparative study of cultures” (Table 1). However, as it was rightly noted by Goncharova, “within the framework of this strategy, the teachers believe that their students know enough facts about their native culture, assuming individual and conscious comprehension based on their life experience” [20, p. 11], which in most cases is not true. In such situations, the process of rethinking the facts about the native culture compared with the facts about another culture is often jeopardized by conventional knowledge or even the students’ ignorance of such facts. In this regard, we consider it appropriate to start the strategy of intercultural approach with the stage of updating knowledge of the fact about the students’ native culture before learning a similar fact about another culture. Thus, the formula of intercultural teaching/learning strategy may be formulated as follows: Updating and expanding knowledge about some fact in the native culture - Learning a similar fact about a different culture - Transferring this fact to the native culture and understanding its features - Reassessing the fact about the native culture and, on that basis, getting awareness of one’s national identity – Gaining insight into the phenomenon of another culture from a new self-standpoint Reassessing the fact about the other culture – Forming native speaker’s adequate knowledge of the cultural phenomenon in his/her own culture. 5.1

The Problem of Course Books and Teaching Materials Used in Russia Aimed at Developing Students Intercultural Communicative Competence

The intercultural teaching/learning strategy is characterized by a pronounced axiological orientation because students learn cultural facts about both native and studied culture in their mutual intersection and integration, having equal status. This provision is of great importance for the implementation of educational potential of the Foreign Language subject matter. The novelty and innovativeness of the intercultural approach concept presented above, in contrast to other concepts, both in Russia and abroad, lies precisely in the fact that native culture is not only a means, background for cross-cultural analyses of other languages and cultures, but also one of the goals of foreign language education. Its goals are as follows: to expand knowledge about the native culture, its unique and

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distinctive features; to develop students’ critical thinking skills in order to adequately analyze and assess their own and the target culture. It is important to stress a very important aspect of the intercultural learning strategy: in the process of learning the target culture, students, often for the first time in their lives, come to understand and accept their national values, which is a way of socializing, shaping their cultural and national identity. The analysis allows us to draw an important conclusion about the need for consistent implementation of intercultural approach at all stages of national education in the field of FL. This provision can no longer remain wistful wishes for governmental authorities and professionals who determine the federal and regional educational policy at all levels. The research of the paradigmatic basis of intercultural approach to language learning and teaching in Russia, personal experience of teaching undergraduate and graduate students make it possible to raise and discuss a number of urgent problems and suggest ways to solve them in pursuit of changing the situation. This problem has been in the focus of recent studies aimed at substantiating certain aspects of the theory of modern FL course book, implementing the intercultural approach to its design, content and procedure. New innovative technologies, for example, intercultural commenting of concepts in the native and target cultures, linguistic and linguacultural interpretation of texts have been introduced in recent publications and course book by Chernobrovkina, Vasilieva, Stolyarova [21]. However, the results of research and advanced practices are not widely implemented in the course books for secondary school and college students. Besides, we are facing a problem of using school and college course books published abroad by native speakers of the target languages. Many FL teachers and scholars consider it as an advantage. Yet, from the intercultural perspective it is not as effective as it might seem because the course books are written irrespective of learners’ native culture and that’s why they are widely used all over the world. In this sociocultural context Russian teachers of foreign languages in order to realize the intercultural teaching/learning strategy aimed at updating knowledge of the students’ native culture before learning similar facts in the target culture, have to solve the problems of selecting content-based information about the native culture, preparing teaching materials, planning classroom activities, and fulfill many more teaching tasks which the course books and teacher’s books don’t include. To finalize the discussion of the problem, we believe that stricter intercultural criteria should be used by publishers to review foreign language course books. 5.2

Improvement of Intercultural Professional Competency of Secondary School and University Faculty

One of the most effective ways of solving this problem is to attract professionals to research in the field of intercultural teaching in the framework of university research schools by motivating them to take part in national and international conferences on intercultural issues, to increase their publication activity, to participate in teams for teaching materials design. At the Institute of Foreign Languages of Moscow City University, the research on problems of intercultural foreign language education is carried out within the framework of Research School “Intercultural Foreign Language

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Education as a Social Transformation”. The research results in the field were discussed at the international conference and published in the above cited collective monograph “Dialogue of Cultures. Culture of Dialogue. An Individual and New SocioHumanitarian Values” [22]. The latest book “Methodology of Intercultural Foreign Language College Education” by Berdichevsky, Giniatullin, Tareva summarizes theoretical and technological aspects of intercultural approach to foreign language education in the country [23]. At the same time, despite a great interest to the problem under discussion, there remains a very important aspect that is overlooked by researchers. It is an axiological component in the structure of the intercultural foreign language communicative competence. The analysis of the research in the field carried out in the past decade shows that the principles of anthropocentric paradigm and corresponding cultural approaches are not fully implemented. There are some reasons for that. Firstly, the axiological component of the intercultural communicative competence hasn’t been given a proper attention to regarding values, attitudes, personal qualities like empathy, tolerance, respect for representatives of other cultures. Secondly, there is no theoretically and experimentally validated model of the axiological content of intercultural education, which hinders practical implementation of the approach. Thirdly, surprisingly as it might seem, modern course books on FLT methodology don’t even include a special chapter devoted to this vital problem from the standpoint of personality-oriented paradigm. Though scholars stress the necessity of instilling certain values, attitudes, motives, personal qualities in college students, the use of mostly quantitative research methods limits the possibility of assessing the results of the research and formulating evidence-based conclusions. 5.3

New Challenges and Perspectives of Implementing Intercultural Approach in Professional Language Education

The study of the paradigmatic foundations of the intercultural approach in foreign language education makes it possible to conclude that monocultural orientation of the teaching methodology research on the target language and its culture has been overcome. The professional community at large has come to realize and recognize the idea of equal importance of both the target and the native cultures and languages as goals of intercultural language teaching, at least theoretically. However, the idea of interculturality as a new quality of foreign language education, though accepted, is not sufficiently implemented in universities. One of the challenges of teaching foreign languages today is multilingualism and multiculturalism of learners as a consequence of the processes of migration, emigration and academic mobility of students, which, on the one hand, complicates the process of developing student intercultural communicative competence but, on the other hand, strengthens the educational potential of Foreign Languages. The present challenges that FLT methodology faces is to generate new ideas and teaching strategies to overcome some problems related to internal diversity of cultures, regional and social variability in the language classrooms. This agenda is open for further theoretical and practical

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research. I would especially like to note the importance of further research of theoretical and technological aspects of developing students’ professional culture, its values, and personality traits which will enable a university graduate to become a successful participant in intercultural communication.

6 Conclusion It should be noted that relevance of the problem of implementing intercultural approach in foreign language education is due not only to its proven innovative status and high linguistic and methodological potential, but also its role in a current geopolitical situation in the world. Today, successful intercultural communication, mutual understanding, rapprochement and cooperation of countries and peoples is to a large extent determined by such important qualities of their citizens as respectful attitude to the national values of different cultures, empathy, and tolerance towards an individual, culture of peoples of different nationalities in all its diversity. Success in instilling such qualities in students serves further growth of their national-cultural identity, which, in our opinion, is the main goal of intercultural foreign language education.

References 1. Byram, M., Zarate, G.: The Sociocultural and Intercultural Dimension of Language Learning and Teaching. Council of Europe, Council for Cultural Cooperation, Strasbourg (1997) 2. Boeckmann, K.-B., Aalto, E., Abel, A., Atonasoska, T., Lamb, T.: Promoting Plurilingualism - Majority Language in multilingual Setting. European Center for Modern Languages, Council of Europe Publishing, Strasburg (2007) 3. Corbett, J.: An Intercultural Approach to English Language Teaching. Languages for Intercultural Communication and Education. Multilingual Matters Ltd, Clevedon, Philadelphia, Adelaide (2003) 4. Guilherme, M., Dietz, G.: Difference in diversity: multiple perspectives on multicultural, intercultural, and transcultural conceptual complexities. J. Multicult. Discourses 10(1), 1–21 (2015) 5. Stolyarova, I., Vasilyeva, E.: Mezhkul’turnaya problematika v sovremenny’x otechestvenny’x issledovaniyax po metodike obucheniya inostranny`m yazy`kam (Intercultural Agenda in Contemporary Foreign Language Teaching Research in Russia). Internet-zhurnal “Mir nauki”, April 2018. http://mirnauki.com/PDF/50PDMN418.pdf. Accessed 24 Mar 2020. (in Russian) 6. Vereshchagin, E., Kostomarov, V.: Jazyk i kul’tura: lingvostranovedenie i prepodavanie russkogo jazyka kak inostrannogo (Linguistic and Cultural Studies in Teaching Russian as a Foreign Language), 4th edn. Russkiy Yazyk, Moscow (1990). (in Russian) 7. Vorobiev, V.: Lingvokul’turologiya (Linguacultural Studies). Izdatel’stvo Rossiiskogo universiteta druzhby narodov, Moscow (2008). (in Russian) 8. Safonova, V.: Soizuchenie yazykov i kul’tur v zerkale mirovykh tendentsii razvitiya sovremennogo yazykovogo obrazovaniya (Co-study of languages and cultures in the mirror of world trends in the development of modern language education). Yazyk I kul’tura 1(25), 123–141 (2014). (in Russian)

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9. Sysoev, P.: Yazykovoe polikul’turnoe obrazovanie v XXI veke (Multicultural language education of the XXI century). Yazyk I kul’tura 2(4), 96–110 (2009). (in Russian) 10. Baryshnikov, N.: Professional’naya mezhkul’turnaya kommunikatsiya: monografiya (Professional Intercultural Communication; Monograph). Izdatel’stvo pyatigorskogo gosudarstvennogo lingvisticheskogo universiteta, Pyatigorsk (2010). (in Russsian) 11. Canagarajah, S.: Changing communicative needs, revised assessment objectives: testing English as an international language. Lang. Assess. Q. 3(3), 229–242 (2006) 12. Garcia, O., Wei, L.: Translanguaging: Language. Bilingualism and Education. Palgrave Macmillan, New York (2014) 13. Proshina, Z.: EIL ili EFL? Izmenenie bukvy ili novaya kontseptsiya yazykovogo obrazovaniya (EIL or EFL? Change of letters or a new conception of language education). Vestn. Mosk. Un-ta. Seriya 19. Lingvistika i mezhkul’turnaya kommunikatsiya 4(4), 171–182 (2016). (in Russian) 14. Tareva, E.: Mezhkul’turnyi podkhod v paradigmal’noi sisteme sovremennogo sotsiogumanitarnogo znaniya (Intercultural approach to paradigmatic system of contemporary humanitarian knowledge). In: Vikulova, L., Tareva, E. (eds.) Dialog kul’tur. Kul’tura dialoga: Chelovek i novye sotsiogumanitarnye tsennosti, pp. 17–44. NEOLIT, Moscow (2017). (in Russian) 15. Mackey, A., Gass, S.: Second Language Research: Methodology and Design. Routledge, New York (2005) 16. Nunan, D.: Research Methods in Language Learning. Cambridge University Press, Cambridge (2010) 17. Shchepilova, A.: Metodika obucheniya inostrannym yazykam na sovremennom etape: polipodkhodnost’ ili poliparadigmal’nost’? (Foreign language teaching methodology today: multiple approach or multiple paradigm?). In: Yazykova, N., Vikulova, L. (eds.) Professionaljnoe stanovlenine uchitelya inostrannogo yazyka v sisteme pedagogocheskogo obrazovania, pp. 24–31. Yazyki narodov mira: TEZAURUS, Moscow (2017). (in Russian) 18. Mironov, V.: Filosofiya i metamorfozy kul’tury (Philosophy and Metamorphosis of Culture). Sovremennye tetradi, Moscow (2005). (in Russian) 19. Yazykova, N., Stolyarova, I., Lutkova, E.: USA Education Reader: High School and College Culture. Moskovsky gorodskoy Pedagogicheskiy universitet, Moscow (2012) 20. Goncharova, V., Alpatov, V.: Mezhkul’turnoe zazerkal’e: opyt integratsii rodnoi kul’tury v rossiiskoe inoyazychnoe obrazovanie v vysshei shkole (Through the intercultural lookingglass: from experience of integrating Russian culture into teaching foreign languages in college education in Russia). Alma mater (Vestnik vysshey shkoly) 9(12), 110–115 (2017). (in Russian) 21. Chernobrovkina, E., Vasilieva, E., Stolyarova, I.: Language and Culture Through Literary Text: Student Activity Book for Pre-Intermediate-Upper Intermediate Learners of English. Izdatel’stvo Buryatskogo gosudarstvennogo universiteta, Ulan-Ude (2016) 22. Vikulova, L., Tareva, E. (eds.): Dialog kul’tur. Kul’tura dialoga: Chelovek i novye sotsiogumanitarnye tsennosti: kollektivnaya monografiya (Dialogue of Cultures. Culture of Dialogue: Man and New Sociohumanitarian Values: Collective Monograph). NEOLIT, Moscow (2017). (in Russian) 23. Berdichevsky, A., Giniatullin, I., Tareva, E.: Metodika mezhkul’turnogo inoyazychnogo obrazovaniya v vuze (Methodology of Intercultural Foreign Language College Education). FLINTA, Moscow (2019). (in Russian)

Phonetic Issue in the Process of Foreign Students Adaptation: Implementation and Perception of the Russian Word Stress by Tajik Speakers Marina Agafonova(&) St. Petersburg Polytechnic University, Saint Petersburg 195251, Russian Federation [email protected]

Abstract. A lot of people from foreign countries come to St. Petersburg to study and work. As practice shows, a linguistic issue is one of the most vital for the process of foreign students adaptation. The study of difficulties associated with the manifestations of phonetic interference is an important research topic as the results will facilitate the process of adaptation and teaching Russian as a second language. This article considers the manifestations of phonetic interference in the speech of Tajik speakers on the example of errors associated with the implementation and perception of word stress. Auditory, instrumental and perceptual experiments were conducted on the material of spontaneous speech and reading of 32 speakers (total duration of the recordings is 294 min). The results of this research show that Tajik speakers do not make mistakes in word stress realizations systematically, but they do not understand what is a ‘word stress’ in the Russian language. When teaching the Russian language as a foreign language to Tajiks, it is also necessary to consider the influence of the tonal component of stress and to conduct training in the implementation of word stress in a complex together with intonation. Keywords: Tajik language
Phonetic interference Intonation
International students


Word stress
Accent


1 Introduction In our time the problem of bilingualism has acquired a special importance because of globalization. Currently, a lot of people from foreign countries come to St. Petersburg to study and work. Separated from the main ethnic group, native speakers constantly contact with the people around. Thus, people of different ages read, speak, write in Russian at universities and at work. In this case, the national accent is expected and inevitable. There is a transfer of skills of the native language to the second target language, which can be traced in speech in the form of deviations, due to different articulatory base.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 305–312, 2020. https://doi.org/10.1007/978-3-030-47415-7_32

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As the practice shows, a linguistic issue is one of the most vital for the process of adaptation of foreign students and word stress implementation is considered as a problematic aspect. The purpose of this study is to identify the degree of manifestation of errors associated with the implementation of word stress and to analyze how foreigners perceive the word stress in Russian. The results will help to improve the system of teaching Russian as a second language.

2 Literature Review Adaptation is understood as the achievement of balance of a foreign student during the period of study. The practice of teaching shows that it is the linguistic issue that affects the length of adaptation process. It is also clear from conversations with students that language problems burden them in dealing with other cultures, both at the university and beyond. The results of the study by Arkadeva [1], Vasileva [1], Vladimirova [1], Sharri [1] and Fedotova [1] shows that 80 of the 88 first-year students surveyed, faced language barriers. An attempt to use Russian as a means of communication has not been very successful. The language barrier prevents students from building friendly and constructive relationships with the Russian students, and therefore foreign students exist in the isolated socio-cultural space and prefer to communicate with their fellow countrymen. Thus, the results of Rubtsova’s research show that the level of foreign students’ communicative skills is not enough for successful intercultural communication in a new socio-cultural environment (average point of 43% from 100% in Russian and 55% in English) [2]. A foreign accent has a certain communicative effect on the native speakers: there are complex relations between language and society, which are manifested in the social marking. The accents are evaluated differentially [3, 4]. They are connected with stereotypes about the speaker’s nationality. The stereotypical perception reinforces the lack of understanding. This leads to mistrust. As students say, they suffer from misunderstanding, prejudices and, as a result, anxiety. International students, despite some existing stereotypes [5] about their academic and integrative performance, are ready for communication with both teachers and their classmates [6]. The preference of such a type of work might be explained by the desire to reduce the level of anxiety. Constant comparison of international students with domestic ones can lead to discriminating against the former on the basis of poorer performance in the field of a foreign language. In such a context, the most helpful measure is to individualize the process of language learning, emphasizing the intellectual ability of every student and the uniqueness of each student’s opinion and way of thinking, which leads to successful development of students’ communicative competence despite the initial level of a student’s language proficiency [7]. In addition, phonetic interference affects not only the speech of foreigners, but their ability to perceive speech in Russian or English. Communicative competence indicates that the student possesses the ability to understand authentic speech at a pace natural to native speakers and can practically apply the acquired theoretical knowledge in the field of phonetics to the communication process considering the specifics of the pronunciation of the language (the correct phonetic registration of prepared and

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unprepared statements of different degrees of complexity). The results of Almazova [8], Eremin [8] and Rubtsova’s research [8] shows that listening appeared to be one of the most difficult speech activities for 61.8% (178 of 288) of the respondents at the elementary level,. These students have poorly developed phonetic abilities; they could not identify rapid speech, and it was difficult for them to recognize the pronunciation of many unfamiliar words, which prevented adequate understanding of the material [8]. Phonetics plays an important role as pronunciation is the main characteristic of speech. Errors in phonemes realization, intonation contours and incorrect implementation of word stress leads to misunderstandings [9]. Practice shows that 86.7% of firstyear students have pronunciation deficiencies. Sometimes deviations from the pronunciation norm are so strong that they practically exclude the possibility of understanding some words [1]. Bilingualism is quite common among the residents of Tajikistan. The influence of the native language on their speech in Russian is undoubted. Mistakes related to the implementation of word stress is one of the expected features of the Tajiks’ Russian speech. In the Tajik language word stress was usually defined as dynamic [10, 11]. Mammedova’s research on the stress in the Persian language [12] and Haskashev’s on the stress in the Tajik language [13], made some clarifications: it was found that in the word stress in the Persian and Tajik language intensity, duration, and tone are involved. There was still disagreement as to which of these components was the main one. So, Mammedova [12] considers intensity to be the main component. Ivanov [14, pp. 22– 23] writes that “a long duration or intensity irregularly marks the stressed syllable”. Haskashev [13, p. 20] believes that “the nature of the Tajik word stress is tone and intensity, with the main role played by tone, and the intensity is complementing”. The stress usually falls on the end of the word. In the oral speech, the word stress is somewhat erased and the main becomes the phrasal stress. In Russian words, included in the spoken language, the stress falls on the last syllable [14]. Russian word stress is quantitative: the length of the stressed vowel is 1.5 times longer than that of the vowel preceding the stressed one. This type of stress is possible in Russian because there is no opposition between long and short vowels. The quality of the stressed vowel is important, too. Russian stress is also dynamic, because the strength of the vowel depends on its quality. However, there is no tonic stress in Russian [15]. Comparing the description of the Tajik phonetic system with the system of the Russian language, word stress shift can be expected in the Russian speech of native speakers of Tajik languages (in a study of the word stress implementation by Iranian students, Moradi found that Iranian students mistakenly pronounce the penultimate syllable of a word as a stressed one, not the last syllable [16]). The results obtained during the instrumental study of intonation errors in the Russian language spoken by Tajiks allow concluding that the tonal component of the word stress is a factor influencing on the nuclear shift in a speech unit of incompleteness. This feature is found in the speech of most Tajiks and is perceived as an accent by native speakers of the Russian language [17]. In this study, the features of the implementation and perception of word stress by native speakers of the Tajik language were considered. There are two main questions: how frequent the errors in the Russian speech of Tajiks are, and how they perceive a word stress in the Russian language.

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3 Materials and Methods For the study it was necessary to record the material: spontaneous speech and reading in Russian by speakers for whom Tajik is the native language. To obtain samples of reading, the speakers were asked to read the text, which reflects the most typical implementation and combination of Russian phonemes (“It was a quiet gray evening”). Most of the speakers also answered the interview questions, with the help of which a spontaneous speech was obtained. Recording of the material was carried out at the recording Studio of the Phonetics Department of St. Petersburg State University. The total duration of the recordings is 294 min. The group of speakers included 32 Tajiks aged 9 to 50 years old. All Russian announcers/informants went to schools where some subjects were taught in Russian, which allowed them to enter educational institutions in Russia. At the time of the study, all speakers lived in St. Petersburg. The recording was carried out in 2016–2019. To answer the first question of this research (how frequent the errors in the Russian language spoken by Tajiks are), auditory and instrumental acoustic analysis were carried out. The program “Wave Assistant” (version for students, Copyright 2001– 2005, the Center for Speech technology) was used. 8467 words were selected for further analysis (all the polysyllabic words). To analyze the peculiarities of the word stress, an auditory analysis was carried out, the duration of vowels in words, the intensity and features of reduction were analyzed instrumentally. The results of the auditory analysis were recorded in special protocols, which were marked by deviations from the Russian literary pronunciation norms. The data obtained was statistically processed. The percentage of marked deviations from the pronunciation norm in relation to the theoretically possible was calculated for each informant. “An error in the implementation of accent” was considered the implementation in which the result of the auditory analysis revealed the shift of stress. For controversial cases, a perceptive experiment was conducted with the involvement of native speakers of the Russian language (auditors were asked the question “is the word stress in the spoken word correctly implemented?”). The question also arises as to what characteristics are decisive for determining the place of stress in the Russian language by native speakers of the Tajik language, and how they perceive a word stress in Russian. The perceptive experiment was carried out. 18 words were selected from the recordings of the speech with different ratio of characteristics: the words realized according to the norm (the duration of the stressed vowel is maximum in the word and coincides with the maximum intensity and the pitch peak) and the words realized with a deviation from the norm: those in which the duration of the stressed vowel is maximum in the word, but does not coincide with the maximum intensity and pitch peak and those in which the duration of the stressed vowel is not realized, agrees with the norm, the maximum intensity and pitch peak are shifted to the stressed vowel. The Tajik auditors (15 students) were asked to listen to the stimulus twice. The auditors had to answer the questions as to which syllable was stressed in the word, and whether there was a mistake related to the implementation of the word stress.

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4 Results 4.1

Word Stress Realization by Native Tajik Speakers

The results of the study are shown in Table 1. The table shows the percentage of errors in the word stress in relation to the total number of realized polysyllabic words in spontaneous speech and reading. For speakers, the symbol Ta_b (where a – the age of the speaker, b – the number of years lived in Russia, for the second speaker with the same symbol a_b was added a sequence number (2)) was introduced. It is worth noting that due to the lack of tonal component in the implementation of stress in the Russian language, the auditors evaluated the duration of vowels and intensity, the increase in tone on the last tone was not recognized as the shift of stress). Table 1. The percentage of errors in word stress realizations in reading and spontaneous speech. Speaker

T9_0,5 T10_2 T13_2 T12_5 T13_5 T23_0,08 T20_0,5 T20_1 T22_1 T23_2 T20_2 T20_2(2) T19_2 T19_2(2) T19_3 T19_4

4.2

Errors in reading, % 20 30 0 0 0 2 2 0 4 1 0 1 2 2 0 1

Errors in spontaneous speech, % 3 0 0 0 0 0 0 2 0 2 – – 0 0 0 0

Speaker

T21_4 T21_6 T20_6 T21_7 T25_2 T29_3 T26_6 T28_6 T26_8 T26_9 T28_10 T50_0,5 T37_10 T42_10 T41_12 T44_36

Errors in reading, % 1 8 1 2 17 12 0.5 0.5 0 0.5 2 2 8 2 9.5 0

Errors in spontaneous speech, % 1 0 0 0 0 10 0 0 0 2.5 0 0 0 0 2 0

Perception of Word Stress by Native Tajik Speakers

Most Tajik speakers who were invited to participate in the experiment refused, explaining it by that “they do not understand the question and do not know what the word stress is.” Only three auditors who have lived in St. Petersburg for 2, 3 and 7 years have answered the questions (they are listed as T2, T3 and T7, respectively). Auditor T2 made 5 errors out of 18 in determining the norm in the implementation of word stress (there were problems in determining the norm and the place of stress in stimuli consisting of more than 5 syllables). When answering the question about the place of stress in the listened stimuli, in 12 cases out of 18, the auditor chose a vowel

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realized with an increased intensity (which in most stimuli coincides with an increase in tone). Auditor T3 made 13 errors out of 18 in determining the norm in the implementation of word stress. When answering the question about the place of stress in the listened stimuli, in 8 cases out of 18, the auditor chose a vowel realized with an increase in tone (which in a number of stimuli coincides with an increase in intensity). In 6 stimuli, the speaker’s response cannot be associated with any acoustic characteristics or their knowledge of the norm. In stimulus 15, the auditor noted both vowels in a two-syllable word as percussive, while noting that the speaker made a mistake. Auditor T7 made 12 errors out of 18 in determining the norm in the implementation of word stress. When answering the question about the place of stress in the listened stimuli, in 6 cases out of 18 the auditor chose a vowel realized with an increase in tone (which in a number of stimuli coincides with an increase in intensity). In 4 stimuli, the speaker’s response cannot be associated with any acoustic characteristics or their knowledge of the norm. In stimuli 4 and 16, the auditor noted the sonant as a stressed vowel.

5 Discussion Even the speakers who live in Russia for a short period of time, speak Russian at a sufficient level to avoid mistakes in the word stress, do not shift it to the penultimate or to the last syllable. Errors are often caused by the fact that the speaker was unfamiliar with the word in the text. Children aged 9 and 10 years living in Russia for less than 2 years, as well as young people aged 25 and 29 years living in Russia for less than 3 years, made the most mistakes in reading (20%, 30%, 17%, and 12%, respectively). Mistakes are not systematic. However, the results of the perceptive experiment showed that the question “What syllable in the word is stressed?” often causes questions and misunderstanding. The increase in intensity and tone is the main correlate of the stressed syllable. According to the auditors, in ordinary speech they remember how the word is pronounced by native speakers and strive to repeat such a ratio of phonetic characteristics (increase in duration of the vowel in the stressed syllable). According to the Lashgari Elhameh’s study [18], for the majority of native speakers of the Persian language the concept of word stress is not clear. The results of his study on word stress recognition by Persian informants showed that they “had no idea of the word stress, did not understand what it was and made many mistakes”. The results of the experiment in the framework of this study suggest that native speakers of the Tajik language did not understand what is “word stress” in Russian either.

6 Conclusion Phonetic errors made by the speaker lead to misunderstanding and difficulties associated with the adaptation of foreign students. The results of this research show that Tajik speakers do not make mistakes in word stress realizations systematically as they repeat the ratio of vowels duration in familiar word (words they heard from native speakers).

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However, the very nature of word stress is incomprehensible to them and they do not understand when a person uses this term to describe their mistakes. The results of the perceptive experiment by Tajik speakers has empirical contribution: those who agreed to participate perceived a syllable on which there was a tone rise and an intensity increase at the same time as the stressed one. Thus, both components are important for a word stress in Tajik. The practical contribution of this research is that the process of adaptation of foreign students can be accelerated, as it is necessary to explain the general characteristics and structure of word stress in the phonetics of the Russian language. Work on overcoming the errors associated with the implementation of word stress should be carried out simultaneously with the study of correct intonation due to the tonal component of the word stress in the Tajik language. Development of a training program that includes a complex approach to overcoming phonetic errors at the suprasegmental level is the task for further research.

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11. Randall, B.: Olson: a basic course in Tajik. http://ru.b-ok.xyz/book/3300186/b257f4. Accessed 22 Dec 2019 12. Mamedova, A.B.: Foneticheskaya priroda i mesto slovesnogo udareniya v sovremennom persidskom yazyke (v svete eksperimental’nyh dannyh) (The phonetic nature and the place of word stress in the modern Persian language (experimental data)). Ph.D. thesis, Baku State University, Baku (1972). (in Russian) 13. Haskashev, T.N.: Foneticheskaya priroda slovesnogo udareniya v sovremennom tadzhikskom literaturnom yazyke (eksperimental’no-foneticheskoe issledovanie) (Typological comparison of intonation systems of Tajik and Russian language (phonological aspect)). Ph.D. thesis, Leningrad State University, Leningrad (1972). (in Russian) 14. Ivanov, V.B.: Akusticheskie harakteristiki slovesnogo udareniya v persidskom yazyke (Acoustic characteristics of word stress in Persian). Ph.D. thesis, Moscow State Institute of International Relations, Moscow (1975). (in Russian) 15. Bondarko, L.V.: Phonetika sovremennogo russkogo yazyka (Phonetics of the Modern Russian Language). Publishing House of St. Petersburg University, St. Petersburg (1998). (in Russian) 16. Moradi, M.: Analiz yazykovoj interferencii v processe osvoeniya russkogo udareniya v usloviyah otsutstviya yazykovoj sredy (Analyses of language interference in the process of mastering the Russian accent in the absence of a language environment). Bull. RUDN Ser.: Theory Lang. Semiot. Semant 1, 149–158 (2014). (in Russian) 17. Agafonova, M.P.: Sdvig intonacionnogo centra pri relizacii intonacii nezavershennosti v russkoj rechi nositelej tadzhikskogo yazyka (The shift of the intonation centre while realizing intonation of incompleteness in the Russian speech of the Tajik language bearers). Philol. Sci. Theory Pract. 12(5), 181–188 (2018). (in Russian) 18. Lashgari, E.: Slovesnoe udarenie v aspekte russko-persidskih yazykovyh kontaktov (Word stress in the aspect of Russian-Persian contacts). Ph.D. thesis, Peoples’ Friendship University of Russia, Moscow (2010). (in Russian)

Mastering Academic Communicative Skills of Master’s Students in Non-linguistic Universities: Integrative Approach Natalia Galskova , Elena Komochkina(&) and Tatiana Selezneva

,

Moscow Region State University, Mytishchi 141014, Russia [email protected]

Abstract. The priority of non-linguistic universities involves acquiring academic discourse knowledge via integrating foreign language courses with the basics of specialized subjects, i.e. Maths, Physics. The targeted study has revealed the insufficient ability to communicate for academic purposes in L1. Therefore, there exists an urgent necessity for the concurrent learning of formal academic vocabulary to produce relevant speech patterns in L1 and L2 within the foreign language course. The method incorporates the learning technology of writing research papers as well as basic oral presentation skills. The structure of the suggested course evolves in consecutive modules: analytical, reproductive and productive, each of them is characterized by its own objectives, tasks and expected learning outcomes. The analytical stage entails both analysis of a source paper, its structure, style, functional properties and a study of compositional principles of derivative texts such as abstracts and summaries on the basis of comparison of two language systems (L1 and L2). The reproductive stage contains reception, comprehension and consolidation of the instruction material based on lexical and grammatical correlations between L1 and L2, while the productive phase involves the composition of an original text written by students. The use of the suggested integrative method in foreign language classes enables master’s students to acquire skills of cross-cultural communication and foster professional qualifications. Keywords: Communicative skills
Non-linguistic universities academic vocabulary
Integrative approach


Formal

1 Introduction The analysis of interdisciplinary studies into the Language for Specific Purposes (LSP) reveals that foreign language methodologies have been elaborated sufficiently as far as law, management, finance or commerce [1–3] are concerned while L2 teaching in Engineering, Physics or Maths may be considered methodologically less developed. Moreover, recent research has identified the need of integrating courses in a foreign language (FL) with the basics of Native Language learning, namely, parallel acquisition and usage of formal lexico-grammatical and stylistic patterns which demonstrate the most frequent occurrence in speeches, reports during international professional © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 313–322, 2020. https://doi.org/10.1007/978-3-030-47415-7_33

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communication [4, 5]. It should be noted that the ability to produce professionally relevant oral and written utterances as well as the recurrent speech habits of presenting selected materials in the form of research papers, articles and presentations might be listed as primus inter pares among linguistic competences [6, 7]. The current paper is aimed at analyzing the main body components of the basic course in professional foreign language communication with regard to integrative approach, which involves: – Conducting interdisciplinary research into peculiar properties of professional communication among master’s students specializing in Engineering, Physics and Maths; – Providing the course with its theoretical background; – Brief description of the teaching technology in summary translation; – Evaluating the effectiveness of the applied teaching technology concerning master’s students of the above-mentioned professions.

2 Literature Review Last decades have revealed a tendency to teaching English for Specific Purposes (ESP) instead of General Foreign language, a tendency which can be characterized by: – Covering the special learners’ demands based on analysis of their needs; – Use of methodology and professiograms for the corresponding specialties; – Concentrating on a special language relevant to the given specialty by selecting the required training content. The tendency has been spotted by some researchers who have also specified the need for studying FL along with a special subject as a component of ESP courses [1–3, 5]. Some analysts insist on the elements of English for Academic Purposes (EAP) being included in foreign language courses for technical education since academic skills and behavior habits foster not only progress in tertiary studies but further communication in professional community as well [7, 8]. The symbiosis of ESP with EAP in the non-linguistic student courses has been under investigation, resulting in the conclusion that it has been caused by the increasing number of universities going international. In their turn, educators are developing courses aimed at studying academic and special terminology together with the genre analysis of research papers [4, 9, 10], as well as presentation and discursive skills [6, 8, 11]. The advances of modern science and integrative teaching approaches have stimulated the integration of L2 teaching with Physics, Maths, Rhetorics, Native Language Studies as well as the basics of Philosophy, aiming at integrity and harmony of the world perception and awareness. The issues of logicality, the structure of scientific reasoning and codification of rationality along with the pursuit of truth have been covered in quite a number of studies [12, 13].

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The research carried out enables us to provide an outline of educational process in the non-linguistic tertiary institutions, which is to be described in the next section of the paper.

3 Methods 3.1

Professional Communication of Would-Be Masters of Science: Some Characteristic Features

Foreign language teaching (FLT) programmes provide for future graduates of nonlinguistic universities to acquire the skills of communicative competence in native and foreign languages, such as literature reading, active use of professional vocabulary and special terminology, presentation of research results in the form of scientific papers, conference reports as well as participation in scientific discussions in the social networks and through correspondence both in written and oral forms. The mastering of the above-mentioned skills is hindered by the fact that such factors as age, psychology, status pertinent to these groups of learners at the given stage of training should be taken into consideration since, firstly, they have already acquired some relevant habits and skills at universities and as undergraduates and, secondly, they are well-aware what competences they would need for better adaptation in a foreign social environment. On the other hand, their L2 knowledge, as well as L1 and L2 presentation skills, might not meet academic requirements with regard to lexical and grammatical inaccuracies and stylistic inconsistencies [14]. What is significant to consider in teaching future Masters of Science is that their disciplines of study, namely, Engineering, Physics and Maths, are based on universal objective principles, basic logical laws of research shared by universities worldwide, which has also been reflected in the Latin name Universitas. It is worth noting that even from the earliest periods, the university education prescribed the use of common manuals written in Latin and moving from one to another was more than encouraged. According to present-day interpretation, such historic teaching practices might be called “academic mobility”. With these taken into consideration, professional L2 teaching of future Masters of Science should be focused on developing academic communicative skills. The targeted vocabulary could include a selection of formulaic expressions as the basis for further learning of both native and foreign language skills. Regarding adaptation to a different socio-cultural environment, it may even be stated that modern approach to FLT in nonlinguistic tertiary institutions is supposed to ensure an adequate positioning of a future scientist in a global academic community. 3.2

The Structure of Scientific Knowledge as an Algorithm of Presenting Research Results

Both native and foreign researchers are attempting to determine optimal grammar forms and a text composition for the presentation of materials [7, 8]. Various aspects of logicality and visualization are being studied in courses of Pedagogy, Mathematical

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logics, Psychology, Rhetoric and Philosophy. Suffice it to say that virtually every lecture in either Engineering or Physics and Maths follows similar well-known patterns which ensure that information input and output are adequately and accurately delivered and perceived by an expert listener. These patterns are meant to reflect such features of natural sciences as an axiomatic approach and the use of universal mathematical language in both theoretical postulates and methods of proving, inference and solution of theoretical problems. Experimental research is also subject to some schematization, that is, statistic data are to be accumulated and measured results are to be processed in a regular way, systematic and random errors as well as some other factors occurred during the experiment are to be analyzed. The experiment per se generally tests theoretical models and is conducted in accordance with the researcher’s inner logic and their ideas about the phenomenon under investigation. The similar schematic patterns and more or less universal character of cognitive processes are replicated in teaching natural sciences, as well as in further performance of a technical expert, which might imply existing de facto of the international standard of teaching and presentation of research results in physical sciences. These considerations may also suggest that research work per se requires being organized in a regular way to comply with the objective qualitative criteria adopted in the academic community [4, 9, 10]. It is Louis Pasteur who we are indebted to for the modern structure of a research description and who, while presenting his experiments with detailed elaboration, insisted on experimental reproducibility becoming the core of the philosophy of science. This resulted in a generally accepted structure of a research paper as a succession of required sections (IMRAD). Correspondingly, every research paper is supplied with an abstract and a list of key words along with a list of references and/or bibliography. The given composition of an article ensures that results of research are intelligible to the majority of the academic audience as far as their basic assumptions, methods and materials are concerned. A status of a study and its results among other thematically similar or analogous studies are to be mentioned as well. It is noteworthy that the logical presentation of the text in a research paper follows the logic of research and its results [9, 10]. The latter statement is not only generally accepted in the academic community as historically proven but is also believed to reproduce formal logical constructions and theories of mathematical logic. It may be concluded that the IMRAD structure (as well as its modifications IRDAM) assumes the universal character and is used virtually in every publication. Research articles according to the IMRAD structure have been published for more than a century. The simple logic of IMRAD enables both an author to organize and structure his/her work and an expert reader to unfold the progression of an author’s argument [9, 10]. Recently some novel requirement has been introduced into the editorial practice of a number of scientific journals, e.g., Physics Letters A published by Elsevier Publishing House, namely, alongside with an abstract, key words, a text of an article, references, an author is required to submit the so called “research highlights” (i.e., key aspects of research, the most prominent results, some insights as well as general information on conducting a study) in a thesis form which is to be placed on the site of the publishing company. Basically, “research highlights” expressed in several sentences are meant to be the quintessence of research. The interested reader is referred to an abstract and the text of an article.

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As regards the linguistic expression “research highlights”, they are subject to general principles of scientific thesis composition, namely, to avoid ambiguity, vagueness, irrelevant information. A thesis ought to be clear, brief and powerful. Apparently, taking a wealth of information flows into account, editorial boards aim to inform their readers about a gist of a research paper in the most articulate and succinct way to get the reader “hooked”, to refer them to the full text of an article placed on the site, which was not characteristic of scientific editions a decade ago. 3.3

A Technology of Teaching FL of Professional Communication to Master’s of Science Students

The afore-mentioned distinctions of professional communication in the academic community constitute the methodological principles of the current course for teaching FL professional communication in non-linguistic universities. Current realities have fostered the development of a new subcompetence, that is, the ability to present the results of research in the form of “research highlights”, i.e., articulate, laconic, powerful and informative statements conveying the quintessence of a study. The subcompetence could be trained by focusing the in-class work on an authentic text, namely, by analyzing its structure, the communicative function of its lexico-grammatical units, as well as by considering their rheme-theme relations and various presentational forms of speech intention with the help of a summary translation, for example. The course is aimed at teaching master’s students to render their research results as clearly and distinctly as possible, as well as to promote and exchange relevant information professionally. The core emphasis of the course is placed on studying lexicogrammatical structures that are most common to academic communities in both languages. The analytical, reproductive and productive stages of language acquisition are also considered integratively. 3.4

The Stages of Learning and Their Interpretation

The analytical stage involves forming the algorithm-based utterance using the available database of lexico-grammatical textual elements, message-analysis of audio/visual clips under discussion and authentic texts. The course implies both total instructor-led and extracurricular individual analysis of authentic texts with the increasing degree of complexity. The analytical stage might not be an autonomous teaching unit as it is integrated into two other stages and is studied by master’s students during the whole course. The reproductive stage is aimed at integration of speech patterns into complex syntactic unities such as supraphrasal (larger-than-sentence) units and microtexts. By analyzing semantic and grammar structures of a text in terms of IMRAD the content of a would-be utterance is determined, and a microtext is generated. Practice would include audio-visual-based tasks, e.g., question-answer exercises, selection of the most frequent expressions to communicate multidirectional information, identifying false/true statements, multiple choice, filling gaps with word transformations, making plans to and getting a gist of audio-materials, written rendering of theses etc.). Teaching receptive activities is characterized by developing a system of artificial aids, i.e., logical

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and semantic schemes of a speech, thesis plan, the use of text patterns, slide presentations, visual materials etc. The Productive Stage. This stage accounts for generating microtext-level utterances with regard to distinctive functional types of discourse, which eventually leads to production of an autonomous text. Aids used at the final productive stage include materials prepared by students themselves, which may be considered an important motivational component of learning since the information gathered by them has professional relevance. Effectiveness of teaching FL professional discourse, on the one hand, depends on the curriculum being well-structured, on the other, on the interaction between teachers of Natural Sciences and Humanities in designing a course which might correlate these two programs. A number of research and development interdisciplinary studies have come up with an idea of teaching FL as initially oriented toward future professions of master’s students. This approach would meet all the required targets, making courses innovative and more specialized, which enables learners to develop motivated verbal patterns in FL, as well as build expertise in producing coherent and comprehensive texts in the native language. The technology of teaching FL with its integration into academic courses in Engineering, Physics and Maths both in foreign and native languages, introduction of its elements into professional problem-solving tasks, presentation of research results in FL, as well as establishing communication within the global academic community, adhere to the principles of education worked out by N. D. Galskova, a Russian methodologist, such as “actualization of cognitive, creative and research activity of a learner, the shift in focus from teacher’s instruction to learning/acquisition activity, reduction of simulation in FL communication in favour of authenticity, language-based problem-solving, socio-cultural context-oriented activity” [15, p. 5]. The technology of oral and written professional foreign language teaching under consideration might well correlate with the mechanisms underlying the theory of critical thinking [16]. The next subsection of the article briefly examines this correlation based on a case-study of an English lesson. 3.5

The Mechanisms of Critical Thinking in FL Class

Critical thinking is a complex cognitive process aimed at solving a problem by an objective analysis of the real situation, circumstances and conditions. According to Klooster, critical thinking should not be reduced to such cognitive processes as memorizing, understanding, creative or intuitive thinking. Klooster identifies five aspects of critical thinking: 1. Critical thinking is independent thinking; 2. Information is the starting point and by no means the finishing one. Knowledge creates motivation without which man cannot think critically; 3. Critical thinking begins with asking questions and understanding problems to be solved; 4. Critical thinking is to seek a convincing argument; 5. Critical thinking is social thinking [17]. Being united with the technologies proposed by American psychologists Meredith, Steele, Temple and Walter, these aspects contribute to developing mechanisms of their application in FL classes, which involves passing 3 stages: challenge, understanding

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and reflection [18]. Based on this mechanism, practical training can be organized methodologically in such a way that at the stage of reflection about the professionally relevant topics are to be under discussion, which may be considered the final result of FLT in non-linguistic universities. The stages of teaching critical thinking are to be mentioned to define its role in forming speaking skills of master’s students, future engineers, physicists and mathematicians. Stage 1. Challenge The stage implies creating stress-free environment to motivate students to speak on the topic offered by a teacher. At this stage learners are being asked questions concerning their personal experience, for example, even the provocative ones, urging students to express their personal opinion. At the beginning of the lesson before presentation of new material, the answers to special questions are discussed and assignments are offered to reveal the background knowledge of the group: Who knows anything about the discovery of radioactivity? What do you think about the future of computers? What new technologies are used in your field of science? What makes the inventions work? After “recalling” the existing knowledge on the topic, all mentioned thoughts and ideas are gathered in an entity (in the form of tables, memory cards and other schemes), summarized and generalized. As homework assignment, the gathered information is to be compiled into a glossary to be further activated as a ready packet of terms in speech/writing. Additional material on the topic under discussion is to be gathered and presented at the next period in a form of a brief talk or an answer to the question. When the background knowledge of the group or a student becomes clear to the teacher, they can move on to the second stage, that is, understanding. Stage 2: Understanding At the stage of understanding, a student is acquainted with principally new information offered in the form of a text to be read, an extract to be listened to or a dialogue on the topic under consideration or theses elaborated by a teacher. The latter encourages learners to rethink critically the acquired knowledge, to compare it with the new information and to analyze it in terms of its current relevance, novelty, validity and applicability in their fields of science. With a view to teaching speaking skills to master’s students in L1 and L2, this stage entails being able to define the objective of a study, to set a task before an experiment, to describe the result briefly, to generalize, to juxtapose or synthesize the information with the studied lexico-grammatical units. In practice this stage includes such assignments as developing an idea, completing a phrase using prompts, finding possible answers to a question etc. This stage is meant to retain learners’ attention to a new topic and to activate the “old” material. Methodologically, the stage provides an additional opportunity to perfect various linguistic structures and to deal with difficult lexical and grammatical material. However, taking into account the master’s students’ self-awareness and motivation, as well as their acquired knowledge and communication competences, reinforcement of their speaking skills takes place at the third stage.

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Stage 3: Reflection This stage may be characterized by making original and creative decisions, getting answers to questions, analyzing hypotheses, autonomous new information retrieval, and, which is more, establishing new objectives and posing problems to be solved. Activities in class include round tables, thematic discussions, research reports as well as presentations. These assignments are creative and are meant to activate the studied lexico-grammatical structures, to infer the required information from various sources with further shaping it into a form of productive written or oral utterances on the topic of research. These briefly outlined three stages of critical thinking can be implemented effectively in practicing speech patterns and formulaic expressions at various levels of postgraduate training at technical universities, particularly, of master’s students.

4 Results The methodological validity of the approach for FL classes manifests itself in a radically innovative character of the academic curriculum which includes the theory of critical thinking, namely, gathering, systematization and analysis of the obtained results and their critical rethinking, as well as full awareness of further education and selfeducation. Anonymous questionnaires and face-to-face interviews would account for learners’ opinion about their efficiency in acquiring new information, mastering productive speaking/writing skills, cognitive value of information input and motivation to learn a major in the English and native languages. The introduction of topics currently relevant to the natural science community, discussions of new effects and phenomena, as well as corresponding terminology are equally important. The focus is on looking up general and special lexical and grammar forms of expressing scientific ideas and discovering new terminology. The presentation of topic-related special terms as constituents of grammar forms, arranging the latter into the lists to reveal their universal character may be considered an innovative technique. Homework at this stage may include searching fixed special terms in Russian and foreign sources with subsequent analyses of their universal usage. The second stage (“understanding”) involves compiling “memory cards” to arrange background information obtained by students before studying a new situation, a problem or an idea which might come up with a new block of information. It may further imply the development of the idea or the situation and ways of their solving. As an aid, for instance, listening to an extract or reading a paragraph with analysis of their key sentences may be introduced. Abilities to juxtaposition, self-awareness and introspection are formed at the stage, which, basically, means the cornerstone of critical thinking. The logical mastering of the afore-mentioned skills in ESP classes is the third-stage technology of critical thinking, that is, reflection. Its practical manifestation may include “brainstorming”, oral or written text-based idea development, a composition of a report, a thesis statement, a conclusion to a research paper, participation in a conference, a discussion, a round table and/or students’ competition of presentations at a group, faculty or inter-institutional levels.

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5 Conclusion Therefore, there exists an urgent necessity to work out FL courses, aimed at using the mental potential of a master’s student as a would-be researcher. It may be generalized from all mentioned above that the underlying idea is in putting together and arranging two types of academic materials, a toolbox of formal lexico-grammatical units characteristic of a scientific presentation and a glossary of special terms both in foreign and native languages. As a result, an academic activity would be built up on analysis, search (looking up), usage, discussion and study of these two groups of materials. The analysis would allow remembering the basics of syntax and grammar whereas looking up in English textbooks, monographs and articles would build up a glossary, as well as a list of conventional normative phrases and expressions. The modern educational environment is currently aimed at teaching students of Natural Sciences to establish professional communication in L1 and L2 with the use of the studied speech models/formulaic expressions while considering the analytical mindset of future researchers. The present educational technology using the summary translation based on formal lexical and grammatical units of the native language appears to be an effective means of teaching ESP to master’s students along with mastering their native language skills since this group of students in particular needs a specially organized institutional environment due to the lack of both educational materials and academic hours. It would seem logical to consider FL not only a goal and means but also a tool enabling non-linguistics master’s students to become worthy members of the scientific community and create new world models and knowledge in the future.

References 1. Bárcena, E., Read, T., Arús, J.: Languages for Specific Purposes in the Digital Era. Springer, Heidelberg (2014) 2. Basturkmen, H.: Developing Courses in English for Specific Purposes. Palgrave Macmillan, London (2010) 3. Rai, U.: English Language Communication Skills. Himalaya Publishing House, New Delhi (2010) 4. Rabinowitz, H., Vogel, S.: The Manual of Scientific Style. A Guide for Authors, Editors, and Researchers. Academic Press, London (2009) 5. Bowker, L.: Using specialized monolingual native-language corpora as a translation resource: a pilot study. Meta: J. des traducteurs 43(6), 631–651 (1998) 6. Freitag-Lawrence, A.: English for Work. Longman, Harlow (2010) 7. Bailey, S.: Academic Writing: A Handbook for International Students. Routledge, New York (2014) 8. Philpot, S., Curnick, L., Soars, L., Soars, J.: New Headway Academic Skills Level 3, Reading, Writing and Study Skills. Oxford University Press, Oxford (2011) 9. Gastel, B., Day, R.: How to Write and Publish A Scientific Paper, 8th edn. Cambridge University Press, Cambridge (2016) 10. Day, R., Sakaduski, N.: Scientific English: A Guide for Scientists and Other Professionals, 3rd edn. ABC-Clio, Oxford (2011)

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11. Cavage, C.: University Success Oral Communication, Transition Level with MyEnglishLab. Pearson Education, Hoboken (2017) 12. Kuhn, T.: The Structure of Scientific Revolutions. University of Chicago Press, Chicago (2012) 13. Latour, B.: Science in action. Harvard University Press, Cambridge (2013) 14. Klochkova, O., Komochkina, E., Mustafina, A.: “Triad” strategy as an effective way of developing professional communication skills of Physics and Mathematics students. Procedia – Soc. Behav. Sci. 236, 271–276 (2016) 15. Gal`skova, N.D.: Sovremennaya metodika obucheniya` (Modern methodology in FLT as a science: problems and prospects). Vestnik MGOU 1, 1–13 (2013). (in Russian) 16. Waks, L., English, A. (eds.): John Dewey’s Democracy and Education: A Centennial Handbook. CUP, Cambridge (2017) 17. Klooster, D.: What is critical thinking. Int. J. Crit. Dev. Think. 4, 36–37 (2001) 18. Stil, D.L., Meredit, K.S., Templ, Ch., Uolter, S.: Osnovy` kriticheskogo my`shleniya (The Hallmarks of Critical Thinking). Open Society, Moscow (1997). (in Russian)

The First Foreign Language Influence on the Second Foreign Language in Bilingual Environment of Sakha Republic (Yakutia), Russia Aleksandra Ivanova1(&) , Anna Grigorieva1 Tuyaara Ordakhova1 , and Wu Li2

,

1

2

North-Eastern Federal University, Yakutsk 677000, Russia [email protected], [email protected], [email protected] South Ukrainian National Pedagogical University, Odessa 65000, Ukraine [email protected]

Abstract. This paper investigates the problem of the second foreign language acquisition in bilingual environment. The main goals and principles of such international examinations as Cambridge First Certificate in English and Chinese Proficiency test are analyzed in this study. The first-year undergraduate students of bachelor programme “Pedagogical Education” have been tested in the format of these international exams and the subsequent independent analysis performed on the test results. These languages are learnt as major foreign languages in NEFU of Sakha Republic (Yakutia), located in the Arctic zone. Applicants of this University have already enrolled with the knowledge of English, while Chinese language has been studied only from the first year of education. In addition, most of the students living in the Arctic are bilinguals from birth; they know their native and Russian languages. The students’ proficiency in English as their major language, using Cambridge FCE test, has started in NEFU since 2017. Moreover, students of “Pedagogical education” have passed HSK test only since spring 2019. We believe that the predisposition to learning another foreign language, as Chinese, is determined depending on the level of English proficiency. To achieve this, English proficiency was assessed at the very beginning of study, and Chinese proficiency was estimated at the end of the 1st year. The test results under the format of CEFR grid have revealed the phenomenon of linguistic interference of the 1st acquired foreign language in the progress of the 2nd foreign language learning. Keywords: CEFR interference


Cambridge exam
HSK
Bilingualism
Language

1 Introduction To begin with, there is a process implementation of foreign language level training in modern Russian higher language education in accordance with the requirements of Common European Framework of Reference (CEFR), including in North-Eastern © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 323–330, 2020. https://doi.org/10.1007/978-3-030-47415-7_34

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Federal University named after M. K. Ammosov (NEFU) of Sakha Republic (Yakutia) which is located in the Arctic zone of Russia [1]. Moreover, it should be mentioned that the local population is bilingual as the Republic of Sakha (Yakutia) is a territorial entity of the Russian Federation, and most of the residents speak their native and Russian languages from birth. This fact can also be positively reflected on the study of foreign languages. Recently, a new educational programme ““Pedagogical Education”: Foreign Language (English) and Foreign Language (Chinese)” was created by the English Language Department of NEFU in 2017. The average score to enroll this programme is 74.3, which is an indicator that students enter with a high level of the English language. In addition, proficiency level of these two foreign languages can be objectively assessed through international examinations as 1) Range exams, which are multi-level tests in English as IELTS, TOEFL [1, 2]; 2) Level exams as Cambridge exams in English and Chinese Proficiency Test (well-known as HSK) [1, 3, 4]. All of these examinations are for non-native candidates. They are required to pass for entering foreign universities or leaving for work to English-speaking countries or China. The results of the Cambridge exams are valid for an indefinite period of time, but for entering Chinese universities, the HSK results are valid only for two years (starting from the date of the examination) [3, 4]. The unique Cambridge examination and HSK systems, which are strictly designed in accordance with the levels given in the CEFR, help to check how a candidate can use a foreign language as the means of communication: from the most basic level (A1) to the highest level (C2), practically the level of a native speaker with a higher education. These results are recognized in most countries of the world because they are a reliable confirmation of the language level [1, 3, 4]. The applicants are enrolled to the Language Institute of NEFU in the Republic of Sakha (Yakutia) after passing the Unified State Examination (USE) in English; it means they already enter with knowledge of the first foreign language. The specifics of the Russian educational system at the level of secondary education is that students must reach B1 (Threshold) level in a foreign language (in accordance with CEFR) and at the advanced level they must reach a B2 (Vantage) level by the end of the eleventh grade [1, 5, 6]. According to the above information, it is assumed that school graduates, who have passed the USE, must have a maximum level of B2 (Vantage) [1]. This level corresponds to the Cambridge exam First Certificate in English (FCE). If you pass it, you can confirm the level B1 (Threshold), B2 (Vantage) or C1 (Effective Operational Proficiency). Most of the students entering the language programmes of University have the highest USE results in English. Therefore, the English proficiency test is immediately held at the very beginning of their study. However, at the same time the Chinese proficiency test is held after the first year of studying because the students enter without knowing this language, and it refers to the HSK basic 1st level. Therefore, the first issue is the influence of bilingualism on predisposition to learn foreign languages. This issue is analyzed from psychological point of view. The second problem is the influence of the first foreign language on the second foreign language learning. In this regard, the aim of the study is to identify the first foreign (English) language influence on the second foreign (Chinese) language of the first-year bilingual students

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of the Bachelor NEFU programme “Pedagogical Education” who live in the Arctic zone. This goal can be realized through the following research objectives: 1) to study the theoretical literature on bilingualism, transference, interference, CEFR; 2) to test students in the format of the international Cambridge exam FCE and HSK; 3) to do an independent analysis and evaluation of the test results, comparing the levels of proficiency in English and Chinese by CEFR; 4) to do a comparative analysis of the results in both languages, find similarities, and differences in the study. The object of the research is teaching English and Chinese to bilingual students of language programme. The subject of the study is the Cambridge exam FCE in English and HSK in Chinese as the means of identifying the foreign language proficiency levels of both languages. We believe that the predisposition to learn the second foreign language, such as Chinese, depends on the level of English proficiency. This phenomenon is known as language transfer.

2 Literature Review “Common European Framework of Reference for languages: Learning, Teaching, Assessment” (CEFR) was created by Council of Europe in 2001 [5]. There are some Russian researchers investigating the process of teaching a foreign language and language assessment, such as Denisova, Gorokhova, Popova, Sidorova, etc. [6, 7]. Such Russian and foreign scientists as Strekalova, Shcherbakova, O’Malley and Chamot, etc. [10–12] study the ability to learn foreign languages and transference. Romaine [8], Fomin [9], and others investigate the bilinguals’ issues. Romaine [8] analyzed the types of bilingualism, taking into consideration two coordinate types into one, and put more emphasis on the context in which the languages are learned and how they are used. Learning another language, in which a word from the second language is typically associated with the meaning in the native language, results in compound relation between the first and second language [9]. Moreover, Strekalova [10] says that studying any foreign language, students have different psychological abilities, as well as development of foreign languages is influenced by temperament, features of perception, attention and memory. Students must have a metalinguistic consciousness for a successful learning of a foreign language that will contribute to better acquisition of the second foreign language. The knowledge, gained while learning the first foreign language, can be used by students in their work on the second foreign language. This phenomenon is called transference. Transference is “a transfer in which the affecting language does not cause violations of the norm in the studied language but stimulates the laws that already exist in it” by Shcherbakova [11, p. 85]. In addition, as people learn languages, they develop certain skills. They naturally transfer the skills learned in the first foreign language to the second foreign language. Also, O’Malley and Chamot define transfer as “the use of previous linguistic or prior skills to assist comprehension or production” [12, p. 120]. This indicates that while reading, speaking or writing in the second foreign language, learners transfer their first foreign language knowledge or skills. Moreover, we believe that bilingual students support positive transfer from learning.

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3 Materials and Methods Based on the theoretical analysis of literary and statistical sources, testing, analysis of students results. Examination papers are taken from official websites and training tests of FCE, HSK. The FCE Consists of 4 Sections: Reading and Use of English, Writing, Speaking, Listening. Part “Reading and Use of English” consists of 7 tasks (use of vocabulary and grammar 1–4 parts, reading 5–7 parts). Duration of the test is 1 h and 15 min [1, 3]. Part “Writing” includes 2 tasks, the first of which is obligatory (the second part of the work is not checked without it). It is necessary to write between 140 and 190 words in each work and do it about 1 h 20 min [1, 3]. Part “Speaking” consists of 4 parts and the test takers do the tasks in pairs or in groups of three. The duration of the test is approximately 14/20 min [1, 3]. Part “Listening” consists of 4 tasks and the recording is heard twice. The duration of the part is approximately 40 min [1, 3]. These test tasks identify the levels from A2 and below to C1 within CEFR. However, the examination is considered passed if candidates pass the test from 45 to 100% (85-100% is C1 (Effective Operational Proficiency), 60–84% is B2 (Vantage), 45–59% is B1 (Threshold)), and the result 0–44% is A2 (Waystage) and below is considered that the test is not passed, but they still show the level of language. The HSK Includes Listening and Reading Parts. Level 1 assesses the examinee’s capacity in usage of Chinese language (Putonghua) in everyday life. It refers to A1 level within CEFR. The criteria for determining the basic level assesses knowledge on vocabulary not less than 150, having basic knowledge of grammar, understanding and using the simplest words and phrases for elementary communication. The duration is 40 min [4].

4 Results In accordance with these approaches, 20 of the first-year undergraduate students of NEFU, who study English and Chinese as major subjects, were tested. Applicants of this educational programme are to have the minimum B1 level (Threshold) in English for studying, as well as to successfully achieve a minimum B2 level (Vantage) by the time of graduation from the University. In addition, it is necessary to confirm the A1 level in Chinese by the end of the first year of study. All Students Performed 4 Parts in the FCE Test: Reading and Use of English, Listening, Writing, Speaking. The Writing section was done in the most successful way by students; the average percentage of correctly completed tasks in this part is 57.16%; at the same time the group showed the worst results in the Use of English Section. 7 students confirmed a high level of B2, 5 confirmed the average B1, which means that 12 students met the requirements of the educational programme, while other 8 showed results of A2 level, which does not refer to the minimum level. Despite this, as described above, students with a high level of English are enrolled in this programme as the test results confirmed this, too. In general, the results are not critical and suggest

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that it is easier for bilingual students to learn the third language and the first foreign language. Such results can confirm our assumptions that students with a good level of English have a predisposition to learn the second foreign (Chinese) language. Students Completed Listening and Reading Assignments in HSK Test. The highest number of points was scored in the Reading Section (65.7%), the lowest number of points is in the Listening section, the average score of which is 60.75%. One of the students received 45 points that is the minimum number of points, the maximum is 180. 16 people passed the test at A1 level, and other 4 did not pass this level. Despite this, the indicators are quite high for bilingual students who know two languages (native and Russian) from birth, as well as they learned the fourth language, which is the second foreign language.

5 Discussion It is assumed that if students have a good level of the first foreign language, it will guarantee a quick mastery of the second one because they have already formed certain skills and abilities. In our paper, we consider Chinese language proficiency among bilingual students who speak English. The data showed that results of the English level became higher because they have already studied it at school, but students studying Chinese have just begun to learn from the 1st year, so it means their results and indicators are not equivalent. Also, the data showed that successful English learners are not always successful in learning Chinese due to such specific features of the Chinese language as tones, hieroglyphs, which are not typical for English. These students constantly addressed to English (to its grammar and pronunciation features) during learning Chinese because it is the first foreign language they have mastered. Therefore, they have a greater number of errors in these tasks. While others with a fairly low level of English proficiency have been more successful in learning Chinese because they used English and compared these two completely different foreign languages less. Those who speak English constantly rely on the knowledge of the English language rather than try to perceive Chinese as a completely new language, which cannot be compared with English, and everything effects on the results of HSK test to determine the level of proficiency in Chinese. Obviously, Chinese and English are completely different languages, belong to different language families. Therefore, in the process of teaching students, of course, it is difficult to change one language system to another. This phenomenon is called language interference. The reason for the interference is that “a person constructs his speech according to the norms of the native language or the first foreign language, and establishes the uncharacteristic connections and relationships between the individual linguistic facts of the second foreign language” [13, p. 285]. In Shcherbakova’s [11] opinion, the frequency of the interference phenomena depends on such factors as: 1) level of speech development in the native language and conscious proficiency in it; 2) level of proficiency in the first foreign language: the better student speaks the first foreign language, the less interference phenomena occurs and the more

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opportunities for transference appear, but this may also mean that a low level of proficiency in the first foreign language can have a retarding effect on the mastery of 2 foreign language; 3) time interval between the study of the second foreign language and the study of the first foreign language: if smaller the interval, then greater the influence of the first foreign language on acquisition of the second foreign language.

6 Conclusion In conclusion, assessment of the foreign languages proficiency through international exams is a new practice for NEFU, as well as for Russian universities. These international exams are very popular and HSK exam is practically the only proficiency assessment exam in the Chinese language which is practiced worldwide. Therefore, its implementation is important in South Ukrainian National Pedagogical University of Odessa (Ukraine) too, where undergraduate students also learn Chinese from the 1st year. These results show that a high level of English proficiency does not affect the process of learning the Chinese language, and perhaps even prevent the qualitative development of a new language. Due to the fact that Chinese is completely different from English, of course, the process of mastering this language requires more time. The influence of the first foreign language on the second is studied in the works of such researchers as Strekalova, Tauchmanova, Zimnyaya, Shchepilova, etc. [10, 14–16]. According to Simonets [17] and Kecskes [18], the interference factor of the first foreign language is of great importance for a successful beginning of the second foreign language learning. The concept of “interference” is understood as a negative deviation from the language norms during the contact of languages, the transfer of features of the first foreign language to the foreign language that is being studied. However, despite this, the test results are average. Most of the students of the Institute are bilingual and it also helps them in learning foreign languages. Furthermore, we are going to provide practical prospects for further instructions for modifying and adjusting of the foreign language teaching process under these conditions, based on the theoretical reasoning about the predisposition to learning another foreign language, such as Chinese, depending on the level of English proficiency. Moreover, another important point is that it is necessary to conduct such tests each year up to in the final fourth year of training, and to conduct them as the final test in the two major languages in the final fourth year, in order to monitor the dynamics of level development and improvement, and the results of each stage can be compared with the initial ones. For doing this, it is necessary to prepare completely new test materials to avoid incorrect results. This issue remains relevant for further research. Acknowledgements. We are grateful to Sidorova Marianna, Candidate of Philological Sciences, Associate Professor of NEFU English Language Department for the information as to how to test foreign languages proficiency, for opportunities of testing students in English, and collections of material for this paper.

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We are also grateful to Panina Svetlana, Candidate of Pedagogical Sciences, Associate Professor of NEFU Pedagogy Department for theoretical support and assistance in writing on the results of the study.

References 1. Atlasova, L.A., Emelianova, V.I., Ivanova, A.V., Stepanova, A.S.: Nezavisimaya ekspertiza urovnya kommunikativnykh navykov studentov 1 kursa yazykovogo instituta [An Independent assessment of the 1st year undergraduate students’ communicative skills level of Language institute]. In: Collection of articles in NEFU scientific conference “Ammosov2019”, pp. 380–386. NEFU Press, Yakutsk (2019). (in Russian) 2. Cambridge English Qualifications on the CEFR. http://www.cambridgeenglish.org/images/ 126130-cefr-diagram.pdf. Accessed 01 Dec 2018 3. Cambridge Assessment English. https://www.cambridgeenglish.org/?_ga=2.107249799. 440997599.1573425694-1904740434.1513390857. Accessed 01 Dec 2018 4. Chinese test HSK. http://www.chinesetest.cn/ChangeLan.do?languge=en&t= 1559489559615. Accessed 01 June 2019 5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Language Policy Unit. www.coe.int/lang-cefr. Accessed 01 Dec 2018 6. Gorokhova, A.I., Popova, E.M., Sidorova, M.B.: O rezul’tatakh monitoringa sformirovannosti inoyazychnoy kommunikativnoy kompetentsii shkol’nikov s primeneniyem mezhdunarodnykh instrumentov otsenki yazykovykh znaniy [The results of monitoring on the formation of schoolchildren’s language competence in foreign language using international language knowledge assessment means]. The Emissia. Offline letters 8. http://emissia.org/ offline/2017/2554.htm. Accessed 04 Dec 2018. (in Russian) 7. Denisova, I.A.: Urovnevyy monitoring v protsesse obucheniya inostrannomu yazyku studentov-lingvistov (na materiale angliyskogo yazyka) [Level monitoring in the process of teaching a foreign language to students-linguists (on the material of the English language)]. http://nauka-pedagogika.com/pedagogika-13-00-02/dissertaciya-urovnevyy-monitoring-vprotsesse-obucheniya-inostrannomu-yazyku-studentov-lingvistov. Accessed 01 Apr 2019. (in Russian) 8. Romaine, S.: Bilingualism. Malden, Massachusetts (1995) 9. Fomin, M.M.: Theoretical and practical basis of teaching foreign languages in bilingual (multilingual) setting. Russ. Linguist. Bull. 2(6), 108–112 (2016) 10. Strekalova, N.A.: Vliyaniye pervogo inostrannogo yazyka na izucheniye vtorogo inostrannogo yazyka [The influence of the first foreign language on the study of a second foreign language]. Almanac Mod. Sci. Educ. 6(61), 147–149 (2012). (in Russian) 11. Sherbakova, M.V.: Osobennosti obucheniya vtoromu inostrannomu yazyku studentov yazykovykh fakul’tetov [Features of teaching a second foreign language to students of language faculties]. Voronezh State Univ. Sci. J. 2(2), 85–88 (2003). (in Russian) 12. O’Malley, J.M., Chamot, A.: Learning Strategies in Second Language Acquisition. Cambridge University Press, New York (1990) 13. Kurbanova, K.I.: Mezh”yazykovaya semanticheskaya interferentsiya (na materiale frantsuzskogo, angliyskogo I russkogo yazykov [Interlanguage semantic interference (based on French, English and Russian languages)]. Oryol State Univ. Sci. Pap. Hum. Soc. Sci. 1, 284– 289 (2012). (in Russian)

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14. Tauchmanova, V.: The impact of the first foreign language on another foreign language. In: Proceedings of ICEEPSY 2016 International Conference on Education and Educational Conference, pp. 558–565. Future Academy, London (2016) 15. Zimnyaya, I.A.: Psihologiya obucheniya inostrannym yazykam v shkole [Psychology of teaching foreign languages at school]. Education, Moscow (1991). (in Russian) 16. Shchepilova, A.V.: Teoriya i metodika obucheniya frantsuzskomu yazyku kak vtoromu inostrannomu [Theory and Methodology of Teaching French as a Second Foreign Language]: A Textbook for University Students. Vlados, Moscow (2005). (in Russian) 17. Simonets, M.S.: Mezh”yazykovaya interferentsiya pri izuchenii vtorogo inostrannogo yazyka i puti yeye preodoleniya (na primere frantsuzskogo yazyka) [Interlingual interference in studying the second foreign language and ways of its overcoming it (French language example)]. Donetsk Pedagogical Inst. J. 4, 11–27 (2017). (in Russian) 18. Kecskes, I.: The effect of the second language on the first language. Babylonia (2), 31–34 (2008), http://babylonia.ch/en/archive/2008/number-2-08/the-effect-of-the-second-languageon-the-first-language/. Accessed 05 Mar 2020

Content and Language Integrated Learning in Teaching Translators for Professional Communication Larisa Tarnaeva1 1

and Ekaterina Osipova2(&)

St. Petersburg State University, St. Petersburg 199034, Russia [email protected] 2 Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected]

Abstract. Expanding boarders of the globalized world increase demands in cross-cultural professional communication, which encourages higher school professionals to face the challenge of educating future specialists with bilingual subject-specific competencies that allow them to participate successfully in different spheres of cross-cultural professional communication. A methodological technology of content and language integrated learning (CLIL) is a response to this challenge. The objective of the research is to show the prospects of implementing CLIL into the curriculum of the additional education program Translator in the Sphere of Professional Communication. Experimental teaching based on the integration of two academic disciplines Translation Practice from English into Russian and Psychology of Business Communication was carried out in the form of a teaching module conceptualized as self-contained unit of content and techniques. The integrated module Psychology of Conflicts & Translation Practice was designed and introduced into the course Translation Practice from English into Russian within the additional education program Translator in the Sphere of Professional Communication. The authors give a description of the structure of the integrated module illustrating its content with a complex of exercises based on CLIL activities. The structure and content of the module can serve as an algorithm for designing CLIL modules integrating any chosen disciplines. The experimental teaching demonstrates the opportunities of implementing CLIL technology in the form of integrated teaching modules into the system of training translators of professional discourse. The authors conclude that CLIL contributes to acquiring bilingual subject-specific competence by the future translators in the sphere of professional communication. Keywords: CLIL technology
Integrated module
Cross-cultural competence
Professional communication
Translators training

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 331–340, 2020. https://doi.org/10.1007/978-3-030-47415-7_35

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1 Introduction Integration processes, being an important vector of science in the modern world, became a powerful impetus for the integration trends in education, which results in development of teaching approaches aimed at the synergistic effect of the educational process. One of the ways of implementing synergetic ideas in language education is the methodological technology of Content and Language Integrated Learning (CLIL), which “encompasses any activity in which a foreign language is used as a tool in the learning of a non-language subject in which both language and subject have a joint role” [1, p. 58]. Developed by the European methodologists, the CLIL approach received a solid theoretical foundation within a relatively short period of time and was implemented into the teaching practice in a wide range of educational institutions not only in Europe but also far beyond its borders. Recently, the CLIL ideas fostering integrated learning of languages and other areas of curricular content have found a response in Russian educational institutions encompassing pre-schooling and mainstream education, universities and adult education. At Russian universities, CLIL is mostly popular in teaching students of nonlinguistic specializations while in linguistic education the CLIL technology has not yet received proper attention. Meanwhile, the socio-economic environment demands linguists with multifaceted literacies. Acquiring the multifaceted subject-oriented knowledge and skills is especially important for the linguists specializing in translation and interpretation in the sphere of professional communication, as they will have to participate in subject-specific discourses which are, as it is admitted, multimodal, with knowledge representations in different modes, including verbal texts as well as non-verbal, visual/audio, graphic or even symbolic representations [2, 3]. Thus, there is a contradiction between the demand for translators possessing bilingual, subject-specific literacies, and the lack of educational technologies aimed at acquiring the subject-oriented knowledge and skills by future translators. Considering this fact, we put forward the idea that CLIL implementation into the curriculum for training translators in the sphere of professional communication will foster the development of multifaceted bilingual skills allowing future translators to transmit effectively the information of cross-cultural professional discourse.

2 Background and Related Works Nowadays we witness a worldwide trend to teaching English (or any other foreign language) as the medium which enables learners to talk and write in a new language about subject-specific issues, such as business, economy, science, technology, etc. That shifted the attention of the teaching-learning processes from language form to language function [4]. Knowledge of a foreign language, generally regarded as a sign of a wellrounded education, became subject to wishes, needs and demands of people, as Hutchinson and Waters said, “in the harsher realities of the market place” [5, pp. 2–3].

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Integrative trends in foreign language teaching started with the ESP technology (English for Special Purposes), aimed at teaching English for professional communication in scientific, technical, economic and social spheres (EST, EBE, and ESS). In the 80–90s, along with ESP strengthening its position there appeared Content-Based Language Teaching (CBLT) or Content-based instruction (CBI) – programs for teaching mathematics, chemistry, physics, etc. in a foreign language [6–8] followed by the CLIL approach as a further development of the methodology of interrelated teaching of a foreign language and subject disciplines [1, 9–11]. According to Marsh [1, p. 11], CLIL “has emerged as a pragmatic European solution to a European need”. In a comparatively short period CLIL has become a popular trend in the educational system of Europe having received a dynamic theoretical and practice-oriented foundation across Europe and increasingly on a global scale [12, p. 85]. Being successfully implemented into mainstream education from pre-school through to vocational education in Bulgaria, Austria, Italy, France, Spain and a number of other countries CLIL became a component of the state policy of the European Union as an educational innovation that suits needs and aspirations of learners. As Marsh [1, p. 10] admits, CLIL has become a socio-pedagogical means “that suits the times, particularly in relation to the labour markets, social cohesion, and the changing aspirations of young people, within the border-free European context”. However, it is not just the conformity with the learners’ pragmatic needs that makes CLIL so popular. CLIL technology attracts many methodologists by its potential for personal development encouraging learners’ high motivation and providing opportunities for problemsolving, risk-taking, confidence building, communication skills, self-expression [13]. Probably, one of the greatest advantages of CLIL technology is its potential not only for linguistic progression across languages but also for developing students’ minds, their conceptual development (cognitive and metacognitive). To successfully conceptualize content in a foreign language, learners will employ a subject-specific mix of cognitive discourse functions, general and specific strategies and skills. They need to learn “how to communicate purposefully across cultures and languages using the appropriate style, mode and genre typical for the subject and for the audience” in a certain cultural environment [14, p. 51]. Participating in such activities as, for example, subject-oriented problem-solving in a bilingual cross-cultural educational contexts the learner is developing his/her cognitive abilities while comparing, contrasting and coordinating concepts of a native and a non-native culture thus developing his/her analytical and critical thinking. The researchers emphasize that scientific traditions existing in different cultures can generate significantly different ways of understanding the same or similar phenomena. The study of such phenomena in the context of the interaction of cultural codes from different angles makes it possible to acquire knowledge taking into account the cultural differences, influences the ways of conceptualization, expands the “horizons of thinking”, improves associative abilities, develops thinking and language ability – all this contributes to the transition of the learning process to a higher level of knowledge [1, 11, 15]. The study of content from different cultural axes provides the opportunity for professionally-oriented intercultural communication in the learning process, paves the way for intercultural understanding in future professional activities, contributes to the development of intercultural communication skills, lays the foundations of intercultural competence [9, 16, 17].

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The researchers consider it necessary to give special importance to culture component, which among the four CLIL components (Cognition, Culture, Content, Communication) is considered “as a subject disciplinary filter (subject-specific literacies) through which the other Cs are interpreted and inextricably melded together uniting conceptual and language progression” [14, p. 51]. At the same time, the authors emphasize the importance of simultaneous development of language and cognitive potential of students, giving the opportunities for the application of knowledge in different languages, in variable situations, in different audiences and for different purposes [14, p. 52]. One of the CLIL technology advantages that has particular significance in the context of this research is its multifaceted nature, the versatility of its application. From the very beginning, CLIL designers highlighted the variety of methods that “could be used to give language and non-language subject matter a joint curricular role in the domain of mainstream education, pre-schooling and adult lifelong education” [1, p. 58]. According to Marsh [1], there could be “myriad variations” of CLIL techniques without any restrictions for their implementation. As CLIL programs flourished there was increasing flexibility of the length of programs, a target language, the age and linguistic proficiency of learners as well as the subject matter and content [12]. CLIL has been implemented in various forms: a full course of a subject discipline in a foreign language, a module on certain thematic area, a part of a course, drama method, games, laboratory workshops, research, etc. [1, 13, 18, 19]. The list of CLIL techniques also includes an integrated lecture, a seminar, a tour, an interdisciplinary conference, etc. CLIL has been introduced in the form of integrated elective courses (English and Arts, English and Ecology, English and Economics, English and Web 2.0 technology), project works (Web Quest Technology and English for Tourist Industry), case study (English and Applied Mechanics), etc. [20–25]. Thus, CLIL can easily adapt to various educational contexts. In this research, we advocate the idea that CLIL technologies may be used quite successfully not only in foreign language teaching but in training translators for professional communication as well.

3 Research Methods Retrospective analysis applied in this research gave the opportunity to identify the main tendencies in theory and practice of content and language integrated learning. The method of systematization and analysis of various viewpoints on the CLIL methodology allowed to evaluate its relevance in the context of training translators for professional communication. The method of examining and synthesizing experience in implementation of various forms of content and language integrated learning in Russia and abroad served as the basis for designing an integrated subject-specific bilingual module intended for introduction into teaching translation of professional discourse.

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4 Findings Integration of language and non-language subjects has a particular importance for the leaners specializing in translation of professional discourse. Among varieties of CLIL implementation, introduction of integrated modules into the course of Translation Practice seems the most appropriate for each module can focus on a certain professional domain, thus allowing students to practice translation of different types of professional discourse applying translation strategies that suit the context. A pilot module developed in the framework of the current research integrates two disciplines Psychology of Business Communication and Translation Practice from English into Russian. The discipline Psychology of Business Communication embraces such topics as strategies and tactics of business communication, perception and interaction, non-verbal communication, business negotiations, socio-psychological problems of leadership, conflicts and solutions, ethics of business communication, etc. The integrated module described in this article is Psychology of Conflicts & Translation Practice. The students’ activities are based on three-stage algorithm (Fig. 1).

Fig. 1. The algorithm of the CLIL-module Psychology of Conflicts & Translation Practice.

Stage I. Introduction of theoretical material on the topic Psychology of Conflict. Learning Russian and English terminology. Stage I is based on the use of both Russian and English languages. Lesson 1 Introducing theoretical material in Russian. Learning Russian and English terminology (кoнфликт/conflict, кoнфликтoгeны/ conflictogene, эcкaлaция кoнфликтoгeнoв/conflict escalation, фyнкциoнaльный (кoнcтpyктивный) кoнфликт/functional conflict, диcфyнкциoнaльный (дecтpyктивный) кoнфликт/dysfunctional conflict, peaлиcтичecкий (пpeдмeтный) кoнфликт/actual conflict, нepeaлиcтичecкий (бecпpeдмeтный) кoнфликт/nonrealistic conflict, внyтpиличнocтный, poлeвoй/role conflict, мeжличнocтный кoнфликт/interpersonal conflict, инцидeнт, кoнфликтнaя cитyaция/conflict situation etc.).

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Types of the Tasks: (a) introducing a subject-specific information; (b) learning key terms in English via translation and non-translation activities using dictionaries, linguistic corpus, encyclopedias, reference books, etc.; (c) practicing terms; (d) identifying Russian-English equivalents; (e) translating phrases and sentences containing these terms. Acquiring theoretical basis of the psychology of conflict involves learners’ extracurricular activities. As homework, students are suggested (1) to study topics Behavior in Conflicts, Stress and its Characteristics; (2) to make a bilingual Glossary on the topics. Examples of the Recommended Manuals: Business psychology [26]; Conflictology [27]; The Psychology of Conflict and Conflict Management in Organizations [28]. Lesson 2 Practicing English terminology from the Glossary. Discussing key points of the topics in Russian or in English (if the level of students` language proficiency allows). Questions for Discussion 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

The concept of conflict in psychology. The nature of conflicts, their types. The concept of conflict escalation. Constructive and destructive conflicts. Realistic and unrealistic conflict (Coser). The main types of conflicts. The main causes of conflicts. The formula of the conflict. Functional and dysfunctional consequences of conflicts. Structural methods of conflict management. Strategies and tactics of behavior in the conflict. The Thomas Kilmann conflict mode instrument. 11. Behavior styles in the conflict. 12. Recommendations for conflict management. Stage II. Pre-translation Activities. Exercise 1. Read the article Social Psychological Dimensions of Conflict by Claudia Seymour and analyze the text according to the suggested plan. 1. Think over the following: – – – –

Speech genre; Functional style; Theme of the text; Key points of the article in English;

2. Make an outline of the article in English. 3. Point out the terms and their contextual equivalents.

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Exercise 2. Translate the following phrases and sentences into Russian. Discuss translation options and choose the best ones. Exercise 3. Analyze the selected grammatical structures and discuss variants of their translation into Russian. Stage III. Translation Activities. Examples of the activities. Task 1 Watch a short film “Conflict Management”, which shows some conflict situations in business. Analyze the ways of solving the conflicts and match them with their styles, according to Thomas–Kilmann Conflict Mode Instrument (TKI) (Fig. 2). Discuss which style you would use to cope with the same business conflicts.

Fig. 2. Thomas–Kilmann Conflict Mode Instrument (TKI).

Task 2 Write a business letter in Russian suggesting your solutions. Translate a letter into English. Mind formal letters register! Exchange the translations with your partners. Discuss translations in small groups. Choose the best one.

5 Discussion Though the use of CLIL technologies in foreign language teaching is widely acknowledged by the specialists in language education, there is very little discussion on what advantage this methodological model can bring into the practice of training translators and interpreters. Analysis of the literature on CLIL technologies testifies to

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the fact that this methodological model is widely used exclusively in foreign language teaching on different levels of language education. There are some works that view translation as a teaching tool in CLIL, for example, Fernández-Costales suggests using audio-visual translation of subtitles as bilingual methodological strategies in foreign language teaching [29], but in methodological literature we could find practically no cases of CLIL implementation into the system of training translators and interpreters. There are just a few works that touch upon the problem of integration in educating translators and interpreters, but they predominantly focus on the integrative approach in training some specific skills without focusing exactly on CLIL technologies. For example, there is a model of teaching translation semantography encompassing different stages and levels of education (vertical integration) and via intra-subject level (horizontal integration) [30]; or developing professional competence of future translators through the integrative interdisciplinary approach [31]. But these works cannot be considered exactly as CLIL technologies in training translators. This makes us think that so far CLIL is “an alien” in the system of educating translators and interpreters. In this respect, the teaching technology worked out in the frames of this research can be rightly considered as an innovative teaching model fostering the development of skills that will allow future translators and interpreters to act as mediators in different situations of cross-cultural professional communication.

6 Conclusion Analysis of the research works dealing with the problem of content and language integrated learning has led to the conclusion that this methodological technology has wide perspectives in teaching translators for professional communication. Integrative character of acquiring knowledge and skills during translation practice will give young specialists the opportunity to work successfully in various fields of cross-cultural professional communication and can promote professional career growth on the job market. The CLIL methodology offers the learners a systematic support in acquiring the bilingual subject-oriented knowledge and skills and applying them for translating different types of professional discourse. As the CLIL methodology is very flexible, the forms of implementing CLIL into the curriculum of training translators for professional communication can vary. To the authors’ opinion, the bilingual module based on the combination of the subject-specific discipline and the academic course Translation Practice seems to be the most appropriate option in this context. The authors suggest the three-stage algorithm for designing an integrated subject-specific bilingual module intended for introduction into teaching translation of professional discourse.

References 1. Marsh, D.: CLTL/EMILE – the European Dimension: Actions, Trends and Foresights Potential. The European Commission, Brussels (2002) 2. Martin, J.R., Rose, D.: Genre Relations: Mapping Culture. Equinox, London (2008)

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3. Unsworth, L.: Comparing school science explanations in books and computer-based formats: the role of images, image/text relations and hyperlinks. Int. J. Instr. Media 31(3), 283 (2004). https://www.learntechlib.org/p/63316/. Accessed 10 Nov 2019 4. Rao, V., Ch, S.: English for science and technology: a learner centered approach. Engl. Specif. Purp. World 42(15) (2014). http://www.esp-world.info. Accessed 10 Nov 2019 5. Hutchinson, T., Waters, A.: English for Specific Purposes: A Learner-Centred Approach. CUP, Cambridge (1987) 6. Smith, U.: English as a Lingua Franca in Higher Education. A Longitudinal Study of Classroom Discourse. De Gruyter Publ, Berlin (2010) 7. Brinton, D.M., Snow, M.A., Wesche, M.B.: Content-Based Second Language Instruction. Newbury House Publishers, New York (1989) 8. Master, P.: Content-Based Instruction vs. ESP. TESOL Matters 7(6) (1997). http://www. sjsu.edu/faculty/pmaster/CBI%20vs.%20ESP.pdf. Accessed 10 Nov 2019 9. Coyle, D.: Relevance of CLIL to the European Commission’s language learning objective. In: Marsh, D. (ed.) CLIL/EMILE the European dimension, pp. 27–28. University of Jyväskylä, Jyväskylä (2002) 10. Coyle, D., Hood, P., Marsh, D.: CLIL: Content and Language Integrated Learning. Cambridge University Press, Cambridge (2010) 11. Marsh, D.: Using Languages to Learn and Learning to Use Languages (2000). http://www. tieclil.org/html/products/pdf/%201%20UK.pdf. Accessed 10 Nov 2019 12. Coyle, D.: Strengthening integrated learning: towards a new era for pluriliteracies and intercultural learning. Lat. Am. J. Content Lang. Integr. Learn. 8(2), 84–103 (2015) 13. Coyle, D.: Content and language integrated learning: motivating learners and teachers (2008). http://blocs.xtec.cat/clilpractiques1/files/2008/11/slrcoyle.pdf. Accessed 10 Nov 2019 14. Meyer, O., Coyle, D., Halbach, A., Schuck, K., Ting, T.: A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Lang. Culture Curric. 28(1), 41–57 (2015) 15. Marsh, D., Hartiala, A.K.: Dimensions of content and language integrated learning. In: Profiling European CLIL Classrooms: Languages Open doors. University of Jyväskylä, Finland & European Platform for Dutch Education, Amsterdam (2001) 16. Meyer, O.: Introducing the CLIL pyramid: key strategies and principles for quality CLIL planning and teaching. In: Eisenmann, M., Summer, T. (eds.) Basic Issues in EFL-Teaching and Learning, pp. 295–313. Universitätsverlag Winter GmbH, Heidelberg (2010) 17. Wolff, D.: On the importance of CLIL in the context of the debate on plurilingual education in the European Union (2002). https://www.phkarlsruhe.de/fileadmin/user_upload/dozenten/ schlemminger/enseignement_bilingue/Marsh-CLIL-EMILE.pdf. Accessed 10 Nov 2019 18. Lange, G., Pavesi, M., Bertocchi, D., Hofmannová, M., Kazianka, M.: Teaching through a foreign language (2001). http://www.ub.edu/filoan/CLIL/teachers.pdf. Accessed 10 Nov 2019 19. Marsh, D., Frigols, M.: Introduction: Content and Language Integrated Learning. Enciclopedia Appl. Linguist. (2011). https://www.unidue.de/imperia/md/content/appliedlinguisticsdidact ics/lingon/marsh__frigols__clil_intro__ts_me.pdf. Accessed 10 Nov 2019 20. Getmanskaya, A.V.: Lekzii i Uprazhnenia: Posobie po iskusstvovedeniyu dlya izuchayushchih anglijskij yazyk [Lectures and Exercises: manual on arts for students specializing in English]. Antologiya, St. Petersburg (2013). (in Russian)

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21. Dyachenko, M.V.: Formirovanie metodicheskoj kompetencii studentov pedagogicheskih vuzov dlya sozdaniya i provedeniya integrirovannogo kursa “inostrannyj yazyk+ehkoloogiya” [Formation of methodical competence of students of pedagogical universities for creation and realization of an integrated course Foreign language+ecology: On the material of the English language]. Dissertation (2004). (in Russian) 22. Polenova, A.Yu., Postukyan, M.M.: K probleme rannej yazykovoj professionalizacii bakalavrov v sfere ehkonomiki [To the problem of early language professionalisation of bachelors in the sphere of economics]. Issues Econ. Regul. 5(1), 128–133 (2014). (in Russian) 23. Gural, S.K., Korneeva, M.A.: Obuchenie professional’nomu inoyazychnomu diskursu studentov fiziko-tekhnicheskogo fakul’teta Tomskogo gosudarstvennogo universiteta napravleniya «Prikladnaya mekhanika»s ispol’zovaniem kejs-stadi metoda [Training of a professional foreign language discourse of students of the physics and technology faculty of Tomsk State University direction “Applied Mechanics” using the case-study method] Jazyk i kul’tura 1(37), 166–184 (2017). (in Russian) 24. Grigorieva, K.S., Salechhova, L.: Realizaciya principov predmetno-yazykovogo obucheniya s pomoshch’yu tekhnologij WEB 2.0 v tekhnicheskom vuze [Implementation of the principles of subject-language training with the help of WEB 2.0 technologies in Technical University]. Vestnik RUDN. Serija Informatizacija obrazovanija 2, 11–18 (2014). (in Russian) 25. Shulgina, E.M.: Formirovanie inojazichnoi kommunikativnoj kompetencii studentov posredstvom tekhnologii veb-kvest (turistskij profil’) [Formation of foreign language communicative competence of students through web quest technology]. Izdatel’skij dom Tomskogo gosudarstvennogo universiteta, Tomsk (2015). (in Russian) 26. Morozov, A.V.: Delovaja psihologija. Kurs lekcij [Business Psychology. Lectures]. Uchebnik dlja vysshih i srednih special’nyh uchebnyh zavedenij. Izdatel’stvo Sojuz, SPb (2000). (in Russian) 27. Andreev, V.I.: Konfliktologija: iskusstvo spora, vedenija peregovorov, razreshenija konfliktov [Conflictology: the art of dispute, negotiation, and conflict resolution]. Kazan (1992). (in Russian) 28. Carsten, K.W., de Dreu, M.J.G.: The Psychology of Conflict and Conflict Management in Organizations. LEA, New York (2008) 29. Fernández-Costales, A.: Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation (2017). https://dialnet.unirioja.es/servlet/articulo?codigo=6138762. Accessed 23 Dec 2019 30. Alikina, E.V.: Napravleniya pedagogicheskoj integracii pri obuchenii ustnoj perevodcheskoj deyatel’nosti [Directions of Pedagogical integration in teaching of oral translation activity]. In: Proceedings of the 8th International Conference on Translation, pp. 169–175. Perm National Research Polytechnic University, Perm (2016). (in Russian) 31. Timakina, O.A.: Razvitie linguo-perevodcheskoj kompetencii s uchetom integrirovannogo podhoda k soderzhaniyu podgotovki budushchih perevodchikov [Development of linguistic and translation competence on the basis of integrative approach to training future translators]. Sovremennye problemy nauki i obrazovaniya 3 (2016). https://scienceeducation.ru/ru/article/view?id=2467. Accessed 23 Dec 2019. (in Russian)

Development of General Cultural Competences of Higher Education Students on the Basis of Regional Content Communicative Training Elena Glumova1 , Ekaterina Tataurova1(&) and Mohammed H. Mahdi2 1

,

Linguistics University of Nizhny Novgorod, Nizhny Novgorod 603155, Russia [email protected], [email protected] 2 McMaster University, Hamilton, ON L8S 4L8, Canada [email protected]

Abstract. This article is devoted to the issues of developing general cultural competences of undergraduate students. Special attention is paid to the foreignlanguage communicative competence that determines the ability and commitment of Russian specialists to establish and develop professional communication in a foreign language. In order to develop the above-mentioned competence, the authors suggest implementing communicative training technology, which presupposes the creation of special conditions for intensive interpersonal interaction in a foreign language. The assignments of the communicative training include regional content that is connected to the field of nuclear energy and technical physics. The regional content itself reflects the comparison of functioning of nuclear power plants in Nizhny Novgorod region, Russia, and the province of Ontario, Canada. The concept of the regional content is studied at the micro-level and allows creating special communicative training tasks that are based on real professional communicative situations that are significant for the representatives of both regions. Nizhny Novgorod region, which is known to be a major research center of nuclear energy, is of great interest to specialists in this field around the world. Regional content communicative training presented in the article will prepare Nizhny Novgorod nuclear energy and technical physics undergraduate students for successful interaction with their foreign colleagues in the sphere of operation of nuclear power plants. Keywords: Regional content in education
General cultural competences
Communicative training technology
Teaching english as a foreign language Nuclear power plants




1 Introduction In the current context of the science development, there exists a tendency of convergence and equalization of the world leading higher education systems [1, 2]. Therefore, the strengthening of international educational networking between Russian and foreign universities becomes particularly relevant.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 341–348, 2020. https://doi.org/10.1007/978-3-030-47415-7_36

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Due to the process of the growing depletion of natural energy resources in the world, the emerging area of cooperation between Russian and foreign universities is nuclear physics. To establish perspective scientific relations with the representatives of the global nuclear community the students of Russian Technical universities should obtain sufficiently high level of foreign language communicative competence, which realizes itself through the ability to carry out a successful communicative interaction with native speakers in accordance with the goals and the circumstances of the professional communicative situation. According to the requirements of the Federal State Educational Standards for Higher Education 3++, the foreign language communicative competence forms the core of general cultural competences, which are required for mastering the programmes of higher education system in the Russian Federation. However, statistics indicates that the highest levels of development of the above-mentioned competence are observed in the humanities universities rather than in technical ones. Consequently, this very article aims at creating the regional content communicative training for students of the Russian technical universities, majoring in 14.03.02 Nuclear Physics and Technologies (studying the filed Nuclear Reactors and Power Plants).

2 Literature Review For the current paper we have reviewed scientific works of Russian and foreign authors in the following fields of study: the development of general cultural competences in the educational environment at Russian technical universities [3, 4], modern technologies of developing the foreign language communicative competence in the educational environment of Russian technical universities [5, 6], communicative training technology in foreign language learning and acquisition [7–11], the regional component of the content of foreign language learning and acquisition [12–15]. We have also conducted a comparative analysis of Russian and foreign scientific paradigms in the field of nuclear physics science [16–21]. Critical review of the above-mentioned scientific literature helped to identify the following gaps: the lack of an effective technology for the development of general cultural competences in the educational environment of Russian technical universities, the insufficient orientation of the educational environment of Russian technical universities for development of the foreign language communicative competence, the lack of modern teaching materials containing case studies about the difference in nuclear physics scientific paradigms in Russian and foreign scientific society.

3 Materials and Methods The above-mentioned contradictions contribute to formulating the research question of the article, whether the application of the technology of regional component communicative training stimulates the development of the foreign language communicative competence as an integral part of general cultural competences of the students of

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Russian technical universities, majoring in 14.03.02 Nuclear Physics and Technologies (studying the filed – Nuclear Reactors and Power Plants). Empirical studies on the formulated research question was conducted and objectively evaluated according to the outcomes of the learning experiment that was held at Linguistics University of Nizhny Novgorod (the Russian Federation) within a supplementary professional educational programme “Interpreter for Professional Communication”. The experiment had been carried out from September 2017 till June 2019 with the total number of 80 participants. The article provides data for two groups, 12 people in each group. In order to maintain the consistency and clarity of the experiment, we named one of them Group No. 1 (Experimental Group; hereinafter referred to as EG) and the other Group No. 2 (Control Group; hereinafter referred to as CG). The invariant conditions of the experiment included the following: amount of time given for learning of educational material; duration of classes (90 min); regularity of classes (2 sequential classes 2 times per week); the number of subjects in EG and CG; entry level of the development of general cultural competences in EG and CG; the content of the entry and final diagnostics; assessment criteria; and the form of statistical data processing. The variable experimental conditions included teachers giving classes to EG and CG; main learning technology; and forms of activity in class. The structure of the learning experiment included several parts: 1) constructing and other preparatory procedures; 2) modeling and conducting of the learning process; 3) processing and interpretation of the results. The 1st part presupposed the development of the structure of communicative training and filling it with regional content. In the present research we consider communicative training to be a form of educational technology that allows to develop communicative abilities as parts of foreign language communicative competence in the environment of intense subject-subject interaction. In accordance with the basic principles of action learning technology and the training cycles, we assumed to distinguish the following stages in the structure of the regional content communicative training: 1) introduction; 2) initial analysis of the communicative situation; 3) search for the new effective ways of communicative interaction; 4) development of communicative abilities at the micro-level; 5) development of communicative abilities at the macro-level; 6) reflection. At the 1st stage students receive the basic information about the lesson content. The nd 2 stage presupposes students’ investigation of the examples of interpersonal interaction that shows various models of social and communicative behavior of the particular region. The communicative situations are presented by the tutor in the form of video fragments, audio recordings, text material or illustrations. After that the students are supposed to answer a series of test questions. After the test a mini-discussion is held, where students exchange their opinions. Judging by the results of the test and the discussion, the tutor identifies the components of communicative abilities that need to be developed. The 3rd stage is aimed at replacing previously learned ineffective methods of foreign language activity in various situations of interpersonal interaction with new ones that take into account the regional component of communication. The 4th stage helps to train the models of social and communicative behavior learned on the 3rd stage in invariant educational situations of interpersonal interaction. The 5th stage

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presupposes the active usage of socially-communicative behavior models learned at the previous stages in various communicative situations filled up with a regional component. At the 6th stage students share their impressions of the training and discuss their personal achievements. By regional component in foreign language learning and acquisition we understand that part of a foreign language material, which reflects the regional culture of one society in comparison with the regional culture of a foreign language society and aimed at developing the ability to carry out a sufficient intercultural dialogue. The structure of the regional component of the content of a foreign language learning and acquisition includes the following components: 1) regional material of Russian linguosocium; 2) regional material of the foreign country under analysis. Both of the components are implemented in the study at the micro-level (one separate region) and reflect the features of functioning and development of the nuclear energy sector in Nizhny Novgorod Region (Russian Federation) and Ontario province (Canada). The implementation of a regional component into the content of foreign language learning and acquisition process will contribute to the formation of students’ interregional consciousness, which will further allow them to compare and analyze the context of inner-regional features in different professional communication situations. In our research we referred to the following definition of the foreign language communicative competence suggested by Bim [22, p. 159]: “the ability and preparedness to carry out interpersonal and intercultural communication with foreign language speakers”. In accordance with the theory of Andreeva [23], communication itself is a complex notion which consists of three interconnected units: 1) communication (exchange of information); 2) interaction (collaboration and cooperation); 3) perception (acceptance and comprehension). Thus, we selected the most relevant abilities that form foreign language communicative competence of the students of Russian technical universities who are majoring in 14.03.02 Nuclear Physics and Technologies (studying the filed – Nuclear Reactors and Power Plants) and need to be developed. They include ability to establish a contact, ability to achieve the goal of communication, reasoning ability (communication); active listening ability, ability to understand and accept the point of view of the interlocutor, ability to evaluate and predict interlocutor’s verbal behavior (interaction); ability to navigate in a communication situation, ability to evaluate the effectiveness of one’s own communicative behavior, and ability to communicate in conflict situations (perception). Observing the 2nd part of the learning experiment we would like to provide several examples of different tasks that were used. Task 1. Work individually. Study the list of human factors that may affect the safety of a Nuclear power plant: 1) roles of personnel and automation; 2) staffing and training; 3) normal operations management; 4) disturbance and emergency management; 5) maintenance and change management; 6) plant design and construction.

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Rate them in terms of the level of their potential danger. Be ready to comment on your opinion providing examples from the real practice. Task 2. Case study. “Efficient communication with the authorities”. Divide into 3 groups. One group represents the Federal Agency on Atomic Energy (Russia), the 2nd group represents Canadian Nuclear Safety Commission (Canada), the 3rd group represents the CEO and top-managers of the nuclear power plant. Study the following case and try to develop the best solution for each problem: “5,000 construction workers are into the plant refurbishment procedures. Suddenly the tool belt of one elevated height worker falls on the ground”. Task 3. Project work. Work in small groups. Study the list of main safety operation issues of global nuclear safety culture: defense in depth; human factor; design safety; the authority of the regulatory body; safety mindset; inherent safety of the reactor; negative power feedback; reliability of the secondary safety systems; water cooled vs sodium cooled reactors safety; the “Swiss cheese principle”. How are they realized in your region? Make a presentation and be ready to show it to your Canadian colleagues via Skype meeting.

4 Results The 3rd part of the learning experiment presupposed the qualitative and quantitative methods of evaluation of the progress of EG and CG. For the most effective assessment of the initial and final indicators of the foreign language communicative competence, a special system of criteria has been developed. Verbal answers of the students were studied and evaluated according to 3 quantitative and 3 qualitative criteria for each of communication units that were previously allocated. According to the primary data, we calculated the overall average score of the qualitative and quantitative indicators in the EG and CG before the experiment. Then we evaluated the success rate of the performance of students in the EG and CG, according to the formula of Bespalko: K ðsÞ ¼ a  n where “a” is the number of students who showed a generally positive result and “n” is the total number of students in the group. The results for both groups before learning experiment was 0.083 with an average acceptable score of 0.7, which indicates an extremely low level of the development of the foreign language communicative competence within the groups. After the learning experiment we also calculated the overall average score of the qualitative and quantitative indicators in the EG and CG and then evaluated the success rate of the performance of the students in the EG and CG, according to the formula of Bespalko.

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The results for the CG was 0.45 whereas the result of the EG was 0.917 with an average acceptable score of 0.7, which indicates a high level of the development of the foreign language communicative competence in EG and low average in CG. A comparative analysis of the data of pre-learning and post-learning periods shows the intensive positive dynamic changes in the qualitative and quantitative indicators of the level of the foreign language communicative competence development in the EG. (see Fig. 1).

Fig. 1. The level of development of the foreign language communicative competence in the EG and CG before experimental learning (BE) and after experimental learning (AE).

In the EG a number of students with high level of the foreign language communicative competence development increased up to 25%. The number of students with an average level increased to 75%. The number of students with the minimum level completely decreased. Students in the CG did not show such significant results as students in the EG. The number of students with the minimum level increased to 34%, however, the number of students with an average and high level remained at zero.

5 Discussion The proposed educational technology of regional content communicative training was tested during experimental training on the basis of Linguistics University of Nizhny Novgorod (Russian Federation) in real learning conditions. A comparative analysis of the results of the diagnostic and final tests based on the mathematical processing of statistical data confirms the effectiveness of the presented technology, which means that its application positively stimulates the development of foreign language communicative competence as an integral part of general cultural competences of the students of Russian technical universities who are majoring in 14.03.02 Nuclear Physics and Technologies (studying filed – Nuclear Reactors and Power Plants).

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6 Conclusion The development of the modern world is determined by two main trends: globalization and regionalization. Regions are increasingly becoming the direct subjects of international relations. Regional differentiation of society is inevitable, therefore, considering the multiethnic and multicultural characteristics, as well as other regional characteristics of the native and foreign societies in the process of real culture-to-culture interaction, will allow a deeper understanding and implementation of the content, forms, methods and means of intercultural communication process. Thus, educational context of modern technical universities needs to be filled with additional materials that contain regional component of the partner universities. This will help both sides to advance the world science and take it to a new innovative level of development. Regional component of education may be organically interwoven into the educational context by the means of communicative training. This technology allows tutor to supervise and evaluate the progress of the students in each step of its structure. The determined sequence of stages of the communicative training forms an effective environment for development of the necessary communicative abilities within the foreign language communicative competence.

References 1. Marginson, S.: World higher education under conditions of national/global disequilibria. Centre for Global Higher Education, UCL Institute of Education, London (2018) 2. Shields, R.: The sustainability of international higher education: student mobility and global climate change. J. Clean. Prod. 217, 549–602 (2019) 3. Leonova, E.V.: Formirovanie obshchekul’turnyh kompetencij u studentov tekhnicheskogo vuza [Formation of general cultural competencies among students of a technical university]. High. Educ. Russ. 2, 124–131 (2010). (in Russian) 4. Fomina, N.N.: Gumanitarnoe obrazovanie v tekhnicheskom vuze: soderzhanie, tekhnologiya, kompetencii [Humanitarian education at technical university: content, technology, competencies]. Sci. Techn. J. Inf. Technol. Mech. Opt. 2, 153–160 (2007). (in Russian) 5. Almazova, N.I., Baranova, T.A., Halyapina, L.P.: Integrirovannoe obuchenie inostrannym yazykam i professional’nym disciplinam. Opyt rossijskih vuzov [Integrated teaching of foreign languages and professional disciplines, Experience of Russian Universities], 1st edn. Peter the Great St. Petersburg Polytechnic University, St. Petersburg (2018). (in Russian) 6. Halyapina, L.P., Popova, N.V., Kuznetsova, O.V.: Mezhdisciplinarnoe proektirovanie kak sredstvo realizacii integrirovannogo predmetno-yazykovogo obucheniya v vuze [Interdisciplinary design as a mean of implementing integrated subject-language education at university]. Sci. Tech. Statements St. Petersburg State Polytech. Univ. Hum. Soc. Sci. 8(3), 145–152 (2017). (in Russian) 7. Silberman, M.L.: 101 Ways to Make Training Active, 2nd edn. Pfeifer, London (2005) 8. Campbell, C.P.: Training course/program evaluation: principles and practices. J. Eur. Ind. Train. 22(8), 322–344 (1998) 9. Wood, D.: Theory, training and technology. Educ. Train. 37(2), 9–15 (1995)

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10. Wood, D.: Theory, training and technology. Educ. Train. 37(1), 12–16 (1995) 11. Greene, J.O., Burleson, B.R.: Handbook of Communication and Social Interaction Skills. Mahwah, NJ (2003) 12. Knapp-Potthoff, A.: Interkulturelle Kommunikationsfahigkeitals Lernziel. Aspekteinterculturreller Kommunikationsfahigkeit 2, 181–205 (1997) 13. Shitikova, I.B., Pleshkova, A.V.: Obrashcheniye k regionalnim etnokulturnym traditsyjam kak vazhnejshemu komponentu naridnogo iskusstva [Appeal to regional ethnocultural traditions as the most important component of folk art (in the process of professional training of designers)]. In: Proceedings of the Conference “Actual Problems of the Development of Science and Modern Education”, pp. 548–550. Belgorod Press, Belgorod (2017). (in Russian) 14. Yermakova, Y.I.: Sredstva formirovaniya professional’noy kommunikativnoy competentsii s integrirovannym professional’nym komponentom [Means of forming professional communicative competence with an integrated professional component]. Eur. J. Soc. Sci. Educ. Res. 8, 300–306 (2017). (in Russian) 15. Oberemko, O.G., Glumova, E.P., Shimichev, A.S.: Developing foreign language regional competence of future foreign language teachers: modeling of the process. In: Advances in Intelligent Systems and Computing, vol. 907, pp. 195–209 (2019) 16. Larouzée, J.: Human error and defense in depth: from the “Clambake” to the “Swiss Cheese”. In: Resilience: A New Paradigm of Nuclear Safety, vol. 257–267 (2017) 17. Twilley, R.C.: Framatome ANP’s SWR1000 reactor design. Nucl. News 45(10), 36–40 (2002) 18. OECD Nuclear Energy Agency. https://oecd-nea.org/ndd/reports/2010/nea6861-comparingrisks.pdf. Accessed 20 Dec 2019 19. Lunin, G., Dragunov, Yu., Voznesenskiy, V.: The Russian advanced VVER reactor designs. Nucl. News 45(7), 28–36 (2002) 20. Lee, T.R., Harrison, K.: Assessing safety culture in nuclear power stations. Saf. Sci. 3, 61–97 (2000) 21. Dhillon, B.S.: Safety, Reliability, Human Factors and Human Error in Nuclear Power Plants, 1st edn. CRC Press, Florida (2017) 22. Bim, I.L.: Lichnostno-orientirovannyj podhod - osnovnaya strategiya obnovleniya shkoly [Personality-oriented approach - the main strategy for updating the school]. Inostrannye yazyki v shkole 2, 11–15 (2002). (in Russian) 23. Andreeva, G.M.: Social’naya psihologiya [Social psychology], 5th edn. Aspect press, Moscow (2001). (in Russian)

Contribution of English as a Second Language to Preparedness of International Medical Students in Physics in Interim Language Denis V. Kovrizhnykh(&) Volgograd State Medical University, Volgograd 400131, Russian Federation [email protected]

Abstract. The article presents the analysis of the results of the entrance test on physics in English for first-year international students of Volgograd State Medical University in 2015–2019 years in terms of research of the effect of the level of English on results of physics test in the interim language. Statistical characteristics are represented, including checking the experimental results for compliance with the normal distribution law and correlation analysis. The results of the influence of common English and physical terminology in English on the understanding of text with physical content are also presented. The article proposes the use of an integral indicator allowing to take into account both the English language skills and the terminological component of preliminary training in physics in English, and the results of this approach are also presented; the positive results and disadvantages of this method are shown, as well as the prospects for further development of this technology. Keywords: Physics in English
Teaching international students medical university
Teaching physics using interim language


Physics in

1 Introduction 1.1

Background and Related Work

Over the past quarter of a century, the global number of international students has increased 4.9 times [1] and the development of the Russian higher education system with the use of English is a reflection of the integration of Russian higher education into the global educational community. In addition to the teaching international students and the development of student academic mobility, the training of specialists with knowledge of a foreign language [2–4] and subject teachers for training in a foreign language [5] has significantly expanded, which in many cases implies the use of interim language while teaching a subject in a second language. In the European education system such technologies as ESP, CLIL, EMI, ILCHE, CBI etc. are intensively developing, gradually penetrating into Russian education. There are reasons to believe that teaching physics in English as interim language of Russian and international students represents two sides of the same phenomenon, which, in the presence of number of common points of contact, nevertheless have noticeable differences [4]. The © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 349–356, 2020. https://doi.org/10.1007/978-3-030-47415-7_37

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main feature of the presented processes is the presence of an interшm language – a language of instruction that is not native to both students and teachers. One of the reasons for the more intensive implementation of the concepts of CLIL and EMI in European universities is a higher level of foreign language proficiency among students [6], but in some conditions significant influence of English language on students’ academic performance in physics was not found [7]. At the same time, it is noted that there is uncertainty of language requirements for teaching disciplines in a foreign language [8], subject teachers should pay more attention to language issues [9] and there is heterogeneity in the subject and language training of international students coming to study using interim language [10], so the auditory level of the language of instruction should be taken into account [11–14]. In this article we will focus on the issues related to teaching Physics in Interim Language (PhIL) international students will be in focus, while the approaches used and the results obtained will be of interest to researchers studying the process of teaching PhIL to Russian students.

2 Teaching Physics in Interim Language at Medical Universities Speaking about teaching with the use of interim language in medical school, it is important to note the wide variety of disciplines - chemistry, physics, mathematics, computer science, biology, anatomy, physiology, philosophy, history, etc. Due to such a large range of subjects at the beginning of study at medical school conducting the entrance test in the format of ESP is at least difficult. At the same time, one of the greatest difficulties in organizing the educational process in a non-native language is the subject component of the language of instruction. For example, when studying physics at a medical University, students are faced with terminology from mathematics, biology, anatomy, physiology, etc. In addition, when teaching physics, there are difficulties associated with individual components of the language of physics, e.g. reading the symbolic designation of physical quantities, formulae, graphs, diagrams, drawings, etc. Mentioning only the lexical component of the language of physics, we can note the significant terminological differences in lectures, laboratory experiments and physics problems solving. Speaking of skills, students’ listening prevails at lectures, while students’ reading dominates and speaking develops when solving physics problems and preparing for physics laboratory experiments. The question arises – to what extent does international students’ proficiency in English have an impact on the effectiveness of the study of PhIL? To assess communication skills on the material of physics, entrance physics test was conducted in 2015–2019 and the test consisted of four parts. In the first part of the entrance test the students should specify the terms of physics concepts, whose interpretation are given in text form, that is the students’ knowledge of physics terminology was checked. In the second part of the test it’s necessary to give a verbal interpretation of physics concepts – that is skills of the monological speech on a material of physics were checked. In the third part of the test it’s necessary to title physics text and fill in the missed words in the fourth part of the test on the basis of which the students’ understanding of the content of the physics text was evaluated [15]. As the skills of

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monologue speech and understanding of physics text in interim language imply the knowledge of the physics terminology, performance indicators tasks of second, third and fourth parts of the test must be depending on the results of execution of the first part of the test. The division of results into groups by the level of physics terminology knowledge illustrates the presence of statistically significant differences in the studied aspects of initial preparedness in PhIL at the level of average indicators values, however, the data in the groups do not correlate with each other [16], which implies that the use of only the above mentioned criterion is not sufficient. There is a noticeable heterogeneity in the level of training in physics in English among international students of medical universities, which implies the use of a differentiated approach, which presupposes the definition of the levels of students’ PhIL preparedness and the study of the features of the educational process of groups with different levels. At the same time, the assumption about the impact of the level of students’ proficiency in a non-native language on the effectiveness of studying physics seems obvious, because students with a large vocabulary (including physics terminology), who have better reading, listening and speaking skills, will more accurately and deeply understand the content of physics lectures, the essence of the teachers’ explanations, learn what they read while preparing for laboratory experiments or while solving physics problems, etc. For example, speaking about teaching physics to international students of the preparatory faculty of the Volgograd State Technical University, there are descriptive, term-elemental, term-system and professionallytheoretical levels of educational and cognitive activity in a non-native language environment [17]. Unfortunately, the approach used for international students of technical university studying in the Russian language can’t be transferred to teaching PhIL international medical students studying in English language, although it confirms the presence of such kind of problems at teaching physics in a non-native language.

3 Materials and Methods Undoubtedly, the result of the educational process depends both on the level of students’ proficiency in the medium of instruction and on their primary knowledge of the subject, but it can be assumed that the influence of these components is not equal. In fact, the lack of skills in the language of education will not provide sufficiently effective process of learning even if the student has a good basic knowledge of the subject in his native language, as well as poor basic student’s knowledge of discipline will become an insurmountable obstacle to his further study at the University, even with good skills in the language of education; however, teaching methods in these two cases will vary significantly. Obviously, a student with a good knowledge of physics and good skills in the interim language has a greater chance of successful study of discipline compared to those students who have a lower level of language and subject knowledge. As practice shows, a crucial factor when studying PhIL are previously obtained knowledge and skills on discipline. Nevertheless, the study of the relationship of the interim language and preparedness of international students in PhIL represents a special methodical interest. Thus, the aim of this work is the study the impact of students’ second language

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proficiency to their knowledge of physics in English as interim language. At the same time, as a current hypothesis, we will rely on the assumption that the level of preparedness of international medical students in PhIL is dependent on the level of students’ proficiency in the English language. In order to achieve this goal and check the proposed hypothesis, we conducted a study of the relationship between the indicators of the entrance test in PhIL and the results of the entrance exam in English for the firstyear English-medium international students of 2015–2019 academic years.

4 Results and Discussion This research involved 758 international first-year students of medical and dental faculties of Volgograd State Medical University (VolgSMU) from Egypt, Jordan, Iraq, Lebanon, Malaysia, Yemen, India, Ghana, Kenya, Australia and Sri Lanka. An entrance test in PhIL was conducted, the structure and content of which are presented in [15, 16]; the results were correlated with the scores for the entrance exam in English, on the basis of which the analysis of the obtained data was carried out.

Fig. 1. Execution of input test tasks in 2015–2019.

The course-averaged test results have a certain repeatability, and they have a certain shift relative to each other (See Fig. 1). It has been suggested that one of the reasons for this is the different level of English proficiency. The conducted primary assessment allowed to establish the presence of a high direct statistically significant correlation between the assessment of English language proficiency and skills of monological

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speech in physics (correlation coefficient (CC) equals to 0.89, p < 0.05), while revealing almost no connection between the possession of common English language and the possession of physics terminology (CC = −0.02, p > 0.05), a moderate negative relationship with the filling in gaps in the physics text (CC = 0.37, p > 0.05). Thus, the knowledge of physics terminology is independent of English proficiency parameter that affects the preparedness of international students in PhIL. The Kolmogorov-Smirnov test and the Shapiro-Wilk W-test for the normality of the distribution showed that the experimental data do not obey the normal distribution law, so we used nonparametric statistical methods in the further analysis. Across the sample the values of Spearman correlation coefficient assessments of English language proficiency and physics terminology was 0.09 (p < 0.05), that with the skills of monologue speech on the material physics of 0.13 (p < 0.01), that with understanding the content of physics text in the framework of the tasks of the third 0.09 (p < 0.05) and fourth 0.24 (p < 0.01) parts of the entrance test. As can be seen from the data, the obtained correlation coefficients in general do not confirm the existence of any relationship between the level of proficiency in the common English language and physics terminology, as well as the skills of monolingual speech on the example of the interpretation of physics concepts; the remaining indicators did not reveal a significant impact of spoken English proficiency on the understanding of the text with physics content. In other words, our hypothesis has not been confirmed. Suppose that the reason for the difficulties in establishing the relationship between the level of English and preparedness in PhIL could be the heterogeneity in the level of proficiency in English in the resulting sample. That is, the impact of non-native language proficiency on different aspects of physics study may manifest differently in groups of students with higher and lower levels of English. To verify this assumption, the data obtained were divided into two roughly equal parts: the first group included the test results of those students who showed lower scores on the entrance exam in English, and the second group included the data of students who showed higher scores on the entrance exam in English. The average knowledge of Physics terminology is 55% in the first group and 62% in the second group; 42% and 49% of monological speech skills on the material of physics, 21% and 28% of physics text comprehension in the third part of the input test, 21% and 34% in the fourth part of the test in the first and second groups, respectively. The above data illustrate the absence of a significant difference in the indicators characterizing the possession of physics terminology and skills of monological speech on the example of the interpretation of physics concepts. In the first group, the coefficient of correlation of the level of English proficiency and the results of the tasks of the first part of the input test was 0.06 (p > 0.05), the second part 0.10 (p > 0.05), the third 0.13 and the fourth part 0.14 (p < 0.05). At the same time, in the second group (with higher scores in the English language), similar indicators were for the data on the first part of the test −0.11 (p > 0.05), for the second part −0.03 (p > 0.05), for the third −0.01 (p > 0.05) and for the fourth −0.10 (p > 0.05), which also does not confirm the above hypothesis. Thus, the data obtained indicate that only the assessment of the level of proficiency in common English is insufficient to describe the preparedness of international students to study PhIL. In this regard, we will correct the hypothesis and assume that the level of

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training of an international student in PhIL depends both on the level of proficiency in a non-native language of instruction and on the preliminary training in the subject in the interim language. In this work we restrict ourselves to the terminological components does foreign language training international student in physics, therefore, to assess the joint influence on certain aspects of PhIL learning outcomes on the English language and possession of physics terminology in foreign language learning, we have combined the operation of the conjunction transformed in the relative value of marks received by international students for the entrance English exam and indicators of performance of first part of entrance test. In other words, for each student a numerical characteristic was obtained that combines the level of English proficiency of an international student and the terminological composition of his subject training in the interim language, which will be called the “Integral Conjunctive Index” or ICI. The correlation coefficient of ICI and skills of monological speech on the example of the interpretation of physics concepts throughout the sample was 0.39 (p < 0.01), in relation to the characteristic of understanding the text with physics content, the correlation coefficient took the values of 0.25 (p < 0.01) for the third part of the input test and 0.43 (p < 0.01) for the tasks of the fourth part of the test. Thus, the ICI allows to obtain statistically more significant indicators and more accurately describes the level of preparedness of an international student for the study of PhIL. Above we considered splitting the data according to the test results on PhIL taking into account the level of English proficiency, but now information on the students was divided into two approximately equal groups based on the value of the integral conjunctive index. In the first group (with lower values of ICI) the average performance of tasks of the first, second, third and fourth parts of the input test was 42%, 38%, 17% and 16%, respectively, while in the second group (higher values of ICI) the average results of execution input test was 78%, 55%, 34% and 41% for the first, second, third and fourth parts of the test, respectively. Despite the significant difference in the results, the obtained correlation coefficients for the first group are: 0.33 (p < 0.01), 0.11 (p > 0.05) and 0.30 (p < 0.01) for the tasks of the second, third and fourth parts of the input test; in the second group, similar indicators were 0.15 (p < 0.05), 0.20 (p < 0.01) and 0.09 (p > 0.05).

5 Summary and Conclusions Thus, based on the material of the entrance test in PhIL for the last 5 years, together with the results of the entrance exam in English for international students of VolgSMU studying with the use of the interim language, it can be concluded that we have not confirmed the hypothesis that there is a direct dependence of the level of training in PhIL of international medical students of on their proficiency in a non-native language. In addition, it was found that the possession of physics terminology more informatively describes the level of training in PhIL than the results of the introductory language in English. It is also obtained that the possession of common English language and physics terminology in general are independent from each other variables, so we introduced an integral conjunctive indicator (ICI) that combines the possession of spoken English and physics terminology. The use of ICI to describe the skills of

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monological speech gives results close to those obtained with the help of the indicator of possession of physics terminology. At the same time, the use of ICI to study the understanding of the content of the physics text in the format of the tasks of the third and fourth parts of the input test allowed to obtain higher values of correlation coefficients, which indicates the identification of a more significant dependence compared to the previously used methods. Despite this, there is still a certain contradiction, manifested in the absence of statistically significant relationships between the studied values in the presence of significant differences in average values, which may be due to the varying degree of influence of linguistic and subject components on the training in PhIL. However, there are reasons to believe that the subject component of the integral indicator characterizing the preparation of international students to study PhIL may be more complex and is not limited to the terminological aspect. We are looking forward to develop an approach for describing the preparation of international students in PhIL including the introduction of disjunctive and complex integral indicators.

References 1. Arefiev, A.L.: Export of Russian Educational Services: Center for Sociological Research, Moscow (2019). (in Russian) 2. Arkhipova, E.I., Krylov, E.G.: Sistema podgotovki prepodavateley neyazykovyh distsyplin k realizatsyi obrazovatelnyh programm na angliyskom asyke v vuze [The system of training teachers of non-linguistic disciplines to implement educational programs in English at the University]. In: Proceedings of the VIII International Conference on Technical Universities: Integration with European and World Education Systems. pp. 7–12. Publishing House of Izhevsk State Technical University, Izhevsk (2019). (in Russian) 3. Hertzen, T.A., Mayzeles, S.B., Lubimova, N.Y.: Printsipy i opyt integratsyi kursov na angliyskom yasyke v technicheskom universitete [Principles and Practice of Integration Courses in the English Language in a Technical University]. Innov. Educ. 12, 5–14 (2016). (in Russian) 4. Ramankulov, S., Dosymov, E., Mintassova, A.S., Pattayev, A.M.: Assessment of student creativity in teaching physics in a foreign language. Eur. J. Contemp. Educ. 8(3), 587–599 (2019) 5. Isaev, D.A., Purysheva, N.S.: Podgotovka magistrov napravleniya ‘Pedagogicheskoye obrazovanie’ v MPGU k prepodavaniyu fiziki na angliyskom yazyke [The training of masters in Pedagogical Education at Moscow Pedagogical State University for teaching physics in English]. In: Proceedings of XIII International Conference «Physics in system of modern education (PSME-2015)», pp. 370–372. Publishing House of Russian State Pedagogical University named after A.I. Gertsen, St. Petersburg (2015). (in Russian) 6. Khalyapina, L.P., Shostak, E.V.: Plurlingval’nyi i translingval’nyi podhody kak novye tendentsii v teorii integrirovannogo obuchenia inostrannym yasykam i proffesional’nym distsyplinam studentov technicheskogo vuza [Plurilingual and translingual approaches as new trends in the theory of integrated teaching of foreign languages and professional disciplines of students of technical universities]. Bull. Perm Nat. Res. Polytech. Univ. 2, 119–130 (2019). (in Russian)

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7. Aina, J.K., Olanipekun, S.S.: Effect of English language on academic performance in physics and computer science among college of education students. Am. Int. J. Res. Hum. Arts Soc. Sci. 4(2), 107–113 (2013) 8. Pavón, V.V.: Teacher’s Competences for CLIL/EMI in Higher Education. In: Proceedings of the International School-Conference «Innovative Ideas and Approaches to Integrated Teaching of Foreign Languages and Professional Disciplines in the Higher Education System», pp. 152–154. Publishing house of Peter the Great St. Petersburg Polytechnic University, St. Petersburg (2017) 9. Doiz, A., Lasagabaster, D.: Dealing with language issues in English-medium instruction at university: a comprehensive approach. Int. J. Bilingual Educ. Bilingualism 23(3), 257–262 (2020) 10. Krylov, E.G.: Problematika inoyazychnoi rechevoi deyatel’nosti pri obuchenii inostrannyh studentov neyazykovym distsyplinam [Problems of foreign language speech activity in teaching foreign students non-linguistic disciplines]. Bull. Perm Nat. Res. Polytech. Univ. 3, 104–114 (2019). (in Russian) 11. Koponen, I.T., Nousiainen, M.: Concept networks of students’ knowledge of relationships between physics concepts: finding key concepts and their epistemic support. Appl Netw Sci 3(14), 1–21 (2018) 12. Kola, A.: The influence of English language on students’ academic performance in physics in colleges of education. Asian Acad. Res. J. Soc. Sci. Hum. 1(23), 272–281 (2014) 13. Hufri, Hidayati, Afrizon, R., Deswita, D., Wahyuni, R.: Validation analysis of physics teaching materials based on contextual through inquiry to increase student’s science literacy. J. Phys.: Conf. Ser. 1185 (2019). https://iopscience.iop.org/article/10.1088/1742-6596/1185/ 1/012133. Accessed 24 Mar 2020 14. Canlas, I.P.: The use of Content And English Language Integrated Learning (CELIL) methodologies in teaching selected concepts in physics. Int. J. Sci. Technol. Res. 5(10), 154– 159 (2016) 15. Kovrizhnykh, D.V.: Lingvometodicheskya tehnologia otsenki resultatov obucheniainostrannyh studentov fizike na yasyke-posrednike v medvuze [Linguistic and methodical technology of evaluation of results of teaching international medical students physics using interim language]. Phys. High. Educ. 24(1), 148–161 (2018). (in Russian) 16. Kovrizhnykh, D.V.: Obuchenie inostrannyh studentov-medikov fizike s promeneniem yasyka-posrednika – analiz vhodnogo testirovania [Teaching international medical students physics using the interim language – analysis of entrance testing]. In: Proceedings of XV International Conference «Physics in System of Modern Education (PSME-2019)», vol. 2, pp. 34–38. Publishing House of Russian State Pedagogical University named after A.I. Gertsen, St. Petersburg (2019). (in Russian) 17. Kruchkova, K.S., Kruchkov, S.V., Ionkina, E.S., Kukhar, E.I.: Sredstva otsenivaniya sformirovannosti professional’no-yasykovoy komtentnosti inostrannogo studenta v protsesse obucheniya fizike na dovuzovskom etape [Means of assessing the formation of professional and linguistic competence of a foreign student in the process of teaching physics at the preUniversity stage]. Izvestia Volgogradskogo Gosudarstvennogo Pedagogicheskogo Universiteta 3(126), 36–40 (2018). (in Russian)

Multimedia Professional Content Foreign Language Competency Formation in a Digital Educational System Exemplified by Stepik Framework Liudmila Khalyapina

and Olga Kuznetsova(&)

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected], [email protected]

Abstract. The article is devoted to the issues of the Aviation English language. The stated aims are given in the frame of the Content Language Integrated learning exemplified by Stepik framework. The authors draw attention to the fact that the main role of future aviation specialists’ training is formed by the multimedia professional content foreign language competency formation. The authors considered the issue of interdisciplinary cooperation among the teachers of special disciplines and foreign language teachers in the context of the competency stated above as a model of Content and language multimedia collaboration. This type of collaboration is based on the use of multimedia technologies. Formation of the stated competency is based on the assertion of the professionally-oriented dialogic speech. That is dialog-discussions, shown in its forms of communication – dialog-discussion, dialog-proof, and dialog refutation. These skills are being implemented by the developed methodology. These are given via teaching a dialogic speech with multimedia implementation on the basis of Stepik framework. The results of the survey, obtained in the preparatory phase of the pedagogical experiment, are given. The analysis of the survey results identified further vectors of the multimedia professional content foreign language competency formation: dialogic speech activity, professional topics discussions, and use of multimedia technologies. To achieve this goal, a typology of exercises has been developed aimed at the formation of dialoguediscussion skills from simple skills to complex truly communicative skills of professionally-oriented dialogic speech activity in the aviation sector, in the competence aspect and based on CLIL elements. Keywords: Aviation English language
Content language integrated learning
Multimedia
Dialogic speech
Content and multimedia collaboration

1 Introduction The modern requirements of the aviation industry to the process of future aviation specialists’ training, designed to solve complex high-tech highly specialized tasks in their professional activities, are implemented through approaches, principles and training methods that ensure successful professional activities of civil aviation © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 357–366, 2020. https://doi.org/10.1007/978-3-030-47415-7_38

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university graduates. In the context of theory and practice, new technologies are being developed to organize educational and cognitive activities of students, where media technologies are an integral part. The modern process of teaching a foreign language is focused on the result of future specialists’ training, which is presented in terms of competencies, considered by researchers as integrative professional models. The most important competency for a future aviation specialist is the multimedia professional content foreign language competency, which meets the relevant and future needs of the aviation professional sphere. Compliance with “a key requirement, such as a professionally-communicative orientation”, is embodied in the content language integrated learning (CLIL) [1, p. 156]. The essence of the concept under consideration is a simultaneous studying of nonlinguistic professional disciplines and a foreign language by teaching professional subjects in a foreign language. This form of training was reflected in the European educational program of subject-language integrated learning – CLIL [2, 3]. Elements of the CLIL methodology are called 4C. They are the following [4]: 1. Content - this is the content of a professional course, included in the curriculum; 2. Communication - the principle of communication in a foreign language according to the professional profile; 3. Cognition - the principle of improving cognitive abilities in the process of foreign language learning; 4. Culture - the principle of sociocultural context. Principles, stated above, serve as the methodological basis for the multimedia professional content foreign language competency formation and implementation. Thus, when using this method of teaching, a foreign language acts not only as a means of communication, but also as a tool of cognition, and learning in the native and foreign language is a single process. The formation of the multimedia professional content foreign language competency in an aviation university is a synthesis of two strategies: the CLIL methodology and the multimedia phenomenology. In this regard, it is worth to emphasize that in modern society, each student cannot carry out educational activities without modern electronic tools for information recording, storing and reproducing. As a result, a holistic information environment is formed and implemented in the learning process, where media technologies act as a concretizing information phenomenon.

2 Materials and Methods Aviation English language (the language of professional communication in Aviation) teaching is one of the main elements of aviation specialists’ professional training. A distinctive feature of the language for special purposes (ESP) “is the use of ‘nonstandard’ language forms and specialized vocabulary” [5, p. 43]. Aviation English language is used in professional communication of representatives of various aviation specialties: flight crews, ATCs, engineers, mechanics, etc. According to the field of activity, Aviation English language determines the subject and topic of communication,

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the communicative form of voice exchange, and interaction of communication participants. The most important component of the language training course is to define a communication failure correction strategy. The process of multimedia professional content foreign language competency formation is an integrated process of learning/mastering the knowledge, skills and abilities of Aviation English language academic discipline and special aviation disciplines, general and professional skills, and abilities in the competency-based model of the pedagogical process and teaching methods based on CLIL with media technologies. In accordance with the fact that CLIL technologies activate foreign-language learning based on integration with the process of learning the professional disciplines, it seems logical to assume that in Saint-Petersburg University of Civil Aviation the multimedia professional content foreign language competency formation is an approach and model of the CLIL “that take into account the characteristics of a particular university, the specific situation of interdisciplinary interaction between teachers of different disciplines, as well as the level of students’ language training” [6, p. 155]. Creation of authentic communicative environment, immersion in which is one of the most important requirements for foreign language teaching, has been embodied through the use of media technologies as an architectural tool for building a media technologic educational learning system (MILS). The concept of MILS is used in the terminology of the created teaching methodology as comprehensive due to implementation and the possibility of applying this method in student learning via all information media: computers, tablets, laptops, mobile phones, iPhones, smartphones, etc. [7–9]. Media technologic educational learning system (MILS) acts as the organizing form of foreign language learning educational process (in the absence of a native environment for foreign language communication) and contributes to the creation of a holistic system for the multimedia professional content foreign language competency formation, where the integration of linguistic, professional and media technology knowledge and skills is formed; the specialist’s attitude to them and to the future profession is formed. As a pedagogical technology, MILS implements all methodological requirements such as conceptuality, systematicity, controllability, efficiency, and reproducibility [10]. The architecture of MILS is an integrated information system for all disciplines, studied in the CLIL methodology; the technological basis of training is the Stepik electronic system. Stepik electronic educational system, based on which the electronic educational course is created for independent work of students, implements the principle of maximizing the content and methods of the educational process, forms and methods of professional activity. Stepik is an educational platform and designer of online educational courses. Stepik platform is a part of the “Modern Digital Educational Environment” project. On the basis of that platform, students are given the opportunity to learn, and the authors are given the opportunity to create courses and lessons. The following options are provided for teachers on the Stepik platform: (1) automation of the teacher’s work (a teacher can create testing, a solver with the ability to automatically check tasks); (2) creating individual lessons as additional materials to support offline learning; (3) examinations.

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The use of this educational platform not only transforms the classical scheme of studying, but also forms the media technology/information competency, which is an important component of the multimedia professional content foreign language competency. The formation of media technology competency is implemented through a set of software, technical and educational, and methodological tools – an electronic educational course based on the Stepik platform. During the educational process, media technologies form the cognitive activity of students, facilitate the concept of complex theoretical material, increase the level of assimilation of educational material by using the multimedia: audio, video, and animation. Learning to find the necessary information is realized in an interactive form of modular structure of theoretical material, an electronic interface, which allows saving time when students work independently and makes it possible to give a larger volume of educational material, analyze it, and select the necessary content for further study. Media technologies and specialized programs help students in solving educational interactive creative tasks. As a result of the knowledge and experience gained, students can work with various information sources, use media technologies in educational activities, and modern electronic resources allow students to be authors and compilers of information. Students gain experience in transforming theoretical knowledge into the plane of practical understanding of professional situations. All of this together contributes to the development of media technology/information competence of the future aviation specialist [11–14]. The purpose of teaching students the dialogic communication is “the formation of their language skills and communication skills, the ability to logically, correctly, reasonably and clearly produce oral speech in a foreign language in the professional context” [12, p. 1105]. In the professional activities of future aviation specialists, it is necessary to be able to consistently and convincingly argue their point of view, correctly formulate their thoughts in English, and operate with statements of evidence. In this regard, it seems logical that the basis of professionally oriented dialogic speech in an aviation university is a dialogue discussion, “as a form of social and speech interaction of interlocutors, taking into account the communicative contribution of each in various situations of dialogic communication” [15, p. 10]. The discussion strategy defines a communicative form of dialogue–discussion: the opinions of participants may coincide, overlap partially, or differ completely. Based on this approach, the following types are defined: dialogue-cooperation, the interlocutors have the same goals and their attitude to the subject under discussion, the realization of the general communicative task is equally significant for both; dialogue-proof, the purpose of dialogue is to prove your point of view, dissuade a partner, coordinate various points of view; dialogue as a refutation, it is a clash of opinions and interests, the defeat of one becomes the victory of the other. The formation of these skills in dialogic speech takes place in exercises aimed at formation of linguistic/linguistic, subject/professional, media technology/information competencies that are part of the multimedia professional content foreign language competency formed by students of the aviation university.

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3 Results and Discussion The pedagogical experiment was conducted in vivo with students of the Air Navigation field of specialization at St. Petersburg State University of Civil Aviation. The experiment included four parts: (1) preparatory stage; (2) verifying stage; (3) forming stage; (4) final stage. This article discusses the preparatory phase, provided for a survey to register students’ personal preferences, level of interest and individual needs. Hereafter we describe the analysis of the survey responses and the results of the experiment training. In this regard, the questionnaire-based survey of 129 students at St. Petersburg State University of Civil Aviation was conducted. As a result of the survey, the following tasks were fulfilled: (1) to study the opinions of students and their degree of readiness to use multimedia technologies in Aviation English language professional skills formation; (2) determination of the communicative competence level - the skills of dialogic speech and the ability to conduct dialogue on a professional topic (according to the personal opinion of students); (3) opinions and suggestions about the process of the media technologies influence on the Aviation English language studying and obtaining information on professionally-oriented topics. Questionnaire 1 included 16 questions of various types. The respondents were 47 second-year students of the Flight Operation of Civil Aircraft. The questionnaire-based survey was conducted to determine the level of communicative competence and skills to conduct a dialogue on a professional topic. The survey has shown the following results (see Fig. 1): (1) 79.2% of respondents consider their abilities to speak about future profession insufficient, because of insufficient level of lexical knowledge to conduct a professionally oriented dialogue; (2) 89.4% of respondents won’t be able to reasonably prove their point of view; (3) 79.7% of respondents won’t be able to freely conduct a dialogue with a native speaker; (4) 56.8% say about insufficient level of necessary vocabulary and word building patterns.

Fig. 1. Professional oriented dialogue skills.

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According to the survey results, it was found that 61.3% of students can write a dialogue on a professional topic; only 24.6% of students can quickly conduct a professionally oriented dialogue; 21.6% of students can more easily understand the dialogue provided by an audio source; and 53.8% only with the video data (see Fig. 2). 70 60 50 40 30 20 10 0 can write a dialogue can quickly conduct can more easily can more easily on a professional a professionally understand the understand the topic oriented dialogue dialogue provided by dialogue only with the audio source the video data

Fig. 2. Qualitative indicators of professionally oriented dialogue skills.

To assess the media technological competency, 82 students of the second-year training of the profile Flight Operation of Civil Aircraft were questioned. The following results were shown: 85.2% of respondents gave a positive assessment of using media technologies in the process of Aviation English studying; 14.8% of respondents were neutral about the use of media technologies; 92.6% of students said that the use of media technology helps in better understanding of English; and 7.4% do not feel the need to use media technologies. According to the obtained results (50.6% and 43.4% of students were for 30% and 40% of media use during the lesson, respectively), it is obvious to say that students are interested in media technologies using in the process of studying. Only 6% of the questioned students believe that the necessary amount of media use should be 20%. Among the positive aspects of the implementation, the respondents noted the following: (1) possibility of free access to recourse, or links to dictionaries; (2) possibility of multiple repetition of audio and video data; (3) interesting and simple interface; (4) availability of downloading an application on iPhones, tablets and smartphones; (5) ability to work offline. Most students believe that professional dialogue-based learning should be enhanced through the use of multimedia. The analysis of the survey data has shown that students consider the following aspects in the process of Aviation English language studying insufficient: dialogic speech activity; discussion of subject/professional topics; and use of multimedia technologies solely. Based on this, we can conclude that these areas are central to the formation of multimedia professional content foreign language competency. Let us consider the typology of exercises designed to teach students the dialogue and discussion, developed in the studied methodology for the multimedia professional content foreign language competency formation. In the presented typology of exercises

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based on elements of the CLIL methodology, four main directions of building exercises are distinguished: (1) Content – exercises based on the principle of objectivity (texts of programmatic topics: “Aviation. History of Aircraft Engineering”, “Civil Aviation in Russia”), which have several subtopics and are used as informational basis; (2) Communication - exercises based on the principle of situationality (it is the situation that encourages the participants in the dialogue to communicate adequately, i.e. to generate a dialogue of a specific communication form); (3) Cognition - grammatically and lexically directed exercises; (4) Culture - exercises aimed at learning the speech etiquette. 1. Preparatory Exercises (1) Exercises aimed at searching, collecting, analyzing professional information: facts, arguments, examples for their further use in the argumentation of their opinion (for example, exercises module, mental mind mapping). (2) Exercises aimed at introducing students to dialogues—samples of a certain type: dialogue-cooperation, dialogue-proof, and dialogue-support. The purpose of these exercises is to familiarize students with the logicalcommunicative and semantic structure of the dialogue-discussion, the study of replication, situationality, improving intonation and pronunciation skills. 2. Conditionally-communicative (conditionally-speech) exercises included in this group are a reproduction of the information received, relying on keywords (meaningful support). The nature of the tactics used are they types of speech: discussion with the expression of opinion - consent, disagreement, or partial agreement. The skills of this group involve the ability to conduct a dialogue in the conditions of simple dialogic unity (micromonologists). 3. Communicative (speech) exercises aimed at realizing them in the independent dialogic speaking based on the situation and various categories of conversational topics provided for in the program ((semantic supports) 5 dialogic unities) with the alternation of topics in the type of speech discussion: i.e. the ability to produce installment of dialogue with the exchange of views, i.e. the implementation of several dialogic unity with the alternation of topics. 4. Genuinely communicative contextual verbal situationally determined exercises. Exercises aimed at solving interactive communicative tasks involving the receipt and consolidation of information and based on them the implementation of dialogic speaking in the process of communication dictated by professional situations. This group includes the skills of dialogic speech activity, which involve the exchange of information, opinions between partners in complex dialogic unity (polythematic macro dialogues) in various professionally oriented situations (discussion, debate, meeting, forum, interactive forms of dialogic speaking - business game, and projects), without support the speaker is free to choose a task - discussion, explanation, objection, or approval. According to the plan of the training experiment, students of the experimental group were offered a task in the interactive form of dialogic speaking (a creative dialogue – a business game).

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Students were offered a situation where they, as airline personnel department employees, were to select one applicant from 4–6 to fill a vacant position (navigators, or ATCs according to the field of training). Stage 1: Familiarization with the situation, distribution of roles, search for information about what is the responsibility of the navigator, ATCs, what kind of education you need to get in order to be entitled to work in this position, what is the average salary, etc. Stage 2: Applicants for a vacancy are invited to compile a resume using media technologies (presentation, etc.), HR personnel are to prepare questions to discuss the strengths and weaknesses of each applicant. Stage 3: Discussion. In this lesson, students should apply the existing experience and new language models: dialogue-cooperation, dialogue-proof, or dialogue-support. As a result, students in the role of applicants for the vacancy and personnel department during the discussion presented their decision and its rationale. According to the plan of the learning experiment, students of the experimental group were offered a task in the interactive form of dialogic speaking (creative dialogue – a business game). Students were offered a situation where they, in the role of an airline personnel department employees, were to select one applicant from 4–6 to fill a vacant position (navigators, ATCs according to the training profile). Stage 4: Discussion by all participants of the situation as a whole, how demanding the employers are, how difficult it is to find a job in their field of specialization, and what prospects are for work in Russia and abroad. To solve this educational problem, students are given the opportunity to find a solution using the proposed tools and resources of media technologies: video lectures by the teacher of special subjects, an interactive glossary, thematic presentations, video and audio materials on the topics studied, electronic resources of the Internet, various interactive methods, tools for sound design, for video processing, graphics services, online version of Photoshop, Gliffy-service for constructing diagrams, and Visme - a service for creating presentations. From the first lesson, students were asked to keep an electronic diary with a language portfolio, for self-monitoring, in the electronic learning course by means of self-monitoring and self-reporting. The language portfolio serves as a diary where students make entries in the following areas after each lesson: answers to the problem questions proposed by the teacher; their understanding of problems; solutions; personal growth indicators; test results; using new knowledge in practice; additional comments. In the course of maintaining a language portfolio, students through comparison, analysis, control and self-control monitor the level of competency formation. Summarizing the aforesaid, it can be argued that integration of the CLIL methodology and the use of media technologies in the educational process organize training that provides the transition, transformation of educational and cognitive activities into professional ones.

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4 Conclusion For a more successful formation of the multimedia professional content foreign language competency, the organization of educational process with integration of the didactic, psychological, linguistic, sociocultural and media-technological means is necessary. An important component of the Aviation English language training course is dialogue and discussion training, as the basis for professionally-oriented dialogic speech at an aviation university. A set of exercises in the developed methodology is used to form the multimedia professional content foreign language competency to achieve the final result - the training of dialogic speech. The formation of skills to work with various information systems, media technology forms of foreign-language subject and vocational training are the key to the formation of a future competitive and successful aviation specialist. The planning of the learning outcomes, development of each stage takes place in the multimedia professional content foreign language competency format, i.e. on the way to the transition to future professional activity, by interactive teaching methods. The developed training system represents a transition from simulated (quasi-professional) situations to natural ones, as a result of which a way to natural professional speech activity is provided. Concretizing this idea, it can be argued that the adequacy and depth of integration of foreign/linguistic, subject/professional and media/information/determinants of professional activity in the student learning outcomes of Saint Petersburg State University of Civil Aviation realizes their future successful professional activity.

References 1. Rybakova, E.V.: K voprosu o razrabotke kompleksa uprazhnenij dlyu inoyazychnogo professional’no-orientirovannogo posobia na osnove autentichnuh tekstov [On the development of the set of exercises for a foreign-language professionally-oriented textbook on the basis of authentic text]. Filologicheskie nauki. Voprosy teorii i praktiki 5(71), 155–158 (2017). (in Russian) 2. Marsh, D.: Content and Language Integrated Learning: The European Dimension – Actions. Trends and Foresignt Potential. Oxford University Press, Oxford (2002) 3. Coyle, D., Hood, P.: Content and Language Integrated Learning: The European Dimension – Actions Trends and Foresight Potential. Oxford University Press, Oxford (2010) 4. Vdovina, E.K.: Model’ predmetno-yazykovogo integrirovanngo obucheniya v vuze: ot EMI k CLIL [A university model of content and language integrated learning: from EMI and ESP to CLIL]. In: Proceedings of the International conference on CLIL, pp. 286–287. SPBPU, St. Petersburg (2017). (in Russian) 5. Mal’kovskaya, T.A.: Ispol’zovanie izobrazhenij v yazykovyh I rechevyh uprazhneniyach dlyu razvitiya ustnoj rechevoj kompetencii v ramkah discipliny “Aviacionnyi anglijskiy yazyk” [Usage of pictures in language training and speech training exercises to evolve oral speech skills within Aviation English course]. Koncept 7, 39–45 (2016). (in Russian) 6. Khalyapina, L.P.: Mezhdisciplinarnaya koordinaciya v sisteme professional’noorientirovannogo obucheniya inostrannym yazykam v vuze. [Interdisciplinary coordination in the system of professional oriented foreign language teaching in higher education]. Vestnik PNIPU. Problemy yazykoznania I pedagogiki 2, 151–156 (2017). (in Russian)

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7. Farran, M.: Concept maps: supporting integrated content and language design of mathmematics lessons. https://www.clilmedia.com. Accessed 05 Sept 2019 8. Ting, T.: At the heart of clil: equilibrating content and language cognitive demands. https:// www.clilmedia.com. Accessed 05 Sept 2019 9. Paoli, A.: Clillabs4all: clil and ict modules for supporting upper secondary education. The experience of a network of Italian schools. https://www.clilmedia.com. Accessed 05 Sept 2019 10. Baranova, I., Khalyapina, L., Kobicheva, A., Tokareva, E.: Evaluation of students’ engagement in integrated learning model in a blended environment. Educ. Sci. 9(2), 138 (2019). https://www.mdpi.com/2227-7102/9/2/138. Accessed 22 Mar 2020 11. Shirokolobova, A.G., Larionova, Y.U.: Obuchenie dialogicheskoj rechi na inostrannom yazyke v neyazykovom vuze (iz opyta prepodavaniya) [Teaching foreign dialogic speech to students of non-linguistic higher education establishment (from teaching experience)]. Gramota 11, 217–219 (2014). (in Russian) 12. Khalyapina, L.P., Popova, N. V., Kogan, M.S.: Professionally-oriented content and language integrated learning (CLIL) course in higher education perspective. In: Proceedings of the 10th International Conference of Education, Research and Innovation (ICERI), pp. 1103– 1112. IATED, Seville (2017) 13. Khalyapina, L.P.: Sovremennye tendencii v obuchenii inostrannym yazukam na osnove idey predmetno yazykovogo integrirovannogo obucheniya [Current trends in teaching foreign languages on the basis of CLIL]. Voprosy metodiki prepodavaniya v vuze 6(20), 46–52 (2017). (in Russian) 14. Mehisto, P., Marsh, D.: Uncovering CLIL. Macmillan, London (2008) 15. Popova, I.V.: Tekhnologiya obucheniya dialogu-obsuzhdeniyu v neyazykovom vuze (na mareriale anglijskogo yazyka) [The technology of teaching dialogue-discussion in a nonlinguistic university (based on English). Dissertation, St. Petersburg University, St. Petersburg (2001). (in Russian)

Key Factors in Teaching English for Academic/Scientific Purposes to Non-linguists Oksana Anossova1,2(&) 1

2

Peoples’ Friendship, University of Russia, Moscow 115419, Russia [email protected] Moscow Institute of Physics and Technology, Dolgoprudny 141701, Russia

Abstract. Teaching English for Academic/Scientific Purposes to non-linguists, i.e. engineering students, considers developing different skills and competences. Linguistic skills involve speaking, listening reading, and writing. Besides these ones, a special attention is paid to sociocultural and intercultural communication, translation competence and other communication skills. For the purpose, different sources and techniques could be applied. The Global, International, Local Translation approach is applied when it is possible, as well as intercultural communication stemming from it. Students conduct their research in different engineering or scientific discourses, which requires not only special professional knowledge and vocational experience but also abilities to read scientific papers, contribute their articles to the scientific journals or deliver research results at international conferences on the global stage. Serious reforms occurring in higher education institutions create new demands and solutions to the process of foreign language acquisition. These global challenges outline the main directions to be elaborated with students. Keywords: Competences TEFL


EASP
GILT
Intercultural communication


1 Introduction Teaching English for Academic/Scientific Purposes (EASP) to university non-linguist students is both a complex and complicated task. Different approaches are applied, different tools and technologies are used, different methods and techniques are elaborated and practised with students in classes and extramurally. Every new stage brings its challenge, i.e. bachelors struggle with General English issues at each new level of acquisition. (Individual proficiency is assessed according to the scale requirements known as the Common European Framework of References (CEFR)). Students striving for Master’s degree confront with and overcome Academic and Scientific English barriers stipulated by the Higher Education Institutions standards. New standards bring new challenges. Every Master graduating a university should be able not only speak one-two foreign languages, but also be practically trained to write and deliver his/her research results in public, at scientific symposiums, job interviews, or in front of the experts’ jury/exam commission, speaking foreign languages maintaining intercultural © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 367–375, 2020. https://doi.org/10.1007/978-3-030-47415-7_39

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communication. These requirements frame the scopes both for Masters-to-be and their English Language teachers to work together to achieve the goals set by the rapidly developing global processes, by the university competing with other universities on the global stage, and with multiple research issues dictating students to bridge and fill in their gaps and lacunas so to gain proficiency within a particular discourse. EASP presents a certain degree of intellectual efforts assuming students’ achievements to learn to think critically. Among the most important abilities to be trained with students, critical thinking seems to be the most illusory, though it is the one which promotes student’s or young researcher’s surmounting to the proficiency. According to Drs. Paul and Elder, a well-cultivated critical thinker is the one who “raises vital questions and problems, formulating them clearly and precisely; gathers and assesses relevant information, using abstract ideas to interpret them effectively; comes to wellreasoned conclusions and solutions, testing them against relevant criteria and standards; thinks open-mindedly within alternative systems of thought, recognising and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems” [1, p. 4]. The present paper discusses key factors to be taken into account when EASP becomes a subject to be acquired by non-linguists. The experience in teaching EASP to engineering and science students at PFUR and MIPT for several years enables the author to enlist the most problematic issues of the process, as well as to emphasise the most efficient approaches.

2 General Background 2.1

Challenges

Teaching English for Academic/Scientific purposes (EASP) to Engineering and Science students is technically and terminologically overloaded when it comes to the number of discourses and related glossaries. Students from Engineering Academy affiliated with Peoples’ Friendship University of Russia (PFUR/RUDN University), as well as the students from Moscow Institute of Physics and Technology (Scientific Research University/MIPT) belong to a variety of scientific and engineering fields and, therefore, are far from linguistic issues. Every student with polytechnical or scientific background is immersed into more than one interdisciplinary context, nowadays. For example, Information Technologies (IT) students are surrounded by a number of contexts including Medical Sciences or Humanity and Art disciplines, depending on the area or field of IT application. Nano engineering students are involved into medical and biological research, as well as in a chemical or physical one, when the ‘nano’ sphere is applied to them in search of the results. Geological Engineering, for example, oil and gas exploration, could comprise various types of technologies neighbouring with IT and ‘nano’ ones, as well. By non-linguists, Master degree students studying Engineering, Technologies and Science disciplines are implied. The English classes are relatively homogeneous in level, they can vary between A2 and B2, which causes some of the tasks to be retailored right in class, be simplified or complicated, depending on the level of each student. Students majoring in Engineering and Sciences possess logical-mathematical

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type of intelligence; therefore, they acquire some of the linguistic skills very quickly due to their well-developed memory capacities. Foreign languages learning does not appear to be one of the favorite subjects among Engineering students, which makes the motivation process and teacher’s efforts many times more essential than when dealing with Humanities or Social Sciences students. Teachers should understand students’ needs and demands well enough to contribute to students’ ability to do a research or communicate about it in a particular discourse in English. Different aspects of language learning are exhaustively presented by Irina Idilova, a Russian methodologist-practitioner [2]. According to her system, English, as a subject, could be compared to a three-dimensional model where one dimension is a communicative competence, multifaceted in itself, as it includes linguistic skills, sociocultural, sociolinguistic, discursive and strategic components with the English language as a system background. The second dimension is the subject in its form and contents, its problems, its essence grasped and perceived by students when multilaterally and multitudinously discussed, while their communicative skills being trained. Moreover, this dimension embodies student’s own “non-linguistic” knowledge, accompanying their special scientific or engineering discourse. The third dimension comprises critical thinking skills which, when formed, assist in solving the research problems and obtaining the result, while “student’s own discursive opinion is crystallized, and their minds easily process huge amounts of information” (translated into English by O. Anossova hence forward O.A.) [2, p. 180]; critical thinking also contributes to students’ speaking skills, and provides effective cooperation. Considering teacher’s ability to motivate students, one should remember that a number of techniques interchangeably applied by a teacher, emotionally positive and comfortable atmosphere together with the clearly delineated lesson structure and properly formulated assignments, including the home ones, would be of great assistance. However, students’ level of inclusion and cooperation, their own benevolent mood and creative willingness could become even more fruitful. As Puchta, a worldknown specialist, puts it: “The argument can also be turned on its head: students in the most comfortable classroom with the most modern equipment will nevertheless remain unsuccessful if their level of motivation is low or if they identify themselves as poor foreign language learners. This will be the case despite the teacher’s attempts to teach them efficient behavioural routines and learning strategies” [3, p. 6]. One of the strongest motivation moments in an EASP classroom of non-linguists nowadays is the students’ understanding that everything, they learn and practise, could become immediately applicable because every Master-to-be is supposed to do a research within 2–4 years, to publish one to three papers about the results achieved during their Master research; and if young researchers are successful enough, they will have an opportunity to present their results at the scientific conference or forum abroad, or could be invited for cooperation into any global research centers. 2.2

Approaches

Teaching English for Academic/Scientific Purposes to non-linguists, especially to students doing their Master’s degree, presents certain difficulties when students are enrolled to EASP course belonging to different discourses or diverse technological and

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specific directions/backgrounds. It is hardly a question of approaches to be used, it is the question of the approaches to be selected and types of cooperation to be elaborated. Every educational system, including foreign language learning and teaching ones (EFL, ESL, TEFL, ELT, TESOL), accumulates the most efficient techniques and methods in teaching different skills. Nowadays, blended learning enables teachers to use Internet resources for different skills’ practice. For example, listening to academic or scientific podcasts enlarges students’ active vocabulary for the appropriate communicative situations; reading scientific papers directly from publishing platforms or sites provides the resources for critical thinking and writing; online dictionaries, machine translation software and digital applications, translation memories with corpus development facilitate the access to the immediate and up-to-date knowledge and research basis. Language learning is an interactive process, teacher’s active involvement is important at the very beginning. The more advanced students become the less dependent on the teacher they should be; it is even more essential to make students work in pairs, in smaller or bigger groups, within the case-study approach, while simulating interviews, conference question and answer (Q&A) sessions or wider debates with the host (re-) conciliating the opposing sides. The Content and Language Integrated Learning (CLIL) approach is also advisable at the intermediate levels when students can work within the joint project or discuss the questions of their own research with the peers [4], though, it is possible when groups represent related scientific areas or engineering fields. A few words should be devoted to the GILT (global, international, local translation) approach as it is very practical with students interested in the hierarchy of language application and actively practised translation competence. The GILT subject has been and is widely discussed [5], for some purposes it could be narrowed to intercultural communication discussion. First, students learn what is globally clichéd and widely applied in their discourses, for example, a lot of Specifications and Operational Instructions nowadays follow the globally accepted protocols. Then, students understand that some aspects could be regulated internationally, when the subject is accepted or ratified between countries negotiating with each other or as groups, having diplomatic relations and involved into comparable activities. For example, OPEC countries discuss economic, scientific, legal and business issues with each other within the organisation framework. Next level, localisation, gives awareness that some scientific or engineering aspects are purely national and characterise some specifically local branches or directions for development. Every of the levels: global, international and local are discussed in terms of special/academic/scientific translation purposes. For example, foreign language syntactic groups or chunks, provided by translation memory tools could be easily remembered, preserved in the discourse corpora and actively used in the oral and written speech; these chunks application is frequent on the global and international levels. As for local level of translation, students should learn about borrowings, loan and interpreting translations, explication and other techniques providing translation/interpreting mechanisms for words without equivalents in the source or target language. To sum up, different teaching techniques, tools, methods are diverse, though the most appropriate and timely ones, at a particular moment their application will reimburse all efforts.

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3 Competences and Skills The problem of the most efficient EFL competences and skills emerged long time ago, with the first students striving for FL speaking, and has received as many solutions as many scholars’ or teachers’ approaches could be discussed; every new generation offers their own ways to improve FL teaching and learning. Though dialectic laws are uncompromising, negating anything from the recent past we resort to the achievements of the remoted one resurrected at the new technological level. The process of teaching should be recognised as the most conservative in its core. The interrelation ‘teacher , student’ is characterised by the mutually directed wills, the teacher’s one is to share knowledge, to feed student’s mind with the necessary information and facts and to provide students with the most demanded practical skills, and the student’s will is to acquire knowledge, to digest it and train or drill the most essential crafts, in order to produce a new form or some type of information, facts and skills to be passed to the next generations. 3.1

Academic Requirements

Peoples’ Friendship University of Russia (RUDN University) and Moscow Institute of Physics and Technology (Scientific Research University) apply maximum efforts to make their students competitive in different spheres; and language skills are among the most marketable qualifications. University curricula designed for non-linguists doing their Master’s degree as a case study were discussed in some previous papers on the challenges that Russian universities confronted five years ago in terms of 5 Top 100 project [6, 7]. According to the Russian University contemporary policy, “a university graduate should be competent in different spheres of life, competitive and qualified as a specialist; however, students should not be limited solely to their professional scope. A specialist should possess a set of mandatory competences including the translational, sociocultural and intercultural ones” (translated into English by O.A.) [8, p. 76]. Since then both universities under discussion have entered the top universities list and continue promoting their students’ competitiveness and university high ranking position. One of the competences officially accepted by the Higher Education Institution standards shows the importance of the foreign language speaking and writing skills. For Russian university graduates it means to be able “to communicate in oral and written forms in Russian and any foreign language (FL), to cope with the professionally oriented activity, to have an FL communication competence in business, official, academic, scientific, socio-cultural, and domestic spheres of FL application” (translated into English by O.A.) [8, p. 76]. In compliance with the standard, FL requirements, namely, English language for Academic/Scientific Purposes, have become an urgent reply to the challenges of the time. 3.2

Academic/Scientific Skills

Reading literature helps in developing promoted learners, the approach has been discussed in many recent works on learning languages through literature [9–11]. Academic/scientific reading skills are based on reading of different types of texts,

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starting with scientifically popular ones discussing the trendiest scientific research outcomes. This way, students are acquainted with the cutting-edge scientific research results and engineering technologies. For home (extracurricular) reading fragmented or unabridged texts of English Romanticism essays could be advised. English Romanticism essayists and journalists William Hazlitt (1778–1830), Charles Lamb (1775– 1834), Thomas De Quincey (1785–1859), etc. are on the list [12]. As a source for individual reading, scientific journal articles placed on one of the scientific publishing platforms and databases are recommended. It is necessary to note that university students nowadays have a free access to global publishing platforms, such as clarivate.com; elsevier.com; mendeley.com; scopus.com, both as readers and contributors. Academic/scientific writing skills start with writing a paragraph and proceed to writing a research paper depending on the students’ English level. Listening skills in multidisciplinary discourse fields are practiced with the use of podcasts (for example, brightfocus.com; newscientist.com; nytimes.com/section/science; phys.org; robots.ox. ac.uk, sciencenewforstudents.org; sciencemag.org; scientificamerican.com; smithsonianmag.com; thoughtco.com;). Assignments given are to render the gist of the one-to-three minute podcast, to answer some questions, to compare the research outcomes or to fill in the gaps in the lexical-grammar exercise, a lot of specialists worldwide write about this [4, 13, 14]. The sources recommended for reading are widely used for speaking skills practice. Academic speaking skills involve presentation requirements, types, and layouts. Students willingly imitate the conference procedures, make announcements in advance, participate in Q&A session, and seriously devote themselves to the process of presentation preparation, its rehearsal, and delivery. Among other skills to be practised the sociocultural and intercultural competences should be mentioned as they accompany every active discussion/debate and other speaking practice moments. RUDN University or MIPT students study in multicultural ethnic and national environment; therefore, they are experienced enough in learning facts, norms, customs and traditions stemming from other than their own culture [15–17]. Academic culture is of a more comparable issue on the global stage and minor peculiarities should be discussed referring to the rules and norms of behavioural patterns, customary and traditional aspects, which are locally oriented towards religion, gender or age discrepancies when this type of culture is discussed in general. Academic culture is of the globally normative character, prescribing publishing ethics, hedging and tentative language, reference formats and polite correspondence manners in intercultural communication with conference organisers and journal editorial staff. When developing translation competence, the GILT approach is regarded to be the most practical one, it further extends the intercultural communication framework; though Russian translation schools have accumulated a lot of perfect translation and interpretation methodologies (Ter-Minasova, Komissarov) [18, 19], the emphasis on GILT, as well as on Intercultural Communication, will promote students’ knowledge while processing the EFL/ESL or ELT, EASP approaches, both in unfurnished or technologically equipped classroom as well as extracurricularly.

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4 Conclusion To reiterate the main issues of the present paper, we should point out that for engineering, science and technology students mastering English for Academic/Scientific Purposes, learning EFL/ESL is of a paramount importance as it makes the university graduates more competitive on the global scale. Academic/scientific writing skills together with critical thinking training are among the most laborious and demanding ones. A good native and foreign languages command, as well as academic/scientific vocabulary related to the specific, narrowed discourse or multidisciplinary discourses, are insistently recommended to be provided with proper training translation skills. Moreover, students should understand that a journal or conference paper/article should be organized and formatted in compliance with the journal requirements; otherwise, their research results will never be published. Students are repeatedly instructed that journal manuscripts should be written in a tentative, objective, logically coherent manner and filled with factually embodied research results and illustrations/examples/ statistics. In addition, students should have enough time for self-practising and writing assignments given in class and supervised by the teacher. When William Hazlitt was once asked to write an article for an Encyclopaedia, he analysed the process, and wrote an essay revealing the character of writing (quoted in Appendix) [12]. This essay shows what obstacles and inconsistencies any person confronts with, when summoned to writing on academic/scientific purposes. Every student comes through a similar type of ‘thoughts and doubts’ process, accumulating knowledge, critically analysing the materials collected, sorting out the most appropriate ones, and, finally, relating, rendering and pouring the results in words. Nowadays, ability to share science results with the global and/or expert communities is the most urgent challenge for university students whose native language is Russian or other than English. The set of tools and approaches to learning English used by the teacher should serve the purpose to develop student’s linguistic talents, when it comes to nonlinguists, the teacher’s efforts should be doubled, and materials thoroughly selected.

Appendix A fragment from one of William Hazlitt’s essays “On Genius and Common Sense” (1822) [12] where Hazlitt discusses scientific article laborious writing and quotes Philip Sydney’s famous literary criticism work of the 16th century fighting mediocrity in writing [20]: “I was once applied to, in a delicate emergency, to write an article on a difficult subject for an Encyclopedia, and was advised to take time and give it a systematic and scientific form, to avail myself of all the knowledge that was to be obtained on the subject, and arrange it with clearness and method. I made answer that as to the first, I had taken time to do all that I ever pretended to do, as I had thought incessantly on different matters for twenty years of my life; that I had no particular knowledge of the subject in question, and no head for arrangement; and that the utmost I could do in such a case would be, when a systematic and scientific article was

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prepared, to write marginal notes upon it, to insert a remark or illustration of my own (not to be found in former Encyclopedias) or to suggest a better definition than had been offered in the text. There are two sorts of writing. The first is compilation; and consists in collecting and stating all that is already known of any question in the best possible manner, for the benefit of the uninformed reader. An author of this class is a very learned amanuensis of other people’s thoughts. The second sort proceeds on an entirely different principle: instead of bringing down the account of knowledge to the point at which it has already arrived, it professes to start from that point on the strength of the writer’s individual reflections; and supposing the reader in possession of what is already known, supplies deficiencies, fills up certain blanks, and quits the beaten road in search of new tracts of observation or sources of feeling. It is in vain to object to this last style that it is disjointed, disproportioned, and irregular. It is merely a set of additions and corrections to other men’s works, or to the common stock of human knowledge, printed separately. You might as well expect a continued chain of reasoning in the notes to a book. It skips all the tripe, intermediate, level common-places of the subject, and only stops at the difficult passages of the human mind, or touches on some striking point that has been overlooked in previous editions. A view of a subject, to be connected and regular, cannot be all new. A writer will always be charged either with paradox or common-place, either with dulness or affectation. But we have no right to demand from any one more than he pretends to. There is indeed a medium in all things, but to unite opposite excellencies is a task ordinarily too hard for mortality. He who succeeds in what he aims at, or who takes the lead in any one mode or path of excellence, may think himself very well off. It would not be fair to complain of the style of an Encyclopedia as dull, as wanting volatile salt; nor of the style of an Essay because it is too light and sparkling, because it is not a caput mortuum. So, it is rather an odd objection to a work that it is made up entirely of “brilliant passages” - at least it is a fault that can be found with few works, and the book might be pardoned for its singularity. The censure might indeed seem like adroit flattery, if it were not passed on an author whom any objection is sufficient to render unpopular and ridiculous. I grant it is best to unite solidity with show, general information with particular ingenuity. This is the pattern of a perfect style: but I myself do not pretend to be a perfect writer. In fine, we do not banish light French wines from our tables, or refuse to taste sparkling Champagne when we can get it because it has not the body of Old Port. Besides, I do not know that dulness is strength, or that an observation is slight because it is striking. Mediocrity, insipidity, want of character is the great fault. – Mediocribus esse poetis Non Dii, non homines, non concessêre columnae” [20]. * * Spelling of the original text is preserved.

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References 1. Paul, R., Elder, L.: The Miniature Guide to Critical Thinking Concepts and Tools. The Foundation of Critical Thinking, USA (2008). http://www.criticalthinking.org/pages/ defining-critical-thinking/766. Accessed 20 Dec 2019 2. Idilova, I.: Kommunikativnaya Kompetentsya I Kriticheskoye Myshlenye [Communicative Competence and Critical Thinking]. In: All-Russia Scientific-Methodological Seminar Proceedings, pp. 179–183. Tomsk Polytechnic University, Tomsk (2015). (In Russian) 3. Puchta, H.: Beyond materials, techniques and linguistic analyses: the role of motivation, beliefs and identity. Memoria Académica. Disponible 6, 1–13 (2010) 4. Harmer, J.: Essential Teacher Knowledge. Pearson/Longman, London (2012) 5. Al-Hassnawi, A.R.A.: Aspects of Scientific Translation. English into Arabic Translation as a Case Study. http://translationdirectory.com/article10.htm. Accessed 20 Dec 2019 6. Anossova, O.: Russian Universities internationalisation: new EAP programs. In: Frumina, E., Bondareva, L. (eds.) The 3rd International Conference on ESP/EAP/EMI in the Context of Higher Education Internationalisation 2016, Proceedings, pp. 101–106. MISIS, Moscow (2017) 7. Anossova, O., Dmitrichenkowa, S.: Sociocultural, intercultural and translation competences for engineering students. J. Lang. Cult. Educ. 6(2), 71–81 (2018) 8. Obrazovatelny standart VO RUDN [RUDN University Higher Institution Educational Standard], http://www.rudn.ru/sveden/eduStandarts. Accessed 11 Nov 2016. (In Russian) 9. Collie, J., Slater, S.: Literature in Language Classroom: A resource Book of Ideas and Activities. CUP, Cambridge (1990) 10. Hişmanoğlu, M.: Teaching English through literature. J. Lang. Linguist. Stud. 1(1), 53–66 (2005) 11. Koutsompou, V.-I.: The use of literature in the language classroom: methods and aims. Int. J. Inf. Educ. Technol. 5(1), 74–79 (2015) 12. Hazlitt, W.: On Genius and Common Sense (1910). http://www.blupete.com/Literature/ Essays/Hazlitt/TableTalk/Genius.htm. Accessed 11 Nov 2019 13. Becker, A.: Distinguishing linguistic and discourse features in ESL students’ written performance. Mod. J. Appl. Linguist. 2(5), 406–424 (2010) 14. Alexandrova, O.V., Mendzheritskaya, E.O., Malakhova, V.L.: Dynamic changes in modern English discourse. Training Lang. Cult. TLC J. 1(1), 100–117 (2017) 15. Kramsch, C.: Language and Culture. Oxford University Press, Oxford (1998) 16. Brown, H.D.: Principles of Language Learning and Teaching, 4th edn. Pearson Education Company, New York (2000) 17. Karamanjan, A.P.: Translation and culture. Transl. J. 6(1) (2002). http://www. translationjournal.net/journal/19culture2.htm. Accessed 20 Dec 2019 18. Ter-Minasova, S.G.: Yazyk i Mezhkulturnaya Kommunikatsia [Language and Intercultural Communication]. SLOVO, Moscow (2000). (In Russian) 19. Komissarov, V.N.: Sovremennoye Perevodovedenye. [Contemporary Translatology]. ETC, Moscow (2002). (In Russian) 20. Sidney, Ph.: Defence of the Poesi (1831). https://books.google.ru/books?id=WlQLAAAAYAAJ&printsec=frontcover&hl=ru#v=onepage&q&f=false. Accessed 20 Dec 2019

Developing Academic Skills via Greek and Latin Vocabulary Teaching Olga Obdalova1,2 , Ludmila Minakova1 and Aleksandra Soboleva1(&)

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1 Tomsk State University, Tomsk 634050, Russia [email protected], [email protected], [email protected] 2 Tomsk Scientific Center SB of RAS, Tomsk 634055, Russia

Abstract. Learning a foreign language by Russian science students can be enhanced by raising their awareness of the stock of words common for English and Russian that derived from Greek and Latin roots. One of the motivations for this research is the fact that Russian is an analytic language with many morphological and word-formation suffixes and endings which may help the learners better recognize and remember the words in English with similar Greek and Latin basis. Another motivation is that knowledge of Greek and Latin words in the native and target languages can help students understand the meaning of new words. The authors investigate the extent to which semantic transparency supports the students’ academic English vocabulary development. The elaborated experimental procedure aims at examining whether awareness of this similarity helps students to identify the specified words in writing samples. Finally, the authors describe the methodological framework with the focus on academic skills development in science students based on teaching Greek and Latin vocabulary. Our observations and empirical data have led us to believe that the designed training tasks based on the findings of the proposed action plan offer some remedies for the teaching process. Keywords: Academic skills
Semantic transparency
Vocabulary development
Greek-Latin vocabulary
Word recognition

1 Introduction Academic English (AE) is essential for the academic success of the English language as a foreign language (EFL) learners at university level. Academic vocabulary knowledge is recognized as an imperative component of students’ academic competence. The learners need a large vocabulary to understand academic language [1, 2] and pursue science using English as a means of their professional development [3–5]. Knowledge of academic vocabulary is vital particularly for reading and writing [6–8]. In order to read and write successfully one needs to be able to recognize as many words as possible in a wide range of academic texts and make use of the proper words in oral speech and writing.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 376–386, 2020. https://doi.org/10.1007/978-3-030-47415-7_40

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The use of Greek and Latin (G-L) prefixes, suffixes, and roots is one of the most researched strategies in the field of teaching English as a foreign language [9–17]. About 70% of the English word stock originates from Latin or Greek [18]. Furthermore, approximately 60% of the words encountered in various texts may be decoded and interpreted by analyzing the morphemes inside the word and the context in the surrounding sentences [19]. Corson’s basic argument [20] is that familiarity with the GL academic vocabulary of English is crucial to the learners’ academic success. He proves that G-L vocabulary dominates the English language academic vocabulary and the learning and use of that stock of words improves the students’ academic skills. Various branches of modern sciences began their development as early as at the time of the Renaissance when all educated people knew Latin and Greek. That started the tradition of use of the formally appeared words in records and textbooks in various fixed contexts for generations. As Kretzschmar notes [21], appearing of a new science brings about a corpus of new words which constitute a whole new vocabulary. A great number of new words emerged with computer science, biology, chemistry, astronomy, psychology, sociology, economics and bioengineering. G-L words either directly or via modern languages, such as French, provide not only most of the technical terms but also, in fact, the whole arsenal of roots, prefixes and suffixes for the construction of new terminology, e.g. collider, nanotechnology, gluon, boson, exciton, quark particles – everything that relates to innovations, new technologies, materials, devices, particles and chemical elements. Although the academic language is considered the most important factor in students’ academic success [22], the distinguishing characteristics of academic language play a great role in the identification of science-specific words. Improving academic vocabulary skills is an important aspect of any language course at university level because academic vocabulary is ubiquitous. It is the language of science textbooks, journals, lectures by international specialists, professional networking, etc. However, academic vocabulary skills cannot be improved simply through a natural, effortless process; one has to be as ‘active’ as possible in building the academic vocabulary and find the ways to enlarge it all the time. Hence, the problem of the study is to find out how instruction on the specificity of Greek and Latin borrowings in the English language influences the ability to recognize such words in the academic texts by the Russian EFL learners of science faculties, which is regarded as a fundamental academic skill. 1.1

Theoretical Framework

Up to the present, the research devoted to studying AE as the purpose of the EFL teaching courses describes it in respect to two broad objectives, i.e. to enhance students’ confidence in using the academic English, and to provide them with awareness of tools and resources for continued self-study and enhancement of their EFL competence development [23, 24]. Research on AE and G-L vocabulary is scattered across different areas of inquiry and is of varying depth and quality, ranging from expert opinion and linguistic analyses of written and spoken texts to a number of descriptive studies of classroom practice with the learners of various ages, including school and university levels. Up to this

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point, the research that is available on AE and G-L vocabulary in relation to Russian EFL university students has not been clearly defined and interpreted in terms of transparency of the common G-L basis of Russian and English. Nor has it been critically reviewed from the perspective of its implications for EFL instruction for students at university level of various specialties. This paper is based on reviews of current literature to determine how Russian learners of English can take advantage of the commonality of the two languages due to their common G-L basis. It raises critical challenges for the field in defining effective approach for teaching academic vocabulary and suggests areas for further inquiry. Equally important, much of the research does not directly address the interlingual basis of the languages involved. To verify the specified problem of the study, we should determine some key terms and define key concepts for the study. AE is viewed as a complex concept that has been defined and operationalized as a variety of English, as a register, or as a style, and is typically is used within specific sociocultural academic settings aimed at overall English language proficiency. The academic language is associated with reading, writing, and talking about science which require special skills and different vocabulary competence from the learners in comparison with General English [25]. Academic skills, in a broad sense of the term, are a collection of study skills which tackle the process of organizing and taking in new information, retaining information, or dealing with assessments helping to become a more effective learner at University level. In a narrow sense of this concept, we relate it to the application of various strategies to a foreign language learning and mastering an EFL university course which, in its turn, deals with academic discourse and heavy use of topic-specific vocabulary. The EFL learners need to have solid receptive skills (such as academic reading, academic listening, comprehending academic content-based lectures, etc.) to understand the range of genres which are included in EFL teaching in reading and listening, as well as good productive skills (such as speaking, writing, note taking, academic vocabulary usage, etc.) which together enable students to develop academic communication. Hence, one of the fundamental subskills is visual word recognition. We consider this skill as a complex, multifaceted process based upon the immediate perception of what word a familiar grouping of letters represents. It includes such a subskill as decoding. Decoding deals with the way of breaking up a word into understandable parts which results in recognition, e.g. morphological recognition. Another constituent process is sight recognition. Sight recognition occurs when a person sees frequent/familiar words. The efficacy of this process largely depends on the person’s background knowledge and acquired vocabulary. While decoding is based on the alphabetic principle, sight recognition occurs when a person specifies a word as familiar to him/her. This type of recognition results from a glance at a written word when familiarity arises from recognizing the word as whole.

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2 Methodology This study focuses on visual recognition as a fundamental academic skill. It was carried out within the frames of a larger research project of the Laboratory of Socio-cultural linguistics and foreign language teaching at Tomsk State University devoted to G-L vocabulary acquisition by EFL Russian learners. For this paper, we used a mixed research method comprising both quantitative and qualitative analyses. The experimental design provided numerical data on a number of lexical items with different semantic transparencies that were to be recognized by the students. On the other hand, the lists of words that the students labeled as of G-L origin were studied to get the quantitative information on the extent semantic transparency contributes to academic vocabulary recognition by Russian EFL learners. Barnhart Concise Dictionary of Etymology [26], A Comprehensive Etymological Dictionary of the English Language [27] and Online Etymology Dictionary [28] were used to check the origin of the target lexical items. The authors consolidate on their position that Russian EFL learners’ familiarity with G-L words in their native and target languages is based on the similarity of both languages in the ability to attach inflections and word formation morphemes to derive new words. We define this feature as interlanguage transparency. Generally, transparency is defined as a one-to-one relation between meaning and form. By semantic transparency we mean the degree to which the meaning of a compound word can be inferred by visual recognition resulting from recognition of its parts (or morphemes), i.e. by decoding, or/and on the basis of sight recognition when a meaning of a word is derived from a similar word in the native language. We assumed that this familiarity can help students understand the meaning of foreign language words of G-L origin. We intended to answer the following research question: What is the extent to which semantic transparency supports the students’ AE vocabulary development? This question is highly relevant for both theoretical linguistics and EFL methodological application. The research was a form of applied research since this study is offering some remedies for the teaching process and could be used to improve the quality of teaching academic vocabulary through the teaching framework developed for this paper. Three EFL teachers ran classes, comprising 6 academic hours of teaching unit in 3 different groups of participants. The teaching framework included both teaching and experimenting. 2.1

Participants

The number of participants included 39 (N = 39) Russian students. The focus group comprised the first- and second-year bachelor students majoring in science, namely in chemistry, biology, and physics, learning English as a foreign language. They were homogeneous in respect of their age, nationality, command of English and the amount of EFL curricular exposure. All participants were Russian native speakers, aged from 17 to 19 years old. According to the Placement Test scores, they were pre-intermediate to intermediate English language learners. The participants’ background data are presented in Table 1.

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Mean age 17.133 18.333 17.911

Male/female ratio 3/12 7/6 9/3

It should be noted, that according to the curriculum, the students of the focus group have 2 EFL classroom hours weekly doing a General English course during the first year and a professionally oriented English course later. 2.2

The Teaching Framework

The teaching of Greek-Latin vocabulary included several domain activities: setting instructional outcomes, building prerequisite knowledge, and engaging students in training. The instruction was aimed at establishing shared knowledge about the G-L vocabulary both in the English and Russian languages. The students were introduced the topic with the help of the illustrative material prepared with PowerPoint Presentation tool. The objectives of that stage included the following: • To develop the students’ ability to recognize Greek and Latin roots, suffixes, and prefixes in English word-stock; • To identify word meanings based on the semantic analysis; • To enhance word-formation awareness; • To develop the students’ skills to rely on the Russian language when understanding the word meaning from the G-L stock. The instructors highlighted the basic specific features of G-L borrowings in English, such as belonging to the class of notional parts of speech, their multisyllabic structure because of the number of syllables they are usually composed of, the areas these words tend to relate to, and the specificity of spelling. The presentation contained plenty of examples to illustrate the theoretical basis of the topic and to engage students’ background knowledge. Special attention was attracted to some peculiarities of the words of Latin origin: they are multisyllabic words, have a complex structure including a prefix, a root, and a suffix (e.g. contradiction, prediction, addiction), they are built around a root, which is accented (e.g. envision), they have endings -us, -um, -a, -i, in singular and –ae and plural forms (e.g. curricula, data, alumni, alumnae), they have no ‘th’ or vowel teams. It was noted that in Greek-derived words one can notice the usage of ‘ph’ for /f/, ‘ch’ for /k/, ‘y’ for /ĭ/ and combining forms similar to English compounds – morphemes that combine more freely and in different sequences rather than their Latin counterparts. It was also specified that G-L words being a part of AE are often used for scientific, philosophical, and mathematical terminology. The subjects were provided with the handouts containing the lists of frequent Greek and Latin root words for their consideration. The EFL teachers also drew the

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participants’ attention to the fact that Russian is an analytic language with many morphological and word-formation suffixes and endings and that the G-L vocabulary behaves very similarly to Russian words as far as derivational possibilities are concerned. The students worked with the following examples: appear, disappear, appearance procit’, vopros, zapros, pros’ba (in Russian) The students examined one English and one Russian derivational chain and were engaged in sharing their own examples of other words with various derived elements. Then the students were asked to elicit the meaning of several words through recognizing the meanings of their word parts. As an example, the following algorithm was demonstrated: Intangible Prefix + Root + Suffix In-+ tang +-ible = intangible tang is a Latin root meaning “touch” in- is a prefix meaning “not” -ible is a suffix meaning “able to” “not able to be touched” Further practice was organized with some tasks from the book by Kolby [29] “The 4000 words essential for an Educated Vocabulary”. The participants were engaged in analyzing and decoding the definitions or the meanings of several words, such as ‘circumnavigate’, ‘misanthrope’, ‘anarchy’, ‘autobiography’, ‘incredulous’, ‘egocentric’, ‘infallible’, ‘amoral’, ‘infidel’, ‘nonentity’, ‘corpulent’, ‘irreparable’. The students were provided with the lists of the most commonly used Latin and Greek prefixes, roots, and suffixes with their meanings. 2.3

Experimental Procedure

The aim of the experimental stage of the study was to determine the extent of how belonging to the Russian language speech group contributes to the recognition of familiar words of G-L origin in an English academic text. As experimental material an academic text of popular science genre taken from The UNESCO Courier journal was chosen. It is devoted to technological and scientific advances in the contemporary world. The text contains 331 words all in all. Among them 97 words were of G-L origin. To determine their G-L origin, we consulted etymology dictionaries and reference lists. We identified 33 lexical units which possess direct Russian-English transparency (e.g. information, optimistic), 17 words with the changed Russian-English transparency (e.g. nature, exploitation) and 2 words from the newly borrowed international stock (e.g. challenges, message). So, the total number of words of G-L origin with various degree of transparency was equal to 52 items. The participants were engaged in reading the text and while reading they were supposed to recognize and underline the words of G-L origin in it.

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3 Findings The content analysis of the written samples by the participants revealed that the obtained results can be divided into 3 groups according to the identified number words of G-L origin and the number of students who recognized them in the text. We compared the words marked by the participants as being of G-L origin in terms of 3 defined types of the Russian-English transparency. Table 2 illustrates the results organized in the specified groups. Table 2. G-L words and the extent of transparency in their recognition. The words with direct Russian-English transparency Control, traditionally, mass, central, missions, mobilize Context, debated, resources, progressively, realism, relevant Interpret, migrations, productive, visualizing, populism, technical, information, individuals Characterize, economics-centered, disciplines, isolationism, sociology, transformation, technician, optimistic, economic Dilemma, phenomena, technological, university/universities The words with Russian-English changed transparency Provide, reflect, reserved, confronted, nature Spectacle allocated producing dramatic constant exploitation Future, integralist, preservation, distribution Humanities society/societies The words used in Russian as international words Challenges, message Total number of cases when students defined the words of Greek-Latin origin

The number of students who recognized them 2–9 12–15 16–20 21–30 31–39 The number of students who recognized them 7–11 12–15 16–20 29–30 The number of students who recognized them 5–6 597

As we can see from the table, the students of the focus group were able to define all the 52 words, which possess different degrees of Russian-English transparency, namely direct (i.e. technical, direct, populism), changed (i.e. provide, future, distribution), and international (i.e. message, challenge). International transparency is concerned with. We finally observed 597 cases of word recognition with direct Russian-English transparency, 252 cases with changed Russian-English transparency, and 11 cases of word recognition of the third type, that is the words familiar to the Russian learners as newly borrowed international words. The total number of all the possible cases of word recognition equals to 2028. So, the students managed to define 42% of the words of GL origin.

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In these groups of words, we can distinguish such items of G-L origin, which were recognized and distinguished by most students of the focus group. More than 30 students out of 39 participants were able to recognize the following words: university, technological, phenomena, dilemma, and society. On the other hand, such words as control, traditionally, mass, central, missions, mobilize, provide, reflect, reserved and confronted were recognized by less than 10 students of the focus group.

4 Discussion We will begin the discussion with sharing our observations of the learning-teaching process. Foreign language learners are very often unaware that in very many cases in AE text lexical items may be similar in different languages. This study focused on investigating whether Russian EFL learners could rely on interlanguage lexical transparency when trying to recognize words of G-L origin in an English academic text. The authors assumed that knowledge of some common rules of morphological derivation together with the strategy of looking for similarity between R-E and G-L word stocks would help Russian EFL learners to recognize such words in an English academic text. We intended to answer the research question about the extent to which semantic transparency supports the students’ AE vocabulary development. The results of the experimental part of the study demonstrated that semantic transparency was of 3 types, namely, direct, changed, and international. Most of words (N = 39) recognized by many students (N = 12 and more) belong to the type of direct transparency. This means that these words have less difficulty in recognition by Russian EFL learners. 12 words appeared in the second group of words with changed pattern of transparency. This means that any strategy, decoding or sight recognition, to find any similarity between the words of the native and that of the foreign language gives its positive impact on the academic skill development. The skill of decoding, dealing with a word and breaking it up into constituent parts helped them to recognize the words with familiar morphological features. Recognition of two words, such as challenges and message, can be explained by the popularity of these words in speech of Russian young people who use the newly borrowed words in a lot of contexts with particular dominating meanings. As for message it is ‘a piece of information or a request that you are trying to communicate’. The word challenge has recently entered the vocabulary of Russian people who actively communicate in social networks and exchange information on video hosting sites. It means ‘committing a specific action to a dispute’. In the Russian interpretation it sounds like this: “Dare you (do something)?” Such ‘events’ are held in the virtual world of the Internet. Both words exist in Russian as adopted in the form, sense, and pronunciation from their counterparts in English. It is difficult to explain why only a few participants were able to recognize such words as control, traditionally, mass, central, missions, and mobilize. But this gives the authors the keys how to improve the teaching frame to enhance the EFL learners’ ability to recognize words of G-L origin. The teachers should pay more attention to the phonological side of speech as it helps to recognize the common phonemic

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combination of sounds in interlanguage comparison. These words sound rather similar in Russian and English. As was proved by the experiment, lexical recognition skill is a multifaceted process based upon the perception of what word as a familiar grouping of letters or sounds represents. To develop this academic skill, it is important to actualize both decoding and sight recognition. The findings have demonstrated that the efficacy of G-L word recognition by Russian learners of English very much depends on the person’s background knowledge, acquired vocabulary, and academic vocabulary stock and development of effective word-recognition strategies. Indeed, knowing just Latin or Greek root can help a reader recognize a lot of words in a foreign academic text. It demonstrates the efficacy of expanding vocabularies through word roots instruction when teaching AE to students. Equally important, we know that most academic words in English which are derived from Latin and Greek roots constitute the words and concepts students need to know for mastering their professionally oriented subjects relating to mathematics, science, and technology, etc. As our findings have demonstrated convincingly, students benefit from learning the most common G-L roots, prefixes, and suffixes. These affixes contribute a great deal to meaning, as seen in the difference been the words optimistic and pessimistic, for example. Again, the teachers should consider the power of the prefix in the related academic words interior, exterior, posterior, anterior, and ulterior. To develop their academic listening, note taking, research skills science students should examine and label parts, e.g. of the atom, etc. Word-conscious students may benefit a lot from learning G-L vocabulary and learning how to recognize these words in English academic texts by acquiring effective word-recognition strategies. EFL university teachers should teach phonological awareness, decoding, and sight recognition of words; discuss how the underlying elements of word recognition lead to successful reading comprehension. Besides vocabulary-focused, AE lessons engage and motivate a learner and prove effective. By modeling enquiry-based EFL classes, the teachers call for an attitude of curiosity about language and generate linguistic insight. To promote such methodological framework, we recommend designing EFL classes at university level predominantly based on AE situations and texts. The main focus of teaching should be on paying attention to and discussing word relationships, G-L common word basis, compare and contrast meanings, and pronunciation. Drawing more attention to similarities between Russian and English languages rather than to differences can shift students’ stance toward vocabulary learning. In science language, a high number of English terms are equivalents of Russian ones in terms of their semantic and morphological aspects. Emphasis on similarities can serve to evoke interest in students and enable them to learn target vocabulary better. It can also contribute to effective academic vocabulary teaching at various levels and in diverse contexts.

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5 Conclusion The authors investigated the extent to which semantic transparency supported the students’ AE vocabulary development as a fundamental academic skill. As we see, the elaborated experimental procedure aimed at examining whether awareness in this similarity helps EFL Russian students to identify the specified words in writing samples brought us to some very important ideas about teaching AE vocabulary to science students at university level. Our observations and empirical data have led us to believe that the designed training tasks based on the findings of the proposed action plan offer some remedies for the teaching process. One of the remedies is to enhance students’ confidence in use of Academic English. Additionally, teachers should provide the learners with an awareness of tools and resources for continued self-study and enhancement of their EFL competence development. Finally, it is very important that students are engaged in active experience when learning and applying a variety of strategies. Indeed, teaching based on this type of learning encourages discovery in forming and enriching English vocabulary and in general develop the academic skills necessary for academic communication.

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14. Padak, N., Newton, E., Rasinski, T.V., Newton, E.: Getting to the root of word study: teaching Latin and Greek word roots in elementary and middle grades. In: Farstrup, A., Samuels, S.J. (eds.) What Research Has to Say About Vocabulary Instruction, pp. 6–31. International Reading Association, Newark (2008) 15. Newton, J.: Teaching vocabulary from the roots up: teachers’ perceptions of using a morphology-based approach to vocabulary instruction. Unpublished action research project. George Mason University, Fairfax County, VA (2010) 16. Porter-Collier, I.M.: Teaching vocabulary through the roots approach in order to increase comprehension and metacognition. Unpublished master’s project. University of Akron, Akron (2010) 17. Yurtbaşı, M.: Building English vocabulary through roots, prefixes and suffixes. Glob. J. Foreign Lang. Teach. 5(1), 44–51 (2015) 18. Finkenstaedt, T., Wolff, D.: Ordered Profusion; Studies in Dictionaries and the English Lexicon. C. Winter, Heidelberg (1973) 19. Nagy, W.E., Anderson, R.C.: How many words are there in printed school English? Read. Res. Q. 19, 304–330 (1984) 20. Corson, D.: The learning and use of academic English words. Lang. Learn. 47(4), 671–718 (1997) 21. Kretzschmar Jr., W.: The Emergence and Development of English: An Introduction. Cambridge Introductions to the English Language. Cambridge University Press, Cambridge (2018) 22. Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H.: Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions. RMC Research Corporation, Center on Instruction, Portsmouth (2006) 23. Kecskes, I., Obdalova, O., Munakova, L., Soboleva, A.: A study of the perception of situation-bound utterances as culture-specific pragmatic units by Russian learners of English. System 76, 219–232 (2018) 24. Obdalova, O.A., Minakova, L.Y., Soboleva, A.V., Tikhonova, E.V.: Insights into receptive processing of authentic foreign discourse by EFL learners. In: Filchenko, A., Anikina, Z. (eds.) LKTI 2017. Advances in Intelligent Systems and Computing, vol. 677, pp. 231–241. Springer, Cham (2018) 25. Schleppegrell, M.J.: Linguistic features of the language of schooling. Linguist. Educ. 12, 431–459 (2001) 26. Barnhart, R.K.: Barnhart Concise Dictionary of Etymology. Collins Reference, New York (1995) 27. Klein, E.: A Comprehensive Etymological Dictionary of the English Language. Elsevier Scientific Publishing, Amsterdam (1971) 28. Online Etymology Dictionary. https://www.etymonline.com/. Accessed 26 Oct 2019 29. Kolby, J.: The 4000 Words Essential for an Educated Vocabulary. Nova Press, Los Angeles (2000)

Integrative Teaching of Foreign-Language Listening and Speaking Skills to Engineering Students Tatyana A. Goreva , Yulia A. Karpova , Marina P. Kovalenko and Ekaterina A. Rutskaya(&)

,

Perm National Research Polytechnic University, Perm 614990, Russian Federation [email protected], [email protected], [email protected], [email protected]

Abstract. The aim of the study is to explore the concept of integration for teaching listening and speaking skills to mechanical engineering students who learn German to be able to communicate effectively in a diverse professional environment in their future careers. Based on literature survey the study highlights interconnection between different levels of integration, which made it possible to develop the technology of integrative teaching. This technology involves six stages that gradually improve listening comprehension skills starting from understanding of keywords and particular sentences to the thematic progression of a sounding text and eventually moving on to reproductive and productive speaking characterized by the semantic and communicative integrity. The results revealed a positive effect on listening and speaking skills of the learners. They were able to compile reference lexical matrices, identify denotation and Theme-Rheme patterns, construct simple sentences, and finally produce coherent utterances to express their own opinions, agreement/ disagreement, etc., during group discussion on the issues of video excerpts. Further study will focus on the development of methodological solutions and programs for teaching listening and speaking skills in coherence with reading and writing as integral components of professional communication. Keywords: Listening
Speaking
Integrative approach competence
Types of speech activity


Communicative

1 Introduction Integrated teaching of foreign languages and professional disciplines, or Content and Language Integrated Learning (CLIL), is viewed as a key factor for the successful training of engineering students who would be able to become full-fledged members of the international scientific and business community. It is identified as a priority area in the Action plan for Language Learning and Linguistic Diversity [1] and a dual-focused teaching and learning approach [2], since it promotes both content mastery (subject competence) and language acquisition (foreign language competence). Several universities in Russia are practicing the continuous interdisciplinary interaction and © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 387–395, 2020. https://doi.org/10.1007/978-3-030-47415-7_41

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coordination by tapping into a variety of ideas and techniques including pedagogical tandems and clusters, pedagogical support systems for language training in classes of professional disciplines and subject training in foreign language classes, as well as the development of cross-curricular topics and projects of the year, etc. [3]. However, the system of higher professional education has thoroughly developed the fundamentals for professionally-oriented teaching of foreign languages, based on the achievements of Russian psychology, pedagogy and methodology. This approach is gradually introducing modern trends related to interdisciplinary coordination and integration in the teaching of foreign languages and professional disciplines using language as a tool of learning content and developing professional skills [4]. Much attention is paid to the development of a foreign-language professional communicative competence as including linguistic, pragmatic, intercultural, strategic, discourse and other competences as well as improving students’ proficiency in a foreign language within professionally oriented topics. In a professionally-oriented approach based on integrating different types of speech activity, teachers organize learning materials (printed, electronic, audio, video, etc.) and the linguistic input in such a way that the emphasis is shifted from memorizing terminology and retelling texts to establishing logical and cause-effect relationships, understanding concepts and semantic structures of texts. Students’ cognitive abilities, a crucial aspect of integrated teaching, are developed using problem-solving tasks, authentic materials and classroom interaction, which are also a useful way to motivate students at all levels and make the classroom content more engaging and relevant for them. Effective learning of foreign languages for communication in a diverse professional environment requires a focused mastering of all speech activities as integrated, especially listening and speaking, which, as practice shows, pose a challenge to the engineering students. Psychological characteristics of these activities, the sequence and content of their integrative teaching are the subject of the paper.

2 Literature Review Integrative approach is referred to as a “holistic representation of objects, phenomena and processes linked by at least one of their common characteristics, which results in its new quality” [5, p. 17]. It is also perceived as a tool by which the subject’s worldview becomes integral, and system thinking is developed rapidly [6]. Integrative approach allows us to distinguish a number of subsystems within the whole system of a foreign language teaching, which involves: (1) purpose, approaches, principles, content, knowledge of language means, as well as the skills and abilities to use them; (2) teaching and learning tools such as exercises, models, algorithms, tutorials; (3) interacting subjects – a teacher and students [7]. Integrative approach is characterized by both vertical continuity between the stages, degrees and levels of education and horizontal continuity between the disciplines studied. The latter being associated with interrelated learning of different speech activities, when it comes to teaching a foreign language [8]. It is the integration as the succession of educational process organization components that makes teaching of a foreign language holistic at all stages aimed at

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achieving its strategic goal – the development of students’ communicative competence with respect to its receptive and productive components interrelationship. Since future engineers should be able to use a foreign language for communication in a diverse professional environment, i.e. listen to, understand and appeal to meaningful information when speaking with other people and expressing their own thoughts and ideas, the ratio of receptive and productive types of speech activity is crucial for teaching listening and speaking skills in terms of their integration based on common goals, content and language means as shown in Table 1. Table 1. Levels of integration in teaching of listening and speaking skills.

Levels of Integration Teaching/learning goals Semantic/subject-specific content of speech activity Subject-themed content Language means

Integration at the level of teaching/learning goals implies focusing on the development of listening and speaking as the components of a communicative competence, which excludes the approach to any of them as a secondary type of speech activity, playing a subordinate role. They are the receptive and productive components of the competence which are formed in a close relationship, not isolated from each other. According to Zhinkin, “people understand what they are told, as their ability to create a message at the same level of integration develops” [9, p. 48]. In real-life listening situations people expect to hear something relevant to their aims. Therefore, it is important to inform students about the various purposes for listening and what they are going to listen to. It will help them to set a purpose that is similar to real-life aims and activate relevant listening strategies. Relationship between listening and speaking is determined by a thought, which is a subject-matter common for all types of speech activity. It is a thought that establishes a semantic connection between objects and phenomena of reality [10]. According to Zimnyaya, the development of thought is due to the predicative type of semantic connection, which is defined as a Theme and Rheme relationship in the utterance being generated or perceived [11]. Integration of listening and speaking at the level of semantic/subject-specific content of speech activity is based on common psychological mechanisms, with the mechanism for identifying semantic connections (mechanism of comprehension) being a leading one. Listening implies formation of thought, i.e. understanding a thought of the original message, while speaking implies formulation of thought in the process of generating the utterance – in either productive or reproductive speaking [11].

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The formation of thought (its understanding as a subject-matter of reception) and formulation of thought in productive speaking are closely related to the peculiarities of what we call the object of speech activity. If a sounding text was considered to be such an object in the past, then the recent studies in linguistics, theory of discourse and psychology of speech activity suggest the text to be a product of discourse or its central, but not the only significant component. In view of this, the object of listening comprehension involves both linguistic and extra-linguistic components of the discourse. The latter includes prosodic and kinetic means of communication, as well as a situational context [12]. Thus, the formation of thought as a result of listening comprehension and its formulation in speaking are viewed as generation of discourse, its linguistic and other components being closely related to and dependent on one another. The use of authentic materials and real-life situations could naturally lead to the integration of listening and speaking skills as it exists in real life. In this case, training is based on the materials within one thematic area, which allows speaking about integration at the level of common subject-themed content [13]. This content involves the common key concepts of a certain subject area, represented by a variety of lexical units, which imply integration at the level of language means. It contributes to the development and enhancement of learners’ listening and speaking skills when they go through a three-phase model of perceptual processing (segmenting phonemes from the speech stream), parsing (segmenting words and constructing a meaningful representation of the meaning), and utilization (using information sources in long-term memory to interpret the intended meaning) [14]. The use of both mother tongue and foreign language can also be important, since it allows the learners to correlate syntagmatic and paradigmatic relationships between lexical units, thus promoting the development of concepts in their minds. Integrated teaching of listening and speaking has extensively been researched by methodologists to improve learners’ listening ability in all three phases of comprehension. Different strategies were developed: cognitive (bottom-up, or text-driven, and top-down, or knowledge-driven approaches), metacognitive (planning, monitoring, and evaluating the information collected from the listening part) and socio-affective (techniques that listeners use to interact with others, to check their comprehension and reduce apprehension) [15]. It is recognized that teaching of listening and speaking skills in integration improves oral communicative competence of the learners and information-gap tasks can contribute to this purpose [16]. Goh suggested the following ways to raise awareness about learning to listen: discuss listening problems and useful strategies; “think aloud” soon after completing a listening task; reflect through listening diaries; and extend the scope of pre-listening and post-listening tasks to include metacognitive tasks [17]. As literature survey of related research shows, the proposed methodological solutions are quite general and not aimed at engineering students. However, it reveals that listening as an active process has to be incorporated into speaking classes. Moreover, the integrated technology is required to teach students how to listen, understand, and extract the information they need to use it further in communication with other people. The technology has to be built on different levels of integration – teaching/learning goals, subject-specific and -themed contents, language means, etc. In this regard, the

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purpose of the study is to develop the technology of integrative teaching for listening comprehension and speaking based on the levels of integration under consideration.

3 Methodology Integrative teaching of listening and speaking skills was tested in a group of 19 mechanical engineering students who learn German as the specialist language they would require to communicate successfully during their studies and careers. Authentic video materials within a major’s thematic area were taken from YouTube. They focused on different issues of modern car air purifiers. Video excerpt “Audi A8: Air Quality Paket” serves as an example of teaching materials. Das Air Quality Paket ist ein Erlebnis für die Sinne. Durch das Ionisieren kann sich die Luftqualität im Innenraum verbessern. Die in den Innenraum eingebrachten Ionen können helfen, die Aufmerksamkeit und Konzentration des Fahrers zu steigern und Müdigkeit entgegenzuwirken. Für eine besondere Note sorgt zudem die Aromatisierung. Dabei können Sie zwischen zwei hochwertigen Düften wählen: dem Sommer- und dem Winterduft. Für beide Düfte wurden einige natürliche Rohstoffe aus Blättern, Wurzeln und Hölzern sowie aus Früchten oder Blüten verarbeitet [18]. The technology of integrative teaching was based on a sequence of listening and speaking exercises and involved six stages. The first stage was aimed at listening comprehension of the excerpts’ subject-themed content and taking notes of it in the form of a reference lexical matrix with the keywords conveying the topics. The students were provided with information frameworks, a kind of support including a few keywords both in German and Russian. The second stage involved listening comprehension of the excerpts’ denotation patterns, i.e. actual objects and phenomena referred to as linguistic expressions. The learners identified and took notes of them using a reference lexical matrix. The third stage centered around thematic progression of the sounding text. It implied highlighting of Theme-Rheme patterns, i.e. comprehension of key thoughts by identifying the semantic relationships between key concepts of the original message. The fourth stage put emphasis on reproducing the content by constructing simple separate sentences. The students formulated key ideas of the original message, based on the previously compiled reference matrices, sets of denotation and Theme-Rheme patterns. That was an intermediate stage, followed by the semantic programming of an integral, coherent monologue. The fifth stage implied the production of a coherent utterance. Thus, there is a transition from individual speech actions to speaking as the integral type of speech activity. The students revealed their intents in conversations, characterized by a semantic and communicative integrity, as well as a three-part structure (introduction, main body and conclusion). The sixth stage of verbal interaction involved the performance of communicative problem-solving tasks as part of the group discussion.

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4 Results and Discussion The study revealed a positive impact of integrative teaching on the development of listening and speaking skills which is further described in relation to the video excerpt given as an example of teaching materials in the previous section. 1. Reference lexical matrices compiled at the first stage of listening include: – das Air Quality Paket – ein Erlebnis - das Ionisieren - die Luftqualität – Innenraum; – die Ionen - die Aufmerksamkeit - Konzentration - der Fahrer - steigern – der Müdigkeit entgegenzuwirken; – eine besondere Note - die Aromatisierung; – hochwertig - Düfte – wählen - der Sommerduft - der Winterduft; – natürlich - Rohstoffe – Blätter - Wurzeln – Hölzer – Früchte - Blüten – verarbeiten. 2. Intensive verbal and cognitive activity in selecting keywords allowed students to identify the main topic (Air Quality Paket), its subtopics (Ionisierung, Aromatisierung) and choose the relevant vocabulary. As practice showed, from ten to fifteen video excerpts with frequent use of the leading keywords are required at this stage. 3. In terms of syntagmatic and paradigmatic relationships between the concepts such lexical units as Ionisieren, Luftqualität, Innenraum and verbessern were combined on the basis of their spatial, dynamic and causal relationships, which allowed to identify the denotation pattern “die Verbesserung der Luftqualität des Innenraums durch das Ionisieren”. Denotation patterns identified by the students in the given excerpt include: – – – – – – – –

das Air Quality Paket für Audi A8; die in den Innenraum eingebrachten Ionen; die Steigerung der Aufmerksamkeit des Fahrers; die Steigerung der Konzentration des Fahrers; das Entgegenwirken der Müdigkeit; die Aromatisierung des Innenraums; hochwertige Düfte des Air Quality Paket; die Verarbeitung von natürlichen Rohstoffen.

4. When identifying the thematic development of the sounding text, students attributed such Rhemes, as “die Aufmerksamkeit steigern”, “die Konzentration steigern”, “der Müdigkeit entgegenwirken” to the keyword “das Ionisieren”, which indicated the main topic. 5. The stage of reproductive speaking implied the presentation of subtopics: “Ionization of the Audi A8 interior”, “Aromatization of the Audi A8 interior”, “Air Packet Quality Audi A8 fragrances”. Models of simple sentences used in presentations are shown in Table 2.

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Table 2. Models of simple sentences for reproductive speaking. Es gibt … (Akkusativobjekt)

Man kann … (Akkusativobjekt) + Infinitiv

Subjekt + sein + Adjektiv Subjekt + sein + Präposition + Substantiv

Subjekt + Verb + Akkusativobjekt

Es gibt ein Air Quality Paket für Audi A8 Es gibt zwei Düfte Es gibt einen Sommerduft und einen Winterduft Man kann die Luft ionisieren und aromatisieren Man kann zwischen zwei Düften wählen Man den Innenraum ionisieren Man kann die Luftqualität verbessern Man kann Düfte wählen Die Luftqualität im Innenraum ist wichtig Diese Düfte sind hochwertig Diese Düfte sind aus Blättern, Wurzeln und Hölzern sowie aus Früchten oder Blüten Das Ionisieren verbessert die Luftqualität Das Ionisieren steigert die Aufmerksamkeit und Konzentration des Fahrers Man produziert die Düfte Man verarbeitet natürliche Rohstoffe

6. At the final stage, the strengths and weaknesses of a car aroma-conditioning system were discussed on the basis of reference matrices, sets of denotation and ThemeRheme patterns, models of simple sentences, as well as information frameworks with speech patterns that show how to follow the argument and identify the speaker’s point of view, develop an argument and express one’s own opinion, agreement or disagreement with the viewpoints of the participants. 7. Providing a sequence of exercises aimed at step-by-step semantic processing of a sounding text, the integrative teaching ensured a gradual transition from listening comprehension of the keywords and drawing up a reference lexical matrix, to identifying the denotation patterns and Theme-Rheme progression (development of topics and subtopics), followed by reproductive speaking (constructing simple sentences) on the topic and productive speaking (generating coherent utterances), characterized by a semantic and communicative integrity. 8. The technology under discussion provided enhanced understanding of the main topics and subtopics at the level of semantic/subject-specific content, rather than single words and particular sentences. It allowed the students to convey the content of original messages producing their own coherent utterances and expressing their own opinions.

5 Conclusion The relevance of integrative teaching of listening and speaking skills to engineering students is determined by the need to develop their foreign-language communicative competence with its receptive and productive components integrated. Integrity is based on common teaching/learning goals, semantic/subject-specific content and psychological characteristics of speech activities, subject-themed content and language means.

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All these factors are present in the technology under discussion, which allows to repeatedly perceive, comprehend and verbalize, i.e. use the key concepts represented in a sounding text by a sufficient number of micro-contexts both in the native and foreign languages. The study contributes to the theory of teaching foreign languages through interdisciplinary integration, and its practical value is due to the developed technology of teaching German to non-linguistic students, who have a low level of language proficiency. Further research and methodological solutions may be required to develop the programs and modules for teaching listening and speaking to engineering students in integration with reading and writing as receptive and productive types of speech activity in the field of professional communication by means of a foreign language.

References 1. Pinner, R.: Authenticity of purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL J. Res. Art. 15(4), 49–69 (2013) 2. Mehisto, P.: Excellence in Bilingual Education: A Guide for School Principals. Cambridge University Press, Cambridge (2013) 3. Almazoba, N.I., Baranova, T.A., Khalyapina, L.P.: Pedagogicheskiye podkhody i modeli integrirovannogo obucheniya inostrannym yazykam i professionalnym distsyplinam v zarubezhnoy i rossiyskoy lingvodidaktike (Pedagogical approaches and models of integrated foreign languages and professional disciplines teaching in foreign and Russian linguodidactics). Lang. Cult. 39, 116–134 (2017). (in Russian) 4. Zinnurova, F.M.: Formirovaniye professional’noy i yazykovoy kompetentsii studentov SSUZ multietnicheskogo regiona (na primere stroitel’nykh spetsial’nostey) (The formation of professional and linguistic competence of students of secondary vocational schools in a multi-ethnic region (with reference to building courses)). Ph.D. thesis, Yoshkar-Ola University, Yoshkar-Ola (2006). (in Russian) 5. Zimnyaya, I.A., Zemtsova, E.V.: Integrativnyy podkhod k otsenke edinoy sotsial’noprofessional’noy kompetentnosti vypusknikov vuzov (Integrative approach to assessment of unified social and professional competence of University graduates). High. Educ. Today 5, 14–19 (2008). (in Russian) 6. Lopatkin, V.M.: Integratsionnye protsessy v regional’noy sisteme pedagogicheskogo obrazovaniya (Integration Processes in the Regional System of Pedagogical Education). Publishing House of Barnaul State Pedagogical University, Barnaul (2000). (in Russian) 7. Serova, T.S.: Professional’no-oriyentirovannoye integrativnoye vzaimosvyazannoye obucheniye inostrannym jazykam i distsiplinam estestvennonauchnogo I obshchetekhnicheskogo tsiklov na pervom etape bakalavriata v politekhnicheskom universitete (Professionallyoriented integrative interrelated teaching of foreign languages and disciplines of natural science and general technical cycles at the first stage of Bachelor’s degree at the Polytechnic University). In: Khalyapina, L.P. (ed.) Integrated Teaching of Foreign Languages and Professional Disciplines. Experience of Russian Universities, pp. 73–124. Peter the Great St. Petersburg State Polytechnic University, St. Petersburg (2018). (in Russian) 8. Alikina, E.V.: Metodicheskaya sistema integrativnogo obucheniya perevodcheskoy deyatel’nosti (Methodological system of integrative teaching of oral translation activity). In: Valiyeva, F.I. (ed.) Innovative Ideas and Approaches to Integrated Teaching of Foreign Languages and Professional Disciplines in the System of Higher Education, pp. 273–275. Peter the Great St. Petersburg State Polytechnic University, St. Petersburg (2017). (in Russian)

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9. Zhinkin, N.I.: Psikholingvistika (Psycholinguistics): Selected Works. Labyrinth, Moscow (2009). (in Russian) 10. Vygotsky, L.S.: Myshleniye i rech’ (Thinking and speech). Labyrinth, Moscow (1999). (in Russian) 11. Zymnyaya, I.A.: Psikhologicheskiye aspekty prepodavaniya rechi na inostrannom yazyke (Psychological Aspects of Teaching to Speak a Foreign Language). Prosveshcheniye, Moscow (1985). (in Russian) 12. Gavrilenko, N.N. (ed.): Translation Didactics: Traditions and Innovations, Sect. II. Flinta, Moscow (2018). (in Russian) 13. Kovalenko, M.P., Rutskaya, E.A.: Vzaimosvyazannoye obucheniye budushchikh perevodchikov ponimaniyu i porozhdeniyu ustnogo monologicheskogo vyskazyvaniya (Interrelated training of future translators in understanding and generation of oral monological utterance). In: Proceedings of the Volgograd State Pedagogical University, vol. 9, no. 122, pp. 115–120. Volgograd State Pedagogical University, Volgograd (2017). (in Russian) 14. Anderson, J.R.: Cognitive Psychology and Its Implications, 4th edn. Freeman, New York (1995) 15. Gilakjani, A.P., Sabouri, N.B.: Learners’ listening comprehension difficulties in english language learning: a literature review. Engl. Lang. Teach. 6, 123–133 (2016) 16. Müge, T.Z.: Integrating listening and speaking skills to facilitate English language learners’ communicative competence. Procedia – Soc. Behav. Sci. 9, 765–770 (2010). Rohaty Majzub and Saayah Abu 17. Goh, C.C.: A cognitive perspective on language learners’ listening comprehension problems. System 28(1), 55–75 (2000) 18. Audi. https://www.youtube.com/watch?v=5z439Ji1Nqc. Accessed 28 Dec 2019

Intellect and Intellectual Speech-Thinking Activity of Technical University Students in Integrative Professionally-Oriented Technology of Foreign Language Learning Tamara Serova(&) , Irina Perlova , Elena Pipchenko and Yuliya Chervenko

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Perm National Research Polytechnic University, Perm 614000, Russia [email protected], [email protected], [email protected], [email protected]

Abstract. In the article, the authors reveal aspects of the intellectual, mental activity of students of technical universities in the process of integrative professionally-oriented technology for studying a foreign language, as well as the development of reading, listening, speaking and writing skills. Particular attention is paid to thought as an object of all linguistic activities and interaction in oral speech and communication in a foreign language. The authors focus on identifying and formulating thoughts; describe in detail the characteristics of a semantic verbal solution as the first component of speechactivity in identifying semantic unit-denotations, as a way of understanding the text information. Mental activity is characterized in detail, and examples of successive semantic solutions regarding identified and formed free denotation phrases are given. Associative relationships of the words grouped in a denotation phase that represents extra linguistic reality are described. The article reveals the stages of integrative professionally-oriented technology of reading and listening interrelated with writing, speaking and communication as an actual use of the foreign language in specific situations. It focuses on active work of students with texts and fragments that includes extraction, conceptualization, comprehension, acquisition and the use of information based on the algorithm. It is shown that this technology of learning and mastering a foreign language is efficient to improve speech activity and develop speaking, listening, reading, and writing skills. Keywords: Intellect Informative unit


Speech thinking activity
Thought
Denotation


1 Introduction The main and most important task of learning a foreign language by technical university students at the initial stage during the basic two-year course is, first, to form necessary speech skills as well as communicative and speech skills to read and listen to authentic foreign-language sources, to comprehend, understand and extract information © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 396–407, 2020. https://doi.org/10.1007/978-3-030-47415-7_42

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in one’s major in a specific field of technology and economics. Secondly, they should be able to formulate and express thoughts, ideas in written and oral form, to take an active part in dialogic foreign-language speech communication, to understand the thoughts of others and formulate their messages in spontaneous monologue speech. Teachers of foreign languages at technical universities in Russia in close cooperation with teachers of graduate departments successfully implement educational research activities aimed at teaching professionally oriented foreign language (FL). It is a means for searching, extracting necessary information on the problem of future professional activity and its further use to exchange information in oral and written forms of dialogic communication. Positive results were obtained in teaching foreign languages and professional subjects with the use of foreign experience in content and language integrated learning technology (CLIL) [1–4] used in foreign and Russian universities [5]. The technology allows interrelation and integration of knowledge of a vocational subject and a foreign language. Moreover, it contributes to formation of creative thinking during live communication, interaction and solution of professionally-related tasks in a foreign language. It should be noted that the bilingual integrative, interconnected professional training and foreign language teaching are facing certain difficulties and sometimes unresolved issues. This can be attributed to the fact that subject teachers in Russian technical universities do not know English or do not have a good command of it, and on the contrary, English teachers do not have a command of vocational subject content, its categorical-conceptual apparatus and, above all, terminology. In view of the statements above, there are insufficiently studied problem questions of how and why in the development of an integrative and professionally-oriented technology of learning a foreign language by students. In this regard, a foreign language acts as their personal tool used to formulate thoughts, information in all types of speech activity (SA) and in speech communication. Taking into account close connection and interdependence of sensory channels and individual intelligence as a mandatory condition and basis of intellectual verbal activity of the student in all SA types and forms of speech communication, the following technological tasks are to be solved: 1. To actualize and preserve in the selected texts and created exercise complex: a) interaction of intelligence with all sensory channels and types of SA – reading, writing, listening, speaking and thinking; b) interrelation and interconnection of thought as a subject of SA types with units of speech, language, thinking and fragments of reality. 2. To develop and implement integration processes based on the stages and steps of multiple use of the foreign language by students as a means of expression, formulation of thoughts at the following levels of integration: a) subject-related, professionally-oriented content of all sources of information and training material [6]; b) development of sets of such speech units as macro-, hypertexts, texts, micro texts, fragments [7, 8];

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c) selection of a system of foreign language means: phonetics, vocabulary, grammar (morphology, syntax), spelling, stylistics; d) organization of an extralinguistic and non-linguistic system of means of learning a foreign language; 3. To develop and implement formation of a professionally conditioned terminological lexicon of the thesaurus type as a means of expressing key concepts of the chosen professional sphere within the stages and steps of the technology of foreign language learning [6].

2 Methodology of Research The adoption and understanding of a thought as an information unit, the need for comprehension, understanding, extraction and use of a number of thoughts from any text as a speech fragment in the process of interaction and further information exchange with others are important methodological foundations of research and development of the technology to use a foreign language in the process of its studying as a means of dialogic speech communication. The thought as an ideal subject of reading, writing, speaking and listening contains its minimal unit, which is based on the idea proposed by Vygotsky that “every thought seeks to connect something with something, to establish a relationship between something and something” [9, p. 305]. In this regard, the thought as a minimum unit is a combination of two elements, namely ‘given’ or ‘known’, what is reported about (topic, subject) and ‘new’, ‘unknown’, i.e., what is reported (rheme, predicate). As a result, there is a subjectpredicate or thematic-rhematic unity, which is identified in the speech activity of reading and listening or is programmed to generate a text-statement in writing and speaking [9]. This unity acts as a minimum information unit. During any kind of speech activity [10], formulation of the idea can be started and completed in one sentence or developed in several subsequent sentences following the first one and comprising a text-statement. Such notions as ‘information’ and ‘informative’ are important and directly related to solving problems of organizing subject content for interrelated integrative teaching of foreign language and fundamental, general technical subjects. Since “information is everything that reduces the measure of ignorance and inability” [11, p. 175], we consider it necessary to understand the absolute amount of information in the text, its general information saturation while reading or listening, speaking or writing. As for the notion “informative”, it presumes [11, p. 175] only the information that a person needs, which is problem-driven and will be acquired by a reader or a listener. Further on, it will be expressed and transferred to partners when writing and speaking in the process of their communication. Any specific thought, their series in a certain speech segment as a message transmitting its meaning, is the result of intellectual work, which according to Zhinkin is “a brain component that accumulates and uses ‘images of reality’ in the process of any activity, including reading, listening, writing, speaking, communication activities, and teaching” [12, p. 186].

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Any thought, meaning, which is revealed, formed when perceived and formulated in the products of speech/text is the result of intellectual work [13]. However, this is true only if items, objects, things, phenomena, processes of reality are accepted and pass repeatedly through sensory channels of hearing, vision, speech, fine motor skills, tactile perception and finally enter the brain. While developing the technology for learning a foreign language using methodical tools, it is very important to focus on Piazhe’s idea that only joint work of sensory perception and intelligence as a sensormotor intellect is the basis of thinking throughout person’s life [14]. If we take into account that the thought emerges in the intellect from the sensory, and from the intellect through language units, first of all through words and their combinations in speech or text units, there is information release about reality for other people’s understanding [12, p. 116], then methodically it is necessary to understand and take into account the essence of sensory intellect and thinking competence [15]. It develops concepts related to the frequent use of certain specific lexemes, their set expressing the idea of reality, makes judgments as elementary semantic units, lines them up into inferences to reflect the reality with language and speech units [16, p. 240]. The thought emerges the intellect through the sensory channels and then from the intellect through language units, primarily through words and word combinations, it is transformed into in speech or text units, information for other people to comprehend [12, p. 116], therefore, it is methodically necessary to understand and consider the essence of sensory intellect and thinking competence. It develops concepts related to the frequently used specific lexemes, which make a set to express the idea of reality, makes judgments as elementary semantic units, develops them into inferences to reflect the reality using language and speech units [16, p. 240]. Actualization of close interrelation and interdependence of sensory channels, units of thought, speech, language and fragments of reality as the basis of intellectual speechthinking activity of students, learning a foreign language, requires solving the issues of interrelation and integration of flexible reading types, thinking, listening, writing and speaking in a foreign language within dialogic speech communication. Speech-thinking activity, which according to Leontyev, is almost the most basic psychological problem connected with further development of our methodology of teaching languages [17], requires first of all the highest degree of creation and creativity, the inclusion of elements of intellectual activity into the process of foreign language learning. Thinking activity is of special significance both in the process of comprehension, understanding, and formation of thought in reading, listening through semantic decisions realization, and in the formulation of speech generation in writing and speaking, resulting in a speech message or a text-statement [18]. Speaking about the primacy of students’ intellectual speech-thinking activity with the highest degree of their creation, creativity in learning a foreign language as a means of implementation in the conditions of dialogic speech communication when all types of foreign-language speech activity are interconnected it is necessary to choose such approaches to develop an integrated professionally directed technology as: integrativesystem, speech-activity, communicative, problem-creative, situational-contextual.

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Speaking about the primacy of students’ intellectual speech-thinking activity with the highest degree of their creation and creativity in learning a foreign language as a means of dialogic speech communication when all types of foreign-language speech activity are interconnected, it is necessary to choose approaches to developing an integrated professionally-oriented technology such as: integrative-system, speechactivity, communicative, problem-creative, situational-contextual. As Slastyonin points out, when developing a teaching methodology [19, p. 199], in any methodological subsystem as a part of the pedagogical system, two fundamental categories ‘system’ and ‘structure’ become particularly important, where the latter becomes a form of presentation of interrelated components. At the same time, both the structure and the system, can be divided in ‘substructures’ [19, p. 200]. Considering the communicative speech situation as a dynamic system of interaction, interrelations between the communicative and specific objective and subjective factors that determine speech behavior in one or another social-communicative role, it should be considered that any situation is conditioned by the context preserved in person’s memory, which relates him/her to the past speech experience [20]. Of particular importance is linguistic understanding of the context, a completed fragment of the text-statement in a semantic sense, where any language unit has its linguistic environment that helps to convey the meaning and significance of all its words, phrases and sentences. Bakhtin wrote in his study on “contexts of understanding” about an infinite renewal and transformation of the word meaning in all new contexts, emphasizing that “understanding as a correlation with other texts and rethinking in a new context (in my, in modern, in future) is an active dialogic movement” [21, p. 364]. Vygotsky used the concept of “context” to explain the correlation between sense and meaning, since a word acquires meaning in a phrase, the phrase itself acquires its meaning only in the context of a paragraph, and the paragraph in its turn acquires its meaning in a macro context of a text, book, etc. The word becomes a part of the whole context in which it is woven, a part of intellectual and affective contents, and it begins to mean more or less than that implied in its meaning [9, p. 347]. Problem-creative approach as a fundamental methodological basis to develop an integrative professionally-oriented technology of learning a foreign language becomes very important while forming the ability to perform intellectual speech-thinking activity, thinking activity, reflection in the process of reading and listening as well as in the process of speaking and writing, subordinated to the thought as their subject. The problem-creative approach is most often implemented in communicative and cognitive tasks and problem issues. Problem-information issues are a means of managing speech-thinking activity, a relatively independent form of a thought as a separate judgment requiring a response and always aimed at the required, unknown [6]. Only the subject’s awareness of impossibility to resolve the contradiction caused by his/her (subject’s) background knowledge, available information and experience allows us to talk about a real educational problem as the central element of its content, the subject to be discussed. At the same time, the problem issue must be included in the structure of a problem communicative and cognitive task aimed at formulating the required - unknown. The problem issue as a goal of given speech activity in certain conditions, most often in

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reading and speech communication, suggests a goal-task according to the goal-setting theory of Shadrikov [22]. This goal-task is connected with new unknowns on the problem, new important information for a person, derived from thoughts of the subject and judgments formulated by authors in texts as objects of reading or listening, as well as the goal-result in the form of a speech product. The goal-result is closely connected with student’s creativity and creation. The student not only extracts and uses information, unknown data, and facts for exchange with others in speech communication, discussing the common problem, but he comprehends and understands, subsequently retrieves and process information as ‘subjective discovery of knowledge unknown to him, as comprehension and understanding of scientific facts’ [11, p. 260].

3 Research on the Development of Integrated Professionally Directed Technology of Learning a Foreign Language by Students of the Technical University 3.1

Research Hypothesis

Considering intellect and intellectual activity as a primary basis in student’s educational activity at the technical university, learning a foreign language as a means of realization of all kinds of foreign-language speech activity and dialogic speech communication based on the developed integrative professionally-oriented technology, we implement the stages and steps of foreign language learning technology through its active use. This allows to actualize a close relationship and integration of sensory channels, interaction and interrelation of speech/texts units as objects of reading and listening and products of speaking and writing; units of language as means of thoughts expression, use of units of thinking in comparison with language units, which is the basis of speech-thinking activity. Integrative professionally-oriented technology of learning a foreign language by a student is implemented through the use of language, thinking and speech units to identify, comprehend, understand, retrieve and record information as minimal semantic units, and to formulate thoughts in order to create new messages, oral and written statements. Therefore, it can be suggested the technology will be effective and successful if it is implemented within the stages and steps: 1) a large number and sufficient volume of authentic speech materials as a subsystem of texts on different media on professionally-oriented problems in the field of chosen vocational training; 2) the use of a text, a micro text, a fragment as the main and obligatory unit of speech, as an object of reception or production in each exercise, problem-communicative speech task [7, 23]; 3) a minimum of lexemes (micro lexicon), which is indicated in quantity and quality, and high frequency, and carrying semantic professionally-oriented implication, representing key terms;

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4) the most frequent models of syntactic structures of sentences as units of a foreign language and as units that underlie meaningful sentences in speech/texts of messages, students’ statements. 3.2

Materials, Stages and Steps of Integrative Professionally-Oriented Technology of Learning a Foreign Language by Students Based on Intellectual Speech-Thinking Activity

Based on the formulated problem tasks aimed at developing a foreign language learning technology, the components of the system aimed at teaching a foreign language, the content of the stages aimed at forming speech skills and abilities of all SA types and the proposed assumptions about the dependence of efficiency the success of the integrated professionally-oriented technology on a number of factors, a technology was developed. It includes four stages that consist of a number of steps. To reveal the content of each stage and all its steps, the main six components of the technology contents developed as subsystems were included: 1) types of speech activity; 2) sensory channels; 3) units of speech/text materials; 4) speech skills and abilities; 5) linguistic and extra-linguistic means; 6) forms of speech interaction of subjects in speech communication. At the first stage, students use flexible referential thematically oriented reading as well as reading of a macro text for specific information using keywords, including up to 20 or more micro texts, revealing the content of the general problem] for example, the need for electrification and increased power generation at the end of the 19th and beginning of the 20th century: Was konnte den wachsenden Energiehunger der Industrie Ende des 19.Jh. und Anfang des 20. Jh. stillen: Dampfmaschinen oder leistungsstarke Elektromotoren? The first stage includes four steps to implement. The first step includes orientational and referential reading for specific information of a macro text to select a complex of micro texts by headings and on the basis of the completed general referential matrix of global key words. The second step involves referential reading for specific information of a micro text and on the basis of the identified thematically-conditioned key words, the development of linear subject-thematic referential matrices of key words to each micro text, for example, the text Wer baute den ersten richtigen Motor? And its linear matrix: Motor, Verbrennungsmotor, Dampfmaschine, Zylinder, Gasgemisch, Konstruktion, Zünden. The text Auf welchem Wirkungsprinzip basiert der Elektromotor? linear matrix: Elektromotor, Wirkungsprinzip, Magnete Elektromagneten, Polarität, Stromrichtung. The third step is aimed at referential reading for specific information and evaluation-informative reading of all micro texts and their referential matrices and the final selection of the micro text list to work with information which can be supplemented with information from the Internet. As a part of the fourth step, a subjectthematic analysis is carried out based on generalized-referential reading of the selected micro texts, their grouping to compile and write annotations to the texts and further content exchange as a goal-result in pair interaction within a group. At the second stage, based on the compiled linear matrices of keywords, students do appropriate-informative reading of each micro text and identify, understand and form denotates as a number of words united in meaning, representing the idea of a

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fragment of the reality [12]. For example, ‘Ingenieur – Moritz Herman Jacobi – bekannt – Petersburg – sein’, where the first text contains an idea formed based on the keyword and the relationship of subjectness, quality, and space ‘bekannter Ingenieur M.H. Jacobi aus Petersburg’. As can be seen, when selecting some words, the semantic content is comprehended and summarized, thoughts are formed and recorded using lexical means as a semantic program of the micro text ‘Was haben die Ingenieure Jedlick und Jacobi gemeinsam?’ in the German language: 1) Ingenieur – M.H. Jacobi – bekannt – Petersburg; 2) M.H. Jacobi – Elektromotor – gebrauchsfähig – erfinden; 3) M.H. Jacobi – Elektromotor – erst – 1834-1838 – entwickeln and others, and also in the Russian language: 1) Якоби – известный инженер из Петербурга; 2) изобретение Якоби приго дного к употреблению мотора; 3) разработка инженером Якоби первого элек тромотора с 1834 по 1838 год, etc. Such formulation in different languages facilitates a more accurate and deeper understanding of each minimum information unit. The second stage of the integrated professionally-oriented technology of learning a foreign language includes five steps. The first step involves informative reading of the complex of 10–15 micro texts and fragments on a certain problem selected by students to identify, comprehend, understand and form thoughts in the form of denotates as information units. The second step aims to identify relations of lexical units within denotates and formulate the thought of each denotate using its lexical units and morphological means of the foreign language. Re-reading, writing, thinking with the use of vocabulary and morphological means is actively used. In the third step, the actions of the second step are carried out, but in Russian. The fourth step provides a logical and semantic forming of the sequence of each micro text denotates as a semantic reduced program used as an information basis for spontaneous statements and messages in oral and written form of speech communication. And the fifth step involves students’ interaction in speech communication (pair and in-group activity) to exchange the semantic content of micro texts on problem issues. The third stage involves further work with each micro text and fragment on a common problem and problem issues. At this stage, special attention is paid to reproductive and productive creative writing aimed at expanding thoughts prepared and formulated at the second stage as information units from micro texts based on the model of sentence syntax [24–26], for example, S–P–O; AtS–P–OAt; AtS–P–Ad; S–P–OAdAt (S – subject, P – predicate, O – object, At – attribute, Ad – adverbial modifier). These simple normalized sentences are built by students as meaningful based on some denotate lexical units, which are interrelated in a denotate by specific relationships and formulated as a thought. At the third stage, the formulated elementary simple sentences are expanded, which is followed by informative reading of micro texts with a correspondent content, into compound and complex sentences based on the models proposed as an information basis.

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The third stage of the integrative technology includes five steps. The first step provides reproductive writing, recording of the formulated thoughts of denotates and their expansion into simple elementary sentences in English, based on their syntactic models. The second step involves the process of combining simple elementary sentences and formulating the thoughts of the micro text in the form of meaningful complex sentences on the basis of necessary conjunctions of compound and complex sentences and their models. As part of the third step, informative re-reading of the micro text and compiled simple and complex sentences is performed. As a result of this activity, the sentences are combined and recorded as the basis of a micro statement and a message–answer to the problem issue. All the activities are related to problem issues and the semantic content. The fourth step includes productive writing to form sentences in a logical sequence, to organize a composition introduction, the main body and conclusion. In the fifth step, students interact in pairs and in a group to exchange information in dialogic speech communication on a common problem, combining some problem issues. The fourth stage of the integrative technology is based on processing, generalization, problem-based structuring and integration of semantic content, information units of all fragments and micro texts, which were read and listened to at the previous stages, development of monologue skills in conjunction with reading, writing and listening. The process is also based on functional-speech exercises, logical and compositional organization of complete coherent meaningful statement-texts in the form of both micro monologues and large-volume poly-thematic texts-reports in situations of speech communication [27–29].

4 Results and Discussion Especially significant result is high frequency lexical keywords and word combinations used from 70–80 to 120–140 times and always in the context of a micro text, a fragment in reading, writing, speaking and listening. Integration and interrelation of these SA types are realized in the process of: 1) creation of linear referential matrices of words from fragments; 2) identifying thoughts in the form of denotates; 3) formulating thoughts in writing and orally; 4) making simple normalized sentences based on syntactic models and re-reading of the fragment; 5) making compound sentences; 6) creating micro statements, messages while interacting and exchanging information with others. The research and analysis of its results suggest that there are still some problems and problem issues, which require further study and methodological solution: (a) identification and testing of the pedagogical potential of exercise types in reading and listening based on speech thinking activity during formation of thoughts and exercises in writing and speaking while formulating thoughts as information units; (b) creation of programs and educational materials for self-mastery of a foreign language in a consumer-relevant subject-matter content in professional activity; (c) development of the structure, content, and algorithm of independent formation of an individual lexicon adequate to the sphere and content of the future professional activity.

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5 Conclusion The proposed and detailed methodology, which was actualized and used in the educational process has demonstrated the effectiveness of teaching when students from the first stage use linguistic, non-linguistic and non-verbal means of a foreign language to form, extract and use thoughts as information minimum units of speech in referential and informative reading of a large number of text materials on different media, in reproductive and creative writing, monologue speech and listening. The experience of using the described technology of integrative interrelated teaching flexible referential and informative reading, writing, speaking and listening in a foreign language shows its potential for teaching a foreign language to students of non-linguistic specialties using its tools to form and formulate thoughts as information.

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Linguo-Didactic Aspect of Integrated Courses Design Nataliya Kolesnikova

and Yuliya Ridnaya(&)

Novosibirsk State Technical University, Novosibirsk 630073, Russia {n.kolesnikova,ridnaya}@corp.nstu.ru, [email protected]

Abstract. The article is devoted to the issues of design and implementation of integrated courses aimed at training master and PhD students in their subject areas in a foreign (English) language. According to the authors of the article, the task of the English language lecturer is not only to develop the students’ lexical and grammar skills and to teach terminology or sublanguage of specialty, but also to form the students’ idea of structural and compositional features of scientific texts, models and genre variety. Moreover, the students are supposed to acquire knowledge about the most common rhetorical modes, categorical aspects of scientific texts that is possible using background knowledge gained in the native (Russian) language. In the article, the students’ ability to employ the acquired knowledge while understanding, evaluating, analyzing and creating texts of various genres is considered to be of great importance. Lecturer’s ability to properly combine and use linguo-didactic methods and approaches discussed in the article is assumed to result in success of integrated education. Keywords: Linguo-didactic aspect Master and PhD students


Integrated course
English
Russian


1 Introduction Current globalization processes require training specialists to have a good command of a foreign language in their professional area and are able to communicate with colleagues from the international scientific and business community. Thus, the aim of universities is to develop a professional personality having a foreign language professional competence, being prepared and able to communicate in a foreign language in the field of professional interests [1]. The aim encourages the improvement of educational process, increase in its quality and efficiency. Moreover, the aim can be achieved only through the joint activity and cooperation of foreign language teachers and lecturers of specialized disciplines, performed in the framework of an integrated approach to learning, known in methodological literature as Content and Language Integrated Learning (CLIL). The purpose of this work is to find the ways of optimizing learning at the stage before content-language integrated courses period that can ensure positive results of integrated education.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 408–415, 2020. https://doi.org/10.1007/978-3-030-47415-7_43

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2 Literature Review The literature cited in the article is devoted to the review of CLIL implementation in foreign universities, the analysis of current trends in teaching foreign languages based on the ideas of CLIL [2, 3], and the prospects of CLIL in Russian technical universities [4]. According to the literature, the integration is considered to be the combination of subjects as well as integration of technologies, methods and modes of education [5]. Integrated learning is reported to be much broader than the usual teaching of foreign languages, currently, it is considered as a platform for an innovative methodological approach [6]. In [7] much attention is paid to the competences developed in the conditions of content-language learning. Competence is defined as an integrative combination of knowledge, skills, abilities and personal qualities, a merger of theoretical knowledge and practical activity [7]. According to the authors, the professional competence of an engineer may include: project management skills, ability to general education (general cultural), linguistic (not in terms of English), social, marketing competence and financial competence. We strongly support Krylov [1] who considers team skills, public speaking skills, developed leadership skills, communicative and linguistic (in terms of English) competences to be the most important general professional competencies. The literature analyzes the problems, benefits and drawbacks of the integrated content and language integrated training in the educational context of Russia. A number of authors share their views on solving the problems and propose their own guides to the implementation of interdisciplinary and content and language integrated approaches to teaching English [1, 5, 6, 8]. Business and Economics, Social and Technical Sciences and Technology are those subject areas for which integrated courses should preferably be designed. As for a foreign language, its status and function within an integrated course is still under discussion. A foreign language can perform several functions. It can be the aim of study, medium of instruction (EMI) [9, 10] and means of communication [2]. Thus, it is worth mentioning that in the Russian national education system academic disciplines in a non-native language have been taught for more than two decades. A thorough review of the studies devoted to integration of content and language teaching into higher school in Russia is given by Sirotova [11]. The author comes to the conclusion that in the national educational context teaching CLIL has been implemented as bilingual teaching. Moreover, the work provided by Sirotova is of great value as it proposes a profound analysis of different CLIL models developed by Marsh [12], Coyle [13], Bentley [14], Dalton-Puffer [15]. On the basis of the study by Sirotova [11] who underlines that CLIL integration process requires taking into consideration the features of the CLIL model and peculiarities of an educational institution, we propose to implement ‘Modular’ CLIL approach [11] in teaching an academic writing course to master and PhD students. The model means the selection of the themes taught in a native language and in English. Moreover, we propose to use sheltered-subject-matter instruction model [11] considering the level of foreign language communicative competence of a student and selecting language means in accordance with the student’s needs, skills and abilities developed as well as background knowledge in terms of academic writing.

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3 Materials and Methods The study is based on the material published in national and foreign scientific and methodological literature on the problem of content-language learning integrated in the secondary school and higher education levels. Papers were published in national and foreign scientific journals, in conference proceedings of international scientific conferences in Russian and English. The methods used in the study are as follows: a) theoretical: analysis and generalization of linguistic and methodological literature to select approaches and principles of learning and teaching, to define the scope of competences developed in the context of content and language integrated training, to formulate the conditions for integrated courses design; b) empirical: modeling method for mastering scientific genres; for developing models and teaching methodology. The proposed model of the integrated language course is based on the Theory of Speech Genres by Bakhtin [16] and modern cognitive research. At present, the integrated (integrative) education in a technical university is based on general didactic approaches: competency-based education and training, a learnercentered approach, cognitive approach, as well as a conventional approach, typical for scientific paradigm of teaching native and foreign languages, discursive approach. Within the discursive approach, we distinguish a genre approach to learning and teaching. The genre competence in scientific communication sphere can be defined as a scope of knowledge about stylistic features of a scientific text and a variety of genre models, as well as skills and abilities of modelling scientific texts of different genres according to a communicative task of the intercultural scientific communication using appropriate language and stylistic repertoires [17]. The structural components of genre competence are as follows: a) cognitive component which includes knowledge of stylistic features and peculiarities of scientific texts in a foreign language, English in this case, and their realization through appropriate language and stylistic means, a profound understanding of diversity and varieties of scientific genres of a language, knowledge of their genre models; knowledge of language structures and terminology typical of this or that subject area; b) sociocultural component involving a clear understanding of socio-cultural context in which the scientific texts are generated and the language is used; knowledge of its usage norms and rules depending on a communicative task; an ability to use it taking into account the features of intercultural scientific communication; an ability to model and create texts of scientific genres in accordance with the communicative situation of communication; c) linguistic and stylistic component which means the ability to select language and stylistic means for designing a scientific text of a definite scientific genre in accordance with its genre features; mastering intergenre model of scientific text [17].

4 Research Question Currently, integrated university courses are usually offered in the final year of study of a bachelor program, within a master and PhD programs. To take a new special (integrated) course in English, a student must have well-developed language skills and have

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good understanding of basis professional concepts. For example, a student should have a command of a foreign language at levels B2-C1 and have profound fundamental and theoretical knowledge of a major subject in the profession area. Hence, teaching a foreign language is considered as a preliminary work, as a preparation process for studying special subjects in the foreign language. To discuss a topic in a foreign language and succeed in taking an integrated course, a student must necessarily be aware of this professional information in his/her native language. This in its turn can allow a student to percept a new material of a special course easily, and simultaneously develop linguistic repertoires in the English language. As the content of a discipline is implemented through texts, selection of lexical means of English is determined by the topic of the texts [18]. Within an integrated course, the content component of training is professionally oriented and systemforming [19, 20]. It defines subject, aim, tasks and topics of training, that is, a set of theoretical knowledge and skills that allow a student to apply proper professional opinions and statements within the studied range of problems [2]. At the same time, didactic integration of a special subject and a foreign language does not mean formal composition of content components of the studied disciplines. It means the process of their merging, conglomeration, interaction, interpenetration and complementation [21].

5 Results We believe that developing subject knowledge or ideas about information contained in the array of scientific and academic-scientific texts on a discipline is the task of an individual and teachers of special disciplines. It is not a foreign language teacher’s or lecturer’s mission to form knowledge or deliver information on professional discipline to students. However, the task of a foreign language teacher cannot, in our opinion, be limited to developing and expanding lexical and grammatical components or an array of language patterns and subject related terminology. Based on the communicative approach, the teacher should form an idea about the structural and compositional features, schemes/models of scientific texts of different genres, modes of discourse, categorical features of scientific text, and metalanguage, etc. Furthermore, the teacher must develop a student’s ability and readiness to apply the acquired knowledge while understanding, evaluation, analysis and building texts of different genres. Since master and PhD students refer to a research-oriented category of learners, we focus on genres relevant and useful for scientific communication. However, our long-term experience in teaching shows that to use the knowledge successfully and be able and be ready to use it in English, a student has to acquire it in the native, Russian language. Learning a foreign language should be performed through the subject content that has already been studied in the native language. That is, the list of subject areas relevant to integrated courses should include the Russian language and its scientific functional style, which has features similar to those of all European languages.

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Another important step in professional content-language integrated training is a necessary stage of academic integration. It involves designing an integrated course that allows mastering the basics of scientific style, the requirements to building a scientific text and a scientific genre both in Russian and English. Russian and a foreign language are used by future specialists as a means of cognitive activity in their knowledge acquisition [22].

6 Discussion To have a comprehensive knowledge of scientific style, one of the functional styles, its style-forming factors, style features, substyles and genre diversity is a necessary condition for students to be efficient in scientific and professional communication, to succeed academically in any integrated course. This is important not only for students, but for foreign language teachers and lecturers of special disciplines. This knowledge enriches the language personality, makes the use of speaking and writing skills in native and a foreign language more conscious and meaningful [23]. Perhaps, that is the reason why the course is highly evaluated by graduate students and experienced teachers and professionals. Knowledge of the Russian scientific style and the ability to create scientific texts in the Russian language are integrated into almost all subjects studied in the Russian language. While studying this or that subject, students have to know how to analyze information, highlight the main and secondary information, compress or synthesize data obtained from different sources, produce texts of primary and secondary genres. It was defined empirically that the integrated course is recommended to be used modularly, starting with the material in Russian to transfer the developed skills on a comparative basis into mastering the features of the English scientific style. Being dominant in relation to the English language, the Russian language is a core discipline for the course. The Russian language as the discipline determines the subject-thematic modular structure of the integrated course. The selection and sequence of the studied topics in English should correspond to the approved and scientifically justified logics of delivering the basics of Russian. The faculty of advanced training of Novosibirsk State Technical University has an experience in providing an integrated training. The integrated course includes two modules successively teaching scientific (academic) writing in Russian and English. The integrated Russian-English course is designed on the basis of an integrative combination of the following linguistic and didactic aspects: – content, that is, the scientific style of Russian and English, given in comparison; – cultural component aimed at developing “a sense of love and respect to the native culture” [6, p. 78], awareness of its importance and interaction with other cultures, as well as the development of foreign language culture; – structure of the course, consisting of two, sequentially taught modules, designed on the same methodological model as a lecture and practice complex; – discursive and genre approaches to learning and teaching in two languages; – integration of methods of teaching the native and foreign languages;

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– methodological model of integrated course comprising intergenre models of the Russian and English scientific text [23] close “to the functions of a living language”, oriented on the usage as a means of communication [24, pp. 126–127], developing the ability to create scientific texts of different genres both in Russian and English; – communicative academic results of the course, providing a competent presentation of research findings in studied disciplines and evaluated through scientific articles in Russian and English written as a test task; – learner-centered approach to training aimed at developing Higher Order Thinking Skills: analytical, purposeful, creative, evaluative, constructive, including the ability to find necessary information, its analysis and synthesis, critical processing of facts, formulating arguments and logical conclusions [25]. – professional communicative competence, formed in native and foreign languages for completing integrated courses, the competence comprising subject, cognitive, strategic, as well as socio-cultural, linguistic, stylistic competence (readiness to build stylistically correct scientific texts of different genres), text competence (mastering structural, semantic and compositional features of a text) and genre competence [18]; – dominant principles of teaching, e.g. principle of interdisciplinary and integrated learning and teaching; principle of native language effect, principle of comparative learning and teaching, consciousness-raising approach, principle of science-oriented learning, intrinsic motivation principle, principle of professionally-orientated learning and teaching, communicative approach, modular learning, principle of linguistic minimalism (due to two disciplines included in the course), principle of continuity and life-long learning, principle of andragogy.

7 Conclusion The integrative nature of the described course, in its broad sense, provides a number of advantages: – integration of structure, content and modules of the course implemented through the training model and ensuring its cost-effectiveness and efficiency; – inter-genre model extrapolated to any foreign language; – integration, based on invariant ‘intergenre model’, covering a number of scientific genres (theses, report, abstract, dissertation, etc.); – relevance of the integrated course for teachers of special disciplines supervising course-works and diploma projects, as well as research of master and PhD students; – importance of the results of the integrated course for studying other disciplines, solving creative professional tasks, including interdisciplinary problems, that increases competitiveness of future specialist in modern conditions.

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References 1. Krylov, E.G.: Integrativnoye bilingval’noye obucheniye inostrannomu yazyky i inzhenernym disciplinam v tekhnicheskom vuze (Integrative bilingual teaching a foreign language to engineering specialties at a technical university). Ph.D. thesis, Perm National Research Polytechnic University, Perm (2016). (in Russian) 2. Khalyapina, L.P.: Sovremenniye tendencii v obuchenii inostrannim yazykam na osnove idei CLIL (Current trends in teaching foreign languages on the basis of CLIL). Teach. Methodol. High. Educ. 6(20), 46–52 (2017). (in Russian) 3. Amado, A.: The design of content and language integrated learning (CLIL) course for the interwoven development of content, communication, cognition and culture. Maestría en Educación con Mención en Enseñanza de inglés como Lengua Extranjera. Universidad de Piura. Facultad de Ciencias de la Educación, Piura (2012) 4. Sidorenko, T.V., Rybushkina, S.V.: Integrirovannoye predmetno-yazykovoye obucheniye I ego perspektivy b rossiiskikh tekhnicheskikh vuzakh (Content and language integrated learning in Russian technical universities). Educ. Sci. J. 19(6), 182–196 (2017). (in Russian) 5. Tsepkova, N.M.: Integrirovannoye obucheniye kak factor formirovaniya gotovnosty uchashchikhsya k proyavleniyu professional’no znachimykh kompetencii (Integrated learning as a factor og developing learner’s readiness to demonstrate professionally important competences). Vestnik KSU after N.A. Nekrasov 4, 403–407 (2009). (in Russian) 6. Zharina, O.A., Inyutochkina, A.D.: Formirovaniye kommunikativnoy kompetencii posredstvom metodiki predmetno-yazykovogo integrirovannogo obucheniya (The formation of communicative competence by means of the methodology of content and language integrated learning). Sci. Idea 2(2), 77–85 (2017). (in Russian) 7. Akopova, M.A., Popova, N.V.: Mezhdisciplinarnaya sushchnost’ kompetentnostnogo poskhofa v vysshem obrazovanii (Interdisciplinary nature of competence approach in higher education). Naucno-tekhnicheskiye vedomosti SPbSPU (St. Petersburg State Polytech. Univ. J. Eng. Sci. Technol.) 4(136), 76–80 (2011). (in Russian) 8. Alexeeva, S.A.: Realizaciya integrirovannogo predmetno-yazykovogo podkhods posredstvom vozobnovleniya rabovy nad proektom po mere osvoyeniya inykh discipline (The implementation of CLIL method through the advancing of the project work alongside with the students; acquaintance of other disciplines). Kazan Linguist. J. 1(4/4), 81–93 (2018). (in Russian) 9. Page, M.: EMI: Why Practitioners Should Engage. BALEAP Biennial, Bristol (2017) 10. Tsou, W., Kao, S.M.: Overview of EMI development. In: Tsou, W., Kao, S.M. (eds.) English as a Medium of Instruction in Higher Education. English Language Education, vol. 8, pp. 8–13. Springer, Singapore (2017) 11. Sirotova, A.A.: Vybor modeli predmetno-yazykovoy integracii v neyazykovom vuze (Choosing the model of content and language integrated learning in a non-linguistic university). Sci.-Methodol. Electron. J. “Concept” 2, 101–114 (2019). (in Russian) 12. Marsh, D.: Bilingual Education & Content and Language Integrated Learning. Lingua, University of Sorbonne, Paris (1994) 13. Coyle, D.: Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts. In: Masih, J. (ed.) Learning Through a Foreign Language: Models, Methods and Outcomes, pp. 46–62. CILT Publications, London (1999) 14. Bentley, K.: The TKT Course: CLIL Module. Cambridge University Press, Cambridge (2010) 15. Dalton-Puffer, C.: Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Benjamins, Amsterdam (2007)

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16. Bakhtin, M.M.: Avtor i geroi. K filosofskim osnovam gumanitarnykh nauk (Author and Hero. To Philosophical Basics of Humanities). Azbuka, St. Petersburg (2000) (in Russian) 17. Kolesnikova, N.I., Ridnaya, Y.V.: Developing master’s students scientific communication skills in the Russian and English languages: model, content, experiment. Lang. Cult. 12, 83– 96 (2018) 18. Aliyasova, A.V.: Osobennosti prepodavaniya discipliny ‘planirovaniye deyatel’nosti predpriyatiya’ ns angliiskom yazyke (Features of teaching ‘business planning’ in English). Eur. Sci. 5(47), 35–37 (2019). (in Russian) 19. Coyle, D.: Meaning-making, language learning and language using: an integrated approach. In: Deppeler, J.M., Loreman, T., Smith, R., Florian, L. (eds.) Inclusive Pedagogy Across the Curriculum, vol. 7, pp. 235–258. Emerald Group Publishing Limited, Bingley (2015) 20. Coyle, D.: Towards new learning partnerships in bilingual educational contexts: raising learner awareness and creating conditions for reciprocity and pedagogic attention. Int. J. Multiling. 12, 471–493 (2015) 21. Popova, N.V, Kogan, M.S., Vdovina, E.K.: Predmetno-yazykovoe integrirovannoye obuchenie (CLIL) kak metodologiya aktualizatsii mezhdisciplinarnykh svyazey v tekhnicheskom vuze (Content and Language Integrated Learning (CLIL) as actualization methodology of interdisciplinary links in technical university). Vestnik Tambovskogo universiteta. Seriya Gumanitarnye nauki (Tambov Univ. Rev. Ser.: Hum.) 23(173), 29–42 (2018). (in Russian) 22. Tokareva, E.Yu.: Predmetno-yazykovoye integrirovannoye obucheniye kak metodika aktivizacii processa obucheniya inostrannomu yazyky (Content and language integrated learning (CLIL) as an intensification methodology of foreign language learning). Teach. Methodol. High. Educ. 6(22), 81–88 (2017). (in Russian) 23. Kolesnikova, N.I., Ridnaya, Yu.V.: Formirovaniye zhanrovoy kompetencii inostrannykh uchashchikhsya v nauchnoy sfere obshcheniya (Forming foreign students’ genre competence in scientific sphere of communication). Yazyk i Kultura (Lang. Cult.) 4, 198–217 (2018). (in Russian) 24. Passov, E.I.: Metodika kak nauka budushchego. Kratkaya versiya novoi konsepcii (Methodology as a Science of the Future. A Brief Version of a Novel Concept). Zlatoust, St. Petersburg (2015). (in Russian) 25. Tushmintseva, E.V.: Formirovaniye navykov myshleniya vysokogo urovnya kak odin iz komponentov optimizacii obucheniya angliiskomu yazyke v bysshei shkole (Forming Higher Order Thinking Skills as one of the components of optimizing teaching English at higher school). Molodoi Uchyony (Young Researcher) 3(14), 301–303 (2010). (in Russian)

Integration of Engineering Education and Linguistics When Presenting Economic Terminology in Reading Classes for International Students Anna Krundysheva(&)

and Svetlana Gubareva

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected]

Abstract. The paper considers some of the problems that arise during preparation for classes and teaching classes in Russian as a foreign language in the groups of engineering students preparing for an Oral Proficiency Interview (OPI) testing. The authors consider the ways to semanticize economic terms in reading classes when studying the language for specific purposes. The paper presents recommendations to teachers of Russian as a foreign language (RFL) concerning methodological organization of classes for teaching economic terminology to international students basing on the requirements to successful passing of the OPI test. The authors offer various types of pre-text tasks, which assist in forming the meaning of the Russian word. Thus, students’ mind perceives the word in its full component composition, in which it exists in the consciousness of a native speaker. If students are regularly discussing the meaning of a term in class, they become more confident when participating in a spontaneous conversation with an interviewer (OPI). Keywords: Russian as a foreign language
Terminology country studies
Oral Proficiency Interview
Testing


Linguistic and

1 Introduction In today’s world, integrated learning is seen as a process of education integration, which is based on the desire and ability of teachers to jointly develop common areas of student development. In current education system, integrated learning is a necessary basis for humanitarization of education. This process implies the use of humanitarian technologies when students are mastering subjects of engineering or natural sciences. In the modern Russian language, the most frequent terms are those related to the subject field of economics. International students studying economic subjects encounter the considered vocabulary during lectures and seminars, reading textbooks, manuals, newspapers, watching TV programs. Development of the global information network also provides students with a wide range of activities, because there they receive a lot of operational information. This fact should be taken into consideration when identifying sources of lexical material. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 416–424, 2020. https://doi.org/10.1007/978-3-030-47415-7_44

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From the perspectives of educational and methodological expediency, requirements to the lexical material selection should consider the category of students, the purpose and stage of education, nature of linguistic material, peculiarity of verbal activity, which is essential in forming the required skills of international students. Nevertheless, most of the specialized knowledge is acquired by means of reading. Printed materials are presented in different codes, which should be specially studied: it is impossible to master them at the ordinary level. Consequently, teaching foreignlanguage reading and mastering the information presented in written texts in foreign languages becomes an important task for educational institutions [1].

2 Relevance We also have students coming to our universities to prepare for the tests that exist in their home countries. The Oral Proficiency Interview (OPI) developed by the ACTFL (American Council on the Teaching of Foreign Languages) has been used to determine the level of oral proficiency in the United States for many years. In recent years, the national science has seen an increasing number of papers providing a detailed account of conducting, structuring, and evaluating criteria for the OPI “Speaking” test [2]. The ACTFL tester conducting OPI interviews pays a lot of attention to spontaneity of the interviewee’s speech. Nobody knows the topics to be discussed in the test before the start of the conversation. Therefore, the RFL teacher should prepare students to what they may face when taking the test [3]. Besides, one of the criteria to evaluate language competence is mastery of the language for specific purposes, which is also tested during the interview.

3 Problem Statement Today, the purpose of training students of engineering majors in a foreign language is understood as forming foreign language competence. It is defined as the ability and readiness of future specialists to solve communicative problems in the field of professional activity, communicate with native speakers as well as to search for and analyze the information required for the study of foreign experience. Moreover, foreign language competence implies design and research in the field of the selected major in the foreign language [4]. Student’s staying in the country of the language under study is valuable in all respects. Firstly, relying on the theory of Leontiev [5] about personality formation and thinking in the process of acquiring certain culture, it is difficult to overestimate the role played by cultural skills. These skills are the core of the phenomenon of “national specificity of thinking” acquired by international students immersed into the language environment. If in their native countries students could form an image of Russia and Russians through the adapted Russian classic literature and music, later, having arrived in Russia, they face new reality, which causes a certain cultural shock. Therefore, it is necessary to familiarize students with the linguistic expressions that are embedded by

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the public cultural memory in the minds of native speakers as a result of their comprehension of the spiritual values of Russian and world cultures [6]. Experimental psychology claims that the tools of culture are, first of all, words and, afterwards, notions. First, a person hears a word on the radio, television, for example, “marketing” or “default”, and only then the concepts associated with these words begin to emerge from the contexts and situations. After that, the person can take a risk and build a statement with these words. According to Denisov [7], sociodynamics of culture should give the priority to studying vocabulary, which is the building material of discursive thinking. Hence, it is necessary to pay attention to the presentation of new vocabulary used in the selected text when preparing the lesson. An RFL teacher with good understanding of the possible dialogue between the ACTFL tester and the student during the OPI can predict topics that the student will encounter during this interview. Proper understanding and use of vocabulary strongly influence the result the student will show during the OPI. In addition, the fact that students are unable to extract the lexical and grammatical material they have learned from their long-term memory due to the examination stress [8] must be taken into account. Thus, we face the issue of selecting a lexical minimum.

4 Methodology of Terminology Teaching During RFL Classes This section describes our methodology for the presentation of economic terms in a group of foreign students. First, we need to show the process of vocabulary selection and its principles, since awareness of the problems of vocabulary material selection contributes to understanding the peculiarities of teaching this material, i.e. helps a teacher to navigate in the selection of specific material for the lesson. Usually, the teacher faces the following problems: • what to take for a unit of selection; • how many units to select; • which units should be taken for the lexical minimum. According to the established tradition, we have to consider the word as the main unit of educational lexicography, but, in our opinion, it is necessary to take the term (including a compound terminological combination) for such a unit when teaching the language for specific purposes. The number of new terms introduced during the class varies depending on many factors: the type and degree of difficulties in assimilating the word, the target setting, teaching conditions, etc. The texts we are interested in are used at an advanced stage of education, which means that the number of new words can reach 20. At the present stage of the language theory development, the frequency of words does not play such an important role as before. In foreign literature on the theory and methodology of teaching a foreign language, one can increasingly find such a thing as “lexical density of a text”. The lexical density of the text represents the ratio between the number of new words and the total volume of text [9].

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We are interested in the texts related to the language for specific purposes, so it is logical for us to select the terminology necessary to obtain information about the field of study that is interesting to students. When presenting new vocabulary in the class, it is necessary to show students the difference in the meaning of the term of the chosen major in various styles. The meanings of lexical units in a scientific text and in a newspaper article written in the journaliseшc style are almost always different. Hence, there is a need to use not only terminological, but also general language explanatory dictionaries when preparing to the lesson. Besides, the meaning of the word, contained in different dictionaries, will have the other set of differential semes. This difference allows filling the lesson with additional linguistic and country specific commentary. In the contemporary science, it is customary to distinguish between reading aimed at the general scope of the text content and linguo-cultural studies reading [10]. Linguistic and cultural reading is understood as reading with a focus on learning about a foreign country, its past and present, lifestyle, achievements of economy, science, culture, and traditions. During such reading, along with the perception of the plot, a student notices and assimilates characteristics of the text related to a certain epoch, the social position of the author, etc. A student receives a huge amount of country specific information when studying lexical units that make up the text. Many researchers include linguistic and country specific aspects in the lexical aspect of language teaching, however, this is not limited to the lexical aspect alone. Meanings of lexical units, which are only indirectly related to the culture of people, also need to be interpreted when teaching vocabulary. According to Sternin, all the peculiarities of the lexical units semantics should be identified and become the subject of education of an international student. Otherwise the student will not be able to adequately grasp the meaning of the unit under study in relation to the corresponding units of the mother tongue [11]. It is especially important when teaching the language for specific purposes, because this very language shapes a future professional, and mastering it is the primary task of the student. The purpose of vocabulary teaching is to form the meaning of the Russian word in the student’s mind preserving the word’s entire component structure, i.e. to make it equal to the word’s component structure in the mind of a native speaker. One of the most difficult problems faced by foreign language learners is interference of their native language. This problem can be solved by an adequate, methodologically competent semantization of the national specific features of lexical unit semantics. It can be achieved by specialization of language teaching aspects, i.e. by distinguishing aspects of methodology that would deal with different types of manifestations of national specifics in lexical unit semantics [11]. Linguistics should identify semantic features of words, provide a convenient description for a teacher and methodology to develop practical techniques for teaching vocabulary. However, it is impossible to develop a method without planning the material for further work. One of the most important tasks of pretext work is to prepare students to independently overcome language difficulties when reading a scientific text. The solution to this problem requires accumulation of the students’ corpus of terms in the scientific major under study.

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Lexical units make up a student vocabulary. Folomkina [12] divides vocabulary into two types: receptive and potential. The first one should be the object of the direct study; students should remember every lexical unit included. The second one is not actually studied, but students are trained in a way to understand the words related to it. They master not the lexical units themselves, but the methodology of understanding them.

5 Semantization of Terms in Pretext Tasks Pretext tasks include the words that are relevant for understanding the text, that have never been encountered in the language of students before, or that are presented in the text in a new meaning, in the new context. For pretext tasks, one should select, first of all, those lexical comparisons that are necessary for understanding during reading. In pretext tasks students work not only at the level of words, but also at the level of word combinations and sentences. The vocabulary in the pretext tasks is studied only with the focus on making students recognize and understand the words, word combinations, spotting them in the text. Pretext semantization of vocabulary occurs in different ways. Recently, untranslatable methods of semantization have been widely used [13]. Such methods enhance students’ interest and activity in foreign language classes. The current practice of explaining new vocabulary through the translation placed on the margins of the page or directly before the text does not seem to us to be methodologically exhaustive, because it is not educational in nature. This way of semanitization allows to understand a specific text, but it does not contribute to the development of language anticipation techniques and skills of working with a dictionary. However, it seems wrong to reject this way when studying economic terminology, because knowing a term of the native language that denotes a concept of interest helps us to understand the difference between these realities in two different cultures. Therefore, in our opinion, it is necessary to choose such a way of vocabulary presentation as explanation of words basing on their meaning description. Since higher education institutions train specialists in a wide range of fields, it seems reasonable to use more than one dictionary containing the meanings of the terms of a particular occupation when presenting a new vocabulary. Here is an example of how we see presentation of new terms. SPROS is a fundamental notion of the market economy, meaning the desire and intention of buyers and consumers to purchase a product backed by money. Spros is characterized by its value, which means the amount of goods that the buyer is willing and able to purchase at a given price in a given period of time. The volume and structure of spros depend on both product prices and other non-price factors, such as fashion, consumer income, as well as the price of other goods, including substitute goods and related, associated goods. A distinction is made between individual spros of one person, market demand in a particular market, and aggregate demand in all markets for a particular product or for all manufactured and sold goods [14]. SPROS is a desire to purchase and willingness to pay for certain goods and services. Value of S. is the amount of product that consumers are willing to buy at a

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certain price over a certain period of time. S. is the need for goods and services on the market, endured by the purchasing power. Firms will only sell goods and services if their revenues not only cover costs, but also make a profit. No one will offer goods and services just because people need them [15]. SPROS – demand (English) Comparison of meanings gives students the knowledge of the differential semes of the term, and comparison with the English term helps to register the difference in the realities of the two countries. Besides, knowledge of synonyms and synonymous structures of the Russian language is given: buyer - consumer, commodity - product, buy - purchase. Let us consider the following example: BEZRABOTITSA is a socio-economic situation in which a part of the active, ablebodied population cannot find work that these people can do. Bezrabotitsa is caused by the fact that the number of people who want to find a job exceeds the number of jobs available, which correspond to the profile and qualifications of applicants for these jobs. Unemployed people are defined as able-bodied jobseekers who are registered at the labor exchange and do not have a real opportunity to get a job according to their education, profile, work skills. Most countries of the modern world have a natural bezrabotitsa rate of about 5% of total employment. It is common to identify frictional, structural, seasonal, cyclical, and regional bezrabotitsa [14]. BEZRABOTITSA is a social and economic phenomenon when part of the economically active population cannot find a job. B. occurs when people who are able and willing to work are 1) not employed, 2) looking for more prestigious or better-paid jobs, and 3) ready to start working for any fee (pupils, students, retirees, people with disabilities) [15]. BEZRABOTITSA – unemployment (English) Comparison of these two dictionary entries shows that socio-economic situation is a socio-economic phenomenon. When analyzing the entries, vocabulary which enriches the word stock of students (able-bodied, well-paid, do the job). The next stage of presenting a new term is based on such a way of presenting new vocabulary as explanation by means of antonyms. Since even at the initial stage, when a certain number of lexical units have been learned, it is possible to use already known words-antonyms when explaining new words [16], the use of antonyms also seems to be justified when presenting the terminology of the major. After describing the meaning of a new term, some students may independently choose an antonym to this term. For example, demand – supply, unemployment – employment. The third type of pretext tasks seems to us to be a joint (a teacher and students) use of explanation of the word meaning via word forming analysis as a way of semantization of the new vocabulary. We agree that the lexicon of educational starter dictionaries is only an insignificant part of the vocabulary in the Russian language. It does not provide understanding of non-adapted texts. Development of the ability to guess the word meaning by word formation elements should begin with the first steps of learning the Russian language [16]. The selection of cognate words helps the student to correlate a new term with the previously known vocabulary and to remember it more quickly. For example, the cognate words of the term demand are - to ask, to inquire, etc., and the term unemployment - work, to work, unemployed, worker, etc. When

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performing this type of pretext tasks, students also develop the ability to explain the meaning of the selected cognate word. The next step is to present a new term in a microtext, i.e. in a sentence. This should develop students’ ability to recognize the new term in a microtext and obtain the first information about combinations of the word. To prepare students for reading the text, it seems reasonable to use the type of exercises in which students insert the new term in the sentence. For example, the growth of personal consumption has been constrained to some extent by high unemployment. The high demand gave hope of finding jobs for people. This task also pursues grammatical goals - using the new term in the correct grammatical form. After working with microtexts, students can be asked to create a microtext themselves, i.e. to write sentences with the terms they have learned. It seems reasonable to offer students not a single-word term, but a word combination that includes this term, because this type of task not only forms students’ ability to build phrases, but also demonstrates various ways of combining this term with other lexical units. For example, not the term unemployment, but the level of unemployment, an increase in unemployment, lead to unemployment, unemployment benefit, seasonal unemployment. Not demand, but market demand, demand for money, excessive demand, demand growth. The stage of vocabulary training is usually provided by conditional and communicative exercises that include speaking exercises and a verbal situation. Students may be asked to make up dialogues where the studied words are obligatory used, to give their own interpretation, to repeat word families, to fill in omissions with appropriate lexemes, etc. [17].

6 Conclusion As the practice of using this method has shown, students after such exercises have a better understanding of the professional texts. The algorithm of work for a teacher of Russian as a foreign language, offered in our paper and dedicated to the presentation of new vocabulary in classes of teaching reading for the groups of international students, including preparation for the OPI, is not universal and only possible because efficiency of teaching depends on the level of the teachers’ methodological skills. The teacher creates a certain laboratory and chooses methods acceptable for teaching, follows them, rejects them, develops new ones, combines and simulates different forms and modes in the learning process [18]. We have to agree that the practice of foreign language teaching has moved forward in comparison with theoretical linguistics. Life forces teachers (there are real students in front of them, who need to be taught to speak in a short time) to make certain decisions, obligatorily systematic and sequent [19]. Since the study of a foreign language in a non-linguistic university is considered as an integral part of professional training for a modern specialist of any profile, current programs of language education at an engineering university should provide a system of training for specialists, allowing them to easily adapt to the changing conditions of the professional activity [20]. RFL teacher, who knows the peculiarities of the OPI, will

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be able to structure classes in a methodologically correct manner, according to the proposed algorithm, to prepare students for the test. Integration of engineering education and linguistics is a sign of education humanitarization, which is based on combining scientific and humanitarian foundations, implies a change in technology of education management, change of learning technologies not only in the area of knowledge accumulation, but mastering the technologies of self-learning (ability to learn), technologies of self-expression in various activities, self-fulfillment of individual intellectual qualities (the above-mentioned refers to both a student and a teacher) [21]. Humanitarization is aimed at solving such important social problems as raising a culturally developed person who respects not only his or her native language, knows the history and culture of not only his or her country and region, but also respects other nations and their culture. Hence, RFL teachers do a lot of work to solve these problems in their classes.

References 1. Babkina, E.V.: Psycholinguistic features of formation of foreign language reading competence of engineering students. Issues Teach. Methods High. Educ. 4(18), 329–337 (2015) 2. American Council on the Teaching of Foreign Languages (ACTFL). http://www.actfl.org/ publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/russian/. Accessed 30 Oct 2019 3. Krundyshev, M.A.: Oral Proficiency Interview (OPI) as a measure of language proficiency. Issues Teach. Methods High. Educ. 4(18), 110–115 (2015) 4. Khamdamova, S.O.: Foreign language in training of engineering students. Issues Sci. Educ. 8, 87–89 (2018) 5. Leontiev, A.N.: Problems of Psyche Development, 3rd edn. MSU, Moscow (1972) 6. Kostomarov, V.G., Burvikova, N.: On one of the units of text description in the aspect of intercultural dialogue. Foreign Lang. Sch. 5, 5–10 (2000) 7. Denisov, P.N.: Text in Dictionary and Dictionary Text. Aspects of Studying the Text. Academia, Moscow (1981) 8. Dashkina, A.I.: Joint preparation of students for a foreign language exam on the basis of an author’s textbook. Issues Teach. Methods High. Educ. 6(23), 46–55 (2017) 9. Pirogova, N.G.: On the issue of lexical material selection for reading and listening in the process of teaching a foreign language. Probl. Mod. Educ. 1, 109–117 (2019) 10. Vereshchagin, E.M., Kostomarov, V.G.: Language and Culture. Culture-Oriented Linguistics in Teaching Russian as a Foreign Language: Methodological Manual. Rus. jaz. Publications, Moscow (1983) 11. Sternin, I.A.: Structural Semasiology and Linguodidactics. Russian Word in Linguistic and Country Studies. VSU, Voronezh (1987) 12. Folomkina, S.K.: Teaching Reading in a Foreign Language in a Non-Linguistic University. Teaching Manual for Universities. Higher School, Moscow (1987) 13. Koshkina, E.G.: Revisiting the most effective ways of semantization of lexical units in German language teaching. Alm. Mod. Sci. Educ. 3(93), 56–66 (2015) 14. Raizberg, B.A., Lozovskiy, L.Sh., Staridubtseva, E.B.: Modern Economical Dictionary, 6th edn. Flinta, Moscow (2011)

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15. Nechaev, V.I., Mikhailushkin, P.B.: Economical Dictionary. Prosveshchenie, Krasnodar (2011) 16. Kolesnikova, A.F.: Vocabulary in Teaching Russian. Metodika, Moscow (1982) 17. Kotelnikova, E.Y., Shportko, I.A.: Revisiting teaching foreign language vocabulary in technical universities. Bull. Perm Natl. Res. Polytech. Univ. Probl. Linguist. Pedag. 1, 117– 126 (2016) 18. Dombrovskaia, A.V.: Use of modern methods of training in the preparation of managers. Sci. J. Natl. Res. Univ. ITMO Ser. “Econ. Environ. Manag.” 1, 1–31 (2014) 19. Fedosov, V.A.: On the communicative method of teaching RFL. Russ. Lang. Abroad 1, 25– 29 (2011) 20. Fufurina, T.A.: Studying a foreign language for professional purposes as a success for future careers of technical university students. Sci. Technol. Educ. 2(8), 98–103 (2015) 21. Savenkova, L.G.: Humanitization of education and innovative learning technologies. MSIC Bull. 3(65), 203–210 (2015)

Analysis of the Communication Competence Dynamics in Integrated Learning Tatiana Baranova1 , Aleksandra Kobicheva1 , Nataliya Olkhovik2 , and Elena Tokareva1(&) 1

2

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected], [email protected] North-Western State Medical University named after I.I. Mechnikov, St. Petersburg 195067, Russia [email protected]

Abstract. In this paper we analyze the level of communication competence of students enrolled to the course based on the integrated learning approach. In our case an integrated learning approach means the combination of learning techniques (CLIL, blended learning, flipped classroom, team-based and problembased learning) in the process of teaching one discipline in English. To evaluate the dynamics of communication competence we measured its components – knowledge, skills, values and personal traits, each of which included a set of special indicators. To collect the data for research we conducted several surveys and an interview with students. According to the results obtained, students raised their communication competence in four components, but the most significant difference was in skills category. Students noted that the format of active learning in developed integrated course and participation in X-culture project (a part of the course) allowed them to master negotiation skills, self-control skills and persuasion skills. Also we conducted a correlation analysis of four components of communication competence and students course outcomes (English testing and professional discipline testing). The results showed a positive correlation between all indicators. It was a strong relationship between English and professional discipline knowledge and such category as skills, while the correlation between the knowledge indicators and other two components of communication competence was weak. To conclude we can confirm the efficiency of integrated learning approach for improving the communication competence. Keywords: Communication competence
Integrated learning model
Effective learning
Assessment of communication competence dynamics

1 Introduction Communication competence has become a focal point in higher education over the past couple of decades. Communicating effectively is often included as a primary goal of student learning, along with other key skills such as writing, critical thinking, and problem solving. Communicative competence refers to the knowledge of effective and © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 425–438, 2020. https://doi.org/10.1007/978-3-030-47415-7_45

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appropriate communication models and the ability to use and adapt this knowledge in different contexts. Recently, graduates of Universities need the ability to build effective communication for successful employment firstly, and effective work in their professional carrier. The development of an educational program, including the development of communicative competence, will allow graduates of universities to be successful in negotiating, developing personal qualities and a full-fledged personality growth. Modern technologies make it possible to modernize educational programs to achieve a new level of education. To be competitive and not lag behind the technological trends we elaborated an integrated learning model [1, 2] that is built on a Content and Language Integrated Learning (CLIL) methodology as a framework and flipped classroom activities, project-based learning as pedagogic tools for creating a blended learning environment. The design of integrated learning model we introduced into the 4th year bachelors studying on international profile is presented in the Fig. 1. It included traditional faceto-face classroom and web-based educational part consisted of two stages – online students’ preparation and online project.

Fig. 1. Design of the integrated learning model.

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We believe that such combination of educational methods could boost the efficiency of educational process and improve the overall results for CLIL students. The aim of our current research is to evaluate how such integrated model influences the students’ communication competency.

2 Literature Review Communication competence is a steady need for the undergraduates of Business studies, since specialists in international cooperation, public relations, and social media are always focused on professional interaction. Over several past decades many researchers went into deep study of the nature of communication competence for business sphere to find out key vectors for development and key components for fostering and mastering. Shockly-Zalabak elaborated the organizational communication competency framework for business professionals [3]. The researcher defined communication competence through four components involving knowledge, communication skills, values and sensitivity. The scientist describes knowledge for efficient communication in business sphere as understanding of aims, goals, process and outcomes of interaction, which comprise awareness about the theory and practice of communication. Skills relate to practical abilities to create good conditions for effectiveness in communication, for-instance, conflict resolution, decision making and critical thinking etc. Values are the category of ethics, organizational and interpersonal behavior. Sensitivity in the developed framework is treated as abilities to distinguish meanings and emotional components of interaction. The other approach to definition of communication competence reveals the importance of such a personal ability as motivation. Spitzberg theoretically and practically proves, that effectiveness of communication can be reached, if a person is ready to interact in a certain interpersonal context, involving professional [4]. This readiness is a kind of motivation in gaining and applying the appropriate knowledge and skills in the process of communication. If to generalize, we should assume, that Spitzberg’s understanding of motivation correlates with Shockly-Zalaback’s vision of such categories, as values and sensitivity, since they are associated with behavioral skills for actual interaction and personal performance in communication. In other attempts to formulate the components of communication competence, researchers draw their attention to personal characteristics and abilities of communicators to be adaptable, stress-resistant, flexible in the interpersonal and professional contexts. Green and McNallie suggested development of abilities to negotiate social reality (individual, social and cultural identities, relationships etc.) along with purely verbal and non-verbal communication skills (i.e., manipulation with word meanings, nonverbal norms; active listening, turn-taking, appropriate responsiveness; anticipating possible responses, evaluating potential messages) [5]. Yet there is a medical approach to understanding what communication competence is and what factors or components it involves. This approach stands aside from the previously mentioned ones, since the researchers of communication competence in health care pay close attention to the relationships, attitudes and psychological factors

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in doctor-to-patient interaction. For-instance, to specify practices of meaningful health communication, Cabrales analyses role of looks of physicians, psychological conditions of patients, expectations of patients, social status and ability of a doctor to create comfortable environment [6]. Huntley and Salmon et al., see the necessity to form at future doctors qualities to create an appropriate emotional rapport with a patient for developing a sense of relationship avoiding disrespect, false reassurance, inadequate reactions [7]. Moreover, such a personal trait as empathy is involved into CalgaryCambridge Communication Competence Framework that is a basic approach communication skills training in medical high schools. Summing up, the attempts to identify the components of communication competence for professional spheres, we have to highlight, that in the line with skills, values and knowledge researchers point out a specific facet in this concept, associated with emotion, attitudes, psychological factors, motivation. With no regard to the area of future professional life, young specialists should possess them and apply in the process of effective and appropriate communication. These are emotional resilience, adaptability, stress-resistance, empathy, respect, tolerance to interpersonal identities and so on. We see reasonable to adopt Lehman and DuFrene’s idea and unite them into one pedagogic category, that is personal traits [8]. Thus, adopting the idea by Samoilenko, Ballard-Reish and Akhatova [9], we elaborated a communication competence model involving four components (knowledge, skills, values, personal traits) to apply in the course of “International Business” for CLIL learners (see Fig. 2).

Fig. 2. The structure of communication competence.

The components of the proposed communication competence model involve those indicators that might be developed in the course of International Business discipline. Researchers in pedagogy suggest the multi-facet methodology to develop a complex of

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knowledge, skills, personal traits and values [10–13]. That is why we propose to use an integrated learning model to develop: (i) knowledge (English Proficiency and professional discipline awareness) through traditional lectures and online preparation; (ii) skills (deal with social media, initiate a dialogue, self-control, negotiation, persuasion) through face-to-face classrooms, online projects; (iii) values (reliability, responsibility, punctuality, diligence) through all three approaches; (iv) personal traits (creativity, flexibility, adaptability, stress resistance, sociability) through online projects and face-to face classrooms.

3 Methodology The study included two groups of 3rd-year undergraduate students from Peter the Great St. Petersburg Polytechnic university, who were enrolled in an integrated learning course (N = 63). The average age of students is 20 years old. Two groups consist of 37 girls and 26 boys. To obtain the data we used both quantitative and qualitative data (Table 1). To evaluate a communication competence we analyzed its four main categories (personal traits, values, skills and knowledge) by measuring their indicators. To reach credibility of communication competence assessment we combined methods of personality survey, testing and peer-evaluation with face-to-face interview. Testing outcomes demonstrated, how successful were students in obtaining professional knowledge and developing English proficiency. Quantitative analysis provided us with objective data to understand the efficiency of the integrated learning model applied in the course. Personality survey revealed the dynamics of personal traits to be developed and the results of the students’ performance during the course. As far as we recognize, that personal traits are fostered during timeline of studies and professional life, it was important for us to carry out a quantitative analysis of these data, since it illustrates students’ readiness to develop in the future. Method of peer evaluation with quantitative analysis drove us to understanding of reasonability to integrate values into the communication competence model, since there was a positive dynamics as well. Face-to-face interviews added a value of subjectivity into the proposed assessment system, since they revealed personal attitudes and judgements of students to the integrated learning model used in the course of International Business discipline. Table 1. Data collection. Results Sort of data collection Type of data Personal traits Online survey Quantitative Interview Qualitative Values Peer evaluations from X-culture project database Quantitative Skills Online survey Quantitative Interview Qualitative (continued)

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Sort of data collection English testing Professional discipline testing

Type of data Quantitative Quantitative

This paper is based on the following research questions: 1. Does the integrated learning model play an influential role and contribute to students’ higher communication competence results? 2. Is there a strong correlation between all categories of communication competence?

4 Results and Discussion 4.1

Personal Traits

This category of communication competency identifies such qualities as creativity, flexibility, adaptability, stress resistance and sociability. To evaluate these skills we conducted a special 5-point Likert scale questionnaire consisted of 10 items (2 items on each personal trait). The questionnaire was completed by students two times (before and after the course) online; the results are shown in the Table 2. Table 2. Descriptive results of students’ personal traits indicators. Personal traits Creativity

Survey Results (average mean) SD t-value Before the course 3.1 0.88 2.4* After the course 3.15 0.9 Flexibility Before the course 3.53 1.11 3.2** After the course 3.61 0.97 Adaptability Before the course 3.44 0.79 1.9 After the course 3.46 0.85 Stress resistance Before the course 3.88 0.84 4.9*** After the course 4.04 0.68 Sociability Before the course 3.71 0.94 5.6*** After the course 4.1 0.91 * p < 0.05; ** p < 0.01; *** p < 0.001

The results showed positive change after the course. Such personal traits as stress resistance and sociability indicated the most significant change and development. To collect the qualitative data for our research we conducted 10 personal semistructured interviews in each group. So, in each group we asked no less than 30% of students to make our research more reliable. Students for interview were chosen randomly. The particular aspects of the personal traits which respondents singled out to praise during the conversation were the creativity and sociability (Table 3).

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Table 3. Students’ self-evaluation of their personal traits – positive attitude. Creativity

Flexibility

Adaptability

Project works requires nonstandard solutions

Web part of the course gives some freedom in planning studies

Creative approach to study process

Helps to communicate successfully in all fields Flexibility is one of the most important qualities in project work Communication with absolutely different members of studying process develop flexibility Gives you an opportunity to learn at every moment you want

Great way to learn how to behave in an unforeseen situation Ability to work in a new team

Only one course that support development of creative mind and work Unique opportunity to express extraordinary ideas and try to realize them in real project

The need to adapt to constant change Challenging Stress Relief

One of the most essential qualities in adulthood

Stress resistance Challenging Stress Relief

Sociability

Selfconfidence is growing

Social skills development

The disappearance of fear of using English in live speech The ability to control your emotions

Learning a professionally oriented language

Ability to work and learn in a short time

Useful Intercultural Communication Experience

Communication with people from different social fields

Acquiring business correspondence skills while working on projects

On the other hand, some respondents expressed dissatisfaction with the design of course activities and considered that some personal traits were not developed sufficiently (Table 4). There was also concern about the lack of time and practice to work with these skills. According to some respondents, the discussion groups were not very helpful to their learning, because the groups were too big (i.e. with 20–23 students). 4.2

Values

The data on this category was collected from educational platform evaluation data of the “X-Culture” project. During the project each group member assessed four items of other members, the survey on this assessment had to be completed every week (from 9 November till 20 December). Thus all students had a statistics of peer-evaluations on the following indicators: reliability, responsibility, punctuality and diligence. The analysis of these indicators is presented in the Table 5.

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T. Baranova et al. Table 4. Students’ self-evaluation of their personal traits – negative attitude.

Creativity

Flexibility

Adaptability

Nobody wants to accept extraordinary solutions in project work Creativity is risky

Teachers are not ready to be flexible

Too complicated course design, in which teaching methods change too quickly, it’s impossible to adopt Too challenging

All projects are usual, nothing interesting

Not enough time to realize study program Short deadlines do not give enough freedom

Too many rules in that course

Stress resistance Deadlines are constantly kept in suspense Projectwork is directly connected with stress

Not enough time to adopt to new course design

Sociability This course does not develop social skills

More information about intercultural communication is needed Lack of language skills is a main obstacle in effective communication

An adaptation period is required at the beginning of the course

Table 5. Descriptive results of values items. Item Reliability

Peer-evaluation Results (average mean) SD t-value First evaluation 3.72 0.89 3.4** Last evaluation 3.84 0.81 Responsibility First evaluation 3.5 0.87 4.7*** Last evaluation 3.79 0.98 Punctuality First evaluation 3.14 0.58 2.5* Last evaluation 3.2 0.5 Diligence First evaluation 3.43 0.84 9.1*** Last evaluation 3.72 0.82 * p < 0.05; ** p < 0.01; *** p < 0.001

Due to descriptive results all indicators had a positive trend and changes were significant. Thus we can confirm a positive influence of such integrated course on enhancing students’ values.

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Skills

This category of communication competence was evaluated the same way as personal traits. Students were asked to answer the questionnaire online (two times). Questionnaire consisted of 2 items to each skill (competence with social media; ability to initiate dialogue; self-control skills; negotiation skills; persuasion skills), overall 10 items on 5point Likert scale (Table 6). Table 6. Descriptive results of students’ skills. Skills Survey Competence with social media Before the course After the course Ability to initiate dialogue Before the course After the course Self-control skills Before the course After the course Negotiation skills Before the course After the course Persuasion skills Before the course After the course * p < 0.05; ** p < 0.01; *** p < 0.001

Results (average mean) SD t-value 3.95 0.95 1.8 3.97 0.87 3.4 0.68 5.8*** 3.78 0.7 3.9 0.86 3.7*** 4.13 0.78 3.41 0.9 7.8*** 3.97 0.71 3.23 0.83 3.4** 3.34 0.8

In skills category students noted the biggest difference in negotiation skills, which evolved during participation in X-culture project. The competence with social media changed not significantly, but it can be explained that students had already a high level of such competence before the course. To collect the qualitative data for our research we conducted 10 personal semistructured interviews in each group. So, in each group we asked no less than 30% of students to make our research more reliable. Students for interview were chosen randomly. The particular aspects of the skills which respondents singled out to praise during the conversation were the self-control skills and negotiation skills (Table 7). On the other hand, some respondents expressed dissatisfaction with the design of course activities and considered that some skills were not developed effectively (Table 8). There was also concern about the lack of opportunities to practice and develop these skills. According to some respondents, the progress in personal skills depends only on personal desire and the course design can’t form them.

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T. Baranova et al. Table 7. Students’ self-evaluation of their skills – positive attitude.

Competence with social media

Ability to initiate dialogue

Gradual integration of social media into personal, professional, and educational settings Developing copyrighting skills

A lot of dialogues made the study process more interesting and useful This course really developed communicative skills

The problem of initiating dialogues was really solved during the course

4.4

Selfcontrol skills Course design requires great selfcontrol

Online part is based on forming stable selfcontrol skills Team work developed selfcontrol skills

Negotiation skills

Persuasion skills

During project work negotiation skill is one of the most important skills

Developing the talent of changing the attitudes, beliefs, or behaviors of a person Persuasion skills are essential for success in every stage of life

It was the first experience of negotiation process

The project work and team work give the opportunity to develop negotiation skills

Great presentation is a first stage in developing of persuasion skills

Knowledge

English Testing. As the discipline was taught in English and all communications between participants were totally in English we decided to estimate how the course based on integrated approach influenced the students’ English level. Testing was conducted two times: before the course and after it. Before the experiment, we offered the experimental group of students to identify the level of their English proficiency. The test included the assessment of 4 categories: listening, reading, writing, and speaking. When the course finished students were tested again. In general, the overall quality of students’ English knowledge in four categories improved (Table 9). In general, the overall quality of students’ English knowledge in 4 categories improved. Results’ comparison of the two tests (before and after the course) of all participants in the experiment indicates that the improvements in listening, reading and speaking were significant on p < 0.001 level. In the writing category students showed less progressive achievements, but due to Student’s t-test they were also significant on p < 0.05 level (Table 9). Hence, we can confirm the efficiency of such integrated educational model firstly for English learning purposes.

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Table 8. Students’ self-evaluation of their skills – negative attitude. Competence with social media Lack of analytical skills that are essential for social media competence Not enough work with social media

Ability to initiate dialogue Students are afraid of initiating dialogues

Only the most active students did attempts to start dialogues

Self-control skills

Negotiation skills

Persuasion skills

Students had to be very responsible for their own learning process It is not enough to be selfresponsible, as students worked in a group

Lack of information about effective negotiations

Nobody was ready to listen students

Communication with real company managers during the project work was really difficult

Lack of opportunity to train persuasion skills

The course was not connected with persuasion skills

Two-way dialogue is not possible in the online part of the course

Table 9. Descriptive results of Pre-test and Post-test on English. Category Test Results (average mean) Listening Pre-test 14.5 Post-test 17.71 Reading Pre-test 16.32 Post-test 19.02 Writing Pre-test 17.1 Post-test 17.9 Speaking Pre-test 15.54 Post-test 21.88 * p < 0.05; ** p < 0.01; *** p < 0.001

SD 2.14 2.08 1.87 1.98 2.58 2.5 2.04 2.30

t-value 5.4*** 5.7*** 2.4* 6.1***

Professional Discipline Testing. Assessment of the professional discipline (International business course) was in a form of final test consisting of 25 closed questions. These tests were performed through the online platform Moodle by all the learners. Since the course was taught on English language, students completed the test in English. International business average test results of students’ enrolled in course based on different learning approaches are presented below (Table 10).

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T. Baranova et al. Table 10. Descriptive results of professional discipline. Testing results Mean SD Professional discipline 72.94 5.63

As one of our research goals was to determine the impact of students’ communication competence on their learning results we conducted the Pearson correlation analysis and calculated the significance of indicators’ influence (Table 11). Table 11. Correlation analysis of four main categories of students’ communication competency. Personal traits 1 0.41*** 0.09 0.15 0.18

Values

Personal traits Values 1 Skills 0.21* English testing 0.23* Professional 0.21* discipline testing * p < 0.05; ** p < 0.01; *** p < 0.001

Skills

1 0.34** 0.28**

English testing

Professional discipline testing

1 0.73***

1

According to Table 11 there is a strong correlation between personal traits and values as well as between English testing and professional discipline testing. Such indicator as skills highly influences English and professional discipline testing while the influence of values and personal traits on the same indicators is weak.

5 Conclusion Due to a complex nature of communication competence an abundant amount of investigations its models, methods of development and assessment exist and emerge constantly. All the professional fields require a precise attention to the definition of communication competence components to be fostered throughout the course of studies and professional life. We have undertaken the attempt to comprise the communication competence model for International Business discipline, ground it theoretically, propose and trial the integrated learning model for its development, assess the students’ success in communication training. In the framework of our research we came up with the following outcomes: (i) the aims of International Business discipline define four components of communication competence (knowledge, values, skills and personal traits) as valuable for future professional interaction;

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(ii) Indicators, which describe each component, can be developed through the methods of integrated learning model (combination of face-to-face classrooms, online preparation and project work in the course of the discipline delivery); (iii) Assessment system of communication competence dynamics in the lifeline of the professional discipline should use quantitative and qualitative methods of analysis to provide objective data on efficiency of methodology applied and credibility of the communication competence development process; (iv) Proposed integrated learning model can be evaluated as productive, since it resulted in positive dynamics of all the components of communication competence. For the prospects of this research, we intend to elaborate communication competence models to integrate them into other professional disciplines of the 1st cycle of Business Studies and with the use of the proposed assessment system measure the dynamics of its development.

References 1. Baranova, T.A., Kobicheva, A.M., Tokareva, E.Y.: Does CLIL work for Russian higher school students?: The comprehensive analysis of experience in St-Petersburg Peter the Great Polytechnic University. In: ACM International Conference Proceeding Series, pp. 140–145 (2019). https://dl.acm.org/doi/abs/10.1145/3323771.3323779. Accessed 22 Mar 2020 2. Baranova, T., Khalyapina, L., Kobicheva, A., Tokareva, E.: Evaluation of students’ engagement in integrated learning model in a blended environment. Educ. Sci. 9, 138 (2019). https://www.mdpi.com/2227-7102/9/2/138. Accessed 22 Mar 2020 3. Shockley-Zalabak, P.S.: Fundamentals of Organizational Communication, 8th edn. University of Colorado, Colorado Springs (2012) 4. Spiltzberg, B.H.: The interactive media package for assessment of communication and critical thinking (IMPACT): testing a programmatic online communication competence assessment system. Commun. Educ. 60, 145–173 (2011) 5. Green, J.O., McNallie, J.: Competence knowledge. In: Hannawa, A.F., Spitzberg, B.H. (eds.) Handbooks of Communication Science, vol. 22, pp. 213–236. Mouton de Gruyter, Berlin and New York (2015) 6. Cabrales, R.A.: Towards a concept of communicative competence in health: a qualitative study in medical residents. Tuning J. High. Educ. 2(2), 309–337 (2015) 7. Huntly, C.D., Salmon, P., Fisher, P.L., Fetcher, I., Young, B.: LUCAS: a theoretically informed instrument to assess clinical communication in objective structural clinical examination. Med. Educ. 201(46), 267–276 (2012) 8. Lehman, C.M., DuFrene, D.D.: Business Communication. South-Western Western Cengage Learning, Florida (2011) 9. Samoilenko, S.A., Ballard-Reisch, D., Akhatova, B.: Evaluating employer communication competency expectations in Kazakhstan (2011). https://www.deirdrebreakenridge.com/ evaluating-employer-communication-competency-expectations-a-pilot-study/. Accessed 22 Mar 2020 10. Stefanou, C., Stolk, J.D., Prince, M., Chen, J.C.: Lord SM self-regulation and autonomy in problem-and project-based learning environment. Act. Learn. High Educ. 14(2), 10–122 (2013)

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11. Wang, M.J.: Online collaboration and offline interaction between students using asynchronous tools in blended learning. Australas. J. Educ. Technol. 26(6), 830–846 (2010) 12. Köse, U.: A blended learning model supported with web 2.0 technologies. Procedia – Soc. Behav. Sci. 2, 2794–2802 (2010) 13. Olkhovik, N., Vozdvizhenskaya, A., Lipatova, A.: Integrated methodology for the development of communication skills of medical postgraduates. In: Proceedings of the 11th International Conference on Education and New Learning Technologies, pp. 6626– 6633. IATED, Palma (2019) 14. Shipunova, O., Evseeva, L., Pozdeeva, E., Evseev, V.V., Zhabenko, I.: Social and educational environment modeling in future vision: infosphere tools. In: E3S Web of Conferences, vol. 110 (2019). https://doi.org/10.1051/e3sconf/201911002011. Accessed 22 Mar 2020

Integrating Corporate Digital PR and Marketing Materials in LSP Courses Marina A. Bovtenko(&) , Svetlana A. Kuchina and Maja A. Morozova

,

Novosibirsk State Technical University, Novosibirsk 630074, Russia [email protected], {s.kuchina,m.a.morozova}@corp.nstu.ru

Abstract. The last decades of rapid development of technologies, growth of competitiveness and active globalization processes led to wide spread of new means of communication and communicative practices, digital genres development in professional, academic and corporate communication, and a new role of promotional discourse. The promotional discourse affecting all types of discourse leads to emergence of hybrid genres, discourse forms, and new dimensions of any professional, academic or corporate performance. New role of digital genres and promotional discourse in both national and transnational context need to be studied not only by PR, marketing and corporate communication specialists but also by specialists of any professional and academic areas. The paper presents the project on integration of authentic corporate digital PR and marketing materials into LSP courses for engineering and economics students. The approaches to selection of corporate resources and core digital genres relevant to students’ professional and academic needs, learning materials and tasks development as well as components of blended course design are discussed. Based on the project results, suggestions are made for incorporation of corporate digital PR and marketing materials in LSP courses in different foreign languages for different students’ audiences. Keywords: Authentic corporate digital PR/marketing materials
Language for specific purposes
Professional discourse
Promotional discourse
Blended learning

1 Introduction Authentic texts, multimedia and multimodal materials play a very important role in teaching foreign languages both for general and specific purposes. Due to the Internet and mobile devices, the volume, accessibility, and variety of genres of authentic materials have increased greatly. The corporate digital PR and marketing materials serve as example of such resources aiming at a number of external and internal companies’ target audiences. Current trends in development of PR and marketing materials include not only integration of traditional and digital resources but also provision of companies’ omnipresence through use of variety of communication channels, tools, and genres [1]. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 439–448, 2020. https://doi.org/10.1007/978-3-030-47415-7_46

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Another important trend concerns the growing role of promotion and advertising discourse in academic, professional, and institutional genres and development of hybrid forms of discourse [2]. Though corporate digital genres and “marketization” [2, 3] of academic, professional, and institutional genres, including digital ones are under investigation in PR, marketing, linguistics, and social research works, and a variety of authentic digital materials are used in foreign language courses, the educational value of corporate PR and marketing materials for any type of professional discourse is still underestimated. The purpose of the paper is to highlight the value of authentic corporate digital PR and marketing materials for LSP learners in any type of professional discourse and to explore the possible ways of their integration into LSP courses at tertiary level.

2 Theoretical Issues The authentic materials are widely used in teaching foreign languages. Among the main advantages of integration of authentic materials into foreign language learning syllabus, the researches distinguish the diversity of topics, which could serve as an essential motivating factor for different groups of learners, real life language and situations, access to different types of materials – text, audio, visual, and multimodal, which can be used for development of perceptive and productive foreign language skills, communicative, linguistic, pragmalinguistic, discourse, genre, and multimodal competences [4, 5]. All these advantages are extremely important for LSP courses as they focus on foreign language competences significant for students’ academic and further professional development. Efficient use of authentic materials across the syllabus depends on selection of the materials meeting students learning needs, the course goals and learning outcomes, types of tasks offered. Selection of authentic materials for LSP students should take into account the following principles: compliance the materials topics with the academic and professional interests of students; meeting the students’ level of language proficiency and knowledge of the academic and subject topics to be discussed; use of variety of genres and styles, including hybrid ones, efficient representation of multimodality. Use of authentic materials in LSP courses is based on the argument that in real academic and professional life there would be no adapted materials; that is why from the very beginning of learning language for specific purposes students should be taught to use special strategies for understanding authentic materials and extracting necessary information. Such strategies would help students to recognize specific lexical units and grammar structures, discourse, style, and genre markers as well as typical institutional discourse multimodal features of academic and professional authentic materials [6, 7]. Dedicated language analysis program tools and applications such as concordances, content analysis and text checkers are now used for selection of authentic materials for LSP students majoring in different subject areas and with different levels of foreign language proficiency. Corporate digital PR and marketing materials are investigated as both marketing and PR [8–11] and linguistic [12–16] phenomena possessing some specific features as compared to other types of authentic materials. PR and marketing materials are designed for different target audiences – customers, business partners, wide public,

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government, and internal companies’ audiences to be gained and engaged through different communication channels. PR and marketing materials differ in genres and registers used, but both PR and marketing materials are official companies’ resources presenting combination of formal and less formal style of communication with target audiences, which is regulated by companies’ official policies. Though PR materials are aimed at supporting a company’s positive reputation and image, and marketing materials are advertising and promoting company’s services and products, the researchers show that modern PR materials, including academic ones, often combine informational and promotional styles and genres. Digital PR and marketing materials actively explore multimodal formats to convey companies’ messages to the target audiences and use texts, images, pictures, info graphics, video, augmented reality, hypertexts and communication tools. PR and marketing materials convey strong communicative messages, which acquire new dimensions in digital PR and marketing through variety of tools for asynchronous and synchronous communication both with internal corporate and external target audiences. Though internal corporate resources and communication tools are available inside companies, the digital PR and marketing materials developed for external audiences can be accessed by any user. These resources give opportunities to communicate with companies, their representatives and customers directly through a number of digital channels. The principles of digital PR and marketing materials creation and use, based on content convergence, multiple channels integration, and aimed at companies’ omnipresence as well as their accessibility provide LSP learners and teachers with opportunities to develop necessary academic and professional competences through access to great number of authentic multimodal materials and real life communication in target foreign languages.

3 Materials and Methodology 3.1

Participants

The project involved 6 groups of undergraduate and 4 groups of graduate students majoring in Electricity and Electrical Engineering, Heat and Power Engineering, Mechanical Engineering, Economics, Management, Economic Security, Business Informatics, Finance and Credit. As the number of German learners in the graduate programs is less than that in the undergraduate ones, the graduate groups included students of different majors. The total number of students involved in the project was 95 (47 undergraduates and 48 graduates). The students studied German as the first foreign language, their German proficiency level varied from A1 to B1.

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Authentic Digital Corporate PR and Marketing Materials

Digital corporate PR and marketing materials were selected according to the following criteria: 1) language authenticity (German as state or one of the state languages); 2) representation of core genres of digital corporate PR and marketing communications: website, social media – blog, microblog, social network, presentations, videos, email; 3) relevance to students’ professional and academic needs; 4) accessibility (public or required free registration). Based on analysis of web-presence of 350 companies from German, Austria, and Switzerland, the corpora of digital RP and marketing materials relevant to students’ training areas was created. The sources of materials were divided into three groups: – companies of automobile and machine building, electronics, energy, food and light industry, information technology, transportation, finance, communication and hospitality services – 90; – universities offering engineering and business training – 50; – specialized exhibitions and conferences – 70. The materials chosen presented the essential information about the companies, products, services or events in the following formats: 1) website pages/sections: ‘About Us (the company/product/service/event)’, ‘Contact Us’, special communication sections, website map (if available); 2) social media accounts linked to companies’ websites (blogs, micro blogs, social networks, photo and video hosting platforms): ‘About the company/product/event/ resource’, posts and messages, users’ comments, audio/video (with transcripts if available); 3) slide presentations and videos of companies/products/services/events selfpresentation (with transcripts if available); 4) informational, promotional, and communication materials samples, policies and templates: brochures, brand books, e-mail netiquette, social media posts requirements. 3.3

Integration of Authentic Digital Corporate PR and Marketing Materials

Standard university LSP courses are face to face classes – 4 hours per week during 4 semesters for undergraduate and 2 semesters for graduate students. The approved by Ministry of Science and Education of Russian Federation textbooks for engineering and economist students and the university developed printed materials for the German LSP courses include adapted authentic texts, but do not contain digital components. Digital components of LSP courses are not obligatory and could combine learning materials, interactive exercises, and tests in the university online learning systems DiSpace and eLang as well as any other relevant digital materials.

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The authentic corporate digital PR and marketing materials were used in current undergraduate and graduate curriculum of engineering and business faculties as extra materials for the following modules of the German courses: Tertiary Education, My university/faculty/major, Academic writing/presentation, Scientific conference, Career opportunities. To study the authentic digital materials selected in the frame of the current syllabus, a model of blended learning was implemented in the project participants’ groups. The model chosen was the face to face, with digital component and individual and group project work as an integral and obligatory part of the LSP courses [17–21]. 3.4

Learning Materials, Tasks and Program Tools

Learning materials and tasks developed for the German LSP course integrating corporate digital PR and marketing materials included the following resources: – corpus of authentic digital corporate materials; – online LSP courses for each target group of students; – textbook and online course aimed at development of linguistic component of ICT competence; – materials developed to support communicative tasks and project work: lists of hyperlinks to selected corporate digital PR and marketing materials, glossaries, samples and templates of corporate materials, worksheets and assessment rubrics; – additional online interactive tasks, developed during the course to correct typical mistakes made by students in tests. Authentic digital corporate materials were used without adaptation; project work included both learning and real-life projects. The off-class online-component of blended learning included online courses developed, and digital authentic corporate and reference materials. The programs used combined dedicated educational and language learning LMSs and authoring tools, specialized linguistics and general purpose office software, online platforms and social services. Though the program tools with target language interface are of great benefit for foreign language learning, some tools were provided in the only language version (Russian or English). The analysis of corporate digital PR and marketing materials corpora has been conducted using Simple Concordance Program 4.09; online LSP courses were designed using NSTU LMS ‘DiSpace’; NSTU dedicated language learning system ‘eLang’ was used for creation of interactive exercises both for modules of LSP courses and introductory ICT language training course. As an additional tool for development of interactive exercises online service ‘Quizlet’ was used. German e-mail software, office and mobile applications, website, photo, video editors, and wiki platforms were offered for the project work. Introductory, middle-course, and final language tests were created using both DiSpace and eLang systems. Final students’ survey was created in Google Forms, and the survey results were analyzed with its built-in visualization tools.

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Methods

The research used both quantitative and qualitative methods. To explore terminological density of authentic digital corporate PR and marketing materials chosen, corpus analysis was done. Students’ LSP competences were assessed by the tests developed in the university program systems. Off-class students’ work in online course modules was assessed automatically; the process and results of students’ experiences of autonomous individual and group project work were discussed during face to face classroom sessions. Classroom observation was focused on students’ perception, exploration, and use of digital authentic materials, online learning tools, real life projects and communication, and collaborative interaction.

4 Results The analysis of authentic German corporate digital PR and marketing materials demonstrates the general trend of active exploration of integrated digital channels and multimodal resources to provide target audiences with informational and promotional materials conducting companies’ values and positive image, describing products and services and resources for continuous communication with target audiences. 100% of companies reviewed has corporate websites, and according to German statistics portal Statista more and more German companies use social media for variety of purposes – from presenting a company or company products and services to receiving customers feedback and attracting new staff [22]. The web presence of German companies and universities reviewed in the purpose of the research is shown in Figs. 1 and 2.

100 90 80 70 60 50 40 30 20 10 0

Fig. 1. Web presence of companies.

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we bs ite Fa ce bo ok Tw itt er Yo uT ub e G oo gl e+

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Fig. 2. Web presence of universities.

The analysis of the chosen German corporate digital PR and marketing materials confirms the use of terminology relevant to students’ areas of study and variety in terminological density of the materials depending on the resource, target audiences and material types. Most of the terms were included in digital materials of B2B (business to business) companies; the corporate social media presented fewer terms than websites. Corporate social media materials use less formal but polite and official style of communication, a variety of company and product/services presentation modes, and flexibility in ways of maintaining contact and continuous communication to provide target audiences engagement [23].

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Assessment of students’ LSP competences acquired included linguistics, discursive, communicative, and ICT components. Assessment tasks consisted of language etests, writing and speaking assignments in different genres of professional and academic discourse and multimodal projects on company/product/service/event presentation. The results demonstrated the growth of the competences in both undergraduate and graduate students, though the graduate students had higher starting level of language and ICT competences. The average absolute values of LSP competence increase for undergraduate and graduate students are shown in Table 1. The ICT competences had been improved faster at the beginning stages of the courses, and the development of discursive competence was the most difficult both for undergraduate and graduate students. The online students’ survey conducted at the end of the courses was aimed at evaluation of the LSP blended courses offered and students’ achievements selfassessment. It included multiple choice, scaled, and open-ended questions. Total number of respondents was 90 of 95 participants of the project. All students demonstrated positive attitude to the chosen authentic digital materials integration in the LSP syllabus, and there were no negative comments on use of digital tools with German interface.

Table 1. LSP competence development. LSP competence components Improvements rate Undergraduates Graduates Linguistics 19.6% 20.9% Discursive 18.4% 17.5% Communicative 21.2% 22.4% ICT 19.2% 21.1%

As the most interesting and useful materials, resources and tools students marked companies and universities’ websites and social media accounts, software for creating websites, business cards, resumes, presentations, and authentic e-mail programs. Among the most academic and professionally relevant and motivating tasks, the students mentioned project work on creation scientific events/company/product/service websites, presentations and videos, writing motivational letters, and corporate communication in social media. As the most valuable outcomes of the LSP courses the students considered the expansion of their academic, engineering and/or business vocabulary, efficient self-presentation, and academic and corporate communication skills including corporate communication through variety of social media channels.

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5 Discussion and Conclusion The results of the project on integration of authentic digital corporate PR and marketing materials into the German LSP courses for engineering and economic undergraduate and graduate students raised the following issues to be discussed: – learning potential of this type of authentic materials for LSP courses; – students’ attitude • to the use of non adapted authentic materials and non localized program tools; • to the blended learning model offered; • to collaborative learning and real-life project work; – requirements to necessary program systems and tools; – further project development. Authentic digital corporate PR and marketing materials are valuable resources for students’ foreign language professional competences development: they are accessible as public corporate resources, designed for different target audiences, widely used by companies in a variety of industry and services sections. The materials present a wide range of tools used, genres, and variations of formal communication. It makes it possible to find out and select the materials to meet particular students’ learning needs and professional interests in the frame of the professional infopromotional discourse. Students did not demonstrate negative attitudes to the use of non adapted authentic materials and non localized program tools; as well as to blended learning model offered. It means that the students recognized the necessity of development of skills and strategies for efficient use of authentic recourses of the kind and are ready to work in well-structured blended learning environment provided with necessary scaffolding tools and materials. As for the project work, the survey showed the students had problems with team work coordination and collaborative practices. The real life projects raised the problem of after-course projects’ support: digital resources developed by students for public access and use should be updated on regular basis. The program systems for development and conducting face to face, blended and online foreign language courses should offer tools in target foreign languages for learning materials analysis, publications, interactive task design, assessment, communications, and collaborative students’ work. In practice, there might be insufficient program options and tools at course developers’ and teachers’ disposal and the programs’ interface might be offered only in students’ native or English language. Further project development will be aimed at implementation of the offered approaches to LSP syllabus design for students’ of other specializations and different foreign languages, at deepening the understanding of digital corporate genres, multimodal, language and culture specific features of public corporate discourse, and efficient ways of new students’ competences assessment. Current trends of digital genres rapid development and promotional discourse growing influence on professional and academic discourse require special attention to different aspects of digital corporate communications. Authentic digital corporate PR and marketing materials aimed at variety of target audiences can be used as a new type

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of resources for development of foreign language professional competences not only for future PR and marketing specialists, but also for students of any specialization.

References 1. Payne, E.M., Peltier, J.W., Barger, V.A.: Omnichannel marketing, integrated marketing communications, and consumer engagement: a research agenda. J. Res. Interact. Mark. 11 (2), 185–197 (2017) 2. Bhatia, V.: Generic patterns in promotional discourse. In: Halmari, H., Virtanen, T. (eds.) Persuasion Across Genres: A Linguistic Approach. John Benjamins Publishing Company, Amsterdam (2005) 3. Zhang, T.: The marketization of higher education discourse: a genre analysis of university website homepages in China. High. Educ. Stud. 7(3), 64–79 (2017) 4. Gilmore, A.: Authentic materials and authenticity in foreign language learning. Lang. Teach. 40, 97–118 (2007) 5. The New London Group: A pedagogy of multiliteracies: designing social futures. Harv. Educ. Rev. 66(1), 60–92 (1996) 6. Avdeyeva, I.B.: Strategii obycheniya inostrannyh uchaschihsya inzhenernogo profilya chteniu autentichnyh textov nauchnogo stilya [Learning strategies applied to teaching foreign engineering students to read authentic scientific texts]. Mir russkogo slova 2, 67–78 (2017). (in Russian) 7. Pavlova, I.P.: Kak sdelat’ autentichnyi text dostupnym dlya studentov [How to make reading and listening to authentic texts easy for foreign language learners at non-linguistics universities and faculties]. Vestnik MGLU 14(725), 152–167 (2015). (in Russian) 8. Schindler, M.-C., Liller, T.: PR im Social Web: Das Handbuch für Kommunikationsprofis [PR on the Social Web: The Handbook for Communication Professionals]. O’Reilly Verlag, Köln (2014). (in German) 9. García García, M., Carrillo-Durán, M., Tato-Jimenez, J.-L.: Online corporate communications: website usability and content. J. Commun. Manag. 21(2), 140–154 (2017) 10. Kaley, A., Nielsen, J.: ‘About Us’ Information on Websites. Nielsen Norman Group, Articles (2019). https://www.nngroup.com/articles/about-us-information-on-websites/. Accessed 03 Nov 2019 11. Kaley, A.: ‘Contact Us’ Page Guidelines. Nielsen Norman Group, Articles (2019). https:// www.nngroup.com/articles/contact-us-pages/. Accessed 03 Nov 2019 12. Atabekova, A.A.: Lingvisticheskii dizain web-stranits (sopostavitel’nyi analiz yazykovogo oformleniya anglo- i russkoyazychnyh web-stranits) [Linguistic Design of Websites: Comparative Analysis of Websites’ Linguistic Design in Russian and English]. Peoples’ Friendship University of Russia (RUDN University) Publishing House, Moscow (2003). (in Russian) 13. Shchipitsina, L.Y.: Komplexnaya lingvisticheskaya kharakteristika komputerno oposredovannoy kommunikatsii: na materiale nemetskogo yazyka: Dissertatsiya doktora filologicheskih nauk. [Complex linguistic characteristic of computer mediated communication (on the German language material). Dr (Ed) Thesis. Pomorskiy University, Archangelsk (2010). (in Russian) 14. Ilyina, U.B.: Osobennosti funktsionirovaniya reclamnyh i PR-textov v kommunikativnom prostranstve germanskogo universiteta [Functional features of advertising and PR-texts in communicative sphere of a German university]. Vestnik Vologogradskogo universiteta 2. Yazykoznanie 1(13), 172–177 (2011). (in Russian)

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15. Storrer, A.: Sprachstil und Sprachvariation in sozialen Netzwerken [Language style and language variations in social networks]. In: Frank-Job, B., Mehler, A., Sutter, E. (eds.) Die Dynamik sozialer und sprachlicher Netzwerke, pp. 331–366. Springer, Heidelberg (2013). (in German) 16. Klug, N.-M., Stöckl, H. (eds.): Handbuch Sprache im multimodalen Kontext [Hanbook of Language in Multimodal Context]. Walter de Gruyter GmbH & Co KG, Berlin (2016). (in German) 17. Bonk, C.J., Graham, C. (eds.): The Handbook of Blended Learning: Global Perspectives, Local Designs. Wiley, San Francisco (2006) 18. Hockly, N.: Blended learning. ELT J. 72(1), 97–101 (2018) 19. Gollin-Kies, S., Hall, D., Moore, S.H.: Language for Specific Purposes. Palgrave Macmillan, New York (2015) 20. Arnó-Macià, E.: The role of technology in teaching languages for specific purposes courses. Mod. Lang. J. 96(1), 89–104 (2012) 21. Rodgers, O., Dhonnchadha, L.N.: Digital video creation in the LSP classroom. EUROCALL Rev. 26(1), 44–58 (2018) 22. Statista: Homepage. https://de.statista.com. Accessed 21 Nov 2016. (in German) 23. Morozova, M.A.: Osobennosti korporativnoy nemezkoyazychnoy onlain-kommunikatsii [Specifics of corporate German online communication]. Filologicheskie nauki. Voprosy teorii i praktiki 11(2), 125–131 (2014). (in Russian)

The Principles of ESL Course Design in the Liberal Arts and Sciences Educational Environment Michael Dana Freese(&)

and Ludmila Shramko

Saint Petersburg State University, St. Petersburg 199034, Russia [email protected]

Abstract. The article presents the principles of ESL course design at the Faculty of Liberal Arts and Sciences of Saint-Petersburg State University (SPbSU). The program unites both the requirements of SPbSU standards and the principles of liberal arts education. ESL course design focuses on English for general academic purposes (EGAP) aimed to prepare students to take academic courses taught in English at the faculty as well as to study abroad. The paper examines the results of surveying students in their first year which led to a redesign of the ESL program covering the following aspects: Critical Reading and Writing, Oral Academic Discourse (uniting academic listening and speaking skills), and EGAP Language Development and Effective Learner Strategies. In addition to a redesign of the program, students’ academic and personal development is taken into consideration to foster basic skills, which are necessary for their entire college career i.e. motivation and time management. As a result of reviewing the ESL program, it has been suggested that ESL teachers should run a needs based analysis, and that includes teachers of academic classes taught in English (EMI), to better prepare students for the types of tasks they will encounter further. Keywords: Liberal Arts and Sciences
English as a medium of instruction English for general academic purposes
English as a second language
Educational environment




1 Introduction Knowledge of English as the language of international communication is one of the basic competencies of a modern individual. Thus, ESL courses are a part of the core curriculum of most educational programs of higher education in Russia. According to the educational standards of Saint-Petersburg State University, each graduate should possess English skills at a level similar to the B2 level according to the Common European Framework of Reference [1]. In the first week of studies all SPbSU students undergo testing on English language skills (the test procedure includes assessment of writing and speaking skills, and a computerized test using the educational platform Blackboard. The test materials are equal to the B1 level according to the Common European Framework of Reference standards). Further, they are streamed to a number of study tracks with a different duration (from 0−B2 to B2+) and ascribed to an ESL © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 449–456, 2020. https://doi.org/10.1007/978-3-030-47415-7_47

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group. At the end of the mandatory year of English language instruction, all students are tested on language competencies that are equal to the B2 level of Common European Framework of Reference standards [2]. The university’s ESL course program combines the so-called General English or English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) training. Based on the idea that EAP is currently viewed by the majority of scholars in two main aspects, i.e. EGAP (English for General Academic Purposes) and ESAP (English for Specific Academic Purposes) [3, 4], we assume that the SPbSU ESL program combines both directions with an evergrowing focus on ESAP teaching. This presupposes discipline oriented ESL teaching [4], which attempts to cater to the needs of a certain educational program primarily in terms of thematic content and types of assignments. The need to redesign the ESL course program for the SPbSU main bachelor educational program “Liberal Arts and Sciences” (LAS) has resulted from its unique peculiarities. The program is implemented at the SPbSU’s Faculty of Liberal Arts and Sciences (FLAS), the first program in Russia to attempt to incorporate the fundamental principles of Liberal Arts education. Started more than 20 years ago as a joint pilot project of SPbSU and Bard College (USA), it has evolved from one of the educational programs of the Philological faculty into a separate and independent SPbSU faculty which offers a LAS main bachelor educational program with 12 majors and 6 MA programs [5]. Being one of the leaders in the competitive market of educational services, the LAS model aims at providing its graduates with the unique set of competencies that will be beneficial in the modern ever changing social and economic environment – the socalled 21st–century skills. According to Griffin, one of the leading experts in the field, the list of these modern basic competencies includes skills of collaborative work, effective communication and networking abilities, critical thinking, and creativity [6]. Teamwork dealing with information overload, time management, prioritizing, and synthesizing skills can be also added to the list. Based on the Greek model of 7 ‘Artes Liberales,’ the modern LAS model helps to attain the convergence of the humanities and sciences that can provide a high-quality general education for students in a globalized world where students are required to posses a range of skills and adapt to trends in the job market. According to Becker, Vice-president of Bard College, the primary aims of LAS education are the development of students’ communicative abilities, fostering efficient learner’s skills, enhancing critical thinking, and promoting their individuality. An additional goal of this type of education can be also formulated as fostering a sense of citizenship and a desire of self-development. He also identified such basic principles of LAS teaching as freedom of course choice, student-centered teaching, interdisciplinary approach, and flexibility of curriculum of the educational program [7]. The core curriculum includes a number of basic courses (ESL is one of them) shared by all students; ‘breadth of study’ approach presupposes the necessity to take a required number of courses from various fields of knowledge [5]. Thus, the students are actively involved in designing their individual study paths. These principles expand students’ educational horizons and teach them to be independent and make responsible choices. All the ideas mentioned above are similar to the thoughts expressed by Nuttall [8] in the early 1990s, who considered learning to be more human, the primary aim of LAS education.

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A person should learn effective thinking strategies, be able to evaluate and assess his/her environment, develop an adequate perception of his real and ideal place in the society, awaken the sense of esthetic taste, and enhance decision making skills [8]. Another specific feature of LAS approach that should be highlighted is the interactivity of class organization: a student is an active participant of the educational process that is realized through cooperation and collaboration of a professor and a student as well as the students with their peers. State-of-the art methods of interactive teaching such as those that encourage exploring language through writing are extensively deployed; many of them borrowed from practices of Bard College. FLAS students enjoy the unique opportunity to participate in academic exchange programs provided by Bard College and other partner universities. Another important factor that distinguishes FLAS from several higher education programs in liberal arts is the fact that its alumni obtain two degrees: one from SPbSU and another from Bard College. This fact significantly enhances the value of graduates in the labor market, increasing their career prospects.

2 Research and Methods The peculiarities of the LAS education, as well as the fact that the teaching at FLAS is partially performed in English (EMI) and the requirement that every student has to take at least one course taught in English, necessitate the ESL course redesign as it should meet the needs of the faculty as well as to comply with the SPbSU ESL program. When planning the new ESL course, we took into consideration the following major specific aims: – – – – – –

to comply with the fundamental values and framework of the FLAS curriculum to make it student-oriented to enhance critical thinking and creativity of students to encourage the team work to employ the best of interactive teaching methods used at the FLAS to prepare students for studying in the language of an international educational environment and at the FLAS for courses taught in English – to motivate students for further studying and self-development while maintaining a healthy level of students’ self-esteem – provide students, through ESL instruction, with the necessary skills of time management, academic skills, and assist in creating a culture that values curiosity and knowledge. It was clear to us that the new ESL course must not only adhere and demonstrate the principles of the liberal arts, but also serve as a certain guide for students as they begin their undergraduate journey. As determined by the research conducted by Ilyushin, Azebl and Freese [9], Russian schoolchildren lack certain skills which the liberal arts educational environment requires, such as effective allocation of their free time and self-discipline. The abovementioned research surveyed approximately 1.500 Russian schoolchildren in grades 8–11 in an attempt to better understand how prepared

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Russian children are for the liberal arts educational model. The majority of schoolchildren, over 80%, responded that in school they are not taught how to effectively allocate their free time [9]. Additionally, students felt that their teachers or the school itself did not value their accomplishments. It was also identified that schoolchildren often did not understand the value of completing homework due to the ever-increasing amount of homework assigned. As a result, students entering the Faculty of Liberal Arts and Sciences of SPbSU often have a fairly low level of selfesteem with a weak understanding of how to use their free time effectively, for personal growth or extra-curricular activities. In modifying and designing a new ESL course, it was necessary to take into consideration the fundamental resources that students’ lacked and to develop a course that fostered them. As mentioned, upon graduation from the liberal arts faculty, students should realize their responsibility in society, but they themselves must first feel a degree of responsibility in their education process. If they lack the basic skills of time management, then success in the LAS system will be extremely difficult, to say the least. We have to admit that when contemplating the design of the new ESL course we had to reject the idea of turning to ESAP approach. This can be explained by the specifics of the FLAS curriculum: the first two years of junior college presuppose no specialization, selecting a major takes place only at the end of the second year of study with the third and the fourth years devoted to a closer analysis of their field of study. According to the FLAS study plan, an intensive ESL course at the faculty is assigned to students in the first year when most of them still have a rather vague vision of their future major. Thus, classifying students according to their professional needs seems impossible for the abovementioned reasons that exclude the ESAP approach. Based on the fact that FLAS students actively participate in various academic exchange programs (including the PIE program of Bard College that involves about 25 students each semester) and the necessity to comply with the requirements of SPbSU ESL program, it was decided to adopt the EGAP module as the starting point for the development of a new course. English as a medium of instruction is present at FLAS with several academic discipline courses. The EMI approach consists of teaching academic courses in English in the environments where English is not the native language [2, 10]. These courses are part of the strategic plan of FLAS to increase the number of academic disciplines taught in English and are meant to foster international research which ultimately increases a faculty’s or university’s ranking in international indexes [11]. The ESL course, through EGAP, prepares students for discipline classes conducted in English. To have a better understanding of the students’ needs we undertook an empirical study of FLAS freshmen where they were encouraged to assess their language skills and share their expectations of the FLAS English language classes. The questionnaire was based on SWOT (strengths, weaknesses, opportunities, threats) analysis and provided a comprehensive picture of the existing state of ESL instruction and a starting point for further development. The analysis of the survey results revealed that approximately 90% of the respondents identified writing as the most problematic area that needed improvement. A vast majority of students admitted that school ESL programs paid insignificant attention to writing, mostly focusing on the writing tasks that are a part of the state

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exam. This issue is especially alarming since most academic disciplines at FLAS require a significant amount of writing assignments which are different from the ones the students mastered at school lessons of English. Thus, the purpose of ESL course is to prepare the students for the tasks they will face in their future studies. Dvoretskaya [12], who also examined English instruction in Russian higher education, shared this approach. If intercultural communication skills had been actively developed in ESL programs in the past, then nowadays the focus would have shifted to students’ gaining academic competence in English [12]. This coincides with the goal of the ESL course at FLAS and its focus on EGAP. Although the majority of students identified speaking (especially in everyday communicative situations) the least problematic area, more than 50% recognized that public speaking and communication in the academic context still remains a problem and should be practiced at ESL classes. As for listening skills it was determined that the students need extensive practice of listening to academic lectures as well as the skills of note taking (including the abilities to identify major and minor points, summarizing information, etc.) that will be further used at academic subjects. Extensive work with texts is one of the peculiarities of LAS education. Thus, teaching text analysis skills in compliance with the methods and techniques developed by our colleagues from the Bard College Institute for Writing and Thinking (IWT) should be integrated in ESL course. The authors decided to structure the course according to the aspects developing the identified problematic areas and should be helpful in the students’ further academic process. Based on the abovementioned considerations the initial design of the course integrated the following aspects: Academic and Creative Writing, Critical Reading, Discussions and Debates, Listening to Academic Lectures and Note Taking, Language Development and Learner’s Skills. Taking into consideration the principle of collaborative work, teams of ESL professors (from 2 to 4 people) were formed and involved into joint work with a single person being responsible for teaching one or several aspects. The joint work of several people with one group gave our students the benefit of experiencing different teaching styles and methodological approaches, it also adds to the objectivity of assessment as the course grading system implies a summary of assessments from all teachers involved.

3 Results and Discussion Upon implementation of the new course, it was clear that there was a need to understand whether we were moving in the proper direction, i.e. meeting the requirements of our students and peculiarities of the faculty. At the end of the year another survey was launched with this purpose to collect the feedback from the students on the implemented course. The questionnaire was designed to collect information on general satisfaction with the course, evaluation of the aspects taught and their place in the

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course structure, assessment of the collaborative work of the ESL teachers, suggestions for improvement, etc. The survey showed that the majority of students (about 95%) supported the basic principles of the new ESL course expressing general satisfaction with the aspect teaching scheme and the skills that were developed. Most of the students appreciated the teamwork of professors with one language group, however, it was noted that 4 people is a bit excessive for effective work. Debates in their current form of British parliamentary debate sessions were viewed as an interesting experience, still a vast majority (about 80%) pointed out that including them as a separate aspect into ESL course structure was unjustified due to the rather specific techniques employed in the practice. It was suggested to keep them as one of the extra-curricular activities available at the faculty. Based on the analysis of the feedback gathered from freshmen students of the 2018/19 academic year; it was decided to introduce several changes to the ESL course design for the second year of the experiment. The updated version includes 3 major aspects: Critical Reading and Writing, Oral Academic Discourse (uniting academic listening and speaking skills), and EGAP Language Development and Effective Learner Strategies. The team of teachers working with a group was limited to three people, each responsible for a certain aspect of the program. Uniting previously separate Critical Reading and Academic and Creative Writing into one teaching block is not only a direct response to students’ desire to focus more on their writing skills, but it is also justified by the postulates of the ‘Writing to Read’ approach which is developed by our colleagues from the Institute for Writing and Thinking (Bard college). The basic principle of this teaching methodology is that the interactive text analysis process goes in parallel with a series of writing assignments, both challenging and creative in nature, that construct a sequence of logical steps for disclosing the depths of the meaning and at the same time provide extensive writing practice. This aspect plays the leading role in the new ESL program taking half of class time in both semesters of the yearly course. At classes of Critical Reading and Academic and Creative Writing we use such interactive practices as ‘writing in the zones’ (a method of gradual text analysis that suggests not only analysis into the depths of a text’s meaning, but as a result provides a well-structured essay outline with a set of pre-prepared paragraphs), dialectical notebooks (the task that combines the skill of critical reading and analysis of the text with the ability to express a personal opinion and evaluate the commentary of another person as well as the skill to synthesize and summarize) [13, p. 95], etc. These tasks aim at fostering critical evaluation of information, developing students’ creativity and logical thinking, enhancing abilities of strong argumentation, etc. This allows students to engage in writing various types of essays confidently, such as reflective, argumentative, comparative, and even film reviews. Another valuable argument for employing these assignments is the fact that they encourage teamwork of students in class which complies with the principle of collaborative learning [14] that was one of the basic aims of the course. In their responses, students highly evaluated the use of these interactive techniques of text work at ESL classes, suggesting that they can be helpful in their experience of studying academic disciplines.

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Oral Academic Discourse assumes the development of effective academic listening skills and strategies (such as active listening and efficient note taking, inferring information, guessing the thematic content of a lecture by the title or presentation slide, compensation for a possible breakdown in understanding, synthesizing, etc.) as well as enhancement of abilities to communicate in the academic context (including mastering the ability of public speaking, strategies of argumentation, questioning, presentation skills, etc.). EGAP Language Development and Effective Learner Strategies aims at developing efficient strategies of successful language learning. It has a supporting role for the other two modules providing not only assistance in terms of familiarizing the students with the frequent grammar structures and lexis of the academic discourse, but also enhancing abilities of using reference materials and multimedia technologies for learning and self-development. All aspects of the ESL course are joined by common interdisciplinary thematic content, which results in a unified complex system of language learning. Teams of teachers meet regularly to discuss the progress of the groups and to synchronize the pace of contents presentation in all aspects of the ESL course.

4 Conclusion The positive feedback received as well as a portion of criticism and constructive suggestions given by the students makes us determined to continue our work on the effective ESL course based on EGAP principles. We plan to involve the colleagues who teach academic disciplines at FLAS. Further improvement will imply introducing the elements of ESAP to the program in terms of text selection and developing the teaching of writing assignments they use in their courses. This ultimately means that a needs based analysis must be performed to better understand the requirements of academic classes taught in English (EMI) and even make suggestions in terms of writing assignments given. Academic classes must further develop students’ writing skills that were enhanced during the ESL courses. Similarly to Melekhina [15] who has suggested creating writing centers to assist research in Russian institutions, we support the idea of a writing center to support students’ completing course work in English and to master academic writing skills once they finish their mandatory year of ESL instruction at the faculty. Involvement of our colleagues from partner Bard College and the Board for the Main Educational Program ‘Liberal Arts and Sciences’ committee provide us with a valuable methodological support and encouragement to continue this work. We are confident that regular updates to the ESL program are necessary to make it in line with high standards of LAS education.

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References 1. Vypusknikam: SPbSU – garantirovanny vzlet s nulya do urovnya B2 – Sankt-Peterburgsky gosudarstvenny universitet [To graduates of SPbSU – guaranteed uprise from zero to level B2 – St. Petersburg State University]. https://spbu.ru/news-events/krupnym-planom/ vypusknikam-spbgu-garantirovannyy-vzlet-s-nulya-do-urovnya-v2. Accessed 11 Nov 2019. (in Russian) 2. Common European Framework. https://www.coe.int/en/web/common-european-frameworkreference-languages. Accessed 09 Nov 2019 3. Blue, G.M.: Individualizing academic writing tuition. In: Robibson, P. (ed.) Academic Writing: Process and Product. Modern English Publications, Oxford (1988) 4. Flowerdew, J.: English for specific academic purposes (ESAP) writing: making the case. https://www.researchgate.net/publication/318589452_English_for_specific_academic_ purposes_writing_Special_edition_of_Writing_and_Pedagogy. Accessed 06 Nov 2019 5. About the Faculty of Liberal Arts and Sciences. http://artesliberales.spbu.ru/about-en. Accessed 05 Nov 2019 6. Griffin, P., McGaw, B.: Assessment and Teaching of 21st Century Skills. Springer, New York (2011) 7. Becker, J.: What a liberal arts education is and is not. A modification of a talk of the same title given at the Open Society Institute’s UEP Alumni Conference in Budapest Hungary, June 2003. http://artesliberales.spbu.ru/about-en/liberal. Accessed 10 Sep 2019 8. Nuttall, E.C.: Philosophy of liberal arts education and its relationship to life. J. Thought 15(2), 39–46 (1980) 9. Ilyushin, L., Azbel, A., Freese, M.: Preparation of Russian schoolchildren for liberal arts model of education. Kazan Pedag. J. 1, 129–136 (2019) 10. Dearden, J.: English as a medium of instruction. The British council ELTRA reports, pp. 1– 35 (2014). http://doi.org/10.1080/0013191610140107. Accessed 11 Nov 2019 11. Galloway, N., Kriukow, J., Numajiri, T.: Internationalisation, higher education and the growing demand for English: an investigation into the English medium of instruction (EMI) movement in China and Japan. ELT Research Papers (1998). https://englishagenda. britishcouncil.org/sites/default/files/atacments/h035_eltra_internationalization_heand_the_ growing_demand_for_english_a4_final_web.pdf. Accessed 10 Sep 2019 12. Dvoretskaya, E.V.: English For academic purposes in higher education curriculum. Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo 1(59), 147–152 (2016) 13. Bledsoe, M.R.: Dialectical notebooks. In: Vilardi, T., Chang, M. (eds.) Writing-Based Teaching. Essential Practices and Enduring Questions, pp. 95–118. State University of New York Press, Albany (2009) 14. Lesnick, A.: Odd questions, strange texts, and other people: collaborative learning, play, and new knowledge. In: Vilardi, T., Chang, M. (eds.) Writing-Based Teaching. Essential Practices and Enduring Questions, pp. 71–94. State University of New York Press, Albany (2009) 15. Melekhina, E., Kazachikhina, I.: Learning environment in Russian universities for developing researchers’ EAP writing skills: 2003–2007 the first five years. Adv. Intell. Syst. Comput. 907, 265–275 (2019)

Domain-Specific Linguistic Support for Students Studying Translation in Oil Industry Ekaterina Sosnina(&) Ulyanovsk State Technical University, Ulyanovsk 432027, Russia [email protected]

Abstract. The paper considers the current stage of our research and work on the UNITECH-project open at www.unitechbase.com, which is being developed by our group to provide teaching and learning within academic curricula in Professional Translation and Foreign Language for Special Purposes. Our UNITECH-platform integrates online courses with domain-specific translation topics and academic texts, special terminology knowledgebase, presented as descriptions of visual objects and technical tools, domain ontologies and multilingual glossaries. This platform is constantly developing, it is verified and used within our partner network of Russian universities. This paper presents a new course in Oil Industry and two new linguistic resources we have recently developed to support this course. These are the Student Thesaurus of Petroleum industry and Student Ontology of Oil and Gas production. We also discuss our approach to select terminology units of the oil thesaurus and domain ontology. In developing the structure of these linguistic tools we have analyzed about 40,000 term units and their relations for the English and Russian languages. Keywords: Blended learning
Professional translation
Language for Special Purposes
Applied Linguistics

1 Introduction The academic platform of UNITECH-project has been actively shared and used by local and national universities in Russia. It involves students, teachers, and business partners in Translation and Languages [1]. Since its start-up, our project has been actively supported and filled with new courses, resources and contents. The initiative was to develop a specialized open e-learning platform, which includes the blended learning system with domain-oriented courses in industry-related translation and specialized linguistic resources. The objective of the paper is to present the research issues and one of our new courses for the second structural unit of the UNITECH-platform (Module 2) to provide learners with the initial background in Translation for Special Purposes. We developed this course in translation for Oil Industry and two new linguistic resources to support it, i.e. the Student Thesaurus of Petroleum industry and Student Ontology of Oil and Gas

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 457–464, 2020. https://doi.org/10.1007/978-3-030-47415-7_48

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production. In the paper we also stress our approaches and solutions to adapt the contents of the developed academic resources to the needs of learners.

2 Literature Review In studies of Sosnina et al. [2–4] we provided the general philosophy of the UNITECHplatform, its modular structure, blended learning concept, tasks, methodology and problems. Basic structural units of the platform include two study modules: Module 1. Course for Beginners in Technical Translation, and Module 2. Courses in Translation for Special Purposes. Module 2 should include courses in various branches of industry, and since 2018 we have been working on solutions to fill it with new industrial domains and domain-oriented resources. The platform includes linguistic resources that can be used as MOOC and is based on MOOC-ideology with the focus on Blended Learning applications and ProblemBased Learning strategies that are considered and thoroughly discussed in the wellknown papers and studies of McCarthy [5], Savin-Baden [6], Henderson [7], etc. When developing the domain-oriented course, Student Thesaurus of Petroleum industry and Student Ontology of Oil and Gas production, we deal with the comprehensive problem of the semantic modeling, as well as creating the academic topics and contents for study resources. This research is based on the certain didactic models, e.g., the studies of Bloom discussed in [8]. Our survey of academic and semantic terminology resources in this domain revealed the lack of such type of tools which could be easily used in learning environments, be free and open for students. Our paper overviews the results and approach to select terminology units for the thesaurus and domain ontology with the focus on education curricula imitations and requirements.

3 Methodology The Module 2 at the UNITECH-platform consists of the tasks on Industrial Translation, or Translation for Special Purposes. The primary objective of our research group is to develop the learning environment that could help a student to understand and translate texts of the specific unfamiliar technical domain. In our research [3, 4] we stressed that the lack of factual and conceptual domain knowledge, i.e. “understanding” of industrial objects and technologies (the second cognitive level on the taxonomy of pedagogical goals of Bloom [8]), is the main problem for students with majors in linguistics and translation. Professional translators are the linguists, who are usually experts in language structure, its analysis and usage, but not the experts in every industry they are translating for, thus they need additional knowledge support to build and clarify the frame of the domain, its components and their relations. This knowledge support of the professional translation environment is valuable and vital in the educational processes and didactic methodologies. We see the solution of the stated problem in the set of domain-specific linguistic tools to be designed and used. These tools are familiar to linguists, e.g. descriptive knowledge bases, thesauri and ontologies.

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Development of these semantic resources is a separate complex research challenge, as we have to choose appropriate corpora for terminology extraction, set the certain methodology, and process the terms according to the standard techniques and principles. Consequently, we address to the corpora and terminology work issues typical for such work, and study the complex tasks of narrowing the problem area of corpora analysis according to manuals and resources of industrial terminology. The choice of the approach to select terminology units for the oil thesaurus and the domain ontology with the focus on education program schedule requirements is a rather sophisticated task. The academic program purposes, class hours’ limitations and the necessity of shortening the wordlist of term units to the most common ones for the domain allowed us to process the terminology of Oil industry on the base of the work of Devold [9]. In this research he presents an “overview of the entire Oil and Gas industry, preserving enough detail of the main industrial techniques, processes, tools, and equipment”. The idea of Devold complies with the methodology we have already used in designing the courses and knowledge bases for the UNITECH-platform discussed in [3] and in the relative studies of Kovyazina [10]. In developing the structure of the thesaurus and ontology as well as analyzing semantic relations between terminology groups, our research group had to analyze about 40,000 terms (20,000 in English and 20,000 in Russian) and their semantic relations on the basis of terminology glossaries and manuals.

4 Results 4.1

UNITECH-Course in Translation for Oil Industry

Currently, the course which provides and supports professional translation in Oil Industry is at the final stage of its development, testing, and application by the research group, students and other parties involved. To provide the contents to all our courses at the UNITECH-platform we use open MOODLE-distance learning platform and wikienvironment. The course is free under subscription and accessible at www.unitechbase. com [1]. It includes 27 basic learning topics in the domain of Oil Production and such linguistic resources as the Student Thesaurus of Petroleum industry and Student Ontology of Oil and Gas production. The course program is designed for 108 academic hours with a confirmation certificate upon successful completion. Each lesson (learning topic) contains four structural units: 1) a theoretical article in Russian (as a student’s mother tongue), 2) questions for self-control, 3) assignment text to practice in EnglishRussian translation as a means of assessment, and 4) a control test. To understand the domain of Oil Production students use the contents of every course unit, both theoretical and practical material. Moreover, they can benefit supplementary linguistic semantic resources (thesaurus and ontology) in both languages (Russian and English). The course is also constructed in a way that a student can use it either in Blended Learning modes or in a self-study mode. In our paper [3] we have already noted the effects of our courses application in Blended Learning environments with Flex and Flipped modes of training. Thus, we consider it the most appropriate one in academic curricula

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with limited class hours. In a Blended Learning environment within the framework of our course on the Oil industry, when working in class, students also have the university access to a rich library of additional resources, such as professional dictionaries of the terminology of the presented and studied domain and its specific topics. 4.2

Student Thesaurus of Petroleum Industry

The Student Thesaurus of Petroleum industry includes about 300 terminology semantic units in the English language. It is constructed as a web-resource that could be used separately or linked to any platform. The Thesaurus is necessary for learners who do not have a full understanding of Oil and Gas industry terminology, so we called it the Student Thesaurus to focus on its introductive features and structural organization. However, the strict narrowing of the domain and the number of terms was one of the research problems we faced within this project. When designing this manual, the main problem was to find out, define and set the boundaries of topic coverage that coincide with the contents of the studied material in such a wide domain. The problem of narrowing the text collection is vital in all tasks dealing with building the terminological resources and special corpora, and it is a complex research challenge in most cases of any corpora development and processing tasks. Solving this task we look not only on the structure of our lessons, as the topic material could be discussed in any lesson or translation assignment, but we also decided to select the manuals that could be useful as an introduction to the Oil industry and study such resources. We have selected the main topics to compose the structure of the Thesaurus and to search for the terms and terminological relations on the basis of the Devold’s manual [8]. Then we organized nine classes as the basic semantic units of our resource: 1) Introduction to Oil industry; 2) Facilities and processes; 3) Reservoir and wellheads; 4) The upstream oil and gas process; 5) Midstream facilities; 6) Refining; 7) Petrochemicals; 8) Utility systems; 9) Unconventional and conventional resources and environmental effects. All terms were described by classes and subclasses and formed a Semantic Map of the Student Thesaurus. This structure of the dictionary makes it easier to find the necessary information and sets the hierarchy which clearly shows the semantic relationship of concepts. Furthermore, for training purposes, it helps to simplify the study and memorization of information. We performed the terminology analysis on the material of professional dictionaries of Oil and Gas domain presented in [11–14], and we looked through, studied and compared about 20,000 terms and their definitions in the English language to select a specific term for our basic wordlist of 300 terms. To compose the Student Thesaurus, we follow the standards of terminology work, i.e. ISO 25964–1:2011, but limited the most common references of lexical units to the basic ones (see Fig. 1): • • • • • •

Descriptor; Definition; Synonym (if any); Hyperonyms; Hyponyms; Related terms with meronymy or partonomy, or causality.

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Fig. 1. An example of a terminology unit of the Thesaurus.

4.3

Student Ontology of Oil and Gas Production

As in the Student Thesaurus of Petroleum industry, in developing the Ontology of Oil and Gas production we have to define the scope of the Oil industry domain, the number of classes and their components. We performed the analysis and term extraction on the basis of our initial statements discussed above and also on professional domain dictionaries in the Russian language, for example, [15, 16]. The language of the Ontology is Russian, as we see the purpose of its design and implementation as being the support of the cognitive knowledge of a translator. Thus, the Ontology is one of the semantic

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resources of our UNITECH-platform that helps to understand the field and texts of the industry and provides the contents and structure of the course in Oil and Gas production. For our Ontology, we determined about 600 terms, set objects, classes, and their relations. To add the specific term to our wordlist we had to look through and study about 20,000 terms and their definitions in Oil and Gas domain dictionaries. To develop the Student Ontology of the studied domain, we use standard tools and techniques for the ontology design and Protégé 4.3.environment. Protégé is a very convenient program because the class hierarchy can also be represented graphically by Autograph tools, and a student can understand the semantic relations between entities and components (see Fig. 2).

Fig. 2. A fragment of the structure of the Oil and Gas Production Ontology.

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5 Discussions The UNITECH-platform is a constantly developing project and we see lots of vectors in its further life, applications and research. This project of our research and development group is used by a national partner network of 20 universities which enroll students to Applied Linguistics and Translation Studies academic programs. This network and students’ involvement in the project help us to analyze and timely change the issues that can appear during the project deployment. In 2018 while analyzing and testing the contents of domain-oriented courses and using them in real academic programs we faced the necessity of providing a much deeper support of the cognitive level of understanding in a professional domain which is new and unfamiliar to students. Thus, in 2019, we started to develop the corresponding semantic linguistic resources for one of the courses of Module 2 of the UNITECH-platform, and these were the Student Thesaurus of Petroleum industry and Student Ontology of Oil and Gas production. Being involved in the semantic modeling, we still consider the problem of developing the contents of domain-oriented courses for learners in Translation and Languages for Special Purposes as the most critical one. We suppose that the solution of the problem lies in corpus-based approaches applied in Corpus Linguistics and its methodology. Currently our group studies the effective ways to deal with this complex problem at the next steps of our research and development.

6 Conclusions We designed the course in Translation for Oil Industry on the basis of our previously developed and tested methods and means that had been successfully applied within the first UNITECH-course for Beginners in Technical Translation since 2014. We consider this approach to be aligned with the goals of the research we are working on. This is the project on the study and implementation of the effective techniques in the domains of Professional Translation and Foreign Language for Special Purposes using Blended and Problem-Based Learning strategies. Since the course, thesaurus and ontology are currently ready, our further work will focus on developing the set of assignments for the didactic application of the semantic tools in the academic process and blended learning environment to evaluate all the effects of our approach. Assignments for students would include problem-solving cases typical for translation practice and terminology management; we also use criticalthinking techniques to boost the level of understanding the special concepts in the unfamiliar domains. The next practical target is to complete the structure of the course in Translation for Oil Industry with a bilingual glossary of the domain terminology with cross-references to the thesaurus and ontology. We are confident that the proposed methodology and structure of the UNITECHplatform and its MOO-courses in Translation could be potentially applicable to any domain and adjusted to any target-source language pair. Acknowledgements. In 2019, the presented UNITECH-project was supported by the Fond of Fundamental Research of the Russian Federation (RFFI state grant N 18-413-730018/19).

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References 1. Unitech-project. www.unitechbase.com. Accessed 01 Dec 2019 2. Sosnina, E.: Blended learning and business modeling in technical translation studies. In: Kavoura, A., Sakas, D., Tomaras, P. (eds.) Strategic Innovative Marketing. Springer Proceedings in Business and Economics, pp. 569–575. Springer, Cham (2017) 3. Sosnina, E.: Support of blended learning in domain-specific translation studies. In: ICERI2018 Proceedings, pp. 5112–5116. IATED, Seville (2018) 4. Sosnina, E., Alekseev, U., Bashaev, V.: Problems of professional training of translators. In: Proceedings in Problems of Translation Theory, Practice and Teaching, Series Language, Culture, Communication, vol. 18, no. 2, pp. 9–20. NGLU Press, Nizhny Novgorod (2015) 5. McCarthy, M.: The CAMBRIDGE GUIDE to Blended Learning for Language Teaching. Cambridge University Press, Cambridge (2015) 6. Savin-Baden, M., Major, C.H.: Foundations of Problem-Based Learning. McGraw-Hill Education, Maidenhead (2004) 7. Henderson, R.: Problem-Based Learning: Perspectives, Methods and Challenges. Nova Science Publishers, New York (2016) 8. Anderson, L.W., Krathwohl, D.R.: Bloom, Benjamin S. (Benjamin Samuel), 1913–1999. A Taxonomy for Learning, Teaching, and Assessing: a Revision of Bloom’s Taxonomy of Educational Objectives. Longman, New York (2001) 9. Devold, H.: Oil and Gas Production Handbook: An Introduction to Oil and Gas Production, Transport, Refining and Petrochemical Industry. ABB Oil and Gas, Oslo (2013) 10. Kovyazina, M.: Key term extraction based on a corpus of oil and gas field development discourse. Tyumen State University Herald. Humanities Research. Humanitates, vol. 2, no. 3, pp. 61–69 (2016) 11. Geoscience, Mineral and Petroleum Thesaurus. Government of Western Australia, Department of Mines and Petroleum. http://gempet.dmp.wa.gov.au/GemPet/Home/Button Selection?kind=TopTerms. Accessed 01 Dec 2019 12. A dictionary for the Petroleum industry. 2nd edn. The University of Texas at Austin, Austin (2011) 13. Bahadori, A., Nwaoha, C., Clark, M.: Dictionary of Oil, Gas, and Petrochemical Processing. CRC Press Taylor & Francis Group, Boca Raton (2014) 14. Jones, C.: Dictionary of Oil and Gas Production. Whittles Publishing, Dunbeath (2012) 15. Slovar terminov po nefti i gazu [Dictionary of Oil production]. http://www.neftepedia.ru. Accessed 01 Dec 2019. (in Russian) 16. Kovalenko, E.: Novi anglo-russki slovar po nefti i gazu [New English-Russian dictionary on oil and gas in 2 vol.]. Jivoi yazyk, Moscow (2010). (in Russian)

The Teacher’s Role in Organizing Intercultural Communication Between Russian and International Students Natalia Anosova(&)

and Alexandra Dashkina

Peter the Great Saint-Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected]

Abstract. Today one of the most important characteristics of any university is the number of international students doing a course there, as well as the number of local students sent abroad. In both cases the students may have difficulty in establishing contacts with their peers from different countries. These problems of cross-cultural communication cannot be solved by students themselves because when they come to a foreign country, they tend to stick together in isolated groups. Local students, in their turn, are not always proactive in establishing international relationships. This research is aimed at considering the ways for teachers to organize cross-cultural communication within the international group, which contributes to enriching the learning experience for both Russian and international students. The research is supposed to meet the following objectives: (1) to identify the problems of cross-cultural communication in international groups by monitoring the behavior of students and completing a questionnaire; (2) to outline the ways of developing a system of teambuilding activities and assignments aimed at involving both Russian and international students in the learning collaboration within the framework of three subjects: English for specific purposes (Business English), English (conversational practice) and Conflict management. Keywords: Collaboration activities


Intercultural communication
Team-building

1 Introduction Education in the world’s leading universities is becoming more and more international, so university leaders face the need to “promote institutional internationalization and carefully think about whether national policies and university strategies are in accordance with the institution ultimate mission, the academic disciplines characteristics and student needs” [1, p. 232]. Indeed, on the one hand, the presence of international students adds excitement and variety to both classroom and extracurricular activities, but, on the other hand, it makes university leaders, students and teachers face new challenges. Russian universities are to “educate student generations as truly international citizens rooted in their own cultures, but aware of and sympathetic to other cultures” [2, p. 30]. However, such goals will remain mere rhetoric unless the teachers take on responsibility for creating © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 465–474, 2020. https://doi.org/10.1007/978-3-030-47415-7_49

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a positive working atmosphere in and outside the classroom [3]. They are able to facilitate collaboration between international and Russian students, which could be beneficial for all those involved in the educational process. Nevertheless, some teachers are not in the position to involve international students in any kinds of collaborative activities. Moreover, they are sometimes reluctant to work with international groups. They point out that the attitudes to the learning process, patterns of behavior and adaptability to the social conditions are different depending on the students’ native cultures. The study on the relationships between the teachers on the one hand, and Russian and international students on the other can contribute to a deeper understanding of the issues related to establishing an intercultural rapport.

2 Methodology The study began with the observation of the students’ behavior patterns in the situations when they had to communicate in an intercultural context. The most salient trend that gained our attention was the fact that international students followed the same pattern of behavior: they tended to stick together. This sense of community was especially typical of the students coming from Uzbekistan and Turkmenistan, whereas for the ones from Tajikistan mono-ethnicity was less important. In our view, the underlying reason for forming such closely-knit communities was the students’ religious identity. Chinese students mainly stuck together because according to the anecdotal evidence they faced language barriers preventing them from mixing with their peers from other countries. It is obvious that the key to solving this problem is “the provision of the introductory level language instruction” [4, p. 995]. But the reverse is also true: even though Chinese students do the introductory-level Russian language course, they lack language practice, as they stay inside their ethnic group instead of mixing with local students. First-year international students find it particularly hard to integrate into the local university community because of both a poor command of the Russian language, as well as psychological and cultural difficulties. The transition from high school to university is quite challenging, but international learners experience additional stress of having to adapt to a new culture. “Being geographically, culturally, socially and linguistically displaced, new international students experience major impediments that go beyond an usual transition from one educational institution to another one” [5, p. 140]. Another trend that could be observed especially in the groups of Chinese students was their unwillingness to ask the teacher any questions even if they failed to understand the explanations in class. Moreover, if the teacher was trying to find out whether everyone understood the material, many international students just reported that everything was quite clear. However, when the teacher started checking their knowledge, they appeared to be unable to answer any questions. According to many of them, in their country’s culture students just listen and take notes in class and try to understand the material later, in the course of doing their home assignment. Some international students said that they did not ask questions as they wanted to hide their learning difficulties from the rest of the group. They probably did not fully disclose the real

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reasons why they kept quiet about their learning problems, so our goal was to find out why they failed to adapt to the Russian university environment. We believe it is necessary to speak openly about international students’ behavior patterns as they affect efficient training and academic performance. If the requirements for local students are not applied to international ones, such a difference will result in declining educational standards. On the other hand, the same educational standards for local and international students do not mean that the teachers working in international groups do not need to change their techniques. They need to constantly measure students’ experience and satisfaction in the classroom in order to identify students’ difficulties and provide them with directional assistance. The local faculty should also take the initiative and encourage the students to speak out and ask questions in class and respect their opinions [6]. An understanding on key educational issues can be achieved through direct observation of the international students’ behavior patterns, face-to-face communication and questionnaires [7]. On the basis of the data collected in this way it is possible to develop the strategies, such as classroom and extracurricular activities, which could help international students to adapt to the local environment.

3 Findings 3.1

Eliciting International Students’ Opinions

The study continued with circulating a questionnaire among forty three international students at Peter the Great St. Petersburg Polytechnic University. It was aimed at identifying their opinions about learning experience in the Russian cultural environment and the teachers’ role in helping them adapt to the Russian culture, as well as at establishing relationships with local students. The students were supposed to answer seven multiple choice and three polar questions. They could choose more than one answer to the multiple choice questions. First of all, our purpose was to find out the extent to which international students contacted with local ones. Most of the participants (55.8%) reported that they sometimes talked to Russian students during breaks, about 9.3% of the respondents talked to their Russian neighbors in the dormitory. A significant number of the participants (16.3%) had no contacts with local students whatsoever. Only 2.3% of them did research projects with Russian students. Thus, the students’ answers to this question were very disappointing as they indicated that only in 2.3% of the cases the communication between local and international students was facilitated by the teachers. Most of international students either communicated with local ones just occasionally, or did not communicate at all. Considering a language barrier as a major obstacle to intercultural communication, we intended to find out the extent to which international students were interested in learning Russian.

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It turned out that most of the students (74.4%) were interested in learning Russian since they needed to get a deeper insight into the Russian culture and establish contacts with local students. The minority of the respondents (23.3%) reported that they might as well learn Russian as the university subjects were taught in Russian. The answers to this question revealed that the vast majority of the respondents were willing to learn Russian either because of their genuine interest in the Russian culture or out of necessity, so they had a better chance to overcome language barriers. Among the most popular activities with the participants were a party for Russian and international students (it was preferred by 46.5% of the participants) and a team game (it was chosen by 44.2% of the respondents). A considerable number of the participants also opted for a picnic in the countryside (30.2%). An excursion was chosen by 18.6% of international students, and general knowledge contest was preferred by 11.6%. Perhaps the last two types of the activities were less popular because of their requirement for a good level of Russian language proficiency. Many of the participants pointed out that they could only speak their native language and knew a few words in Russian and English. As already mentioned, the language barrier was a major obstacle for 44.2% of international students. Another 14% of the participants did not have enough contact with international students due to their cultural barriers. They felt awkward since they were not sure what topics were acceptable and how to behave in different everyday situations. However, a lot of participants also pointed out the psychological barriers. Regrettably, roughly 7% of the participants were not interested in socializing with local students and preferred communicating with the students from their own country. The respondents were also supposed to choose from the list those things they would like to learn about the local culture. Most of them were interested to get a deeper insight into the youth trends and fashions (34.9%) as well as local traditions and customs (32.6%). Many of the participants (20.9%) wanted to find the ways to establish a rapport with local students. In addition, some of the respondents (11.6%) were interested in the local conduct code, whereas the same number of international students chose acceptable topics for small talk. Finally, the respondents were asked to describe the way the local teachers treated them, and they were allowed to choose more than one alternative from the list. Many of them (41.9%) mentioned that the teachers often asked them to share the knowledge of their native culture with other students. Just fewer than 28% of them pointed out that their teachers tried hard to involve them in the interaction with other students in class, and 30% of the participants reported that they could fully understand the material in class because their teachers spoke slowly and explained everything clearly. Nevertheless, some of the respondents had a negative reaction to the treatment by their local teachers. A few students (33.3%) expressed resentment about the fact that their teachers explained the material only to local students and did not seem very interested in the international learners’ academic performance. Two students even complained that their teacher did not pay any attention to them, whereas 14% were reluctant to answer this question for ethical reasons.

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Conclusions on the Basis of the International Students’ Opinions

Taking into account the opinions expressed by the majority of international survey participants, it can be concluded that in general their experience of studying in Russia is quite positive. However, the issues of their cross-cultural adaptation still need tackling. Indeed, “an integral aspect of internationalizing higher education is the development of language and cultural competency” [8, p. 612]. The most important obstacle faced by international students is the language barrier, which, in turn, prevents them from mixing with local students. Since international students tend to stick together, they lack an opportunity to develop their language skills through communication with native speakers. Even though most of the respondents contact with local students during breaks and in the dormitory, such occasional communication cannot be referred to as full language immersion. Since most of international students are interested in learning Russian, it would be quite logical to add more hours of the Russian language to their curriculum. However, the issue is not likely to be solved in this way as today we can observe a downward trend in the number of classroom hours. That is why the only solution to the problem is encouraging international students to come into contact with their Russian peers. Extracurricular activities can provide international students with a good chance to practice the Russian language and establish relationships with local students. The results of the questionnaire have perfectly illustrated that all the respondents are interested in extracurricular activities. Since most of them chose such activities as a party and a team game together with Russian students, it would be reasonable to organize these events requiring no additional expenses. Extracurricular activities are to remove both language and cultural barriers that impede closer interpersonal contacts between international and Russian students. Such events can even help those international students, who are too shy to take initiative in establishing relationships, feel more relaxed and less self-conscious [9]. Certainly, the survey respondents uninterested in socializing with local students and preferring the contacts with the students from their own country are not likely to participate in such extracurricular activities, so we will have to accept the fact that it is impossible to change everyone’s mindset. Hopefully, if such students get a deeper insight into the Russian culture, they might take more interest in socializing with their local counterparts. The results of the questionnaire have shown that international students want to learn more about different aspects of the Russian culture, especially about the youth trends and fashions as well as local traditions and customs. Quite a few respondents showed their interest in the local code of conduct. Certainly, international students could obtain such information in the course of extracurricular activities, but the teachers should also help them by organizing cultural discussions in class. For example, local students can be asked to give short presentations on the Russian culture to their international peers. The improvement of the international relationships in groups is essential given the fact that quite a few international students are dissatisfied with the way they are treated by their local peers.

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This dissatisfaction does not stem solely from the fact that the language and cultural barriers prevent the international students from mixing with the local ones. “In attempting to become accustomed to a new locale and a new location as ‘international’ students, they experience dislocation from their own traditions and culture and are perceived as dislocated from the host environment” [10, p. 141]. Indeed, some international students complain that they feel lonely due to lack of attention from their Russian counterparts. However, it must be recognized that Russian teachers and students cannot resolve all the intercultural communication problems. In fact, little can be done to change the attitudes of the respondents claiming to have enough interaction with the students from their own country, so the fact that local students has not been trying to establish contact with them does not represent an issue for the international students [11]. It is impossible to force the students, who avoid establishing any relationships with local students, to change their lifestyle. The results of the questionnaire have also illustrated that even though most of international students are satisfied with their local teachers, many classroom practices still need improving. Most of the respondents pointed out that their teachers often asked them to share the knowledge of their native culture with other students. In our opinion, it is a very useful practice, which can both serve as an ice-breaker and encourage local students to give their international peers more useful nuggets of information about the Russian culture [12]. 3.3

Eliciting the Russian Students’ Opinions

The next step of the study was circulating a questionnaire on the Russian learner attitudes to studying in the international learning environment. This questionnaire included three polar and three multiple choice questions. Only twelve Russian students participated in this survey as most groups were purely international, and very few Russian students studied in the same groups as their counterparts. Most of the respondents pointed out that they felt more comfortable in the international groups. Only one participant would rather work in a group consisting of Russian students. Russian students were also asked whether they were the first to come into contact with international students within the international groups, or vice versa. Half of the respondents claimed that they were the first to interact with international students, whereas only 25% admitted that international students were always the first to establish a rapport with them. Another quarter of the participants reported that the relations were established by both the international and Russian students. Russian students participating in the survey were also offered a list of various techniques deployed by their teachers in order to establish contacts between the students. They were allowed to choose two or more options from the list. Most of the respondents (66.6%) pointed out that teachers involved them in collaborative learning with international students. According to a third of the respondents (33.3%), their teachers also involved them in collaborative home assignments and projects. Only two Russian students reported that their teacher organized extracurricular teambuilding activities with international learners. Another two students claimed that their teachers did not take any steps to establish a rapport between Russian and international learners.

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Conclusions on the Basis of the Russian Students’ Opinions

Having analyzed the results of the questionnaire circulated among Russian students, we were relieved to discover that the overwhelming majority of the respondents were willing to study in multinational groups. Even though the respondents had no common view on the main movers and shakers of intercultural communication within the student groups, the questionnaire clearly illustrated that both Russian and international students were willing to come into contact with each other. The key research finding regarding the Russian students’ attitudes was the fact that the communication between local and international students was mostly based on collaborative learning. That has convinced us that the most effective way of working with the international groups is organizing team activities capable of facilitating the adaptation of international students to the local culture and establishment of the relationship with the local learners. Many of the respondents were also interested in interacting with their international counterparts outside the classroom as they had similar hobbies and interests and were willing to learn more about the international students’ native countries. 3.5

Eliciting the Teachers’ Opinions

This survey was aimed at identifying the problems faced by the teachers and outlining the steps they could take to promote cross-cultural communication. The questionnaire included three polar and six multiple choice questions. The respondents were also asked to express their attitudes to working in the international environment when conducting informal interviews. The teachers were asked whether they generally preferred working with the international learners or Russian ones. Half of them (50%) felt more comfortable when working with Russian students, a quarter of them (25%) liked the experience of working with the international groups, and another quarter (25%) felt positive about working with both national and international groups. The teachers were also supposed to express their preferences in the ethnic composition of the groups they worked with. They could choose more than one response to this multiple choice question. Most of them (58.3%) would prefer working with the groups represented by the students of one nationality. A third of them (33.3%) would rather teach in mixed groups consisting of international and Russian students, whereas a quarter of them (25%) felt more comfortable when working with the multiethnic groups of international students. The next question concerned the extent to which international students were adapted to the local cultural environment, and only a third of the respondents confirmed that they were mostly adapted to it. However, a considerable number of the interviewees (41.7%) felt that international students were not adapted enough, and a quarter of them (25%) even reported that the international students were totally unadapted to the local conditions.

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The respondents gave different answers to the question about the reason for which international students chose to study at Russian universities. Half of them (50%) reported that international students came to Russia only to get a higher education diploma, while a quarter of the teachers (25%) believed that they came to study in order to gain knowledge. Only a few of the participants (16.7%) thought that international students chose Russian universities for both of the above mentioned reasons. One teacher even pointed out that international students mainly used education acquired in Russia as a springboard for their further education in other countries. When the teachers were asked whether they needed a special training course able to provide them with additional information on dealing with international students, two thirds of them (66.6%) did not think it was necessary, whereas a third of the respondents (33.3%) believed that it could be useful for further work with international students. Furthermore, our objective was to find out whether the teachers encouraged both Russian and the international students to work collaboratively. Most of them (83.3%) took efforts to organize their students’ cooperation, one of the respondents believed that the students worked together without any encouragement from the teacher, and one of the respondents was reluctant to encourage international teamwork in class, even though international and Russian students did not volunteer to interact with each other. The final question concerned the steps that could be taken to help international students to adapt to the local environment. The teachers were allowed to choose one or more options from the list. Two thirds of them (66.6%) admitted that organizing collaborative activities in class could help international students to adapt to the local conditions. Half of the respondents (50%) believed that extracurricular activities could contribute to international students’ adaptation, and only a small minority of the respondents reported that international students would benefit from doing home assignments in collaboration with their Russian counterparts.

4 Conclusion Generally, the teachers participating in the survey demonstrated opposing views on working with international students. Exactly half of the respondents claimed that they felt more comfortable when working with Russian students. In informal interviews many of them pointed out international students failed to understand their explanations because they did not speak any international language apart from their native one. Moreover, a lot of international students were not able to perceive the “differences in training methods and techniques in Russian higher education institutions from those of their native land” [13, p. 362]. For example, in many countries, students are not supposed to learn anything by heart and generally do not get as much homework as in Russia. The local teachers find it hard to put up with such attitudes: they also believe that if they impose lower requirements for international learners, Russian students will consider it to be discrimination, which will inevitably result in declining educational standards. Overall, most of the respondents pointed out that working with the international groups could be novel and exciting as the students had the potential to enrich each other’s cultural experience, which would broaden their horizons. However, many survey

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participants were not so positive about the need to teach in the international groups and claimed they were reluctant to work with international students. They found it demotivating and unrewarding, as in many cases international students were not interested in obtaining knowledge and studied at this university to get a higher education diploma. Some informal interviews revealed that for some affluent international students from developed countries studying at Russian universities is a part of their “educational travel”. Such learners were more sociable than other international students; they actively participated in classroom activities and were willing to exchange cultural knowledge with other students. However, as it has been noticed by a considerable number of researchers in many parts of the world, training of such learners is to pose some problems, since “academic departments have observed a casual attitude to studies on the part of some exchange students, which is reflected in the tendency to play truant without prior notice” [14, p. 27]. Indeed, the learners of this type are not deeply involved in the educational process ignoring such responsibilities as attending classes regularly and doing home assignments. A vast majority of the participants claimed that they did not need a special training course able to provide them with additional information on dealing with international students for a few reasons. In informal interviews they explained that such a course would be pointless as they did not have any difficulty working with international students. They just believed that in most cases international students did not get the most out of their learning experience in Russia due to the factors beyond the teachers’ control. For instance, they found it difficult to change the attitudes of international learners studying in Russia only to get a higher education diploma or considering Russian education as a springboard for their further education in other countries. Having experienced the work with international students, most educators believed that it was necessary “to offer a variety of social events to bring students together and find ways of involving international graduate students in the ‘department’ life” [15, p. 158]. Even though not all the teachers participating in the survey felt positive about the need to work with international students, the overwhelming majority of the respondents admitted that it was necessary to take efforts to organize their students’ cooperation. Most of them reported that the best way to help international students adapt to the local conditions is to organize collaborative activities in class. Quite a few of the participants also believed that extracurricular activities were also useful for the international learners’ cultural adaptation. Overall, the survey conducted among the teachers has clearly shown that most of them are willing to help international students to adapt to the local cultural environment. Nevertheless, the teachers are reluctant to try to change the international students’ attitude to their university education in Russia if the latter are not interested in obtaining knowledge, do not take any interest in the learning process and refuse to establish a rapport with local students and teachers.

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References 1. Wanhua, M., Yun, Y.: Internationalization for quality in Chinese research universities: student perspectives. High. Educ. 70(20), 217–234 (2015) 2. Ennew, Ch.T., Fujia, Y.: International universities in China: a case study. Eur. J. Educ. 44(1), 21–36 (2009) 3. Almazova, N., Baranova, T., Khalyapina, L.: Development of students’ polycultural and ethnocultural competences in the system of language education as a demand of globalizing world. In: Anikina, Z. (ed.) Going Global through Social Sciences and Humanities: A Systems and ICT Perspective. Advances in Intelligent Systems and Computing, vol. 907, pp. 145–156. Springer, Cham (2019) 4. Hanami, M.: International student exchange program at Hitotsubashi University: policy and perspective. Hitotsubashi J. Soc. Stud. 27(2), 113–125 (1995) 5. Song, X.: Changing social relations in higher education: the first-year international student and the ‘Chinese learner’ in Australia. In: Brook, H. (ed.) Foregrounding Social Contexts of Knowledge in the First Year Experience, pp. 127–156. University of Adelaide Press, Adeliade (2014) 6. Chang, T-Sh, Bai, Y., Wang, T.-W.: Students’ classroom experience in international-faculty and local-faculty classes in public and private universities in Taiwan. High. Educ. 68(2), 207–226 (2014) 7. Rubtsova, A.: Socio-linguistic innovations in education: productive implementation of intercultural communication. In: IOP Conference Series: Materials Science and Engineering (2019). https://iopscience.iop.org/article/10.1088/1757-899X/497/1/012059/meta. Accessed 20 Mar 2020 8. Kubota, R.: Internationalization of universities: paradoxes and responsibilities. Modern Lang. J. 93(4), 612–616 (2009) 9. Toyokawa, T., Toyokawa, N.: Extracurricular activities and the adjustment of Asian international students: a study of Japanese students. Int. J. Intercultural Relat. 26(4), 363– 379 (2002) 10. Beck, K.: Globalization/s: reproduction and resistance in the internationalization of higher education. Can. J. Educ. 35(3), 9–23 (2012) 11. Baranova, T., Gulk, E., Tabolina, A., Zakharov, K.: Significance of psychological and pedagogical training in developing professional competence of engineers. In: Auer, M., Tsiatsos, T. (eds.) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol. 917, pp. 44–53. Springer, Cham (2019) 12. Popova, N., Almazova, N., Anosova, N., Dashkina, A.: Student collaboration tasks in the course of learning english for academic purposes and translation training with the use of information technologies. In: Conference Proceedings of the 2nd International Conference on Education Science and Social Development, pp. 133–137. ESSD, Shanghai (2019) 13. Kazakova, J.: Motivational strategies of local and foreign students: socio-cultural commonalities and differences. In: Kowalczuk-Walêdziak, M. (eds.) Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions, pp. 355–367 (2019) 14. Mlama, P.: African perspectives on programs for North American students in Africa: the experience of the university of Dar es Salaam. Afr. Issues 28(1/2), 24–27 (2000) 15. Pandit, K.: The importance of international students on our campuses. Yearb. Assoc. Pac. Coast Geograph. 69, 156–159 (2007)

Teaching EMI and ESP in Instagram Sofia Pushmina(&) Saint Petersburg Mining University, Saint-Petersburg 199106, Russia [email protected]

Abstract. The process of organizing EMI and ESP training has been evolving in the world with fast-developing social media and dissemination of digital technologies. Online platforms have received a great amount of students’ and content instructors’ attention, thus, becoming a major language-teaching tool. In this context, a new trend is emerging attracting smartphones to an agile teaching method. The paper seeks to discuss the integration of social media and ESP/EMI training. The research problem consists of creating an educational profile and testing the platform of Instagram as a teaching tool, exploring the needs and challenges of the ESP/EMI training among reservoir engineers and students of field production departments in an online community. The article aims at analyzing the effectiveness of the platform. To reach the aim, firstly, we created an Instagram page @petroenglish with the target group of 380 online followers. Secondly, we conducted language training among ESP students and content instructors. Finally, we assess the potential of the platform. Previous research on the subject is presented and confronted in the article. The findings reflecting the benefits of the online course via Instagram are highlighted. Keywords: EMI


ESP
Online education
Data-driven learning approach

1 Introduction The expanding influence of the Internet and its exponential impact on the lives has led to an implementation of a new teaching platform for ESP teachers and EMI content instructors, with Instagram being one of them. New tendencies are steadily redirecting ESL tutors towards new approaches, media-friendly techniques to provide adequate ESP training for both students and content instructors, thus, enabling specialists and scientists of various spheres to advance their research, subsequently, progressing in science. The current study aims to illustrate the results of the project carried out by the author on the platform of Instagram, devoted to ESP and EMI training in the oil and gas area. The main aim of the project was to promote learning of the English language among reservoir engineers, students of field production departments, and petroleum engineering instructors in the online community. The study will attempt to boost the competence of English among petroleum content instructors, to illustrate the main online activities that followers perform on the Instagram page, and perceived communicative competence in EMI through a data-driven learning approach.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 475–482, 2020. https://doi.org/10.1007/978-3-030-47415-7_50

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While the organization of traditional ESP or EMI courses includes a teacher-based method, this approach might not be appropriate for those learners searching for a more holistic way of language acquisition.

2 EMI/ESP and Content-Based Platform The growing trend of providing content courses in the English language, affected primarily by a world-spread publication activity in English as well as specialists’ mobility, has little research on what are the most effective ways to improve the proficiency of both content instructors and students. The efficiency of EMI is still arguable even though the trend is hard to impede, as there are around 80% of interactions among non-native specialists in the world [1]. Asian countries including Japan and China have implemented content courses in the English language as a part of their curriculum at Universities; many Universities of the Russian Federation have made a step forward towards the trend, not to mention European countries being among the first to have introduced their educational programs in English. Competency of the content instructor depends not only on the knowledge of the subject and ability to provide lectures in the English language, but also on the possibility to reply to students’ questions in an approachable way without losing comprehension of the question subject. Thus, regular language immersion is of importance. Challenges that we face in educational programs given in English are the lack of English-based content technologies, additional language support, and teacher-training courses. The current research is a way to assist instructors and students in ESP and, thus, in EMI. Internet and mobile-based apps help implement authentic and up-to-date data, challenging tasks that stimulate interest and raise motivation of EMI students, engaging them to apply language skills for authentic purposes. Although, the virtual world offers unprecedented access to online resources of English learning via numerous gadgets, currently, online content engages the audience without any intention to improve language skills, not to mention the skills of the language for specific purposes. The main research objective of the current study is to examine how 380 online students used the Instagram page devoted to EMI and ESP in oil and gas to improve the language. Sockett [2] similarly examined the effectiveness of online learning engaging only nine students. He aimed to observe if the processes that were applied in the first language learning could also be discerned within the context of online informal learning of English. The achieved results were as following: the participants tended to communicate with others in authentic communicative events; however, the involvement was rather individualized. Similar research was conducted by Godwin-Jones [3], however, not in EMI. There is a huge number of studies by Frizler, Warschauer, Kern [4–6] that explore computer-assisted language learning techniques. Many scientists (Schulz [7], Renée [7], Isabwe [7], Reichert [7]) characterize the digital competence of both students and EMI instructors. With the advancement of hardware, incorporated tasks have become challenging, requiring numerous skills and behavior [8].

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Autonomous learning implies the idea of establishing the goal for EMI students in such a way so that they take responsibility for their learning process, selecting appropriate learning strategies and outcomes [9]. Warschauer states that the biggest benefit the Internet provides is the “pace” a student can take in his/her “individual path of learning” [10]. Student-centered learning shifts the focus from the ESP instructor towards the EMI trainee. Jacobs and Renandya [11] enumerate in their article “Student-centered learning in ELT” 10 elements of SCL: students and teachers being co-learners, student-student interaction, learner autonomy, focus on meaning, curricular integration, diversity, thinking skills, alternative assessment, learning climate, motivation. A similar approach is provided in the work by Noguchi and McCarthy “Reflective self-study: Fostering learner autonomy” [12]. Mobile-based apps encourage students to be more independent of their teachers, thus, facilitating learner autonomy [13]. The Instagram page “petroenglish” was launched in March 2018 and now has about 134 language-training articles. An ESP instructor holds the page (Fig. 1).

Fig. 1. Instagram page “petroenglish”.

Statistics of the page show that the followers’ geography stretches from numerous cities of Russia to Kazakhstan, Georgia, Ukraine, and the USA. The majority are people of 30–35 years old, though some followers are more than 60 and less than 18 years old (Fig. 2).

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Fig. 2. Geographical distribution of petroenglish followers.

3 Register and Challenges One of the most effective strategies in improving language skills among ESP students and EMI instructors is the vocabulary recognition strategy. Ray Williams justifies five vocabulary-developing strategies including inferring from context, identifying lexical familiarization, unchaining nominal compounds, searching synonyms and analysing words [14]. The register contributes to comprehending the message conveyed in a communicative situation. Biber, Johansonn, Leech, Conrad [15] emphasize a corpus-driven comparison of linguistic features in academic writing, conversation, and grammar. The present research is focused on some particular register - vocabulary, specifically, nouns and noun phrases. While selecting the data to improve the language skills of the followers, a representative corpus of the texts that oil and gas specialists are exposed to during their training in different oil-oriented companies has been analyzed. Official sites of the companies have been studied and the most frequent nouns and noun phrases have been obtained. As Gaviolo states, within ESP, corpora may be “a practical and very interesting resource” [16, p. 132], as selecting the basic vocabulary to deal with is a key teaching problem. Thus, a corpus of specialized texts can be applied to generate a vocabulary list to be included in ESP syllabuses. Academic research writing is more nominal than verbal according to Biber and Gray [17]. Noun modification is quite common for ESP and EMI, thus making it the focus of our attention. Applying a corpus-driven approach to teach professional users

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and content instructors, in our case, reservoir engineers via the Instagram page (@petroenglish), it was possible to reveal that specific nouns displayed certain modification patterns. Phrasal complexity is a distinct marker of the academic language. Table 1. Top ten nouns in the Cobuild corpus and in a petroleum corpus. Cobuild corpus Time, way, man, world, people, years, children, thing, day, place

Petroleum corpus Drilling, well, pipeline, logging, production, recovery, fluid, condensate, oil, mud

The corpus analyzed is a selection of scientific articles, dissertations devoted to oil and gas sphere, technical books and reports of licensed areas, manuals, booklets, information taken from official sites of oil production and exploration companies as well as oilfield service companies (such as Halliburton, Schlumberger, Todd Energy). A list of separate words, presented in Table 1, suggests possible lexical items to be included in a syllabus for the EMI course. While this meets a major requirement of the course, it may be useful while working with specialized texts. The approach used in the posts helps solve some semantic problems, such as word translation equivalence, textual features (for instance, cohesion). To illustrate this, let’s have a look at quasi-synonyms which many learners find difficult to apply in their speech: “pipeline”, “rod”, “string”, “casing” - are equivalent in meaning, while the terms are pretty selective in their collocations: “drilling rod”, “well casing”, “production string’, “network of pipelines”. While selecting the material for @petroenglish, the content-based approach is implemented, as the followers are all from different areas of the oil and gas industry. The syllabus is derived from the content area provided by the followers (for example, disciplines and challenges related to the subsurface, major technologies and techniques used to drill wells, formation and reservoir evaluation, technologies and techniques to monitor, maintain and remediate production). The vocabulary is tested weekly in “stories”. Since both factual and attitudinal information was needed from the followers, a questionnaire was used. To assess the language level of the participants, the language competence grid from the CEFRL was applied. Since the students were recruited online and their command of the English language differed immensely, a semi-structured poll was conducted. The language level of petroenglish students was self-assessed by the participants. The majority (70%) self-assessed their English competence at the B1 level, followed by B2 (20%), and C1 (10%) in the polling survey. Content analysis of the interview transcripts revealed the most frequent Instagram activity of the participants (Table 2).

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Instagram activity Post pictures Watching friends’ pictures Following a celebrity Reading comments Contacting friends Writing comments Following Instagram pages for non-study related information Following Instagram for study-related information

Number of students involved, (%) 98 96 75 61 52 50 36 35

The data given in Table 2 show that most participants use Instagram for interactive activities: posting pictures, contacting friends and writing commentaries. However, the data indicate that the receptive approach to the platform is rather common. The activities that imply language learning in Instagram are ranked low. The algorithm to effectively use the platform includes the following steps: 1. get introduced to the information provided in the post and learn the words given; 2. take part in vocabulary quizzes weekly; 3. participate in the EMI questionnaire presented in the format of an audio file. The author mostly controlled the frequency of online activity, as it involved introducing the post with a new vocabulary list (mostly nouns and noun phrases) and the quiz, which could be completed once within 24 h. The quiz included not only multiple-choice assignments in written form, but also audio-implemented files. Timing was limited due to the format of “stories” in Instagram. The activity marked by the predominant use of the Russian language (mother tongue) involved a markedly large number of participants (91%); however, some of them did not get engaged in the quiz without any Russian. The predominant use of English was marked only in the posts related to the receptive consumption of the English language. However, the comments to these posts were still produced in the Russian language (100%). It would be important to study the reason for EMI and ESP students to be reluctant to use English. Thus, a poll was constructed strategically to capture all the factors that impeded successful implementation of the non-native language. It was designed using simple questions which could be easily answered. About 60% of respondents thought that a native medium helped to learn more. A majority (78%) reported that they needed additional tutoring in English making it the reason for using petroenglish page. Being aware of the benefits to learn in English, students are in search of affordable means to improve their language proficiency that makes an economic factor another reason for their reluctance.

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4 Results In the course of a year and a half, the potential of the mobile-based app was under the supervision with an attempt to exploit for improving the ability of ESP students in an EMI course. The participants were more active in receptive comparing to interactive activities. The majority performed language-learning activity using the Instagram page regularly. Qualitative data revealed the reasons for a slow pace of language learning: the design and possibilities provided by Instagram. Importantly, the participants were not ready to move to a different platform, as the main reason to go to Instagram is not study-related. As a result, the findings corroborate that language acquisition through online study contributes to language leaning and may play an important role in the process, but cannot be taken as an independent way of ESP training. One of the ways to introduce the course to the curriculum is to make it a supplementary course for the content-based lectures. The accurate study of the completed quizzes showed that the followers learned better the phrases marked by a premodified noun: “shale shakers (вибpocитa), electric weld casing (элeктpocвapнaя oбcaднaя тpyбa), hydraulic resistance (гидpaвличecкoe coпpoтивлeниe)”, stabilized bottomhole (cтaбилизиpoвaнный зaбoйный блoк), adjustable housing (пoдвижнaя cтoйкa), Kelly bushing (нaпpaвляющaя втyлкa вeдyщeй тpyбы), phase boundary (гpaницa фaзoвoгo пepexoдa) rather than single nouns. Moreover, the posts explaining the data first in the mother tongue were more attractive in terms of studying and triggered bigger interest in the quiz-performance. That may be explained due to the fact that the participants of a lower language-skill get active on the platform. The poll revealed that while searching for ESP pages, the learners paid attention to the presence of transcription of the vocabulary offered in the post. 55% of participants requested transcription when it had not been provided for a week (as part of the investigation procedure). The vast majority of students (75%) were checking up the Instagram page daily to read a new post and learn the vocabulary, while 5% of learners were not frequent users of Instagram in general and subsequently, of the ESP page.

5 Conclusions and Recommendations English-based educational programs are still facing numerous challenges. In the study the attempt to assist both teachers and students on their way to implementing English as medium of instruction has been made. At present there are not many well-structured teacher-training courses, the opportunities for teachers to improve their language are devastatingly low. Mobile devices have become a part of our everyday life aiming to improve its quality. Their functions go beyond the initial feature of transmitting information and connecting people at a distance. Mobile devices with the platforms they provide are of interest not only for consumers and marketing experts, but also for scientists and especially ESP trainers and EMI instructors. Media-friendly techniques have been integrated into language learning for fifty years.

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The main objective of this paper was to explore the most effective ways to teach ESP and EMI through a modern and time-imposed online platform (Instagram) and examine whether frequent involvement in online activity improves the language skills of both teachers and students of oil and gas sphere. We have come to the conclusion that the platform is an effective supplement to a language course or a content-based course. Instagram is still an underestimated platform and in the future, the language course may be introduced into the curriculum that will help to raise the quality of the educational process. Mass media can be successfully used as the source of authentic content material. Moreover, it is vital to provide constant language immersion for both students and teachers.

References 1. Graddol, D.: The Future of English. The British Council, London (1997) 2. Socket, G.: The Online Informal Learning of English, 1st edn. Palgrave MacMillan, Houndmills, Basingstoke (2014) 3. Godwin-Jones, R.: Smartphones and language learning. Lang. Learn. Technol. 21(2), 3–17 (2017) 4. Frizler, K.: The Internet as an educational tool in ESOL writing instruction. Master’s thesis. San Francisco State University, San Francisco (1995) 5. Warschauer, M.: Technology and Social Inclusion: Rethinking the Digital Divide, 1st edn. The MIT Press, Cambridge (2003) 6. Warschauer, M., Kern, R.: Network-Based Language Teaching: Concepts and Practice, 3rd edn. Cambridge University Press, Cambridge (2005) 7. Schulz, R., Isabwe, G.M., Reichert, F.: Supporting teachers’ needs within and through E-learning systems. In: 2014 International IEEE Conference Web and Open Access to Learning (ICWOAL) (2014), https://ieeexplore.ieee.org/document/7009228. Accessed 20 Mar 2020 8. Bonsignori, V.: Using films and TV series for ESP teaching: a multimodal perspective. System 77, 58–69 (2018) 9. Jurkovic, V.: Online informal learning of English through smartphones in Slovenia. System 80, 27–37 (2019) 10. Kenny, B.: Learning purpose and language use. ESP J. 4, 171–179 (1985) 11. Jacobs, G.M., Renandya, W.A.: Student-centered learning in ELT. In: Renandya, W.A., Widodo, H.P. (eds.) English Language Teaching Today 2016, vol. 5, pp. 13–23. Springer, Cham (2016) 12. Noguchi, J., McCarthy, T.: Reflective self-study: Fostering learner autonomy. http:// jaltpublications.org/archive/proceedings/2009/E051.pdf. Accessed 06 Dec 2019 13. Holec, H.: Autonomy in Foreign Language Learning. Pergamon, Oxford (1981) 14. Williams, R.: Teaching vocabulary recognition strategies in ESP reading. ESP J. 4, 121–131 (1985) 15. Biber, D., Johansson, S., Leech, G., Conrad, S.: Grammar of Spoken and Written English. Longman, London (1999) 16. Gaviolo, L.: Exploring Corpora for ESP Learning. John Benjamins Publishing Company, Amsterdam (2005) 17. Biber, D., Gray, B.: Grammatical change in the noun phrase: the influence of written language us. English Lang. Linguist. 15(2), 223–250 (2011)

Digital Natives as the New Generation of Learners in ESP Maria Romanova(&) Moscow State Linguistic University, Moscow 119034, Russia [email protected]

Abstract. The emergence of ‘digital learners’ generation has revealed new methodological challenges for ESP teachers. From the neurophysiological and cognitive perspectives this involves the new pattern of information perception and analysis – “mosaic thinking” with a non-linear mode of data reception and a weak ability to comprehend the context and the logical links between the pieces of the acquired information. Hence, the conventional linguo-didactic approach to cognitive processes in speech production and reception are to be reviewed in the context of these changes. Besides, the mental fatigue syndrome provoked by the constant immersiveness of digital learners in the information environment requires certain changes in re-organising a traditional lesson timing, forms of students’ classwork and home assignment. From the psychological and social perspective the virtual life context provokes the phenomenon of sensory deprivation, which results in a weak ability of digital learners to decode and interpret emotions of the interlocutor in real time communication, especially non-verbal signals, and consequently leads to immaturity of empathy skill. Thus, a special emphasis should be made on the development of digital learners’ emotional intelligence in the context of teaching them ESP. It may require reconsideration of the teacher’s role and tasks in the studying process as well as put a double focus on the effect of communicative tasks performed during the lesson. Therefore, these fundamental changes should be taken into account in the model of the student-teacher cooperation to adjust the ESP learning environment to the new personal attributes of the digital natives generation. Keywords: Digital learners syndrome
Empathy


ESP
Mosaic thinking
Mental fatigue

1 Introduction Digital natives as the new generation of learners have recently captured a strong interest from the pedagogical community as a research issue. The term “digital natives” is interpreted as the representative of the social generation of individuals who has undergone their socialisation in the conditions of information and technologies proliferation in the areas of their everyday life, education and professional activity [1, 2]. The crucial characteristic of these learners born after the 2000-s is the emerged digital environment that serves according to Vygotsky as a cognitive, social and cultural factor of their personal formation [3]. Hence, the digital learners’ cognition is determined by mosaic thinking, which leads to their inability or impediment of perceiving and © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 483–493, 2020. https://doi.org/10.1007/978-3-030-47415-7_51

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processing the continuous linear sequence of information [4]. Although the problem of mosaic thinking is currently largely researched, yet the question about its impact on the learning foreign languages, which hugely involves perception, information processing and memory activity, remains open. Thus, it lays the ground for the hypothesis of mosaic thinking influence on the foreign lexical acquisition by digital natives, particularly at the stage of perception. In this paper we investigate this issue by experimental teaching to test the most efficient format of visual presentation of the foreign lexical units for the consequent memorization by 30 students – digital natives representatives learning English for specific purposes (ESP) at the Department of Information Science of Moscow State Linguistic University. Additionally, the formation of a digital learner in the massive information environment has predetermined their skill of multitasking and connected mental fatigue syndrome and stress [5–8]. The constant switch of information channels via manipulating several applications on the smartphones or receiving different type of data through various electronic gadgets leads to attention distraction and memory deterioration. Despite the vigorous investigation of multitasking impact on physiological conditions of a digital native representative and the connected problem of stress, still its influence on the educational process of acquiring foreign languages is not investigated. Thus, in our research we set for testing the hypothesis about the distractive influence of multitasking in the form of a constant parallel activity in the Internet during home assignment performance and its contribution to mental fatigue syndrome development of students learning ESP. Moreover, the digital infosphere allowing the digital native to transform the broader part of their everyday activity into the digital space (business contacts, educational processes, socializing, shopping, etc.) has reduced the extent of interpersonal communication, which leads to the problem of empathy and communication barriers [9– 11]. Nowadays the problem of emphatic skills degradation is researched as the most detrimental consequence of this factor [10, 11], since empathy is considered as a fundamental part of emotional intelligence of an individual [12]. However, the perspective of empathic skills influence on the linguistic education of digital natives as well as their development via the process of ESP has not been analysed as potential yet. Therefore, in this research we state the hypothesis of absence of small talk skills as a means of empathy building in the international communication in the content of multicultural professional linguistic competence of the Russian digital learner. The received via the survey statistical data are used for practical recommendation of integrating small talk skills as a means of empathic communication into the learning content of ESP for digital natives representatives. Thus, this article researches the impact of ‘digital learners’ factor onto the process of foreign languages teaching from 3 perspectives reflecting new cognitive and psychological characteristics of the new generation of students: Mosaic Thinking, Multitasking and Empathic skills. Due to this fact the structure of the article is slightly modified to present Methods, Results and Discussions on each issue separately as the investigation of each characteristic required application of specific experimental methods and brought the results worth representing exclusively. Nevertheless, all the 3 investigations provided the research data contributing to the major Conclusion of the research and justification of the stated in the Introduction hypotheses. Moreover, the

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Literature overview is not provided as a separate Section as the references to the relevant scientific works, which have been used as theoretical and practical ground, are placed in a dedicated manner throughout the paper to avoid bulkiness of the article and duplication of information.

2 Mosaic Thinking 2.1

Methods

The experimental teaching as a method was chosen to test the most efficient format of visual presentation of the lexical units for the consequent memorization by students. The selected group of testees was represented by 1st year students with specialization “International Hospitality Business” studying ESP at Moscow State Linguistic University. The testees were especially selected among the students born in 2000–2001 to meet the requirement of being a digital native representative [1, 2]. At the first stage of the experimental teaching the students were provided with lexical cards of 3 different formats – matrix, column and linear: Mode 1. Matrix Altruistic nature Teamwork Market requirements

Task-solving skills Client-oriented environment Training programme realization

Sustainable industry Perks Internship

Mode 2. Column Altruistic nature Task-solving skills Sustainable industry Teamwork Client-oriented environment Perks Market requirements Training programme realization Internship Mode 3. Linear Altruistic nature, Task-solving skills, Sustainable industry, Teamwork, Client-oriented environment, Perks, Market requirements, Training programme realization, Internship. The lexical units were randomly borrowed from the set of active professional terminology of the Unit “Hotel General Managers” in the framework of the discipline programme material for the 1st year students with specialization “International Hospitality Business”. The testees were given 15 min for learning the lexical units to write a word dictation in a follow-up. On this stage 86% of the students selected the column mode, while 14% opted for the matrix mode. The linear format was not selected by any testee.

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During the allocated time period (15 min) the students were allowed to use any technique for memorizing the lexical units they considered efficient and were permitted to change the format of the card if they felt the urge. After 15 min of preparation the word dictation was held with the following results (Table 1): Table 1. The results of the word dictation for testing efficiency of various formats of lexical presentation for digital learners. 0 mistakes 27% (8 students) Type of card: 50% - Column / 50% - Matrix

2.2

2–3 mistakes 40% (12 students) Type of card: 20% - Column / 80% - Matrix

4–6 mistakes 20% (6 students) Type of card: 100% - Column

>6 mistakes 13% (4 students) Type of card: 100% - Column

Results

As a result, 27% of the testees demonstrated successful fulfilment of the task - 0 mistakes: notably, 4 students were employing the column mode of the card and the other 4 – the matrix one. 40% of the testees made 2–3 mistakes, which is regarded as a positive assessment. It is worth emphasising that 6 students with 2–3 mistakes changed the format of the card onto the matrix during the memorisation stage. 20% of the testees using the column format of the card made 4–6 mistakes, which can be interpreted as a satisfactory performance. The last 13% failed to meet the credit point. 2.3

Discussion

Upon the results of the experimental teaching the conclusion was made on the most productive format of lexical units presentation as the matrix mode. From our perspective it may be regarded as one of the current wake-up calls for a total review of the traditional approach towards the linguistic material presentation, acquisition and training, since the new generation of learners potentially possess the new format of cognition, perception, information processing and memorization. The Russian researcher Tatyana Semenovskykh, investigating the issue of mosaic thinking at the Tyuman Institute of Psychology and Pedagogy also suggests a radical transformation of the current educational methods of material representation by structuring the information in the form of clips, matrix cards, diagrams, etc. According to Semenovskykh these modes of presentation of the educational material directly appeal to the cognitive mechanism of the digital native learners due to its compactness as in a clip and integrality [13]. It is worth mentioning the fact that this approach of the educational material presentation was thoroughly and conceptually elaborated by the Ukranian pedagogical academician Viktor Shatalov in his innovative pedagogical system of supporting signals [14] for teaching mathematics. In the framework of the Shatalov concept the system of matrix cards, diagrams and mind maps allows a student to employ creativity in interpreting the learning material by supportive signals, thus, activating the involutant memory and increasing self-motivation for material acquiring.

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3 Multitasking 3.1

Methods

The hypothesis about multitasking in the form of a constant parallel activity in the Internet during home assignment performance and its contribution to mental fatigue syndrome development of students was based on the results of the practical experiment on the Internet behaviour of digital natives performed by Mark [7]. The conclusions made by Mark about a constant switch and/or parallel activation of different information channels in the form of YouTube video watching, news sites reading as well as social networks accounts checking within a fixed period of a digital native’s activity in the Internet were taken as the basis for testing Russian digital natives representatives. The form of testing was selected upon the criteria: possibility of interpreting the results via a quantitate and qualitative analysis; obtaining a representative sample; convenience of realisation within the educational process. Thus, a survey as an empirical method corresponding to all the above-mentioned requirements of linguodidactics research was selected. The questions of the survey were formulated to reflect the conditions of Mark’s experiment and included the following: Do you keep open various applications on your computer while performing your home assignment? Name, please, these applications. Do you check your social network accounts while performing your home assignment? Name, please, these social networks. Do you watch series, films or video clips while performing your home assignment? Do you check your e-mail while performing your home assignment? Do you make breaks during your home assignment? What are your relaxing activities during the break? Do you multitask while performing your home assignment? If YES, can you name your parallel activities? The testees were selected among the 1st year students studying ESP at Moscow State Linguistic University with the total number of them – 64 students. 3.2

Results

The results of the survey are illustratively represented in the following table (Table 2). Table 2. Results of the survey on the multitasking activities of digital learners during their home assignment performance. 1. Do you keep open various applications on your computer while performing your home assignment?

87% Applications mentioned: Google Translator, Vkontakte 2. Do you check your social network accounts while 80% performing your home assignment? Name, please, Social networks mentioned: these social networks Vkontakte, Instagram, Telegram 3. Do you watch series, films or video clips while 13% performing your home assignment? (continued)

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4. Do you check your e-mail while performing your home assignment? 5. Do you make breaks during your home assignment? What are your relaxing activities during the break?

6. Do you multitask while performing your home assignment? If YES, can you name your parallel activities?

3.3

30% 87% Relaxing activities mentioned: Eating Napping Drinking coffee/tea Chatting with family members 94% Parallel activities mentioned: Chatting in social networks/mobile applications (WhatsApp, Viber) Browsing Instagram, Telegram Drinking coffee/tea

Discussion

From our perspective the results of the survey confirm the hypothesis about a constant parallel activity in the Internet of students as representatives of digital natives during their home assignment performance. It lays the groundwork for further research concerning the negative impact of such multitasking on the efficiency of students’ individual work in terms of time-management and quality of a foreign language acquisition. It may involve the necessity of transforming the traditional approach towards the mode of students’ individual work into the format of monitoring the performance of a learner via specific software, which allows to trace remotely the activity of a PC user (e.g. Mipko Personal Monitor software, NoSpy software). Additionally, fixed timing with deadlines for home assignment presentation can be integrated in the electronic learning management system. The commentary of the testees on the constant tea or coffee consumption as well as the necessity for a napping break during the studying process can be interpreted as the need in activation of their mental activity as well as elimination of drowsiness and mental fatigue. However, neurophysiologists working on the project “Brain and Learning” initiated by the Centre for Educational Research and Innovation (CERI) of the OECD in 2007 tend to interpret digital natives’ cognitive characteristic of mosaic thinking as an antifatigue defense mechanism in the process of information overload. In this case mosaic thinking allows a student to neutralise mental and psychological overpressure in the process of parallel manipulation with various information channels due to avoiding

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deepening in the information context [15]. In this connection recommendations on arranging a class agenda with surging learning intension during the day as well as alteration of several days of intensive studying with days of total recreation were provided. We assume that the similar mode can be applied to students’ individual work organisation: the tasks should be organised specifically with consideration of their level of difficulty in performance. As well as it may require a teacher of ESP to provide students with recommendations on effective fulfilment of home assignment concerning possible distractions, influence on brain functioning of multitasking, efficient organisation of time management and relaxation between studying activities.

4 Empathic Skills 4.1

Methods

To reveal the essence of “small talk” as an empathic communicative technique in the cultural perception of Russian students learning ESP in MSLU, the survey of 45 informants was organised. The respondents were selected among 1st year students pursuing a bachelor’s degree in Information Security, International Hospitality Business and 2d year students with specialisation in International Hospitality Business, whose educational experience already included skills of cross-cultural professional communication, which were tested throughout their summer volunteering internship during FIFA 2018. The second selective requirement for the participants of the survey was their affiliation to digital natives’ generation with the year of birth starting from 2000. The survey included 8 questions about the communicative situation of small talk (Question 1); the role of small talk (Question 2); the place of small talk in the communicative pattern of a professional multicultural dialogue (Question 3); required skills for small talk (Question 4); appropriate questions for small talk realisation (Question 5); topics for small talk (Question 6); relevant topics for small talk with an AngloSaxon partner (Question 7); tactics for efficient windup of small talk (Question 8). The selection of questions was based upon the findings of the thesis research devoted to the problem of small talk skills formation in the context of multicultural business communication performed in 2012 [16]. 4.2

Results

The results of the survey are represented below (Table 3).

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Table 3. Results of the survey on small talk comprehension by Russian digital learners as an empathic communicative technique. Questions of the survey

№1 №2

№3

№4 №5

№6

№7

№8

Total results 45 informants

Hospitality Hospitality Information Industry Industry Security 1st year students (23 2nd year students 1st year students informants) (10 informants) Информационна я безопасность (12 informants) 34% 48% 40% 17% Following the Creating a Breaking the ice— Following the international favorable international 51% business etiquette impression about business etiquette Overcoming a rules—17% oneself – 80% multicultural barrier rules—70% —46% Creating a friendly atmosphere—43% Following the international business etiquette rules—51% Creating a favorable impression about oneself – 37% At the beginning of At the beginning of At the beginning At the beginning of the communicative the communicative the communicative of the situation situation situation communicative situation Dialogue skills Dialogue skills - Dialogue skills Dialogue skills 91% 91% 90% 92% 90% - 2 and more 92% - at least 1 96% - at least 1 94% - at least 1 right answers right answer right answer right answer 75% - 2 and more 74% - 2 and more 74% - 2 and more right answers right answers right answers 100% - at least 1 100% - at least 1 96% - at least 1 97% - at least 1 appropriate topic is appropriate topic is appropriate topic appropriate topic is marked is marked marked marked 100% - at least 1 100% - at least 1 100% - at least 1 100% - at least 1 appropriate topic is appropriate topic is appropriate topic appropriate topic is is marked marked marked marked 20% - topic of the 30% - topic of 17% - topic of EU and the euro Northern Ireland Northern Ireland 10% - topic of health 83% - at least 1 78% - at least 1 100% - right 91% - at least 1 right answer right answer answers right answer

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The results of the survey revealed that broadly the informants correctly interpreted the emphatic role of small talk in the professional multicultural communication (Question 2). However, only 37% of respondents correctly denote the communicative situation of small talk and its structure despite their experience of multicultural interaction in the professional context and skills-oriented training in the framework of their linguistic education at MSLU (Question 1). The main function of small talk was stated as initiating the interaction while such functions as contact keeping and effective winding-up were hardly marked by the informants. The choice of appropriate topics (Question 6) included: journey to the location of the meeting (66%); personal interests: hobby, theatre, cinema, sport (60%); details of a business trip (57%); general state of affairs of a partner (51%); weather (49%). However, the majority of the informants (85%) selected 2 or more inappropriate topics; health (43%); political events (37%); financial news (40%). Moreover 17% of 1st year students and 20% of 2d year students with specialisation in Hospitality Industry suggested the topics of Northern Ireland and Brexit for a small talk with a British partner. 4.3

Discussion

The data received from the conducted survey have brought us to the conclusion about the low level of knowledge and comprehension of small talk as a potential emphatic strategy by 1st year students – digital representatives despite their professional specialisation. On the contrary, the task-oriented training of 2d year students with specialisation in International Hospitality Business to practice small talk skills for the consequent professional internship in multicultural environment has been proved to be well-reasoned, since the above-mentioned testees demonstrated higher results than the other participants. The problem of emphatic skills formation for digital natives is presently interpreted by the prevailing influence of virtual communication, which deprives an individual of developing their verbal and non-verbal encoding and decoding skills activated in the face-to-face interaction [10, 11]. Therefore, the inclusion of deliberate small talk training as an emphatic strategy in professional cross-cultural communication is suggested for linguistic education of digital learners irrespectively of the sphere of their future professional engagement.

5 Conclusion Our study via the series of experimental methods conventional for linguodidactics research [17] has proved the necessity to adjust the learning environment to the new personal attributes of the digital natives as learners of ESP. The experiment with different formats of lexical units presentation justified the hypothesis about Mosaic Thinking influence on the foreign lexical acquisition by digital natives, particularly at the stage of perception, information processing and memorization. The performed survey on Multitasking has confirmed the hypothesis about a constant parallel virtual activity of digital learners during their home assignment performance, which lays the ground for further research on multitasking as a destructive factor of students’

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individual work efficiency in terms of time-management and quality of a foreign language acquisition. Finally, the conducted survey on small talk skills as a means of Empathy has justified the hypothesis about the urgent need for including small talk training as an emphatic strategy in professional cross-cultural communication. By sharing these research data, we are striving to send the message to the pedagogical community of foreign language instructors to take the challenge of reviewing the traditional approaches towards linguistic education from the perspective of the new cognitive, psychological and physiological characteristics of digital learners. The new technological and information environment on the threshold of the 4th Technological Revolution [18] provokes numerous questions that a contemporary language teacher may face: Do my students acquire and process data in the similar mode as I am accustomed to? Is the traditional system of lexical and grammar presentation and training functional for my digital learners? What challenges are to be met in the domains of teaching reading, writing, speaking and listening to digital natives? How should negative impact of multitasking and mental fatigue syndrome be neutralized in the educational process? Will the degradation of interpersonal communicative and emphatic skills of digital natives deteriorate the in-class learning process? From our perspective all these and other multiple questions lay the ground for fruitful cooperation of linguo-didactic specialists and researchers with their counterparts in such scientific fields as neuroscience, psychology, psychiatry, physiology, sociology and pedagogy to perform multidiscipline researches of the problematic lines raised in our paper for future scientific and experimental studies.

References 1. Palfrey, J., Gasser, U.: Born Digital. Understanding the First Generation of Digital Natives. Basic Books, New York (2008) 2. Prensky, M.: Digital Natives, Digital Immigrants. https://www.marcprensky.com/writing/ Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. Accessed 12 Jan 2018 3. Vygotsky, L.S.: Cognition and Speech. Collection of Works. National Education, Moscow (2019) 4. Frumkin, K.G.: Mosaic Thinking and the Destiny of the Linear Text. https://www.topos.ru/ article/7371. Accessed 02 Jan 2012 5. Carrier, L., Cheeverb, N., Rosena, L., Beniteza, S., Changa, J.: Multitasking across generations: multitasking choices and difficulty ratings in three generations of Americans. Comput. Hum. Behav. 25(2), 483–489 (2009) 6. Mark, G., Hausstein, D., Kloecke, U.: The cost of interrupted work: more speed, more stress. In: Proceedings of CHI 2008, pp. 107–110. ACM Press, Chicago (2008) 7. Mark, G., Wang, Y., Niiya, M.: Stress and Multitasking in Everyday College Life: An Empirical Study of Online Activity. https://www.researchgate.net/publication/266655715_Stress_and_ multitasking_in_everyday_college_life_An_empirical_study_of_online_activity. Accessed 25 Sept 2018

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8. Thomée, S., Eklöf, M., Gustafsson, E., Nilsson, R., Hagberg, M.: Prevalence of perceived stress, symptoms of depression and sleep disturbances in relation to Information and Communication Technology (ICT) use among young adults – an explorative prospective study. Comput. Hum. Behav. 23(3), 1300–1321 (2007) 9. Brel, E.Y., Stoyanova, I.Y.: The Phenomenon of alexithymia in clinical and psychological studies. Siberian Bull. Psychiatry Narcol. 4(97), 74–81 (2017) 10. Ivanova, A.Y., Malyshkina, M.Y.: Psychological problems of communication and activity of digital natives. Sci. Notes P.F. Lesgaft Univ. 7(149), 221–228 (2017) 11. Shevyakova, L.P.: The main forms of communication in the internet and their characteristics. Education. Communication. Values. In: Proceedings of the Round Table Communicative Practices in Education, pp. 26–29. Saint-Petersburg Philosophic Society, Saint-Petersburg (2004) 12. Mayer, J.D., Salovey, P., Caruso, D.R., Sitarenios, G.: Emotional intelligence as a standard intelligence. Emotion 1(3), 232–242 (2001) 13. Semenovskykh, T.V.: Mosaic Thinking – The Modern Phenomenon. The optimal Communications (2013). http://jarki.ru/wpress/2013/02/18/3208/. Accessed 18 Oct 2018 14. Shatalov, V.F., Sheiman, V.M., Khait, A.M.: Supportive Notes in Cinematics and Dynamics: Book for the Teacher: From the Practical Experience. Prosveschenie, Moscow (1989) 15. OECD. Understanding the Brain: The Birth of a Learning Science Publication. http://www. oecd.org/education/ceri/understandingthebrainthebirthofalearningscience.htm. Accessed 04 Nov 2019 16. Romanova, M.V.: Formation of small talk skills as a component of multicultural business communication. Ph.D. dissertation. MSLU, Moscow (2012) 17. Shchukin, A.N.: Teaching Foreign Languages: Theory and Practice: Textbook for Teachers and Students, 2nd edn. Filomatis, Moscow (2006) 18. Gray, A.: The 10 Skills You Need to Thrive in the Fourth Industrial Revolution. https:// www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourthindustrial-revolution. Accessed 06 Oct 2019

On Hedging in Teaching Academic Writing Irina Avkhacheva

, Irina Barinova

, and Natalia Nesterova(&)

Perm National Research Polytechnic University, Perm 614000, Russia [email protected]

Abstract. The article addresses the issues associated with teaching academic writing to Master students, post-graduate students as well as researchers and professionals with non-linguistic background. The problem is considered in the framework of the concept of Context and Language Integrated Learning (CLIL) approach to foreign language acquisition. The distinctive feature of this approach is that the content of the subject is subordinate to the languages-related goals. To achieve these goals a language instructor has to accomplish a number of tasks to provide language and stylistic adequacy associated with the avoidance of categorical and straightforward judgements. The phenomenon known as hedging or understatement is recognized as an essential characteristic of scientific discourse. However, until recently, little attention was given to developing students’ skills to tone down when formulating hypotheses, sharing their ideas and standpoints, reporting results and commenting on other authors’ opinion. The present article focuses on the following aspects of teaching academic writing: the role of hedging in scientific discourse, the language resources used to express authors’ “confident uncertainty” and the typical contexts and situations where hedging is a must. It presents the information about the experimental study into students’ awareness of hedging and their ability to realize hedging techniques when producing research papers. Based on the research done, general approach to developing the required skills is suggested, along with the recommendations concerning some teaching techniques and forms of training. Keywords: Academic writing


Hedging
Teaching
Engineering discourse

1 Introduction In one of the works by Wierzbicka, we come across the following judgement “What makes Japan a nation of Japanese or Russia a nation of Russians is reflected – more clearly than else – in the way the Japanese or the Russians speak” [1, p. 129–130] which very accurately reflects the essence of the problem we address. Though the quotation refers to spoken language, the statement contained therein holds true when it comes to the written form of interlanguage communication and, consequently, academic writing as one of the major areas of the latter. Today, at any university, the efficiency of the research done by the faculty and the staff is measured by the number of publications whose ranking is associated with that of the journals in which research papers are published. The most prestigious and highquality ones are the so called peer reviewed journals in which research articles are © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 494–502, 2020. https://doi.org/10.1007/978-3-030-47415-7_52

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mainly presented in the English language. It is English which is known to be lingua franca for science and technology whether research papers in journals or presentations at conferences are concerned. Given these facts, developing students’ writing skills with a view to sharing the results of their research with English-speaking counterparts is among major challenges university teachers should meet. The current situation calls for investigating a number of issues related to teaching academic writing, and one of them is how to impart the idea of complying with conventional rules of academic writing to students who major in science and technology. This objective might have another equally important outcome: enhancing humanitarian component of engineering education. That is why, inseparable from subject studies should be “instruction aimed at developing students’ awareness of subject-specific linguistic features and typical discursive practices of the field in question” [2, p. 276]. One of the issues relevant to raising learners’ awareness of the stylistically adequate use of English when mastering their skills in academic writing is the phenomenon of hedging. In general terms, hedging is viewed as a rhetoric strategy in scientific-oriented discourse and is aimed at presenting the information reported in research papers in a cautious, tentative, polite and modest way. Despite sort of controversy over the concept of hedging, its functions in academic writing and the reasons underlying the use of hedges, the authors addressing this problem are unanimous in recognition of the role hedging plays in successful academic writing. Consequently, a full understanding and acceptance of this stance should be a must for those who wish to succeed within the academic world [3]. In the focus of our attention, there will be the linguistic-cultural differences between English and Russian communication tradition accepted within research-led environment and the implications for teaching hedging techniques to engineering students and post-graduates doing research in respective areas.

2 Hedging in Academic Discourse: Theoretical Framework Terms ‘hedges’ and ‘hedging’ are known to have been introduced by Lakoff in 1973. In his book, he describes and analyzes the so called hedge-markers, such as rather, sort of, kind of, which make any statement not absolutely true, but true to some extent [4]. Since then, the problem of hedging has been addressed by many authors who define the phenomenon in a number of ways. Among them are understatement, downtoning, mitigation, and indirectness to say the least. For the most part, however, in research articles the term hedging is used, which has become an ‘umbrella term’. We shall also use it in the present work. Despite numerous publications, dedicated to various aspects of the phenomenon of hedging, the problem in question is far from being exhausted and new research works investigating hedging-related issues are being brought out. For this reason, a brief overview of available publications on the subject is undertaken.

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Literature Review

As was said above, over the past years, hedging has been attracting increasing attention of researchers, especially those who investigated hedges in academic writing. This is due to the fact, that hedges play a critical role in academic writing, especially in research articles (RAs). Being regarded as a vital means of “presenting new claims for ratification”, hedges are among the primary features “which shape the RA as the principle vehicle for new knowledge” [5, p. 6]. In numerous research works available by now, their authors examine the forms and functions of hedges in research articles and other genres of academic writing, the taxonomy of hedging devices and their distribution across different parts of an article/book, and the frequency of using hedges in written form of scientific discourse within different fields of science [6–8]. To this day, along with the researches theoretical by nature [5, 9, 10], there are more practically orientated ones and those which are in the nature of comparative analysis of academic writing in different languages. A profound study of hedging is presented in the book by Hyland. Based on the detailed examination of articles found in research journals as well as the interviews with research scientists, the author shows that hedging is central to scientific argument, individual scientists and, ultimately, to science itself [5]. Particular emphasis he puts on the importance of teaching student writers to use hedging devices in their research papers. Another original and thorough investigation into the taxonomy of hedges and their variation in research papers on Economics, Medicine and Technology was conducted by Varttala, and the results obtained are presented in his PhD thesis [2], where the author analyses the diversity of hedging devices the corpus of which comprises modal auxiliaries, full verbs, adverbs, adjectives, nouns clausal elements, questions and other language resources. Also, close attention in his dissertation is given to the distribution of hedging devices in different sections of research articles, namely, Abstract, Introductions, Methods, Results and Discussion. Despite the growing array of publications devoted to hedging, the concept still remains somewhat ambiguous, offering “a huge meadow of research” for linguists [11]. At the same time, the current state of the problem under study provides sufficient grounds to view hedging as an essential and inherent characteristic of scientific discourse, irrespective of its cultural and linguistic background. However, the researchers are practically unanimous in the opinion that hedging is the linguistic manifestation of anglo-saxon mentality, since England is a culture of understatement, whereas in other languages in similar context – in our case it is the Russian language, more straightforward judgements are normally used by the communicants [12–16]. Though hedging is regarded, for the most part, as a tribute to conventions and linguistic traditions of academic writing, it might also be suggested that the use of hedges is, to a certain extent, determined by striving for scientific integrity and objectivity of research. The reason for this speculation is found in the words by a mathematician Bronowski and quoted by Wallwork: “There is no absolute knowledge” [17, p. 169].

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To sum up, hedging is absolutely crucial in good academic writing, and that implies the need for inculcating the skills to employ hedging techniques when working on the texts of research articles. In the light of the above facts and opinions considered, and on the assumption that the learners’ proficiency in the English language might be the factor which positively influences the use of hedges by non-native writers [2], we proceeded with a small-scale pilot test.

3 Research Objectives and Methods The aim of the procedure undertaken was to find out whether a good command of the English language facilitates the task of realizing hedging techniques by non-Englishspeaking writers, or the very fact of their belonging to a different linguistic-cultural community might hinder their ability to conform with the defined aspect of the convention which is typical of the English tradition of academic writing. The research methods used were in the nature of awareness research and comparative analysis of the materials obtained in the course of the awareness research test. 3.1

Participants Profile

The participants were a group of post-graduate students doing their PhD research in the field of TEFL at Moscow University of Linguistics. The selection of the participants was supposed to comply with the empirical validity criteria. Being university teachers of English both at engineering institutions and humanitarian (foreign languages) university departments, they could hardly give any reason to doubt that their linguistic proficiency is insufficient. In addition, their awareness of cross-cultural differences which reveals in a foreign language usage and intercultural communicative competence were considered as indisputable facts. Last but not least, all of them were professionals involved in the research similar to ours, which gave confidence in their being wellinformed of the array of problems and approaches related to the methods of teaching English as a foreign language. 3.2

Material and Procedure

The participants were given the task to write a short essay sharing their views on the guidelines for developing the course of English for students majoring in engineering fields of studies. The issues they were expected to consider with the view to suggesting their recommendations were outlined taking into account the information found in a fragment of the article The Teaching English to the Non-English-Speaking Technical Students by Garwood, published in English Language Teaching journal. The fragment was dedicated to discussing the principles which could make the basis of an English course “for students who want to express themselves on a scientific topic” [18, p. 109]. The participants were NOT instructed to employ the so called downtoners to make their pieces of writing sound less categorical and straightforward. In such a way, we wanted to ensure that the participants were put in the situation similar to that the author of the authentic source article was exposed to.

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4 Results and Discussion The comparative analysis of the essays produced by the participants and the original source text has shown a noticeable difference between realizing hedging techniques in their writings and the way it was done by the author of the reference text. Thus, the narrative in the source text was marked by a variety of linguistic hedging devices. The author used parenthetical phrases (I would like to suggest; It seems; It might be asserted), which either give a polite touch to the recommendations formulated by means of a subordinate clause, or express sort of uncertainty as regards the statement which follows next. Widely represented in the text are the phrases that express the author’s personal standpoint, such as I think; I hope; In my opinion; I believe (the latter was used twice by the author within the fragment of the reference text). Among other markers of hedging were modal verbs (could, may, might) and the so called approximator of degree enough (the term ‘approximator’ was introduced by Salager-Meyer [7, p. 157]). When used by the author, these categories of words made his statements rather tentative: “It seems that the importance of it is evident enough…. One of the most obvious difficulties is that of technical vocabulary. Though, this difficulty might be easily overcome” [7, p. 159]. The relation of concession between the two statement explicitly expressed by the link word ‘though’ is also likely to add to the tentative tone of the passage. In contrast, the samples of the writings produced by the participants, though quite accurate and idiomatic as far as the language is concerned, practically lack those means of the English language which the writers were expected to use when expressing themselves on the suggested points. Except for a few modal verbs, such as might and may scarcely dispersed throughout their texts, and the phrase It seems found in only one essay, none of them employed other language resources presented in the reference text. Instead, their speculations and viewpoints regarding the principles underlying the course in question were formulated in a rather direct manner. Suffice it to refer to the kind of statements like these: Any qualified teacher can provide such a course. … it is quite obligatory for them to master English as a means of communication in their professional field. The course aimed at mastering these skills should be based on situational dialogues… The course like this should be based on special texts. As the above examples show, the way the participants make their advisory judgements regarding ESP course for technical students, and the manner of expressing their standpoint on the issues suggested for their consideration, lack that indirect and non-categorical tonality which is said to be typical of this kind of statements. Similarly, the use of the modal verbs such as must and should, is likely to be contradictory to the expert opinion that for native speakers of English, it is preferable to use tentative and conditional phrases when giving advice or recommendation [12]. Given what is stated above, learners’ proficiency in the English language seems hardly to be a critical factor facilitating the use of hedging devices. In this regard,

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noteworthy is the remark by Salager-Meyer: “…it is by no means self-evident that even native speakers of English are automatically equipped to adapt their linguistic habits according to the hedging guidelines” [7, p. 165]. This judgement appears to be particularly true when it comes to writing research articles by non-English-speaking authors. Also, it indicates the need for analyzing the findings of linguists concerning hedging from the methodological standpoint with the view to teaching the designated category of learners to realize hedging techniques in their research papers. The general principles and the guidelines for classroom activities aimed at developing the required skills will be considered in the next section of the article.

5 Developing Hedging Skills in Teaching to Write Research Papers Since the problem in question is deeply rooted in linguistic-cultural differences between the two languages, it should be the responsibility of English teachers to get their learners aware of these differences and ensure they admit the importance hedges play in scientific discourse. In our opinion, it is critical taking into account the need “to instill in students the rules of alien verbal behavior” [19, p. 279]. The first step to be taken is to provide students with the necessary information about the phenomenon of hedging as the form of non-direct speech in modern English, with the emphasis being put on academic writing. The available information being abundant, it calls for its methodological sorting out so that to select relevant facts concerning the hedging phenomenon and the aspects associated with the use of hedges in different contexts. The next thing to do might be in the nature of language comparative analysis based on the abstracts from the research articles. Students are presented with a pair of texts first, in the Russian language and then in English, containing identical factual information but different in their tone due to the use of hedges in one of them. To prepare teaching materials of the kind, one can choose a fragment of an authentic research article where hedges are found. Hedging devices, such as probably, It seems to me, It may be suggested and others, are removed from the text which is to be compared with the original one. Grammar structures, such as Complex Subject, used for the purpose of downtoning or, mitigation of categorical tone, can be replaced with functionally equivalent patterns but different in terms of understatement. To illustrate what has been said, the excerpt of the authentic text (1) and its version without the hedges found in the original text (2) are presented below. The source text, where the authors (both are native speakers) analyze the variations in domestic electricity loads, was borrowed from the proceedings of an international conference. Text 1 The change in profile shape between seasons (particularly mornings and evenings) is likely to be influenced by sunrise and sunset times. However, this could also be related to a change in occupancy between Summer and Winter. Similarly, a change in profile shape during early morning/afternoon over the Summer may be related to changes in occupancy. For instance, when children are at home during school holidays they spend more time using PCs. However, this could also be related to an increase in external

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temperatures during the summer. Thus, it may result in a greater cycling of air conditioners. As a similar increase is observed during the night, it may be suggested that it is temperature rather than occupancy influences the use of electricity. Text 2 The change in profile shape between seasons (particularly mornings and evenings) is influenced by sunrise and sunset times…. This is related to a change in occupancy between Summer and Winter. Similarly, a change in profile shape during early morning/afternoon over the Summer is due to changes in occupancy. For instance, when children are at home during school holidays they spend more time using PCs. This is also related to an increase in external temperatures during the summer, which results in a greater cycling of air conditioners. As a similar increase is observed during the night, it is temperature but not occupancy influences the use of electricity. Such assignments might be helpful in developing the so called sense of style, with the focus on its essential element, namely, the avoidance of categorical judgements in relevant contexts. The task may be followed by text editing activity, when students are given the texts first, in Russian and then in English, in which there are no hedges but they are supposed to be. When editing the texts the learners are expected to use hedging devices they have been practicing before, when doing preliminary exercises, such as altering the tone of individual sentences using the hedges given. Editing the text completed, it may be followed by sort of tutorial when students compare and analyze their versions. More complicated exercises and tasks may be in the nature of translating the excerpt from the article by Russian researchers and, ultimately, producing a piece of writing related to the issues of any discipline subject studied. Another significant point, which is worth being noted, concerns the rational distribution of pedagogical efforts when developing the desired skills of hedging. As was pointed out, hedges are represented by the units of different language levels. Apart from adverbs of probability, degree and standard phrases introducing the author’s personal opinion, linguistic restrictions for understatements and hedges are formed by means of other grammatical categories: negations of predicates (double negation), gradation of predicates, modal adverbs and modal verbs. These language resources are widely used in scientific discourse to convey the ideas and concepts related to subject content, whereas the hedging function they realize may be considered as concomitant. Students start practicing this language material when doing their bachelor degree; therefore, along with traditional tasks and exercises it might make sense to draw their attention to the hedging potential of these language devices. On condition the exercises aimed at practicing the latter are based on the material of research articles, students learning activity may be purpose-oriented even to a greater extent.

6 Conclusion The study has shown that there is a wide variation in the treatment of hedge devices in academic writing and it is recognized that using hedging is an ontological feature of modern scientific papers. There is also a variation of hedging forms and functions used across languages and disciplines. This could be regarded as one of the problems for

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English language learners who are supposed to be aware of different forms and functions of this linguistic device as well as their relative frequency across different contexts. This will help them to use hedging devices properly for producing the intended stylistic effect and obtaining the right level of certainty or uncertainty. Language instructors are expected to demonstrate students how to use hedging forms in different disciplines and various sections of research articles. When implementing Context and Language Integrated Learning approach to teaching academic writing in English to engineering students, it is necessary to show them that in a research article the content of the subject obviously dominating in research articles should be purveyed in a good academic style, the essential characteristic of which is using hedges of different language levels. It must be emphasized that the form of presenting scientific information affects its perception and finally results in adequate (or inadequate) academic communication. Thus, it might be concluded that teaching academic writing with the view to realizing hedging techniques, contributes into humanitarization of engineering education making it really integrated.

References 1. Wierzbicka, A.: Cross-Cultural Pragmatics. The Semantics of Human Interaction. Mouton de Gruyter, N.Y (1991) 2. Varttala, T.: Hedging in Scientifically Oriented Discourse: Exploring Variation According to Discipline and Intended Audience. University of Tampere, Tampere (2001) 3. Hyland, K.: Hedging in academic writing and EAF textbooks. Engl. Specif. Purp. 13(3), 239–256 (1994) 4. Lakoff, G.: Hedges: a study in meaning criteria and the logic of fuzzy concepts. J. Philos. Logic 2(4), 458–508 (1973) 5. Hyland, K.: Hedging in Scientific Research Articles. John Benjamins, Amsterdam (1998) 6. Thao, Q.T., Duong, T.M.: Hedging: a comparative study of research article results and discussion section in applied linguistics and chemical engineering. Engl. Specif. Purp. World 41(14) (2013). https://www.semanticscholar.org/paper/HEDGING%3A-A-COMPARATIVESTUDY-OF-RESEARCH-ARTICLE-IN-Tran-Duong/d35ecce5bfd4df9271ec9ffb5ac7d148 6c0054b0. Accessed 22 Mar 2020 7. Salager-Meyer, F.: Hedges and textual communicative function in medical English written discourse. Engl. Specif. Purp. 13(2), 149–170 (1994) 8. Falahati, R.: A contrastive study of hedging in English and Farsi academic discourse. Engl. Specif. Purp. 5, 49–67 (2008) 9. Crompton, P.: Hedging in academic writing: some theoretical problems (1997). Engl. Specif. Purp. 16(4), 271–287 (1997) 10. Hubler, A.: Understatements and Hedges in English. John Benjamins Publishing Company, Amsterdam/Philadelphia (1983) 11. Cryslal, D.: English as a Global Language. Cambridge University Press, Cambridge (1997) 12. Visson, L.: Where Russians Go Wrong in Spoken English: Words and Phrases in the Context of Two Cultures. R. Valent, Moscow (2013) 13. Dzhioeva, A.A., Ivanova, V.G.: Understatement kak otrazhenie anglo-saksonskogo mentaliteta [Understatement as reflection of Anglo-Saxon mentality]. Engl. Humanit. Theory Pract. 3, 5–29 (2009). (in Russian)

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14. Ivanova, V.G.: Lingvisticheskie aspekty izucheniya understatement v sovremennom anglijskom yazyke [Linguistic aspects of understatement in modern English]. MGIMO Bull. Phil. 5(32), 253–260 (2013). (in Russian) 15. Shchukareva, N.S.: Sposoby vyrazheniya nekategorichnosti vyskazyvaniya v anglijskom yazyke [Ways of expressing non-categorical statements in English (on the material of scientific discussions)]. In: Functional Style of Scientific Prose. Issues of Linguistics and Methods of Teaching, Moscow, pp. 198–206 (1980). (in Russian) 16. Vetrova, O.: The culture of scientific communication: hedging in academic discourse. In: Pavlov, V. (ed.) The XXV International Scientific and Practical Conference and the II Stage of Research Analytics Championship in Pedagogical Sciences, Psychological Sciences and the I Stage of the Research Analytics Championship in the Philological Sciences 2012, London, pp. 120–121 (2012) 17. Wallwork, A.: English for Writing Research Papers. Springer, London (2011) 18. Garwood, C.: The teaching of English to the non-English-speaking technical students. Engl. Lang. Teach. 2(24), 107–112 (1970) 19. Shcherba, L.V.: Yazykovaya sistema i rechevaya deyatel’nost’ [Language System and Speech Activity]. Nauka, Leningrad (1974). (in Russian)

Professional Foreign Language Competence of Technical Students: Content, Structure and Formation Artyom D. Zubkov(&) Novosibirsk State University of Economics and Management, Novosibirsk 630099, Russia [email protected]

Abstract. The paper deals with the defining of content and structure of professional foreign language competence of students majoring in Information Technologies and Engineering. Current research in the field of professional foreign language competence in foreign and Russian pedagogy is analyzed. The author considers such essential components of the professional foreign language competence of information technology students as linguistic, sociolinguistic, sociocultural, strategic and educational-cognitive competencies. Competency models of professional foreign language competence in the frame of Applied Computer Science, Information Systems and Networks, Business Intelligence and Innovatics undergraduate curricula are examined. The delivered components of electronic learning environment for formation professional foreign language competence of technical students from pilot NSUEM project are exampled. It is concluded that students majoring in information technologies can improve their professional skills via the implementation of different information and communication technologies when being taught with them during teaching and learning process according to different approaches such as blended learning, flipped classroom, content and language integrated learning. Keywords: Massive open online course
Foreign language
English
Tertiary education
Professional foreign language competence

1 Introduction Mastering a foreign language at non-linguistic university has always been and remains an essential component in a future specialist training. At the same time in the modern professional community special attention to the level of foreign language knowledge in the field of professional communication is paid. According to the modern requirements for training foreign language specialists, presented in the federal state educational standards, the future graduate must be ready to cooperate with colleagues, be able to logically, reasonably and clearly build oral and written speech, be fluent in using a foreign language as a means of business communication. The current trend in professional education is the formation of professional competencies of students [1]. Professional foreign language competence is no exception. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 503–510, 2020. https://doi.org/10.1007/978-3-030-47415-7_53

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New requirements for professional communication, in turn, require dealing with original sources, searching for new tools and opportunities, using new resources, including information and communication technologies which can intensify and individualize training. Moreover, it can increase interest in learning a discipline and make it possible to avoid subjective assessment.

2 Literature Review As for researchers, certain aspects of this issue are covered in the works of the following researchers who studied modeling of educational process aimed at forming foreign language professional lexical competence [2], language proficiency and interactional competence [3], computer-assisted language learning [4], using telecollaboration 2.0 to build intercultural communicative competence [5], paths to improve the language communicative competence and accomplishment for foreign language professional students [6], technology-supported teaching and research methods for educators [7], learning in the age of transhumanism [8], using web 2.0 technologies for teaching technical courses [9], development of students’ foreign language communicative competence in context of internationalisation and informatisation of higher education [10], second language anxiety and achievement [11], using EFL or CLIL instructional programme for forming oral communicative competence [12], virtual learning environment [13], professional aspects of engineering [14], language learners communication in MOOCs [15], subject MOOCs as a component of language learning environment [16]. However, many issues of formation professional foreign language competence of technical students using electronic learning environment are still uncovered in the scientific and methodological literature. Competence is a specific ability which is necessary for the effective implementation of certain actions in a particular area, which also includes highly specialized skills, special disciplinary knowledge, cognitive abilities, as well as awareness of the answer to one’s activities [17]. One of the key definitions currently used can be distinguished as follows: competence is a multicomponent holistic system of internal psychological components and externally manifested personality traits mediated by knowledge, skills, abilities of the subject and reflecting standards of behavior associated with the implementation of professional activities on high level. In a broad sense, competence is a person’s ability to transfer knowledge, skills and abilities into new, dynamically changing professional conditions. According to Russian researchers, foreign language competence is the ability and willingness to communicate with native speakers of a foreign language, perception of speech and intentions of partners [18]. On the other hand, foreign language competence is distinguished as mastery of complex communication skills, possession of adequate skills in society, knowledge of the rules of culture and restrictions in the process of communication, as knowledge of the rules of conduct in the field of communication, norms and traditions, following generally accepted decencies, intelligence and communication skills. In the Russian version linguistic, verbal, educational, cognitive, compensatory and sociocultural competencies are traditionally distinguished. European researchers

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distinguish linguistic, sociolinguistic, strategic, social, discursive and sociocultural components [19]. The formation of foreign language competence occurs in all its components. Speaking of linguistic competence, they usually mean the ability to use grammatically correct forms and syntactic constructions and perceive semantic units in the speaker’s speech which are organized according to the existing norms of a foreign language. Linguistic competence is the main component of foreign language competence. Sociolinguistic competence is considered to be the ability to use the necessary linguistic form. It includes the way it is expressed based on the situation, communicative purpose and intentions of the speaker. Discursive (or verbal) competence is the improvement of verbal skills (reading, writing, listening and speaking), the ability to plan your own verbal behavior. The main task of the teacher in the formation of this competence is to provide a wide practice in communication. Sociocultural competence is understood to mean a complex of knowledge about the cultural as well as national characteristics of the states of the language studied. Also it considers the ability to determine the general and the particular in the linguistic and cultural sense. Social competence is an important component of foreign language competence. Speaking of social competence, they imply a desire and willingness to communicate with other people, as well as skills to regulate the situation. Strategic (or compensatory) competence is understood as a combination of special abilities and skills. Due to this component compensation for the lack of linguistic knowledge is possible when operating with foreign language information. Educational-cognitive competence defines a complex of general and special educational skills and cognitive skills, awareness of the techniques available to students and methods of autonomous development of the language and culture of the language being studied. It includes the use of the latest information and communication technologies. Professional foreign language competence is an important integrative characteristic of graduates’ personality. It reflects students’ willingness and ability to apply a foreign language, skills and abilities to solve problems of a professional domain.

3 Materials and Methods Thus, the discipline “Foreign Language” in technical majors is communicatively oriented and professionally directed. The main task of teaching EFL skills is to develop students’ professional foreign language competence. In turn, professional foreign language competence involves the improvement of skills in the following activities: – speaking, reading, writing, listening;

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– the development of the ability to plan speech and non-speech behavior using a foreign language, which allows the foreign language to be applied in practice in professional (industrial or scientific) activities; – the development of skills of self-education and learning autonomy. General language training of information technology bachelors at NSUEM includes the discipline “Foreign Language” studied in the 1st and 2nd years of study. The discipline refers to the basic part of the curriculum and is one of the disciplines that form the general competencies of students. The purpose of the discipline is formulated on the basis of the planned learning outcomes, designated as “general cultural, general professional and professional competencies” acquired at the end of training in the degree program. As a result of training in federal state educational standards of higher education in such areas of training as “Applied Computer Science”, “Business Analytics”, “Information Systems and Networks” and “Innovation” it is indicated that the graduate must have the ability to communicate verbally and in writing form in Russian and foreign languages for solving problems of interpersonal and intercultural interaction. According to the competency models described in the general characteristics of higher education curriculums in the respective areas of NSUEM training, as a result of mastering the educational program, the following competencies should be formed: knowledge of a foreign language for interpersonal communication with foreign partners; knowledge of the features of business communication in a foreign language; ability to analyze the opponent’s speech in a foreign language; the ability to build intercultural, business, professional communication, taking into account the psychological, behavioral, social characteristics of partners in a foreign language; possession of the skills of public speaking, oral presentation of the results of professional activities in a foreign language; the ability to build oral and written speech in the field of professional activity in a foreign language logically true and clearly; the ability to reasonably build evidence, the logic of understanding relevant professional and moral problems in a foreign language. For the formation of all these components of professional foreign language competence in our pilot project at NSUEM we use the electronic learning environment as an addition to the traditional language learning environment. The structure of the elearning environment includes the leaning management system Moodle, wiki technology, such online resources as LearningApps, Quizlet, Kahoot, Reddit, massive open online courses, etc. The participants in the methodological experiment were 60 students majoring in Information Networks and Technologies, Applied Computer Science, Innovation and Business Analytics. Using the tools of the Moodle distance learning system allows to make the process of teaching a foreign language to students of technical majors personally oriented, communicative and professionally oriented, and teachers usually note the following advantages and positive aspects of this platform: improving the educational process and ensuring effective independent work of students in a limited amount of class time allocated to the study of foreign languages; optimal implementation of the content of teaching a foreign language in relation with the creation of a fairly extensive resource base. The Moodle system allows teachers to solve the problem of providing students

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with teaching and methodological materials, to provide teaching aids in a more accessible and convenient electronic format directly in the learning environment; the flexibility and mobility of education, achieved due to the fact that all the materials are available at any time and outside the educational institution, respectively, students could plan their curriculum and duration of the lesson, perform tasks at a convenient time for them, in the time frame outlined by the teacher; taking into account the individual characteristics of students. The Moodle system provides students with different levels of competencies and unequal opportunities and abilities to study at an individual pace which helps them to create a learning environment that is favorable for students and creates the prerequisites for greater learning outcomes; the active introduction of new information technologies in the learning process through the use of interactive tasks, computer and multimedia technologies, which, undoubtedly, helps to improve the process of forming foreign language students’ skills and abilities, increase the level of development of such professional and personal qualities as independence, creativity and communication. In teaching a foreign language Wikipedia can be effectively used as an information resource for cultural studies enriching the language practice of students and developing their reading skills. Due to the fact that wiki technology creates didactic conditions for users to create a single document this technology can be used in EFL classrooms to develop students’ writing skills. The LearningApps.org interactive platform is a Web 2.0 application that supports learning and teaching through interactive modules. The platform offers the teacher a wide range of tools for developing their own interactive exercises. Own interactive exercises are created on the basis of templates that are quite easy to configure for specific educational tasks. Kahoot service is an effective tool at the stage of forming knowledge of vocabulary and grammar. It can also be used to control students’ knowledge in an entertaining way. Using the Kahoot application in English classes significantly encourages the development of internal motivation for student learning. They are encouraged by the activity itself, like to learn new things, have an interest in learning a foreign language and the conditions for achieving certain successes are provided. Massive open online courses are being developed by the best universities in the world to make quality education accessible to all comers. Most subject MOOCs are taught in English that allows them to be used in teaching a professional foreign language to develop reading, listening and writing skills, and group discussions during classes compensate for the lack of oral communication in the language being studied. While conducting the study, we preferred such an ICT resource as massive open online courses due to their outstanding linguistic and methodological capabilities at the framework of tertiary education.

4 Results As a result of the pre-experimental stage an assessment of the formation of the professional foreign language competence of students in technical majors using a test developed on the basis of an authentic English textbook for specialists in the field of

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information technology was conducted. Diagnostics showed that the results in the experimental and control groups are relatively low. The result of post-experimental assessment revealed that the level of formation of professional foreign language competence of technical students of the control group increased slightly, while students of the experimental group performed the test 13% better than at the pre-experimental stage. The indicators for assessing the level of formation of professional foreign language competence were the results of lexical and grammatical testing, as well as the criteria system for assessing oral skills in a foreign language. This in turn shows the effectiveness of using the electronic learning environment for the formation of professional foreign language competence of technical students (Fig. 1).

70 60 50 40 30

Control group Experimental group

20 10 0 Pre-experimental stage Post-experimental stage Fig. 1. Comparison of assessment results before and after experiment.

5 Discussion The fact that the students of the experimental group coped with the final assessment much better than the control group means the effectiveness of using electronic learning environment in EFL classes. Achieving positive results in the formation of professional foreign language competence of students of technical majors is possible with the systematic use of the electronic learning environment, the high motivation of the teacher and students, as well as the technical equipment of the classrooms in which the process of teaching a foreign language takes place. Due to the weak formation of productive skills (speaking) directly by ICT, a foreign language teacher should actively engage students into an active discussion of materials presented in the electronic

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learning environment. At the same time, students should possess the skills to work with information and communication technologies, software, etc.

6 Conclusion Proficiency in at least one foreign language at a level sufficient for professional communication remains an important skill of modern students in the field of information technology. The professional foreign language competence of students majoring in information technology is multicomponent. Successful formation of professional foreign language competence is possible while using the electronic learning environment in tandem with traditional approaches to teaching professional EFL at university. Students of technical curricula can benefit from the use of different information and communication technologies while being faced them during teaching and learning process in different approaches such as blended learning, flipped classroom, content and language integrated learning etc. The study showed that the results of the experimental group are relatively higher than in the control group, and therefore the formation of professional foreign language competence of university students will be more effective according to the strategy used. Students improved their vocabulary, grammar, and oral skills. This study may be interesting for scientists specializing in the formation of sociocultural competencies, theoretical theorists involved in the content and structure of professional competencies, department heads and methodologists in educational organizations, as well as EFL teachers at tertiary level.

References 1. Kuchumov, A., Terentiev, S., Gnezdova, J.: Strategic initiatives of education development in Russia in the conditions of development of digital technologies. In: Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society, pp. 850–853. Atlantis Press, Paris (2019) 2. Bezukladnlkov, K.E., Shamov, A.N., Novoselov, M.N.: Modeling of educational process aimed at forming foreign language professional lexical competence. World Appl. Sci. J. 22(7), 903–910 (2013) 3. Kramsch, C.: From language proficiency to interactional competence. Mod. Lang. J. 70(4), 366–372 (1986) 4. Fuchs, C.: Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, 1st edn. IGI Global, Hershey (2019) 5. Lee, L.: Using telecollaboration 2.0 to build intercultural communicative competence: a Spanish-American exchange. In: Clarke, S., Jennex, M., Anttiroiko, A. (eds.) Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, pp. 575–594. IGI Global, Hershey (2019) 6. Cheng, Y.: Paths to improve the language communicative competence and accomplishment for foreign language professional students. In: 3rd International Proceedings on Conference on Economics, Management Engineering and Education Technology, pp. 2298–2302. Francis Academic Press, Suzhou (2019)

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7. Goosen, L.: Technology-supported teaching and research methods for educators: case study of a massive open online course. In: Makewa, L., Ngussa, B., Kuboja, J. (eds.) TechnologySupported Teaching and Research Methods for Educators, pp. 128–149. IGI Global, Hershey (2019) 8. Sisman-Ugur, S., Kurubacak, G.: Handbook of Research on Learning in the Age of Transhumanism, 1st edn. IGI Global, Hershey (2019) 9. Bogdan, R., Pop, N., Holotescu, C.: Using web 2.0 technologies for teaching technical courses. In: AIP Conference Proceedings, vol. 2071, pp. 409–414. AIP Publishing, Melville (2019) 10. Mammadov, N., Sokolova, S., Kholiavko, N.: Development of students’ foreign language communicative competence in context of internationalisation and informatisation of higher education. Adv. Educ. 11, 22–29 (2019) 11. Teimouri, Y., Goetze, J., Luke Plonsky, L.: Second language anxiety and achievement: a meta-analysis. Stud. Second Lang. Acquis. 41(2), 363–387 (2019) 12. Agudo, J.: Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context. Linguist. Educ. 51, 69–78 (2019) 13. Ali, A., Mushtaq, R., Wani, S.: Virtual learning environment: a case study of edX MOOC platform. J. Adv. Libr. Sci. 6(1), 118–122 (2019) 14. Choe, N., Martins, L., Borrego, M., Kendall, M.: Professional aspects of engineering: improving prediction of undergraduates’ engineering identity. J. Prof. Issues Eng. Educ. Pract. 145(3), 99–102 (2019) 15. Zubkov, A., Morozova, M.: Language learners communication in MOOCs. Adv. Intell. Syst. Comput. 677, 175–186 (2018) 16. Bovtenko, M., Parshukova, G.: Subject MOOCs as component of language learning environment. Adv. Intell. Syst. Comput. 677, 122–127 (2018) 17. Waks, L.J.: Contemporary Technologies in Education, 1st edn. Palgrave Macmillan, Cham (2019) 18. Valeeva, R., Baykova, O., Kusainov, A.: Foreign language professional communicative competence as a component of the academic science teacher’s professional competence. Int. J. Environ. Sci. Educ. 11(3), 173–181 (2016) 19. Coral, J., Lleixà, T., Ventura, C.: Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex post facto study analysing the results of state key competences testing. Int. J. Biling. Educ. and Biling. 21(2), 139–150 (2018)

The Role of Corpus Linguistics in the Training of Specialists in the Field of Computer Language Teaching Alexander Dmitrijev(&)

and Marina Kogan

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected], [email protected]

Abstract. In modern world practice, Corpus-based Approach is gaining serious positions. Mastering its methods contributes to the development of linguistic/ foreign-language competence and IC (Information-Communication) competency as well. Nevertheless, modern ICs are not sufficiently implemented in the professional activities of a linguist-teacher. Therefore, we consider it all the more necessary and relevant to specify and study the special role and place of corpus linguistics in the training of future specialists in the field of computer language teaching. The training of our master students in corpus technologies is based on a developed modular plan consisting of levels for successful acquisition of corpus linguistics skills, which are eventually supposed to be accumulated in compiling a set of corpus-based exercises. We see this as a special aim since these exercises may be integrated as a separate module in the course (developed by a student), which students defend as a research project at the end of their studies. Considering that among our master students there are those who major not only in humanities but also in technical areas, RNC serves as a crossfunctional linguistic toolkit for our future specialists. This and other resources open up the prospects for developing and compiling textbooks on completely new conditions: modern and minimally adapted textbooks, which can be integrated onto various educational platforms. Keywords: Corpus linguistics teaching


Corpus-based approach
Computer language

1 Introduction Corpus linguistics (hereinafter referred to as CL) is a new direction in linguistics, which has existed for more than half a century and has been creating and using corpora for solving various language (and not only linguistic) issues. At present, the corpora have become an integral part of linguistics, one of its cornerstones. Since the corpus appeared, the entire linguistic science has become different, for all its achievements should now be interpreted in the context of the ‘corpus era’ (the term proposed by Plungyan). In the apt remark by Plungyan, “the corpus is not only a powerful tool for studying the language but also a new ideology, orienting the researcher to the text as the main object of theoretical reflection” [1, p. 14]. In other words, all modern © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 511–520, 2020. https://doi.org/10.1007/978-3-030-47415-7_54

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linguistics should be the linguistics of corpora, because the corpus allows us to understand what language really is, and not what we want it to be. “Now for mastering a language a person needs three things rather than two: a dictionary, a grammar, and a corpus of texts of a language given. Because both vocabulary and grammar, in general, are useless outside this living space, where language, in fact, functions” [2, p. 1]. Currently, we are witnessing the global coverage of CL – both substantively and methodically – of various professional and scientific areas in the field of humanitarian research – history, sociology, literary criticism, etc. At the same time, CL is already going beyond the humanities: e.g., recently some British scientists having based on an analysis of the corpus of newspaper texts dated 1800–2014 tried to shed light on the historical drought and water shortages in the UK and the rest of the world over the past 200 years [3]. All this gives us reason to argue that modern CL is not only and not so much a discipline as a special culture of science (culturomics), which can be defined as “a study of human culture, the direction of its development over time through the quantitative analysis of words and phrases in very large volumes of digitized texts” [4, p. 24] which started from a famous article of 2011 published in Science [5]. Today, CL is characterized not only by thousands of corpora, some of which contain tens of billions of words, but also by international projects that can be used by linguists who study different languages. CL is becoming an area of research and creation of metacorpora (corpora of corpora): 1. open database KELLY (lists of frequency words for 9 languages and 72 language pairs for foreign students and translators) [6]; 2. ICC (International Comparable Corpus) (began in 2017; the ultimate goal of the project is to contribute to comparative studies of English and other languages using comparable sets of colloquial, written, and possibly electronic registers) [7]; 3. Wortschatz Housing Portal at the University of Leipzig (393 buildings, 252 languages); 4. Sketch Engine corpus system (588 cases, 94 languages) [8]; 5. Aranea building at Comenius University in Bratislava (66 buildings and 31 languages), etc. [9]. All these trends, of course, must be taken into account when speaking about the place and role of CL in the educational space as well. The relevance of this direction is determined by the actual purpose of the article – to consider the potential of modern CL in training of specialists in the field of computer language teaching under the Master’s program Computer Language Teaching of Peter the Great St Petersburg Polytechnic University. Currently, CL is rapidly developing into a network of interdisciplinary areas, one of which is corpus pedagogy, or corpus language teaching today. Researchers from domestic and foreign schools contribute to its development. New linguistic corpora of various types appear, among which methodically oriented corpora are becoming increasingly popular. Since the corpus is actively and extensively integrated into the educational process, both synchronous and diachronous, the methodology for compiling exercises based on corpus technologies (which quickly tackle the problem of deficiency of tasks and significantly increase the speed of selecting examples) is becoming ever more

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important, which allows a researcher to draw up tasks as needed, in accordance with an idea or problem occurred. Scholars pay attention not so much to the fact which exercises and which language level it is essential to develop, but how to implement it, which method to choose for a specific target audience and what mistakes a developer should avoid when producing such tasks [10–13]. Due to the fact that pursuing the methodology for compiling corpus-based exercises is directly related to the most effective teaching method to be chosen, the DDL (datadriven learning) educational format proposed back in 1991 by Tim Jones is considered to be one of the possible solutions. He suggested that students should act as researchers who, with the aid of computer technology and corpora, had to conduct their own linguistic mini-studies [14]. Ultimately, the main task for the student is “learn how to learn” [15, p. 19] to be achieved, among other things, with the aid of corpus-based assignments, which “allow the student to try on the role of an experimenter who conducts his own unique research and does not put together other people’s ideas” [15, p. 14]. In the light of the DDL concept, Computer Assisted Language Learning (CALL) should be noted, which also includes the use of language corpus, when a student gains experience in applying corpus data by performing specially designed exercises or materials created on the basis of the corpus (for example, a list of concordances as a handout) [16]. The results of a recently published meta-analysis convincingly specify that DDL is an effective method of teaching IL (international language) in different educational settings for different categories of students pursuing different language goals [17]. The prospects of this approach have already been justified by domestic scientists [18, 19]. Corpus learning based on the so-called Web-teaching is one of the reasons for abandoning the traditionally explanatory approach in favor of cognitive-communicative practices, i.e. switching into learning through research [20], as well as from the ‘learner-as-researcher’ paradigm to the new ‘learner-as-traveler’ paradigm [21]. Nevertheless, it should be noted that modern IC competence, in our opinion, is not sufficiently implemented in the professional activity of a linguist-teacher, which is also stated by the authors of the mentioned meta-analysis, noting that, despite its potential and effectiveness, the use of CL approaches for studying IL is not a ubiquitous/widely used method in teaching/studying IL [22]. This insufficient development of corpus linguistics methods is inherent, with a greater extent, in domestic science.

2 Method Mastering CL methods contributes to the development of both linguistic/foreign language competency and IC competency: since it is assumed that our graduate is able to teach foreign languages in some technical, as well as economic and humanitarian areas with widespread use of IC, the study of corpus technologies is central to this and their mastery. Therefore, it is timely to talk about the right to the existence of a corpus-based approach, or corpus methodology as a combination of methods of linguistic research

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based on corpus of texts, focused on applied language learning, its functioning in real textual environments, which is important not only for teaching LSP, but for proper organization of work in the DDL format for future specialists in the field of computer language teaching [23].

3 Results and Discussion The central courses in the developed program Computer Language Teaching are: Computer Language Teaching, Introduction to Automated Text Processing. Linguistic Databases, Information Culture of a Teacher, Development of Educational Electronic Resources, Methods of Distance Learning a Foreign Language, Mobile Technologies in Teaching Foreign Languages. They contain all the potential that brings professional competencies not only in pedagogy, but also in applied and computer linguistics to achieve a high level of formation of IC competence in accordance with domestic and foreign requirements. Practical work with the corpus (the search for units by language level – from morphemic to syntactic) seamless correlates with the knowledge and skills that students have acquired in the Master’s course General Linguistics and the History of Linguistic Studies, where one of the central ideas is the theory of the language system level organization. It allows students, on the one hand, to successfully cope with the search tasks in the corpus, and on the other hand, to find the theoretical discipline in a new perspective – in the light of structural linguistics. In order to verify the practical importance of knowledge and skills in CL that our masters receive in other courses in the Computer Language Teaching program, an internal analysis was carried out with the disciplines work plans mentioned above. The results of the analysis showed that most of the disciplines contain topics that involve either the use of students’ knowledge about CL in conducting linguistic research and teaching IL (for example, Development of Educational Electronic Resources, Information Culture of a Teacher, Methods of Distance Learning a Foreign Language, Mobile Technologies in Teaching Foreign Languages), or their in-depth study of the theoretical foundations of CL and their practical application (for example, Introduction to Automated Text Processing. Linguistic Databases). In other words, the analysis data enable us to speak about CL as a discipline that strengthens interdisciplinary bounds in the Computer Language Teaching program, which, of course, makes the potential of CL for our students be central and crucial (Table 1). We consider the use of CL approaches in the training of translators to be relevant, and the results of our research on this issue have already been introduced [24, 25]. These approaches are completely implemented in the framework of the Workshop on the Culture of Speech Communication of the First IL, in the study of some of the topics (sections) of which (for example, collocations, idiomatic expressions) it is supposed to perform assignments in DDL format with materials prepared by the teacher on the basis of various corpora – COCA, BNC, DeReKo, – or even direct work with the learner’s corpus. As an example, a number of recent publications have been devoted to the prospects of using CL approaches in teaching the German language [26, 27].

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Table 1. The results of the analysis of the Computer Language Teaching program. Discipline

Chapters which concern CL

Computer language teaching

Theme 10. Electronic resources: classification and structure Theme 21. The use of Internet resources in language teaching. Varieties of linguistic Internet resources and their features Module 4. Corpus technologies in practice

Introduction to automated text processing. Linguistic data bases Information communication technology in linguistic research Scientific and research work

Theme. Databases and linguistic information resources

3d semester

The complexity of the development section (in academic hours) 19 18

36

22

254

Further, we will dwell in more detail on the analysis of our experience of integrating the Russian National Corpus (hereinafter – RNC) into the training program for specialists in the field of computer language teaching. In the classroom and within extracurricular hours allocated to self-guided work, students handle RNC, which is the largest Russian-language-based corpus. Since there are students among our masters who have defended their qualifications not only in the humanities (linguistics, economics, law science, geography, psychology, sociology, etc.), but also in technical areas, RNC serves as a universal linguistic toolkit that offers text search of very different thematic focus, time coverage, genres, etc. Currently, different formats of exercises are implemented based on RNC, from the phonological level to the search for contextual connections and environments at the syntactic level. In addition, the educational portal of RNC Studiorum1 is already in full swing, where you can also get acquainted with methodological developments, articles, exercises. Extending our experience, we strive to adopt the existing methodology for teaching students in the field of computer language teaching. We have developed a modular plan consisting of steps for successively mastering the skills with the corpus – from knowledge of the functional and technical capabilities of the corpus search system and fundamental terminology to the ability to independently compose a set of exercises based on such corpora. The plan was developed on the basis of the RNC. We consider it as a special expediency, since this set of exercises

1

RNC Studiorum https://studiorum-ruscorpora.ru.

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can be included as a separate module in the developed author’s course, which is believed to be defended as a master’s thesis at the end of studying. The presence in the master’s work of such exercises compiled by the author on the basis of the corpus is not a mandatory requirement, however, it testifies to the skills of the master to correctly synthesize pedagogical and IC competencies. In methodological terms, our plan is supported by the idea that the ability to rationally use the corpus, i.e. to master the so-called corpus literacy, is of vital importance for performing linguistic research based on corpus [18, 28]. Based on this, we consider it appropriate that, at the initial stage, students are told how the RNC search engine works and what ‘corpus’ terms you need to know for subsequent work with the corpus itself: corpus, representativeness, grammatical tagging, semantic tagging, lemma, lemmatization, tokenization, passport of lemma, grammatical homonymy, noise, etc. Here we teach students to master technical capabilities of working with the corpus: use grammatical and semantic features in lexical and grammatical search; add and remove search strings; enter phrases correctly in search strings, as well as whole phrases; distinguish the word form from the lemma, know where to read the description of the lemma and ‘stretch’ the context to the complete one; use the ‘Settings’ option, issued along with the results, the KWIC format, as well as the ‘Additional Features’ in the corpus; know different formats for outputting results, with the ability to filter contexts with removed and not removed homonymy; be able to use all formats for saving results. At this stage of the work (‘elementary’), we train students to search in the RNC subcorpora (newspaper, parallel, accentological, verbal, syntactically tagged, etc.). Nevertheless, since this is only the second stage of working with the corpus, we consider it necessary to set a certain motion vector, albeit still forming passive skills, but in a certain way fostering a systematic and consistent search. This vector can be formulated as follows: specify a subcorpus X and find in it; set the grammatical parameter X and check; choose category X among the semantic attributes and analyze. It should be noted that this vector (or, as the authors call it, ‘supports’) is already methodologically justified [29]. We believe that the so-called useful trajectories of movement are formed on the example of such ‘supports’ for the student [20], from which in the future he can choose the shortest and most rational way and conduct sophisticated research based on such models. At the next stage of working with the corpus (‘intermediate’), students receive assignments that require a thoughtful and consistent analysis of language realities at a qualitatively new level. Here, it is assumed that the student has mastered the instrumentation of the corpus and is free to search by semantic and grammatical parameters, understanding contexts and comparing them with each other. The essence of the assignments is not just that the student showed some results with examples, but that he can prove that these results really correspond to the state of the language system in a certain period of time – both in terms of search statistics and contextual content ties tailored to a particular era. In addition, the wording of the tasks does not say which subcorpus the student should create: he needs to decide for himself where he will need to look for. It is possible that the student will have to ‘try’ several options for the subcorpora he created, but in the end, he must choose and demonstrate the shortest way to solve the problem.

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The last stage of work with RNC (‘advanced’) implies the implementation of all knowledge and skills acquired in the process of completing tasks at the stages given above. Here we set the student tasks of a methodological nature, namely, the creation of their own exercises on various topics. In our opinion, this correlates quite well and visually with the pedagogical competencies (and also expands and supplements them) that the masters in the field of Computer Language Teaching receive while listening to ///doing the courses Information Culture of a Teacher and Methods of Distance Learning in Foreign Languages. For clarity, we summarized the results in a tabular form with examples of tasks for each level (Table 2).

Table 2. The plan of mastering RNC. Level of mastering RNC Elementary

Aim

Examples of tasks

Acquaintance with the RNC device, mastering the ‘corpus’ terminology

Intermediate

Search for units by language level – from morphemic to syntactic Mastering the structural and semantic organization of the text

Advanced

Consistent analysis of linguistic realities, the creation of their own subcorpora, the application of a heuristic approach

Search tasks starting with the phrase ‘Find in the main corpus…’ 1) The adjective caмoдoвoльный in the main body, read the passport of the lemma and the full context with this word form; 2) Combinations of the word бoдpый with male animals; sort alphabetically 1) Set subcorpus X and find in it…; 2) Set the grammatical sign X and check; 3) Select category X among the semantic attributes and analyze 1) Using a poetic corpus, prove that in the XVIII century the word пpиличeн could have stress on the last syllable: пpиличЁн. Give an example (examples) 2) When did the first examples of the verb peaгиpoвaть appear in the corpus? Give the first two examples. What do they mean? When did the first examples of the verb peaгиpoвaть with any prefix appear? Give the first two examples

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4 Conclusion Our study reflects issues related to the role of CL in the training of specialists in the field of Computer Language Teaching. The use of the CL methods is a part of the dispersed research work of masters (scientific and research work) and some final qualification works. In a number of disciplines, such as The Workshop on the Culture of Speech Communication of the First/Second Foreign Language, The Practice of Translating English (Technical/Humanitarian Profile), The Workshop on Intercultural Communication of the German/French/Spanish Language, Scientific Discourse CL, additional approaches can be used when considering certain topics of these courses. Fulfillment of search tasks in the corpus allows looking at some topics/provisions studied in theoretical disciplines, such as General Linguistics and the History of Linguistic Doctrines, from a new perspective. On the other hand, studies show that an intensive semester course aimed at mastering CL approaches in teaching IL for future IL teachers is not enough to confidently master the necessary technical, corpus-linguistic and pedagogical knowledge related to using the DDL approach in teaching IL. After RNC, mastering the existing English-language corpora BNC (British National Corpus) and COCA (Corpus of Contemporary American English) for a student seems to be technically and substantively a relatively simple task. A professionally organized reliance on resources of this magnitude opens up prospects for creating textbooks of a completely new type: modern and minimally adapted, which can be integrated into various educational platforms. It is logical to continue exploring some theoretical aspects, for example, exploring the role of CL in the computer language teaching program from the point of view of an interdisciplinary paradigm. All this allows us to conclude that for a more effective use of CL approaches in different disciplines of the Computer Language Teaching program, it is advisable to develop a single manual containing specific tasks for addressing the corpus within the different disciplines of the Computer language Teaching program and recommendations for teachers. Appealing to different buildings contributes to the formation of linguistic, computer, research competence of students. The presence of a single allowance will optimize the process of formation of these competencies in different disciplines. “By combining efforts, corpus linguistics and language teaching will be able to find an adequate and proportional reflection of the unlimited element of the language in a limited in volume and accessible for mastering the textbook” [30, p. 115].

References 1. Plungjan, V.A.: Korpus kak instrument i kak ideologija: O nekotoryh urokah sovremennoj korpusnoj lingvistiki [Corpus as a tool and as ideology: on some lessons of modern corpus linguistics]. Russian Lang. Sci. Cover. 2(16), 7–20 (2008). (in Russian)

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2. Plungjan, V.A.: Lekcija: pochemu sovremennaja lingvistika dolzhna byt’ lingvistikoj korpusov. Prochitana 1 oktjabrja 2009 goda [Lecture: Why modern linguistics should be linguistics of corpus. Read, 1 October 2009]. https://polit.ru/article/2009/10/23/corpus/. Accessed 09 Nov 2019. (in Russian) 3. Baker, H., Dayrell, C., McEnery, T.: Enriching our understanding of historic drought and water scarcity: investigating 200 years of news texts. In: Hunston, S., Nasseri, M. (eds.) Corpus Linguistics. International Conference, 25–28 July 2017, University of Birmingham. Abstract book, pp. 212–213 (2017). http://paulslals.org.uk/cCL/CL2017ExtendedAbstracts. pdf. Accessed 09 Nov 2019 4. Masevich, A.Ts., Zakharov, V.P.: Corpus linguistics methods in historical and culturological studies. In: Computational Linguistics and Computational Ontologies, pp. 24–43. Saint Petersburg State University, Saint Petersburg (2016). (in Russian) 5. Michel, J.-B., Shen, Y.K., Aiden, A.P., Veres, A., Gray, M.K., Pickett, J.P., Hoiberg, D., Clancy, D., Norvig, P., Orwant, J., Pinker, S., Nowak, M.A., Aiden, E.L.: Quantitative analysis of culture using millions of digitized books. Science 331(6014), 176–182 (2011) 6. Kilgarriff, A., Charalabopoulou, F., Gavrilidou, M., Johannessen, J.B., Khalil, S., Kokkinakis, S.J., Lew, R., Sharoff, S., Vadlapudi, R., Volodina, E.: Corpus-based vocabulary lists for language learners for nine languages. Lang. Resour. Eval. 48(1), 121– 163 (2014) 7. Kirk, J., Čermáková, A.: From ICE to ICC: a proposal for an international comparable corpus. In: Hunston, S., Nasseri, M. (eds.) Corpus Linguistics. International Conference, 25– 28 July 2017, University of Birmingham. Abstract book, pp. 131–133 (2017). http:// paulslals.org.uk/cCL/CL2017ExtendedAbstracts.pdf. Accessed 09 Nov 2019 8. Kilgarriff, A., Baisa, V., Bušta, J., Jakubíček, M., Kovář, V., Michelfeit, J., Rychlý, P., Suchomel, V.: The Sketch Engine: ten years on. Lexicogr. ASIALEX 1, 7–36 (2014) 9. Benko, V.: Aranea: yet another family of (comparable) web corpora. In: Sojka, P., Horák, A., Kopeček, I., Pala, K. (eds.) Conference Text, Speech and Dialogue, vol. 8655, pp. 247– 254. Springer, Cham (2014) 10. Sinclair, J.: Reading Concordances. An Introduction. Pearson Longman, London (2003) 11. Shaw, E.M.: Teaching vocabulary through data-driven learning. https://www. semanticscholar.org/paper/Teaching-Vocabulary-Through-Data-Driven-Learning-Shaw/ d1758aa87bcf9211957f1f5738d4d39bd38c2f72. Accessed 09 Nov 2019 12. Leńko-Szymańska, A.: Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL 26(2), 260– 278 (2014) 13. Agafonova, L.I.: Nekotorye voprosy ispol’zovanija korpusnyh tehnologij kak faktora povyshenija kachestva obuchenija inostrannym jazykam [Some issues of using corpus technologies as a factor in improving the quality of teaching foreign languages]. Bull. Russian State Pedagogical Univ. named after A.I. Herzen 87, 80–88 (2009). (in Russian) 14. Johns, T.: Should you be persuaded – two samples of data-driven learning materials. In: Johns, T., King, P. (eds.) Classroom Concordancing, pp. 1–16. Birmingham University, Birmingham (1991) 15. Leech, G.: Teaching and language corpora: a convergence. In: Wichmann, A., Fligelstone, S., McEnery, A.M., Knowles, G. (eds.) Teaching and Language Corpora, pp. 1–23. Longman, London (1997) 16. Kettemann, B.: Concordancing in English language teaching. TELL CALL 4, 4–15 (1995) 17. Boulton, A., Cobb, T.: Corpus use in language learning: a meta-analysis. Lang. Learn. 67(2), 348–393 (2017)

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The Model of Promoting Professional and Communicative Foreign Language Competence of Future Engineers Maria V. Arkhipova(&) , Ekaterina E. Belova Yulia A. Gavrikova , and Olga A. Mineeva

,

Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod 603950, Russia [email protected], [email protected], [email protected], [email protected]

Abstract. The article presented concerns the problem of improving the quality of professional training being one of the main objectives of policy-makers, managers and practitioners working in the field of higher education. Scientific and technical cooperation and international business expansion mean that the demand for professional and foreign language communicative competence has increased in recent years. The growing need for engineering specialists with professional and foreign language communicative competence makes the current research topical and relevant. We see the professional competence of the engineer as a complex integral phenomenon, including a wide range of components with knowledge, skills, personal qualities, ways of thinking, taking responsibility for the actions constituting the basis. The purpose of our study is to provide a theoretical review and experimentally test the model of promoting professional and foreign language communicative competence of future engineers at University. Our research was conducted on the basis of Minin Nizhny Novgorod State Pedagogical University (Russia), 120 students majoring in engineering taking part in the experiment. To assess the reached level of professional foreign language communicative competence, we have developed criteria describing value and motivation, cognitive and activity, reflexive and creativity spheres of the personality, each component of professional foreign language communicative competence manifested at elementary, functional and advanced levels. The received results with the described criteria prove that the developed model has a positive impact on promoting professional and foreign language communicative competence of future engineers. Keywords: Education
Foreign language competence competence
Engineers

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 521–529, 2020. https://doi.org/10.1007/978-3-030-47415-7_55


Communicative

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1 Introduction Continuous changes in technology and the opening of new markets all around the world have created a need for engineers who not only have technical knowledge and skills but also demonstrate broader professional capabilities [1–4]. Scientific and technical interaction, as well as the expansion of the transnational engineering environment and technology, make it necessary to increase attention to the formation of professional foreign language communicative competence of future engineers which can be considered as an ability to communicate at a technical or professional level in a second language both orally and in writing as well as to communicate cross-culturally in a global engineering environment. The problem of improving the quality of professional training at engineering programs by means of promoting professional and language communicative competence being topical and acute, we see the aim of our research in developing criteria, as well as levels of professional foreign language communicative competence.

2 Literature Review Technical engineering competence can be considered as a complex integral formation of an individual that includes a wide range of components. They represent a combination of systematized knowledge, professional skills, highly specialized and personal qualities, ways of thinking, as well as an understanding of responsibility for the actions. The research on international requirements for technical engineering competence shows that its compulsory component is the ability to speak a foreign language [5–8]. The researchers reveal the importance of communicative component as an element of professional readiness and conclude that professional foreign language communicative competence belongs to the key competencies of a specialist. Warnick noted that the development of foreign language proficiency provides insight into and increases understanding of the values, beliefs, behaviors, practices, customs, and artefacts of other cultures [9]. Mariasingam et al. acknowledged that the ability to speak another language provides engineers access to additional information, experiences, and understanding within their profession [10]. For Millrood professional foreign language communicative competence is a factor of the general cultural development of an engineer which allows him to interact effectively in a professional environment [11]. Oral communication skills in a foreign language are necessary for successful functioning in any professional discourse [12–14]. Zrnikova and Bujalkova study nonverbal behavior as a part of successful professional communication, where the right indication of feelings, attitudes and body language contribute to better understanding [15]. The scientific literature reveals a great body of extensive research on the definitions, essence, and components of engineers’ professional foreign language communicative competence. Although the term “professional foreign language communicative competence” is widely used, there is no absolute agreement on its meaning and structure. Konnova defined the professional foreign language communicative competence as a combination of characteristics of a broad-minded specialist productively implemented in foreign language professional communication [16]. It is formed through language

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skills and abilities, providing highly effective interaction in a foreign language; a high level of critical thinking, ensuring perception of foreign speech and decoding technical and professional information presented in a foreign language; through knowledge, ensuring development and self-development of an engineer during professional communication in a foreign language. She considered that professional foreign language communicative competence means a certain level of language proficiency that approaches native speakers’ language proficiency and identified four components of professional foreign language communicative competence: the learning aspect, the cognitive aspect, the educational aspect, and the developing aspect [16]. Evdokimova added information and communication competence to the components of professional foreign language communicative competence interpreting it as knowledge of professionally significant sources of information in a foreign language, the ability to search, accumulate, process and use the information to broaden knowledge in professional communicative and cognitive activities [17]. In our study, we define the professional foreign language communicative competence of engineers as the integral quality characterizing their aspiration and ability to perform effective professional and business communication in a foreign language at basic, technical, and professional levels [18]. It consists of three components: value and motivation component, cognitive and activity component, and reflective and creativity component (Table 1).

Table 1. Future engineers’ professional foreign language communicative competence components Value and motivation component Cognitive and activity component Reflective and creativity component – Interest in learning a foreign language for specific purposes and perception of its significance for the future career; – Readiness and striving for using a foreign language in professional activities

Knowledge: – Knowledge of language and aspects of language use; – Knowledge of professional thesaurus; – Knowledge of verbal and nonverbal communicative strategies of professional and business interaction; – Awareness, appreciation, and understanding of the target language culture, cultural norms, and sociocultural rules Skills and abilities: – Capacity for appropriate use of knowledge in contextual communicative language use; – Ability to function in a truly professional communicative setting and to interact with people from other cultures and countries

– Appropriate self-assessment of readiness for communication in a foreign language at the technical or professional level; – Awareness of the current and future needs for mastering a foreign language for specific purposes; – Ability to develop creativity in the process of professional foreign language training; – Readiness for using additional sources in the process of learning a foreign language for specific purposes

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3 Materials and Methods The goal of our study is to define professional foreign language communicative competence, identify its components and levels of achieving. The first stage of our research included study and analysis of various literature on language communicative competence. In the second stage we organize the empirical research aimed at examining the demonstrated model of achieving professional foreign language communicative competence. These two stages lead to their subsequent conclusion and definition of the prospective and potential research. The experimental study was conducted on the basis of Minin Nizhny Novgorod State Pedagogical University, the faculty of Engineering; 120 students majoring in Automobile Industry took part in the study. We used qualitative research and content analysis; questionnaires; observation and interviews were used to collect data for our study. The following principles constitute the bedrock of the study: 1) voluntary participation of respondents in the research; 2) privacy and anonymity of respondents; 3) maintenance of the highest level of objectivity in discussions and analyses throughout the research [19].

4 Results and Discussion The search for effective ways of forming professional and communicative foreign language competence of future engineers started with developing the model of Future engineers’ professional foreign language communicative competence (Fig. 1). The below mentioned model is an attempt to eliminate discrepancy between acute demand for highly-qualified engineers, competent to conduct professional foreign language communication, on the one side, and disadvantages in the system of professional intercultural preparation provided by professional educational institutions nowadays, on the other side. To form professional foreign language communicative competence we introduced the special courses into curriculum: 1) “The Basics of Future Engineers’ Foreign Language Communication” focused on forming communicative competence in everyday situational communication; 2) “English for Professional Communication”, “Business Communication” focused on professional spheres of communication. Each course is done according to a certain algorithm that includes 4 interconnected phases. The aim of the first – motivational – step is to cultivate positive motivation and demand for professional foreign language communicative competence, evaluative attitude to communication and development in a professional sphere. The second – basic – step is related to molding and development of basic skills on interpersonal, professional and business communication, mastering of professional and business communication norms and rules. The aim of the third – molding – step is to develop skills of solving problems in standard situations of professional and business communication in a foreign language and of making and nurturing professional contacts. This step gives students an opportunity to learn using professional and business information to do certain academic

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Future engineers’ professional foreign language communicative competence Goal Formation of Future engineers’ professional foreign language communicative competence

Tendencies of continuous engineering education

Theoretical framework Methodological Didacticpr Pedagogical regularities of educational process approaches inciples

Professional foreign language communicative competence Value and motivation component Reflective and creativity component

Cognitive and activity

Organizational pedagogical conditions - elaboration of an academic course; - elaboration and application of algorithm of Future engineers’ professional foreign language communicative competence; - elaboration and application of interactive education technology; - elaboration of assessment criteria of components Product/ Outcome Maturity of future engineers’ professional foreign language communicative competence Fig. 1. Model of forming future engineers’ professional foreign language communicative competence.

tasks through reproductive and productive tasks, in discussions, role and business plays. The purpose of the fourth – creative – stage is acquirement and mastering of skills, designed to solve communicative problems in unconventional situations of professional and business foreign communication. To assess the cultivation of professional foreign language communicative competence certain criteria have been developed for its assessment and evaluation (Table 2). The data were collected via questionnaires to learn the value and motivation component. The respondents were required to give their estimates of their choice on a 5-point scale ranging from “strongly disagree” to “strongly agree”. They were asked to evaluate the importance of professional foreign language training for their future career; attractiveness of different teaching methods and learning activities practiced in their language courses; desire and readiness for learning different speech activities in a foreign language.

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Table 2. Criteria for the formation of professional foreign language communicative competence. Level

Component Value and motivation

Elementary

- poor motivation for professional foreign language training

Functional

- sustainable motivation for professional foreign language training

Advanced

- a high level of motivation for learning a professional foreign language

Cognitive and activity - scarce amount of knowledge - ability to build up a short message on a topic covered - lack of knowledge of the rules and behavioral norms of professional and business communication - availability of knowledge and skills sufficient for a conversation in accordance with the language norms and the situation of communication - the ability to express one’s viewpoints, to hold a conversation according to the speech standards adopted in the country of the target foreign language - the ability to express one’s viewpoints giving strong reasons and using emotionallyevaluative means

Reflexive and creativity - low selfesteem - lack of creative skills

- excessive self-esteem - interest and readiness for creative activities - realistic selfesteem - a high level of readiness for creative activities

Testing aimed at determining the baseline of professional knowledge and foreign language skills and abilities helped us to learn the development of cognitive and activity component. The test “Verbal diagnosis of self-esteem” and the survey methodology “The definition of social creativity of a personality” were used to learn the development level of the reflexive and creativity component. The analysis of quantitative data gained at the ascertaining stage of the experiment showed that 51 respondents (42.5%) have the elementary level of professional foreign language communicative competence, 57 respondents (47.5%) have the functional level and 12 respondents (10%) have the advanced level of professional foreign language communicative competence. The results let us conclude that professional foreign language communicative competence of future engineers is formed spontaneously and insufficiently. However, the survey showed positive students’ perception of professional foreign language training and awareness of the need for improving their foreign language proficiency. Thus, we recognized the need for developing the author’s foreign language training courses and an algorithm to form professional foreign language communicative competence.

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Each component of professional foreign language communicative competence emphasis was being developed during the formative stage of the experiment. The control stage of the experiment was held after the implementation of the algorithm to form professional foreign language communicative competence of wouldbe engineers by introducing courses. The data obtained at the control stage make it possible to say that there is a positive trend in the development of professional foreign language communicative competence of future engineers (Table 3). The observations of other (mentioned above) scholars encouraged the current search and the obtained results mean that the ways to form this competence are valid to use (Fig. 2). Table 3. Level of professional foreign language communicative competence. Level Elementary Functional Advanced

Before the experiment 51 (42.5%) 57 (47.5%) 12 (10%)

After the experiment 19 (15.8) 65 (54.2%) 36 (30%)

54.2%

60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0%

47.5% 42.5% 30% 15.8% 10%

elementary

functional

before the experiment

advanced after the experiment

Fig. 2. Assessment of maturity level of professional foreign language communicative competence.

To obtain and summarize the results in the course of the ascertaining, formative and control experiments according to the formation criteria we have selected to form professional and foreign language communicative competence, we conclude that the organizational and pedagogical conditions contribute to the formation of foreign language communicative competence would-be engineers, are effective and efficient, allow us to achieve positive dynamics in the formation of professional speaking and communicative competence of engineering students.

5 Conclusion The investigation enabled us to conclude: – the organizational and pedagogical conditions that enhance the formation of professional foreign communicative competence of would-be engineers are identified;

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– scrutiny of the data got in criteria and evaluation procedures, shows that the developed model and organizational and pedagogical conditions positively affect the formation of foreign language communicative competence of would-be engineers, and the proposed methods to compare and analyze data let promptly fix changes in the advancing of professional foreign language communicative competence of would-be engineers. All in all, the current research is local and does not cover other majors, faculties and universities. Therefore, the prospect of our research can be seen in adapting the researched model, including components and levels, to be used with the view to promoting professional foreign language communicative competence of major nonlinguistic students. The findings of the research prove that professional foreign communicative competence of future engineers is formed spontaneously and insufficiently. We find the results helpful in making inferences about how specially modeled courses can boost communicative competence, having a considerable impact on both teaching and learning processes. We believe that our findings provide a balanced view on perspective towards understanding professional foreign communicative competence in higher education.

References 1. Ilyashenko, L.K., Vaganova, O.I., Smirnova, Z.V., Prokhorova, M.P., Gladkova, M.N.: Forming the competence of future engineers in the conditions of context training. Int. J. Mech. Eng. Technol. 9(4), 1001–1007 (2018) 2. Markova, S.M., Narcosiev, A.K.: Metodika issledovaniya soderzhaniya professional’nogo obrazovaniya [Research technique of the content of professional education]. Vestnik Minin Univ. 7(1), 2–22 (2019). (in Russian) 3. Mulder, K.F., Segalàs, J., Ferrer-Balas, D.: How to educate engineers for/in sustainable development: ten years of discussion, remaining challenges. Int. J. Sustain. High. Educ. 13 (3), 211–218 (2012) 4. Smirnova, Zh.V., Krasikova, O.G.: Sovremennye sredstva I tekhnologii ocenivaniya rezul’tatov obucheniya [Modern tools and technologies for assessing learning outcomes]. Vestnik Minin Univ. 6(3), 1–16 (2018). (in Russian) 5. Aitov, V.F., Galimova, K., Kulagin, A.A., Faizrakhmanova, L.M., Isupova, M.M., Kievskaya, E.I.: Formation of foreign language professional competence at the natural science faculties. Int. J. Mech. Eng. Technol. 9, 953–963 (2018) 6. Allan, M., Chisholm, C.U.: The development of competencies for engineers within a global context. Higher Education Academy Engineering Subject Centre and the UK Centre for Materials Education, Loughborough (2008) 7. Amitrova, M.V., Gusarova, Yu.V., Nelyubina, E.A.: Analizprocessaobucheniyainostrannomuyazykui ego vliyanienaformirovaniesocial’noznachimyhkachestvdlyaprofessional’nojdeyatel’nosti [Analysis of the process of foreign languages teaching and its influence on the social important qualities for professional activity development]. Baltic Humani. J. 4(2), 29–33 (2015). (in Russian)

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8. Kamenez, N.V., Aleshugina, E.A., Vaganova, O.I., Smirnova, Z.V., Chanchina, A.V.: Competency-oriented improvement of an additional language educational program in technical higher education. Int. J. Mech. Eng. Technol. 9(11), 1137–1145 (2018) 9. Warnick, G.M.: Global competence: its importance for engineers working in a global environment. In: ASEE Annual Conference & Exposition, pp. 22.748.1–22.748.30. American Society for Engineering Education, Vancouver (2011) 10. Mariasingam, M., Smith, T., Courter S.: Internationalization of engineering education. In: Proceedings of the ASEE Annual Conference & Exposition, pp. 1–17. ASEE, Pittsburgh (2008) 11. Millrood, R.: Teaching english to engineers at a tertiary level in Russia. Procedia Soc. Behav. Sci. 154, 199–203 (2014) 12. Busawon, A.N., Penlington, R., Perera, N.: Assessment of professional competencies and mobility of engineers in Europe. In: Proceedings of the EE 2012: Innovation, Practice and Research in Engineering Education, pp. 1–12. Loughborough University, Loughborough (2012) 13. Galloway, P.D.: The 21st Century Engineer: A Proposal for Engineering Reform. ASCE Press, Reston (2008) 14. Krupchenko, A.K., Kuznetsov, A.N.: Osnovy professional’noj lingvodidaktiki [Basesof professional lingvodidactics]. Academia, Moscow (2015). (in Russian) 15. Zrnikova, P., Bujalkova, M.: Nonverbal communication and its importance for the development of foreign language competence in medical and dentistry students. In: 17th Annual International Conference on Education, pp. 175–188. Athens Journal of Philology, Athens (2015) 16. Konnova, Z.I.: Formirovanie professional’noj inoyazychnoj kompetencii studentov v ramkah innovacionnyh processov v sovremennom mire [The formation of professional foreign language competence of students in the framework of innovative processes in the modern world]. News of the Tula State University. Pedagogics 2, 65–70 (2018). (in Russian) 17. Evdokimova, M.G.: Innovacionnaya Sistema professional’noorientirovannogo obucheniya inostrannym yazykam v neyazykovom vuze [Innovative system of the profession-oriented foreign language teaching in nonlinguistic universities]. Biblio-Globus, Moscow (2017). (in Russian) 18. Mineeva, O.A., Krasikova, O.G.: Formirovanie professional’no-inoyazychnoj kommunikativnoj kompetentnosti budushchih inzhenerov v vuze [Forming professional foreign language communicative competence of future engineers in a higher education establishment]. VGIPU, Nizhny Novgorod (2011). (in Russian) 19. Bryman, A., Bell, E.: Business Research Methods. Oxford University Press, Oxford (2007)

Improving the Efficiency of Independent Work in the Study of a Second Foreign Language by Undergraduates Elena Volodarskaya(&)

and Larisa Pechinskaya

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected]

Abstract. The analysis of the theoretical base allows us to examine the features of studying a foreign language as a whole, as well as the peculiarities of teaching a second foreign language, and thereby provides independent work on learning for the effectiveness and success of the entire educational process and formulates the principles of independent work of a student while studying a second foreign language in the conditions of distance educational process because of shortage of academic hours. A developed online course on the Moodle platform has demonstrated high efficiency and revealed potential, which was confirmed by the results of final tests of experimental groups, compared with the results of control groups. State policy to higher education institutions, information processing, the reduction of academic hours and audit of independent work is becoming an important aspect of the educational process. Therefore, the correct and effective educational operation is becoming an increasingly urgent task requiring immediate solutions. In our opinion, autonomous courses on various online platforms that do not practically require the participation of a professor and take into account the interests of students can significantly increase the productivity of independent work of linguistics undergraduates, especially concerning a second foreign language. As students should work with new material, they need to constantly access information and this process is time-consuming, so online courses allow students to organize successfully their individual independent work and focus only on the educational process. Keywords: Independent work course
Educational process


Moodle
Second foreign language
Online

1 Introduction The 21st century globalization has brought about enhancement of international relations at all levels of social life, which in turn has imposed a social mandate to train specialists able to both speak and teach foreign languages, thereby facilitating international cooperation and cultural exchange. Under present day conditions, such training presupposes active engagement of future specialists in independent work, which makes © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 530–538, 2020. https://doi.org/10.1007/978-3-030-47415-7_56

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developing self-study skills one of the key objectives of higher education. This has a pertinent bearing on linguistics undergraduates since the efficiency of their independent work has thus far been quite low. It should be noted that the above remark rings particularly true for second foreign language acquisition. It is usual practice to schedule a lesser number of classroom hours for studying a second foreign language. For reference, Peter the Great Saint-Petersburg Polytechnic University curriculum allocates a combined total of 2,592 teaching hours over the course of four years to first foreign language (i.e. English) acquisition and only 828 teaching hours to second foreign language acquisition. To add, the second foreign language program does not distinguish language activities or aspects of language learning (e.g., grammar or phonetics) and thus does not structure them into different course units that, taken together, comprise a complete practical course. Therefore, as our research revealed, the problem of the current situation is a considerable number of graduates who do not feel sure enough of their command of a second foreign language to use it after graduating because of lack of necessary skills. This leads to the objective of our paper that it is imperative to enhance the development of skills conducive to efficient independent work engaged in by linguistics undergraduates though, among other things, utilizing the potential of modern information technologies. One of the above-mentioned technologies is a virtual learning environment, which allows improving the efficiency of students’ independent work with no increase in weekly class-study load and almost no increase in teaching load. Distance support in the form of online courses has a number of advantages, the most important of which is that they establish direction for independent work, provide resources and materials as well as continuous access to information, and enable students to revise what has been taught. We believe that, due to its characteristics, the MOODLE platform has the most potential as a virtual learning environment.

2 Literature Review While determining the specifics of foreign language acquisition within the framework of the undergraduate program in Linguistics, it is important to note that Russian higher education institutions have a two-tier linguist training system: the first tier comprises four years of studies in all the compulsory subjects specified in the curriculum and results in a bachelor’s degree and the second tier entails another two years of studies to complete specialized linguistic training through education and research programs and results in a master’s degree. According to Shchukin, linguistics undergraduates pass through five stages of language acquisition: the introductory, beginner’s, intermediate, advanced, and specialist stages [1]. We reckon that the classification introduced by the researcher needs to be further elaborated with a studied regard to current realities, which means that an entire second foreign language course has to be divided into three stages: the preparatory, basic and advanced stages. Moreover, it is essential to bear in mind that despite vigorous efforts to integrate the studied language into all areas of student life, its acquisition occurs in an artificial language environment.

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Foreign language acquisition taking place in natural language environments is different from that conducted in artificial environments (e.g., immersion in a foreign language in a natural environment is unguided while learning a foreign language in a simulated environment happens in a controlled and institutionally organized way, etc.) which suggests that the two are inherently different processes and they require different approaches [2]. Analysis of academic literature on the principles of foreign language learning [3] has revealed a lack of unanimity among researchers, attributable to a variety of historical and cultural contexts in which classifications were produced. The classification by N. Baryshnikov [4] was established at the very outset of the 21st century, that is around 15 years ago, which is undoubtedly a considerable period of time for such a field as foreign language learning. On analyzing the works of Baryshnikov, Mitsutomi, Brown and other researchers [4–6], we have found the conceptual framework advanced by Yastrebova [7] to be the most consistent with current Russian realities. So the position of our research is that there should be judicious distribution of learning activities between in-class and out-of-class time as well as extensive utilization of a virtual learning environment that allows enhancing the effectiveness of work with selfinstructional materials and enables students to review the taught material as needed without any additional teacher involvement or extra allocations of classroom time. Alongside this, it is also important to acknowledge that the youth of today show great interest in any type of interactivity. The results of a questionnaire survey we conducted indicate that integration of interactive tasks and assignments into the learning process fosters interest in the target language. In addition, some researchers believe that interactive elements change the traditional roles assumed by teachers and students: students transition from passive to active learners, and their cognitive and creative activity becomes stimulated [8]. It is also necessary to highlight that the conditions under which independent work [9] is the most effective and efficient, especially when a virtual learning environment is integrated into the learning process [10], are not clearly articulated. Thus, after examining some research literature [11, 12], the contribution to the theoretical aspects of the problem could be determined by creating pedagogical conditions for the effective management of student independent engagement with a virtual leaning environment: • • • •

communicative competence level; coherence in studying; sufficiency of skills; value-based attitude toward active independent learning.

To sum up, our theoretical research brought us to the conclusion that student independent work, despite its name, does ultimately require some structure and teacher assistance [13]. In our opinion, there is a way to make this process more efficient and appealing for students without teachers having to re-allocate extra hours from their personal time, that is to engage a virtual learning environment. A virtual learning environment (also, learning management system, course management system) is used to produce, manage and distribute e-learning contents to which it provides shared access [14, 15].

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A virtual learning environment provides students with 24/7 access to learning materials and allows them to study at their convenience. It also enables them to reduce time allocated for revision and to improve the efficiency of independent work on passive learning materials. Another apparent advantage is that each student gets the opportunity to choose the presentation of learning materials and types of assignments best suited for them individually, e.g., video lectures, audio materials, various types of tasks [16]. Besides, the integration of a virtual learning environment into the learning process opens the way for a more active employment of its all but ignored cultural component, e.g., students can be offered literary, musical and cinematic selections in the target language to study on their own, which indisputably has a positive impact on the development of their socio-cultural competence. It should be clear that the integration of a virtual learning environment into the learning process suggests that students can enjoy a certain freedom of action, which can affect the learning process either positively or negatively. However, building an online course as a supplementary, not stipulated in the syllabus resource rich in various learning materials, among which students can make the choice best suited to their individual needs, may contribute to the development of students’ interest in the target language. Thus, we came to the conclusion that if the learning process is managed properly, the virtual learning environment can significantly improve the efficiency of the learning process in general and students’ independent work in particular.

3 Materials and Methods On giving full consideration to the theoretical aspects of improving the efficiency of independent work among linguistics undergraduates and proposed pedagogical conditions for the effective management of student independent engagement with a virtual leaning environment it is hypothesized that creating evaluation criteria for these pedagogical conditions is very essential. We established the criteria for evaluating student independent work effectiveness and assumed that creating an online course on the MOODLE platform as a way to provide distance support to students engaged in independent work [9, 11] may be most conducive to the development of their knowledge, skills and abilities. The proposed criteria for evaluating student independent work effectiveness: • communicative competence level should be estimated by student’s grades for every task; • coherence in studying should be estimated by consistency and stability in evaluating performance; • sufficiency of skills should be estimated by the ability to find out necessary information independently, analyze and interpret it to substantiate one’s own opinions; • value-based attitude toward active independent learning should be estimated by students’ initiative and motivation to work independently.

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So, we carried out an experiment to either prove or disprove this hypothesis. The experiment had five stages: • conducting a survey aimed to identify the need for an online course on the MOODLE platform and the preferences of future users; • pre-entry testing to establish the initial level of Spanish proficiency; • creating an online-course on the MOODLE platform and forming two study groups (experimental and control) among students from each year of undergraduate studies program, signing up the three experimental groups for the online course; • exit testing to establish the level of Spanish proficiency and the communicative competence after taking the course, also, comparing test results from the control and experimental groups; • conducting a survey on students’ keeping of active independent learning and their value-based attitude to it. The experiment involved 57 male and female students: 22 second-year students, 15 third-year students, and 20 four-year students, all of whom study Spanish as their second foreign language. To carry out an experiment, firstly, a detailed questionnaire was drawn up and, upon receipt of responses, a comparative analysis was done. Secondly, pre-entry and exit testing were conducted to check the initial and achieved levels of communicative competence (Fig. 1).

Fig. 1. The online course “Spanish as the second foreign language”.

4 Results and Discussion As a result of a student survey, it was found that graduates often do not feel sure enough of their command of a second foreign language because of shortage of necessary communicative skills. Thus, the following proposals were made. Firstly, the students became more interested in a well-structured resource capable of serving as an organizational basis for their independent work. Moreover, when creating a course, the principles of foreign language acquisition and the syllabi as well as the

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preferences of future users were taken into account. Such an approach allows creating a highly effective and user-friendly resource. Secondly, analysis of the exit test results revealed that the experimental groups made up of second-, third-, and forth-year students achieved much higher scores than the control groups, which indicates that the online course on the MOODLE platform has a high potential as an organizational resource for independent work in the study of a second foreign language by undergraduates. Thus, despite the apparent potential of the online course on the MOODLE platform, its repeat testing is required to further optimize it and to enhance its effectiveness. It can be said that the online course on the MOODLE platform designed to advance Spanish proficiency and used as a means to aid independent learning has been welcomed by students, who indicated great interest in such a course. The experimental groups who actively engaged with the course performed better than the control groups, as we can see in Fig. 2.

3.5 3 2.5 2

Experimental group Control group

1.5 1 0.5 0 Second year

Third year

Fourth year

Fig. 2. Comparison of the grades after carrying out a teaching experiment.

This online course covered such aspects of Spanish learning as the development of lexical and grammar skills. At the first stage students studied the key lexical units (words, phrases and set expressions) on a specific topic and grammar structures. The units were chosen by the teachers after a thorough analysis of the main educational and instructional materials and given to students for self-study. After the introduction to grammar structures, new lexical units and their subsequent training through self-study students were asked to do some exercises ranging from easy to hard ones in order to consolidate the acquired knowledge. Then completing all exercises students had to take a final test composed of the content from the exercises.

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Students were required to learn the grammar structures and the lexical units through self-study; however, the final test was to be written in class. Therefore, if a student did the exercises thoroughly, the test score would be high. The presented study pattern ensures automatic learning of new lexical units and enables transfer of words from the passive to the active vocabulary to use them in conversations. Thus, the significant results of developing foreign language communicative skills obtained due to improving independent work are a direct result of integrating an online course into the learning process. To sum up, after examining some research literature and carrying out our experiment the conditions for the most effective and efficient independent work were articulated. This is the observance of such pedagogical conditions as communicative competence level, coherence in studying, sufficiency of skills, value-based attitude toward active independent learning while creating an online course on the MOODLE platform.

5 Conclusion In conclusion, our theoretical research shows that student independent work requires some structure and teacher assistance. In our opinion, there is a way to make this process more efficient and appealing for students without teachers, that is to involve a virtual learning environment into the process of studying foreign languages. Our contribution to the theoretical aspects of the problem could be determined by creating pedagogical conditions for the effective management of student independent engagement with a virtual leaning environment: communicative competence level, coherence in studying, sufficiency of skills, value-based attitude toward active independent learning. Our practical research shows that the created second foreign language online course allows students to enhance communicative skills and be ensured of their command of a second foreign language. The students are also motivated to showcase the acquired lexical units and grammar structures in class discussions and produce monologues and dialogues without feeling constrained due to an active vocabulary deficit. Finally, it should be emphasized that our research has tremendous potential. In line with the current federal higher education policy and focus on IT development as well as in view of reduced in-class hours and shortages of classrooms, independent work of students is becoming an increasingly significant aspect of the learning process. It follows that its proper and effective management is turning into an increasingly urgent issue. In our opinion, self-contained courses on various online platforms that require almost no teacher involvement and take account of student interests and preferences have the potential to significantly improve the efficiency of independent work among linguistics undergraduates, especially in their study of a second foreign language. They offer a great combination of advantages, among which are their well-defined structure, enabling students to navigate through the learning process and to map out their individual educational trajectory; recurrent patterns in learning materials, making it possible for students to work on new materials while consolidating those covered earlier;

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continuous access to information, allowing students to review old materials or study new ones whenever they need to; provision of opportunities for exchanging resources and opinions, etc. The experimental results support the above statement.

References 1. Shchukin, A.N.: Obucheniye inostrannym yazykam: Teoriya i praktika: Uchebnoye posobiye dlya prepodavateley i studentov [Teaching Foreign Languages: Theory and Practice: Textbook for Teachers and Students], 2nd edn. Philomatis, Moscow (2006). (in Russian) 2. Beliaeva, L.N., Chernyavskaya, V.E.: Dokazatel’naya lingvistika: Metod v kognitivnoy paradigme [Evidence-based linguistics: Methods in cognitive paradigm]. Voprosy Kognitivnoy Lingvistiki 3, 77–84 (2016). (in Russian) 3. Almazova, N., Kostina, E., Khalyapina, L.: Novoye polozheniye inostrannykh yazykov v sisteme obrazovaniya oriyentirovannogo na global’nuyu grazhdanstvennost’ [The new position of foreign language as education for global citizenship]. Novosibirsk State Pedagogical Univ. Bull. 6(4), 7–17 (2016). (in Russian) 4. Baryshnikov, N.V.: Metodika obucheniya vtoromu inostrannomu yazyku v shkole [Methods of teaching a second foreign language at school]. Education, Moscow (2003). (in Russian) 5. Brown, H.D.: Principles of Language Learning and Teaching, 4th edn. Longman, New York (2000) 6. Mitsutomi, M.: Some fundamental principles of language teaching and learning. Aviation English Services. http://www.aeservices.net/English/Language-Learning-Mitsutomi.pdf. Accessed 14 Nov 2019 7. Yastrebova, L.T.: Printsipy obucheniya vtoromu inostrannomu yazyku kak spetsial’nosti v yazykovom vuze [Principles of teaching a second foreign language as a specialty in a language university]. Bull. Tomsk State Pedagogical Univ. 8, 75–79 (2014). (in Russian) 8. Odinokaya, M., Krepkaia, T., Sheredekina, O., Bernavskaya, M.: The culture of professional self-realization as a fundamental factor of students’ internet communication in the modern educational environment of higher education. Educ. Sci. 9(3), 187 (2019). https://www. mdpi.com/2227-7102/9/3/187. Accessed 22 Mar 2020 9. Karsagina, S.A.: Ipol’zovaniye LMS Moodle dlya intensifikatsii samostoyatel’noy raboty studentov pri obuchenii inostrannomu yazyku v neyazykovom vuze [The use of LMS Moodle to intensify the independent work of students in teaching a foreign language in a non-linguistic university]. Azimuth Sci. Res.: Pedagogy Psychol. 4(25), 120–122 (2018). (in Russian) 10. Bylieva, D., Lobatyuk, V., Safonova, A., Rubtsova, A.: Correlation between the practical aspect of the course and the E-learning progress. Educ. Sci. 9(3), 167 (2019). https://www. mdpi.com/2227-7102/9/3/167. Accessed 22 Mar 2020 11. Shepelyuk, O.L.: Samostoyatel’naya rabota studentov kak etap podgotovki k professional’noy deyatel’nosti [Students’s independent work as a stage of preparation for professional activity]. Perspect. Sci. 6(69), 24–27 (2015). (in Russian) 12. Dikansky, A.Yu.: Assessment of the dynamics of the development of skills of independent educational activities of students with ICT tools. http://zanny.ru/docs/100/index-38557.html. Accessed 01 Nov 2019

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13. Stroganova, O., Bozhik, S., Voronova, L., Antoshkova, N.: Investigation into the professional culture of a foreign language teacher in a multicultural classroom from faculty and international students’ perspectives. Educ. Sci. 9(2), 137 (2019). https://www.mdpi.com/ 2227-7102/9/2/137. Accessed 22 Mar 2020 14. Baranova, T., Khalyapina, L., Kobicheva, A., Tokareva, E.: Evaluation of students’ engagement in integrated learning model in a blended environment. Educ. Sci. 9(2), 138 (2019). https://www.mdpi.com/2227-7102/9/2/138. Accessed 22 Mar 2020 15. Glukhov, V., Vasetskaya, N.: Improving the teaching quality with a smart-education system. In: 2017 IEEE 6th Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science Education Innovations), SPUE (2017). https://ieeexplore.ieee.org/ document/8245958. Accessed 22 Mar 2020

MOOCs in Blended English Teaching and Learning for Students of Technical Curricula Artyom D. Zubkov(&) Novosibirsk State University of Economics and Management, Novosibirsk 630099, Russia [email protected]

Abstract. New educational standards of higher education and requirements for learning outcomes in non-linguistic universities require new approaches to the educational process. Modern realities lead to the development of effective teaching methods and the implementation of urgent information and communication technologies in the educational process of higher education institutions. This article explores the possibilities of using massive open online courses in blended teaching and learning of foreign language (English) for students majoring in engineering. The criteria and methods for selecting massive open online courses for integration into educational process of English classroom at tertiary level are presented. The comparison of the subject course content in foreign language and content of the Computer Science curricula is demonstrated. The model of face-to-face teaching and learning with the implementation of massive open online course in the framework of the discipline “Professional Foreign Language” is given. It is concluded that massive open online courses have positive opportunities for the development of students’ foreign language professional competence while using them in blended teaching and learning activities. Keywords: Massive open online course (MOOC)
Foreign language
Higher education institution
Blended teaching and learning

1 Introduction New federal state educational standards of higher education, requirements for the level of competency formation among graduates of non-linguistic universities expected a change in approaches to the educational process. Modern challenges lead to the development of effective training models and new formats for the use of information and communication technologies (ICT). Today students are increasingly taking an active position in the educational process, independently choosing their educational path trying to minimize their efforts while achieving maximum results. For various reasons the higher education system cannot fully meet the modern requirements of employers to train IT specialists. It seems necessary to introduce blended learning models that combine the best traditional teaching methods and new ICT capabilities. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 539–546, 2020. https://doi.org/10.1007/978-3-030-47415-7_57

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The purpose of this study is to consider the possibilities of using subject massive open online courses (MOOCs) in blended teaching English to bachelors majoring in information technologies. The prospects for using subject-oriented MOOCs in teaching English to students are examined through pilot project of the Faculty of Business and Computer Science at Siberian Transport University. STU is engaged in the introduction of distance educational technologies, e-learning technologies and the online form of implementing educational programs in order to increase the effectiveness of independent and in-class work of students in higher education programs of full-time and parttime forms of education, which is considered as an integral part of STU strategy on development for the period from 2019 to 2024 years. The Department of English Language at STU also makes efforts to develop a procedure for integrating MOOCs into the learning process taking into account the accumulated experience of domestic and foreign practices. Teaching students of technical universities using modern ICTs is especially important, since in the process of training students can and should critically analyze the materials of subject disciplines in a foreign language.

2 Literature Review As for researchers, certain aspects of this issue are covered in the works of the following researchers who studied self-regulated learning in massive open online courses [1], engagement, learning, and design of MOOCs [2], structural and dialogic aspects of language MOOCs [3], gamification as a key determinant of open online course [4], MOOCs and their impact on future of higher education [5], learners’ interaction in massive open online courses [6], using of artificial intelligence in MOOCs [7], web 2.0 technologies for teaching technical courses [8], combination of MOOC and regular face-to-face course [9], pedagogical and technical characteristics of MOOC platforms [10], effective principles of informal online learning design [11], virtual learning environment [12], design, implementation and evaluation of MOOCs to improve inclusion of diverse learners [13], technology supported teaching [14], motivation for enrolment in programming MOOCs [15], language learners communication in MOOCs [16], subject MOOCs as a component of language learning environment [17]. However, many issues of tertiary language teaching for specific purposes using massive open online courses are still uncovered in the scientific and methodological literature.

3 Materials and Methods Selecting MOOCs for students of technical areas of training, the author proceeded from the fact that teaching a foreign language at a university is aimed at developing the communicative competence that is necessary for future career and professional communication in a foreign language. When selecting massive open online courses for the formation of professional foreign language competence of technical students, the following principles of MOOC selection should be guided by:

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– linguistic and methodological factors for checking MOOCs for their conformity for use to form professional foreign language competence (genres of materials presented, professionally oriented foreign language, organization of communication, level of text complexity); – extralinguistic factors - the duration of the course, the cost of participation, the amount of time allocated to the study of materials. Bachelors of engineering and technology should be guided in the professional field, demonstrate their knowledge in the subject area, use a foreign language as a means of obtaining new information. The use of MOOCs is advisable for the formation of professional foreign language competence of students. Choosing from all the massive open online courses available on the Internet we were guided by the fact that the duration of the course should be no more than 12 weeks, the course materials should contain genres inherent in technical scientific discourse, the language material of the course should be saturated with special vocabulary for the curricular subjects studied by students, during the course students have the opportunity of intercultural communication on the forum and peer assessment, according to the results of the course students can get a certificate of completion free of charge. All this helped us narrow our search to several technical courses of the Coursera online platform. Next, students choose the appropriate course that meets their needs by voting. This technique was used to select the most appropriate MOOC out of hundreds that are available on the Internet. A profuse example of the online courses offered for integration appears the MOOC on Coursera platform “Programming Fundamentals” developed by the Department of Electrical and Computer Engineering at Duke University (North Carolina, USA). The duration of the course is 4 weeks, the course material is presented by 36 video clips, 42 materials for independent study, 14 training tests and 4 final tests at the completion of each module. The course content is presented by the following thematic aspects: • • • • • •

Formulating an Algorithm; Reading Code; Types and Representations of Data; Designing Algorithms; Programming Concepts; Testing of Algorithms.

The content of this MOOC is partially or fully reflected in the following disciplines of the curriculum of major «Applied Computer Science» in STU: • • • • • •

Discrete Math; Computer Science and Programming; Data Structures; Presentation of Data in Information Systems; Theory of Information Processes and Systems; Software Engineering.

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4 Results Due to the large number of available online courses the selection of MOOCs was carried out using automated search systems - MOOC aggregators. The Class Central aggregator provides information on the number of courses in target categories at the end of 2019 for the largest MOOC providers (Coursera, Udacity, edX, FutureLearn and Khan Academy). The results obtained allow us to make the following general conclusions. Five international MOOC providers afford access to 7,569 massive open online courses. The main language of learning materials is English. Depending on the chosen online platform from 81% to 99% of MOOCs require knowledge of English. About 96% of online courses are accompanied by English subtitles. Over the past few years access conditions and the learning process at MOOCs have changed significantly. For example, previously there was a strict separation of MOOCs into training models. Some courses were provided on a self-paced basis, when enrolling in a course, studying content and testing materials were available to students without reference to specific dates. Other courses were characterized by tight deadlines for completion. Now MOOC developers are actively translating their online courses into flexible session format when a student can independently choose convenient deadlines or transfer them in case of lack of time. All these changes are dictated by the rapid pace of life in our information world. From manually selected MOOCs, we studied online courses that can be modularly or fully integrated into the teaching of Professional Foreign Language discipline for students of the Faculty of Business and Computer Science using various blended learning models. Students can study the course interesting for them independently or with a teacher according to individual educational paths and the level of English. Authentic materials and relevant course topics influence student motivation positively [16, 17]. The work of a foreign language teacher and students is supposed to be carried out as follows (Fig. 1): 1. The English teacher personally completes the subject massive open online course selected for full-time students to integrate into the teaching of a foreign language. If necessary, EFL teacher consults with a teacher of professional disciplines for a clearer understanding of the course content. Alternatively, as in our case, a positive feature for such integration is that the EFL teacher has a second higher education in the major of the massive open online course selected according to the criteria. 2. EFL teacher creates electronic learning materials for language support for studying the massive open online course in a digital educational environment (e.g. Moodle, LearningApps, eLang, Quizlet etc.). 3. Students independently study the electronic educational materials developed by the teacher, which in the future will allow them to complete the course easier, having previously familiarized themselves with the main vocabulary of the course and the common grammatical structures. At this stage, the basic principles of CLIL are implemented.

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4. Students register on the online platform, which presents a massive open online course (Coursera, FutureLearn, EdX, Udacity, etc.) and enroll the online course after completing interactive language support tasks for the online course. While doing these activities students develop their learning autonomy skills. It should be noted that this stage requires high motivation of students. 5. Weekly students watch video lectures from the best universities in the world and various cultural/scientific organizations in their subject area with or without subtitles independently, possibly attracting additional electronic translation resources and dictionaries depending on the initial level of language and subject training and fulfill the required tasks, and can also consult with an English teacher or a teacher of professional disciplines. 6. In full-time classes, the foreign language teacher engages students at group discussions on the topics studied and allocates additional time for individual consultations with students experiencing certain language difficulties using active teaching methods. Thus, the role of EFL teacher approaches the ideal of our time, namely, a facilitator, tutor and adviser. In addition, a foreign language teacher and a teacher of professional disciplines can work and advice students together, while realizing all the principles of content and language integrated teaching. 7. In language laboratories and classrooms for independent work students experiencing language difficulties can perform tests and other forms of control offered by the course, with the participation of EFL teacher paying attention to both the language and course content being studied. Particular attention should be paid to the grammar models used, the features of discourse and professional vocabulary used in educational materials of the massive open online course. 8. Students must pass the final test or complete the final course work in a computer laboratory with the presence of a foreign language teacher and verbally defend the course project by commenting on the contents of the online course in English. Students also provide EFL teacher with an individual portfolio based on the MOOC learning outcomes. 9. After students have completed the online course having fulfilled all the necessary requirements, each student receives a digital certificate of the online platform, upon presentation of which and successful protection of the final assignment in the classroom, a massive open online course can transfer a credit towards the discipline “Professional Foreign Language (English)”. Students of the STU pilot project note that the possibility of obtaining a certificate from a leading world university is a strong motivating factor for mastering an online course and learning a foreign language in general.

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Fig. 1. Integration model of the MOOC selected into EFL teaching to non-linguistic students.

5 Discussion It is assumed that successfully completed massive open online courses from a specialized subject area in English can be transferred towards a credit by the university for discipline “Professional Foreign Language” due to a number of features. Firstly, it is impossible not to take into account the deep implementation of information and communication technologies as an integral attribute of our time in the everyday life of modern technical students. They are true residents of a digital society appreciating only active methods of learning, which imply an individual path, flexibility, as well as a real contextual approach to the study of educational material and the development of cooperation with the teacher and groupmates in the educational process. Secondly, any open online course that focuses on thematic study of professional disciplines of the curriculum can be a strong motivating factor in learning a foreign language, since at present the vast majority of such online courses offer video lectures in English with subtitles. In this case, language teaching and learning will take place according to the approaches of English as the Medium of Instruction and Content and Language Integrated Learning within the framework of such functional language variation as English for Specific Purposes. Students studying massive open online courses in their free time can be considered by a foreign language teacher as an element of blended learning in the self-paced form in which the open online course itself acts as a platform for group talking and discussion of linguistic material with the teacher directly in the classroom. Thirdly, massive open online courses act as a platform for intercultural communication with students around the world united by a single professional and academic interest. Each open online course sets as its task not only the open dissemination of knowledge but also the establishment of friendly and professional contacts with other students, discussion on forums and peer assessment. A foreign language teacher cannot deny these advantages of non-formal online education during which full-time students can find English-speaking partners that are representatives of different world cultures.

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6 Conclusion The history of MOOCs, their classification, development and use in the educational process, the impact on changes in higher education are actively discussed by all participants in the educational process [4, 7]. The commercial side of MOOCs, pedagogical design, quality of the material, the role of the teacher, relation with traditional teaching models, the availability of online courses, issues related to the ICT competence of students, MOOC success indicators appear an incomplete list of significant issues that are pending. MOOCs bring new technologies to higher education system. Massive open online courses have positive opportunities for changing and improving existing methods of teaching a foreign language in higher education through the integration of MOOCs in the educational process of a university using blended teaching models and the concept of content and language integrated learning. Such ICT can be an effective tool for the formation of professional foreign language competence of students in non-linguistic majors due to the authenticity of educational materials, effective independent work of students and their high motivation. Features of professional discourse and the richness of special vocabulary can favorably affect the formation of the language skills of university students.

References 1. Lee, D.: Systematic literature review on self-regulated learning in massive open online courses. Australas. J. Educ. Technol. 35(1), 28–41 (2019) 2. Walters, K., Henry, P.: Fostering Multiple Levels of Engagement in Higher Education Environments, 1st edn. IGI Global, Hershey (2019) 3. Fuchs, C.: Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, 1st edn. IGI Global, Hershey (2019) 4. Aparicio, M., Oliveira, T., Bacao, F., Painho, M.: Gamification: a key determinant of massive open online course (MOOC) success. Inf. Manag. 56(1), 39–54 (2019) 5. Waks, L.J.: Contemporary Technologies in Education, 1st edn. Palgrave Macmillan, Cham (2019) 6. Shurtina, A., Lyamin, A., Cherepovskaya, E.: Learners’ interactions in massive open online courses: analysis and interpretation. In: Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference, pp. 233–237. Rezekne Academy of Technologies, Latvia (2019) 7. Sisman-Ugur, S., Kurubacak, G.: Handbook of Research on Learning in the Age of Transhumanism, 1st edn. IGI Global, Hershey (2019) 8. Bogdan, R., Pop N., Holotescu, C.: Using web 2.0 technologies for teaching technical courses. In: AIP Conference Proceedings, vol. 2071, pp. 409–414. AIP Publishing, Melville (2019) 9. Defaweux, V.: To combine a MOOC to a regular face-to-face course – a study of three blended pedagogical patterns. In: Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019, pp. 210–217. CEUR Workshop Proceedings, Naples (2019)

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10. Emrani, S., Merzouqi, A., Khaldi, M.: Massive online open courses platforms: analysis and comparative study of some pedagogical and technical characteristics. Int. J. Smart Educ. Urban Soc. 10(1), 25–36 (2019) 11. Holland, A.: Effective principles of informal online learning design: a theory-building metasynthesis of qualitative research. Comput. Educ. 128(1), 214–226 (2019) 12. Ali, A., Mushtaq, R., Wani, S.: Virtual learning environment: a case study of edX MOOC platform. J. Adv. Libr. Sci. 6(1), 118–122 (2019) 13. Sanchez-Gordon, S., Luján-Mora, S.: Design, implementation and evaluation of MOOCs to improve inclusion of diverse learners. In: Khosrow-Pour, M. (eds.) Accessibility and Diversity in Education: Breakthroughs in Research and Practice, 1st edn, pp. 52–80. IGI Global, Hershey (2019) 14. Goosen, L.: Technology-supported teaching and research methods for educators: case study of a massive open online course. In: Makewa, L., Ngussa, B., Kuboja, J. (eds.) TechnologySupported Teaching and Research Methods for Educators, pp. 128–149. IGI Global, Hershey (2019) 15. Luik, P.: What motivates enrolment in programming MOOCs? Br. J. Edu. Technol. 50(1), 153–165 (2019) 16. Zubkov, A., Morozova, M.: Language learners communication in MOOCs. Advances in Intelligent Systems and Computing, vol. 677, pp. 175–186 (2018) 17. Bovtenko, M., Parshukova, G.: Subject MOOCs as component of language learning environment. Advances in Intelligent Systems and Computing, vol. 677, pp. 122–127 (2018)

Educational Environments

On the Roles of Socio-educational Work in Higher Medical Education in the Development of Social Competence Olga Yu. Makarova

and Daria V. Gorbunova(&)

Kazan Medical University, Kazan 420012, Russian Federation [email protected], [email protected] Abstract. The article is devoted to an issue of socio-educational work in higher medical school and its role in the development of social competence in students in the context of the competency-based approach. The authors analyse the notions of ‘social education’ and ‘social competence’. The role of the educational environment in social education is emphasized. The socio-educational work at Kazan State Medical University is described, and the model of an organized system for socio-educational activity is illustrated. Humanization is considered the fundamentals of social education. The moral and ethics are regarded to be an integral component of social education. The results of the survey concerning the moral-ethical side of the medical profession, which has been conducted among the students of KSMU, are adduced. The authors consider the importance of the personal approach to social education to be the basic value orientation of the professors as the basis for tolerant and equal relationship in university settings. It is stated that the socio-educational work in KSMU is in progress and further research is needed. Keywords: Higher medical education work


Social education
Socio-educational

1 Introduction Changes happening in society affect the socio-economic situation in the country and call for quality changes of the existing system. The goal of social education is changing – students are different, they grew up under different circumstances, they begin their lives on a level higher than that adults and elderly people had at the beginning of their life. Professorial and teaching staff is being adjusted accordingly. Moreover, it should be noted that society is experiencing a period of spiritual and moral crisis. Apparently, this is due to much less attention paid to the problem of moral education on the one hand, and individualization clearly manifested in modern life and affecting the social cohesion, on the other hand. The medical profession is inherently people-centered and humanistic. The requirements for the moral and ethical side of this profession do not change greatly; however, the present-day conditions and the competency-based approach to higher education require adjustments in the educational environment to prevent the crisis in the medical sphere. Consequently, in higher medical school, the issue of social education is of particular importance. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 549–557, 2020. https://doi.org/10.1007/978-3-030-47415-7_58

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The purpose of the article is to present the experience of KSMU on introduction of the system of socio-educational activities and to provide the results of the survey and interviews, which were carried out to track the students’ view on professionally significant qualities of medical specialists. We created a new environment, we face a new challenge caused by our new priorities, and therefore we must change and study a great deal to meet the demands and challenges of the times. Naturally, these new conditions cannot change the content, form, methods, principles, and approaches to socio-educational work. This means that the system and socio-educational work are constantly involved in the dynamics and development of this objective natural process.

2 Materials and Methods 2.1

Relevance of the Research

The problem of the development of fundamentals of social preparedness requires a long-term solution. The development of soft skills in medical students is of particular importance since the medical profession imposes certain requirements to its members. The professional culture of the medical profession includes humanism, intelligence, tolerance, a sense of collegiality and professional ethics, discipline and respect for people and their work, and willingness to serve the benefit of society and each person. The ethical and legal issue of the professional culture of medical specialists is reflected in the Doctor’s Oath in Article 71 of the Federal Law On the fundamentals of protection of citizens’ health in the Russian Federation, according to which the university graduates take the oath to “…be always ready to provide medical care, keep medical confidentiality, treat the patient carefully, act exclusively in his interests regardless of gender, race, nationality, language, origin, property and official position, place of residence, religion, beliefs, affiliation to public associations, as well as other circumstances, show the highest respect for human life…” [1]. Thus, social education is of particular interest in medical universities since it is in their walls that personal and professional competencies of future specialists are formed, and the educational environment plays a decisive role in the formation of the professional culture of future medical specialists. 2.2

Objectives and Methods

The objectives of the paper are: – to introduce a notion of social education as its socially and professionally relevant component specified within higher medical education into a broad audience; – to discuss the moral-value component in medical education; – to describe the entity of the humanizing educational environment and the principles of the current system for socio-educational activities in KSMU. The methodological basis of the study was the competency-based, systemic, axiological and cultural approaches.

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The competency-based approach [2, 3] determines the interconnection of social education and personal determination of medical students in the educational environment. The systemic approach [4, 5] focuses on the systemic nature of social education and on the role of the educational environment in high school. The axiological and cultural approaches [6–8] are revealed through the formation of soft skills in medical students as an integral component of the professional culture of medical specialists. Addressing the objectives posed in the paper, the following methods were used: – theoretical: the analysis of the literature on the problem of social education and social competence; the systematization of the data on the socio-educational mission of KSMU and its system; – empirical: practical experience; the description of the current system of socioeducational activity in KSMU; the questionnaire survey, which allowed us to present the results of a practical study of students’ and post-graduate students’ representations about professionally significant qualities of the doctor. The authors developed a questionnaire, which included the following instruction: evaluate the importance of these qualities for a medical professional, where 1 was ‘unnecessary’, and 5 was ‘very important’. The following qualities were presented: reserve and politeness; respect for people’s rights and freedoms; compassion and tolerance; respect for different cultures, customs, and ways of life; respect for another person’s religious beliefs; understanding of thoughts, values, stereotypes, and life principles of another person (arranged in descending order, in accordance with the responses received). The number of respondents was 72, and the age was 18–26. The application of these methodological approaches and methods provides a comprehensive analysis of the problem.

3 Social Education and Social Competence: Background In Russian pedagogy, in the context of the competency-based approach accepted nowadays, humanization of education and consideration of heterogeneity of society makes socio-educational work one of the key components. In Russian pedagogy, great attention is given to social competence. Khutorskoy and Kraevskiy, who are among the founders of the competency-based approach in Russia, considered educational competency to be necessary for implementation of personally and socially significant activities. They also enlisted 7 key educational competencies, one of which was social and labour competence [2]. The framework of the key competences proposed by Zimniya is composed of 3 subgroups, each of which includes competencies. One of these subgroups is identified as “competences related to the social interaction of a person and the social sphere: competencies of social interaction, communicational competencies” [3, p. 16]. According to Dauksha et al., social competence is “steady, based on the specifics of intellectual processes, emotional responses and social experience, the ability to understand oneself, other people, and to predict interpersonal events” [9]. Goncharov notes that the distinctive feature of social competence is “the synthesis of values and technologies”, meaning that in personality structure it is a connecting link between two

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levels: the upper one (spiritual-theoretical) and the lower one (practical-functional) [10]. Dolinina et al. state that this competence is formed in micro (politics, economics, culture, social environment) and macro (family, school, educational organization, academic group, immediate circle) environment [11]. In pursuant to the European Framework for Key Competences, social competence is one of the eight key competences for lifelong learning [12]. Lifelong learning is a holistic set of means, ways, and forms to acquire, extend and broaden general education, professional competence and culture, and to train personal civil and moral awareness [13]. In European pedagogy, social competence implies the manifestation of socially appropriate behaviors in a different context and in accordance with the social expectations of the environment [14]. Rose-Krasnor notes four general approaches to the operational definition of social competence: social skills, sociometric status, relationships, and functional outcomes [15]. Leganés-Lavall et al. emphasize that the focus on the development of social competence has been traditionally centered in childhood, adolescence, and special needs notwithstanding that all the researchers are in agreement that this competence is an essential one for human development [16]. Jarvis-Selinger et al. in their research on the identity formation in the set-tings of medical education specify social interaction to be fundamental to the process of identity development in future medical specialists [17]. Thus, the analysis of literature sources enables us to conclude that social education is considered a relevant and essential part of education both general and professional as the way of fostering social competence in students. The creation of a proper socioeducational environment is of key importance. The development of social competence, including soft skills, moral and ethical awareness and humanistic orientation of personality in medical students, should be considered as an integral part of the development of professional culture due to the people-oriented and helping nature of the profession. The focus of the socio-educational and cultural environment in higher medical school is adaptation of students in society, and fostering humanism, civic consciousness, patriotism, tolerance, diligence and communication skills. Being consistent with Bim-Bad’s opinion that learning and educational environment is a natural element of learning and education [18], we assume that taking into account the deliberate socialization in educational settings, it is necessary to influence not the students directly but the socio-educational environment itself.

4 Results and Discussion At present, the most important priority in the work with students in higher education is the transition from disparate socio-educational activities to the creation of an academic humanitarian socio-educational environment as a necessary factor of the system. Students should be viewed not only in the aspect of professional development. They should be regarded as a personality and as an individual in their holistic development. In other words, we must do everything to harmonize social education and personal development, including higher education. Like the two sides of a scale, a balance should be maintained between social and higher education. Generating the potential for quality education, professors face the challenge of strengthening and making social education a priority in higher education.

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The basis of social education is humanization, or improvement of social relations while recognizing the value of students as individuals, their rights to freedom, happiness, and social protection of individuals in their growth and development. Our vision is to create a humanizing educational environment in higher medical education wherein we must constantly organize certain activities and create structure, namely, lead sociological research and surveys on the organization of the educational process, moral climate in student groups, behavioral etiquette, etc. We use the results of these case studies and surveys to establish life as the basis for social education (formation of an atmosphere of harmony, unity, legal culture, and respect for the moral and ethical principles and norms of communication); to organize training; to strengthen the activity of student scientific circles in all departments; to lead student scientific research seminars, conferences, Olympiads, and competitions for the best student research work, coursework and thesis projects; to organize events for active involvement of students in the management of the educational process (creation of educational student councils to discuss issues of higher education, introduction of innovative training technologies addressing the problems of employment after graduation, etc.). This variety of socioeducational activities requires a clear and open interrelationship system within the university. Thus, the following system for socio-educational activity in KSMU has been developed (Fig. 1).

Fig. 1. Organized system for socio-educational activity in KSMU.

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The integrativity within the system, the open nature of the system and the accessibility of the departments due to the structured framework of the inner relations, and controllability of the system, the ability to perform complex tasks, etc. proves its efficiency. Thus, the main pedagogical strategy is the strategy of cooperation, assistance, understanding, respect, and support [8]. The content of socio-educational activity should be reflected in the system of programs according to different priority areas of socio-educational activity. The themes and subjects of the programs can be very diverse and varied depending on the profile of the department, and the requests and interests of the students according to their goals and priorities. This is a healthy way of life. Student government, the aesthetics of university life, cultural climate of the group, ethics, etiquette, student community service work, linguistic culture of professional lecturers, students, ecology, our traditions, alumni, and the protection of public order contribute to this lifestyle. Considering the moral and ethics as an integral component of social education, especially in higher medical school, the authors carried out a survey to determine the attitude to the importance of possessing certain qualities for a medical worker. The respondents chosen for the survey (72) were representatives of KSMU, namely: 34 undergraduate students (3–5 year) and 38 postgraduate students. The survey was composed of closed-ended questions with a single choice of answer. Students were asked to evaluate the significance of having the given qualities for a medical worker, where 1 was ‘unnecessary’, and 5 was ‘highly important’. The results in the percentage are shown in Fig. 2.

Fig. 2. Professionally significant qualities of the medical worker.

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According to the survey results, the majority of respondents believe reserve and politeness (97,3% of respondents grade it as 5–4) alongside with respect for people’s rights and freedoms (94,4%) to be the most important qualities of medical specialists. These are followed by compassion and tolerance (83,3%), respect for different cultures, customs, and ways of life (79,2%), and respect for another person’s religious beliefs (73,6%). The comprehension of thoughts, values, stereotypes, and life principles of another person is considered to be the least important (63,9%) among the given qualities (however, it may be caused by miscomprehension of the question). High scores obtained as a result of the survey confirm the effectiveness of the ongoing socio-educational work. The attitudes of the students toward professionally significant qualities of medical specialists correspond to the core principles of medical profession, namely: ‘do no harm’, ‘do good’, ‘respect the autonomy of the personality’, ‘be fair’, etc. However, some aspects require closer attention. Furthermore, an interview of undergraduate and postgraduate students revealed that the desire to solve scientific medical problems is more pronounced in postgraduate students. A material interest and regard for the prestige of the profession were more pronounced in undergraduate students. The personal approach to social education is the basic value orientation of the professor, which is expressed in consideration and recognition of the right of every student to originality, uniqueness, and individuality in their views and positions; willingness for dialogue communication based on the development of equality in the personal position of faculty and students; collaboration, which implies not only joint work but also discussion of the vital issues at the university; determination of the forms of joint activity that are most suited to the needs and interests of students and professors; strengthening and development of traditions, and introduction of innovation.

5 Conclusion In conclusion, it should be said that social education is an integral component of medical education in the context of the competency-based approach because it is fundamental to the process of identity development in future medical specialists. Thus, the socio-educational work at Kazan State Medical University, aimed at instilling in students personal, civic, and professional qualities and competences, and maintaining a student environment and human values, is an integral part of the process of training specialists. This work was designed to ensure the execution of the university’s mission through the organization of the programs and services that stimulate students’ intellectual and moral development, forms an atmosphere of respect and cultural diversity. The results of the study complement and enrich the existing theories of social education in the context of the competency-based approach, expand the ideas about the educational opportunities of the university environment presenting the implemented system for socio-educational activity in KSMU. Social education of students in a medical university should be considered as a systematic work aimed at acquisition of essential professional characteristics by the graduate in combination with high moral and ethical qualities of the person. The integration of creative, moral, ethical, social and scientific

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activities contributes to the development of social competence in medical students, which is an integral component of the formation of the personality of the medical specialist. No doubt, socio-educational work is an active process and it is a special, specific, challenging activity, especially taking into account the extracurricular work. It is necessary to study it. It is no coincidence that, when asked about the reasons for negative attitudes toward tutorial work, 36% of professors responded that they lacked experience and talent in the organization of tutorial work, including leisure activities. In this regard, a priority in the current period is the creation of an institute to prepare tutors, to develop programs and train professors. In any case, we must collect and apply the best practices of professors in the socio-educational sphere, which determines the future direction of our research. Needless to say, the quality of social education depends largely on the coordinated work of all the components involved in the process. Failure in one structure implies the failure of the entire system. In general, fulfillment of the tasks contributes to the formation of favorable, ideological, material, organizational, and humanitarian-educational conditions that guarantee the productivity and effective functioning of the socio-educational system.

References 1. Federal’nyj zakon № 323-FZ Ob osnovah ohrany zdorov’ya grazhdan v Rossijskoj Federacii [Federal Law No. 323-FZ On the Fundamentals of Citizens’ Health Protection in the Russian Federation dated 2016/11/21]. http://www.consultant.ru/document/cons_doc_LAW_ 121895/. Accessed 17 Dec 2019. (in Russian) 2. Khutorskoj, A.V.: Kompetentnostnyj podhod i metodologiya didaktiki. K 90-letiyu so dnya rozhdeniya V.V. Kraevskogo [Competency-based approach and didactics methodology. On the occasion of V.V. Krayevsky’s 90th anniversary]. Vestnik instituta obrazovaniya cheloveka, no. 1, pp. 11–24 (2016). (in Russian) 3. Zimnyaya, I.: Klyuchevye kompetentnosti kak rezul’tativno-celevaya osnova komptentnostnogo podhoda v obrazovanii. Avtorskaya versiya. [Key competencies as a result-targeted basis for a competency-based approach to education. Author’s version]. Avtorskaya versiya. Issledovatel’skij centr problem kachestva podgotovki specialistov, Moscow (2004). (in Russian) 4. Novikova, L.I.: Pedagogika vospitaniya: Izbrannye pedagogicheskie Trudy. [Pedagogy of education: Selected pedagogical works]. Per Se Publication, Moscow (2010). (in Russian) 5. Makarova, O.Yu.: Pedagogicheskaya sistema professional’nogo vospitaniya studentov medicinskih vuzov. [Pedagogical system of professional education of students of medical higher education institutions]. Dokt. Dissertation. Kazan University, Kazan (2014). (in Russian) 6. Bogachjov, K.Yu.: Stanovlenie i razvitie kul’turologicheskogo podhoda v rossijskoj pedagogike. [Formation and development of a cultural approach in Russian pedagogy]. Dokt. Dissertation. Rostov-on-Don University, Rostov-on-Don University (2006). (in Russian) 7. Galaguzov, A.: Kul’turologicheskij podhod v professional’noj podgotovke specialistov social’noj sfery. [Cultural approach to the training of social specialists]. Dokt. Dissertation. Moscow University, Moscow (2011). (in Russian)

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8. Kudryavaya, N., Ukolova, E., Molchanov, A., Smirnova, N., Zorin, K.: Vrach-pedagog v izmenyayushchemsya mire: tradicii i novacii. [Doctor-teacher in a changing world: tradition and innovations], 2nd edn. GOU VUNMTS, Moscow (2005). (in Russian) 9. Dauksha, L.M., Chekel’, L.V.: Pedagogicheskaya psihologiya. uchebno-metodicheskij kompleks po odnoimennomu kursu dlya stud. [Pedagogical psychology. Educational complex on the course of the same name for students]. Pedagogicheskaya psihologiya. uchebno-metodicheskij kompleks po odnoimennomu kursu dlya stud. Uchrezhdenie obrazovaniya “Grodnenskij gos. un-t im. YA.Kupaly”. GrGU, Grodno (2008). (in Russian) 10. Goncharov, S.Z.: Social’naya kompetentnost’ lichnosti: sushchnost’, struktura, kriterii i znachenie. [Social competence of an individual: the notion, structure, criteria and significance]. Educ. Sci. 2, 3–17 (2004). (in Russian) 11. Dolinina, I., Boronenkova, L.: Sovremennye podhody k opedeleniyu ponyatiya social’naya kompetentnost’. [Modern approaches to the definition of social competence. Modern problems of science and education], no. 3 (2015). http://science-education.ru/ru/article/view? id=19579. Accessed 17 Dec 2019. (in Russian) 12. Key competences for lifelong learning. Luxembourg: Official Publications of the European Communities, Strasbourg (2007) 13. Makarova, O., Andreeva, M., Baratova, O., Zelenkova, A.: Supplementary professional education as a socially relevant component of lifelong learning. Advances in Intelligent Systems and Computing, vol. 677, pp. 21–27 (2017) 14. Gresham, F.M.: Best practices in social skills training. In: Thomas, A., Grimes, J.G. (eds.) Best Practices in School Psychology, pp. 1021–1030. National Association of School Psychologists, Washington (1995) 15. Rose-Krasnor, L.: The nature of social competence: a theoretical review. Soc. Dev. 6(1), 111–135 (1997) 16. Leganés-Lavall, E., Pérez-Aldeguer, S.: Social competence in higher education questionnaire (CCSES): revision and psychometric analysis. Front. Psychol. 7 (2016). https://www. frontiersin.org/articles/10.3389/fpsyg.2016.01484/full. Accessed 17 Dec 2019 17. Jarvis-Selinger, S., Pratt, D., Regehr, G.: Competency is not enough. Acad. Med. 87(9), 1185–1190 (2012) 18. Bim-Bad, B.M.: Pedagogicheskaya antropologiya: Kurs lekcij. [Pedagogic anthropology. Lecture Course]. URAO Publishing House, Moscow (2002)

Integration of Professional-Practical Aspects and Value-Semantic Aspects of the Educational Ideal of Homo Innovaticus While Training Innovative Engineers Mary G. Evdokimova(&) National Research University of Electronic Technology, Moscow 124498, Russia [email protected]

Abstract. Commitment to innovative economy sets a task for higher engineering education to find ways of training the so-called ‘innovative engineers’ possessing a high innovative potential. This implies that the modern educational ideal for higher engineering education should be homo innovaticus (innovative person). Following the idea of a humanitarian understanding of the ‘innovative development of society’, the author proves that innovation should be understood not only in the professional and practical but also in the spiritual (cultural) sense. Innovative development of society in the conventional sense is an imperative that ensures the physical survival of mankind, while to ensure ‘the spiritual survival of mankind’, it is equally important to build a society capable of opposing spiritual impoverishment of people, destruction of their values and moral standards. In their professional activities, innovative engineers must be able to maintain a balance between the values that ensure technological progress and those that ensure preservation of universal and native cultures. For this purpose, in the process of engineering education, it is necessary to develop the university graduates’ ability to comprehend humanity and sociality, bridging the gap between humanitarian and technical culture and eliminating traditional dehumanization of engineering and technical education. The paper proves that professional and practical aspects of homo innovaticus as an educational ideal should be integrated with its value-semantic aspects. The author proposes ways of introducing value-semantic components into the contents of training innovative engineers at technical universities. Keywords: Training innovative engineers
Socio-humanitarian component Value-semantic basis of professional activity
Interpretative techniques
Hermeneutic dialogue




1 Introduction Today formation of innovative economy is recognized as the leading global trend of social development. ‘Innovation’ means the end result of an innovative activity in the form of a new or improved product launched in the market, a new or improved technological process used in practice, or in a new approach to social services [1]. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 558–568, 2020. https://doi.org/10.1007/978-3-030-47415-7_59

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Commitment to effective and therefore innovative economy sets a task for higher (especially engineering) education: to find ways of training ‘personnel for innovative economy’/‘innovative personnel’/‘workers with high innovative potential’. Innovation strategy as the main vector of current social development has naturally given rise to the idea of a new type of personality as a subject of innovation. A person meeting the needs of an innovative society is called an innovative person. For higher education this means that the modern educational ideal should be homo innovaticus (innovative person). The term homo innovaticus has entered the scientific discourse quite recently. Its use is associated with the description of a modern man without linking this term to the educational ideal, at the formation of which modern education should be aimed. Homo innovaticus is above all a generator of new ideas, solutions, and new visions [2, 3]. He/She is considered to be the subject of innovative development, providing generation and implementation of innovative ideas, constantly updating his/her knowledge and self-study, being mobile both geographically and mentally, possessing research and project competencies, capable of partnership relations and trusting interaction. The problems of forming homo innovaticus were discussed at the innovation forums in San Francisco (2010), Novosibirsk (2010), and Moscow (2012, 2013, 2014). As a result, the key competencies of the innovation community were formulated, which are described in the document ‘Innovative Russia 2020: development strategy of the Russian Federation until 2020’ [4]. The main competencies include constant improvement; striving for new things; critical thinking; willingness to take reasonable risks; creativity and enterprise; ability to work in a team, in a highly competitive environment, independently, etc. [5]. A distinguishing quality in the structure of homo innovaticus is the ability to apply a known solution to a certain type of problem in a new probable situation of professional activity. The way to develop this ability is to simulate the subject and social professional contexts that could stimulate innovative activity of students. That is, during their study at university, it is necessary to provide students with conditions that open the possibility of creative search for a paradoxical or atypical solution. In this connection, we earlier formulated the requirements for a professional capable of innovation and described the nature and structure of the innovative capacity of a professional as part of the personal innovative potential [6]. The aim of this paper is to enrich and broaden the understanding of innovative social development, to reveal requirements for the content of innovative personality training in higher education, and to propose approaches to the development of homo innovaticus in the process of training engineers at technical universities.

2 Innovative Person as Modern Educational Ideal In recent publications, innovation is being actively discussed by representatives of various fields of research, such as philosophical anthropology, sociology, political science, economics, social philosophy, etc. The authors note that understanding of innovation is associated exclusively with scientific and technological progress and justify the need to expand the concept of innovation beyond the economic and engineering discourse, to highlight axiological aspects of innovation, as well as to focus on the ‘human dimension’, human subject and object of innovation [7].

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There is no doubt that the contradictory nature of the current socio-cultural reality dictates the need for a broader interpretation of the innovative society development. On the one hand, humanity must provide a basis for material existence and survival in the face of dwindling natural resources, which is only possible through innovation. On the other hand, one can say that culture is experiencing what can be called ‘exhaustion’. As for the ‘spiritual survival’ of mankind, it is necessary to maintain and develop both native and universal culture. In addition to demographic crises, nuclear wars, environmental and radioactive disasters, depletion of natural resources, humanity is threatened by spiritual impoverishment of society, destruction of values and moral standards, violation of the unity and solidarity of society, emergence of numerous opposing communities with their own values, morality and languages. For this reason, an alternative (humanitarian) understanding of the ‘innovative social development’ on the basis of fundamental importance of spiritual and moral values seems relevant. This kind of development means a purposeful use of formative opportunities of universal culture in an organic unity with everything best and humanistic that is contained in each national culture [8]. Thus, innovation can and should be understood in two ways: on the one hand, in the professional and practical sense, and on the other hand, in the spiritual or cultural sense. While, in professional and practical terms, innovation is an ability and willingness to create new things in the professional sphere, in the cultural sense innovation implies an ability and willingness to preserve and develop native and global culture. Therefore, the concept of homo innovaticus should contain two components: one that provides the ability to create technical innovations in the field of material production, and the other one that forms the ability to preserve and increase the spiritual and moral values of society. In this context, humanization of scientific and technological activity with the increasing role of its ethical criteria needs special attention [9]. These provisions should be taken into account when formulating the requirements for the content of homo innovaticus training within higher education. The activity of an innovative person as a new type of personality affects all aspects of social life and has a great impact on the direction of further social advancement. The most important quality of this personality is not just the possession of a set of certain competencies, but above all an ability to integrate a variety of competencies. It should be noted that the creation of each new innovative product requires a unique and complex combination of diverse knowledge and skills relevant specifically for this product. This knowledge and skills can be related to various technical, technological, economic, environmental, and, most importantly, to social fields. It is obvious that a wide range of competencies required to create an innovative product of any nature can only be provided through a truly fundamental university training of an innovative person. This training should contain, among other things, a full-fledged social and humanitarian component. It is essential that the social and humanitarian component of the innovative personality training should not be limited to a separate set of traditional social and humanitarian disciplines. Instead, it should become an organic part of higher education as a basis for social maturity of an innovative personality, his/her acceptance of moral values, overcoming technocratic mentality and social disunity. Implementation of the innovative way of social development

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can become a reality only if the humanistic function of higher education is strengthened and provided with the innovative content. An innovative person is a person able to understand and, if possible, foresee the consequences of innovative products, who voluntarily assumes moral responsibility for his/her creativity. Innovation inevitably brings risks. It is the lack of social maturity and moral values that generates technocratic thinking, social indifference and, in the end, a flawed personality, often posing a danger to society [10]. Important components of an innovative personality are his/her flexibility and tolerance, ability to develop oneself and willingness to bring a meaningful change in their life guidelines, allowing for the existence of alternative points of view. At the same time, the ability and readiness of the innovative personality to vary does not exclude, but rather assumes the presence of some stable system of views, which continuously develops and retains its important ‘nuclear’ invariants as a basis.

3 Content of Innovative Engineer Training Innovative personnel training means firstly training innovative engineers, as it is engineering activity that creates technical and technological innovations. It implies developing an ability of engineering students to work out non-standard applications for an existing solution to engineering problems which is normally applied elsewhere. It is obvious that engineering students should be taught to use their creativity in search of a paradoxical or non-standard solution. However, in the current situation of the innovative social development, the nature of engineering activity is undergoing a dramatic transformation. The functions of an engineer include not only solutions to technical problems, but commercial, economic, social, cultural and humanitarian ones as well. An engineer nowadays has to combine the competences of a natural scientist, a designer, a manufacturer, and a sociologist. He/She needs to make independent decisions in complex and non-standard situations, to show flexibility under rapidly changing circumstances, to continuously self-study throughout life and to be ready for dynamic transformations as regards nature, society, production, and technology. In the context of confrontation between the technogenic and the humanistic, the natural and the artificial, when technocratic values are often evaluated negatively by society, the role and place of technology in the world, the trends in the development of the technosphere, its impact on morality, aesthetics, ethics, and culture as a whole, require reflection. The essence of scientific and technical creativity and the idea of professional culture as a possession of a modern style of technical thinking in the unity of its axiological, cognitive and moral components should be instilled in the innovative engineer. Russian researchers have always emphasized the relationship between engineering and socio-cultural activities [11–13], as the former entails not only technical but social transformation of the world as well. As it is stated in [13], modern technology is an integral part of both the material and the symbolic field of culture. The activities of modern engineering and technical specialists, aimed at innovative development of the world, create not just new equipment and advanced technologies that radically alter human life and society, but also new social relations, affecting all

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aspects of social life, which entails a significant increase in the role and social responsibility of an engineer. An engineer in a modern technocratic society becomes a key figure in the production and economic, as well as in the regulatory and spiritual spheres of society [14]. The humanitarian content of innovative engineering education should strengthen its axiological components that can form the value-semantic foundations of graduates’ professional activities. It is well-known that natural and technical sciences are devoid of axiological loading, being value-neutral, in contrast to the humanities which are related to the person and, therefore, associated with human values. That is the reason why the introduction of the humanitarian component into the process of training innovative engineers contributes to a shift in focus from technocratic to humanitarian and cultural values in education. As shown in [15], the idea of including the humanities in the engineering curriculum is neither recent nor is it limited to a particular region. In the United States, for example, the Accreditation Board for Engineering and Technology (ABET) requires a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives, while also requiring documented student outcomes that demonstrate a broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context [16]. The UK Standard for Professional Engineering Competence (UK-SPEC) and Engineers Australia Stage 1 Competency Standards also require engineers to demonstrate proficiency in broad non-technical areas that complement their technical skills [17, 18]. In Canada, the Canadian Engineering Accreditation Board (CEAB) requires courses and/or the content dealing with the central issues, methodologies, and thought processes of the humanities and social sciences. The courses that fulfill this requirement are called complementary studies. These courses are often thought to provide students with an opportunity to sharpen some of their non-technical skills (soft skills) [15]. As it is stated in [19], the humanities and social sciences are an essential part of an engineering education because they contribute to understanding the context of problems. The solution to any given engineering problem depends, in part, on the richness of the engineer’s understanding of the context. Although partnership between engineering and the humanities has been in practice since 1940 [20–22], the humanities and the social sciences were usually included in the engineering curricula in the form of random short courses, which cannot be considered adequate to the task of fostering greater cultural and social understanding and developing flexibility and adaptability in students. Many engineering educators think that the most efficient ways to include the human and social context in the engineering curricula have not been found yet [23–28].

4 Training Innovative Engineers It seems highly productive to assert that modern engineering education, including its humanitarian components, should be aimed not so much at knowledge but at a thought; not at the transfer of information but at the development of human culture. In the

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conditions of rapid and uncontrollable growth of information flows, dynamic evolution of equipment and technology, an engineer often knows the answer to the question ‘how?’ but, as a rule, does not ask and cannot answer the questions ‘what?’, ‘why?’, ‘what for?’ Therefore, the attribute of education should be acts constituting, above all, individual meanings, as well as expressing the value categories of culture [29]. Thus, training innovative engineers requires search for and activation of the most adequate and effective psychological and pedagogical mechanisms of meaning formation in order to build up conscious value-semantic position of future engineers, their ability to integrate humanitarian meanings and values into their professional activities. Unfortunately, the socially- and humanitarian-oriented content is usually added to engineering education rather mechanistically, by merely including humanitarian subjects (courses) in the curricula of engineer training programs. As a rule, the content of humanitarian subjects is not adapted to the specific tasks of training innovative engineers of the new generation. As a result, humanitarian subjects do not contribute to the expansion of professional consciousness of the graduates; they are not integrated into the sphere of professional activities as factors influencing the process of making professional decisions. Consequently, it is required to use other ways of integrating social and humanitarian knowledge into engineering education, providing the basis for expanding the graduates’ value-semantic vision of the world. What are the ways to achieve this goal? One possible approach to the solution of this problem is the interpenetration of technical and humanitarian disciplines through designing the content of specialized interdisciplinary integrated programs and courses. This approach is applied in the engineering education practice in the USA and Europe [30]. It is used at Russian universities as well. For example, South Russian State Technical University (Novocherkassk Polytechnic Institute) and National Research Nuclear University MEPhI (Moscow Engineering Physics Institute) offer integrated courses, such as Man in the Socio-cultural Space of Modern Civilization, Engineer – Technosphere – Society, etc., presenting engineering activities as a multidimensional entity, instilling in future engineers a holistic picture of the world and systematic professional way of thinking. These courses are aimed at training modern engineers as creative individuals capable of making informed innovative decisions. However, if the content developed in these courses is transmitted to the students in the old-fashioned way, as a simple dispassionate broadcast of information, significant progress in training innovative engineers can hardly be achieved. Thus, it is necessary to find more profound ways to integrate semantic and practical aspects of training the innovative engineer. One of the ways to strengthen the valuesemantic orientation in training modern engineers is to use the mechanisms of meaning and value formation that can ensure the transformation of educational, scientific and technical information into personal meanings and values. These mechanisms actualize the idea of integrating the cognitive ways of understanding information with the interpretative methods based on personal semantic attitude to the subject of understanding rooted in the individual values of a person [31]. This approach is related to the methods of text interpretation as a means of developing personal meanings that were elaborated within pedagogical hermeneutics. In contrast to the idea of ‘culture translation’, hermeneutics as a theory and practice of understanding and interpreting humanitarian phenomena and knowledge about them embodied in

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texts is based on conscious and independent, culturally mediated reflexive sensecreation [32]. Implementation of pedagogical hermeneutics ideas in the process of engineering education needs ‘applied techniques of interpretation’ (the term of Zakirova [32]), capable of instilling in future engineers the skills of a holistic ‘anthropometric’ perception of the world. In this respect, a technology proposed for developing the humanitarian meanings of engineering activity in the university educational environment seems highly productive [33]. This technology involves the use of specific ‘humanized’ technical texts in the process of training future engineers, along with common technical or humanitarian texts. Understanding such texts requires not only mental activity for the analysis of their subject content, but also interpretation of the humanitarian meanings that reflect the value aspects of engineering. Actualization of the humanitarian meanings of the texts takes place in the form of a ‘multi-angle’, ‘multi-context’ hermeneutic dialogue, which allows revealing the meanings in relation to personal, socio-cultural, subject, and professional contexts. ‘Humanized’ texts used for training innovative engineers should be polemically charged and contain evaluative judgments affecting students’ interests and encouraging them to include the acquired information into their value-semantic systems. This kind of texts can be used in teaching any subject, both technical and humanitarian, including foreign languages, creating a basis for an interested hermeneutic dialogue/discussion, and developing critical thinking and creativity. It is clear that students should not be limited to reading only one text. On the contrary, interest to the problem raised in the text should encourage students to search for additional information. In technical courses, such kind of texts can supplement purely technical information, building up conscious value-semantic position of future engineers, their ability to integrate the humanitarian meanings and values into their professional concept sphere. Besides, they can serve a basis for designing the content of integrative courses defined above. Difficulties of introducing these texts into engineering curricula are related to the unwillingness of universities to overcome inertia and break established tradition of dividing knowledge into separate disciplines. In addition, significant effort is needed to find a methodology of selecting or designing appropriate ‘humanized’ technical texts and implementing them in the process of engineering education. Fortunately, there are already successful examples. Some of them present valuable textual information adequate for the development of the humanitarian meanings of engineering activities [34]. In others, textual information is supplemented by carefully designed teaching algorithms that can be either used directly in the educational process or serve as productive models which can be followed. Motivated by the idea of developing curriculum that not only prepares students to be artificial intelligence practitioners, but also to understand the moral, ethical, and philosophical impacts that artificial intelligence will have on society, the authors provide practical case studies and links to resources for use by AI educators. They also give concrete suggestions on how to integrate AI ethics into a general artificial intelligence course and how to teach a stand-alone artificial intelligence ethics course [35].

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5 Conclusion Thus, the paper proves that to operate in the modern technocratic civilization, innovative engineers as homo innovaticus must be able to maintain a balance between the values that ensure technological progress and those that ensure spiritual survival of mankind and preservation of human culture. The university curricula for training engineers as homo innovaticus should provide the comprehensive humanitarian content enabling graduates to be fully conscious of the socio-cultural implications of their decisions and actions. For this purpose, in the process of training innovative engineers, it is necessary to develop their ability to reflect humanity and sociality, to bridge the gap between humanitarian and technical culture, and to eliminate traditional dehumanization of engineering and technical education. A new vision of the nature of engineering and the role of the engineer in an innovative society requires finding more profound tools of integrating the scientific, technical, technological, and humanitarian content of engineering education not limited to a separate set of traditional social and humanitarian disciplines. The paper outlines the following principles of training innovative engineers: • to strengthen the value-semantic orientation of engineering education; • to relate educational information to the individual context of the students; • to create conditions for transforming educational information into knowledge, personal meanings, beliefs and values; • to encourage not only understanding of information but its interpretation as well; • to develop cognitive and reflective skills of the students; • to create artificial situations of uncertainty, lack of information, when independent search for the needed information becomes a source of creative activity of the student; • to simulate challenging situations of professional activity in the process of education; • to create conditions for the integrative vision of professional problems in a multidimensional perspective; • to stimulate the search for innovative solutions to professional problems. The proposed principles can be implemented by using a system of innovative educational tools including pedagogical hermeneutics, multi-facet tasks, role-playing games, case-study technology, and individual and collective interdisciplinary research projects. These technologies create an innovative educational environment encouraging engineering students to use and strengthen their innovative arsenal.

References 1. Agarkov, S.A., Kuzneczova, E.S., Gryaznova, M.O.: Innovacionny`j menedzhment i gosudarstvennaya innovacionnaya politika [Innovation Management and State Innovation Policy]. Akademiya estestvoznaniya, Moscow (2011). (in Russian) 2. Drugova, E.A.: Homo innovaticus: paradoksy i protivorechiya innovacionnogo antropologicheskogo proekta [Homo innovaticus: paradoxes and contradictions of an innovative anthropological project]. Innovacii 8(178), 58–62 (2013). (in Russian)

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Psychological and Pedagogical Training of Teachers of Engineering Universities in the Framework of Additional Professional Education Ulyana A. Kazakova1(&)

and Igor A. Alekhin2(&)

1

2

Kazan National Research Technological University, Kazan 420015, Russian Federation [email protected] Military University, Moscow 123001, Russian Federation [email protected]

Abstract. The article is devoted to problems of professional psychological and pedagogical training of teachers of engineering universities. A set of criteria for assessing the scientific and educational activities of teachers of technical disciplines is proposed. The authors describe the achievements of domestic and international practice of training teachers of technical universities; identified ways to improve the efficiency of this process. The presented scientific material reveals the relevance and importance of the problem of insufficient professional readiness of teachers of technical universities for teaching and research activities. The authors define the pedagogical professionalism of an engineering university teacher as an integrative personality trait, which is a combination of psychological and pedagogical competencies, manifested in readiness for the successful solution of educational and scientific tasks, as part of their professional and pedagogical competence in general. The following measures are identified as ways to increase the efficiency of the process of professional and pedagogical training of teachers of higher education: modernization and adaptation of the process to modern requirements; improving the quality of psychological and pedagogical support of beginning teachers; designing professional and personal self-development routes; attraction of all subjects of the educational process to joint activities; the use of rational innovative forms of organization of the educational process. Keywords: Teachers of technical university


Additional education

1 Introduction Modern requirements from the state, society, and industrial sector to graduates of engineering universities of all levels (bachelors, masters, specialists, postgraduate students), as well as their personal professional interests determine the vector of the search for new content of higher technical education. Special importance of the high level and the high-quality professional readiness of engineers, the demand for innovative specialists with technical education in the modern domestic and international © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 569–577, 2020. https://doi.org/10.1007/978-3-030-47415-7_60

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labor markets determine the complex of professional psychological and pedagogical, didactic, and methodical tasks for university teachers. Psychological and pedagogical training of teachers of technical disciplines is understood as a purposefully organized process aimed at achieving an educational result – professional psychological and pedagogical readiness. This type of professional readiness implies the formed integrative personality quality of a teacher at a technical university: integration of psychological and pedagogical knowledge, skills in engineering skills. A teacher of a technical university should simultaneously know the fundamentals of didactics, the methodology for teaching his technical discipline, the basic concepts and approaches in the field of personality psychology and social psychology, and methods of monitoring, correction and verification of the educational process.

2 Discussion of the Importance and Current State of the Problem of Professional Psychological and Pedagogical Readiness of Teachers of Technical Disciplines One of the major problems in the formation of the educator as a teacher of higher technical school is his professional self-determination, the formation of pedagogical culture and psychological readiness for further educational and research activities. Realization of the stated goal and purposes is possible only with development, substantiation and implementation of modern innovational model of training of future engineering university graduates, the application of these is possible only under the condition of high professional and pedagogical competence of scientific and pedagogical workers of universities [1]. The resources of scientific ideas in the study area are not able to fully realize the possibilities of forms, methods and content of programs of additional vocational training of psychological and pedagogical orientation in contemporary social conditions taking into account changes in the educational system in our country and in accordance with the changing professional and personal interests of teachers of higher technical school [2, 3]. The formation and development of psychological and pedagogical proficiency is the primal aim of the system’s additional vocational training of professor and educator stuff. In modern pedagogical science, the category “professionalism of a university teacher” is considered as a pedagogical cultural phenomenon. In the works by Isaev, the professional pedagogical culture of the higher school teacher is a measure and a way of creative self-realization of his personality in a variety of pedagogical activities aimed at mastery, transmission and creation of pedagogical values and technologies [4]. Contemporary researchers in the educational field consider the didactical competence of an educator as the integral complex characteristic of the level of his professionalism. They consider it to be a certain quality of the university teacher personality in designing, organization and realization of the entire educational process [5, 6]. In general, higher school teacher’s pedagogical professionalism has to be considered as integrative characteristic of personality, joining all the scientific and educational

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activity of a teacher, acting as a complex of psychological and pedagogical competencies, which show his ability and willingness to effectively solve the problems of professional activity, that is, as a part of his professional pedagogical competence. In practice, overwhelming majority of teachers of technical disciplines do not have professional psychological and pedagogical education; do not know the basics of didactics, methodology and methods of teaching of a certain field of scientific knowledge. Programs in professional psychological and pedagogical orientation training are short-term (from 16 to 72 classroom hours) and do not provide the necessary formation of the essential complex of professional and personal competence for educators of higher school in full measure.

3 Possible Solution of the Problem Solution of this problem is possible only in case of effective functioning of the system of additional vocational education of university teachers, the main component of which are the programs of professional retraining of psychological and pedagogical orientation in integration with a number of training programs in those scientific areas that meet the interests of current university teachers. For achieving the goal – educational result – there is a complex of psychological and pedagogical competences formed in teachers of engineering universities [7]. The creation of an actual system of vocational retraining and advanced training of this contingent of students is essential in reaching the goal, the educational result. For the system justification, it is necessary to take into account the following areas of educational practice dedicated to ensure its effectiveness: • modernization and adaptation of engineering university educator’s professional retraining and skills development to the current state and modern requirements of the educational environment; • improvement of quality of psychological and pedagogical support (coaching) of students at all levels of higher education (bachelors, masters, specialists, graduate students); • design of prof-personal ways of formation and development of scientific, intellectual and creative, psychological and pedagogical, and methodical competences of engineering university teachers by acquisition of vocational retraining and advanced retraining; • involvement of higher school learners into the research work of universities individually or in cooperation with educators; • application of rational innovative forms of organization of educational process of professional psychological and pedagogical training of higher technical school teachers. The integrative complex of presented statutes should be considered as a concept of the modern system of professional training of university educators. The proposed set of theoretical statutes involves the formation and development of a highly qualified teacher of engineering university focused on intensive professional scientific activity in various fields of international social space [8].

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The modern system of vocational retraining and advanced training of university teachers is aimed not only to respond to variable socio-economic conditions adequately and with agility, but also to emphasize promising ways of the development of the industry, information technologies etc. Consequently, this system has to retrain teachers of technical disciplines to ensure their continuous self-development and professional self-improvement. In the first case, the educator continuously interacts with students and takes the lead in formation of their worldview, values and value orientations, and social standards through the prism of his personality and by means of his behavioral expressions. In the second case, the educator acts as a translator of information, skills and abilities in one academic and professional area or another. For a long time, special training of the higher school teacher was considered to be of secondary importance: deep knowledge in the scientific object seemed to be enough for planning and realization of educational process [9]. At the end of the last century, two main trends in the system of higher and additional education were determined: the implementation of obligatory pedagogical training for university teachers at the initial stages of their professional activities, as well as the development of various forms of training programs for already practicing teachers that correspond in their content to personal professional and scientific interests. The teachers of specialized departments who lack basic professional psychopedagogical education face a complex of educational, didactic and methodical problems in their educational activity. These problems are connected with teaching activity (“What to explain?”, “How to explain?” etc.) and reveal the formation or nonformation of professionally significant personal qualities (“How to behave?”, “How to react?” etc.) in training future engineers [10]. The problem of complete absence or insufficiency of psycho-pedagogical, didactic and methodical readiness of engineering university teachers is obvious. Many of them teach their subject based on chaotically and spontaneously formed knowledge and personal experience, imitate their pedagogues that does not always meet the requirements of scientific foundations of psychology and pedagogy, and methods of teaching disciplines. The way this situation affects the quality of the educational process in university is inevitably negative. As a result, the question arises – how management and administration of universities should assess the degree (level) of professional competence, suitability of scientific and pedagogical workers for teaching and educating students. The scientific efficiency of a teacher can be determined by analyzing a number of real indicators: his publication activity, the presence of scientific degree (PhD, FullProfessor), title (Associate Professor, Professor), participation in research projects, participation in International and Russian scientific conferences, supervision of qualifying scientific works of masters, postgraduates and applicants, and a number of other criteria [11].

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However, the effectiveness of teaching can be determined only through the analysis of the quality of classroom (training) sessions. The basic criteria for the evaluation of teaching activities should be identified as follows: • the compliance of the curriculum with the subject of the lecture or practical training in the taught discipline; • lesson plan developed; • logical completeness in presentation of each topic, each lecture question, practical tasks – the entire set of the educational material; • monitoring, integration and development of knowledge gained by the student in the context of new educational material; • availability of interdisciplinary relationships of the taught discipline with other subjects studied by students; • drawing inferences in each studied discipline; • deep scientific knowledge in the field of the material presented; • possession of terminology of the taught discipline; • ability to actively apply innovative technologies and modern teaching tools; • teacher culture: public speaking skills (diction, speech tempo, pauses, repetitions), pedagogical tact, self-determination and self-determination as a teacher, subordination, tolerance and respect for students, manifestation of a humanistic approach to everyone, etc.; • conciseness, rationality and accessibility of the presentation regarding the level of intellectual and educational preparedness of the contingent of students; • use of motivation techniques in study activity; • self-discipline, control and correction of learner`s behavior; • student feedback; • assessment of students’ learning of the teaching material; • analysis and evaluation of own educational activities and work of colleagues [12]. All the above mentioned professional knowledge and skills of teachers who lack basic psycho-pedagogical education can be mastered during professional retraining with the programs Psychology of Professional Activity, Pedagogics of Higher School, Engineering Pedagogy (every program of more than 250 classroom hours), and also with programs of skills development of different professional orientation (from 16 to 72 h), implemented at the Center for training and skills development of teachers of higher schools, Institute of Additional Professional Education of Kazan National Research Technological University [8]. Curricula are designed as modules, and the end-of-course assessments of listeners is provided either in the form of final interdisciplinary exam, or in the form of presentation of final qualification project [13]. The content component of the module disciplines is updated and adapted in accordance with new rational and promising trends in the educational field. Training by these programs has a number of advantages: • productive qualities of practical scientific and educational activities of students – future teachers of higher education: flexible schedule; • listeners can put their knowledge into practice in their teaching activities;

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• acting teachers of specialized disciplines at a university make practical classes to discuss issues and problems that arise in practice while working with students during scientific activities. In the process of studying, listeners accomplish individual projects, focused on solving certain methodical task. As a rule, the projects are problem-oriented and the results of the research are implemented in the practice of department’s educational process. Teachers modernize the documents of educational and methodical complex of disciplines, develop materials of the evaluation fund, plan the content and organization of independent work of students, design sections of educational publications, master the technology of e-learning, create electronic educational resources, etc. [15]. The educational technologies of training in additional educational programs of professional retraining and advanced training should be as follows: • current learning forms: case-study method, problematic online lectures, research seminars, webinars, socio-psychological trainings, laboratory workshop, masterclasses, project discussions, scientific and practical consultations; • contemporary means of learning: data networking and local information systems, next generation digital resources, mobile fund of evaluation tools; • interaction methods: inter-institutional online debates, problem-focused learning, interdisciplinary projects, web-based training and online education etc. Organizational and pedagogical conditions providing efficiency of their professional and pedagogical preparation should be as follows: • formation of motivation to continuous professional and individual comprehensive self-development through reflection of own professional activity; • realization of scientific and pedagogical workers based on integrative, competence and personal social activity approach; • provision of info-methodical support of professional psychological process and pedagogical training of students. Nowadays, the problems of training engineering university teachers are studied by scientists from different countries. One of the leading roles is taken by Internationale Geselschaft für Ingenieur pädagogik/International Society for Engineering Pedagogy (IGIP). Under the Aegis of this organization in our country, Centers for Engineering Pedagogy (CEP) are organized and accredited. In these centers, after successful training in the program Engineering Pedagogy, teachers with technical education are granted IGIP diploma International Teacher of Engineering University, which is recognized in 38 countries of the world. The analysis of the evaluation criteria for a modern engineering university teacher allowed for the following requirements to an engineering teacher: • continuous self-development and advancement of knowledge in the field of technical disciplines taught; • constant improvement and advanced training both in the sphere of technical education and psycho-pedagogical one;

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• projecting and implementation of the curricula of integrative, interdisciplinary entity in the educational practice, which meet the interests of both students, employers and various state social institutions and industrial sectors; • active application of innovational forms of education of future engineers in the teaching practice; • update of the content and increase of the humanitarian block of disciplines in technical universities; • formation of special consciousness of students as future engineers; formation of their cultural behavior in accordance with the norms adopted in this social environment; • development of the ecological worldview among future graduates of higher technical school. At the end of the education by the psycho-pedagogical retraining programs the students complete their own Teacher’s Portfolio with professional, pedagogical and scientific achievements: • ability to organize professionally oriented personal educational environment aimed at teaching students cognitive activity, self-development and self-improvement; • skills in project and scientific and research work; • ability to develop and design educational programs on a modular basis; to determine the goals and objectives of the educational process; • skills to apply relevant information and communication technologies to optimize the organization and content of the educational process; • ability to develop evaluation criteria of the course and the results of the educational process, skills of its adjustment and adaptation; • the results of teacher’s scientific and publication activity; • participation in grants, research projects at the regional or country level, etc. The level of professional pedagogical culture of engineering university teachers is largely determined by and laid in the process of studying in vocational retraining programs of psycho-pedagogical profile. This stage of their formation as pedagogues is empirical. Later they realize the acquired theoretical knowledge in pedagogical, psychological and didactic areas, teaching methods and experience of other colleagues – the stage of pedagogical practice. These stages could have been passed by students during master’s degree program or postgraduate studies in their scientific and technical activity area, but on the condition all these programs included humanitarian modules with psycho-pedagogical components. The completion of these two stages forms the professional pedagogical minimum (the base level of professional mastery) to be wielded by every teacher who actively communicates with students and realizes himself in scientific and research sphere. Understanding of scientific psychological and pedagogical research and developments, study of achievements of foreign and domestic scientists in the field of professional training of scientific and pedagogical workers of engineering universities, and also the analysis of the existing practice allowed the conclusion that the level of pedagogical competence of teachers of technical disciplines is not at high level.

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4 Conclusion In order to improve the formation and development of pedagogical professionalism of technical university teachers in the process of development of professional retraining programs and advanced psychological and pedagogical training, the work should be conducted in the following directions: • motivation of higher school teachers to continuous professional and personal selfdevelopment and self-education; • contribution of the formed inner intention of the higher school teacher to the efficiency and optimization of his own scientific and teaching activity; • reflection actualization of own professional activity, self-diagnostics of the achievements and self-correction (development of the portfolio, creation of individual trajectories of professional self-development), that improves formation of the value to the chosen profession; • complement of crucial competence content to be mastered by higher school teacher; • advancement of criteria to evaluate effectiveness of scientific and pedagogic activity of technical university teachers, and creation of the complex of evaluation methods for their professionalism; • modernization of current additional vocational education system in accordance with the existing international standards and international experience of teaching higher school educators; • consideration of the forward-looking nature of the realized educational process; • implementation of innovative resource technologies and educational process methods; • organization of the university educational environment to provide interaction of all components of its internal infrastructure in order to improve the quality of teaching staff; • creation of special organized united management administrative units (centers, institutes, departments etc.) to provide integrity and continuous professional psycho-pedagogical training of university teachers, and its development; • psycho-pedagogical support of students, who showed the desire and ability for scientific and educational work.

References 1. Kondratiev, V.V., Galikhanov, M.F., Osipov, P.N., Shageeva, F.T., Kaybiyinen, A.A.: Inzhenernoye obrazovaniye: transformatsii dlya industrii 4.0 (obzor konferentsii) [Engineering education: transformations for industry 4.0 (conference review)]. High. Educ. Russia 28(12), 105–122 (2019). (in Russian) 2. Alyokhin, I.A., Kazakova, U.A.: Pedagogicheskiy instrumentariy formirovaniya kompetentsiy v vysshey shkole [Pedagogical instruments of the formation of competences in higher school]. World Educ. Educ. World 1(69), 171–178 (2018). (in Russian)

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3. Bogoudinova, R.Z.: Kriterii otsenki konkurentosposobnosti spetsialistov [Criteria of an estimation of competitiveness of specialists]. Eur. Soc. Sci. J. 7, 190–194 (2017). (in Russian) 4. Isaev, V.: Professional’no-pedagogicheskaya kul’tura prepodavatelya (monografiya) [Professional and pedagogical culture of a teacher (monograph)]. Academia, Moscow (2012). (in Russian) 5. Vasilyeva, O., Dul`zon, A.: Model’ kompetentsiy prepodavatelya vuza [The model of university teacher` competences]. Univ. Manag. Pract. Anal. 2, 29–37 (2009). (in Russian) 6. Khramova, E.: Integrativnaya rol’ didakticheskoy kompetentnosti prepodavatelya vuza [The integrative role of didactical competence of university teacher]. http://shvarts.pspu.ru/ sbornik_konf2_list_20.html. Accessed 12 Nov 2019. (in Russian) 7. Kazakov, I.S., Kazakova, U.A.: Realizatsiya kompetentnostnogo podkhoda v sovremennom obrazovanii [The implementation of the competency-based approach in modern education]. Worlds Educ. Educ. World 2(66), 29–34 (2017) 8. Choo, C.V.: The knowing organization: how organizations use information to construct meaning, create knowledge, and make decision. Oxford University Press, Oxford (2006) 9. Yushko, S., Galikhanov, M., Kondratiev, V.: Integrativnaya podgotovka budushchikh inzhenerov k innovatsionnoy deyatel’nosti dlya postindustrial’noy ekonomiki [Integrative training of future engineers for innovative activities for the post-industrial economy]. High. Educ. Russia 1, 65–75 (2019). (in Russian) 10. Kudryavcev, Y., Kazakova, U.: Professional’naya psikhologo-pedagogicheskaya perepodgotovka prepodavateley vuzov kak sredstvo razvitiya ikh lichnostno-professional’nykh resursov The Southern Ural state university bulletin Series Education. Pedagogical Sci. 6(4), 85–91 (2014). (in Russian) 11. Chamorro-Premuzic, T., Furnham, A.: Personality and Intellectual Competence. Lawrence Erlbaum associates. Mahwah, New Jersey (2005) 12. Minin, M., Belomestnova, E., Benson, G., Pakanova, V.: Pedagogicheskaya podgotovka prepodavatelya inzhenernogo vuza [Pedagogical training of an engineering university teacher]. High. Educ. Russia 4, 20–29 (2014). (in Russian) 13. Khayati, S., Payan, A.: Effective factors increasing the students` interests in mathematics in the opinion of mathematics teachers of Zahedan. World Acad. Sci. Eng. Technol. Int. J. Soc. Behav. Econ. Bus. Ind. Eng. 8(9), 3069–3077 (2014) 14. Simon, H.A.: Invariants of human behavior. Annu. Rev. Psychol. 41(1), 1–19 (1990) 15. Dreher, R., Gornov, A.O., Kondratyev, V.V.: Concept of the natural structure of engineering training and the code of professional ethics of an engineer. High. Educ. Russia 28(1), 76–85 (2019)

Stress Reducing Practices at Universities as Part of the Well-Being Environment Elena M. Pokrovskaya1 , Margarita Yu. Raitina1(&) Florian Guerin2 , Galina I. Ilyukhina3 , and Tatiana N. Ananyeva3 1

,

Tomsk State University of Control, Systems and Radioelectronics, Tomsk 634051, Russian Federation [email protected] 2 Université de Limoges, Limoges BP 23204 87032 France 3 Russian State University of Tourism and Services Studies, Pushkino 141221, Russian Federation

Abstract. The article gives an overview of the perception of well-being in different countries. It considers the problem of the young people’s and adolescents’ well-being that has a major impact on their personal development and focuses on the consequences of ill-being that can indeed be multiple. Students are in the risk group in authors’ opinion. The authors pay attention to the main source of harm in our environment that is stress and explain why stress is dangerous for current generations. The authors rely on the method of research and analysis of the situation in order to explore the problem and be able to find solutions. As a possible solution it would be better to move towards inclusive practices and improvement of well-being with new technologies, such as the creation of helmets for a virtual environment that can be an essential element to reduce stress. It is important not to put a virtual environment but to associate it with the real environment so that the user remains connected to real life and can feel sensations and emotions (the virtual environment does not yet allow) related to smell or touch, for example in university’s relaxation rooms. Keywords: Well-being
Relaxation room Biofeedback
Inclusive practice


Ill-being
Virtual environment


1 Introduction Nowadays, the comprehension of scientific knowledge generates great permanent interest in the well-being environment, especially in connection with new sociocultural challenges. ‘Predicting social psychological well-being following trauma: The role of postdisaster social support’ [1], ‘The effects of environmental change on individuals and groups: Some neglected issues in stress research’ [2], ‘Exploring the role of emotion in media effects: An introduction to the special issue’ [3], ‘The structure of psychological well-being revisited’ [4] creates the social paradigm of research, where well-being is a psychological concept that comes from a personal and subjective

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 578–585, 2020. https://doi.org/10.1007/978-3-030-47415-7_61

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evaluation (different perception or financial, professional and sentimental satisfaction and the absence of mental disorders). Plato was the first to put forward the problem of the alienation of human nature. All human suffering is arisen as a result of the disease of the soul. Loss of self-moving, or rather its alienation from the person, leads to the emergence of the disease of the soul. According to Plato, dependence on the outside world is the enslavement of the living and self-moving soul by fixed and passive matter. The soul complements matter with movement and life, but in the process, it loses itself in matter, alienated from it, acquiring its properties [5]. In the era of the French Enlightenment, Rousseau marked the passage from the state of ‘alienation’ through the return of the human to the state of ‘natural’ and through equal ownership of property by members of the company. German classical Fichte’s philosophy used alienation to describe the process of creation a subject of the world around us. Hegel’s alienation is perceived as an integral part of development. Marx gave socio-economic justification of the phenomenon of alienation. The interest of modern domestic researchers in the problem of alienation mainly lies in the field of allocation of various types and forms alienations. Today, the interdisciplinarity of approaches is associated with a new reality map of a person, the significance of well-being and educational context: ‘Psychological and Physical Well-Being during Unemployment: A Meta-Analytic Study’ [6], ‘Direct and Indirect Effects of the Physical Aspects of the Environment on Mental Well-Being’ [7]. First, note that the notion of well-being related to something man has developed as he or she evolves to the central point of life. Indeed, when men were nomadic, they sought mainly to satisfy physiological needs to feed and quench thirst to survive [8]. However, how can one precisely define what is well-being? Well-being is a state linked to different factors considered separately or jointly with health, social or economic success, pleasure, self-realization, and harmony with oneself and with others. It refers to two main designations: • The first one is physical: physical well-being depends on the feeling of good physiological health, satisfaction of the primary needs of the body. • The second one refers to the psychological well-being that comes from personal and subjective evaluation originating from different perceptions or financial, professional and sentimental satisfaction, and from the absence of mental disorders. The general concept of malaise is often presented as a definition of the opposite situation. 1. We can therefore have several approaches to well-being: lifestyle approach; health approach, work approach, economy approach; society approach. The aim of the paper is to focus on the aspect of well-being that is related to the educational impact: well-being at the university or at school in general [9]. In addition, an important goal of education is to develop future society more inclined to be in good shape and have high moral standards. The role of university is fundamental and the most significant in this process [10].

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2 Results and Discussion First, consider the perception of well-being in different countries. There are currently few countries that developed tools to consider well-being, but the study performed by CREDOC was conducted [11] in France. The French are often described as sullen and grouchy people, perpetually dissatisfied with their situation. However, when asked, 33% of the respondents said they are ‘very often happy’, and 47% of the respondents stated they are ‘often happy’. Thus, eight out of ten French people feel satisfied with their lives. The range of reasons for being happy mentioned by the French is very wide and includes not less than thirty reasons in various surveys performed, varying from ‘sun’ to ‘nature’, through ‘retirement’ or ‘freedom’, etc. However, three main reasons stated are related to emotional ties: children, family or the couple. Relationships mentioned depend on the age youngest people find happiness in an expanded relationship circle (which also includes friends), and over time, happiness reduces to the nuclear family (close family). Another source of well-being that often suggested is work as a source of happiness and then hobbies. Although finances or health are not often mentioned as a reason to be happy today, they seem to be seen more as a means of improving wellbeing. On the contrary, financial insecurity and poor health are the two main drivers of misfortune. In other words, financial or health problems are a serious obstacle to happiness, but income or good health alone cannot be the source of happiness. Consideration of the well-being of young people and adolescents is important since it has a major impact on their personal development. The consequences of ill-being can be different, from stress to insomnia and even suicide attempts. Studies also show that girls appear to be more affected. They are more likely to consult a psychologist or psychiatrist as compared to boys, which means that girls are generally more open to solving their problem by talking about it, whereas boys are prone to alcohol dependence or substance abuse. This malaise causes several risky behaviors: students are likely to take medications be it tranquilizers or antidepressants and feel suicidal. Currently, the main source of harm in our environment is stress, which is the focus of this paper. First, define it well to understand this. Start by noting that there are two different types of stress, and that it is not always a bad thing. Stress is a natural phenomenon that can alert our body to various hazards that may occur; in small doses it can therefore improve the situation. For example, a small amount of stress encourages a student to study more and to pass exams better. This is called positive stress. It adds a short-term tension to the body that gives it an extra boost of adrenaline to overcome a challenge. However, the stress, if it is too big and if it is not well managed, causes difficulties. As a result, he human tends to make bad choices under pressure. The fact is that when we are stressed we often do not take the time to evaluate our choice as we would normally do. Under stress, we tend to rush and to carry out actions that are not necessarily the right ones and that can be dangerous for the stressed individual or for people around him. For example, we take a taxi when we can ride a bike or choose the first thing on the shelf of the supermarket even if it is not what we

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wish or have trouble in talk and do not succeed in expressing these real thoughts when we have to speak in public [12]. In France, according to the recent study by the Organization for Economic Cooperation and Development, adolescents who try to cope with mental distress are often more likely to be addicted (tobacco, cannabis or alcohol). According to the French Institute for Action against Stress (IFAS), excessive stress at work affects more than 32% of women and 20% of men. Evidently, stress can be dangerous for current generations due to some reasons. Stress decreases the quality of sleep. There is a link between stress levels and poor sleep. According to the American Association of Anxiety and Depression, 70% of those reporting persistent stress have difficulty in sleeping. However, it is defined that adolescents need at least eight hours of sleep to function to the best of ability, but only 15% of adolescents sleep the recommended amount of time. Poor sleep makes stress management more difficult and impairs concentration, learning, memory and problem solution. Stress makes students more anxious. Stress can be the culprit for students who are prone to bully others. Stress increases feelings of irritability and anger, which increases the likelihood of outbursts of anger and social withdrawal. In addition to anger towards other students, stressed students may be reluctant to follow the school guidelines and be not respectful with teachers, which reduces their academic performance and good classroom monitoring. Stress also has a negative impact on education results. When a student is stressed and anxious, he loses his ability to concentrate during classes or studies and can give up. According to the 2010 College of the American College Health Association’s College Health Assessment, more than 25% of students say that stress has reduced their academic performance or ability to complete a course. In addition, for students who experience stress at home, participation in school work may not be a priority, they prefer to take refuge behind something that is more enjoyable and more relaxing for them. Finally, in the most severe cases, stress can cause students to commit suicide. There are some countries where the number of suicides is particularly important among students; this is particularly the case for Japan or India. The number of suicides in Indian higher education institutions continues to increase. It is reported that one student commits suicide per hour now. That high rate of suicide is alarming, and the majority of these cases are caused by stress and academic failure. However, the fact that one pushes more and more young people to academic excellence is to be taken into consideration. This is also often due to breakup and loss, and social isolation [13]. In authors’ opinion, the possible solution of the stated problem is moving towards an improvement of well-being with new technologies. The educational context and universities’ potential enable its efficiency. In today’s world, the evolution of new technologies provides new solutions to reduce stress and to develop helmets to create a virtual environment. Indeed, the helmets currently on the market such as the oculus rift, the PlayStation VR or the HTC Live can plunge the user into a game and we can imagine that this game exhibits relaxing features and allow you to relax [14].

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Several studies have shown that virtual reality treatments reduce anxiety and perception of pain. In the fight against stress for wellness, several technological equipment is also developed. Helmets measuring brain activity through electrodes are on the rise. For example, ‘Melomind’, developed by a French start-up, is a helmet that can read brain waves and train the brain to fight against stress. The ‘Melomind’ looks like a headphone, it is nevertheless equipped with several electrodes to read brain activity. The user is subjected to a series of exercises exploiting his brain data though a mobile application. They are based on a soundtrack which evolves according to the state of relaxation. The exercises should be done regularly, in the manner of a sportsman who would run every day. Progress is recorded in the application as dots, graphs and the time spent in a state of relaxation. There is also ‘Dreem’, which helps you sleep better thanks to the use of several neurotechnologies. It allows you to fall asleep faster and sleep more deeply. Deep sleep is the most recuperative sleep stage. It actively enhances recharging, immune defense and memorization. ‘Dreem’ uses a method of sound stimulation that increases the power of slow waves, characteristics of deep sleep. It also facilitates wake-up by activating the alarm in the optimal sleep stage for smooth awakening and with a sense of being in a good shape. ‘Dreem’ objectively and accurately measures sleep. Each morning, a detailed analysis helps to better understand it, while personalized advice indicates what can be improved. More advanced in virtual reality is ‘Open Mind’, which allows you to better manage your stress. The difference with the former two is that the device goes well beyond the single band EEG (electroencephalograph). It consists of a breathing belt, a finger pulse sensor, two conductance sensors for perspiration, a cardiac sensor on the mastoid (behind the ear), a HTC Vive headset with electrodes to measure brain activity, and an audio headset and a joystick. You can then lie on the chair. A box is closed on the upper body to better isolate from the external environment. The method implies that first the user is exposed to stress. Immersed in a spaceship, it responds to the instructions of the software provided by voice command. After the measures have been taken to calm, the first game session is launched, where the objective is to repair impacts in the wall of the command post and shoot projectiles launched by enemy ships. The second period follows when simultaneous tasks are multiplied. Then comes the time of the balance sheet, with graphs revealing the moments when the user was subjected to stress. After that, the goal is to learn to breathe better by explaining how to reduce the intensity of these stressful passages by controlling one’s breath. Finally, there is ‘Bliss’, a project developed for Smartphone to immerse the user into the dream environment. The goal is not to create an environment that looks like reality but rather to allow the user to escape, dream, see extraordinary things and allow him to interact with his environment. These images will be associated with different sounds that have a great effect on the well-being, to make the adventure even more beautiful, more contemplative and especially more soothing. Currently, virtual reality headsets remain relatively expensive and are not yet optimal in use because they can cause such problems as headaches, nausea and abnormal fatigue associated with risks that this headset also cut from reality if used too long. In addition, new products emit blue light, intensive light produced by LEDs that

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can currently be found on smartphones. However, this one is strongly suspected to be toxic and to harm the vision. In the future, virtual reality will therefore be an essential element to reduce stress. However, it is important not to create a virtual environment but rather to associate it with the real environment so that the user could stay in real life and experience sensations and emotions because the virtual environment does not yet allow sensations related to smell or touch, for example. Based on the mentioned above we turn to the idea of relaxation room in TUSUR as a part of the well-being environment. The relaxation room must therefore be a place where it is possible to practice a variety of activities that can soften lessen or soothe stress or other difficulties that may be encountered. It is geared towards calming the mind and slowing down our thinking as well as physical relaxation or body stimulation. First, it will be possible to use tools for the so-called biofeedback, information or response of your body concerning your biological functioning. It is used to help people become more aware of their internal reactions and their reactions to stress or other emotional and somatic experiences. Many of these signals in the body are ignored until they become high or develop into ongoing problems such as chronic stress, anxiety, depression or pain. Biofeedback can be helpful in raising awareness of physiological responses and in showing the effect of strategies used to regulate emotional responses and increase feelings of stability and calm. Continuously practised, biofeedback is a useful way to show progress in developing healthy practices that will benefit you throughout your life. In the relaxation room, there will be comfortable cushions, and yoga mats to practise meditation [15]. A video to present techniques for meditation can be made available and be broadcast on television. Atmosphere and the level of odors (these odors do not pose a risk because being ‘allergic to a perfume’ is not technically possible since the sense of smell does not affect the immune system) and sounds will make everyone enjoy relaxing sounds and pleasant smells promoting well-being. It will also be possible to modify the lighting atmosphere quite easily, for example with Philippe Hue bulbs to adapt the lighting environment to the proposed activity, rather bluish colors to favor relaxation and calm or reddish colors to restore energy and reinvigorate. In the relaxation room, there are two full spectrum light boxes that are available for students to use them for 20–30-min light therapy sessions. Light therapy consists in exposing each day to white artificial light, called ‘broad spectrum’, imitating sunlight. The objective of this session of light therapy is to treat seasonal depression, to help treat depression, and to improve sleep (insomnia, early morning awakening). To bring affection, it could be interesting to involve animals. However, to have live animals in a university seems complicated especially in terms of different regulations. We decided to import Paro, which is a robotic seal equipped with microphones, processors, sensors, motors that can emit sounds. It is covered with a very soft fake fur, and its big eyes make it cute. It can take different facial expressions depending on the situation, and even though it is a robotic stuffed animal we still want to interact with it.

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3 Conclusion The authors consider well-being in the aspect that corresponds to the educational impact and concentrate on the problem of stress creation. It is important to enable youth education to develop a future society that is more inclined to be in good shape physically and morally. To achieve this goal, it is shown that virtual reality treatments reduce anxiety and the perception of pain. In order to cope with stress and to fight for wellness, several technological devises have also been developed, for example, ‘Melomind’, ‘Dreem’, ‘Open Mind’, ‘Bliss’, etc. Finally, these listed elements should be integrated in the relaxation room of TUSUR as part of the complex university well-being environment. To conclude, note that a university’s relaxation room could really have positive effect on the well-being of students, improving their academic achievements and quality of educational process in general. Acknowledgement. The work is performed at support of the Ministry of science and higher education of the Russian Federation, State assignment “Science”.

References 1. Kaniasty, K.: Predicting social psychological well-being following trauma: the role of postdisaster social support. Psychol. Trauma: Theory Res. Pract. Policy 4, 22–33 (2012) 2. Aldwin, C., Stokols, D.: The effects of environmental change on individuals and groups: Some neglected issues in stress research. J. Environ. Psychol. 8, 57–75 (1988) 3. Nabi, R., Wirth, W.: Exploring the role of emotion in media effects: an introduction to the special issue. Media Psychol. 11, 1–6 (2008) 4. Ryff, C., Keyes, C.: The structure of psychological well-being revisited. J. Pers. Soc. Psychol. 69(4), 19–27 (1995) 5. Meinwald, C.: Plato’s Parmenides. Oxford University Press, New York (2007) 6. McKee-Ryan, F., Song, Z., Wanberg, C., Kinicki, A.: Psychological and physical well-being during unemployment: a meta-analytic study. J. Appl. Psychol. 90, 53–76 (2005) 7. Hadavi, S.: Direct and indirect effects of the physical aspects of the environment on mental well-being. Environ. Behav. 49, 1071–1104 (2017) 8. Maslow, A., May, R., Rogers, C.R.: Existential Psychology. Random House, New York (1965) 9. Suslova, T., Pokrovskaya, E., Raitina, M., Kulikova, A.: Interdisciplinary convergence in the university educational environment international. In: Proceedings of the International Conference on Linguistic and Cultural Studies, vol. 677, pp. 68–74. Springer, Cham (2017) 10. Pokrovskaya, E., Raitina, M.: University infrastructure as vector of region sustainable development. In: Proceedings of the International Conference on Trends of Technologies and Innovations in Economic and Social Studies. Advances in Economics, Business and Management Research (2019). https://doi.org/10.2991/ttiess-17.2017.89. Accessed 10 Dec 2019 11. Bigot, R., Croutte, P., Daudey, E., Hoibian, S., Mülle, J.: The evolution of wellbeing in France for 30 years. CREDOC, Paris (2012) 12. Stress, the Bane of Modern Life. CNRS homepage (2020). http://www2.cnrs.fr/en/1070.htm. Accessed 07 Mar 2020

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13. National Research and Safety Institute of Health and Security at Work (2020). http://www. inrs.fr/risques/stress/effets-sante.html. Accessed 07 Mar 2020 14. Monde Le.: A nap room for exhausted students (2020). http://www.lemonde.fr/campus/ article/2017/02/07/une-salle-pour-rejoindre-les-bras-de-morphee-a-l-universite_5076002_ 4401467.html. Accessed 07 Mar 2020 15. University of Kentucky, Relaxation Room Homepage . http://www.uky.edu/counselingcen ter/relaxation-room-1. Accessed 07 Mar 2020

Psychological Training as a Form of Practical Studies in the Course Introduction to the Profession Viktor N. Kruglikov , Marina V. Olennikova Nina A. Matveeva , and Olga O. Kunina(&)

,

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected], [email protected], [email protected]

Abstract. The article reviews the experience in developing practical studies within the scope of the Introduction to the Profession course for bachelors in psychology trained under the profile 44.03.02 Psychological and Pedagogical Education at the Institute of Humanities of the Peter the Great St. Petersburg Polytechnic University. The appropriateness of this form of training for first-year students has been proved. It is shown that educational tasks can be solved in the course of group academic work with the participation of graduate-level students. The scientific novelty of the study consists in theoretical substantiation and experimental confirmation of effective change in group-wide socio-psychological, professional and motivational characteristics of both first-year students and fourth-year trainer students. The study has been aimed at developing and testing a psychological training program for first-year bachelor degree students. On the one hand, the proposed program is aimed at team-building among a group of first-year students, ‘onboarding’ them in the profession and fostering their positive attitudes to training, while, on the other hand, it presents an important stage in methodology training of graduate-level psychologists. The article features the main stages of the study, experience gained in conducting the training and its results, as well as the methods used to assess its effectiveness. In the authors’ opinion, the experience gained is of practical significance as an effective form of training, in spite of organisational and methodological difficulties. Keywords: Psychological training
Teamwork
Bachelor
Introduction to the Profession
Professional interaction

1 Introduction Psychological and pedagogical education at a technical university has its specific features and involves particular requirements to the university physical infrastructure and the faculty (who need to have a command of a variety of techniques to deliver educational material and to foster professional competencies) as well as to the trainees. The very fact that training in this profile has been launched at a technical university is inextricably linked to the idea of humanising engineering education. Training of © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 586–594, 2020. https://doi.org/10.1007/978-3-030-47415-7_62

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educational psychologists suggests a new approach to fostering their professional and personal qualities. Today’s graduates should not only be well-trained theoretically, but should also have a command of expertise, skills and abilities that enable them to deal professionally with representatives of various professional communities. Shaping psychologist’s professional worldview as a general competence starts from the first year of study. One of the methods to shape educational psychologist’s professional worldview consists in organisation of teamwork. An essential skill for an educator is the ability to use active educational techniques, and for psychologists it is the ability to organise and conduct training sessions. A command of these skills is one of the criteria of professionalism and competitiveness. Training a psychologist as a leader of training groups involves several stages: 1. initial acquaintance with training techniques and team-building (at the same time, self-understanding is achieved, and various aspects of one’s own behavior and personality are discovered); 2. training in a number of theoretical courses; 3. demonstration of effective psychological techniques and working them out during case studies; 4. student acting as a trainer following the sequence of training forms of work under the guidance of a supervisor: first, leading a group course supervised by a co-trainer, then doing it independently, while the supervisor remains uninvolved [1].

2 Literature Review The Federal State Educational Standard (FSES) for Profile 44.03.02 contains no reference to the need to master teamwork skills [2]. Such practical training at the university encounters with a number of difficult-to-surmount challenges associated with both organisation of bachelors’ teamwork and methods to conduct it. As a result, bachelors are in fact not trained to master the teamwork techniques at the universities. Therefore, searching for effective practices remains an outstanding issue [1, 3]. This, in particular, determines the novelty, relevance and practical significance of the current study, aimed at developing and testing a program of psychological training for firstyear bachelor students taking the profile 44.03.02 Psychological and Pedagogical Education at Peter the Great St. Petersburg Polytechnic University (SPbPU). On the one hand, the proposed program is aimed at team-building among a group of first-year students, ‘onboarding’ them in the profession and fostering their positive attitudes to training, while, on the other hand, it presents an important stage in methodology training of graduate-level psychologists. The training course Introduction to the Profession has an essential role in the professional development of students. The purpose of this academic discipline is to provide future specialists with a vision of generalised characteristics of their profession, as well as with the knowledge of educational, qualifying and personality-oriented requirements to an educational psychologist. Noteworthy, methodological support of teaching this subject is insufficient, and in combination with the active accumulation of knowledge by current psychological science this makes the search for new methodological approaches to mastering this discipline especially relevant.

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Let us consider a situation that has emerged in the practice of conducting psychological trainings. Experience shows that eventually specialists are bound to try themselves in the role of leaders of training teams [4, 5]. A ‘classical pattern’ of training an inexperienced, entry-level specialist for such work is reproductive in its nature. In this case, the training process is based on a ready-made pattern or scenario [6]. In some cases, entry-level trainers simply reproduce what had happened to them when they themselves were attending such training, either educational or real. In other cases, a set of training exercises is proposed that correspond to the topic of the training, in the opinion of its leader/facilitator [7, 8]. A number of authors suggest the following system to train psychological workshop leaders that may be implemented during the university stage [1, 7]. 1. From the first days of training, parallel to the study of theoretical courses, students attend classes in communication training aimed at building up a team. 2. Students should complete a dedicated training course that describes psychological patterns, and conditions and methods of conducting group trainings. 3. Students should participate as clients in psychological trainings to study methods and techniques used by respective experts. 4. Student’s client practice should continue in the groups of the selected domain, parallel with in-depth study of theoretical aspects of work within the particular training school. 5. At this stage, a student begins to work as a team leader under the supervision; first, a supervisor surveys student’s activities in full as a co-trainer, which is followed by student’s independent team leadership, with supervisor remaining uninvolved. Pursuing successive practical steps to implement such a program is fraught with certain difficulties. 1. 2. 3. 4.

Selecting a target group. Getting acquainted with real practice of various training schools. Choosing a training program. Spatial and temporal organisation of training.

3 Materials and Methods Noteworthy, there are fairly high requirements [17, 18] that the nature and contents of professional activities of a psychologist pose to psychologist’s personality, while no pre-selection of enrollees for meeting any such requirements takes place, especially at non-state universities. With these considerations in mind, it was necessary to abandon the behavioral approach to training, when psychological analysis mostly concerns behavioral skills, rather than personal qualities. Meanwhile, fourth-year students encountered different tasks as far as organising and conducting the training was concerned. For them, participating in training sessions as leaders was one of the final links within the framework of their professional bachelor training. Before reaching this point, they took basic theoretical training, repeatedly

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attended such trainings conducted as part of the educational process, which is considered a necessary condition for students to become aware of the impact of game procedures [7, 11], and did pedagogical practice at educational institutions. Students’ methodological training resulted in the development of a training program and its implementation by students as leaders. A pilot study fore-running the training itself was aimed at defining the purposes and objectives of group interaction. Conducting subsequent diagnostic procedures, communicating relevant information to the trainees, selecting psycho-gymnastic exercises and role-playing games for them, and developing techniques to assess the training effectiveness were included in the training program.

4 Organising an Experiment Developing a program of any training begins with defining its subject, purposes and objectives of group interaction. To address these issues, the program director, Kruglikov Viktor, developed a game called First-Year Student’s Problems [12–14], during which the content analysis method was used to determine the topics of the training sessions: 1. 2. 3. 4. 5.

Adapting to studying at the university. Team-building or adapting to a study group. Enhancing the level of independence, self-confidence and activity in studies. Immersing in the profession, developing educational motivation. Time-management, self-organising one’s life and daily chores (especially important for non-resident students). 6. Self-concept (including behavior, appearance, psychological defense). 7. Overcoming one’s fears and concerns.

Once these topics have been identified, the leader trainees distributed them among themselves. At the first stage, each leader trainee presented his part of a training program on the given topic with optional scenarios for conducting the respective sessions. After a group discussion involving supervising trainers, a decision was made on how to carry out the training procedures. Herewith, the students had a sufficient degree of freedom to choose the final option of a session scenario. This contributed to students’ increased responsibility for the final result. The training sessions were held twice a week for seven weeks. A group of first-year students was divided into two subgroups of 10 persons each. Each session was held twice by one leader in each subgroup. Senior students had to prepare for the sessions as independently as possible. At each session, its leader was provided with an assistant classmate [15–17].

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5 Performance Appraisal At the end of the training, it is important to evaluate its performance effectiveness. The work of senior students was assessed using the expert method. Supervisors acted as experts to assess the effectiveness of each leader trainee using 12 criteria, point by point. In addition, leader trainees had to compile reports with full description of the training, complemented by self-assessment of their performance. Furthermore, a feedback questionnaire was distributed among the training attendees after each session [18, 19]. Personal attitudes of senior students towards this method of training and their potential as trainers were revealed using the authors’ version of the Sentence Completion Test technique. The technique was applied twice: before and after the training. The obtained results enabled the students to track changes in their personal attitudes and to realize personal and stylistic features of conducting this training. The performance effectiveness of the training for first-year students was assessed using two appraisal questionnaires. The first questionnaire was offered to participants at the end of each training module or training day. The second questionnaire was distributed immediately after finishing the training. In addition, the Seashore Group Cohesion Index was measured before and after the training to assess the nature of interpersonal relationship in the group.

6 Study Results In order to assess the success level of training leaders, their key capabilities that affect the state of the group were identified. These capabilities were evaluated by supervisors. Estimates obtained for all such indicators ranged from medium to high. The highest ratings were obtained for the following indicators: achievement of the session purposes; understanding of the essence and goals of training exercises; personal involvement, emotional adequacy to the current situation and maintaining a positive attitude within the group. Medium scores were recorded for such indicators as compliance with the timing; speech skills and avoidance of self-presentation. It is noteworthy that the points given by experts coincide almost completely with the scores of senior students from their self-assessment of their trainers’ qualities. The Sentence Completion Test technique was applied twice: prior to the training and upon its completion. Senior students’ attitude towards the method of the training work and their trainers’ potential was diagnosed. Content analysis of the obtained data was conducted. Analysis results are provided in Table 1.

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Table 1. Results of content analysis using the Sentence Completion Test technique. Analysis category

Attitude to the training method Attitude to one’s potential as a trainer

Percentage of positive attitude before the training 70.3

Percentage of positive attitude after the training 92.4

Difference reliability criterion 0.004

62.8

76.2

0.02

One may see that the indicators of positive attitude towards the training method itself have reliably grown. It is especially important to note the growth of students’ selfassessment, which indicates that they began to feel more confident in their role of trainers. First-year students filled out a feedback questionnaire in which they assessed their own attitude to the training. These results are presented in Fig. 1.

10 Training relevance for me personally How interesting was the training for me 9

How comfortable I feel in the group Correspondence of the training subject to its contents Degree of expectations satisfaction and achievement of the training goals Training efficiency personally for me

8

How this format of classes is useful for first year students 7

Fig. 1. Final feedback.

One may see that first-year students gave high appraisal to the topic of the training, its conduct and benefit for themselves. It should be specifically noted that almost all the students pointed out their increased interest in theory and practice of psychology.

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An increased level of group cohesion is evidenced by comparing the Group Cohesion Index yielded by means of the Seashore methodology before and after the training (Table 2). Table 2. Results of the Group Cohesion Index assessment using the Seashore methodology. Scale

Group Cohesion Index

An average Group Cohesion Index before the training 10.5

An average Group Cohesion Index after the training 14.1

Difference reliability criterion 0.002

7 Discussion and Conclusion The first outcome of implementing the program was that fourth-year students gained their initial skills in conducting training sessions. In the training, both the change in current indicators and the long-term consequences are very important. In this regard, one may positively assess not only team-building among first-year students, but also their increased interest in the science that they are to study. We believe it to be the core purpose of the course Introduction to the Profession. Not the least role is played by the increase in the positive background of emotional state in both groups of students, and their desire to continue communicating with each other, which is very important too. The significance of the experience gained should also be noted. Prior to the training, the students rated it as an ‘important skill’ for a psychologist, ‘an opportunity to show their knowledge, skills and abilities’, expected that the training would give them ‘good experience’ and ‘confidence’, whereas after the training everyone noted that their expectations had been justified, as they ‘gained new experience’ and acquired ‘confidence’. The motivation to conduct the training has enhanced, and a more objective assessment of their capabilities and areas for future growth has evolved. An expert assessment of leader trainees’ performance by supervisors showed that, on the whole, the students appeared to be ready to this stage of their training from both theoretical and practical point of view. Among the most characteristic errors committed by leader trainees, the experts identified insufficiently thought-through organisation of the game space and participants’ movements; a tendency to deliver information verbally; preoccupation with procedural issues, immersion in the process of organising the sessions; and poor control of timing. Based on the experience gained, the students came to an understanding that it is impossible to copy the training procedures directly; they became confident of the need to develop their own style of conducting training sessions, as highlighted by practicing trainers.

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As a result of the experiment, we have the following main conclusions: 1. The experiment showed the effectiveness of the proposed program in solving the task of practical training of bachelor students. 2. The experiment results testify to effectively solved tasks pursued by the course Introduction to the Profession: increasing students’ interest in the profession studied, developing positive attitudes towards the training process and ensuring group cohesion. 3. The proposed program can be an important link in practical training of educational psychologists, as far as teamwork skills are concerned. 4. Such studies should be continued in order to identify the most effective methods for training bachelors in their course-by-course education. 5. Long-term effects of training interaction between first-year students and undergraduates should be monitored.

References 1. Sartan, G.N.: Training of professional coaches. Bull. Pract. Psychol. Educ. 1, 56–63 (2004) 2. Federal State Educational Standards of Higher Education in the course 44.03.02 ‘Psychological and Pedagogical Education’. http://fgosvo.ru/uploadfiles/FGOS%20VO% 203++/Bak/440302_B_3_20032018.pdf. Accessed 15 Sept 2019 3. Aslamazova, L.A., Bersirova, A.K.: Practice-oriented training of bachelors studying the course ‘Psychological and Pedagogical Education’ for work with biological and foster families. In: Razvitie vysshego professionalnogo psikhologo-pedagogicheskogo obrazovaniya: tendentsii i perspektivy [The development of higher professional psychological and pedagogical education: trends and prospects], pp. 43–48. Yalta (2018). https://elibrary.ru/ download/elibrary_35354089_31352975.pdf. Accessed 15 Sept 2019 4. The development of national qualifications frameworks in Europe. http://www.cedefop. europa.eu/files/6108_en.pdf. Accessed 15 Apr 2019 5. Chulanova, O.L.: Corporate development and training of management personnel on the basis of competence-based approach. In: Scientific Enquiry in the Contemporary World: Theoretical Basics and Innovative Approach, vol. 6, pp. 126–132 (2012) 6. Andreev, V.I.: Kurs tvorcheskogo samorazvitiya [Creative self-development course].Tsentr Innovatsinnykh Tekhnologiy Publ., Kazan (1996) 7. Pakhalyan, V.E.: Gruppovoy psikhologicheskiy trening [Psychology Group Training Course: Learning Guide]. Piter Publication, St. Petersburg (2006). (in Russian) 8. Fedyukovskaya, M.G.: Metodika razrabotki i provedeniya psikhologicheskogo treninga: Elektronny kurs [Methodology for the Development and Conduct of Psychological Training: Electronic Course]. SPUMTE Press, St. Petersburg (2018). (in Russian) 9. Posokhova, S.T.: Spravochnik prakticheskogo psikhologa. Psikhodiagnostika [Practicing psychologist’s guide. Psychological diagnosis]. AST, St. Petersburg (2005). (in Russian) 10. Pochebut, L.G., Chiker, V.A.: Organizatsionnaya sotsialnaya psikhologiya [Organizational Social Psychology]. Rech Publication, St. Petersburg (2000). (in Russian) 11. Imaton. https://www.imaton.ru/seminars/metodicheskaja-podgotovka-biznes-trenerov. Accessed 15 Sept 2019

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12. Kruglikov, V.N., Olennikova, M.V.: Interaktivnye obrazovatelnye tekhnologii: uchebnik I praktikum dlya akademicheskogo bakalavriata [Interactive Educational Technologies: a Textbook and a Workshop for Academic Undergraduate Studies], 2nd edn. Urait Publication, Moscow (2017). (in Russian) 13. Fedorov, O.D.: Razvitie vysshego professionalnogo psikhologo-pedagogicheskogo obrazovaniya: tendentsii i perspektivy [The Development of Higher Professional Psychological and Pedagogical education: TRENDS and Prospects]. Yalta Publication, Yalta (2018). (in Russian) 14. Super, D.E.: Toward a comprehensive theory of career development. In: Thomas, C.C. (ed.) Springfield (2010) 15. Cullen, J.: Competence Evaluation and Training for Europe. New Perspectives for Learning. Briefing Paper 25. http://www.pjb.co.uk/npl/bp25.htm. Accessed 15 Apr 2019 16. International Trainers Institute ‘Professional’. https://www.iprofessional.ru/trening-trenerov/ intensiv. Accessed 15 Sept 2019 17. Akademiya Zhivogo Biznesa [Academy of Living Business]. http://www.akademiki.biz/ shkola-biznestrenerov-1/konkurentnie-preimushestva-shkoli. Accessed 15 Apr 2019 18. International College of Business Trainers (ICBT) in St. Petersburg. http://icbt-spb.com/ about. Accessed 15 Sept 2019 19. Pavlova, T.A.: Vvedenie v psikhologo-pedagogicheskuyu deyatel`nost`: Uchebno-metodich eskij kompleks po napravleniyu podgotovki: 050400.62 «Psikhologo-pedagogicheskoe obrazovanie» [Introduction to psychological and pedagogical work: Teaching materials for the training course: 050400.62 ‘Psychological and pedagogical education’]. https://studfile. net/preview/6226220/. Accessed 15 Sept 2019. (in Russian)

Implementation of the ‘Envisioning Cards’ Tool in Russian Engineering Education: Prospects and Problems Vadim Silin(&)

and Tatiana Bystrova

Ural Federal University named after the first President of Russia B.N. Yeltsin, Yekaterinburg 620002, Russia [email protected], [email protected]

Abstract. Psychologists have proven that generation Z, which is studying at universities today, tends to visualize and structure knowledge gained during education. The spectrum of this knowledge itself for representatives of engineering specialties in recent years has been complicated by increased complexity of engineering systems, the need for a multidisciplinary approach, and design of engineering systems as socio-technical systems. Classical engineering design focused on structural and functional qualities of objects. Modern world requires projects that take into account the users’ values, the issues of sustainability of the designed object, and involvement of various actors in the design. New project development constrains can be achieved by means of the Envisioning Cards tool, developed by the American researcher Friedman and colleagues. Its introduction into Russian engineering education requires consideration of the difference in value scales (ethno-cultural differences, everyday culture, associative chains, the sociocultural context of the project, etc.) in order to achieve effective training. The article analyzes Envisioning Cards as multimodal texts. It provides data of the survey among Russian students of engineering specialties on their understanding of the content of cards and options for supplementing the existing set of cards, which were developed with regard to Russian students. Keywords: Envisioning Cards


Engineering
Multimodal text

1 Introduction The ‘technological metabolism’ that has accelerated at present – the emergence of new technologies at the intersection of specialties – on the one hand, provides the society with significant benefits, a service previously inaccessible to many (telemedicine, distance learning, virtual banking, ‘smart house’). On the other hand, it brings new potential dangers (for example, dual-purpose drones, artificial intelligence, nanotechnology and nanomaterials). Therefore, the importance of training engineers who are able to understand their moral responsibility to society, the economy, and the results of development they carry out should significantly increase. This poses new challenges in engineering education. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 595–602, 2020. https://doi.org/10.1007/978-3-030-47415-7_63

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Besides, the contingent of students is changing. Representatives of the ‘Generation Z’ are pronounced ‘visuals’ configured to solve specific complex problems in the regime of participation [1]. They need new learning tools, one of which may be the ‘Envisioning Cards’ tool developed by the American researcher Friedman and colleagues [2, 3].

2 Methodology For socio-value analysis of any technology, a methodological tool ‘Envisioning Cards’ was proposed [2, 3], which incorporated the results of more than twenty years of research. The essence of the tool is that to assess the impact of the technology being developed on personal and socially significant values that are important to the most widely defined (in relation to the technology being developed) circle of stakeholders, developers (engineers, programmers, managers) involved in the work brainstorm and form their personal and team opinion on groups of questions: • stakeholders – who is directly or indirectly affected by technology (product) that will appear as a result of development? • values – what personal and socially significant values will technology affect? • time – what will happen to the technology over time and to its effect on personal and socially significant values? How do needs/capabilities of users transform under the influence of technology? • pervasiveness – what problems will arise after widespread use of technology? Cross-cultural, cross-country, cross-gender, and cross-age aspects of the impact of technology on life. To conduct ‘brainstorming’ (a session), a pre-prepared multimodal series in the form of cards is used (Fig. 1). In total, the authors of the methodology have initially developed 28 cards, covering four of the groups of questions indicated. They can be found in [3].

а)

b)

Fig. 1. Example of one of Envisioning Cards: (a) front side, (b) back side.

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On the front side of the card, there is a thematic image and a title, which, together with text information on the back of the card, focus on a particular issue to assess the project developed. The back of the card contains textual information: the topic of the card that belongs to one of four groups of questions (in this case, ‘Stakeholders’); the name of three remaining groups of questions; the title of the topic to be considered by this card (‘Non-targeted Use’); text description of the topic (‘Technologies are not always used in ways that the designers intended…’); a specific task to be performed by the participant of ‘brainstorming’ (‘Identify three roles that involve non-intended use of the system’, emphasized by us); and a keyword that reflects what action is required in the task (‘Identify’). The participant is given a limited time to perform actions (e.g., 3 min). To assess the educational opportunities of Envisioning Cards, it was necessary to choose a scientific field that studies how knowledge about the World becomes a part of everyday professional practices. Therefore, the analysis and testing of cards takes place using a constructive methodological approach and systemic approaches. When applied in the field of education, both approaches involve the use of methods of humanitarian and natural knowledge, such as modeling, a method for optimizing systems, interviewing, and focus groups. Reliance on constructivism allows us to reveal the potential of technologies that have arisen in traditional learning, such as empathy, semantic vision, symbolic vision, imaginative vision, construction of concepts, and several others. According to the representative of Constructivism Wallner, this approach makes knowledge understandable, shows the way of learning [4]. When studying the issues of using Envisioning Cards, we rely on an extensive pool of works on cognitive science [5–7], primarily Tufte [8] and Latour [9], who study the dependence of various human actions on a particular way of presenting visual information. Knowledge of the phenomenology of visual perception [10] provides a comprehensive analysis of the work with cards. Interpretation of cards as multimodal texts allows us to take into account the interaction of visual and verbal components in them, ‘cross-semiotic effects’ [11]. Along with this, we use the results of copyright developments on perception scenarios and their consideration in the design of educational products [12]. The objective of the work is to justify the need for the use of multimodal tools such as Envisioning Cards in the preparation of engineering personnel and in the initial assessment based on the participant observation and scenario approach of the prospects and problems that students may encounter when using Envisioning Cards in educational activity.

3 Results Interviewing students of a number of engineering areas at Ural Federal University (Power Engineering and Electrical Engineering, System Analysis and Control, Radio Engineering, Machine Building), as well as monitoring of student’s work in focus groups during the development of engineering projects by the team (students of the engineering area Heat and Power Engineering) showed the following results.

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When working on team projects, students of 1–2 year of study (5 students in a team) spent a lot of their time communicating with the teacher about developing and preparing a technical solution for presentation, and less time allocated to the analysis of the consequences of putting their solution into practice. The relationship between the engineer and society was discussed at seminars in groups of 5–15 students of 3–4 year of study from the point of view of legal issues: what should/should not do, and what an engineer must guarantee to society. The analysis of stakeholders conducted by the students was not sufficient if there were no questions from the teacher. Graduate students who partially work in the industry better understand the importance of the impact of technology on society, but do not have a sufficient methodological basis for studying and analyzing this effect. The study showed that problems of the relationship between engineer and society are poorly reflected in student’s worldview and the very meaning of the ‘Envisioning Cards’ tool is difficult to grasp at first glance. In addition to this problem related to understanding, three groups of problems were identified when testing Envisioning Cards with students: informational-visual, conceptual, and organizational and methodological ones. A conclusion was drawn about the need to train the professional and ethical responsibility of an engineer to society, as well as the need to localize the ‘Envisioning Cards’ tool for Russian students.

4 Discussion 4.1

Specifics of Modern Engineering Thinking

If the task is ‘what to do’, the engineer answers the question ‘how to do’ based on physical laws, and his own ingenuity and experience, and operates within the framework of technical and legal restrictions well-known to him. Over several decades, the engineering community was considered as ‘expert’ – the one that was delegated by default the right to make informed decisions in the technical field of activity [13], however, since the 1980s [14] the need to take into account the social context in engineering activities has been recognized. At this time, it became clear that technical research and development often has a significant negative effect implicit in the initial stages and difficult to predict its consequences since the research is ‘at the frontier’, when there is not clear vision of a newly emerging field of knowledge. In this situation, an engineer must be able to find a technical solution and to envisage its effect on different areas of society and nature. This skill needs to be specially taught during engineering training since classical engineering education focuses on constructive and functional qualities of objects and does not focus engineers’ attention on the ability to take into account the social (public) and even political context. An illustration is the material of Murray, Studer, Daly, McKilligan, Seifert [15]. The authors determined the patterns of engineers’ thinking during the solution of cases among students of engineering specialties and working specialists. During the experiment, 35 participants developed 376 solutions for four cases provided to them. The article provides a list of 27 approaches that participants showed while working on cases

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in the experiment. The first four approaches that were most often used by participants in solving problems are as follows: • analyze thoroughly the primary need – identification of a number of specific issues that form the problem to be solved in the case, for subsequent concentration on the solution of individual issues (identified through the analysis of the situation in the case); found in the study 129 times; • state the primary need – ‘determination’ of the key need that should be satisfied through the projected solution of the case (the need is postulated by an engineer by means of an expert assessment of the situation in the case); found in the study 114 times; • describe the setting – the analysis of technogenic (non-natural origin) conditions and environments in which the proposed technical solution should work; found in the study 87 times; • elaborate on a method/means – the specification of the technical solution at a level that is deeper than simple conceptual postulation; found in the study 60 times. In the fifth place, according to [15], the users’ need approach is described, when an engineer poses the question of who is the end user of the solution developed by him and defines the criteria the solution must meet so that the end user receives the required benefit from this solution; found in the study 56 times. The logic of an engineer’s reasoning, which he or she uses when applying the first two approaches, is also based on taking into account the needs of end users, but in these cases an engineer seems to make a decision for themselves, expertly evaluating their need. In the context of one of the cases used in the study (assistance to the population after large-scale disasters such as tsunamis, earthquakes, etc., when people lose housing and have no access to electricity), this approach can be used, since the basic needs of people are largely the same, and the needs of disaster-affected people are obvious. However, in the context of another case (creating a site for active pastime), several options are possible depending on the end users of the site (children, adults, athletes, vacationers, etc.). Such approaches to solving the case as breaking down the primary stakeholder group (19-fold) and expanding the primary stakeholder group (5-fold) were revealed in the studied group significantly less often. The essence of the former is to analyze the groups of stakeholders or ‘interested parties’ in each case in order to more specifically and accurately determine the needs of each group. The essence of the latter is, on the contrary, to expand the group of the ‘interested parties’ due to its more generalized essence (for example, a space for active pastime is being designed not only for the ‘interested party’ being ‘children’, but more broadly – the residents of the district). Both approaches are aimed at the study of stakeholders, i.e., those who are direct or indirect users of the product (or its development), and whose interests cannot be ignored. The above data indicate the relevance of the inclusion of cases in the curriculum of engineering fields of study, which form the future engineers’ basic skills of socio-value analysis of technological solutions, new projects, and innovative developments. One of the specific tools for this analysis can be a project session, ‘brainstorming’ or another form of intellectual activity taking place in the format of the case study.

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Supporting materials for this activity should contribute to the concentration of participants on the subject and should provide the opportunity to look at the case from different points of view. 4.2

Problems of Using Envisioning Card

During the initial testing of the cards – while recognizing the clarity of their structure by the participants of the experiment – we identified the following problems that require further study. Information and Visual Aspect. The difference is found in the perception of cards and information provided by different audiences, including sociocultural and regional differences. The images on the cards voluntarily or involuntarily take into account the cultural context of the developers, which is not always clear to Russian students. Thus, in 7 cases out of 10, the students did not understand the image, even when it was accompanied by the word. In our opinion, the authors’ choice of the illustrative and metaphorical nature of the images is not entirely justified. Infographics being developed today can be much more informative without losing emotionality [16]. Along with external elegance, the clarity of the structure of the graphic solution, its ergonomics, the following questions can be raised, which, in our opinion, need additional verification and critical comments on it: • the selection of photo or graphic illustration. Our studies of recent years show a steady preference for graphics by Russian students, even the elderly [17]; • the feasibility of using two fonts with a rather complex composition on the side with the image shown. These combined together create a rather fractional solution that can quickly lead to fatigue; • the measure of illustrativeness of the image, i.e. its full correspondence to the keyword or some paradox of the graphic series, increasing the interest and involvement of students [11]; • writing in white letters on a darker background that reduces the readability of text [7]. Conceptual Aspect. Other cultural, economic, everyday realities of the project process may require Russian students to use other concepts. The debatable question is the choice of the language of the image accompaniment since English words give additional depth to the design, while the Russian-language text more accurately conveys the meaning of the values in question. Organizational and Methodological Aspect. The introduction of Envisioning Cards requires additional training of the university staff. The clarity of the card’s developers approach allows creation of, for example, an online course that teaches lecturers of engineering and related specialties how to handle the cards.

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5 Conclusion Complex socio-technical systems, which are a characteristic feature of modern times, accumulate entire ‘packages’ of interdisciplinary tasks in the course of their development and transformation. Solving such problems, expanding the ability of society to meet its needs in accordance with the principles of rationality, sustainable development, saving human and natural resources, preserving and enhancing cultural heritage, and equality of opportunity necessitates the right way to humanize engineering education. Teaching engineers to perform the social-value analysis of technologies is one of the tasks of such humanization. The Envisioning Cards tool discussed in this article serves to solve this problem. In further work, experimental development of several card options is necessary, taking into account the discussion questions expressed. In the future, the cards tested in the student’s environment should be tested on representatives of the current engineering staff, on employees of IT companies. This will create the basis for a number of studies at the intersection of technical and humanitarian disciplines, and in terms of utility will allow localizing the Envisioning Cards tool in Russia. The modern generation of students gravitates to all forms of visualized knowledge, from infographics to diagrams. However, inaccurate visualization impedes learning. We believe that illustrations on envisioning cards, if applied in academic disciplines, should be based on student’s surveys, which is quite easy to do, for example, on the National Open Education Platform, where students from all universities, specialties, and regions can answer questions, which will provide representativeness of responses. Acknowledgements. The study is supported by program 211 of the Government of the Russian Federation, agreement No. 02.A03.21.0006.

References 1. Mukovozov, O. (ed.): Pilotnoye issledovaniye RASO ‘Kak pokoleniye Z vosprinimayet informatsiyu’ [Pilot Study of Russian Association for Public Relations ‘How Generation Z Perceives Information’]. BGU Press, Minsk (2017). (in Russian) 2. Friedman, B., Hendry, D. G.: The envisioning cards: a toolkit for catalyzing humanistic and technical imaginations. In: Konstan, J.A., Chi, H.E. (eds.) Proceedings of the SIGCHI Conference on Human factors in Computing Systems 2012, pp. 1145–1148. ACM Press, New York (2012) 3. Envisioning Cards Homepage. https://www.envisioningcards.com. Accessed 28 Dec 2019 4. Wallner, F.: Culture and Science: A New Constructivist Approach to Philosophy of Science. Lectures on Constructivist Realism (1996–1999). Braumüller Press, Wien (2002) 5. Norman, D.: The Design of Everyday Things. Basic Books Press, New York (1988) 6. Solso, R.L.: Cognition and the Visual Arts. MIT Press, Cambridge (1996) 7. Schiffman, H.: Oshchushcheniye i vospriyatiye [Sensation and Perception]. Piter Press, Saint Petersburg (2003). (in Russian) 8. Tufte, E.: Envisioning Information. Graphics Press, Cheshire (1990) 9. Latur, B.: Vizualizatsiya i poznaniye: izobrazhaya veshchi vmeste [Visualization and Cognition: Portraying Things Together]. Logos Press, Moscow (2017). (in Russian)

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10. Didi-Huberman, G.: To, chto my vidim, to, chto smotrit na nas [What we See, What Looks at us]. Nauka Press, Saint Petersburg (2001). (in Russian) 11. Petrova, A.A.: Mul’timodal’nost’ kak issledovatel’skaya perspektiva: metodologicheskiy aspekt v izuchenii interaktsii [Multimodality as a research perspective: a methodological aspect in the study of interaction]. V mire nauchnykh otkrytiy [In the world of scientific discoveries] http://naukarus.com/multimodalnost-kak-issledovatelskaya-perspektiva-metodo logicheskiy-aspekt-v-izuchenii-interaktsii. Accessed 04 Mar 2020. (in Russian) 12. Bystrova, T.Yu., Tokarskaya, L.V., Vukovich, D.: Visual perception specifics of children with ASD as a determinant for educational environment outline. Int. J. Cogn. Res. Sci. Eng. Educ. 5, 75–84 (2017) 13. Herkert, J.R.: Social, Ethical, and Policy Implications of Engineering: Selected Readings. Wiley-IEEE Press, New Jersey (2000) 14. Stilgoe, J., Owen, R., Macnaghten, P.: Developing a framework for responsible innovation. Res. Policy 42, 1568–1580 (2013) 15. Murray, J.K., Studer, J.A., Daly, S.R., McKilligan, S., Seifert, C.M.: Design by taking perspectives: how engineers explore problems. J. Eng. Educ. 108, 248–275 (2019) 16. Smikiklas, M.: Infografika. Kommunikatsiya i vliyaniye pri pomoshchi izobrazheniya [Infographics. Communication and influence through image]. Piter Press, Saint Petersburg (2014). (in Russian) 17. Bystrova, T.: Using cognitive technologies in the development of open education in universities: the case of infographics for on-line courses. In: The 8th International Conference on Comparative Studies of Mind (ICCSM) ‘Virtue and Cultivation’ 2017, pp. 11–16. Chung-Ang University, Seoul (2017)

Actualization and Integration of Scientific Knowledge in School Practice Activity Elena Nelunova1 , Evgeniya Tikhomirova2 , Ivan Artemiev1(&) , and Evgeniy Parfenov1 1

2

North-Eastern Federal University, Yakutsk 677000, Russia [email protected] Samara State University of Social Sciences and Education, Samara 443001, Russia

Abstract. The article proposes a solution to the problems related to the formation of students’ readiness to implement and integrate scientific knowledge into their pedagogical activity. The authors state that in the motivational environment of teaching practice, along with integration, ‘mental convergence’ takes place. Mental convergence is a mental rapprochement between the members of the educational community, such as students and their parents as well as staff of educational institutions, promoting the development of motivation of future teachers. Perfect conditions for knowledge and skills integration are created by application of modern interactive technologies in the multimedia educational environment of the Internet era. The experimental work, including the teaching practices of the 2016/17 and 2017/18 academic years, has been conducted in three stages. In 2019, in the final (third) stage, a master-class was organized in the form of a methodological seminar. Surveys, interviews, pedagogical observation, and testing of students were conducted in order to define the reasons for the students’ reduced motivation to work as teachers. Pedagogical practice is a complex process presented as a condition for theoretical knowledge integrating in pedagogical activity at substantive and procedural levels. The authors are convinced that in the motivational environment of pedagogical practice, along with scientific knowledge actualization and integration, ‘mental convergence’ (Gershunsky) of subjects of the educational community takes place, which is embodied in future teachers’ skills to work with children. Keywords: Scientific knowledge actualization and integration
Mental convergence
Motivational line
Multimedia educational environment
Interactive technologies
Educational community

1 Introduction Currently, there exists a problem in the training of teachers motivated to work with pupils and teach them to learn, think, and synthesize information as well as to reason the newly acquired knowledge critically. We find the rationale of the problem in the following statement: In a modern rapidly changing society, the teacher’s role has significantly changed – it has depreciated and alternative priorities are being put forward. Currently, we can observe lack of readiness of practice teachers to implement © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 603–610, 2020. https://doi.org/10.1007/978-3-030-47415-7_64

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actualization and integration of scientific knowledge into the pedagogical activity of the future teacher. The modern education system, based on the new educational philosophy, aims at creating conditions which allow the student to ‘appropriate’ the universal essence of their personal natural abilities [1]. In this regard, the development of foreign language and culture education from the perspective of transformation, changing standards and norms in the system of foreign language vocational education is of significant interest as an innovation. According to Hutorskoy, innovation in pedagogical activity is a pedagogical idea involving improvement and rationalization of methods, tools and techniques. In the process of theoretical knowledge actualization in practice, the results of integration at two levels, substantive and procedural, are clearly seen [2, p. 16]. Consequently, we identified the goal of our research: theoretical justification of relevance, research of the importance of scientific knowledge integration of students in pedagogical practice. To achieve the goal, we have defined the objectives as follows: (a) to actualize the problem of decrease in students’ motivation in practical pedagogical activity to justify the ways of solving the problem; (b) to determine the conditions for the integration of scientific knowledge of students in the process of pedagogical practice; (c) to establish possibilities of pedagogical practice in theoretical knowledge integration of students, stimulating the motivation of pedagogical activity.

2 Literature Review From time immemorial, man has strived for a higher level of moral perfection through self-education and the search for common ideals and values. In this perspective, scientific knowledge actualization and integration activities as well as motivation to increase activities of future teachers is embodied in educational, in our case, pedagogical practice. According to Gershunsky, the practice of subject training in educational institutions shows the necessity of social and pedagogical knowledge differentiation. It also promotes professional training of teachers. Along with the differentiation process, there is a natural process of integration of knowledge, abilities and skills. Furthermore, most importantly, the integration of worldview qualities of future teachers through ‘mental convergence’, that is, spiritual closeness with the team takes place [4, p. 11]. We consider pedagogical practice as a motivational environment, representing a set of modern technologies, methods and tools that determine the appropriateness of the conditions suggested for achieving the goals of the activity. This is the environment in which attention is focused on the development of the ‘initiative line’ [5, 6, p. 88.] which promotes the development of practice students to ‘appropriate’ the universal essence of personal natural abilities [1, p. 35]. One of the strategic tasks of pedagogical practice is to create conditions for scientific knowledge actualization and integration in practical pedagogical activity. Nevdah identifies two levels of integration in education: (a) level of complementarity in interdisciplinary relationships (informative) in which the content of the subject is integrated with other fields of knowledge; (b) level of didactic synthesis (procedural) in which integration is observed on the basis of one discipline and at the same time each retains its individual status [3].

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Therefore, during educational practice, informative integration takes place through the principle of linking theory to practice, whereas during teaching practice, procedural integration is realized so that the specific nature of work with children is revealed and creative abilities of practice students and pupils develop. That is, the practice student works with pupils to discover their natural abilities. Pedagogical practice is a compulsory component of preparation for a bachelor’s degree in Philology (45.03.01). According to the Federal State Standard, bachelors in skills profile ‘teaching philological subjects’ should gain such professional competencies (PC) as the ability to conduct classes and extracurricular work on language and literature in general education and professional organizations (PC-5), ability to prepare teaching materials for classes and extracurricular activities based on existing methods (PC-6), readiness to disseminate and popularize philological knowledge and educational work (PC-7), and skills to participate in the development and implementation of various types of projects in educational, scientific, cultural and educational organizations (social and pedagogical, book publishing, mass media and communication spheres) (PC-11) [7]. Based on the foregoing, two positions were identified. The first is that the purpose of students’ educational and training practice is to prepare for the primary types of professional activity, to realize acquired theoretical knowledge, skills as well as professional adaptation, i.e. entry into the profession, mastering the social role and professional self-determination. The second position is that pedagogical practice is a complex process in which students carry out not only the types of activities determined by their specialization but also, being subjects of a ‘motivational environment’, adhere to the initiative line. Practice students organize extracurricular activities that encourage the formation of motives for self-change during which practice students undergo ‘mental convergence’ i.e. internal (mental) rapprochement with students, their parents and school leaders in extracurricular activities. They simultaneously achieve integration of scientific theoretical knowledge during lessons, prepare and make them aware of personal and professional qualities. The venue of pedagogical practice is a motivational environment provided it meets modern requirements. Selection of practice venues should be carried out according to the following criteria: staffing of the educational institution with high professional level pedagogical personnel; a favourable psychological climate in a pedagogical community; sufficient level of educational and methodological literature of a subject; and availability of technical infrastructure (computers, multimedia projectors, interactive boards and other telecommunications, Internet connectivity, etc.) for application of modern information and communication technologies (ICT) in foreign language teaching. According to the goal and the objectives, we formulated tests and questionnaires and interviewed young undergraduate teachers. It was found that 75.8% of the surveyed practice students preferred to use ICT in classes as well as to work with heuristic tasks as the students are interested in performing creative tasks and independent obtaining new knowledge in a network environment. Within the framework of the priority project of the Russian Federation ‘Modern digital educational environment in Russia’ [9], which aims to create opportunities for quality education, we consider the multimedia educational environment of the Internet to be a condition for successful integration of scientific knowledge and development of

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students’ motivation in the practice of pedagogical activity. In the studies by Andreev, Vagramenko et al., the multimedia educational environment of the World Wide Web is characterized as integrative and overwhelmed with information which is necessary for the students to select the content and method of education in accordance with the needs and goals. The authors also note the vastness of the web, which makes it possible to implement variable educational process according to the content and educational technologies [9, 10]. In Halm-Karadeniz’s work, we find the definition that multimedia education is one of the actual forms of education based on the use of information and communication technologies [11]. T.A. Reeves states that teaching in a multimedia environment creates the possibility of a constructive and creative educational process using authentic materials of the network which leads to the formation of metacognitive processes [12].

3 Practice Our research was conducted in three stages. The research sites were Municipal Budgetary General Education Institution (MBGEI) General Secondary Schools #5, and #26, Sakha-Korean School and Physics and Technology Lyceum (Yakutsk). Furthermore, we also made contracts with district gymnasiums (I.P. Zhegusov Tattinsky Gymnasium, Ust-Aldan Gymnasium ‘Uolan’). The students were assigned as follows: 45 people in general education secondary schools, 5 in gymnasiums and 10 in the lyceum. At the first stage, 60 third-year students of the Department of Oriental Languages and Country Studies were surveyed. They were undergoing practical training in educational institutions from September 1 to 25, 2017. The results of the questionnaire are listed in Table 1. The purpose of the research was to identify the presence of scientific knowledge integration into practical pedagogical activity. Table 1. Answers to the question ‘Do you observe integrations of the subject content with other areas of knowledge?’ Educational establishments

Number Number of teachers of students ‘Yes’ ‘No’ ‘Partially’ ‘Don’t know’ MBGEI General Secondary Schools # 5, 25 40% 8% 24% 28% 26. Yakutsk, Republic of Sakha Sakha-Korean School, Yakutsk, 20 40% 10% 20% 30% Republic of Sakha 10 60% 10% 20% 10% MBGEI V. Larionov Physics and Technology Lyceum, Yakutsk, Republic of Sakha MBGEI Ust-Aldan Gymnasium ‘Uolan’, 30 67% – 33% – Ust-Aldan district, Republic of Sakha 20 80% – 15% 5% MBGEI I. Zhegusov ‘Tatta Gymnasium’, Tatta district, Republic of Sakha

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At this stage, students transmit theoretical knowledge to pupils comparing their native and foreign language. The survey results on the availability of integration of the course subject with other areas showed that the average percentage of availability is 56%. Thus, during educational practice, integration occurs at the first informative level of complementarity in interdisciplinary relationships so that the content of the subject is integrated with other areas of knowledge. At the second stage, practice students in the fourth year had practical training in the aforementioned educational institutions. We surveyed 58 students to identify the conditions for motivation. They answered the question ‘Are the conditions for motivation provided?’ The results of the survey of the fourth-year students of the Department of Oriental Languages and Country Studies who had practical training in educational institutions from January 10 to February 1, 2018 are presented in Table 2. Table 2. Answers to question ‘Are the conditions for motivation provided?’ Educational establishments

Number Number of teachers of students ‘Yes’ ‘No’ ‘Partially’ ‘Don’t know’ MBGEI General Secondary Schools # 5, 25 36% 12% 36% 16% 26, Yakutsk, Republic of Sakha MBGEI Sakha-Korean School, Yakutsk, 20 70% – 20% 10% Republic of Sakha 10 80% – 20% – MBGEI V. Larionov Physics and Technology Lyceum, Yakutsk, Republic of Sakha MBGEI Ust-Aldan Gymnasium ‘Uolan’, 30 37% 13% 27% 23% Ust-Aldan district, Republic of Sakha MBGEI I. Zhegusov ‘Tatta 20 95% – 5% – Gymnasium’, Tatta district, Republic of Sakha

At the second level of didactic synthesis (procedural), there is integration on the basis of one discipline and simultaneously, each retains its individual status. For example, educational activities adhere to the principle of ‘raising by educating’. Education of children is achieved by means of the example of literary heroes (literature and foreign language) and the valour of soldiers in the Great Patriotic War (history and foreign language) when studying the national culture of people (culture of different people and foreign language). At the same stage, an additional survey was conducted to determine the effectiveness of heuristic technology. The results are provided in Table 3.

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Table 3. Answers to the question ‘Is it possible to develop pupils’ creativeness by means of heuristic learning?’ Educational establishments

Number of students

MBGEI General Secondary Schools # 5, 26. Sakha-Korean School, Yakutsk, Republic of Sakha MBGEI Sakha-Korean School, Yakutsk, Republic of Sakha MBGEI V. Larionov Physics and Technology Lyceum, Yakutsk, Republic of Sakha MBGEI Ust-Aldan Gymnasium ‘Uolan’, UstAldan district, Republic of Sakha MBGEI I. Zhegusov ‘Tatta Gymnasium’, Tatta district, Republic of Sakha

25

Number of teachers ‘Yes’ ‘No’ ‘Partially’ ‘Don’t know’ 64% – 24% 12%

20

70%

–

25%

5%

10

70%

–

20%

10%

30

100% –

–

–

20

100% –

–

–

Implementation of modern heuristic technologies in teaching a foreign language helps develop pupils’ creative thinking. The amount of creativity directly depends on the completion of tasks. For example, in high school, one can give tasks such as ‘What is the philosophy of the three Ds – dedication, diligence and development?’, in the lower grades it can be ‘Come up with the colors of letters’ to discover the meaning of the chosen color, to come up with ‘Portrait of me’ and much more [13]. At the third stage, in 2019, undergraduates of correspondence education who had been working at schools for one year were involved. We interviewed them regarding the position of B.S. Gershunsky “…all people from the President to ordinary citizens are the product of the educational system” [3, p. 16]. There were alternative opinions based on natural abilities developed by self-education. Simultaneously, the participants agreed with the opinion of the philosopher. Finally, a methodical seminar ‘Innovative pedagogical activity in teaching foreign languages and culture’ was organized. Young teachers and undergraduates took part in a survey which determined their readiness to implement modern educational technologies. Young teachers had been working during their first year of study, and some of them were studying for a master’s degree in the course program 44.04.01 Pedagogical Education. The total number of participants was 93. The survey results for undergraduates and young teachers are summarized in Table 4.

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Table 4. Survey ‘Educational technologies for development of creative thinking’. Survey questions

‘Yes’

1. Do you have an interest in innovations in pedagogical activity? 2. Do you feel ready to learn innovations? 3. Does your institution have conditions for development of innovative activity? 4. What methods and technologies do you use to develop thinking? (A) Heuristic learning technology (B) Problem-based learning technology (C) Collaborative learning technology (D) Case study

86%

‘No’ ‘Partially’ No answer 0% 11% 3%

86% 54%

2% 10% 11% 25%

2% 11%

children’s ability of creative 98% 85% 59% 38.9%

According to the survey results, the young teachers’ level of readiness to work with modern educational technologies is medium. However, there appeared to be an increased interest in innovation and the willingness to apply modern educational technologies. The survey participants prefer heuristic and problem-based learning technologies among the presented modern interactive technologies. During the interview, we identified the need for methodological assistance and support for the implementation of new educational IT technologies.

4 Conclusion In conclusion, we can state the following. In the course of pedagogical practice, students develop the basics of analysis and assessment of their willingness to work in the educational field as pedagogical reflection develops in each lesson and in each interaction with the children and staff of the educational institution. During practice, the integration of theoretical knowledge into pedagogical activity takes place along with the actualization of scientific knowledge. Pedagogical practice of students is a complex process through which they perform all the functions of the teacher. Being the subjects of the motivational environment, students adhere to an initiative line that contributes to the formation of motives for internal self-change during which there is a ‘spiritual convergence’, a spiritual rapprochement of interests with the staff of the educational institution. Therefore, actualization of theoretical knowledge in comfortable conditions of the educational environment of educational and pedagogical practice encourages intensive integration of theoretical knowledge into pedagogical activity, while also developing the motivation of future teachers who can encourage students to appropriate the universal essence of their personal natural abilities.

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References 1. Galskova, N., Gez, N.: Teoriya obucheniya instrannomu yazyku (Teoriia obucheniia inostrannomu iazy’ku (Lingvodidaktika i metodika)). Akademia, Moscow (2007). (in Russian) 2. Hutorskoi’, A.: Kak razrabotat’ tvorcheskii’ urok (How to develop a creative lesson). Centr distantcionnogo obrazovaniia ‘Eidos’, Moscow (2006). (in Russian) 3. Nevdah, S.: Integratcionny’e protcessy’ v sisteme dopolnitel’nogo obrazovaniia vzrosly’kh (Inegration processes in the system of adults additional education). Sec. Vocat. Educ. 10, 16–19 (2013). (in Russian) 4. Gershunski, B.: Filosofiia obrazovaniia dlia 21 veka (Education Philosophy for the 21st Century). Russia Pedagogical Community, Moscow (2002). (in Russian) 5. Innovatcionny’e podhody’ k organizatcii pedagogicheskoi’ praktiki (OOP bakalavriat) (Innovative approaches to organization of pedagogical practice (Baccalaureate main educational course program)). https://www.s-vfu.ru/universitet/rukovodstvo-i-struktura/ instituty/pi/news_detail.php?ELEMENT_ID=6636. Accessed 10 Dec 2019. (in Russian) 6. Kodzhaspirova, G., Kodzhaspirov, A.: Pedagogicheskii’ slovar’: Dlia stud. vy’ssh. i sred. ped. ucheb, zavedenii’ (Pedagogical dictionary; for students of higher and vocational pedagogical educational institutions). Academia, Moscow (2001). (in Russian) 7. Zhirkova, Z.: Pedagogicheskaia praktika studentov – podgotovka k osnovny’m vidam professional’noi’ deiatel’nosti (Pedagogical practice of students – preparation for the main professional activity). Fundamentalye issledovaniia (Fundam. Res.) 6(2), 360–364 (2012). (in Russian) 8. Prioritetny’i’ proekt RF ‘Sovremennaia tcifrovaia obrazovatel’naia sreda v Rossii’ (Priority project of the Russian Federation ‘Modern digital educational environment in Russia’). https://minobrnauki.gov.ru/. Accessed 10 Dec 2019. (in Russian) 9. Andreev, A.: Osnovy otkrytogo obrazovaniia (The Basis of Open Education). SRC RAE, Moscow (2002). (in Russian) 10. Vagramenko, Y.: Informatcionnye tekhnologii i modernizatciia obrazovaniia (Information technologies and modernization of education). Pedagogical Inform. 2, 3–9 (2000). (in Russian) 11. Halm-Karadeniz, K.: Das Internet. Ideales Medium fuer Daf und Landeskunde. Info DaF 28 (4), 375–396 (2001) 12. Reeves, T.A.: Model of the effective dimensions of interactive learning. treeves.coe.uga.edu/ edit8990/reevesvita.pdf. Accessed 10 Dec 2019 13. Eidos Homepage. www.eidos.ru. Accessed 10 Dec 2019 14. Samaras, A.P., Freese, A.R.: Self-Study of Teaching Practices. Peter Lang Publishing, New York (2006)

Students’ Digital Competence Formation in the Context of Implementing the Requirements of the Federal State Education Standards Elena Kazantseva1(&) , Olga Kolmakova2 , Anzhela Kazantseva3 , and Nataliya Sverdlova4 1

2

Irkutsk State University, Irkutsk 664003, Russia [email protected] Irkutsk National Research Technical University, Irkutsk 664074, Russia [email protected] 3 Moscow City University, Moscow 119991, Russia [email protected] 4 Irkutsk Scientific Centre SB RAS, Irkutsk 664033, Russia [email protected]

Abstract. Innovations are presented in various spheres of human activity these days. This process reinforces personal development. Digital technology is not only a tool but also an environment with varied opportunities: “anytime, anywhere” training, lifelong learning, constructing individual formative itineraries. It allows students to be not only consumers but also active creators of the educational process. In this regard, it is necessary to modernize the system of education and vocational training, to align educational programs to the needs of the digital economy, and to implement digital tools into learning activities. These changes require teachers to alter their mentality, world perception, approaches and techniques in teaching students. Thus, educators face unique challenges. Teachers are supposed to provide students with a computer-assisted learning environment and adapt it to the educational process. Consequently, formation of digital competence in students is of increasingly urgent concern. One of the efficient means of its forming is open-source learning platform MOODLE that provides students with opportunities to improve digital competence. Moreover, the platform allows students and teachers to monitor and analyze the results of the process. Keywords: Digital technologies
Digital competence
Digital literacy
Information and communication technology
Computer-assisted learning environment

1 Introduction The global trend of socio-economic development has become a course towards the formation of the digital economy. “Digital transformation” is currently an important trend that penetrates many industrial and societal domains. The phrase is also emerging © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 611–620, 2020. https://doi.org/10.1007/978-3-030-47415-7_65

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as a buzzword that allows different stakeholders to inject various forms of innovation into their respective company, business, government, academic institution, or other public services [1]. In this regard, the President of the Russian Federation in his Address to the Federal Assembly in December 2016 set the task of launching a largescale system program for the development of the economy of a new technological generation – the so-called digital economy. This resulted in the development of the national program “Digital Economy of the Russian Federation” (the latest version approved by the Presidium of the presidential Council for strategic development and national projects Protocol of 24 December 2018 N16). Nowadays, the development of our country is associated with the digital industrial breakthrough, which determines a new balance of priorities in the financial, economic, political, social and cultural sectors of the life of the state and society [2]. According to the above-mentioned, the process of reorganization in various spheres of our society becomes inevitable. At the same time, the most careful attention should be paid to the reorganization of the system of education, since it plays a special role in solving the problem of providing the economy with personnel possessing skills in digital technologies. The consequence of this reorganization is that digital technologies will become not only a tool but also a living environment that opens up new opportunities: training at any time, lifelong learning, and the ability to design individual educational routes. In this regard, for better understanding of the essence, it is necessary to define the concept of digitalization. Dufva and Dufva point out that the terms used to describe the phenomena and impacts around digitalisation and the diffusion of digital technologies are often vague and ambiguous [3]. In a strict sense, digitalization refers to the transformation of information into a digital form, which in most cases leads to lower costs, new opportunities, etc. [4]. Vartanov, Makseenko and Smirnov specify the content of this concept. They indicate that it is not only the transformation of information into a digital form but a comprehensive solution of the infrastructure, management, and behavioral and cultural nature [5]. A large number of specific transformation of information into a digital form leads to significant positive consequences that broaden the term “digitalization”. It means a modern global trend in the development of the economy and society. Digital technologies are entangled in the structures of society in many different, complex, and even contradictory ways. The information society could even be seen as a society that is dependent on the computation of information, emphasizing the role digital technologies have in society [6]. Furthermore, Berry notes that the move to a computational information society can be seen as a shift from the previous digital era to a new post-digital world “in which the digital has become completely bound up with and constitutive of everyday life and the so-called digital economy” [7, p. 11]. Thus, the digitalization of education involves the use of mobile and Internet technologies aimed at expanding the horizons of students’ knowledge, making them limitless. It is aimed at ensuring the continuity of the learning process, lifelong learning as well as its individualization based on advanced learning technologies.

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2 Literature Review The first steps in terms of digitalization of education have already been made. Thus, the passport of the project “Modern digital educational environment in the Russian Federation” (approved by the Presidium of the presidential Council for strategic development and priority projects, Protocol of 25.10.2016 N9) is aimed at creating conditions for systematic quality improvement, expanding opportunities for continuing education. The project will be implemented through the digital education space, the availability of online education. It is aimed at organizing blended learning, constructing individual educational routes, self-education, formal and non-formal education. Within the framework of the course adopted by the State and aimed at the development of the information society, the program “Digital Economy of the Russian Federation” has been approved and is being implemented. It provides for the creation of an ecosystem of the digital economy, “in which digital data are a key factor of production in all spheres of social and economic activity and where effective interaction, including cross-border, business, scientific and educational community, state and citizens has been ensured” [8, p. 91]. Moreover, within the framework of the national project “Education”, the Federal project “Digital educational environment” is being implemented. It involves the creation of a modern and safe digital educational environment that ensures high quality and accessibility of education of all types and levels, the introduction of a target model of digital educational environment across the country, modern digital technologies in educational programs of educational institutions, providing 100% of educational organizations in cities with Internet connection speed of at least 100 MB/s (implementation period 2019–2024). It should be noted that 26 Russian universities, including Irkutsk Research Technical University, have signed the Charter on digitalization of educational space, which contains common principles of formation of IT-solutions market for universities and will promote their network interaction and dissemination of the best digital practices. Universities will strive to ensure the unification of data formats, and to promote networking and the introduction of the best online courses. According to the plans of the Ministry of Science and Higher Education of the Russian Federation by 2020, Russian universities are to create 3,500 online courses (by 2025 they will increase to 4,000). These requirements mean the transfer of a significant part of the educational programs of leading universities in the online format, which has recently been implemented in the form of open online resources, ranging from individual tasks and tests to full-scale courses (modules) aimed at formation of the necessary competencies. Thus, the relevance of the issue addressed in this article is obvious. The problem is that the digital economy requires the education system not just “to digitize” individual processes but to develop an integrated approach that would set new goals to change the structure and content of the educational process. These changes are a serious challenge both for the choice of material for the content of the courses and their organization and for the management of the educational organization. The use of new media is only an initial condition for further development of teaching, and its evaluation criterion is usefulness to the student. Innovations in the content and construction of training courses, organizational and structural changes in educational

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institutions should bring real benefits to students. In addition, the role of the teacher is changing. On the one hand, digitalization undermines the classical methodological basis of the educational system inherited from the past. On the other hand, it generates the availability of information in its various forms not only in text but also in sound and visual format. Therefore, the availability of information necessitates constant search and selection of relevant and interesting content, high speeds of its processing, which will require the ability of the teacher to use new technological tools and virtually unlimited information resources. An important place among the qualities of a teacher is “information and communication competence, media and internet literacy, qualified assessment and analysis of information and data, and computer programming’. A high level of development of these skills is a guarantee that the person will conduct high quality professional activity” [9, p. 105]. On this basis, a perspective task of all educational organizations is to improve the skills of teachers, their digital literacy, focused not only on the development of courses but also on the use of the digital environment in the educational process [10]. Many scientists point out that technology is the future, and the future of technology depends on the teachers of the new format. The teachers who are devoid of prejudice, who do not use a formal approach and their knowledge can “blow up the brain” of students and expand their horizons [4]. Without any doubt, teachers are very active users of the Internet. According to Soldatova and Shlyapnikov, they are significantly ahead of both their students and students’ parents [11]. At the same time, contemporary life demands from teachers not only the ability to work on the Internet but also to have a different world outlook, ways and forms of work with students. Sobolev defines the role of the teacher as a tutor, a guide to the digital world [10]. An integral task is the formation of digital literacy of students. In this regard, we focus on the concept of digital literacy and related concepts.

3 Methodology To study the subject of this research, it is important to consider features of the concepts “digital literacy”, “digital literacy of the teacher”, “digital competence of the teacher”. This will make it possible to determine the starting positions to achieve the goal set. In addition, we consider it necessary to identify the links between digital competence of the teacher and the process of forming students’ digital competence. The results of the analysis will allow us to create a model of a distance learning module, the work with which will be aimed at the formation of students’ digital competence taking into account the level of formation of teachers’ digital competence. The experimental group will include the first year students since this category of students shows the minimum level of their digital competence.

4 Results Thus, the emergence of this concept, as it has been estimated by various researchers, is connected with the fifth revolution in the field of literacy – the invention of the Internet. Therefore, at the beginning of the new millennium, the concept of “new literacy”

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included not only academic literacy but also digital literacy. A review or the literature reveals a lot of definitions which are different in nature [12–14]. The term “digital literacy” was popularized in 1997 by Gilster in his book Digital Literacy. He defined the term as “the ability to critically understand and use computer-generated information in multiple formats from a wide range of sources when it is presented via computers” [15, p. 18]. In Russia, the first publications on digital literacy appeared in 2010. Initially, this concept was interpreted as “literacy in the use of modern technical digital tools” [16, p. 181]. By the end of 2018, there were over 200 publications with the keywords “digital literacy” in the RSCI database. Nikulina and Starichenko define “digital literacy” as the ability to create and apply content through digital technologies, including computer programming skills, search, information exchange, and communication [17]. Jenkins defines this concept as the ability to work with a computer as with a hardware tool, understanding the features of the device and distribution of digital information, the device of the network community and the features of social media [18]. Belshaw introduces the concept of digital literacy as understanding the cultural context of the Internet environment, the ability to socialize in online communities, to create and distribute content, and to provide self-development [17]. Thus, in the concept of digital literacy, researchers, on the one hand, try to combine all types of literacy associated with the use of information and communication technologies. On the other hand, they identify those types of competencies that are necessary in the modern world due to the high Internet penetration rate. Another concept is digital competence. It is discerned as the ability of a person to confidently, effectively, critically and safely choose and apply ICT in different spheres of life (work with content, communication, consumption, technosphere) based on continuous acquisition of competencies (a system of relevant knowledge, skills, motivation and responsibility), as well as his readiness for such activities [19]. Digital competence is more than just knowledge and technical ability to properly operate digital devices. It is also the desire to pursue effective activity and personal attitude to it based on a sense of responsibility [20]. Thus, there is a difference between digital competence and digital literacy. This difference concerns the motivational and value spheres of the individual. Soldatova and Rasskazova emphasize that human needs and desires, readiness for development (motivational sphere), attitude to the Internet, the degree of understanding and accepting norms, rules and values of the digital world, willingness to follow them (value sphere) allow not only diagnosing the “static” state of digital competence at the moment but also identifying the prospects for its development, determining the features of human activity on the Internet even if faced new opportunities and dangerous situations [20]. As for teachers’ digital competence, our findings show the need for a greater focus on this phenomenon since we could not find its exact definition. In some studies, researchers identify and describe only professional competencies that would reflect the content of the teacher’s activities in the digital educational environment. That is why it is important to identify the concept of digital pedagogical competence. In its structure, we identify several competencies that directly affect the formation of students’ digital competence.

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This relationship is due to the fact that students clearly understand that most of their technologies for learning are determined by courses and teachers. Thus, teachers play a leading role in the development of new skills of their students [21, 22]. In addition, in the digital space, it is “the teacher who determines individual formative itineraries, and the order of obtaining knowledge. The teacher is responsible for the student’s progress” [23, p. 24013]. Let us define these competencies in relation to those ones that should be formed in students within the areas identified by the authors of this study on the basis of the European framework of digital competence of teachers [24]. The interrelation between teacher’s and student’s digital competence is shown in Table 1. Table 1. Composition of the digital competence of the teacher and student. Areas of digital resources application Area 1: search, creation and joint use of digital educational resources

Components of teacher’s digital competence

The ability to responsibly apply digital educational technologies for physical, psychological and social well-being of students, to enhance the ability of students to manage risks when using digital technologies The ability to search for professionally important information and resources in digital environment; to process, analyze, interpret, compare evaluate, determine the information reliability and its sources; to provide digital communication for cooperation The ability to create content digitally in different formats, to make changes The ability to manage, protect and share digital resources to organize digital content and make it available to students To solve the problems of students associated with the use of digital technologies (technical, technological) Area 2: using digital The ability to plan and use digital devices tools in teaching and and resources in the learning process The ability to use digital technologies for learning individual and group work Ability to use digital technology as a means of improving communication and collaboration among students The ability to use digital technologies for communication with students

Components of student’s digital competence Knowledge, skills, motivation and responsibility related to search, understanding, organization, archiving of digital information and its critical comprehension The creation of information objects using digital resources (text, visual, audio and video) The ability to effectively and safely use hardware and software tools to solve various professional tasks, including the use of computer networks, cloud services, etc.

Knowledge, skills, motivation and responsibility related to the use of digital resources in individual and group work The use of various forms of communication (e-mail, chats, blogs, forums, social networks, etc.) to perform tasks set by the teacher (continued)

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Table 1. (continued) Areas of digital resources application Area 3: evaluation of learning outcomes

Area 4: selfeducation, selfdevelopment

Components of teacher’s digital competence

Components of student’s digital competence

The ability to use digital technology for formative and final evaluation The ability to select, critically analyze, and interpret digital evidence of student activity, performance, and learning progress The ability to use digital technology to provide targeted feedback to students The ability to correctly interpret the evidence presented by digital technology and use it to make decisions The ability to solve various professional tasks related to specific life situations with the help of digital devices and the Internet The ability to use digital technology to support students’ self-learning (plan, monitor and record their own learning outcomes, provide evidence of progress, share knowledge)

Knowledge, skills, motivation and responsibility related to the need for self-assessment and self-monitoring

Knowledge, skills, motivation and responsibility related to the ability to make a choice of digital resources depending on the purpose of selfeducation and selfdevelopment

Thus, summing up the information presented above, we can conclude that digital pedagogical competence is the ability and willingness of a teacher to effectively, responsibly and safely choose and apply digital technologies for the implementation of pedagogical activities. It is important to point out that the level of digital competence of teachers is largely correlated with the level of digital competence of their students, as evidenced by empirical data obtained by scientists in a number of studies [25, 26]. An open-source learning platform MOODLE provides ample opportunities for the implementation of the tasks within the four areas described in the table. It allows creating a full-fledged module that will include instructional, information, communicative and reflective parts. The Guidance part of the module is aimed at achieving the objectives in Area 1 and can be presented in a brief but carefully written abstract. The quality of the abstract determines the ability to assess the audience potential utility module. In addition, this part should contain an instruction that gives the user a general algorithm of actions within a particular module. Firstly, it is necessary to set objectives formulated in the categories of activity and be specific, measurable and defined in time. Secondly, the instruction should contain a description of the material presented by the student. Thirdly, it is necessary to have feedback as well as the presentation of the monitoring and evaluation systems. These will create the prerequisites for subsequent perception of educational information and the formation of the necessary skills presented in Areas 2 and 3.

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The construction of the information part of a separate module depends on the objectives of the entire course and the time for its study. The module is aimed at the implementation of tasks within Areas 2 and 3 and may include theoretical and practical parts. In the theoretical part, as a rule, students are presented materials for self-study: presentations, diagrams, tables to obtain information in a compressed and structured form. Moreover, in this section one can provide links to educational resources located on the Internet. In addition, it will link the module with the world’s best information sources. The practical part should contain tasks that are focused on the formation of professional competence in a particular subject area and a necessary level of students’ digital competence. In this regard, we propose the tasks of three levels: (1) practical tasks and exercises that are performed according to a strictly specified algorithm, (2) practical tasks of a generalizing nature, the algorithm for which is not specified, (3) creative practical tasks that require the application of knowledge obtained in the theoretical part of a seminar in a non-standard situation, as well as certain knowledge, skills within Area 1. The communicative part, as a rule, is represented by a forum or chat, where students can discuss issues related to both professional development and the development of digital competence. To communicate with students, the teacher needs to approach the formulation of questions carefully, since the main drawback of distance learning is the passivity of students, creating activity through the preliminary distributed questions and speeches, the lack of a truly creative discussion. As a rule, the main questions are planned in advance. They are mostly open, and require students to think. Such questions begin with “Why….”, “How….”, “What do you think….”, etc. These questions imply a detailed answer. It increases the activity of students and gives the teacher the opportunity to assess the level of digital competence in the participants of the forum or chat. The final part of any module is the reflexive component. Reflection helps the student realize what he has done and what he has learned, formulate emerging problems and ways to solve them. Feedback helps comprehend three types of activity (professional and connected with formation of digital competence: (1) practical (What is made? What is the main result?); (2) technological (In what way? stages, algorithms of activity, etc.); (3) worldview (Why do I do it? Does the result meet the goals? What changes as a result of this happen to me or can happen? etc.).

5 Discussion The research and experimental work was conducted at Irkutsk State University. The research included 15 first year students. The presented module was tested. At the first stage, we revealed the level of students’ digital competence. Analysis of the obtained results showed that only 13% of students have a high level of digital competence (they exhibit almost all the components presented in the table). The majority (53%) of students have an average level of digital competence. A limited set of knowledge, skills and abilities accounts for a third (34%) of the participants. The second stage lasted one year. During the 2018–2019 academic year, the students were working with the module.

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The study results show that the level of students’ digital competences has become higher. This is especially noticeable among the students with initially low level of digital competences. Thus, these students have become more confident. They demonstrate good skills related to the search, understanding, organization, archiving of digital information and its critical understanding, and the use of digital resources to participate in individual and group work.

6 Conclusion Thus, the formation of students’ digital competence is an integral part of the educational process, since digital technology is not only a tool but also a new environment for human existence. Digital competence makes it possible to learn anywhere and at any time, to design an individual educational route, to meet the educational needs of the student’s personality, to turn students not only into active consumers of electronic resources but also creators of new ones, etc. The study does not cover all the aspects of formation and development of digital competence. It requires further development and more careful analysis to obtain more reliable data. At the same time, this study can be the basis for scientific reflections on the specifics of digital pedagogical competence and its role in the formation of digital competence of students at different levels of education, the choice of platforms to create optimal conditions for the formation of students’ digital competence and increase the level of teachers’ digital competence in the context of self-education.

References 1. Gray, J., Rumpe, B.: Models for the digital transformation. Softw. Syst. Model. 16(2), 307– 308 (2017) 2. Tareva, E.G.: Inoyazychnoe obrazovanie kak faktor razvitiya cifrovoj ekonomiki. (Foreign language education as a factor in the development of the digital economy). Prepodavatel’ XXI vek 1–1, 73–80 (2018). (in Russian) 3. Dufva, T., Dufva, M.: Grasping the future of the digital society. Futures 11, 17–28 (2018) 4. Halin, V.G., Chernova, G.V.: Cifrovizaciya i ee vliyanie na rossijskuyu ekonomiku i obshchestvo: preimushchestva, vyzovy, ugrozy i riski. (Digitalization and its impact on the Russian economy and society: advantages, challenges, threats and risks). Upravlencheskoe konsul’tirovanie 10, 46–63 (2018). (in Russian) 5. Keshelava, A.V., Budanov, V.G., Rumyancev, V.Yu.: Vvedenie v ‘Cifrovuyu’ ekonomiku. (Introduction to the Digital Economy). Geosistem, Moscow (2017). (in Russian) 6. Berry, D.: The Philosophy of Software. Code and Mediation in the Digital Age. Springer, Heidelberg (2016) 7. Berry, D.M.: Ctitical Theory and Digital. A&C Black, London (2014) 8. Privalov, A.N., Bogatyreva, Yu.I., Romanov, V.A.: Engineering centre as innovative component of professional training of future IT specialists. Educ. Sci. J. 7(21), 90–112 (2019)

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Basic Guidelines, Principles and Psychological-Pedagogical Technologies of Creation of the Engineer of the Future Yuliia I. Lobanova(&) Saint-Petersburg State University of Architecture and Civil Engineering, Saint Petersburg 190005, Russian Federation [email protected]

Abstract. The article considers reflections on the principles and technologies of forming an engineer in modern reality and with a focus on the future. An engineer is analyzed as a professional who is directly involved in changing and creating the physical (and virtual) environment. The results of research on activity styles in psychology are used to explain the importance of training engineers based on an environmental resource approach to ensure the well-being of mankind. It can be achieved by creating and maintaining a flexible environment for engineers that adapts to a person and expands their capabilities by compensating for health limitations and (or) underdevelopment of professionally important qualities. The article formulates the principles of designing interdisciplinary interactive technologies (individualization, humanization, and ensuring the ability to make sustainable professional decisions) for creating and conducting interdisciplinary courses and presents modified individual psychological and pedagogical interactive technologies for solving modern educational problems in the process of training engineers. The possibilities of using psychological disciplines as a basis for creating interdisciplinary courses are discussed and demonstrated. The author substantiates the possibility of forming the ability to make sustainable professional decisions (based on the development of reflection of professional activity) through training in the format of an interdisciplinary course. The article presents the results of students’ self-assessment of General cultural and professional skills and competencies after completing the course to demonstrate the high efficiency of the applied technology. The experience of developing and implementing interdisciplinary courses is analyzed. Keywords: Environment
Activity style
Resource and environmental approach
Psychology and pedagogical technology
Sustainable professional solutions

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 621–631, 2020. https://doi.org/10.1007/978-3-030-47415-7_66

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1 Introduction Within the last 30 years, the ideas about professional preparation of engineers both in the world and in the Russian Federation have undergone considerable changes. If emergence of the inter-university Department of Practical Psychology in St. Petersburg in 1993 became a cultural shock [1] for technical universities, now significance of humanities in engineering education is more obvious, which is reflected in the Federal State Educational Standards and syllabuses of respective directions of preparation. Socio-economic, socio-political and industrial-technical changes in the world create new realities, which change the ideas of the goals and technologies of professional preparation, namely: 1. Increased number of cross-cultural links and communications, respectively [2]. 2. Worsening of environmental conditions requiring a reasonable and careful approach for the sake of the future of mankind and compelling creation and use of absolutely different manufacturing technologies, including those to create new materials [3]. 3. Expansion of possibilities of medicine, which facilitates: – life-saving, allows nursing children with various problems of medical nature, which leads to lowering of the general level of health of the population and increase in the number of people with health limitations in the labour market; – increased number of aged employees leading to forced interaction of representatives of several generations in the production process. 4. Sustainable development of information-communication technologies and technologies of creation of virtual reality, which simplifies visualization and modeling of processes, phenomena, and situations for scientific, production and educational purposes. All indicated realities put forward absolutely different requirements to the modern specialist and set definite educational goals, namely: 1. Good language skills (without which the use of ICT resources becomes limited) [2, 4, 5]. 2. General cultural (primarily psychological) preparation for efficient interaction, which lays the basis for tolerant behavior and manifestation of true tolerance based on the knowledge and understanding of individual differences between people and their conscious acceptance by employees. 3. Knowledge of age-specific psychology and andragogy – training becomes not only the process of preparation of the rising generation for the life in society but also the process of adaptation of older employees to modern production technologies. 4. Ability to make sustainable professional solutions (with orientation not only at the profit and technical norms but also at people’s needs and ecology) [3, 4, 6, 7]. Actually, meta competences turn out to be in demand for a modern engineer as never before [8]. Therefore, it is important and topical for a specialist working in the sphere of professional education to discuss the main principles of professional training

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of a modern specialist and to select modifications, to design and introduce modern pedagogical technologies to train specialists of the future corresponding to all competence requirements. The goals and objectives of the study are definition of design principles, development and comprehension of experience gained during implementation of interdisciplinary interactive technologies of training engineers.

2 Literary Overview Specifics of the modern educational and industrial situation, in our opinion, is that on the one hand, the context and the environment, in which future specialists will reveal their competences, acquire a completely new nature. On the other hand, it is they who will be active creators of changes that take place in the environment. Mankind is entering a new era, when an engineer is more than ever close to performance of the role of God. To explain and verify the stated idea, take as illustration such a phenomenon as individual style of activity. Styles are a phenomenon widely studied in the psychological science, both foreign (behavior and cognitive styles [9, 10] are studied) and Soviet-Russian (individual and typical styles of activity, self-regulation styles, emotional styles, etc. are studied [9, 11–13]). From the point of view of modern science, individual style of activity (ISA) is viewed as a system allowing a person to achieve definite success in the area, in which he/she initially has insufficient natural qualities, abilities (at ‘direct approach’, from activity logic) [9, 12]. The individual style of action and indication (with substantiation) of its compensatory nature for the subject of activity was determined and described by Klimov [12]. During studying the styles, a definite scientific problem is detected, that the individual style (the term comments itself) must be some unique phenomenon inherent in a specialist, a worker, which implies existence of diversity of styles. However, when studying the styles of activity, researchers record quite a limited scope (within the framework of certain professional activity) [9]. In addition, since the time of studies by Klimov till now, compensatory possibilities of the style have also been a subject of discussion in psychological science. In this respect, the dispute of Klimov with Ilyin [3] regarding possibilities of compensation of one or another insufficiently developed professionally important quality at the expense of individual style of activity is demonstrative. On the one hand, there are no disagreements between the aforesaid researchers in the fact that individual style of activity does not facilitate development of required qualities, and it is based on valuable qualities and properties that the subject of activity has. However, Klimov and Ilyin disagree on assessment of the influence of individual style of activity on effectiveness – success of activity [9, 11, 12]. At the same time, Ilyin [11] (and other researchers [9]) attaches huge importance to limitation of possibilities to activity modes, conditions in which it is carried out. Possibilities of modification, flexibility, and adaptability of the environment are obviously underestimated, and this is in spite of methodological attempts to consider both the styles themselves and the environment, in which they show themselves in

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dynamics [9]. Finally, assessment of the results of activity (achieved with the help of a limited set of styles and in the relatively stable environment) seems to be quite rough in respect to criterion and limitation in the content. It seems that the number of typical styles is limited and the ratio of bearers of definite types in certain professions is predefined due to the research stereotype to consider environment as some desired conditions and frameworks. This state of things reminds some researchers (and one should agree with them) of ‘niche’ forming logic in natural ecological systems [3, 9]. In the modern world (in western culture), as is generally known, human interaction with nature is organized in terms of ecological approach [3], when utmost importance is given to preservation of stability of ecological systems, rather than to search and formation of psychological niches for less perfect components of one or another system. It seems quite reasonable and safe for mankind to raise a question of necessity of creation of ‘stable’ systems, which integrate technological and human resources (we consider the man-machine system in the widest meaning of this word, including intellectual systems) [8]. On the one hand, the time has come when technical revolution threatens mankind itself. On the other hand, one can say that the moment has come when a person begins creating the necessary niches by his/her own hands using the advances of technical revolution (in artificial sociocultural systems). When choosing profession and realizing oneself in professional activity, a person always faces the dilemma: I want, I can and I must… If everyone is given the possibility to be engaged in what he/she really enjoys and to achieve high results through integration into the biointellectual system, satisfaction with labour results will become attainable, and decrease in professional stability or development of professional burnout will be mostly prevented. And it is quite probable that labour efficiency will grow manifold, and the problems of meeting the needs of society in representatives of certain professions and professional requirements to person’s abilities will disappear. The only thing to be defined will be – what the person really wants? [8]. It is the engineer who will be the main specialist to design and operate perfect biointellectual systems, which will make the horizons of personal fulfillment unlimited. However, full implementation of such projects will be possible only if an engineer understands human nature, its complexity and limitations; when he accepts and understands the peculiarities and deviations in the development of other people and himself; when he makes decisions that contribute to the achievement of humanistic goals and are optimal. In other words, modern engineering education should be focused on the principles of individualization, humanization and sustainable professional decisions, each of which requires special pedagogical technologies. In this article, we will focus on formation of the ability to make sustainable professional decisions. Sustainable professional decision is verified, adequate, considered and estimated from different points of view (within the professional picture of the world) based on the activation of reflection of professional activity.

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3 Materials and Methods The study employed pedagogical designing, interviewing of students about satisfaction with the results of training within the interdisciplinary course, reflection of experience gained in introduction of the technology of an interdisciplinary course. The respondents were the students of the technical University of three different specialties trained in the framework of an experimental interdisciplinary interactive course designed on the basis of the discipline Fundamentals of Business Communication and Presentation.

4 Results and Discussion Foreign researchers (more active than the Russian ones) [1, 4, 6, 14] deal with the problems of application of conceptions of mixed, combined training, and training in collaboration in the sphere of higher professional education. They study the conditions of introduction of new pedagogical technologies, difficulties in their introduction into the educational process, and finally, creation and implementation of interdisciplinary courses aimed at formation of meta competences [5, 7, 15–24]. Problems of professional training of Russian specialists were analyzed within the dissertation study by the author of the article. During the work, a special level of reflection was singled out – reflection of professional activity [24] that underlying stable professional solutions and insufficiently formed in the conditions of prevalent traditions of education of that time. Reflection of professional activity (with the control function) [24] is the exploitation of the links between the individual subject knowledge that constitutes the professional worldview of the reflection and a specific production situation to verify the correctness of its solution from different points of view. The materials of the dissertation showed that the methods proposed for development of students’ reflection of professional activity [24] as part of the modern educational technologies correspond to the ideas and objectives of modern engineering pedagogics [14, 16, 18, 19, 25]. In this regard, an attempt was made to introduce the technology of interdisciplinary courses and individual classes included in the structure of these courses, with support of works by Russian and foreign researchers [14] and focus on formation of reflection of professional activity among students. Having studied a number of works by foreign authors that describe the experience in designing interdisciplinary courses in some universities (such pedagogical projects are solitary in Russia so far) [4, 14, 25] and focus on the aforesaid principles, we thought about the possibility and necessity of building a course on psychological basis [6]. On the one hand, psychology is what always objectively unites the participants of any production and educational process, especially if the activity is collective (after all, the subjects of activity are people). On the other hand, as shown in this article, the focus on a person, on ‘building up’ opportunities and self-realization suggests design and creation of the environment by engineers of the future. Feedback from the users of the environment confirming sustainability of professional solutions can be received through interaction with them only.

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On the third hand, when training technical specialists (at least in Russian conditions), it is the Humanities that remain on the periphery, including psychology. Thus, it was decided to use the discipline as the basis of the interdisciplinary course Fundamentals of Business Communication and Presentation (note that this discipline is not included in bachelor degree programs in many technical universities). Ideas of several interdisciplinary courses were proposed for students of one level of preparation and different stages of training. For first-year bachelor students, projects of the courses Introduction into Speciality and Selection of Specialization were proposed. Courses for senior students (or for the master degree level) were aimed at formation of professional psychological stability and search of topics for research works and graduation theses. Detailed design and partial introduction were implemented only with regard to the course Introduction into Speciality. The following activities were selected as the main technologies for conduction of individual classes: – role-playing game (to select specialization); – class with game designing, if possible passing to designing activity, to form professional stability; – game designing based on preliminary search of materials; – business game with participation of interested technical experts. It is supposed that all technologies of the developed interdisciplinary courses are based on designing classes using the following three technologies (depending on goals and objectives of the course, other technologies can also be added, but the belowmentioned are the basic ones): 1. Elements of socio-psychological training and team building training – for all potential participants of the interdisciplinary course. The first stage is needed to provide the following efficient interaction of teachers and students within the framework of the interdisciplinary course. 2. Game designing – if possible, with the following transfer to designing activity. The game in its nature does not make any responsibility for decisions made, it temporarily extends the boundaries of the existing norms or rules and excites imagination of students. As practice showed, first-year students with no serious professional knowledge suggested more creative and unusual solutions. Senior students, unfortunately, reproduced standard ideas and solutions known to them from the studies. However, advances in science and technology are possible if a person takes up not only realistic but knowingly impractical projects and sometimes projects which are destined to failure. The attempt to create a perpetuum mobile was not a success, but those who worked in this direction made serious progress in such science as physics. 3. Role and business games connected with mastering of various professional roles and ending with expert assessment of the results gained. Thus, within the framework of the course Introduction into Specialty implemented in the discipline Fundamentals of Business Communication and Presentation, the goal of the final business game was game designing, results of which had to be worked

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through (taking into account mutual interest of students and teachers) on the basis of certain technical disciplines. In addition, the projects and ideas presented in the game tender were to be assessed by experts of respective departments. At the end of one of the courses, students were surveyed to obtain feedback on the effectiveness of experimental pedagogical technology. A total of 94 students took part in the survey (average age was 20, 6 years; 43 boys, 51 girls). They were interviewed using a special questionnaire. The results of the survey are summarized in Table 1. Table 1. Subjective evaluation of the effectiveness of the training course (based on the analysis of feedback questionnaires). Positive ratings Public speaking 60 Argumentation 55.8 Ability to exert psychological impact 48.4 Analysis of methods of psychological influence 66.3 Analysis of logical violations 80 Recognition of situations of uncivilized influence 68.4 Teamwork skills 69.5 Relationships in the study group 32.6 Determination of place in team work 32.6 Determination of place in the profession 31.6

Neutral ratings 40 44.2 51.6 32.7 20 30.6 29.5 67.4 67.4 66.4

Negative ratings 0 0 0 1 0 1 2 0 0 2

The survey showed that students positively evaluate the results of training in the range from 30 to 80% (the rest of the results are neutral, while negative ratings were isolated). These results were obtained even though not all the ideas of the course were fully implemented. For example, involvement of technical experts from other departments in the work was especially problematic. Only graduate students and masters took part in the course, which somewhat reduced the level of expert evaluation of game projects. The experience obtained in pedagogical design and implementation of the interdisciplinary course on the basis of psychological discipline shows that the chosen conceptual approach justifies itself, it is possible and necessary to work in this direction. At the same time, there are both objective and subjective difficulties that must be overcome before one can fully take advantage of the interdisciplinary courses in terms of the formation of meta-competencies. Thus, the practice of conducting interactive classes makes us focus on main problems that arise when implementing these methods directly in the educational process: – obtaining the interdisciplinary status for a course is possible only if the syllabus includes simultaneously several modules, ant these modules belong to different disciplines. The name of the designed interdisciplinary course will depend on modules included from different disciplines and their concrete content, its goals and tasks, and a certain set of competences to be formed within this course;

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– scheduling classes: classes based on interactive technologies cannot be strictly limited in time; and the problem is not in the game interaction itself but in the next analysis of the game results, which, by definition, cannot be regulated since it is not formal but rather personal in nature; in a sense, this serves as the basis for personal growth of the participants; – absence of specialized game-technical auditoriums for conduction of classes; – weak links between the specialist working in the construction branch, and the teachers conducting professional training of human resources; – sluggishness of developed syllabuses not orientated at implementation of modern pedagogical approaches (this can be explained by a certain complexity of organization of full-fledged multilateral interaction of the parties participating in the pedagogical process); – rigidity of the professional and teaching staff, and (in separate cases) an insufficient level of psychological and pedagogical preparation, which leads to scepsis and distrust in promotion of innovative pedagogical projects. Solution of the aforesaid problems can facilitate updating and increase the qualitative level of professional preparation to train engineers of the future.

5 Conclusion For happy and safe future of mankind, it will be more valuable in all respects if technical progress goes along the way where machines are used not to replace a man, but are united with him/her in complex systems to supplement the qualities the person lacks and to facilitate revelation of his/her true potential in the preferred area. In this case, everyone will be able to work in the sphere of one’s interest to achieve outstanding results in the chosen activity and to facilitate prosperity of mankind [8]. Such machines and intellectual systems are to be created by an engineer. It seems that now it is in the external environment, first of all in the virtual setting (and in the assessment system) where the resources, which have not been used before, will be found. From that moment a new era will begin, when engineers will design and create physical and virtual reality in order to improve the individual, thus perfecting him/her and allowing him/her not only to realize opportunities but make his/her dreams come true. However, this will be possible only if engineers of the future are trained in accordance with the following principles: (1) Individualization – engineering projects must be implemented to meet individual needs and to widen the possibilities of those for whom they are meant. The created environment must both support and help users exercise their personality. (2) Humanization – artificial environment must be created to meet the needs of people with different potential abilities and limitations, which insures their successful adaptation to life in society.

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Full-fledged adaptation is possible only through interaction of the subject and the environment, which involves not only adaptation of individuals to the environment (both physical and social), but also changes in the environment as such. (1) Stability of professional solutions – this principle supposes verification of the decision made by all sides involved in designing and production processes based on the feedback in the form of expert assessments, including requests and assessments of future users of the product of engineering activity. This is possible only during formation of professional activity reflexes as an element of culture of professional thinking even at the stage of professional training. The formulated principles can be implemented in professional training that employs technologies of interdisciplinary courses with psychology as a basic discipline (fundamentals of business communication and presentation, psychology of creative activity, psychology of innovative activity). The main potential and the main complexities of introduction of interdisciplinary courses are connected with integration of teachers of different departments for fullfledged pedagogical design and conduction of this course, as well as with involvement of specialists working as experts in one or another branch.

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6. Lobanova, Ju.I.: Interaktivnye tehnologii formirovanija professional’noj psihologicheskoj ustojchivosti [Interaktive technologies for professional psychological stability development]. Vestnik Leningradskogo gosudarstvennogo universiteta im. A.S. Pushkina 5(1), 27–39 (2014). (in Russian) 7. Carewa, A.L., Mitchellb, C.A.: Teaching sustainability as a contested concept: capitalizing on variation in engineering educators’ conceptions of environmental, social and economic sustainability. J. Clean. Prod. 16(1), 105–115 (2008) 8. Lobanova, Ju.I.: Iz jery otbora v jeru samoaktualizacii [From the age of selection in the era of self-actualization]. In: Anohin, A.N., Oboznov, A.A., Paderno, P.I., Sergeev, S.F. (eds.) Trudy Tret’ej mezhdunarodnoj nauchno-prakticheskoj konferencii Chelovecheskij faktor v slozhnyh tehnicheskih sistemah i sredah (Jergo-2018), pp. 574–583. LJeTI, SPb (2018). (in Russian) 9. Tolochek, V.A.: Stili dejatel’nosti: resursnyj podhod [Styles activities: the resource-based approach]. Izd-vo Institut psihologii RAN, Moscow (2015). (in Russian) 10. Miller, G., Taubman-Ben-Ari, O.: Driving styles among young novice drivers – the contribution of parental driving styles and personal characteristics. Accid. Anal. Prev. 42, 558–570 (2010) 11. Il’in, E.P.: Stil’ dejatel’nosti: Novye podhody i aspekty [Activity style: New approaches and aspects]. Vopr. psihologii 6, 85–93 (1988) 12. Klimov, E.A.: K voprosu o roli tipologicheskih svojstv nervnoj sistemy v formirovanii individual’nogo stilja trudovoj dejatel’nosti tkachih-mnogostanochnic [On the role of typological properties of the nervous system in the formation of individual style of work weavers-multi-millers]. In: Tezisi dokladov na II s’yezde Obshhestva psihologov SSSR [Abstracts at the 2nd Congress of the society of psychologists of the USSR]. APN RSFSR, Moscow (1963). (in Russian) 13. Lobanova, J.: Psycological factors influencing creation of individual driving style characteristics and efficiency of instructing on practical vehicle driving. World Appl. Sci. J. 23(7), 883–886 (2013) 14. Panfilova, A.P.: Igrotehnicheskij menedzhment: interaktivnye tehnologii dlja obuchenija i organizacionnogo razvitija personala [Game management: interactive technologies for training and organizational development of personnel]. IVJeSJeP, St. Petersburg (2003). (in Russian) 15. Cherubini, L.: Exploring prospective teachers’ critical thinking: case-based pedagogy and the standards of professional practice. Teach. Teach. Educ. 25(2), 228–234 (2009) 16. Dillon, P.: Creativity, integrativism and a pedagogy of connection. Sch. Educ. Lifelong Learn. Think. Skills Creat. 1(2), 69–83 (2006) 17. García, L.M., Roblin, N.P.: Innovation, research and professional development in higher education: Learning from our own experience. Teach. Teach. Educ. 24(1), 104–116 (2008) 18. Guile, D.: The concept of ‘recontextualization’: implications for professional, vocational and workplace learning. Learn. Cult. Soc. Interact. 23, 335–343 (2019) 19. Haen, K.M., Raman, D.R., Polush, E., Kemis, M.R.: Training the next generation of creative, innovative and adaptive scientists and engineers. Educ. Chem. Eng. 7(4), 230–240 (2012) 20. Rajala, A., Akkerman, S.F.: Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip. Learn. Cult. Soc. Interact. 20, 32–44 (2019) 21. Ritella, G., Ligorio, B.: Dialogical approaches to learning: from theory to practice and back. Learn. Cult. Soc. Interact. 20, 1–3 (2019) 22. Rodzalan, S.A., Saat, M.M.: The effects of industrial training on students’ generic skills development. Procedia – Soc. Behav. Sci. 56, 357–368 (2012)

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The State of the Problem of Competence Formation to Ensure Technosphere Safety at a Polytechnic University Andrey N. Poptcov(&) , Irina G. Dolinina(&) and Elena N. Khamatnurova(&)

,

Perm National Research Polytechnic University, Perm 614000, Russian Federation [email protected], [email protected], [email protected]

Abstract. The competence to ensure technosphere safety should correspond to the level of production development and be formed at a polytechnic university for students of all specialties during the learning process, as under modern conditions of the technosphere state; a qualified specialist of any profile should know and understand that his professional actions can lead to technosphere danger. The following problem has been identified and described: lack of professional motivation to ensure safety among junior students. The ways and problems of forming the competence to ensure the safety of future engineers of various specialties at polytechnic universities of Russian Federation have been analyzed. The author’s idea of the pedagogical concept “competence to ensure technosphere safety” has been presented, and the developed pedagogical technology for the formation of competence to ensure technosphere safety for students of a polytechnic university has been developed. The complexity of educational adaptation can be overcome by adapting to the formation of competence to ensure technosphere safety. Some mechanism for the continuous adaptation of junior students to the formation of competence to ensure technosphere safety has been proposed, which positively affects their educational adaptation. An important role of science education has been displayed in the ability to prevent technosphere hazards, to obtain an objective assessment of the possible consequences and to know how to effectively eliminate the negative impact of the technosphere on the individual and society has been shown as well. Keywords: Competence Educational standards


Technosphere safety
Engineering education


1 Introduction The current state of the biosphere causes the state, the scientific community and the civilian population to pay close attention to technosphere security in society, in production and in everyday life [1]. The competence to ensure technosphere safety should correspond to the level of production development and be formed at a polytechnic university for students of all specialties. Taking into consideration the current state of © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 632–640, 2020. https://doi.org/10.1007/978-3-030-47415-7_67

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the technosphere, a qualified specialist of any profile should know and understand what professional actions can lead to a technosphere hazard. The complexity of building technosphere safety competency can be overcome by adapting to this process. The wording of the competence to ensure technosphere safety in the educational standards of Russian Federation for many specialties is worded as follows: a specialist “is able to create and maintain safe living conditions, including emergency situations”. The competence to ensure technosphere safety in most specialties at a polytechnic university is formed only when studying the subject “Life Safety” in senior courses, which is not enough to build competence. The competence to ensure technosphere safety should become professional for all engineering specialties and be formed continuously throughout the entire learning process [2, 3]. To do this, it is necessary to use the capabilities of the studied humanities and natural sciences. The formation of a labor safety culture affects the competence of technosphere safety and occurs when students develop risk-oriented intelligence [4, 5]. The safety effectiveness of engineers at the workplace can be formed during the work of student project teams [6]. In the process of training the specialty “Technosphere Security”, the process of the continuity of the formation of this competency occurs when establishing a connection between the studied subjects [7]. At the initial stage of vocational training, the process of adapting students to a new educational environment is of great importance. Educational adaptation in the younger years of the polytechnic university affects the individual development, professional competence of the future engineer, willingness and ability to ensure safety at work and at home [8]. The formation of technosphere safety competence in the process of studying subjects will contribute to educational adaptation, provided that specially developed pedagogical technology is used. The authors are stating the problems: modern society needs qualified specialists who are competent in matters of technosphere safety, capable of self-development and self-improvement, but the competence of technosphere safety at a polytechnic university is insufficiently formed; it is necessary to implement the process of adaptation to the formation of competence to ensure the technosphere safety of students, but this issue is not sufficiently developed in the theory of higher education; educational standards do not take into account the possibility of forming the competence of technosphere safety in other subjects, except for the discipline “Life Safety”. Objectives: To develop, scientifically substantiate and experimentally verify the effectiveness of the use of pedagogical technology for the formation of competence to ensure technosphere safety at a polytechnic university. The pedagogical technology of forming the competence to ensure technosphere safety, as an element of the educational adaptation of first-year students, should provide a level of training that meets the requirements of professional and educational standards.

2 Literature Review The reform of the education system continues in all over the countries. It began at the end of the 20th century. The transition from liberal education to vocational education is being discussed, since the negative state of the technosphere and technosphere hazard

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requires an increase in the level of objective and scientifically sound knowledge of engineers about risks, means and methods of protection [9]. The involvement of students in organizing the learning process and increasing their civic position is facilitated by the democratization of education, where the student can influence the content and quality of education, shape the educational path, and receive an additional specialty [10]. The most noticeable change in world education was the transition to a competencybased model of vocational training [11]. Educational standards contain the competency model of a graduate of an educational institution; some methods for checking the formation of competencies have appeared [12]. Nevertheless, it should be noted that a single objective assessment of the level of competence has not yet been formulated.

3 Materials and Methods Object of Study: The process of training bachelors at a polytechnic university. Subject of Research: Pedagogical technology for the formation of competence to ensure technosphere safety. Research Hypothesis: The process of forming the competence to ensure the technosphere safety of students at a polytechnic university will be successful under following conditions: determine the content of pedagogical conditions, formulate criteria for evaluating the results, develop diagnostic materials to determine the level of adaptation; training will be carried out in the context of the application of pedagogical technology to the formation of competence to ensure technosphere safety; each firstyear student should be provided with an electronic educational-methodical complex, containing: a curriculum in the direction of preparation, work programs, a fund of assessment tools, teaching aids for subjects in electronic form, a computer program for self-monitoring and control of knowledge and skills [13]. To check and control the effectiveness of the process to form competence to ensure technosphere safety following estimates under the criterion were taken: motivation for learning [14]; knowledge and skills; the development of natural science thinking; technosphere safety competency. Research Objectives: 1. To analyze the presence and content of competencies to ensure technosphere safety in federal educational standards in the areas of university preparation. 2. To formulate the content of competence for ensuring technosphere safety universal for all specialties. 3. Theoretically substantiate and develop pedagogical technology of the process of competence formation to ensure the technosphere safety of students. 4. The effectiveness of the application of the developed pedagogical technology has been experimentally verified. Based on the norms of Federal Law No. 273 “On Education in Russian Federation”, that the qualification of a polytechnic university graduate is the level of knowledge,

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skills, and competencies that characterizes preparedness for a certain type of professional activity, the authors propose to include competency in the educational standard in all areas of training: “The ability to understand environmental phenomena and the technosphere on the basis of natural science knowledge, be able to assess safety from the point of view of technological risk, master the methods of protection against negative impacts on humans, nature and society, be prepared to prevent dangerous situations in nature, production activities and society” [15, p. 108]. To achieve the goal, a pedagogical technology for the formation of competence to ensure the technosphere safety of students of a polytechnic university was developed. The study involved study groups of different areas of vocational training. As a control, the training groups “Construction” were selected. The peculiarity of this direction is that the objects of professional activity of graduates can be a variety of industrial facilities: machinebuilding, electrical, energy, chemical and other industries, which can cause technosphere accidents. The professional competence of a specialist in the field of technosphere safety should correspond to the level of industrial development at the current stage. However, one of the problems to train specialists in this area is the low educational adaptation of students to study at a polytechnic university, since graduates of schools or educational institutions of secondary specialized vocational education with insufficient residual knowledge in natural sciences enter, which does not allow us to adequately assess and predict the level of technosphere dangers in industry, society and everyday life. Research Methods: Study and analysis of information sources on the research problem; study of the experience of technical universities during the training of engineers; theoretical modeling; analysis of the pedagogical activity of teachers, educational and cognitive activities of students, the results of experimental work; observation, conversation, questioning, testing; experimental work; methods of mathematical processing statistics to determine the reliability of the conclusions obtained as a result of the study. Methodological Basis: Research on the content of vocational education, pedagogical adaptation; fundamentals of learning motivation; the formation of knowledge, skills and abilities in the process of thinking development; students’ readiness for professional activities; a systematic approach to teaching science; philosophical foundations of the safety concept; general theory of pedagogical adaptation; theoretical studies of educational technologies; works in the field of vocational education; theoretical provisions on the formation and development of general educational skills; pedagogical foundations of motivation for learning; theory of the process of natural science thinking development.

4 Results The authors have identified a set of organizational and pedagogical conditions that ensure a high level of adaptation of students to the formation of competence to ensure technosphere safety (the inclusion of technosphere safety sections into the content of taught disciplines, the provision of intersubjective communications in matters of technosphere

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safety); a pedagogical technology of adaptation to the formation of competence to ensure the technosphere safety of students in the conditions of a polytechnic university has been developed. Some diagnostic how to determine the level of adaptation to the formation of competence to ensure technosphere safety has been developed. Methodological materials for the formation of competence to ensure the technosphere safety of students have been developed; diagnostic materials have been applied to determine the level of students’ adaptation. These developments will solve the problem of students’ adaptation to the formation of competence to ensure technosphere security and assess the formation of competence.

5 Discussion The pedagogical technology for the formation of technosphere safety competency includes the goal, the content of work with students, discloses forms and methods of organizing the educational process, diagnostics of the level of technosphere safety competency for possible correction of the content component. Adaptation to the formation of technosphere safety competency allows stimulating the interest of bachelors in cognitive and professional activities, increasing motivation for professional education and developing the natural science picture of the world, which leads to educational adaptation. The competence to ensure technosphere safety is: the ability to understand environmental phenomena and the technosphere on the basis of natural science knowledge, be able to assess safety from the point of view of technological risk, master the methods of protection against negative effects on humans, nature and society, be prepared to prevent dangerous situations in nature, industrial activities and society. The criterion-diagnostic apparatus for studying students’ adaptation to the formation of competence to ensure technosphere safety includes the diagnosis of sustainable motivation for learning, general educational skills; knowledge, skills in subjects; science thinking; formation of competence to ensure technosphere security. The educational adaptation of students will be motivated by targeted adaptation to the formation of competence to ensure technosphere security, which is of vital value to the individual and society. In this work, “educational adaptation of first-year students at a polytechnic university” is considered as “adaptation, during which a freshman decides to get a professional qualification and applies general educational skills for successful learning, which brings the student’s social and personal characteristics into a dynamic balance with university environment conditions” [15, p. 109]. By adaptation to the formation of competence to ensure technosphere safety we will mean awareness of the need and ability to understand environmental phenomena, be able to assess danger from the point of view of technological risk, master the methods of protection from negative impacts on humans, nature and society, be prepared to prevent dangerous situations in nature, society and productive activities. The pedagogical technology in our study is the design and reproduction of pedagogical actions aimed at achieving the formation of competence to ensure the technosphere safety of the student, the ability and preparedness to prevent dangerous situations in nature, society and industrial activity.

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In the first year of study, all students of the Polytechnic University study the subject “Physics”. Physics is an educational subject, it is necessary to discuss issues and problems of technosphere safety during the study of this subject. However, there are no any competences corresponding to technosphere safety in the Federal State Educational Standard in physics. Therefore, various kinds of pseudo-scientific manipulations became possible in the media when covering the natural-scientific picture of the world and modern achievements of science and technology. To assess the real danger to humans, it is necessary to know the natural scientific basis of technosphere effects on the body. When studying all branches of physics, chemistry, special technical disciplines and laboratory work at the Polytechnic University, it is necessary to pay attention to interdisciplinary relations, which will form a readiness for technosphere safety. The issues related to the impact on living organisms cause additional interest to natural science subjects, by showing their role in the formation of natural-scientific picture of the world, form a commitment to technosphere safety of students. At the present stage of development of the technosphere, not only the individual goal of any organism – self-preservation, but also the preservation and safety of other people and the environment is relevant. It is necessary to form a culture of life safety for each person to ensure safety at home, in the workplace, and during the rest. The formation of a culture of life safety at various stages of training should be accompanied with the acquisition of natural science knowledge necessary for an adequate assessment of the dangers of technosphere objects. In our time of information technologies development, it is necessary to teach students to observe the development of the natural science picture of the world from the point of view of technosphere danger in the analysis of publications and messages on the Internet. For example, when studying the section of the physics course “Types of radioactive decay”, at the lecture students became interested in new energy sources that work without recharging for several decades and can be used to power smart phones and laptops. There is a question about the safety of these energy sources, as they use beta decay. Questions of technosphere safety should be included in the examination tickets for the subjects of the natural science cycle. For example, in the discipline “General energy” the question “the Device of hydroelectric power plants and their use” should be added by the question: “give an assessment of the technospheric danger of hydroelectric power plants during their construction, operation and possible accident”; the working program of the discipline “Hydraulics”, in addition to the basic physical properties of liquids and gases, the laws of their kinematics, statics and dynamics, the forces acting in liquids and hydro mechanical processes, it is necessary to add the following questions: – Methods and devices to reduce the negative effects of hydraulic shock; – Aeration: causes, possible hazards and methods to reduce negative effects; – Cavitation: definition, causes, dangers of cavitation, methods to reduce negative effects. It is known that the destruction of the generator at the Sayano-Shushenskaya hydroelectric power station and the death of dozens of people is connected with cavitation.

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At our Department of General scientific Disciplines, questions on the subject related to technosphere safety were included in the Fund of evaluation tools and were discussed during the theoretical survey, solving practical problems, performing control works and protecting laboratory works. Thus, the teacher based on the educational standard models the educational environment of the subject area in the relationship of the technosphere threat to society and the individual with the natural science picture of the world. Recent studies have shown an increase in the formation of competence to ensure technosphere safety of students from 10% to 65%. The control experiment was attended by 245 students at the Polytechnic University. To test the control and experimental groups to find out some differences between them, we performed statistical processing using the Pearson criterion [16].

6 Conclusion The educational environment for the formation of competence to ensure technosphere safety can be formed only through the interaction of the educational subject with the external environment. Monitoring the state of technosphere danger and analyzing publications on the achievements of science and technology help to understand the natural science picture of the world. The further analysis of specific situations has a great importance, which helps students to understand the relationship between the studied disciplines and the practical application of the knowledge gained. Between the selected forms of organization and diagnosis of the result, you can establish a connection, given the forms of organization of training sessions. The frontal form is used for written control of knowledge or testing. Moreover, testing and written control should be complement, and not replace each other. This can occur during the intermediate or final control of knowledge. The group form of organization will contribute to the development of oral speech and natural science thinking during a speech while defending projects at practical classes and scientific conferences. Monitoring the development of skills when working with regulatory documents (job descriptions, technical documentation for devices and equipment, safety issues, etc.) needs to be individualized as much as possible, since the question is about the technosphere safety of everyone. The experimental work included instructing, forming and control stages and it was carried out among students of the Perm National Research Polytechnic University. At the beginning of the school year, some studies were carried out showing insufficient formation of motivation for learning, general educational skills; knowledge, skills in subjects of the natural science cycle; theoretical science; formation of competence to ensure technosphere security. Observations, questionnaires, testing and analysis of the teachers work at the Polytechnic University showed that when organizing training, most of them use reproductive methods without taking into account the individual characteristics of students. At the same time, general educational skills are not formed when studying the subject, which subsequently affects the study of special disciplines.

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The experiment made it possible to draw conclusions: an insufficient supply of knowledge, skills and possessions in the subject under study can be replenished as soon as possible while optimizing the educational process, which contributes to the positive motivation of freshmen to get an education. For successful adaptation to the formation of competence to ensure technosphere safety, it is necessary to take into account the pedagogical conditions specific to the institution and provide pedagogically organized targeted assistance to the process. The effectiveness of the pedagogical technology developed in the research data for the formation of competence to ensure the technosphere safety of students of a polytechnic university has confirmed the correct choice of fundamental principles and approaches. Educational adaptation is a part of professional adaptation and occurs in the formation of competence to ensure technosphere safety, necessary at the current level of industrial development and its impact on nature, production activities and society. For successful educational adaptation of first-year students, systematic observation, tracking and evaluation of the effectiveness of the vocational training and satisfaction process with educational activities according to four criteria are necessary: motivation for learning, formation of general educational skills; knowledge, skills and possessions in the studied subject; natural-vennoscientific thinking; formation of competence to ensure technosphere safety. Based on these criteria, one can judge the level of adaptation of students of a polytechnic university to the formation of competence to ensure technosphere security and individualize the educational process, which will contribute to the quality training of specialists in accordance with the educational standards necessary for the development of the global economy.

References 1. Ayubov, E.N., Trerdokhlebov, N.V., Khoruzhenko, A.F.: An integrated approach of the Ministry of Emergencies of Russia to the formation of a safety culture. EMERCOM of Russia, Moscow (2012) 2. Belov, S.V., Devisilov, V.A.: Russian concept of lifelong multilevel education in the field of life safety. Life Saf. I(4), 4–9 (2005) 3. Grishagin, V., Farberov, V.: On the concept of continuing education in the field of life safety. High. Educ. Russ. I(12), 33–36 (2007) 4. Kushnaryova, O.V.: Forming occupational safety culture on the basis of development of students’ risk-focused intellection. Int. J. Environ. Sci. Educ. 11(14), 6323–6334 (2016) 5. Kushnaryova, O.V.: Engineering education for forming students’ risk-oriented consciousness. Int. J. Eng. Technol. 7(4.38), 118–121 (2018) 6. Catton, J., Shaikhi, R., Fowler, M., Fraser, R.: Designing and developing an effective safety program for a student project team. Safety 4(2), 21 (2018). https://www.mdpi.com/2313576X/4/2/21. Accessed 24 Mar 2020 7. Leonova, N.A., Kaverzneva, T.T.: Educational programs creation concept for “technosphere safety” direction. Saf. Technosphere I(6), 57–64 (2016) 8. Haase, S.: Engineering students’ sustainability approaches. Eur. J. Eng. Educ. 39(3), 247– 271 (2014)

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9. Carr, D.: Revisiting the liberal and vocational dimensions of university education. Br. J. Educ. Stud. 57, 1–17 (2009) 10. Baroutsis, A., McGregor, G.: Pedagogic voice: student voice in teaching and engagement pedagogies Pedagogy. Cult. Soc. 24(I.1), 123–140 (2016) 11. Hébrard, P.: Ambiguities and paradoxes in a competence-based approach to vocational education and training in France. Eur. J. Res. Educ. Learn. Adults 4(2), 111–127 (2013) 12. Marcus, J.: Competency-based education, put to the test. Educ. Next 17(4) (2017). https:// www.educationnext.org/competency-based-education-put-to-the-test-western-governorsuniversity-learning-assessment/. Accessed 24 Mar 2020 13. Vargas-Mendoza, L., Gallardo-Córdova, K., Gómez-Muñoz, J.L.: A learning environment to stimulate the development of competencies for mechanical design. Glob. J. Eng. Educ. 21 (1), 84–90 (2019) 14. Tyner, A., Petrilli, M.J.: The case for holding students accountable. Educ. Next 18(3) (2018). https://www.educationnext.org/case-for-holding-students-accountable-how-extrinsicmotivation-gets-kids-work-harder-learn-more/. Accessed 24 Mar 2020 15. Poptcov, A.N., Dolinina, I.G., Khamatnurova, E.N.: Pedagogical formation technology technical safety competence. Kant 3(32), 107–110 (2019) 16. Library of Methods and Models. http://help.prognoz.com/en/mergedProjects/Lib/ uimodelling_lib_common.htm. Accessed 18 Dec 2019

The Adapters Public Institute as a Means of First-Year Students’ Pedagogical Support During the Period of Adaptation to Studying at a University Larisa Voronova

, Irina Karpovich(&) , Olga Stroganova and Victoria Khlystenko

,

Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected], [email protected], [email protected]

Abstract. The problem of first-year students’ adaptation to studying at a university forces higher education institutions to search for various effective tools and methods, which could help integrate first-year students, both native and international, into university’s academic environment. The Adapters public institute, launched in 2015, is the outcome of such search in Peter the Great St. Petersburg Polytechnic University. The given article aims at analysing the effectiveness of work of the Adapters by comparing the group of students surveyed in 2014, a year before the launch of the Adapters public institute, and the group surveyed in 2019, four years after its launch. The study takes into consideration psychosocial sphere of adaptation. First-year students’ adaptation level in this sphere is measured by means of tests and questionnaires “The methodology for determining the psychological climate of the group” by A. N. Lutoshkin and R. Cattell’s questionnaire. The results of the study reveal considerable changes and high level of adaptation in psychosocial sphere in general and in psychological climate of the group in particular. The article also considers the first-year students’ attitudes to Adapters institute and suggestions concerning its further development and improvement. Keywords: First-year students
Pedagogical support
Psychosocial adaptation
Self-adjustment
The Adapters public institute

1 Introduction The transition from high school to university is supposed to be very demanding for students. It often entails adjusting to a new educational environment, which poses various academic challenges, such as increasing workload, new responsibilities, greater independence and autonomy from a teacher and personal challenges, which include building new relationships, adjusting to new living arrangements, coping with homesickness etc. [1]. The difficulties listed above frequently lead to various phobias, © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 641–651, 2020. https://doi.org/10.1007/978-3-030-47415-7_68

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anxiety and stress which have detrimental effects on both students’ psychological wellbeing as well as their academic performance. Therefore, educational institutions are searching for effective tools and methods that can facilitate the transition process for both, domestic and international students. The Adapters Public Institute, established in 2015, is the result of such search in Peter the Great St. Petersburg Polytechnic University, Russia. Adapters are junior and senior students with proactive lifestyle who are ready to share their knowledge and experience with new-comers. The main goal of the Adapters Public Institute is to facilitate the process of first-year students’ adaptation to a university environment and to create the necessary conditions for their further professional and personal development [2]. The objectives of the Adapters Public Institute are as follows: – supporting first-year students during the Orientation week (organizing campus tours and team-building activities for academic groups); – engaging new-comers into extremely diverse student life; – helping first-year students in establishing social connections; – managing social media communities to keep first-year students updated and informed; – organizing extra-curriculum activities, competitions, projects and events aimed at effective adaptation; – organizing events for attracting perspective candidates to the university. In the present study, we focus on the Adapters public institute and its contribution to the level of adaptation. The aim of the study is to demonstrate the effectiveness of the Adapters public institute in the process of students’ adaptation and integration into a new educational environment. Our objectives are as follows: (1) to identify the level of students’ adaptation in a psychosocial sphere; (2) to determine students’ perceptions of the Adapters public institute and recommendations for its further development and improvement; and (3) to compare these findings with the results of the survey conducted in 2014, one year before the establishment of the Adapters public institute.

2 Literature Review The analysis of the scientific resources has demonstrated that adaptation (or adjustment) is a complex multi-faceted issue. Judging by the conducted literature review, one of the key research topics in the sphere of adaptation is the importance of adaptation and integration of international students and creation of multicultural academic environment, which is stated in [3–5]. The aspects analysed within the scope of international students’ adaptation are factors which influence cross-cultural adaptation [6], challenges which international students face in the course of social and academic adjustment [7], effects of First Year Experience programs (FYE) on international students [8]. A considerable number of works compare adaptation/adjustment of international and domestic students [9, 10]. Despite the fact that university transition process poses fewer challenges to domestic students, they also face various problems and obstacles while adjusting to a

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new demanding educational environment. That is why, an extensive body of literature considers the topic of domestic students and their performance in different spheres of adaptation in particular universities [11–13]. A considerable number of articles focus on the analysis of various psychological and behaviourial characteristics of first-year students and their correlation with the development of different spheres of adaptation. Great importance, for instance, is attached to the role of stress in adaptation process [14], social anxiety, treated as a predictor of future adjustment problems [15], study anxiety and its influence on academic performance and adaptation [16], anxiety and its correlation with students’ motivation [17]. Among other characteristics considered to be predictors of successful adaptation are emotional stability of students [18], self-efficacy [19], self-regulation, the importance of which for all students’ professional culture was pointed out in [20], and is considered as one of leading factors of academic adjustment [21]. There are a lot of articles, which analyze the results of application of particular intervention and First Year Experience programs which include different orientation seminars, aimed and social and academic adjustment, peer-mentoring programs and other activities, which enhance students’ adjustment to university. Some of the above mentioned works provide an overview of different programs applied in different higher education institutions [22] and works which analyze particular experience gained by a particular university [23–26]. In summary, we have to admit that although there exists an extensive body of literature regarding various aspects of adaptation and different categories of students, there is no universal solution to the problem because of the diversity of contexts, conditions and students’ backgrounds and characteristics. The given study contributes to the solution of the problem by providing an example of an institution designed specifically for the adaptation and pedagogical support of the first-year students.

3 Materials and Methods An exploratory inductive approach was adopted in this study aimed at answering the following research questions. RQ 1. What is the level of first-year students’ adaptation to studying at university in the psychosocial sphere? RQ 2. What are the students’ perceptions of the Adapters public institute and suggestions concerning its further development and improvement? RQ 3. Is the Adapters public institute an effective tool for the integration of first-year students into the university academic environment? Researchers applied mixed quantitative and qualitative methods to collect data using questionnaires with closed-ended and open-ended questions. The study involved the quantitative and qualitative data analysis using the descriptive statistical analysis and the correlation analysis of the quantitative data, which provided the researchers with new insights and detailed results.

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The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia. The survey involved two academic groups of engineering departments (50 firstyear students) and two academic groups of humanities departments (50 first-year students) enrolled in undergraduate programs. All respondents volunteered to take part in the survey; they were informed about the objective of the study and guaranteed anonymity. Two questionnaires were applied to identify the level of their adaptation in psychosocial sphere. The R. Cattell’s 16 PF Adolescent Personality Questionnaire (APQ) for ages 12 to 18 years was chosen to measure anxiety, adjustment and emotional stability of first-year students. Additionally, the questionnaire by A. N. Lutoshkin was used to determine the psychological climate in students’ academic groups. One additional questionnaire was designed for this study to determine students’ perceptions of the Adapters public institute and suggestions concerning its further development and improvement. The questionnaire consisted of 3 close-ended and 2 open-ended questions. Its Cronbach’s alpha reliability coefficient is 0.82, which is considered to be good. The survey was carried out in February 2019. An online survey was applied to collect data from the students using Google Forms. A recruitment email was distributed to 100 students. Of those surveyed, all 100 completed sets of responses were collected in a week. The data analysis was carried out in 2 stages. Stage 1 focused on analyzing quantitative and qualitative data in closed-ended and open-ended questions concerning two issues: (1) the level of students’ adaptation in the psychosocial sphere; (2) students’ perceptions of the Adapters public institute and recommendations for its further development and improvement. Firstly, the researchers analyzed sets of responses containing the quantitative data that were processed, coded and tabulated into MS Excel files. Thereafter, the data were entered in SPSS Version 23 (IBM Corp., 2016) and the descriptive statistics was run to calculate the frequencies in participants’ responses, identify the means and standard deviations and present them in the form of numerical data. Secondly, the researchers classified and grouped the qualitative data from the open-ended questions to identify common themes, patterns and relationships within responses and critically analyze and interpret them. These findings helped the researchers answer Research Questions 1 and 2. Stage 2 involved the correlation analysis of the results acquired in Stage 1 and the results obtained from the study carried out in 2014, the year before the launch of the Adapters public institute. A series of Independent samples T-tests were conducted in SPSS and, additionally, the Fisher’s exact test of independence for each item was performed in MS Excel to compare the results before and after the establishment of the Adapters public institute and identify the relationship between these findings. The statistically-significant difference in the level of students’ adaptation in the psychosocial sphere in 2014 and 2019 was proven by the Fisher’s coefficients (critical Fvalue = 1.64, a = 0.05), the t-values with 198 degrees of freedom and T-test p-values with the admissible error limit of a = 0.05. Thereafter, the researchers applied the comparative method to analyze the effectiveness of the Adapters public institute in the process of students’ adaptation and integration into the university academic environment. The results of Stage 2 helped address the Research Question 3.

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4 Results 4.1

Psychosocial Sphere of Adaptation

In order to compare first-year students’ adaptation in 2014 and 2019 R. Cattell’s questionnaire was used. The results are represented in Table 1. Table 1. R. Cattell’s questionnaire. T-test 2014 2019 F-test a = 0,05 a = 0,05 F-critical = 1,64 Warmth Low 34% 7% 5,02 Medium 23% 36% 2,03 High 43% 57% 1,92 Emotional stability Low 26% 11% 2,79 Medium 57% 54% 0,431 High 17% 35% 2,94 Apprehension Low 8% 23% 3,02 Medium 63% 68% 0,74 High 29% 9% 9,86

t - 3,801 df - 198 Sig. (2-tailed) – 0,000 t - 3,615 df - 198 Sig. (2-tailed) – 0,000 t - 4,399 df - 198 Sig. (2-tailed) – 0,000

High marks on the factor “Warmth” characterize students as emotionally warm, sociable, cheerful and socially adapted people. First-year students with a low score on this factor (about 34% of respondents in 2014 in comparison to 7% in 2019) are characterized by distrust, excessive resentment and lack of intuition in interpersonal relationships. Such first-year students are formal in contacts, are not interested in the lives of others. They try to work alone and not to compromise in conflict situations. Negativism, stubbornness and egocentrism are seen as the main traits of their character. Students with high values of the factor “Emotional stability” (17% in 2014 and 35% in 2019) are characterized by self-confidence, calmness, stability and better readiness for the successful implementation of educational requirements. Such students are able to achieve their goals, and not to be upset in case of failure. Low values (26% and 11% in 2014 and 2019 respectively) are registered in students who are oversensitive in case of failures, evaluate themselves as less capable than others, have poor control over their emotions and have difficulty adjusting to new conditions. Students with low grades on the factor “Emotional stability” are not able to control their emotional impulses and express them in a socially acceptable form. The second conducted survey based on the questionnaire by A. N. Lutoshkin showed significant difference in the psychological climate in students’ academic groups in 2014 and 2019. The results are presented in Fig. 1 and Table 2.

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3.5 3 2.5

2019

2 1.5

2014

1 0.5 0 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Fig. 1. Psychological climate of the group. Table 2. Findings on the psychological climate of the group. Indicators

1. 2. 3. 4. 5. 6. 7.

Mood in the team Manifestation of goodwill in relationships Integrity, honesty, selflessness Desire to communicate and cooperate with other teams Mutual understanding Participation in joint affairs Empathy for the successes and failures of individual members of the team 8. Approval and support 9. Respect for the opinion of others 10. Emotional unity in difficult moments for the team 11. Experiencing the achievements and failures of the team 12. Attitude to new members of the team 13. Participation in socially useful work 14. Fair attitude to all members of the team 15. A sense of pride in the team, if it is noted by the leaders

2014 2019 t-value T-test df - 198 p-value a = 0,05 1,3 2,8 8,929 0,000 2,0 2,6 3,440 0,001 1,5 1,9 1,860 0,064 1,8 2,7 5,197 0,000 1,9 2,9 6,611 0,000 1,3 2,3 5,204 0,000 1,1 1,8 3,329 0,001 1,2 1,2 0,9 0,8 1,3 0,9 1,0 1,4

2,1 2,0 1,8 0,7 1,9 1,4 1,7 1,6

4,450 3,956 4,450 0,651 2,877 2,494 3,494 0,845

0,000 0,000 0,000 0,516 0,004 0,013 0,001 0,399

Scales on the vertical axis indicate the extent to which the above properties are manifested in the team: “3” - is always manifested; “2” - often enough; “1” - enough to notice it; “0” - is not noticeable. 4.2

Students’ Attitudes to the Adapters Public Institute

In order to find out first-year students’ attitudes toward the effectiveness of the Adapters public institute a survey was conducted. It contained three close-ended questions: 1) Are you satisfied with how the Adapters public institute assists you in interacting with the university (e.g. informing about the location of university administrative divisions, offices, buildings; transfer of experience: informing about particular teachers’ requirements etc.?; 2) Are you satisfied with how the Adapters public institute assists

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you in socialization (involvement in joint activities, conducting trainings and events etc.)?; 3) Are you satisfied with how the Adapters public institute organizes collaborative and creative activities, involving you in joint work? There also were two openended questions: 4) What do you like most about the Adapters public institute?; 5) What would you change in the Adapters public institute? Table 3 summarizes students’ answers to closed-ended questions and shows that the majority of students’ are satisfied with the Adapters work. More detailed analysis of these results will be provided in the Discussion section of the article.

Table 3. The level of students’ satisfaction with the Adapters. Questions Completely dissatisfied No 1 0 (0%)

Dissatisfied Rather satisfied than not 5 (5%) 5 (5%)

No 2

1 (1%)

2 (2%)

14 (14%)

No 3

1 (1%)

9 (9%)

9 (9%)

Quite Fully Total satisfied satisfied 25 (25%) 65 (65%) 100 (100%) 26 (26%) 57 (57%) 100 (100%) 25 (25%) 56 (56%) 100 (100%)

5 Discussion The findings of the surveys conducted in 2014 (a year before the establishment of the Adapters public institute) and in 2019 (four years after its launch) and their comparison provide us with certain ideas on the level of efficiency of the Adapters public institute and those benefits and downsides which this organization has. To begin with, two analysed groups of first-year students demonstrated significant differences in psychosocial sphere of adaptation. The group of students surveyed in 2014 demonstrated lower level of warmth or sociability (43%), emotional stability (17%) and higher level of apprehension or anxiety (29%) in comparison with the results of the students surveyed in 2019 (warmth – 57%, emotional stability – 35%, apprehension – 9%; T-test p value – 0.000, a = 0.05). This means that the number of students whose behaviour could be characterized by distrust, excessive resentment, lack of intuition in interpersonal relations as well as lack of control of emotional impulses was much lower in the group which worked with the Adapters. Besides, the students supported by the Adapters were less oversensitive in case of failures, had better control of their emotions, were more stress-resistant and it was less difficult for them to adapt to new conditions. All of the above mentioned characteristics, which were revealed by the Adapters-supported group, naturally coexisted with lower level of anxiety. Another difference between the two analysed groups of students lay in the sphere of psychological climate of their academic groups. The survey revealed that the Adapterssupported students showed significantly better results on almost all indicators which

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were tested by the questionnaire. The findings suggest that the Adapters-supported students considered their academic groups to have more mutual understanding, greater desire to cooperate with other teams, better mood in the team, greater desire to participate in the joint affairs etc. in comparison with students who did not have the Adapters’ assistance. The consistency of the results and better performance of the group supported by the Adapters in psychosocial sphere of adaptation must be treated as the evidence of the efficiency of this public institute. Better performance of students in psychosocial sphere, less apprehension and anxiety might be the reason for better concentration on studies, and the development of higher level of students’ motivation and cognition, which could be supported by the findings of [16, 27–29]. Another short survey conducted within the study of the Adapters’ efficiency, was the study of students’ attitudes to this organization. Despite the problem of subjectivity of assessment stated in [30], we consider students’ feedback on the organization functioning to be vitally important. The majority of surveyed students (students studying humanities and engineering) are quite satisfied (approximately 25%) or fully satisfied (56–65%) with how the Adapters assist them in interacting with the university and socializing, as well as how they organize collaborative and creative activities. Nevertheless, there is a slight difference between students studying humanities, who show less satisfaction with the Adapters’ work and students studying engineering, who show greater level of satisfaction. Judging by some students’ recommendations to select adapters more carefully and to regulate their work more clearly, this might be due to worse work of some particular representatives of the Adapters institute. Among the main advantages of the organization from students’ perspective are active support of first-year students in the first days of studying, opportunity to get advice on campus orientation, interacting with university bodies and services, as well as with some instructors and professors, socializing and promoting unity of a group, atmosphere of friendliness, creativity and helpfulness, communication with students of almost the same age and getting informal advice and recommendations. These results support conclusions made in [31]. At the same time, a lot of students emphasize the fact that the Adapters are only active at the initial stage of studying, the first days when the members of academic groups are meeting one another for the first time, which is a typical mistake and is stated as an important problem in [32]. A lot of students mentioned lack of informal communication with the Adapters and lack of social events and information about them as the major downsides of the Adapters’ public institute. Students’ recommendations can be summarized as follows: the effectiveness of adapters’ work depends greatly on the work of individuals, thus, the so-called human factor is unavoidable. To reduce the influence of this human factor on work, some kinds of reporting might be introduced, adapters must have more training which coincides with conclusions drawn in [26]. In order to motivate students to do their work more diligently their grants could be increased.

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6 Conclusion Overall, the consistency of results in psychosocial sphere proves that it is not a random result and better psychosocial adaptation of those first-year students who were supported by the Adapters, must be treated as the evidence of the effectiveness of the Adapters public institute. It means that one of the main goals set in their program, socialization of the first-year students, is reached successfully. The effectiveness of the Adapters could be increased in case of regular collecting feedback from students and reducing the influence of the human factor on the adapters’ work. The given study provides another example of an efficiently working institution aimed at students’ adaptation to university, thus contributing to understanding the mechanisms of adaptation and ways to boost this process. Besides, the study gives practical recommendations on the improvement of the performance of the Adapters on the basis of the analysis of students’ views on its functioning and can be used by other universities and institutions. As far as it is the initial attempt to assess the Adapters performance, the main limitation of the study is the fact that detailed background of surveyed students and its influence on students’ adaptation was not taken into consideration. Another point, which was beyond the scope of the study, was the Adapters’ role in international students’ adaptation. The above mentioned points which were beyond the scope of the given study could be subjects to future studies in this area. Besides, further studies could concentrate on other spheres of adaptation, such as motivational and cognitive ones.

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9. Barnes, W.: The adjustment experience of first-year international undergraduate students in engineering. Thesis. University of Illinois at Urbana-Champaign, Champaign, IL (2010) 10. Omachinski, K.: The transition to college: an acculturation comparison of domestic and international students. Thesis. The University of Wisconsin-Milwaukee, Milwaukee (2014) 11. Orlov, A., Pazukhina, S., Yakushin, A., Ponomareva, T.: Study of first-year students’ adaptation difficulties as the basis to promote their personal development in university education. Psychol. Russ.: State Art 11(1), 71–83 (2018) 12. Fernández, M., Araújo, A., Vacas, C., Almeida, L., Rodríguez González, M.: Predictors of students’ adjustment during transition to university in Spain. Psicothema 29(1), 67–72 (2017) 13. Arlashkina, O., Naumova, E., Tevlyukova, O.: Social adaptation of the first-year university students (following the research data). Theory Pract. Soc. Dev. 11, 54–58 (2017). (in Russian) 14. Clinciu, A.: Adaptation and stress for the first year university students. Procedia – Soc. Behav. Sci. 78, 718–722 (2013) 15. Arjanggi, R., Kusumaningsih, L.: The correlation between social anxiety and academic adjustment among freshmen. Procedia – Soc. Behav. Sci. 219, 104–107 (2016) 16. Vitasari, P., Wahab, M., Othman, A., Herawan, T., Sinnadurai, S.: The relationship between study anxiety and academic performance among engineering students. Procedia – Soc. Behav. Sci. 8, 490–497 (2010) 17. Mohammed, A.: EFL effective factors: anxiety and motivation and their effect on Saudi college student’s achievement. Arab World Engl. J. 6(2), 201–218 (2015) 18. Serebryakova, T., Morozova, L., Kochneva, E., Zharova, D., Kostyleva, E., Kolarkova, O.: Emotional stability as a condition of students’ adaptation to studying in a higher educational institution. Int. J. Environ. Sci. Educ. 11(15), 7486–7494 (2016) 19. Ahmad, M., Anwar, M., Khan, S.: Social adjustments and self-efficacy of university students. PUTAJ – Humanit. Soc. Sci. 24(2), 21–32 (2017) 20. Odinokaya, M., Krepkaia, T., Karpovich, I., Ivanova, T.: Self-regulation as a basic element of the professional culture of engineers. Educ. Sci. 9(3), 200 (2019). https://www.mdpi.com/ 2227-7102/9/3/200. Accessed 24 Mar 2020 21. van Rooij, E., Jansen, E., van de Grift, W.: First-year university students’ academic success: the importance of academic adjustment. Eur. J. Psychol. Educ. 33(4), 749–767 (2018) 22. Young, N.: Seeking best practices for international and domestic students. ISSS, Minnesota (2014) 23. Poling, K.: MySci Advisors: Establishing a peer-mentoring program for first year science students support. Collect. Essays Learn. Teach. (CELT) 8, 181–190 (2015) 24. Sneyers, E., De Witte, K.: Interventions in higher education and their effect on student success: a meta-analysis. Educ. Rev. 70(2), 208–228 (2018) 25. Da Re, L., Zago, Z.: Academic transition and peer tutoring: a case study at the University of Padova. In: Carmo, M. (ed.) Education Applications and Developments, pp. 25–34. Science Press, Lisboa (2015) 26. Jamelske, E.: Measuring the impact of a university first-year experience program on student GPA and retention. High. Educ. 57(3), 373–391 (2009) 27. Arguedas, M., Daradoumis, T., Xhafa, F.: Analyzing how emotion awareness influences students’ motivation, engagement, self-regulation and learning outcome. Educ. Technol. Soc. 19(2), 87–103 (2016) 28. Hashempour, S., Mehrad, A.: The effect of anxiety and emotional intelligence on students’ learning process. J. Educ. Soc. Policy 1(2), 115–122 (2014)

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Identification of Relevant Interactive Teaching Methods for the Development of Universal Competencies of Future Engineers Alexey Krupkin1

and Marina Sinyakova2(&)

1

2

Ural Federal University, Yekaterinburg 620024, Russia [email protected] Ural Institute of State Fire Service of EMERCOM of Russia, Yekaterinburg 620024, Russia [email protected]

Abstract. The article summarizes the results of the authors’ research of relevant interactive teaching methods aimed at developing the universal competencies of future engineers. The importance of universal competences in the process of becoming a specialist is associated with their stable and unquenchable character. The authors note that the bulk of the available work in this area is related to the classification and description of a sufficiently large number of methods of interactive learning, or reflect the results of their use in the process of professional training of various specialists in higher education. At the same time, the question of the optimal number and combination of interactive teaching methods has not been studied in relation to the modern tasks of training future engineers in the context of the transition to the Federal State Educational Standard of Higher Education 3++. The article presents the result of an expert survey of specialists employed in the engineering personnel training system of 5 universities in Yekaterinburg (n = 40). Using an expert survey, the authors identified a set of relevant methods of interactive training for the development of universal competencies for future engineers according to the Federal State Educational Standard 3++. The analysis of the results of the survey showed that there are significant differences in these sets, which, in turn, poses a further research task for the authors – to study the influence of the methods indicated by experts on the process of developing universal competencies of future engineers. Keywords: Universal competencies


Interactive teaching methods

1 Introduction The importance of a whole new engineering education in the modern world can hardly be overestimated. In the Russian Federation, such this need is associated with several aspects: the general lack of engineering personnel and the reorganization of the entire system of their training [1, 2]; the need to create world-class equipment and technologies in the context of the development of the digital economy [3, 4]. American experts in the field of consulting and technology development point to the inevitability of the fourth industrial revolution, within which both the market for engineering © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 652–658, 2020. https://doi.org/10.1007/978-3-030-47415-7_69

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personnel and the requirements for the competencies of these personnel will change significantly [5, 6]. Professional engineering communities of European countries associate the quality of professional training of engineers with the economic success and future security of their states [7, 8]. The improvement of quality of the structure and content of engineering education is associated with the formation of universal competencies of future engineers. Let us note that the competency-based approach over the past two decades has also become basic in the process of training professional personnel in Russia [9]. However, until now, there is no clear definition of the concept of universal competencies, despite the fact that today this concept is basic in the Federal State Educational Standard of Higher Education 3++ (FSES HE 3++). In the early 2000s, Zimnaya considered these competencies to have a pivotal role, then in the scientific and methodological literature, their name appeared as fundamental, or basic, and they were called general cultural competencies in the Federal State Educational Standard of Higher Professional Education. Despite the existing terminological disagreement in general, the significance of these over professional competencies is associated with their stable and unquenchable character. In turn, this is the foundation for such entities as professional readiness and competence, skill, individual creativity, etc. We will not address the issue of the existing difference (sometimes it is only a difference in wording) in listing these competencies in national educational systems. We underline only the fact that specialists from all countries in the field of training engineering personnel emphasize the need for the formation and development of communicative competencies (including the ability to organize team work), critical thinking, and competences in the field of design solutions. Moreover, for domestic and foreign professional psychology and pedagogy, the choice of the most effective methods for the formation and development of these competencies, which we call today universal, has long been obvious – these are interactive teaching methods [10–13]. However, the question of the possibilities for the effective use of interactive teaching methods in relation to the modern tasks of training future engineers in the context of the transition to FSES HE 3++ remains practically unstudied. In this regard, we set a research task – determining the optimal composition of interactive teaching methods that stimulate the development of universal competencies of future engineers in the context of the transition to FSES HE 3++.

2 Literature Review It should be noted that the bulk of the available work in the field we are studying is related to the classification and description of a fairly large set of methods of interactive learning [14, 15]. In this regard, we have the opportunity to provide a description of all the interactive teaching methods already tested in practice. There are also domestic psychological and pedagogical studies, which report the results of using individual interactive teaching methods in the higher education system [16, etc.], or a certain set of interactive teaching methods (chosen by the researcher arbitrarily) used in the process of professional training of a particular group of specialists [17, 18, etc.], or the

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possibility of using some of the studied methods in the additional professional education of engineering personnel [19, 20]. It is also necessary to pay attention to the experience of leading Europe and American universities, which for this purpose began to use the capabilities of STEMeducation [21, 22]. This experience is relevant for the domestic education system since it includes the study of natural sciences in conjunction with engineering, technology and mathematics, which is a substantial basis for the training of future engineers. The general technology of applying STEM-education is basically a combination of many already known interactive methods (listed as desired but not mandatory) integrated into the project activities of students. However, in the context of domestic approaches to building the content of curricula for future engineers’ training programs, STEMeducation ideas can be realized to a greater extent only at the technological level. Thus, we note that the existing research does not allow us to clearly define the required (or minimum) set of interactive teaching methods that can guarantee the development of the necessary universal competencies in accordance with current tasks in the training of modern engineering personnel.

3 Methodology We conducted an expert survey among faculty members from 5 universities in Yekaterinburg participating in the implementation of the main professional educational programs of higher education related to the training of engineering personnel (n = 40). The team of the experts included professors with a post graduate degree (as specialists in the content of the taught courses and those with at least 10 years of teaching experience. In general, the experts were divided by university experience into 4 categories (from 5 to 10 years, from 10 to 15 years, from 15 to 20 years, and more than 20 years). The expert team also included lecturers of general professional courses (n = 15) and lectures of professional courses (n = 25), since universal competencies are developed in all courses of the basic professional educational program of higher education. An expert survey was conducted in the form of a written questionnaire. In the questionnaire compiled by the authors, the most frequently used methods of interactive learning described in studies were divided into several types: • • • •

lectures, discussion methods, game methods, communicative methods.

The experts pointed out the significance of the listed interactive methods for the development of universal competencies in students of engineering branches of education (not significant, medium significant, highly significant), and also noted which of them they use in practice (not used, rarely used, often used). The overall rating of the most significant interactive teaching methods in the training of future engineers, from the point of view of experts, is presented in Table 1.

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Table 1. Rating of significant interactive teaching methods in the training of future engineers (based on the expert survey). Interactive Learning Methods (ILM)

The importance of ILM in the process of developing universal competencies in students in % of respondents

Overall rating

Lectures of professional courses (n = 25)

Lectures of general courses (n = 15)

Problem lecture Lecture with planned errors (lecture-provocation) Lecture ‘together’ Lecture-visualization Lecture ‘press conference’ Lecture-dialogue

88 28 28 64 56 80

93 46 40 86 93 66

1 17 18 8 9 10

Discussion Methods Group discussion (round table, debate) Case study Master Class Brainstorming Small group work

80 80 84 48 80

73 93 93 86 93

7 4 2 11 3

48

73

13

40 64

86 93

12 6

40 40

66 80

15 14

44 92

46 66

16 5

Lectures

Game methods Didactic and creative games (including business and role-playing) Organizational activity Games Modeling of production processes and situations Training methods Communicative training Sensitive trainings (aimed at the formation of the visual and logical spheres of consciousness) Pair training method (sparring partnership) Project Method

4 Analysis of the Results The main results of the survey are as follows. 1. All experts use constantly at least 7 and no more than 13 interactive methods in their practice (with varying degrees of frequency). 2. The dependencies for determining the significance of interactive teaching methods in the process of training future engineers (from the point of view of developing universal competencies) and the frequency of using these methods in pedagogical practice at a university were not revealed.

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3. According to experts, the most significant for the students’ development of universal competencies are lectures (lecture-dialogue, lecture-visualization, problem lecture) and discussion methods (group discussion, work in small groups, case study, master class). 4. Experts to a lesser extent note the importance of such interactive methods as game methods and training methods for the development of universal competencies. 5. According to experts, such methods as lectures ‘together’, lectures with errors, communicative, sensitive and pair-based training are of the minimum value for the development of universal competencies. 6. In terms of the most frequent usage in their own pedagogical practice, experts pointed to such methods as problem lecture, lecture-visualization, analysis of situations (case study), brainstorming, small group work, project method, modeling of production processes and situations. At the same time, expert lectures of professional courses use the project method as actively as possible (almost 70% of the respondents). Among the lecturers of general courses, the method of case study is the most popular in practice (93% of the respondents use it in their practice). 7. Noting the high importance of such interactive teaching methods as lectures ‘press conference’, master classes, communicative and sensitive training, expert teachers of general professional disciplines use them much less often (only every second of all experts).

5 Conclusion In general, an expert survey revealed a set of the most relevant interactive teaching methods for the formation of universal competencies in future engineers (both from the point of view of significance and actual use in practice). Among them: lecture-dialogue, lecture-visualization, problem lecture, lecture ‘press conference’, group discussion, work in small groups, case study, master class, modeling of production processes and situations, and project method. Thus, the actual set of interactive learning methods identified by theoretical analysis of modern psychological and pedagogical research and by the expert survey poses a further research task – studying the influence of the methods indicated by experts on the development of universal competencies in future engineers in the context of the implementation of FSES HE 3++.

References 1. Danilov, A.N., Gitman, M.B., Stolbov, V.Yu., Gitman, E.K.: Sistema podgotovki inzhenernykh kadrov v sovremennoy Rossii: obrazovatel’nyye trayektorii i kontrol’ kachestva (The system of training engineering personnel in modern Russia: educational trajectories and quality control). High. Educ. Russ. 3(27), 5–15 (2018). (in Russian) 2. Ziyatdinova, Yu.N.: Kontseptual’naya model’ internatsionalizatsii inzhenernogo obrazovaniya (A conceptual model of the internationalization of engineering education). Ph.D. thesis. Kazan University, Kazan (2016). (in Russian)

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3. Zimin, V.N.: Podgotovka inzhenernykh kadrov dlya tsifrovoy ekonomiki Rossii (Engineering Training for the Digital Economy of Russia). Publishing House MSTU. N.E. Bauman, Moscow (2017). (in Russian) 4. Rudskoy, A.I., Borovkov, A.I., Romanov, P.I., Kiseleva, K.N.: Inzhenernoye obrazovaniye: mirovoy opyt podgotovki intellektual’noy elity (Engineering Education: World Experience in Training the Intellectual Elite). Publishing house of Polytechnic University, St. Petersburg (2017). (in Russian) 5. 4-Cornerstone-Skills-Engineers-Need-for-the-Future-of-Work. https://www.engineering. com/JobArticles/ArticleID/16807/. Accessed 02 Nov 2019 6. Singularity University. http://singularityu.org/. Accessed 02 Nov 2019 7. Engineering skills for the future. The 2013 Perkins Review revisited. Royal Academy of Engineering (2019). https://www.raeng.org.uk/publications/reports/engineering-skills-forthe-future 8. Crawley, E.F., Malmqvist, J., Lucas, W.A.: The CDIO syllabus v 2.0. An updated statement of goals for engineering education. In: Proceedings of the 7th International CDIO Conference, Technical University of Denmark, Copenhagen (2011). http://publications. libchalmers.se/records/fulltext/local_143186.pdf. Accessed 12 Dec 2019 9. Symanyuk, E.E., Shemyatikhina, L.Yu., Sinyakova, M.G.: Kompetentnostnyy podkhod k podgotovke otraslevykh spetsialistov (A competency-based approach to training industry specialists). Basic Research 5-S, 141–146 (2009). (in Russian) 10. Abdus Samad, K., Thiyagarajan, R.: TQM in higher education – a conceptual model to achieve excellence in management education. Int. J. Manage. 6(1), 634–645 (2015) 11. Garrison, K.S., Magoon, R.A.: Educational Psychology. Bell a Howell Company, Ohio (1972) 12. Pavlova, N.A.: Povysheniye kachestva obrazovaniya v vysshey shkole SSHA: problemy i napravleniya razvitiya (Improving the quality of education in US high school: problems and directions of development). Proc. Univ. Volga Region. Humanit. Sci. 3, 165–176 (2009). (in Russian) 13. Safonova, L.Yu.: Metody interaktivnogo obucheniya: metodicheskiye ukazaniya (Methods of Interactive Learning: Guidelines). Pskov State University, Velikiye Luki (2015). (in Russian) 14. Alimov, A.: Ispol’zovaniye v vysshikh uchebnykh zavedeniyakh interaktivnykh metodov: uchebnoye posobiye (Use in Higher Education Institutions of Interactive Methods: A Training Manual). Mir nauki, Almaty (2009). (in Russian) 15. Grigorash, O.V., Trubilin, A.I.: Interaktivnyye metody obucheniya v sovremennom vuze (Interactive teaching methods in a modern university). Sci. J. KubSAU 104, 149–169 (2014). (in Russian) 16. Zakirova, T.I.: Proyektnaya deyatel’nost’ studentov kak metod formirovaniya kompetentsiy studentov vuzov (Project activities of students as a method of forming the competencies of university students). Mod. Prob. Sci. Educ. 5 (2017). http://science-education.ru/ru/article/ view?id=27080. Accessed 12 Dec 2019. (in Russian) 17. Bukhtiyarova, I.N., Zubova, O.G.: Rol’ interaktivnykh metodov obucheniya v formirovanii professional’nykh kompetentsiy sotsiologa (The role of interactive teaching methods in the formation of professional competencies of a sociologist). Soc. Sociol. Psychol. Pedagogy 10 (2017). https://cyberleninka.ru/article/n/rol-interaktivnyh-metodov-obucheniyav-formirovanii-professionalnyh-kompetentsiy-sotsiologa. (in Russian) 18. Galikhanov, M.F., Ilyasova, A., Ivanov, V., Gorodetskaya, I.M., Shageeva, F.T.: Continuous professional education as an instrument for development of industry employees’ innovational competences within regional territorial-production cluster. In: Proceedings of 2015 International Conference on Interactive Collaborative Learning, pp. 251–255 (2015)

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19. Aleksandrov, A.A., Ke, F., Proletarsky, A.V., Neusipin, K.A.: Conception of complex continuous education with innovative information technologies. In: Advances in Education Research. Selected Papers from 2012, 2nd International Conference on Education and Education Management (EEM 2012), pp. 374–378. EEM, Hong Kong (2012) 20. Shaidullina, A.R., Masalimova, A.R., Vlasova, V.K., Lisitzina, T.B., Korzhanova, A.A., Tzekhanovich, O.M.: Science and manufacture integration models features in continuous professional education system. Life Sci. J. 11(8), 478 (2014). http://www.lifesciencesite.com. Accessed 11 Dec 2019 21. The Case for STEM Education as a National Priority: Good Jobs and American Competitiveness, June 2013. http://www.stemedcoalition.org/wp-content/uploads/2013/10/ FactSheet-STEM-Education-Good-Jobs-and-American-Competitiveness-June2013.pdf. Accessed 02 Nov 2019 and 11 Oct 2019 22. Means, B., Wang, H., Young, V., Peters, V.L., Linch, S.J.: STEM focused high schools as a strategy for enhancing readiness for postsecondary STEM programs. Journal of Research in Science Teaching 53(5), 709–736

Development of Electronic Information and Educational Environment of the University 4.0 and Prospects of Integration of Engineering Education and Humanities Ivan V. Aladyshkin , Sergey V. Kulik , Maria A. Odinokaya(&) , Alla S. Safonova , and Svetlana V. Kalmykova Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected] Abstract. This article analyzes the importance and potential of e-learning and online learning in the integration of engineering education and humanities. The authors analyzed the views of both domestic and foreign experts on the role of strengthening the relationship between technical and humanitarian principles of engineering education in the renovation of a higher technical school and training of specialists with a set of competencies corresponding to challenges of the 4th industrial revolution. The key trends in the changed humanitarian component of training of engineering personnel, its relationship with the complex of technical and natural disciplines in the context of implementation of the new University 4.0 model were considered. It is concluded that effective interconnection between technical and humanitarian knowledge is a necessary component of renovation of professional training of technical specialists and the University 4.0 model. In this situation, the prospects for integration of engineering education and humanities are justifiably linked with further development and improvement of the electronic and online learning system. This option is the most optimal, cost-effective and painless (not requiring a fundamental change in the curriculum), and it coincides with the basic directions of renovation of technical universities and optimization of the educational process. Further modernization of higher professional education with regard to the trends in the knowledge economy, which determined the new University 4.0 model, is inextricably linked with the improvement of the e-learning system. Keywords: E-learning
Digital economics Integration processes
Key competencies


Engineering education


1 Introduction In recent decades, the strengthening and development of higher technical education, directly associated with the economic prospects and global competitiveness of the state, has become a strategic priority for many countries. Russia is no exception, and in © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 659–671, 2020. https://doi.org/10.1007/978-3-030-47415-7_70

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recent years it has become obvious that specialties are given special attention in the new revolutions of the reform of higher professional education. This is only confirmed by the declared tasks of training personnel for the country’s modernized economy in the context of the unfolding 4th industrial revolution (industry 4.0) [1]. It is significant that the advanced renovation of the higher engineering school and the transformation of key technical universities in the country are associated with the new University 4.0 model, which also involves active introduction of new teaching technologies and optimization of educational processes. Therefore, it is not surprising that the definitions of an innovative university emphasize “the use of electronic educational resources…” and “the development of the information environment” [2, p. 37]. It is not surprising that the University 4.0 model updated in 2016 additionally spurred the widespread introduction of electronic and online learning with attempts to increase the teacher effectiveness through the active use of the electronic information educational environment for interacting with students. Subsequent paragraphs, however, are indented. In Russian realities, it is justifiable to connect the prospects for solving many, sometimes long-standing contradictions of higher technical schools, with digital teaching technologies, in particular, with the problems of integrating engineering education and humanities. The aspirations to optimize educational processes, which are so important for the country’s leading technical universities, intensify the use of electronic and online learning and the creation of a unified information infrastructure of the educational institution. This close relationship of changes in the content and forms of training of technical specialists with the active introduction of information and communication technologies results in the lion’s share of miscalculations and negatively evaluated consequences of the ongoing reforms. Electronic and online learning has become perhaps one of the main objects of criticism [3, 4]. Among the university staff, the negative attitude to electronic learning is largely due to a sharp increase in the number of disciplines with a partial or complete replacement of the classroom hours. In technical universities, the introduction of e-learning is closely associated with a change in the ratio of different areas of scientific knowledge in training of engineering personnel, which is especially noticeable on the humanitarian components of education. Different format and reduced number of classroom hours lead to contradictory and often negative attitude to e-learning and computer technologies in general among the representatives of socio-humanitarian knowledge. How justified is this and what is the real role of digital technologies in changing the position of the humanitarian component of engineering education? The consequences of the reforms in Russian higher education have long been the subject of active discussion, during which more than once the question of the humanitarian component in technical universities was raised. On the pages of scientific publications [5], at conferences and round tables [6], there is a growing concern about consistent ‘leaching out’ of the disciplines of the social and humanitarian block from the curricula of technical universities. Meanwhile, the university humanitarian community so often remains at the level of painfully passive fixation of the problem with its overt hyperbolization and development of protective mechanisms for the values of humanitarian education. The discussion of a specific problem is often shifted to the frank rhetoric of the universal principles of education, moral and ethical education, and civic values.

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It is significant that in studies devoted to the problems of the humanitarian component of engineering education for the favorite topics of ‘reduction’ and ‘crowding out’, the topic of information and communication training technologies, even if it makes itself felt, is often at the service of the indicated reduction and crowding out. As a result, the issues of convergence of engineering education and humanities in the new electronic training format remain without due attention. Meanwhile, the problems of introducing electronic forms of education in the educational process of higher education are considered in detail in works by researches such as Masie [7], Barinova [8], etc. More than once the specifics of e-learning were analyzed in the context of engineering education [9], but again, the humanitarian component of training of engineering personnel was rarely affected.

2 Purpose and Objectives of the Study The purpose of the study is to identify the value and potential of e-learning in the integration of engineering education and humanities. The research objectives are seen in the analysis of the experience of transformation of Russian universities into institutions of innovative development and the corresponding changes of the basic components of the electronic information and educational environment, especially elearning. It is also necessary to trace the key trends in the changing humanitarian component of training of engineering personnel, its relationship with the complex of technical and natural disciplines in the context of implementation of the new University 4.0 model; to determine the possibilities of adjustments and additions due to the information technologies of educational programs that are already being implemented to introduce humanitarian elements of training, the adaptability of humanitarian disciplines to the areas of professional training of engineers, and creation of integrative courses required in the learning process.

3 Methodology The methodological basis of the work is the analytical, integrative and systematic approaches to investigation of the study object using the methods of logical and content analysis, historical research and pedagogical diagnostics, as well as structuralfunctional and informational methods. The University 4.0 model can be considered rather vague, devoid of clear formulations and generally accepted provisions, and it is more appropriate to talk about a certain landmark, the concept of the desired transformations of higher professional education in the light of the prospects of the 4th industrial revolution. However, the overall industry vector 4.0 clearly coincides with the digitalization of the economy and automation of most production processes [10]. Therefore, computer technologies in training and the electronic information and educational environment of the university as a whole turn out to be as adequate as possible to the new digital format of transformation of key areas of society.

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E-learning is a significant image component of modern higher education, which, in accordance with the new university model, is seen as a kind of center for the development of high-tech industries, the creation and commercialization of intellectual property [11]. The use of the latest achievements of information and telecommunication technologies in the educational process is an important indicator of technological effectiveness of the university. Moreover, it is the information and communication technologies on which e-learning is built, in particular, virtual and augmented reality technologies that today seem to be one of the priority areas of science and technology, acquiring the character of decisive or, as they are often called, critical technologies in education. Many authors are from universities 4.0. They are represented by the leaders of the educational services market, which is difficult to imagine without a developed elearning system. Today, every leading university employs elements of e-learning in the educational process to a varying degree, and those educational institutions that are behind in the pace and quality of mastering information and telecommunication technologies are in a very vulnerable position. The level of development of new digital educational technologies largely determines the competitiveness of the university not only in the Russian but also in the international market for educational services [12]. Advanced digital technologies, organizational and technical support for the development and implementation of an electronic learning format with a wide network of varied and experimental courses on pressing problems of socio-economic realities in the educational process gives the university chances to intensify the transfer of knowledge and turn it into one of the main providers of knowledge about the future. The development of e-learning sets new guidelines for thinking in the design and development of the educational process, ensuring not only internal university needs but also the fulfillment of external orders and the involvement of external students and students. Thus, the foundations of marketing are laid in the development and promotion of courses, which coincides with one of the key vectors of transformations of higher education – the commercialization of educational services and formation of sustainable sources of income with less dependence on budget financing. As a result, the digitalization of education, improvement of the e-learning system and, in general, the development of the university’s electronic information and educational environment turns out to be the university’s innovative activity that is not only directly related to modern technical and technological solutions but also acts as an element of the digital economy and fits into a number of sought-after commercialization formats and activities. he university community remains largely wary and often negative about digitalization of education and virtualization of the educational process. However, these sentiments are due to the fact that the digital transformation of higher education has been no longer an abstract trend but a reality that determines its development. There is no turning back, and attempts to remove or reject digital parameters are obviously doomed for any educational practices in any areas of scientific knowledge. It should not be avoided, but the potential of digital technology and especially the elements of elearning should be used in solving the key tasks of implementation of the University 4.0 model, in particular the integration of engineering education and humanities.

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4 Discussion To a certain extent, the University 4.0 model is oriented towards ensuring the global competitiveness of the national higher education and, therefore, it is built up taking into account the advanced trends of professional engineering education with an obvious reverence for its western version. In addition, the progressive internationalization of the educational space and Russia’s integration into European education are pushing for strategies for the formation of a competency-based model for training of engineering specialists and their basic criteria that determine the nature of the higher technical school in Western countries. So what is the position of the humanities in the higher technical school of the Western countries, and how are the problems of integrating the social sciences and humanities in engineering education solved in it? Foreign researchers strive to overcome the traditional boundaries of technocratic mentality and sometimes even obsessively uphold the idea of the need to expand the traditional content of engineering education with common orientations to interdisciplinary and integrative approaches [13]. According to many foreign experts, the mutual integration of technical and humanitarian disciplines, serves to optimize the content of engineering education and connect the issues of professional engineering with regional and global socio-economic challenges. Among the main advantages of the relationship between the theoretical foundations of humanitarian, natural science and technical knowledge through the introduction of integrated training courses, there is a decrease in confrontation between academic disciplines and the dominance of some disciplines over others. The overall goal of introducing an interdisciplinary and integrative approach is to develop the creativity and independent thinking of a future engineer based on a new understanding of the social significance of technical specialists, as well as the socio-natural orientation of technical innovations. The emphasis is on the formation of a new professional mentality of technical specialists and understanding of the key role of human resources in the technological development of modern society. In terms of the effectiveness of integration of engineering education and humanities, the primacy traditionally belongs to the United States. European indicators are less significant; however, in the leading technical universities in Germany, the UK and several other European countries, these processes are widespread. In the context of convergence trends in the national educational systems of Europe, the general principles of educational policy in professional training are established, which are aimed at harmonious development of man, and development of the cultural and linguistic diversity of Europe [14]. The European theory and practice of engineering education today widely discusses the development of flexible curricula that train future engineers to function in the wide variety of modern aspects of engineering [15]. Actually, the increase in the flexibility of educational technologies and programs in a rapidly changing technological reality turns out to be one of the most important factors for successful adaptation of students to the realities of economic, cultural and political globalization, as well as the competitiveness of professional training of engineers in the global labor market [16].

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The way of entering the ‘Europe of knowledge’ is the way of meeting the level of European higher professional education, which is actually proclaimed the urgent task of developing Russian higher education. In addition, if the competitiveness of the national system for training future engineers is considered in the system of western criteria, then the renovation of engineering universities in Russia should be carried out with regard to the key trends in their development in Western Europe and the United States. At the same time, the strategies of modern technical education in western universities consider the expansion of the traditional content of engineering education through the mutual integration of technical and humanitarian disciplines to be the most important means of solving the problems of forming specialists who are able to adapt to the dynamic conditions of professional and social activity. However, the estimates of domestic authors of the promising development of training of engineers show the same strategies for intersectoral integration and expand the substantial range of engineering education [17]. Moreover, the emphasis is on the development of a personal culture and worldview, the acquisition of universal knowledge, and the formation of understanding of current ethical and environmental problems in future engineers [18]. Few technical specialists openly dispute the role of social and humanitarian disciplines in forming students’ value guidelines and attitudes, in educating a future engineer as a member of society, who can openly solve professional problems, provide productive oral and written communication, and work in a team. Few specialists argue that the new criteria for the education of the individual imply overcoming the traditional disunity of the natural-scientific, technical and humanitarian fields of scientific knowledge. Theoretically, this is true. In reality, the tendency to give engineering education a narrowly specialized focus and exclude ‘excess knowledge’ has sharply intensified in the process of transition to the Federal State Educational Standards and is only gaining momentum in attempts to reduce costs and optimize the functioning of educational structures. The ‘struggle’ with non-core knowledge is not prevented by the fact that it conflicts with the provisions of the basic principles of the national doctrine of engineering education [19]. And what is most interesting, the guidelines of the country’s leading technical universities for the prospects of industry 4.0 and the increase in their global competitiveness also turn out to be not integration but a reduction in the subjects of the social and humanitarian cycle, as they comment it, to deepen professional orientation of the training process for young specialists. In the problem of integrating engineering education and humanities, the characteristic duality of positions with a cardinal difference between the declared principles and real transformations is clearly evident. The general formalism affects the solution of the key problems of development of higher technical schools, when the humanitarian components are usually viewed only as a necessary concession to the requirements of the state standard [20]. Less often, socio-humanitarian disciplines are again saved by the formal desire to follow the best world principles for constructing engineering training. After all, the latter involve a significant share of humanitarian disciplines. Much has been said about this, but real proposals and programs for integrating the technical and humanitarian components of the educational process are rarely formulated, namely real ones that are built on the basis of the current and rather difficult situation in the higher technical school of Russia.

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Many authors who address the problem of the position of the humanitarian component in training of technical specialists are more likely to move away from specific questions to the issues of the irreducibility of spiritual verticals and axiological constants to exact formulas and any other engineering constructions or inconsistencies in the technical progress of transformation of human spiritual values. It is reasonable to talk, albeit it is not quite standard, but sublimation, about a protective mechanism that relieves internal stress by redirecting energy from real to an extremely abstract, and therefore painless, goal. These goals may be certain paradigms of the full-scale humanization of engineering education, the moral and ethical degeneration of a higher technical school, or a sudden realization by technical specialists of the indispensability of humanitarian disciplines in educating a new engineer. Such protection of the ideals of humanities is unproductive, where it is so easy to say ‘protection for the eyes’ on the pages of not technical journals, which declare that today in the educational system, in fact, only humanitarian disciplines contribute to the development of the human principle: morality, responsibility, conscience, tolerance, etc.

5 Results Under the current conditions, it is precisely the representatives of the sociohumanitarian cycle in technical universities that must propose and uphold the elaborated models for integrating engineering education and humanities. Moreover, these models should be relevant to the tasks of the current renovation of higher technical schools, promising in the paradigm of University 4.0. and attractive for specialized areas of training of future engineers. At any rate, models for convergence of technical and humanitarian knowledge in engineering education must meet the following requirements: 1. The possibility of expanding the variability of curricula, the inclusion of multidisciplinary courses to link professional education and diversified professional activities of engineers; a variety of experimental humanities curricula and elective courses; 2. A variety of integrative educational programs for the study of the humanities, carried out in an interdisciplinary socially-oriented context and oriented to the specifics of training engineering personnel; 3. The general attractiveness of integrated courses, not only in the context of social and humanitarian issues but also in the framework of training engineering personnel, reflecting the diversity of career expectations of students in technical universities; 4. Focus on the learner (learner-centered model) with the development of individual potential and taking into account personal preferences, focus on the adaptation of future specialists to the dynamic conditions of professional and social life; 5. Adequacy to new teaching technologies and promising demand in the educational services market with an expanding audience interested in integrating humanitarian and technical knowledge.

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The overall goal of implementation of the requirements is training of competitive engineering personnel, whose competence is determined not only by mastering the specifics of the future specialty but also by creative thinking, moral, ethical and socioeconomic orientations of professional activity in changing social and technical reality. These should be specialists able and ready to make socially and environmentally sound decisions in the professional sphere. Considering the options for achieving the stated requirements in the modern context of the Russian school for training of engineering personnel, the focus should be placed primarily on information and electronic technologies. To be more precise, it is just that e-learning is the most optimal and painless (not requiring a fundamental change in curriculum) format for the integration of engineering education and humanities. To date, e-learning has already become an integral element in training of a modern specialist, and digital technologies successfully fit into the prospects of the 4th industrial revolution, the optimization and commercialization of the educational process with the achievement of global competitiveness and an overall increase in the level of engineering education. Judging by the western higher engineering school, one of its main responses to the requests of the 4th industrial revolution is an increase in the flexibility of educational technologies and programs. In the rapidly changing technological reality, strict standards of engineering education are becoming a thing of the past, they are becoming impractical and threaten to lag behind social and economic realities [21]. As a result, it is necessary to prepare graduates who will enter the market with such a ‘range’ of competencies that will allow them to be in demand in various fields and to effectively navigate the changing socio-economic realities. It is generally assumed that the University 4.0 education is being transformed from a training system into a market development trend. Due to the flexible system of modules and courses, the plasticity of the electronic training system gives wide opportunities for updating and supplementing existing educational programs, their current design, adjustment of the ratio of the humanitarian component in engineering education even at the level of individual disciplines. Adaptability to the specifics of a particular subject plays an equally important role in unlocking the potential of e-learning, which contributes to the implementation of interdisciplinary and integrative approaches in the learning process. The tasks of achieving a variety of integrative and experimental educational training programs on socio-humanitarian issues are noticeably simplified. Thematic reorientation of sociohumanitarian disciplines to the specifics of technical specialties becomes available due to the addition of content and thematic modules. However, the use of information and electronic technologies in the learning process raises a lot of doubts, and sometimes causes open rejection among a significant part of the university staff. This attitude is characteristic of representatives of humanitarian knowledge in technical universities. E-learning is seen as a means of reducing the share of humanitarian knowledge in engineering education, and a means that deliberately reduces the level of education. Criticism of especially massive online courses turns into a kind of competition for listing the shortcomings of electronic forms of learning and the negative consequences of introducing the latter. A weak educational impact of new forms and technologies of education is indicated by strengthening of the atomicity of

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students with a violation of communicative connections. The difficulties in formation and assimilation of moral categories of professional honor and dignity, the implementation of the tasks of forming civic and national self-awareness of students with elearning are provided as well. Sometimes it seems that the electronic format of instruction is fundamentally incompatible with the higher goals of the humanities to form a full-fledged personality and no less than a full-fledged citizen. The main complaint is to admit that modern information technologies are noticeably inferior to classroom contact between students and the teacher. Looking through all the endless invectives about e-learning, it becomes obvious that some of them are completely justified, but a significant part is built mainly on the ideal parameters of the humanitarian education, divorced from the realities of functioning of higher education in Russia and, in particular, engineering education. In reality, the humanitarian block in technical universities is still weakly connected with specialized courses, it is fragmented and differentiated with the absence of the meaningful connection for students with engineering problems. As a result, students are indifferent to the humanities. In addition, there is no clear strategy for motivating and encouraging students to actively perceive humanitarian disciplines, in particular, due to the use of outdated teaching methods. In a comparative assessment of electronic and classroom formats of classes, one should proceed not from abstract categories of live communication and classroom contact, the need of which hardly anyone dares to deny. It is necessary to evaluate based on the situation in which socio-humanitarian disciplines find themselves in technical universities of the country, including the overall reduction in the workload and classroom studies, the rejection of a significant share of optional disciplines and the triumph of outright educational reductionism – the reduction of educational material to its conformity with utilitarian pragmatic needs. With the load that is assigned today to basic socio-humanitarian disciplines in technical universities of Russia, there can be no talk of the high tasks of acculturation of the personality of a future engineer as a citizen of his country, a patriot of his state, a bearer of the values of the national and world culture. Unfortunately, a widespread use of information and electronic educational technologies in Russia coincided with the transition to new educational standards and optimization of the educational process. Indeed, e-learning has often served and continues to serve today to reduce and supplant ‘excess’ non-core knowledge in technical universities, but due to digitalization, new teaching technologies are unreasonable and most importantly unproductive. All the same, this should not be about reduction, which is by no means an attribute of e-learning. It is much more reasonable to focus on the possibilities through information and communication technologies to save part of the classroom hours, to supplement thematically and meaningfully with the disciplines that are being implemented, and to introduce interdisciplinary courses in educational practice that link humanitarian parameters with the professional interests of future engineers. Equally important is the accessibility of making adjustments to ongoing educational programs in order to orient the latter towards the socio-humanitarian aspects of the professional activities of technical specialists.

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Undoubtedly, the developed e-learning system significantly expands the variability and increases the flexibility of curricula, simplifies and accelerates the process of expanding the learner’s competence with the intensification of continuous selfdevelopment in a dynamically changing world [22]. Thus, concentration on the learner is achieved, which is fixed by the possibilities to independently choose the educational path, plan the time, place and duration of classes [23]. This develops the student’s ability to choose and find the most effective solutions within the framework of their own training, skills of finding the right information, using various sources of information to solve problems, i.e. those skills that are associated with the abilities of creative thinking and socio-economic adaptation of a future specialist in real conditions of professional activity [24]. It should be mentioned that the profitability of e-learning plays an important role for universities, the economic efficiency of which is manifested in reducing the cost of maintaining the space of educational institutions, saving resources and optimizing the educational process with the automation of many of its routine components (checking tasks, progress of students, etc.). The disadvantages of the e-learning systems implemented in technical universities are not negligible. Today, for representatives of sociohumanitarian knowledge in technical universities, an important landmark is the improvement of the e-learning system and, in a sense, its ‘taming’ in order to expand and qualitatively update the humanitarian component of engineering education. Moreover, e-learning technologies provide vast opportunities to keep pace with the times, in accordance with the latest modern technologies and standards, timely and efficiently updating educational materials. It is also important that students of technical universities are often more open and loyal to the introduction of information technology in the educational process, which often causes, at least, technical interest.

6 Conclusion It should be recognized that the effective integration of technical and humanitarian knowledge is a necessary component of the renovation of professional training of technical specialists and successful implementation of the University 4.0 model. Beyond the effective interconnection of the technical and socio-humanitarian principles of the educational process, without expanding the traditional content of engineering training, it is impossible to achieve its desired competitiveness or match the key trends in the development of the knowledge economy. Today, in Russian technical universities, the block of humanitarian and socioeconomic disciplines is significantly reduced. Moreover, there are many obstacles to the qualitative updating and expansion of the socio-humanitarian component of engineering education. Attempts are being made to give a highly specialized orientation to engineering education, which intensified during the transition to the Federal State Educational Standard and the implementation of attempts to reduce costs and optimize functioning of educational structures. The situation is also affected by the general formalism of the structural leaders of technical universities, habitually considering sociohumanitarian knowledge as a necessary concession to the requirements of the state standard or the declared conformity to advanced strategies of engineering education.

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It will be fair to point out that the formation of this view is facilitated not only by the fragmented and differentiated nature of humanitarian disciplines but also by the isolation of their content from the aspects of future professional engineering activities. At the same time, representatives of humanitarian knowledge in this matter are more inclined to peculiar obstructionism, or to passive acceptance, rather than to constructive proposals and development of models for convergence of technical and humanitarian principles in engineering education. In this situation, it is reasonable to associate the prospects for solving the indicated problem, first of all, with further development and improvement of the electronic and online learning system, which turns out to be the most optimal and painless (not requiring a fundamental change in curriculum) format for the integration of engineering education and humanities. Moreover, further modernization of higher professional education with regard to the trends in the knowledge economy and challenges of the 4th industrial revolution, which determined the new University 4.0 model, is inextricably linked with improvement of the e-learning system. Its implementation is only accelerated by the desire of technical universities to optimize the educational process with the prospects for the profitability of new information and communication technologies and their effectiveness on the path to the commercialization of education. However, the main thing is that due to its variability, adaptability, and mobility, the e-learning system offers ample opportunities for effective integration of technical and humanitarian principles of engineering education and training of specialists with those competencies that will meet the challenges of the 4th industrial revolution.

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Students’ Independent Cognitive Activity and Its Formation at Universities Maria V. Khompodoeva1(&) , Larisa P. Nikulina1 and Alla V. Shukaeva2

,

1

2

North-Eastern Federal University, Yakutsk 677000, Russia [email protected], [email protected] Smolensk State Academy of Physical Education, Sports and Tourism, Smolensk 214018, Russia [email protected]

Abstract. Nowadays students should have such qualities as efficiency, independence, commitment, discipline and the abilities to self-identify and selfrealize in a situation of uncertainty. To implement these requirements, it is necessary to change approaches to the organization of the process of education and enhance the formation of independent study skills in order to improve the quality of education, develop the creative abilities of students, their desire for continuous acquisition of new knowledge and readiness for further development or self-education. The main strategy of learning should create conditions that generate intellectual initiative and activate students’ thinking processes in autonomous learning. This article discusses implementation of the course New information technologies (project-based learning)–designed to develop the skills of independent cognitive activity in university students. The study was conducted in Smolensk Sport Academy of Physical Education and Tourism (SSA, Smolensk) and North-Eastern Federal University (NEFU, Yakutsk). The pedagogical experiences of the practical application of project-based learning foreign languages (NEFU), information technology (SSA) and organization of independent studies with information sources has been studied. The authors of the article analyzed psychological, pedagogical, linguistic and methodological literature on the studied issue. The article presents the results of the analysis of interviewing and testing of students as well as the results of pilot training. The developed course showed its effectiveness not only in increasing the level of formation of students’ independent cognitive activity but also in motivating students to study, and adjusting communication skills and creativity. Keywords: Independent cognitive activity
New information technologies Student
Foreign language
Project-based learning




1 Introduction At the beginning of the XXI century, in the labor market the concept of ‘qualification’ (suitability, preparedness) was replaced by the concept of ‘competence’ (the ability to cope with unforeseen situations, constant changes, unpredictability). Nowadays it is not enough just to be a professional in a certain area, you need to be able to act, develop © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 672–684, 2020. https://doi.org/10.1007/978-3-030-47415-7_71

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and achieve success with the help of competencies, adapting to the rapidly changing political, social and technological conditions of modern society. In the domestic educational system, the assessment of knowledge formation is being reoriented towards assessment of the formation of key competencies in the framework of Russia’s entry into the single European educational space. The analysis of the concept of “competence” proposed by Khutorskoy [1], Chomsky [2], Hymes [3] showed that today there are several definitions of this concept, and each specialist treats it in his own way. Most modern specialists in the field of teaching foreign languages believe that in the context of teaching foreign languages, the concept of competence is defined as knowledge, experience in the language field, the range of issues in which the individual is well aware. The concept of competence is defined as the result of the process of learning a foreign language, consisting in the development of general and communicative language competencies [1]. In the scientific space of modern information society, the amount of knowledge is rapidly increasing. As a result, the process of information obsolescence is accelerated, and it is impossible to prepare a competent competitive specialist using a traditional scheme. Accordingly, the priority task of higher education is the formation of the future graduate’s competencies that ensure the ability to navigate the vast information flows, to monitor the update of professional information, to independently find and assimilate new knowledge, constantly improving qualifications. The desire for efficiency, convenience and speed of processing, storage and transmission of information generates new information technologies faced by a specialist of any profession. For this reason, the formation and improvement of students’ information competencies is one of the requirements of Federal educational standards to preparation of the graduate of any University. Currently, the quality of education of University graduates, most of whom find it difficult to act independently in a non-standard environment, to put forward hypothesis, to defend their point of view, and to think critically, does not always correspond to the existing objective needs of society in independent extraordinary thinking, and creative personality. When building the process of professional training of the future bachelor and master, practical training of students in independent extraction and processing of knowledge, in a rapidly changing information reality, the formation of skills of organization, implementation and self-control of independent cognitive activity becomes important. The necessity of formation of students’ independent cognitive activity in a foreign language after studying this discipline becomes increasingly apparent as in nonlinguistic universities this discipline is studied for 4 semesters, and there is a tendency of reducing lecture hours in favor of self-study. Practice has shown that independent work at the University cannot be replaced by anything, and it must necessarily be systematic and continuous throughout the period of study. Therefore, the development and implementation of effective technologies for the development of students’ independent cognitive activity in the educational process is an urgent need in universities. The purpose of the research is to demonstrate the effectiveness of the project technology for the development of independent cognitive activity of University students.

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Object of research: students’ independent cognitive activity. Subject of research: pedagogical conditions of development of University students’ cognitive activity. Objectives: 1. To carry out a theoretical analysis of the essence and structure of students’ independent cognitive activity in the modern education system. 2. To identify organizational and pedagogical conditions that contribute to the effective development of students’ independent cognitive activity of using project technology. 3. To develop and experimentally test the effectiveness of project technology for the development of students’ independent cognitive activity in the process of teaching information technologies and foreign languages. The analysis of the problem allowed us to put forward the hypothesis that the project technology can be a condition for the development of university students’ cognitive activity.

2 Literature Review In scientific studies, the problem of development of cognitive activity has been investigated for quite a long time. However, the analysis of various philosophical, psychological and pedagogical sources does not reveal a single approach that would resolve a number of theoretical and methodological difficulties in determining the conceptual apparatus, as well as the choice of means and methods of studying such a complex and multilevel phenomenon. The concept of cognitive activity is interpreted in the scientific literature as ambiguous. In psychology, activity is defined as a characteristic of activity formed under the influence of external and internal stimuli [4]. Petrovsky considers activity as the highest form of activity development [5]. Cognitive activity is a special kind of mental and practical activity, which includes a system of actions and operations of a transformative and cognitive nature, manifested in relation to the content and the learning process itself, in the pursuit of effective mastery of knowledge, the acquisition of new experience. The researchers agree that cognitive activity develops in specific (psychologically comfortable) social conditions, in the process of constructive interaction with the environment, has a selective orientation due to needs and opportunities, and it is manifested in its relation to the content and process of cognition, in the actualization of its personal potential. Babansky and Abulkhanova emphasize that cognitive activity can progress and regress under the influence of many objective and subjective factors, when there is a need of a person [4, 6]. Thus, we can conclude that cognitive activity depends on the conditions of activity, actual needs of the individual and his capabilities (potential). In our opinion, the most effective condition for the development of university students’ cognitive activity in modern conditions is the project activity, which in the education system is not fundamentally new but has not lost its relevance. On the contrary,

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it is becoming increasingly popular. This method is based on the idea of personal expediency of educational activities and the importance of its results for the student, his focus on the acquisition of real knowledge and experience needed to solve current problems [7, 8]. In the context of our research, project activity is considered as a condition for acquiring the necessary knowledge, skills and experience in further professional activities. In our opinion, a low level of cognitive activity of current students is associated with their ideas about professional activity. They are generalized, abstract, non-specific. Researchers attribute the reasons of the current situation to excessive theorizing of training, its isolation from the real problems that graduates will have to solve in practice. This causes a formal attitude of students to learning and reduces their cognitive activity. Project activity implies involvement of students in solving various practical problems, during which they will be forced to independently acquire knowledge, build a program of action, predict its result, analyze possible risks. The concept of project methodology has existed for a long time. Back in the first half of the XX century, the famous French teachers-innovators, supporters of the project method of teaching Freinet and Claparède proposed an alternative to the learning process, when the student was passive, and his main activity was to listen to the teacher. As the main factors that ensure the effectiveness of the learning process, Freinet and Claparède noted: (1) motivation of students (the product of the learning process has a concrete embodiment); (2) interdisciplinary approach (the content of the created educational product should be interdisciplinary in nature to avoid boredom); (3) collective nature of the responsibility of all group members for the final result of the project [9, 10]. Project methodology, as defined by Knoll, is a method of training, which is based on the activity (personal-activity) approach to learning. This approach provides for the organization of communicative and cognitive activity in foreign language classes in the form of a project. The project is independently planned work implemented by students through a direct and motivated communication [11, 12]. Implementation of the project technology of foreign language teaching gives the opportunity: – to use foreign language in the context of future professional activities of students; – to conduct independent research by means of foreign language, which contributes to a more solid assimilation of knowledge; – to form foreign language communicative competence in the course of integrated development of all types of speech activity; – to obtain a professionally significant final product of the project, preparation, design, presentation of which requires students to actively use the foreign language; – to be aware of the importance of practical application of knowledge on foreign languages; – to gain the experience of communication in the foreign language, which can be used in further professional activities.

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The method of projects makes it possible to turn foreign language classes into discussion, research and creative activities to solve really interesting, practically significant and accessible problems with regard to the peculiarities of the country’s culture and based on intercultural interaction [13, 14].

3 Materials and Methods To implement the goals and objectives of the study, a set of methods was used: theoretical analysis of philosophical, psychological, pedagogical, methodical literature on the issue under study; modeling of the pedagogical process; interviewing of students; observation; pedagogical experiment; statistical methods of processing experimental data; analysis and interpretation of the results. The chosen methodological basis and the set objectives determined the course of theoretical and experimental study of the problem. The study was carried out in NEFU and SSA and involved three stages. At the first stage, which can be characterized as a search and theoretical one, philosophical, psychological and pedagogical sources were studied and analyzed. Methodological and theoretical foundations of the study, the contradiction, the problem situation of the development of students’ cognitive activity, goals, objectives and hypothesis of the study were determined. At the second stage, defined as theoretical and experimental, the main provisions of the forming experiment were verified; methods and means of development of cognitive activity of students in joint cognitive and educational activities were developed. Experimental work was carried out in the natural conditions of the research base. In the course of ascertaining and forming experiments, the main provisions of the research hypothesis were verified. Diagnostic of development of informative activity and independence of students was a complex task, which was performed using the map for assessing the formation of students’ independent cognitive activity. The map was created on the basis of the analysis of the special literature, the map of readiness for self-educational activity and the selected evaluation criteria of formation of cognitive activity and independence of students (goal-setting, motivation, competence, ability to learn, positive emotions, will, reflective self-management) [15] (Table 1), which were grouped into components by the content and quality indicators: targeted, stimulating-motivational, content-operational, emotional-volitional, evaluative-correctional according to the structural components of cognitive activity and independence. In addition, the method of identifying the state of students’ motivation to foreign language learning proposed by Grebenyuk was used [16].

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Table 1. Criteria and indicators of students’ independent cognitive activity formation. Component I. Targeted

Criteria Goal setting

Indicators (1) Setting realistic goals in accordance with objective requirements and student’s capabilities; (2) Setting new goals on one’s own initiative (3) Setting long-term goals (4) Rearranging the goal depending on the change in the situation II. Stimulating and Motivation (1) Orientation of motives (cognitive and social motives) motivational (2) Harmony and consistency of motives (3) Stability and stability of positively colored motifs III. ContentCompetence (1) The amount of knowledge acquired operational (2) System of knowledge (hierarchy of knowledge, their interrelation) (3) Efficiency (practical use of knowledge and skills) (4) Efficiency (speed of updating of knowledge in a certain situation) (5) Transferability (use of the acquired knowledge in other areas) Learning skills (1) General learning skills (2) Skills, united by the concept of culture of mental work (3) Special skills IV. EmotionalPositive (1) Optimistic internal mood strong-willed emotions (2) Positive attitude to the teaching process (3) Self-confidence Will (1) Determination (2) Commitment (3) Initiative (4) Diligence V. Evaluation and Reflexive self- (1) Possession of the managing functions of the teacher correction management (planning, regulation, analysis, evaluation of activities) and the ability to to perform self-analysis (2) Possession of the means to implement these functions, which include criteria for self-analysis and self-evaluation

To quantify the results of the diagnosis of development of independent cognitive activity, the method of grouping and distribution of the results to optimal, sufficient and low levels was chosen, since the three-level differentiation of the results allows a sufficiently qualitative analysis to characterize the trainees with different levels. As average indicators for each level of formation of students’ cognitive activity, we took the following parameters: 4.5–5 points – an optimal level, 3.5–4.4 – a sufficient level, 0–3.4 – a low level (Table 1).

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To develop the technology of development of independent cognitive activity and clarify its effectiveness, it was necessary to determine the initial level of formation of the concept under study. At the ascertaining stage of the experiment, the groups were surveyed, which allowed us to identify the level of development of independent cognitive activity of students and to determine the students’ self-assessment of their level of cognitive activity [16]. The formative stage of the experiment was carried out to test the effectiveness of the proposed design technology for the development of students’ independent cognitive activity. The purpose of the control section was to identify the levels of cognitive activity of students after implementation of the project technology developed by us. The third stage was analysis and generalization of the research results; correction of the findings at the first and second stages of the study, identification of conditions and ways of development of students’ cognitive activity.

4 Results The study involved 84 students. Currently, the ability to use computer technology and knowledge of information culture are a prerequisite for effectiveness of the learning process. How well do students understand the basic concepts of the course, what is the formal knowledge of computer technology and what is the actual level of possession of them, what is the attitude to the use of new information technologies in the educational process? Part of the answer to this question was given by the questionnaire developed by us and offered to first-year students. The majority of students identify informatization of society and new information technologies with the level of development and scale of introduction of computer technologies. Under the information culture of personality a significant part of students (68%) understands… the level of computer technology…. Some students (27%) do not understand the essence of the terms in question and, accordingly, do not provide correct assessment. Students know what MS Word, MS Excel and PowerPoint programs are used for and have the skills to work with them. Students rated their level of computer technology proficiency as follows: 9% – high, 45% – above average, 41% – average, 5% – below average. All students have a personal computer with Internet access, and 68% of those surveyed often search for necessary educational information on the Internet, and 32% of students permanently surf the Internet. The majority of students have a positive attitude to the use of new information technologies in the educational process, 73% note greater visibility and expressiveness of the material presented at the lecture using computer presentations. Students believe that new information technologies can be most effectively used in lectures and laboratory classes.

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The rationality of using the computer technology to diagnose the level of knowledge is noted by 64% of students, 36% consider it reasonable only for some disciplines. The relevance of the research topic was due to the need to solve the problems identified during the survey of the students. During the survey, we obtained the following information: more than half of students (59%) performed the project work in high school in the disciplines of Computer Science, Literature, History, while no student was able to give the correct answer to the question What is a project? and found it difficult to answer What is the classification of projects based on the dominant activity? As a consequence, the question What kind of project (for the predominant activity) did You perform? remained unanswered. Having analyzed the information obtained and having summarized the results of the survey, we concluded that 41% of first-year students did not perform the project in their educational activities and do not know what it is. Most of the students performed the project, however, they do not correctly understand the essence of this concept, and the projects they describe are of a reproductive nature and resemble an abstract. During the ascertaining experiment to identify the level of formation of students’ independent cognitive activity, the map was created and the indicators of formation of this quality were evaluated on a five-point scale based on the derivation of the average score.

low 11,18

sufficient [36,66]

optimal [52,16]

Fig. 1. Level of development of students’ independent cognitive activity (ascertaining).

The ascertaining section was aimed at identifying the levels of development of independent cognitive activity of students, and to compare the results of theoretical analysis of scientific literature on its development and the state of the problem in the mass practice of the University. The results of the ascertaining section showed that the level of cognitive activity of NEFU and SSA students is approximately the same. According to the results of the diagnostic work, the majority of students showed medium and low levels of development of independent cognitive activity. On average, 11.18% of students showed an optimal level of cognitive activity, 36.66% – a sufficient level, 52.16% – a low level (see Fig. 1).

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60 op mal

40

sufficient

20

low

0 I

II

III

IV

V

Fig. 2. Students’ cognitive activity (ascertaining).

Figure 2 presents the analysis of the evaluation results of formation of the components of students’ cognitive activity. It showed that the dominant part of students lacked the desire to set new independent goals on their own initiative. The same applied to setting long-term goals and setting non-standard goals. Many students did not seek to maintain goals in complicated situations of interruption of their activities, time pressure or rearrangement of the goal depending on the change in the situation. After analyzing the data obtained, we came to the conclusion that the target structural component of students’ cognitive activity exhibited a low level (see Fig. 2). The stimulating and motivational component of the students was not sufficiently developed. At the same time, knowledge of a foreign language was of no personal and social significance for them, students practically had no persistent cognitive interests and cognitive need in the process of learning a foreign language, most students did not have a desire to get high assessment of their educational activities. Diagnosis of the content-operational component of cognitive activity also revealed the prevalence of low-level students. A certain part of students did not have a steady interest in knowledge, and educational skills and self-education skills were insufficiently developed. Students showed a low level of creativity. A total of 50% of students showed a low level of development of the emotionalvolitional component of cognitive activity. Students showed a general pessimistic inner mood caused by emotions of stable self-doubt, which resulted in the lack of perseverance, commitment, and initiative in educational and cognitive activities. The analysis of the diagnostic results of the evaluation and correction component of cognitive activity showed that students generally find it difficult to perform such actions as self-control and self-assessment.

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Fig. 3. Students’ cognitive activity (monitoring).

In the course of experimental work, the levels of formation of students’ cognitive activity were determined based on the indicators and criteria developed by us through comparative analysis of data in the 1st–4th semesters. At the end of the 4th semester, a rediagnosis of the level of cognitive activity was carried out, which showed redistribution of components of students’ cognitive activity by levels (see Fig. 3). Table 2. Comparison of data of ascertaining and final assessment (%). Experimental Ascertaining Low 11.18 Sufficient 36.66 Optimal 52.16

group Final 15 51.18 33.82

As a result of training students based on the project technology of development of cognitive activity, the number of the students with a low level of formation of cognitive activity considerably decreased (from 52.16% to 33.82%). The number of students with a high level of cognitive activity increased by 3.82% (11.8% to 15%) compared with the results obtained at the beginning of 1st semester. At the same time, the number of students with a sufficient level of development (14.52%) increased significantly. A total of 33.82% of students showed a low level, which suggests that there was a certain development of some components, which did not provide, however, sufficient development of cognitive activity. This suggests that for some low-level students, this educational system has not been effective. The reason for this is, in our opinion, the lack of a certain base (Table 2).

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Levels Components Targeted Stimulating and motivational Content-operational Emotional-strong-willed Evaluation and correction Total (average)

Optimal Ascertaining Final 9.5 11.9 10.7 14.3

Sufficient Ascertaining Final 33.3 41.7 35.7 53.6

Low Ascertaining Final 57.2 46.4 53.6 32.1

14.3 11.9 9.5 11.8

41.7 38.1 34.5 36.66

44 50 56 52.16

19 17.9 11.9 15

57.1 51.1 52.4 51.18

23.9 31 35.7 33.82

The most significant improvement was in the incentive-motivational component. The level of formation of the stimulating and motivational component of students increased significantly. At the same time, they became aware of the personal and social importance of knowledge of a foreign language, the presence of persistent cognitive interests in the learning process, the desire to get a high assessment of their educational activities, and the increased need for self-knowledge and self-confidence. Thus, the comparison of the data of the ascertaining and final sections by levels showed that experimental training on the basis of the project technology aimed at the development of cognitive activity showed a positive effect.

5 Discussion During the experimental training, research, creative, group projects were carried out with hidden coordination. When implementing projects, students interacted in a group during the educational process, while there was mutual learning, in which each student assumed not only individual but also collective responsibility for solving educational problems, students helped each other. Joint work on project preparation gave an excellent opportunity to each participant to show their creative individuality, initiative, commitment and to develop self-confidence. These characteristics determine the emotional-volitional component in the structure of cognitive activity. At the end of the project, an opinion survey was conducted among students, which showed that this technology aroused interest. The popularity of the project technology, both among students and among teachers, and its prospects can be explained, in our opinion, by the fact that the project task connects the process of mastering a certain subject knowledge with the real use of this knowledge. Therefore, the process of mastering knowledge becomes significant for the learner and personally motivated. This explains the increase in the level of stimulating and motivational component of cognitive activity of students. The training course New information technologies (project method) comprises two sections: the first section is theoretical, where the basic concepts of modern information technologies are revealed, and the second section is practical, where students independently develop educational projects on educational topics. As a result, students:

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– get an idea about the problems associated with the informatization of society, scientific research on the methodology of the project method and prospects for its implementation; – learn the main approaches to the definition of ‘information culture’; types and forms of independent work; the essence, features and advantages of the project method; – are able to find, systematize and analyze information on the issue of interest; to carry out a research project using new information technologies; to report on the work done: to answer questions, publicly defend and argue their own point of view; to ask questions and compare different points of view; to work with methodological, reference and special literature.

6 Conclusion The theoretical and experimental study of the development of students’ cognitive activity in joint educational activities confirmed the hypothesis and allowed us to draw the following conclusions: 1. The study of theoretical and methodological foundations of development of students’ cognitive activity allowed clarification of the concept of cognitive activity. We define the concept as a property of personality manifested in the desire to satisfy his/her cognitive needs in order to acquire social experience and life orientation on the basis of personal interest. In other words, it is a form of conscious selfregulation of the individual in joint educational activities. 2. The study confirms the possibility of increasing the level of students’ cognitive activity in educational activities on the basis of project technology. The complex of pedagogical conditions for effective development of students’ cognitive activity in the project activity includes: pedagogical stimulation of project activity; organization of joint activities for project participants; formation of a project team characterized by complementarity (coherence of roles, a flexibility adjustment functional role relatedness of the project participants) and high value-orientation unity (coherence of the participants’ value system, the unity of the practical implementation of value ideas in concrete conditions of activity); educational support that involves the creation of situations of success, control and correction of the project. The experimental study of development of students’ cognitive activity in the project activities was carried out within the disciplines of natural-mathematical and humanitarian cycles. Practical significance of the implementation of students’ independent cognitive activity is the electronic portfolio technology, which performs the function of information search, systematization of information, preparation of materials to teach software, explore new scientific directions, develop innovative approaches, prepare materials for printing, etc. For students, the creation of an educational project is the preferred option of independent work. The project activity attracts students by its active creative character, research freedom, realization of the need for communication, the quality of knowledge (its depth, vital importance, etc.), intensive development of various abilities and skills

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(research, creative, communicative, etc.), the opportunity to present the results of the project at exams, conferences. The study and the results obtained in the course of experimental work give reason to believe that the hypothesis is confirmed. Further prospects of studying the problem are: a deeper study of the relationship between the development of cognitive activity and the formation of information competencies; the development of more accurate diagnostic techniques; the study of the possibility of a more flexible individualization of learning, taking into account the characteristics of different styles of cognitive activity.

References 1. Khutorskoy, A.V.: Kompetentnostnyj podhod v obuchenii. Nauchno-metodicheskoe posobie [Competency-based approach to learning. Scientific and methodological manual]. Eidos Publishing House, Moscow (2013). (in Russian) 2. Chomsky, N.: Problems of Knowledge and Freedom: The Russell Lectures. Fontana/Collins, London (1972) 3. Hymes, D.: On communicative competence. In: Pride, J., Holmes J. (eds.) Sociolinguistics. Selected Readings, pp. 269–293. Penguin, Harmondsworth (1972) 4. Abulkhanova, K.A.: Psihologiya i soznanie lichnosti [Activity and personal development]. MODEK, Moscow (1999). (in Russian) 5. Petrovskij, V.A.: Lichnost’ v psihologii: paradigma sub”ektnosti [Personality at psychology: the paradigm of subjectivity]. Rostov-on-Don: Phoenix (1996). (in Russian) 6. Babansky, Y.K.: Intensifikaciya processa obucheniya [Intensification of the learning process]. Knowledge, Moscow (1987). (in Russian) 7. Barge, S.: Principles of Problem and Project Based Learning. The Aalborg PBL Model. Aalborg University, Aalborg (2010) 8. Skuballa, I., Dammert, A., Renkl, A.: Two kinds of meaningful multimedia learning: is cognitive activity alone as good as combined behavioral and cognitive activity? Learn. Instruct. 54, 35–46 (2018) 9. Freinet, C.: Œuvres pédagogiques. Seuil, Paris (1994) 10. Claparede, E.: Psihologiya rebyonka i eksperimental’naya pedagogika [Experimental Pedagogy and the Psychology of the Child]. LKI, Moscow (2007). (in Russian) 11. Apel, H.J., Knoll, M.: Aus Projekten Lernen. Grundlegung und Anleitung. Oldenbourg, München (2001) 12. Knoll, M.: The project method: it’s vocational education origin and alternal development. J. Ind. Teach. Educ. 34(3), 36–74 (1997) 13. Fried-Booth, D.L.: Project Work. Oxford University Press, Oxford (2002) 14. Coffey, S., Wingate, U.: New Directions for Research in Foreign Language Education. Taylor & Francis, New York (2018) 15. Kodzhaspirova, G.M.: Pedagogika v skhemah, tablicah i opornyh konspektah [Pedagogy on charts, tables and reference notes], 2nd edn. Iris Press, Moscow (2007). (in Russian) 16. Grebenyuk, O.S., Grebenyuk, T.B.: Osnovy pedagogiki individual’nosti [Basics of individual pedagogy]. Kaliningrad State University, Kaliningrad (2000). (in Russian)

Social Fears of Youth as an Actual Problem of a Modern University Larisa V. Smolnikova , Olga V. Gorskikh , Margarita Yu. Raitina(&) , and Tatyana I. Suslova Tomsk State University of Control Systems and Radioelectronics, Tomsk 634051, Russian Federation [email protected], [email protected], [email protected], [email protected]

Abstract. This study is devoted to investigation of the potential causes of social fears in the aspect of psychological and pedagogical problems of training first and second year students. The analytical data obtained in the experimental work clearly testify the extreme relevance of the systematic approach to the problem of preventing social fears in modern society, the development of psychological and pedagogical tools to prevent social anxiety among students and, as a result, the training of university teachers implementing programs in the given subjects. The article presents the main features of social fears and the causes of their occurrence and progression, and reveals a typology of youth social fears. The points mentioned above served as a starting point for substantiating the level of severity and assessing social anxiety and sociophobia through the example of a control group of students majoring in Management with youth. To reduce the level of severity of social fear among young people to a comfortable level, the program for adjustment of the severity level of social fear and sociophobia was developed. It contains scenarios of psychological and pedagogical workshops that clearly demonstrate ways to manage anxiety and social fears and to develop personal qualities in young people as a foundation to build professional skills and competencies in developing strategies for behavior in various social situations. Keywords: Educational process
Social fear
Professional and personal qualities
Professional skills and competencies

1 Introduction The social fears of young people and the causes of their occurrence and progression have a destructive impact on the construction of life and professional trajectories, and in the future they affect psychological and physiological health. According to statistics, only in the last five years the level of anxiety in social situations has doubled, an increasing number of young people are afraid of their own future, which is a cause of anxiety. In this regard, on the one hand, the study of the phenomenon of social fears acquires exceptional scientific and practical significance, but on the other hand, it causes a number © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 685–691, 2020. https://doi.org/10.1007/978-3-030-47415-7_72

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of specific problems in psychological and pedagogical discourse that can be expressed in a suggestive form as follows: • there are no special courses, disciplines, subjects at universities devoted to this topic; • universities do not pay attention to training in this direction, as a consequence, there is a shortage of qualified teachers who are able to reduce the level of students social anxiety and neutralize emotional, behavioral reactions in situations of anxiety, social phobia; • numerous empirical conversations with the teaching staff show their psychological unpreparedness, and in some cases, even fear to talk about social fears and to address the issues of anxiety and phobias; in turn, educational work with students often occurs intuitively, without a proper pedagogical effect; • this problem sounds even more clearly in the context of expanding the social and educational space of the university by attracting students from near and far abroad, for whom self-realization in a foreign cultural environment becomes a kind of test for viability. Based on the above, the goal is to identify the causes of emergence and progression of social fears and to determine the level of severity of social fears and their predominant types in students of Tomsk University of Control Systems and Radioelectronics (TUSUR). The practical significance of the work is dictated by the need to develop and test the effectiveness of the program Correction of the level of expression of social fear and social phobia.

2 Literature Review In the scientific discourse, there is a methodological base related to the topic of social fears, and the problems of psycho-emotional state of the individual are actively being developed. Thus, the problem of studying the emotional sphere is fully reflected in the works by Anokhin [1], Blair [2], Dougherty [3], Rice [4] considered the physiological basis of emotional states and described the expression of emotional experiences. The analysis of the concept of ‘fear’ is reflected in the works by Zakharov [5], Whitley [6] and Freud [7], in which fear is understood as an emotionally pointed reflection in the consciousness of the subject of a really present (or anticipated) situation that threatens his biological or social well-being. Abakumova identifies biological and social fears [8]. In practical methods Beek presented critical situation training, including those for people suffering from social phobias [9]. At the same time, the in-depth research of well-known scientists deals with certain problems of social fears, in particular, the methods of their classification and elimination have been developed. However, none of these are found with respect to the educational process. In this sense, the topic of studying social fears among young people is extremely relevant and contains a powerful research potential. Social fears are a dangerous phenomenon for the individual as they can develop into social phobias. Therefore, the study of social anxieties, fears, and phobias is important and practically significant.

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In today’s rapidly changing world, fear has become a phenomenon of increased social significance. Everyday stress, the requirement of rapid implementation of multioperational educational and professional tasks, information overload are directly related to the increased stress of a person and, as a consequence, the emergence of various irrational phobias that can destabilize the internal organizational rhythm, cause apathy to educational achievements, and more broadly – reduce student performance and affect the organization of the educational process of the university [10]. Based on this, it is possible to make typology of social fears in youth. 1. Situational social fears: fear of objective expert situations, fear of subjective expert situations, fear of formal situations, fear of dating situations, fear of attention situations, fear of observation situations, fear of competition situations. 2. Social fears: fear of being unwanted, fear of public communication, fear of information, fear of moral condemnation, fear of new beginnings. 3. New social fears: fear of loss of the carrier of memory and knowledge, fear of destruction of the semantic continuum, fear of destruction of the educational system, fear of semantic destruction, ideological fear, fear of unpopularity in social networks, fear of virtual propaganda communities. Thus, the theoretical and methodological analysis of social fears that have a negative impact on young people made it possible to more accurately systematize and create a new typology of social fears.

3 Materials and Methods A psychodiagnostic questionnaire of social anxiety and social phobia was used to identify the level of severity of social fears and their predominant types among TUSUR students [7]. The questionnaire was made in electronic Google Form with a mandatory choice of the answer to each question. Of 77 first-year students involved in the study, 59 were boys, which is 76.6%, and 18 were girls, which is 23.4%. Of the total population (group of first-year students, TUSUR), the sample group included 5 groups, which were selected from a numbered list using a random number generator. We present the analysis of the results of the study and interpretation obtained in two stages.

4 Results and Discussion At the first stage, the overall assessment of severity of social anxiety and social phobia and the assessment of the probability of different strategies of emotional-cognitive and behavioral response in situations of evaluation, the General tendency to maladjustment, reduction of self-realization was determined [11]. For this purpose, 7 levels of severity of social fear were determined: ‘unexpressed social anxiety, social courage and initiative in most social situations, social adaptation, lack of fear in the situation of selfexpression’ (19.48%); ‘intermediate zone between social courage in many assessment

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situations and episodic manifestations of social anxiety in expert assessment situations (formal and/or intimate-personal)’ (36.36%); ‘moderately increased social anxiety’; 12.99% ‘increased social anxiety’ (18.18%); ‘high social anxiety, tendencies to avoid social situations, strong tension when participating in specific social situations’ (3.9%); ‘clinical social decompensation’ (2.6%). At the second stage, a detailed assessment of severity of social anxiety and social phobia was carried out on the example of different situations to determine their specificity. The questions in the questionnaire were rated on 5 scales, which in turn were divided by levels of fear in this aspect [11]. Levels of severity of social fears on scale 1 Social anxiety in the situation of ‘being in the center of attention, under supervision’: ‘low level’ (45.45%), ‘intermediate level of severity, moderate anxiety in certain situations’ (35.06%), ‘increased anxiety in the situation of observation, attention to the subject of assessment’ (12.99%), ‘high level of severity, social phobia’ (6.49%). Levels of severity of social fears on scale 2, Post event rumination and the desire to overcome an anxiety in expert situations: ‘low level of social anxiety’ (32.47%), ‘intermediate level of severity, moderate anxiety in some situations of expert assessment’ (40.26%), ‘expressed anxiety in situations of expert assessment is combined with the motive of achievement and successful self-realization in them’ (27.27%). Levels of severity of social fears on scale 3, Restraint in the expression of emotions due to fear of rejection and blocking signs of anxiety in expert situations: ‘low level’ (37.66%), ‘intermediate level of severity, moderate anxiety in the situation of expression of sympathy and evaluation by experts’ (42.86%), ‘intense anxiety in situations of expression of sympathy, feelings’ (19.48%). Levels of severity of social fears on scale 4 Anxiety when taking initiative in formal situations due to fear of criticism and loss of subjective control: 79.22% ‘low level’, 12.99% ‘increased anxiety and its specificity’, 7.79% ‘high severity of specific anxiety in situations of interaction with strangers’. Levels of severity of social fears on scale 5 Avoidance of direct contact when interacting in subjectively expert situations: ‘low level of social anxiety’ (66.23%), ‘increased anxiety and its specificity’ (20.78%), ‘high level of social anxiety’ (12.99%). In order to implement the pilot program and to reduce the level of severity of social anxiety and social phobia, a ‘control group’ was selected – 17 students of the specialty Organization of Work with Youth (OWY) – through a comparative analysis, which showed that in the whole group of respondents, including first-year students, predominant percentage of students majoring in OWY refers to ‘intermediate zone between social courage and episodic manifestations of social anxiety in peer situations evaluation’. The following levels of severity of social anxiety are presented in the same hierarchical order of prevalence: ‘moderately heightened social concern’, ‘increased social anxiety’, ‘high social anxiety’. In addition, none of the students enrolled in OWY revealed ‘clinical social phobia’ and ‘clinical social phobia in decompensation’, and the available results of the levels of social fear are within acceptable limits for correctional work and testing of the program. In order to reduce social fear among young people to a comfortable level and develop a strategy of behavior in different situations based on new positive experience, the program Correction of the level of social fear was developed.

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The program includes assessment of the level of severity of social fear and its predominant types by the method of Psychodiagnostic Questionnaire of Social Anxiety and Social Phobia [11], lectures and practical classes [12–15], group conversations, ‘brainstorming’, analysis of specific situations, training exercises and thematic ‘energizers’ [9, 16, 17]. The work on the program Correction of the level of social fear and social phobia showed a decrease in the level of social fear, which confirms the result of the comparative analysis of the level of social fear among OWY students, TUSUR, before and after the program. Thus, the number of students with ‘unexpressed social anxiety, social courage and initiative in most social situations, social adaptation, lack of fear in the situation of self-expression’ increased by 11%. The number of students with constant ‘intermediate zone between social courage in many assessment situations and episodic manifestations of social anxiety in expert assessment situations (formal and/or intimate-personal)’ increased by 34%. All this proves a positive trend in the level of expression of social fear, since the number of students with ‘moderately increased social anxiety’ decreased by 15%, and students with recurrent diagnosis no longer revealed ‘increased social anxiety’ and ‘high social anxiety, with a tendency to avoid social situations with strong tension when participating in specific social situations’. Thus, the comparative analysis of the diagnostic results of students of the control group to identify the level of severity of social fear before and after the program for the correction of social fear proved its effectiveness.

5 Conclusion The article discusses in detail with the problem of social fears, their causes and impact on modern youth. The program Correction of the level of social fear and social phobia was developed and adapted. The conducted psychological and pedagogical research allows us to speak about the relevance of the identified problems in the educational space of the university. To sum up the results and effects of the implementation of the program: 1. Of 94 respondents, 3.9% were respondents with ‘high social anxiety with a tendency to avoid social situations’; 12.99% of respondents belonged to the category ‘increased social anxiety with the possibility of problems in social adaptation’; 18.18% of respondents fell into the category ‘moderately increased social anxiety’ and 19.48% of students showed ‘unexpressed social anxiety, social courage and initiative’. 2. The highest percentage of respondents fell into the category ‘intermediate zone between social courage in many assessment situations and episodic manifestations of social anxiety in expert assessment situations’. At the same time, 6.49% of respondents were students with ‘clinical social phobia in decompensation, increased likelihood of comorbid disorders and behavioral risks’; 2.6% belonged to the category of ‘clinical social phobia’. These data show the need for widespread implementation of the program to correct severity of social fears among students at all levels of education at the university.

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3. The interdisciplinary nature of the programs provided by the Department of Philosophy and Sociology, TUSUR, requires active use of scientific results in the educational space of the university, the integration of research components in the educational process that leads to the increased variability of thematic fields of research activities of students. 4. Correction of social fears is an important element for the formation of a harmonious socio-cultural climate in the educational space of the university, which contributes to the establishment of a comfortable psychological and pedagogical environment. 5. The developed and approved program serves as a basis for new scientific developments, including those in the field of social psychology of personality, social psychology of organizations, migration pedagogy, psychological and pedagogical support of foreign students and their successful adaptation in the university. The program becomes a resource for effective intercultural interaction in the university space, which increases the general cultural competence of students and humanizes the potential of the individual as a whole. Thus, the experimental psychological study proves the importance and relevance of social fears in modern society among students and shows the need to work with young people to control severity of social fear. Based on the results of the study, the teaching staff of the Department of Philosophy and Sociology uses educational modules of the program, and a set of information, practical, interactive and training sessions that allow us to reduce the level of fear and anxiety through learning and reflection of previous behaviors in specific situations. The faculty of Humanities (study area Organization of Work with Youth) became an experimental platform for testing and implementation of the program Correction of the level of expression of social fear and social phobia.

References 1. Anokhin, P.: Ocherki po fiziologii funkcional’nyh system [Essays on the physiology of functional systems]. Medicine, Moscow (1975). (in Russian) 2. Blair, C.: School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. Am. Psychol. 57, 111–127 (2002) 3. Dougherty, L.R.: Children’s emotionality and social status: a meta-analytic review. Soc. Dev. 15, 394–417 (2006) 4. Rice, J.A., Levine, L.J., Pizarro, D.A.: “Just stop thinking about it”: effects of emotional disengagement on children’s memory for educational material. Emotion 7, 812–823 (2007) 5. Zakharov, A.I.: Fear and anxiety in the Genesis of neuroses, http://studentick.com/docs/ index-3838.html, last accessed 2020/03/07 6. Whitley, G.: Concept analysis of fear. Int. J. Nurs. Terminologies Classifications 3(4), 155– 161 (1992) 7. Freud, S.: Introductory Lectures on Psycho-Analysis. The Hogarth Press, London (1977) 8. Abakumova, T.V.: Klassifikaciya osnovnyh vidov straha sovremennogo obshchestva [Classification of the main types of fear in modern society]. SPb GU, St. Petersburg (2002). (in Russian)

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9. Beek, J.W.: Trening preodoleniya sociofobii [Training overcoming social phobia]. Institute of psychotherapy Press, Moscow (2003). (in Russian) 10. Raitina, M.Y., Smolnikova, L.V., Gorskikh, O.V., Suslova, T.I.: Conditions affecting the professional and project training of engineering personnel. In: Anikina, Z. (ed.) Going Global through Social Sciences and Humanities: A Systems and ICT Perspective. GGSSH 2019. Advances in Intelligent Systems and Computing, vol. 907, pp. 72–79. Springer, Cham (2019) 11. Sagalakova, O.A., Truevtsev, D.V.: Psihodiagnosticheskij Oprosnik social’noj trevogi i sociofobii [Psychodiagnostic Questionnaire of social anxiety and social phobia]. Med. Psychol. Russ.: Electron. Sci. J. 4(15) (2012). http://medpsy.ru/mprj/archiv_global/2012_4_ 15/nomer/nomer19.php. (in Russian) 12. Zavorueva, A.S.: Psihologicheskie i social’no-filosofskie aspekty fenomenov trevogi i straha (ot Frejda do Maddi) [Psychological and socio-philosophical aspects of the phenomena of anxiety and fear (from Freud to Maddy)]. Bull. Russ. State University for the Humanit. 2(3), 101–110 (2007). (in Russian) 13. Furmark, T.: Social phobia: overview of community surveys. Acta Psychiatr. Scand. 105, 84–93 (2002) 14. May, R.: The Meaning of Anxiety. Pocket Books, New York (1977) 15. Nisbett, R., Ross, L.: The Person and the Situation: Essential Contributions of Social Psychology. Temple University Press, Philadelphia (1991) 16. The Portal Trainer. Ru. http://trenerskaya.ru/article/view/psihologicheskie-uprazhneniya. Accessed 12 Oct 2019 17. Human Brain Project Homepage. https://www.humanbrainproject.eu. Accessed 07 Mar 2020

Developing Infographic Competence as the Integration Model of Engineering and Linguistic Education Elena V. Alikina1

, Kirill I. Falko1(&) , Tatiana B. Rapakova2 and Sarah Erickson3

,

1

2

Perm National Research Polytechnic University, Perm 614990, Russian Federation [email protected], [email protected] Perm Military Institute of National Guard Troops of the Russian Federation, Perm 614112, Russian Federation [email protected] 3 University of Arizona, Tucson, AZ 85721, USA [email protected]

Abstract. The article considers the problem of the infographic competence formation, which is an important and universal component of professional culture and intellectual creativity of a modern specialist. On the one hand, the authors aim to define the competence as willingness and ability of students to perceive and interpret information from both graphical and textual images. On the other hand, it is considered to be the ability to independently create an informational and graphical image based on the key aspects of a text. Thus, university students are mastering the basics of text mediation both in the oral and written forms by means of infographic images that reflect the essence of the presented data in a laconic and concise form. This requires synthesizing the linguistic and engineering experience, and can only be possible under the conditions of professionally oriented foreign languages training. The authors analyze the most preferable methods and principles for creating a visual representation of information (infographics) by university students. They demonstrate the results of a comparative study of the teaching methods for the infographic competence development in the framework of the Russian and American higher education systems. At the same time special attention is given to modeling of the authors’ own system of methods for the competence formation. As far as the methodological basis is concerned, it is the integrative approach that provides an opportunity to implement the spatiotemporal interactions between the target, content and methodological components in the process of the infographic competence development. Keywords: Engineering and linguistic education
Infographic competence Integrative approach
Graphical and textual images

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 692–698, 2020. https://doi.org/10.1007/978-3-030-47415-7_73




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1 Introduction One of the basic forms of modern culture existence is the multicode and multifunctional visualization which forms a person’s worldview both in social and professional fields. As a result, the text symbol is increasingly accompanied or replaced by a symbolic image in particular an infographic image, which is able to convey information with greater speed and accuracy [1]. Infographics is intended to present both harmonious scientific data (statistics, processes, mechanisms, etc.), and information of a general nature devoid of scientific restraint via colorful visualizations interspersed with text elements. In addition to universality of application, it is necessary to note such qualities of infographics as high information content, succinctness and compactness of presentation, structuredness, hierarchy, relevance, functionality, imagery, presentability, and aestheticism. As a rule, modern infographics are created using computer technology and characterized by a variety of colors, markers, fonts, high-resolution images, 3D effects. Infographics’ typography covers static (diagrams, graphs, illustrations, drawings, tables, charts, maps), animated (motion effect, multidimensionality) and interactive (interaction of all objects) images. The educational environment responds to the tendency towards the modern culture visuality [2]. Therefore, the formation of students’ infographic competence is one of urgent problems of scientific and pedagogical practice.

2 Origins of Infographics To comprehend what we consider an infographic, it is crucial to understand the work of Tufte [3] who is considered a pioneer in the field of data visualization. In his book, The Visual Display of Quantitative Information, Tufte gives a theoretical framework for designing visual information that would revolutionize the American school of information design. Tufte’s first principle as outlined in his work is, “above all else keep it simple” [3, p. 92]. He continues with the invention of the data-ink ratio where the term “dataink” meaning the, “non-erasable core of a graphic” [3, p. 93] should be considered over the total ink used in creating the graphic. Tufte’s following four principles aim to improve a graphic’s data-ink ratio. The first is to maximize the share of the data-ink. Tufte states, “every bit of ink on a graphic requires a reason. And nearly always that reason should be that the ink presents new information” [3, p. 94]. The next principle is to erase non data-ink. Tufte argues that ink without explicit information is not of interest to the viewer. The following principle is to reduce redundancy, where possible. Tufte reasons that unless redundancy has a distinct purpose in the information, it needs to be deleted from the graphic. And finally, in the same way an author must be selfcritical of their work, one should revise and edit their graphic. Through his work the American infographic became more streamlined, and the information became the focal point. Although the roots of this visualization of data was tied more with statistical data in the hard sciences, Tufte’s work quickly spread and infographics became part of other educational and business spheres. In his more current

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work, Tufte also focuses on the analytical design of infographics, and emphasizes that the reason for creating visuals of information is to assist thinking. In his later work, Beautiful Evidence, Tufte ties the concept of analytical design to critical thinking and says, “The principles of analytical design are derived from the principles of analytical thinking” [4, p. 137]. Tufte’s teaching evolves to thinking about the way that we both create and consume infographics, and he expands the idea stating that “fundamental principles of analytical design apply broadly, and are indifferent to language or culture or century or the technology of information display. Nearly everyone everywhere, one way or another, reasons about causality, makes comparisons, navigates through 3-space and time” [4, p. 137]. From Tufte, was born the contemporary infographic - a visual representation that gives the viewer, in this case a student, an effective tool in which to better comprehend either statistical numerical data or concepts. Tufte both enlightens the creators of visual information as well as the consumer, in being more purposeful with space and ink, as well as being more critical of the information presented.

3 Methods of Teaching Infographics: Foreign Experience A number of textbooks by foreign authors from the United States and United Kingdom facilitate the process of reading, analyzing, transforming and reproducing certain elements of infographics. The problem of analyzing visual and textual information is reflected in the textbooks of written speech by Kirszner and Mandell [5], Clouse [6] and Bailey [7]. In the former one, several chapters are devoted to analysis of the socalled visual texts [5]. According to the authors, these include photographs, advertising materials, fine art and graphs. It is stated that working with visual texts contributes to development of a critical approach to the information analysis, by learning to read both verbal and visual signals. This approach can be successfully adapted for the students working with marketing products and their localization, as well as the basics of text mediation. The second textbook under analysis illustrates that visual content plays a crucial role in today’s information-obsessed world, and provides the basics of a critical approach to the analysis of text material that can be successfully applied to working with graphic information. Thus, Clouse [6] exemplifies the sequence of analyzing an advertising product, a fragment of an illustrated journalistic article, and the results of a sociopolitical study, accompanied by a bar chart. The textbook by Bailey [7] provides further implications of using infographics in the academic field. He offers the activities aimed at learning to define various types of visuals, applying the most common vocabulary and set expressions for describing and analyzing them. The book teaches students to refer to visual information through collocations, matching visual information with the context in the academic text, and labeling the information to describe the content of the visuals. As a result, students can practice the given examples, and be ready to apply the knowledge and skills in their own academic and professional context. Another vivid example of the infographics application within the scope of a certain professional field is brought by Silberstein [8]. The author demonstrates the possibilities for the development of the infographic competence by the students of ESOL

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classes both at school and university, at the survival and advanced levels of proficiency. The methodology of teaching reading is based on the set of exercises designed to help the teacher boost a critical and creative approach to analyzing texts of various genres using the inductive and deductive models. These include reading nonprose texts and the analysis of infographic elements that can be found in various contexts, and involve reading ads and information notices, as well as graphs, schemes and drawings. The author also focuses on the development of logical patterns, which can help students learn to determine the sequence of ideas. According to Silberstein [8], this can be done through the jigsaw comic strip tasks that can serve a good starter for the lesson of critical reading. Thus, the authors of the textbooks demonstrate the important stages of the infographic competence development. This starts with learning the context and active vocabulary and proceeds with the development and transformation of lexical units within the framework of certain grammatical and syntactic models, and results in the ability to use the developed skills to solve certain communicative tasks. The student learns to analyze graphic and schematic images, through the acquisition and research, being constantly engaged in the discussion process with the classmates.

4 The Concept of Infographic Competence The importance and universality of infographic competence as a component of the professional culture for intellectual and creative activity of a specialist is emphasized in a number of the Russian studies (Arkhipchuk, Lafyuk, Levkina, Zaslavsky, Zheltukhina and others). In particular, Gabova [14], who determines visualization as the dominant technique of modern information space, focuses on the information coding in a visual image that transforms into a succinct visual form, and provides easy perception of extensive information by students. Silanov [15], in turn, considers infographics as a type of nonlinear verbal-graphic or multicode text. Denoting infographics as a schematic, stylized, simplified visual informational message, he emphasizes the possibility of a breviloquent presentation for the most significant data, which, in our opinion, is extremely important for ensuring better learning by students. Based on the analysis of current scientific developments, we put a double meaning in infographic competence interpretation. On the one hand, it is the assumed readiness and ability of students to perceive and interpret information contained in a graphicaltextual image, on the other, the ability to independently create an information-graphic image based on the key facts of the text [16]. The formation of infographic competence is closely connected with the development of systemic and critical ideation, with the improvement of research, interpretive, mediative skills, with the acquirement of new information technologies and computer visualization tools. In our opinion, it becomes possible due to linguistic and engineering experience synthesis in the conditions of professionally oriented teaching of foreign languages.

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In this regard, we are talking about acquirement of the basics of text mediation in oral and written forms by university students using infographic images. Infographic competence is based on visual and textual cultures overlapping, the comprehension of which is carried out during the process of text mediation. Text mediation is always focused on providing an identical perception of the initial and final transmitted message in the simplest and most concise form, which is certainly achievable due to infographics usage in the learning process.

5 Technology of Infographic Competence Development In the course of methodology implementation in a multidisciplinary university (particularly, in Perm National Research Polytechnic University), we consider the technology for the development of the infographic competence in future translators. It should be emphasized that the underlying multidisciplinary principle requires the integration of linguistic and engineering education at the conceptual and instrumental levels. This implies that on the one hand the development of professional translator’s competences, including the infographic competence, is performed on the basis of scientific and technical texts corpus in both native and foreign languages. On the other hand, the advanced software and technological tools should also be applied. The accumulated trinity of the infographic competence forms the cognitive, activity and discursive syllabus components. The first one implies knowledge about the requirements for the infographics structure and design, along with its types, characteristics, development methods, software tools and online services used. The activity component allows reading the information contained in a graphic and textual image and interpret it in the native and foreign languages. It also opts for creation of informational and graphic images, based on the key aspects of the text, with the subsequent presentation of extended textual material in a concise form. Students learn to search, analyze, and assess the information critically, selecting certain methods, types and means for building infographics, and designing models of the graphical objects, using information technology, software and online services. The developed skills include the ability of intentional reading, highlighting relevant elements for their further infographic presentation, as well as structuring and transferring the information into a graphical format using adequate means of visualization. The discursive component of the syllabus includes a set of communicative situations and discursive events, relevant to the professional translation activities involving the use or creation of infographics. There are four blocks at the technological level of infographic competence development: 1) understanding infographics – students learn the basic concepts of infographics, as well as conditions, features, algorithms, and criteria for evaluating its effectiveness; 2) learning – the skills and abilities within the infographic competence are formed through the implementation of a complex of reproductive, productive, and creative exercises; 3) application of knowledge, skills and abilities – the implementation of infographic competence for the tasks simulating the real work of a translator; 4) control and assessment – defining the level of the infographic competence development.

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The result of the infographic competence development is the qualitative transformations in training of the polytechnic university students. Judging by the results of our research, 186 students of the control group showed the level of the infographic competence development at the initial stage rated as low (57%), medium (42%) and high (1%) levels, respectively. In the experimental group, most students performed at the low level (79%), while 21% demonstrated the medium level of its development. Upon completion of the experimental work, a clear positive dynamics was observed. 48% of the students in the control group had a low level of the infographic competence development, 50% had the average level, and 2% had a high level of the competence development. The indicators of the experimental group have changed as follows: a low level of the infographics competence development was noted for 27% of the total number of students, an average one for 56% and a high level – for 17%. The percentage ratio demonstrates the effectiveness of the methods for the infographic competence development for learning a foreign language.

6 Conclusion In conclusion, we note that the infographic competence is a unique educational outcome, which is developed within the integrative interaction of a professionally oriented engineering and linguistic education. The systematization of the infographic competence development is one of the components for studying text mediation as a universal type of professional activity for a modern specialist. This is provided through the regular use of the acquired knowledge and skills during all the stages of training, and supported with interdisciplinary relations, taking into account the integrative scope of linguistic and engineering education. The experimental research carried out by the authors shows its effectiveness. However, it is necessary to conduct a more representative and long-term experiment for its further improvement.

References 1. Dunlap, J.C., Lowenthal, P.R.: Getting graphic about infographics: design lessons learned from popular infographics. J. Vis. Lit. 35(1), 42–59 (2016) 2. Yarbrough, J.R.: Infographics: in support of online visual learning. Acad. Educ. Leadersh. J. 23(2) (2019). https://www.abacademies.org/articles/infographics-in-support-of-onlinevisual-learning-8368.html. Accessed 20 Oct 2019 3. Tufte, E.: The Visual Explanation of Quantitative Information, 2nd edn. Graphics Press, Cheshire (2001) 4. Tufte, E.: Beautiful Evidence. Graphics Press, Cheshire (2006) 5. Kirszner, L.G., Mandell, S.R.: Patterns for College Writing. A Rhetorical Reader and Guide, 12th edn. Bedford/St. Martin’s, Boston (2012) 6. Clouse, B.F.: The Student Writer, Editor and Critic, 7th edn. McGraw-Hill, New York (2008) 7. Bailey, S.: Academic Writing: A Handbook for International Students, 4th edn. Routledge, New York (2015)

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8. Silberstein, S.: Techniques and Resources in Teaching Reading. Oxford University Press, New York (1994) 9. Arkhipchuk, A.V.: Infografika kak vyrazitel’noye sredstvo predstavleniya fakticheskogo materiala v delovykh izdaniyakh (na primere zhurnalov Rossii i SSHA) (Infographics as an expressive means of presenting factual material in business publications (through the example, magazines in Russia and the USA)). Altai State University, Faculty of Mass Communications, Philology and Political Science, Barnaul (2017). (in Russian) 10. Lafuk, I.V.: Nekotoryye preimushchestva ispol’zovaniya infografiki i vizualizatsii dannykh dlya ekonomicheskogo issledovaniya (Some benefits of using infographics and data visualization for economic research). http://ekonomika.by/downloads/Lafuk.pdf. Accessed 20 Oct 2019. (in Russian) 11. Levkina, A.O.: Komp’yuternyye tekhnologii v nauchno-issledovatel’skoy deyatel’nosti (Computer Technology in Research). Direct Media, Moscow, Berlin (2018). (in Russian) 12. Zaslavskiy, A.A.: Vozmozhnosti infografiki kak effektivnogo resursa individualizatsii obucheniya (Infographics as an effective resource for individualization of education). In: 6th International Proceedings on the Conference “Info-strategy 2014”, infostrategy.ru/assets/ data/reports/2014sbornik_2014.pdf. Accessed 2019/10/20. (in Russian) 13. Zheltukhina, M.R.: Rol’ informatsii v mediadiskurse (The role of information in the media discourse). In: Proceedings of Lomonosov Moscow State University Center for International Education “Philology. Culturology. Pedagogy. Methodology”, pp. 12–18. Lomonosov Moscow State University Center for International Education, Moscow (2010). (in Russian) 14. Gabova, M.V.: Vizual’naya kul’tura sovremennogo obshchestva (opyt tipologii) (Visual culture of modern society (experience of typology)). Hum. Cult. Educ. 2(24), 30–40 (2017). (in Russian) 15. Silanov, N.A.: Informatsionnaya grafika v sovremennoy vizual’noy kul’ture (Information graphics in a modern visual culture). Bull. Moscow Univ. J. 3, 25–30 (2010). (in Russian) 16. Alikina, E.V., Rapakova, T.B.: Formirovaniye infograficheskoy kompetentsii v nauchnoissledovatel’skoy deyatel’nosti kursantov voyennogo vuza v protsesse izucheniya inostrannogo yazyka (Infographic competence development of the cadet’s scientific research during foreign language learning within the military higher education institution). PNRPU Linguist. Pedagogy Bull. 3, 147–157 (2019). (in Russian)

Personality Development in the Information Society Engineering Education Lyubov Geykhman , Elena Kavardakova(&) and Elina Kleiman

,

Perm National Research Polytechnic University, Perm 614000, Russia [email protected], [email protected], [email protected]

Abstract. Contradictory goals of the educational process such as to bring up a student as a personality or as a professional cause disputes among scientists whether education is a service or value, and lead professors to frustration regarding the ways of training and personal development of students due to reduced number of class hours and human sciences, especially in engineering and technical universities. Human development is at the same time humanistic and pragmatic, it can be realized through education at different levels, it is in demand both by the society and the state; its peculiarities are connected with a person’s individual experience. In the theoretical part of the study, analysis of the discussion on the problems of humanization and humanitarization of higher engineering and technical education in Russia is provided. Modernization of the education system through humanitarization and humanization, along with the competency-based approach, will help overcome the dehumanization of education by changing its content, which requires the integration of humanities and natural sciences knowledge. In the practical part of the study, an important component with a significant humanistic and humanitarian potential in a multi-disciplinary technical university is defined as liberal arts education, aimed at developing culture of interaction, communication, and interpersonal relations. The authors propose a model of interactive communication learning, which was successfully implemented in the distance and full-time education in humanities with undergraduate, master’s, and PhD students. Classes were conducted in the form of pair, group and project activities using role-plays, business games and case studies. Keywords: Education
Personality
Humanization Model of interactive communication learning


Humanitarization


1 Introduction Traditional engineering education relies on a thorough training in exact sciences and focuses on providing specific knowledge in a narrow field of study. On the one hand, it is natural to teach students only what they will need in the future professional activity but on the other, information society requires a new type of personality – a digital user with a high cultural level, and the task of educating such people is vital for current pedagogy. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 699–708, 2020. https://doi.org/10.1007/978-3-030-47415-7_74

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In recent years, the Russian education has been enriched by ideas of dialogue, cooperation, joint activities, the need to understand someone else’s point of view, and respect for the individual. The reorientation of modern pedagogy towards an individual and his or her development, revival of the humanistic tradition are the most important tasks set by life itself. Their solution requires, first of all, development of a humanistic philosophy of education. The idea of humanization implies implementation of a fundamentally different focus of education, related not to the training of “impersonalized” young qualified employees, but to the achievement of efficiency in general and professional development of the individual [1]. Information society is very dynamic and it is virtually impossible to predict what particular competencies engineers will need in their career even in the immediate future. Therefore, society continues to look for opportunities that would help people survive in a situation of uncertainty, not lose orientation under the avalanche of information waiting for them wherever they are. It is the liberal arts that can support one in such circumstances, although the number of academic classes is limited and a student has to learn and master a lot in the shortest time. A competent student should be able to think critically, express his or her opinion, argue and use modern communication technologies. That is why there is a need for targeted and almost mathematically sound reinforcement, in the sense that the humanities in the engineering curriculum cannot but be planned even more carefully than subjects in a professional field. As a result of analysis of the humanities in engineering education, we have found several main aspects that are particularly important for professionals in any technical field. These are collaboration (in all academic and professional activities, teamwork), reading and academic writing (mastery of the most relevant data and ways of presenting them), foreign languages (competitiveness in our global world) and lifelong learning (key competencies, especially communication). The paper will demonstrate that education humanitarization and humanization, along with the competency-based approach, are essential for current engineering students and can be consistently integrated into the university curriculum. Within the framework of foreign language teaching, a pedagogical model of interactive communication education will be described, which is a technology of forming and evaluating communication competence useful for future engineers.

2 Methods and Materials In order to address the question of how the competency-based approach can be effective in integrating human sciences into engineering education, a set of complementary research methods has been used: theoretical analysis (comparative and modeling); study and summarization of best pedagogical practices (observation, analysis); experimental methods; diagnostic methods (surveys, talks, interviews, testing, selfreports, generalization of independent characteristics, expert assessments); and statistical processing of results. The mass experience reflected in the press was used for comparison.

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Interactive learning [2–9] was applied in the distance and full-time learning of such subjects as Russian Language and Culture of Speech for Bachelor’s degree program; Business/Professional Foreign Language and Pedagogy for Master’s degree program; Pedagogy of Higher Education, Foreign Language and Academic English for postgraduate students. Classes were conducted in the form of pair, group and project activities using role-plays, business games and case studies. The research covered more than 1,500 people (students of all levels of education, university professors, attendees of professional development and retraining courses, etc.).

3 Methodological Rationale for the Humanitarization of Engineering Education The task of education today is to develop a personality capable of self-organization, able to conduct dialogue and find compromises. In addition to professional training, a modern young specialist should understand the most important trends in the development of society and its institutions, including politics and the arts; possess interpersonal communication skills; be able to use new means of information technology; and master native and foreign languages and speech culture. The experience of Russia shows that the humanistic orientation of education changes the view of its goal only as a formation of systematized knowledge, abilities and skills. It was such understanding of education goal that served as a reason for its dehumanization that manifested itself in the artificial separation of education and upbringing. The dehumanization can be overcome through the fundamentalization of its content, which requires the integration of humanitarian and scientific knowledge [10]. Discussion on the humanization and humanitarization of higher engineering and technology education is an important part of modern scientific dialogue [11–19]; however, Russian educators do not have a common understanding of the relationship between humanization and humanitarization. Meschangina assigns the primary role to the worldviews and personality qualities; she gives priority to humanitarian knowledge in human life, which not only develops the worldview of any person, but also contributes, in her opinion, to development of all areas of society [11]. On the other hand, Uman and Borisova argue that “Not only is humanitarization closely linked to humanization, but it is also largely subordinate to it. It is a means, a way of implementing humanization in our education system” [12, p. 399]. Some authors [13, 14] justify the need for the engineering education humanitarization by the global changes in the modern society and human mentality in the twenty-first century, formed under the influence of a rationalistic worldview. From their point of view, a new pattern of engineering thinking implies a higher general culture of a personality, reflection on their own activity, and use of creative work technology, ideas and methods of modern humanities, which allow the person not only to assimilate the ready-made knowledge, but also to generate a new one. The engineering graduates often appear to be narrowly focused, with no systematic knowledge even in the related natural science fields, which is connected with the lack of motivation and with the reduction of the classroom hours. The analysis of student

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surveys cited in [14, 15] shows that students do not fully understand why they need to study the humanities. For them, such classes are boring, not connected with their technical disciplines and are a time-consuming obstacle to obtaining the diploma with honors. For our work, the most remarkable data is that the greatest interest of students from the list of disciplines from the social and humanitarian block is recorded in foreign languages, because they believe that this knowledge could help in future professional activities. These findings are confirmed in [16, 17] where the authors see the solution in a regular demonstration to students that humanities can develop creative thinking and speech and communicative competence [18]. In our opinion, humanitarization of higher technical education should be oriented to the essence of the individual, as a modern student lives in a changing world and must be prepared for a variety of social and professional roles, civil and personal responsibility. Tsyntsar and Romanenko assert that the disciplines of the humanitarian cycle allow developing such competences of a specialist, without which further innovative and stable development of the society is impossible: oral and written communication in the native language, knowledge of the second language, leadership, initiative, interpersonal skills; ability to work in a team, to criticize, to communicate with specialists from other fields, to work in the international environment, to adapt to new situations, and to plan; self-criticism, commitment to ethical values, decision-making, and project management [19]. Modernization of the Russian education system is considered from the perspective of humanization, humanitarization and competence-based approach. Theoreticians and practitioners of pedagogical science pay attention to the fact that no humanization is possible in a dehumanized environment. The former educational system made every effort to adapt the learners to the circumstances of life, teaching them to accept the supposedly inevitable hardships, but not to humanize life. The modern one can contribute to the formation of the essential strength of the individual, his or her socially valuable worldview and moral qualities, which are necessary in the information society. While humanization “humanizes” education, connects the image of the world and the image of an individual in the student’s personality, humanitarization “spiritualizes” his/her life and relationship with the world. Humanitarization is orientation to learning the content of education (independent of its level and type), which allows to solve the main social problems for the benefit and in the name of a human being, to communicate freely with people of different countries and nationalities, any professions and specialties, to know well one’s native language, history and culture, to be fluent in foreign languages, and to be an economically and legally competent person. The humanitarization of education also means overcoming the trends towards its technocratization. It is a supplementary means to achieving humanization as a high goal that is accomplished not only through the inclusion of humanitarian subjects in the curriculum. In the most general context, it is a question of organically linking the logic of the subject area under study with the psychological and pedagogical aspects of the creative personality formation. Humanization of education is the orientation of the educational system and the entire educational process towards development and establishment of relations of mutual respect between students and professors as subjects of the educational process

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based on the recognition of the rights of each person, the preservation and strengthening of their health, sense of self-esteem and development of personal potential. The subject of education humanization is not selection of the content of academic disciplines, but the content and ways of thinking and activity in the process of learning. In the context of humanization, academic disciplines are seen as a kind of humanitarized means by which, first of all, personal and then professionally significant qualities of a technical specialist are formed. This requires a full realization of the humanitarian potential in all academic disciplines, which is the historical richness of the human spiritual world and value-meaning attitude to the world embodied in a subjective form and objective content of educational disciplines derived from the development of human culture. At the same time, humanization is not just humanitarization. The historical practice shows that knowledge of even all humanitarian disciplines does not in itself make people more humane. Humanization presupposes a change in the general approach to training organization; the implementation of a personal and activity approach, creation of the “humanitarian environment”, etc. [20]. The basis for the humanization of education lies in the humanity of a didactic model used, for humanism exists only in relationships between people. Humanization will happen by itself as soon as we learn to see an individuality to be reckoned with in every student and teacher. The modern educational process is oriented not so much to knowledge translation as to the socialization of future professionals. A modern graduate of an engineering and technical university should meet both professional requirements (so-called hard competencies) and requirements to their communicative skills and abilities to interact with the Other (in communicative activities) within the framework of scientific and public speeches, meetings, brain-storming and everyday working activities in Russian and/or foreign language (so-called soft competencies).

4 Results and Discussion The interactive teaching of communication or teaching to communicate through interaction with the other, as proposed in this paper, is based on the use of the educational potential of interrelation and interdependence of educational interaction and communication in the educational process. The model of interactive teaching to communicate, where interaction becomes an intermediate object of instruction, and only then does communication itself stand out as a targeted object of learning, provides an educational result [21]. The model of learning to communicate through interaction with the Other is biphasic and multi-effective [9]. The two phases are due to the successive change of the dominant purpose of learning, where the first phase – learning to interact and bringing it to cooperation – takes place in parallel with the mastering of the subject knowledge, skills and abilities, with the formation of the ability to set and solve communicative tasks, and with the acceptance of others. The reflexive parameters of the first phase are the type of interaction strategy, the involvement of students in the interaction and the nature of interaction.

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Resistance, avoidance, adaptation, compromise and cooperation were identified as the types of interaction strategies. There are three types of involvement in the interaction: formal-functional-role, subject-role and personal-role ones. In the first case, the student is alienated or indifferent in the educational situation, i.e. he/she is either formally present in class and does not interact, or performs the role of a student, interacting under pressure from the professor. In the second case, the student understands and performs the role assigned to him/her in a group or pair work, and interacts according to the role, which is an indication of his/her readiness to play a role/participate in a dialogue, polylogue, game, project or discussion. In the third case, the student accepts and actively performs the role chosen by him/her in the educational situation, actively interacts and shows interest in it, although one may be oriented only towards a high grade. The personal component indicates that the student sees a personal meaning in the educational situation, participates in the interaction proactively and purposefully, and is focused on achieving a personal result. The nature of interaction is assessed as low, medium or high. Low level means that interaction is initiated and organized only by the teacher, and the student shows mainly evasion, confrontation, individualism, aggression, and easily enters into emotional and interpersonal conflicts. At the medium level, interaction is initiated by the teacher, students participate in its organization, and there may be variants of assistance, compromise interaction, or equality of position. A high level of interaction is registered when the interaction is initiated by the teacher and organized by the students themselves, who demonstrate that concession, compromise, joint activity, cooperation, and conflicts are problematic and meaningful. The result of the phased work on interaction is determined by the developed cooperation skills as the highest stage of interaction, with the parallel mastering of the subject-specific knowledge and formed skills to set and solve communicative tasks and accept Others. The second phase of interactive learning involves targeted learning to communicate as an ability to set and solve communicative tasks; it is based on pre-formed skills of cooperation, in parallel with mastering the subject knowledge and skills, and with the acceptance of Others. The reflexive parameters of the second phase are the style of communication, the awareness of communication barriers and the manner of solving communicative tasks. The chosen communication styles are personality orientation in communication: dialogical, authoritarian, manipulative, conformal, alterocentric and indifferent. There are three levels of communication barriers awareness: high, medium and low. A low level means that the barriers are partially understood by students, but not overcome. Average level of awareness indicates that they are partially recognized and partially overcome, and a high level that they are mainly recognized and overcome. With regard to setting and solving communicative tasks, the emphasis is placed on the student’s independence and activity. Non-independent character is manifested when the communicative task is initiated by the teacher who completely formulates the goalmeans, goal-result and sequence of actions; and the student actually performs imitation and reproductive actions according to the model. Partially independent character is registered when a task is initiated by the teacher who formulates only goal-means and

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goal-result, and students solve it independently by the active use of the existing resources. The independent level means that at the teacher’s initiation and assignment of only the goal-result, the students actively develop the task and together find a solution adequate to the situation, to the communication partner and available means. The result of the phased work on communication is determined by the developed ability to independently set and solve communicative tasks in cooperation with different partners with the simultaneous mastering of the subject knowledge, formation of skills and acceptance of Others. The interaction and communication peculiarities as objects of learning made it necessary to define the sequence of work stages for their development. Five stages were identified, theoretically substantiated, and sequentially presented; they were conditionally called introductory-orientational, problematizing, algorithmic, heuristic, and creative, and were the same for both phases, although the object of development in the first and second phases would be different. At the first stage, in the context of the theory of stage-by-stage formation of mental actions, an orientational basis of student actions is formed, their general orientation in conditions, means and ways of performing actions. At this stage, two tasks are being solved: review of personal communication experience and obtaining knowledge of basic schemes and approaches to the analysis of interaction and communication through conversations, microlectures, and independent work with texts. At the second stage, in the context of investigating problems, creating problem situations by analyzing them, watching videos, discussions, and reflection, the problems are firstly objectified. Each learner becomes aware of the existing stereotypes and personal difficulties in interacting and communicating with the Others, and there is a feeling of success or failure. The third stage is aimed at mastering the ways of effective interaction and communication, elaborating students’ own schemes of activity, and it provides a widening variety of opportunities. The fourth stage is based on the development of skills and abilities of interaction and communication in everyday and educational contacts and reflection of one’s success; it is in some sense connected with the review of acquired options. The fifth stage gives an opportunity to show creativity, to use new options for communication, interaction, and behavior. The effectiveness of interactive learning to communicate according to the presented model was determined by the following: development of the ability to cooperate, to set and solve communication tasks; development of tolerance, and indicators of selfesteem and empathy. At the same time, the overall level of foreign language proficiency meets the program requirements for mastering the subject knowledge and skills. The cooperation dynamics was studied according to the scale of Kenneth Thomas conflict resolution strategies, and the methodology demonstrated a wide range of interaction strategies and a large share of the assertiveness coefficient at the beginning of training. We attribute some leveling of values after the training and the increase of the cooperation coefficient by 10% to the students’ mastery and application of the cooperation strategy.

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Diagnostics of the ability to set and solve communicative tasks was measured by the dynamics of the dialogical orientation of speech (the Bratchenko questionnaire “Personality Directionality in Communication”) and it showed that as a result of interactive training in communication, the share of the dialogical orientation of the person increases threefold on average, and the presence of the authoritarian and manipulative one decreases by almost twice. In the arising situations of interaction, students demonstrate tolerance to the behavior and opinion of Others [9].

5 Conclusion It can be stated that the Humanities and, in particular, Foreign/Russian language courses, have a unique opportunity to develop communication skills through a specially organized educational process using means and technologies of active teaching methods: role-playing and business games, socio-psychological training, and situational analysis or case-studies. Foreign language is an integral component of cultural education, which is being promoted in many countries of the world. In the context of personality development as a subject of joint activity and intercultural communication, it is the foreign language that realizes the goals of humanitarization: to help those we teach to understand themselves as individuals and to find their place in this world. When graduates have learnt that the most valuable thing is human life and dignity, that each of us is worthy of respect, that each of us is constantly choosing between Good and Evil, then it will be possible to consider that the humanitarization of education has achieved its goal, and that the leading national values of our society are identical to the universal ones [22]. Learning to communicate through interaction with Others provides personal knowledge acquired through the group-based collaborative learning activities that generate natural life situations and problems. The relationship with the Other is considered by us in the context of the relationship between subjectivity and objectivity in communication. Almost every person tends to see themselves in the other at first and assess the other through comparison with oneself. And only after mastering the top communication skills does one finally realize that the other is the Other who differs. High efficiency of the proposed model is confirmed by its use when teaching foreign languages to students of the polytechnic university in a full-time and distance mode [23], as well as business communication and academic writing [24, 25]. The ability to comprehend other people’s ideas and express one’s thoughts in dialogue with the Other becomes crucial for the modern multipolar world with all its diversity, since all of us in this world are not isolated individuals, but interrelated and interested in each other’s words as representatives of the global information society.

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References 1. Slastenin, V.A.: Pedagogica: ucheb. pos. (Pedagogy: Tutorial). Academia Publishing Center, Moscow (2002). (in Russian) 2. Mead, G.H.: Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press, Chicago (1967) 3. Laver, J., Hutcheson, S. (eds.): Communication in Face to Face Interaction. Penguin, Harmondsworth (1972) 4. Sudnow, D. (ed.): Studies in Social Interaction. Free Press, New York (1972) 5. Hymes, D.: Models of the interaction of language and social life. In: Gumperz, J., Hymes, D. (eds.) Directions in Sociolinguistics, pp. 35–71. Holt, Rinehart (1972) 6. Byrd, D.R.H., Cabelas, I.C.: React Interact: Situations for Communication. Regents, New York (1980) 7. Wells, G. (ed.): Learning Through Interaction: The Study of Language Development. Cambridge University Press, Cambridge (1981) 8. Allwright, R.L.: Why don’t learners learn what teachers teach? – The interaction hypothesis. In: Singleton, D.M., Little, D.G. (eds.) Language Learning in Formal and Informal Contexts, pp. 3–18. Irish Association of Applied Linguistics, Dublin (1984) 9. Geykhman, L.K.: Interactivnoye obucheniye obscheniyu: podkhod i model (Interactive Communication Learning: Approach and Model). PSU, Perm (2002). (in Russian) 10. Dneprov, E.D.: Noveishaya politicheskaya istoriya rossiyskogo obrazovaniya: opyt i uroki (Recent Political History of Russian Education: Experience and Lessons Learned). Marios, Moscow (2011). (in Russian) 11. Meschangina, E.I.: Podgotovka inzhenernykh kadrov v usloviyakh gumanitarizatsii i gumanizatsii vysshego obrazovaniya v XXI veke (Engineers’ training in the context of humanization and humanitarization of higher education in the twenty-first century). MSTU News “MAMI” 4(18), 177–181 (2013). (in Russian) 12. Uman, A.I., Borisova, Y.N.: Problema gumanizatsii I gumanitarizatsii inzhenernogo obrazovaniya studentov v vuze (The problem of humanization and humanitarization of engineering education of students in higher education). Orel State Univ. Mem. Ser.: Humanit. Soc. Sci. 3(80), 398–400 (2018). (in Russian) 13. Akopova, M.A.: Vyssheye professionalnoye obrazovaniye v Rossii: problemy i perspectivy (Higher professional education in Russia: problems and prospects). Teach. Methodol. High. Educ. 5, 3–8 (2003). (in Russian) 14. Gergilev, D.N., Kolmakov, V.I., Savin, O.I.: Gumanizatsiya i gumanitarizatsiya inzhenernogo obrazovaniya (Humanization and humanitarization of engineering education). VGPU News 4(137), 35–38 (2019). (in Russian) 15. Kurilov, S.N., Kuzminov, M.Yu.: Formirovaniye u studentov motivatsii k izucheniyu sotsialno-gumanitarnych distsiplin uыedentov tekhnicheskikh vuzov (Formation of motivation to study social and humanitarian disciplines among students of technical universities). Lev Tolstoi TSPU Humanit. Rec. 2(26), 55–60 (2018). (in Russian) 16. Markova, A.A., Yurtaeva, L.V.: Znachimost gumanitarnykh distsiplin v tekhnicheskom vuze (Significance of humanitarian disciplines in technical university). Current State Prospects Eng. Educ. Dev. Reshetnevsky Read. 2, 577–578 (2018). (in Russian) 17. Stebunova, E.I.: Gumanizatsiya i gumanitarizatsiya obrazovaniya: mif ili real'nost' (Humanization and humanitarization of education: myth or reality). In: Mekhrishvili, L.L. (ed.) Humanization of Engineering Education: Methodological Basics and Practice: Proceedings of the International Scientific and Methodological Conference, pp. 516–522. TEU, Tyumen (2018)

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18. Anisina, S.S.: Sostoyaniye gumanitarnogo obrazovaniya v Rossii: kritichesky analiz (The state of humanitarian education in Russia: a critical analysis). Koncept 15, 696–700 (2016) 19. Tsyntsar, A.L., Romanenko, M.N.: Znacheniye gumanitarnykh distsiplin v formirovanii kultury studentov politeknicheskogo vuza (Importance of humanitarian disciplines in culture formation of Polytechnic University students). Pedagogy Psychol. Educ. 3, 142–147 (2017). (in Russian) 20. Zimnyaya, I.A.: Pedagogicheskaya psikhologiya (Pedagogical Psychology). Logos Publishing Corporation, Moscow (2000). (in Russian) 21. Geykhman, L.K.: Iskusstvo byt’ i obschat’sia s drugim (Interaktivnoye obucheniye) (The Art of Being and Communicating with the Other (Interactive Learning)). CRO, Perm (2001). (in Russian) 22. Geykhman, L.K., Kleiman, E.I., Kleiman, L.A.: Puti resheniya sovremennykh problem obrazovaniya i vospitaniya lichnosti v protsesse stanovleniya informatsionnogo obschestva (Ways of solving modern problems of education and personality upbringing in the process of information society development). PNIPU Bull. Probl. Linguist. Pedagogy 1, 119–127 (2018). (in Russian) 23. Kleiman, E.I.: Uchebnaya kompetentnost’ kak bazovaya sostavliayuschaya kachestva distantsionnogo obrazovaniya (Educational competence as a basic component of the distance education quality). Izvestia of Herzen State Pedagog. Univ. Russia 17(43), 117–122 (2007). (in Russian) 24. Graff, G., Birkenstein, C.: They Say/I Say. The Moves that Matter in Academic Writing. W.W. Norton & Company, New York (2010) 25. Geykhman, L.K.: Diskurs nauchnogo teksta – vzaimodeistviye avtora s ideyami drugikh liudei (Discourse of a scientific text - the author’s interaction with other people’s ideas). PNIPU Bull. Probl. Linguist. Pedagogy 2, 97–110 (2017). (in Russian)

Speech Impact of the Educational and Scientific Text of Engineering and Humanities Profiles Natalia V. Anisina1(&)

and Olga N. Leonova2

1

2

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected] St. Petersburg State University of Architecture and Civil Engineering, Saint Petersburg 190005, Russia

Abstract. The paper considers peculiarities of speech impact of educational and scientific texts of engineering and humanities majors as a factor that ensures implementation of the pedagogical principle of textbook content accessibility for students. The goal of the study is to examine the concept of competence in terms of the theory of psychological attitude, to identify its components and to find out, based on the analysis of educational texts, what elements of the language form and the content of these texts contribute to developing the competence. The research material is university textbooks on engineering and humanities subjects. Methods of the study are discourse analysis, methods of communicative and pragmatic linguistics, functional and semantic analysis. The analysis has shown that the language resources, which describe the intellectual activity aimed at acquiring new knowledge, especially joint intellectual activity of the author and the reader, are used much more often in the textbooks on engineering subjects distinguished by their abstract content. This makes the content of the educational text closer to the reader and involves the reader in the process of active thinking. Besides, the textbooks which are recognized by students and teachers as effective, i.e. explaining complex engineering topics in a clear and simple manner, use various speech strategies which motivate the reader to study for a profession and create an optimistic environment. Keywords: Educational and scientific text
Design thinking learning (PBL)
Speech impact
Competence


Problem-based

1 Introduction Currently, pragmatic linguistics has accumulated a large number of private studies on the speech impact, but no general theory has been developed so far. The impact of the journalistic style of speech, including news texts, is mainly studied. However, the speech impact, i.e. the focus of speech on achieving some pragmatic (perlocutionary, speech-impacting) effect is present in any speech act. This also refers to scientific and educational communication [1–7]. For several decades, the educational text has been © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 709–718, 2020. https://doi.org/10.1007/978-3-030-47415-7_75

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studied mainly from the point of view of accessibility (lexical, grammatical, semantic) of the text for a speech recipient – students of different ages. In the 21st century, the key concept of school and university pedagogics has become the concept of competence, which is understood as a personal ability of a specialist to act successfully on the basis of knowledge, skills, and practical experience when solving professional problems, and the purpose of education has become formation of competences necessary for labor activity [8, 9]. Therefore, we come up with considering formation of competences as a goal of educational communication and, consequently, as a desired effect of the speech impact. The goal of the study is to examine the concept of competence in terms of the theory of the psychological attitude, to identify its components and to find out, based on the analysis of educational texts, what elements of the language form and the content of these texts contribute to developing the competence. The research material is university textbooks on engineering and humanities. Methods of the study are discourse analysis, methods of communicative and pragmatic linguistics, functional and semantic analysis.

2 Literature Review The very notion of competence has not been fully developed, and no clear differences between competence and the complex of knowledge, skills, and abilities considered before, have been identified. Traditionally, changes in knowledge, emotional state, values and/or behavior of a speech recipient are considered as types of the speech impact. However, Anisina has exemplified the analysis of news texts to show that these changes, in their turn, lead to formation of a new unconscious position of a speech recipient [10]. The unconscious position, following Uznadze [11], is understood as unconscious willingness to act in a certain way in a certain situation (in Western science the term “attitude” is used, and the concept itself is interpreted differently [12]). This willingness is a complex of associatively related knowledge about a situation, emotional states, abilities to act, and value orientations. Therefore, it is necessary to consider competence from the standpoint of the stated theory, and to analyze the educational text with regard to these components to determine conditions of successful pedagogical communication. Application of professional knowledge in a specific situation requires a specialist to analyze the situation and choose a solution from several possible ones, i.e. creative thinking. The unit of creative thinking is a psychological process of solving a problem situation described, in particular, by Rubinstein [13]. Therefore, in order to find out the nature of the unconscious positions formed during learning, it is necessary to consider the stages of the psychological process of solving a problem situation. Rubinstein distinguished the following stages in this process of searching for new knowledge or choosing a solution: 1) emergence of the need to search for a solution; 2) recalling all the knowledge about the problem situation and attempts to apply it; 3) anticipation (insight) and choosing the way of solution; 4) verbalization of anticipation and formulation of a hypothesis; 5) checking the hypothesis logically using the new information obtained at the third stage; 6) conclusion [13]. The use of problematic

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situations (situations of search and choice of solutions) in teaching is considered by many researchers as a way to develop creative abilities of students [12, 14–24]. A study of educational, popular science, and scientific texts, conducted by Anisina, showed that the structure of a microtext and its understanding is also based on the psychological process of solving a problem situation [25]. The purpose of science is to understand the cause-and-effect relations of the world around. However, this cognition is not the end by itself. The humanity strives to improve its living conditions by creating new objects (e.g. houses, cars, mobile phones, etc.). In addition, it is essential to predict and prevent negative situations (destructions, diseases, crop failures, and natural disasters) or to reduce damage that they may cause. These goals can be achieved by an individual only in cooperation with other people, so the humanity needs society, social institutions, general and vocational education, etc., as well as tools to manage society, social groups, and individuals. Consequently, any theoretical knowledge (with rare exceptions) can be applied in the social, domestic, or professional area of the society and an individual. Any specialist in the process of education acquires knowledge, skills, and abilities in order to participate in the professional activity to maintain life and development of the society, only in this way they can satisfy their needs. Therefore, the main purpose of education is to prepare a specialist for independent creative activity to overcome chaos and create harmony and order in different areas of life, i.e. to solve various problem situations when it is necessary to eliminate some danger or create something new (object, situation, enterprise, etc.). Thus, relying on the theory of speech impact, the set theory, and peculiarities of creative thinking, i.e. the psychological process of solving a problem situation, we believe that three main components can be identified in the competence structure: 1) Psychological readiness to transform the world in a specific situation related to the specialist’s activity in order to improve the conditions and the quality of life in the society, social group, or a specific person, i.e. creatively solve professional problems; 2) motivation to solve professional problems on the basis of the established system of values; 3) availability of theoretical knowledge about the world and procedural knowledge about practical application of the theory, mastery of algorithms of intellectual and practical actions applied in a particular professional activity (availability of knowledge, skills, and abilities). When analyzing the speech impact, selection of the content and language forms of its representation are usually studied. The research of educational texts on technical system management carried out by Anisina [26] has shown that after reading a textbook, which considers not abstract examples of technical systems and formulas, but specific, though idealized, technical systems, the reader forms confidence in their ability to cope with current complex professional tasks, optimism, and a sense of mastery of new knowledge and skills through creating an active text (according to Belyanin’s terminology [27]). This is promoted by the techniques of activating the reader’s thinking through a sense of belonging to the process of thinking described in the text (Matveeva [4]). For this purpose the educational text actively uses definite-personal

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sentences with a verb of the verbal and cogitative activity in the first person in plural (let us consider, let us compare…) or impersonal sentences (it should be emphasized…), as well as question-and-answer unities and various means of visualization and objectification of intellectual actions [26]. In our view, such a description of the solution to a prestigious professional task on the example of a specific, but idealized technical system, forms an unconscious commitment to practical activities on the world transformation, implementation of a full cycle of the psychological process in solving a problem situation in the professional activity. In this regard, it is vital to find out whether it is possible to achieve such an effect of the speech impact in educational texts on the humanities, whether the humanities envisage the professional activity on the world transformation, and whether the educational texts for students are prepared for the use of theoretical knowledge and/or social technologies in the practical professional activity.

3 Research Results Having analyzed six university textbooks (on descriptive geometry, social psychology, political science, mass communication psychology, and intercultural communication [28, 29, 31–34]), we divided them into three groups in terms of information selection and a presentation style. First Group. Educational texts [28, 29] that contain theoretical knowledge and examples of problem solving from the idealized or successful professional activity. For example, the textbook on descriptive geometry [28] describes problem solving: “According to the given orthogonal projections, construct a rectangular building” [28, p. 220] or “Orthogonal projections of a building with a niche, the upper part of which is limited by a cylindrical surface, are given. Construct the building’s perspective.” [28, p. 229]. The authors also show how to design geometrical models, model linear elements, draw projections, and solve positional problems, for example: to construct a line of intersection of cone and cylinder surfaces, a line of intersection of roof slopes [28, pp. 93, 96]. Besides, the system of professional activity values (efficiency of calculations and safety of the obtained structure) is transferred by expressing the meaning of the goal, and this leads to motivation to transform the world. The training manual on psychology of spontaneous mass behavior [29] describes examples of specific events or events described in the known artworks, which can be divided into two types. Firstly, examples that illustrate theoretical provisions, such as crowd behavior at Khodynka Field on the day of the coronation of Nicholas II on 18 May 1896 [29, p. 32]. Secondly, the examples of the use of crowd control techniques by the specialists [29, p. 43] and rumors are described, both the cases of successful elimination of rumors [29, p. 105] and the cases of unsuccessful actions of specialists with analysis of failure causes [29, pp. 100, 103]. It should be emphasized that the examples described are related to important moments in history of different countries, which emphasizes importance and prestige of professional activities in the field of mass behavior management.

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The peculiarity of Nazaretyan’s textbook is the use of a certain amount of emotional and evaluative vocabulary and conversational constructions and the author’s “I” in order to create the impression of conversation with the reader, to describe the examples more vividly and to bring professional problems under consideration closer to the reader, to his emotional area, i.e. to his needs and motivations. The author’s “I” is used when the author describes his verbal and cogitative activities: “I have given the last example also to point out again…” [29, p. 106], expresses his assessment of any spontaneous behavior or a situation management technique: “…I have never recommended it because I consider it too dangerous for health and life of agents” [29, p. 44], “I know it is a temporary phenomenon” [29, p. 124]. Besides, the author uses “I” when giving examples from his own professional or teaching experience: “One of my former students who came to Moscow for advice was involved in the campaign. I warned them not to do anything stupid, and I helped to develop a rather complex and expensive operation with a guaranteed (if carried out properly) result” [29, p. 100]; “…I even use chapter eight of “Dead Souls” as a teaching aid - the relevant processes are described there in so much detail, in detail and in persons” [29, pp. 87–88]. However, it should be noted that all author’s assessments are justified, that is, the form of assessment expression speaks about subjectivity, and in terms of the content they are objective, because they are substantiated. This presentation of information makes communication less formal, more interesting and the material more understandable. This is possible in the humanities educational texts, but not in engineering educational texts. This difference is due to the fact that humanities study society and individuals who are affected by many factors, including those related to the emotional field, many of which are unknown, so many details must be carefully considered in each case and even similar situations may differ in other ways. This complicates the scientific cognition in the humanitarian field. And in engineering sciences they usually use intellectual operations of typification, abstraction from specific details, etc. Consequently, Nazaretyan’s style of presentation in the textbook corresponds to peculiarities of the humanitarian environment as a research object and the sphere of activity. Resulting from the selection of the content and a style of presentation, which often uses language means of the verbal and cogitative activity that stimulate the reader’s thinking (let us pay attention, let us also note the technique…, we will consider this issue in more detail…, it is necessary to pay the utmost attention to the trifles), these educational texts illustrate not only a rational type of thinking that explains cause-andeffect relations of the reality, but also a pragmatic one (terminology by Pronina [30]). Second Group. This group includes textbooks on mass communication psychology [31] and political science [32]. These textbooks present theoretical knowledge, many classifications, and research results of different scientists. However, examples illustrating theoretical knowledge are very rare. The narrative style is strictly scientific, matter-of-fact, and is dominated by the subject plan of presentation (according to Matveeva’s terminology [4]): “the research was conducted in several stages” [31,

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p. 144], “indoctrination of various degrees is almost always present in communication” [31, pp. 127–128]. Means of activating the reader’s thinking are rarely used, mainly it is definite-personal (let us consider, etc.) and impersonal sentences, rhetorical questions and question-and-answer unities. Passive constructions are frequent: “… is included in the factors” [31, p. 138], “the results are processed as follows” [31, p. 164]. That is, procedural knowledge about application of the theory in practice (for example, about research methods of a mass communication product) is presented mainly in the form of passive constructions. The common feature of these textbooks is that there are few examples, tasks, and questions for the reader. We have analyzed Chapter 2 “Impact in Mass Communications” of Antonova’s textbook Psychology of Mass Communications [31]. Chapter 2 contains 60 pages, but only 1 page is a direct appeal to the reader and formulation of tasks on application of theoretical and procedural knowledge (for example: “Conduct a psychological examination of a mass communication product (advertisements, TV programs) according to the program you have developed (using the methods described in the textbook)” [31, p. 179], but no example of such analysis is given. In Chulanov’s textbook Political Science [32] we analyzed Chapters 5 “Ruling elite” and 6 “Political leadership”. For example, Chapter 5 includes a description of the theory, cause-and-effect relations, as well as a brief description of the history of the ruling elite of Russia in the 20–21st centuries (without specifying any names). At the end, a task for students is proposed: “Students should consider whether they have the opportunity to join the ruling elite in the long run and how this can be achieved in the Russian context, what qualities will be required for this purpose. But the question may also arise: since the ruling elite may not reflect the interests of the masses, is this power of the minority needed? Maybe ochlocracy is better?” [32, p. 128]. Textbooks in this group differ in the nature of the academic subject. Political science is studied by all students, because it provides awareness of the development processes in the society, which is necessary for every educated person, and citizen. Most students will not use this knowledge in their professional activity, but for their effective social life these competences are valuable. Also, a textbook on psychology of mass communications should form the professional competences of future journalists, editors and publishers, psychologists, and other specialists who will work in the field of mass communications and management of society. Therefore, these two textbooks differ in the amount of theoretical information and the way in which methodological (procedural) knowledge is presented. In the textbook on political science, it is expressed to a greater extent implicitly, as well as, in particular, by means of question-and-answer unities: “Taking into account the tendency of Russian citizens to believe in all kinds of promises that have been introduced into their consciousness for decades, should we be surprised by appearance of a large number of populist leaders on the political stage? Can they lead the country out of a difficult situation, solve the most complicated problems (housing, prices, medicine, birth rate, etc.) by jump-starting, promising, and demagogy? To do this, we need a sensible, realistic politician with patience, the ability for compromise, agreement, and making decisions that meet the strategic goals and vital interests of the people” [32, pp. 148–149].

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These textbooks describe the cause-and-effect relations of the real world, provide few examples, provide explicit or implicit procedural knowledge on how to analyze the cause-and-effect relations, but do not provide examples of such analysis, and do not refer to publications that describe analysis of specific cases. However, the texts provide information on how to analyze and evaluate specific cases, what should be considered dangerous and why: “Currently, psychologists demand introduction of mandatory expertise of the MMC [mass media], especially advertising, on its psychological safety. Some successes in this area are already noticeable; it is not uncommon for an advertising product that is harmful to the human psyche to be prohibited by law” [31, p. 161]. That is, the authors of these textbooks use rational and humanistic thinking (according to the theory of Pronina [30]). Third Group. This group includes the textbook on social psychology by Myers (Chapter 6 “Conformism” [33]) and the textbook on intercultural communication by Ter-Minasova (Chapters 3 and 4 “When in Rome, do as the Romans do. The conflict of cultures” and ““I” and “We” in cultures and languages. Types of cultures” [34]). These educational texts describe theoretical knowledge, give the results of numerous scientific studies, statements of scientists and famous people, examples from business, professional, and everyday life of different people, and the emphasis in most cases is on the problem rather than on its solution. Besides, the authors describe stories from their lives that help to bring the problem closer to the reader, using the author’s “I”. The style of presentation is characterized by the emotional-evaluation vocabulary, appeals to the reader, and rhetorical questions; educational texts are accompanied by funny illustrations. The authors motivate the student to read the text and study the subject. Procedural knowledge is presented only when describing the research of scientists. Besides, it is not always clear how the student will face this problem in their would-be professional activity (the examples given from the authors’ life mainly concern either the household sphere or the lives of students and teachers). It is important to note that the authors do not describe any examples of a successful problem-solving in the professional activity of a would-be specialist. The problem has been imposed, but not solved, so these texts can be referred to as dark, using the terminology of Belyanin [27], they do not contain means for overcoming a difficulty, transformation of the world on the basis of theoretical knowledge. The described particular examples of scientific studies and communicative failures are manifestation of net-thinking and drive-thinking (according to the theory of Pronina [30]), which makes the text entertaining and interesting for reading, but similarly, there is insufficient systematization and generalization of the educational material.

4 Discussion Considering all the above-mentioned, we believe that educational texts of the first group form students’ mindset on creative thinking, learning, and transformation of the world in the process of their future professional activity, as well as form a system of values and goals of the activity on learning and transformation of the reality.

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The textbooks of the second group form a system of values for future professional and/or social activity, create motivation for activity and focus on the active social position and/or transformation of the reality in their professional activity. However, the form of presenting the educational material makes it difficult to understand and, in general, does not activate thinking of readers. The educational texts of the third group are more aimed at motivating and entertaining the student and less at shaping the attitude towards transforming the world in future professional activities, i.e. at developing a professional competence. In general, our study showed that the speech impact of educational texts is manifested in selection of the content and its linguistic presentation. Ideally, it should be aimed at effectively building the professional competence of a would-be specialist and an active citizen. The analysis of six textbooks showed the following. Traditionally, engineering texts form an attitude to solving problem situations and explicitly convey methodological (procedural) knowledge and a system of values (effectiveness and safety), while using a lot of language means to activate the reader’s thinking, which is a condition for the successful transfer of procedural knowledge. Textbooks on humanities can be divided into two groups: 1) Forming the attitude towards transformation of the reality based on the theoretical knowledge; 2) Those that are of interest due to the problem and providing knowledge about the scientific research. The textbooks in the first group can be divided into two subgroups: a) Those that activate the reader’s thinking through case study analysis and linguistic presentation of the text; b) Containing all the necessary information, but few examples, and linguistic presentation of such texts does not activate the thinking activity of readers.

5 Conclusion With all the differences between humanities knowledge and engineering knowledge, the aim should be to form a professional competence, i.e., an attitude towards changing the world on the basis of theoretical knowledge and a system of values. Therefore, the basis for creating educational texts should be a rational, pragmatic, and humanistic type of thinking (according to the theory of Pronina), and drive-thinking and net-thinking should not be applied. Besides, by means of analysis of specific situations from the professional activity of specialists, including failures, confidence in overcoming difficulties should be formed, which is promoted by active texts (in Belyanin’s terminology). Besides, linguistic presentation of a successful text should stimulate the reader’s thinking activity by using the social plan of presentation (according to Matveeva’s terminology), i.e. verbs of thinking activity in the first-person form in plural (let us consider, compare, etc.).

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References 1. Anisina, N.V.: Lingvisticheskiye osnovy obycheniya analizu rechevogo vozdeistviya uchebno-nauchnogo teksta istoricheskoy tematiki (The linguistical basis of teaching the analysis of speech influence of the educational scientific historical text). Nor. J. Dev. Int. Sci. 22(2), 28–34 (2018). (in Russian) 2. Dashkova, S.Y.: Rhetorical questions in the structure of argumentative statements (in scientific and academic texts). Bull. Kemerovo State Univ. 2–2(54), 36–40 (2013) 3. Efremova, N.V.: Inner dialogicity of medical scientific texts. Vestnik Volgogradskogo gosudarstvennogo universiteta. Seriya 2, Yazykoznanie (Sci. J. Volgograd State Univ. Linguist.) 2(26), 74–79 (2015) 4. Matveeva, G.G.: Aktualizatsiya pragmaticheskogo aspekta nauchnogo teksta (Actualization of the Pragmatic Aspect of the Scientific Text). Publishing House of Rostov state University, Rostov-on-Don (1984). (in Russian) 5. Matveeva, G.G., Zyubina, I.A.: Pismennyi tekst: podhody k vyiavleniyu neyavnoy pragmatiki (Written text: approaches to identifying implicit pragmatics). Vestnik Volgogradskogo gosudarstvennogo universiteta. Seriya 2, Yazykoznanie (Sci. J. Volgograd State Univ. Linguist.) 17(2), 26–32 (2018). (in Russian) 6. Murtazina, P.A.: Pragmatic aspects of educational and scientific texts of the management sublanguage. Foreign Lang.: Linguist. Methodol. Aspects 31, 59–62 (2015) 7. Popova, T.G., Rudneva, M.A.: Communicative-pragmatic organization of scientific technical text. Russian J. Linguist. 2, 104–112 (2015) 8. Rudskoy, A.I., Borovkov, A.I., Romanov, P.I.: General professional competence of a modern Russian engineer. Vysshee Obrazovanie v Rossii 27(1), 5–18 (2018) 9. Rudskoy, A.I., Borovkov, A.I., Romanov, P.I.: Russian experience in engineering education development. Vysshee Obrazovanie v Rossii 27(1), 151–162 (2018) 10. Anisina, N.V.: Lingvisticheskiye tekhnologii formirovaniya neosoznavaemoy ustanovki v novostnom tekste [Linguistic technologies of the unconscious position formation in the text of the news]. Philol. Sci. Issues Theory Pract. Sci-Theoret. Appl. 7-1(61), 54–59 (2016). (in Russian) 11. Uznadze, D.N., Uznadze, D.N.: Psikhologiya ustanovki (The Psychology of the Attitude). «Piter» Publishing, St. Petersburg (2001). (in Russian) 12. Perloff, R.M.: The Dynamics of Persuasion: Communication and Attitudes in the TwentyFirst Century. Routledge, London (2016) 13. Rubinstein, S.L.: Printsipy obschey psikhologii (The Principles of General Psychology). «Piter» Publishing, St. Petersburg (2000). (in Russian) 14. Simon, H.A.: The Sciences of the Artificial. MIT Press, Cambridge (1969) 15. Liedtka, J., Ogilvie, T.: Designing for Growth: A Design Thinking Tool Kit for Managers. Columbia University Press, New York (2011) 16. Brown, T.: Change by Desing: How Design Thinking Transforms Organizations and Inspires Innovation. Harper Business, New York (2009) 17. Brown, T.: Desing Thinking. Harv. Bus. Rev. 86(6), 85–92 (2008) 18. Matyushkin, A.M.: Problemniye situatsii v myshlenii i obuchenii (Problem Situations in Thinking and Education). «Pedagogika» Publishing, Moscow (1972). (in Russian) 19. Khutorskoy, A.V.: Didakticheskaya evristika. Teoriya i tekhnologiya kreativnogo obucheniya (Didactic Heuristics. Theory and Technology of Creative Learning). Moscow State University Publishing, Moscow (2003). (in Russian) 20. Shapira, H., Ketchie, A., Nehe, M.: The integration of design thinking and strategic sustainable development. J. Clean. Prod. 140, 277–287 (2017)

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21. Goldman, S., Carroll, M.P., Kabayadondo, Z., Cavagnaro, L.B., Royalty, A.W., Roth, B., Kwek, S.H., Kim, J.: Assessing d.learning: capturing the journey of becoming a design thinker. Springer, Heidelberg (2012) 22. Wright, N., Wrigley, C.: Broadening design-led education horizons: conceptual insights and future research directions. Int. J. Technol. Design Educ. 29(1), 1–23 (2019) 23. Johansson-Sköldberg, U., Woodilla, J., Çetinkaya, M.: Design thinking: past, present and possible futures. Creativity Innov. Manag. 22(2), 121–146 (2013) 24. Koh, J.H.L., Chai, C.S., Wong, B., Hong, H.-Y.: Design Thinking for Education: Conceptions and Applications in Teaching and Learning. Springer, Singapore (2015) 25. Anisina, N.V.: An academic-scientific technical text as a means of pedagogical communication. In: The European Proceedings of Social and Behavioural Sciences (EpSBS), vol. L1, pp. 1304–1313 (2018) 26. Anisina, N.V.: Rechevoye vozdeistviye uchebno-nauchnogo teksta kak sredstvo povyscheniya effektivnosti pedagogicheskoy kommunikatsii (Speech impact training and scientific texts technical profile as a means of improving the effectiveness of pedagogical communication). Perspect. Sci. Educ. 3(33), 93–99 (2018). (in Russian) 27. Belyanin, V.P.: Psikhologocheskoye literaturovedeniye. Tekst kak otrajeniye vnutrennikh mirov avtora i chitatelya (Psychological Literary Criticism. The Text as a Reflection of the Inner Worlds of the Author and the Reader). Genesis Publishing, Moscow (2006). (in Russian) 28. Budarin, O.S.: Nachertatelnaya geometriya. Kratkiy kurs [Descriptive Geometry. Brief Training Course. «Lan» Publishing, St. Petersburg (2008). (in Russian) 29. Nazaretyan, A.P.: Psikhologiya stikhiynogo massovogo povedeniya. Tolpa, slukhi, politicheskiye i reklamnyie kampanii (Psychology of Spontaneous Mass Behavior. Crowd, Rumors, Political and Publicity Campaigns). «Akademia» Publishing Center, Moscow (2005). (in Russian) 30. Pronina, E.E.: Psikhologiya jurnalistskogo tvorchestva (Psychology of Journalistic Writing). Moscow State University Publishing, Moscow (2003). (in Russian) 31. Antonova, N.V.: Psikhologiya massovykh kommunikatsiy: uchebnik I praktikum (Psychology of Mass Communication: Textbook and Manual). «Urait» Publishing, Moscow (2016). (in Russian) 32. Chulanov, Y.G.: Politologiya: uchebnik (Political Science: Coursebook). «Business-Press» Publishing, St. Petersburg (2008). (in Russian) 33. Myers, D.G.: Sotsialnaya psikhologiya (Social Psychology), 7th edn. «Piter» Publishing, St. Petersburg (2020). (in Russian) 34. Ter-Minasova, S.G.: Voyna i mir yazykov i kultur (War and Peace in Languages and Cultures). «Slovo» Publishing, Moscow (2008). (in Russian)

Soft Skills vs Professional Burnout: The Case of Technical Universities Fatima Valieva(&) Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russian Federation [email protected]

Abstract. The paper deals with the phenomenon of “soft” skills in the aspect of prevention and correction of professional burnout in terms of polytechnic education specialists. Burnout is a problem that must be solved for both current and future needs to help those who are already engaged in professional activities, as well as future professionals, both in engineering and teaching. The relevance of the study determines its subject matter – a professional burnout among teachers of technical universities and burnout prerequisites among students. The paper focuses on the individual, internal resources and personal characteristics as a means of combating the burnout syndrome. The combination of factors selected for the analysis has not been studied previously due to burnout. The MBI methodology, Emotional Intelligence and Decision Making scales were used in the work. Data processing was carried out with SPSS 27 software and R-studio. The research was carried out based on a sample group of 59 teachers and 78 students working/studying in technical universities of St. Petersburg and representing both engineering and humanities. The empirical data of the study include description of the sample group from the point of view of the level of burnout; correlation analysis of indicators, which determines the relationship between the declared factors and burnout constructs, as well as between all the variables; factor analysis of the obtained data. Keywords: Soft skills Teachers
Students


Professional burnout
Technical university


1 Introduction Despite the relevance and demand for higher education, the problems of stressfulness and resistance to stress, burnout and the skills needed to overcome these problems are being actively discussed at all levels of higher education [1–5]. The current situation in the higher education system in many countries is accompanied by teacher turnover and student attrition. A huge number of “students today run the risk of not completing their postsecondary education” [6, p. 211]. In particular, there are increasing concerns about mental health among university teachers and students [7] and a high level of stress and burnout associated with dropout [8].

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 719–726, 2020. https://doi.org/10.1007/978-3-030-47415-7_76

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Modern professionals in the field of educational psychology are increasingly interested in the problem of burnout of teachers [9]. Professional Burnout Syndrome significantly reduces the effectiveness of teachers’ professional activities and lives, negatively affecting their emotional well-being. Different thought schools offer complex etiological models of burnout, and highlight the interplay of individual, organizational and social factors [10]. Some individual characteristics were found to be interrelated, including age, marital status, gender, temperament, and burnout [11]. In addition, the lack of energy, isolation from colleagues, lack of common purpose among staff and social support are linked to the burnout of teaching staff [12]. In an overview of teacher burnout and satisfaction, Davis and Wilson described the importance of the working life quality improvement programmes as a means of reducing or eliminating the problem of teachers’ burnout. Some scientists assume that a person’s behaviour is determined by the interaction of personal characteristics and contextual factors, which can affect the satisfaction of teachers and can lead to their low efficiency and efficacy [13]. Soft skills issues should also be highlighted among the current topical issues. Over the past 20 years, various studies and monographs on soft skills have appeared in the scientific community of OECD member countries. Some of them are devoted to separate professions, including educational sphere, many of them having an interdisciplinary character. The popularity of the topic of social skills is confirmed by more than 4000 publications on this topic [14]. Within the framework of pedagogical activity, the concept of soft skills is based on the growing need for creative teachers, who are able to react in a flexible way to changes in professional activity, communicate with others, creatively solve pedagogical problems, etc. [15]. Adaptability skills, ability to make decisions, time management are directly related to the management aspect of pedagogical activity. Emotional and social types of intelligence are the basis for the psychological aspect, which allows us to assert that a professionally competent teacher can be called a teacher with a sufficiently high level of soft skills. There has been a substantial amount of research on burnout among teachers in general (e.g., Schmitz & Schwarzer) [16]. However, research among higher education instructors and students is sparse. In addition, those studies focused almost exclusively on individual (demographic) and situational factors, whereas soft skills factors were mostly neglected, as well as the burnout phenomenon in technical universities, investigating both teachers and students [17–19]. Thus, this research will examine soft skills and their relation to burnout on the sample of technical university environment.

2 Literature Review 2.1

Burnout Concept

Maslach and Jackson identified three aspects of burnout: emotional exhaustion – emotional fatigue from their work, depersonalization – lack of impersonal response to students’ actions, and loss of personal self-efficacy [20].

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Those suffering from burnout feel emotionally drained “as emotional resources are depleted, workers feel they are no longer able to give of themselves at a psychological level” [20, p. 5]. Thus, they suffer from emotional exhaustion. When these feelings become chronic, “teachers find that they can no longer give of themselves to students” as they once could [21, p. 14]. Burned out workers also suffer from depersonalization. Depersonalization refers to “negative, cynical attitudes and feelings …, [a] callous or even dehumanized perception of others” [20, p. 6]. 2.2

Soft Skills

Teacher’s work cannot be reduced solely to technical competence, it is largely emotional work. Hargreaves outlines that emotions are at heart of teaching [22]. In addition, as emotional work it can be very demanding and draining, and can result in both physical and emotional exhaustion, consequently leading to burnout. We assume that one of the most powerful personality factors that might have a significant correlation with burnout are emotional competencies, which are viewed in the literature within the framework of Emotional Intelligence. By analysing the existing literature on the subject, we have gradually come to the concept of emotional competencies central to this study and examined the competences within that we identified as crucial for teachers. Emotional intelligence is not a new research direction in education psychology. Many cognitive psychologists have begun to study intelligence, focusing on such aspects as perception, memory and problem solving. Weschsler recognized the noncognitive features of the intellect as relevant for human adaptation [23]. Other theorists participated in laying the foundation for the current understanding of emotional intelligence [24]. Teacher’s decision-making is complex and multifaceted and can be viewed from different perspectives. First, decision-making skill appears of great importance while dealing with students. Decisions made by teachers concern the students and educational process overall and referred to as instructional decisions. Decisions made before lessons are called pro-active; they include decisions about what to teach, what materials and activities to use. Decisions made in the learning process are called interactive and include monitoring students’ progress, behaviour, and involvement. Assessment decisions are made after the lesson; they include general assessment of the lesson and subsequent planning for other participants in the educational process. It is suggested that it is not only burnout that can influence decision making, but decision making as a personal characteristic can assist largely in preventing burnout. We hypothesize that lack of participation in decision-making, or in other words, decision-making inability, can have a negative influence on teachers’ personal accomplishment leading to burnout, whereas possession of decision-making ability by teachers can have a counteracting effect on burnout syndrome. When teacher believes he or she is going to be held accountable for results but does not have ability to control the process, it can be very stressful. Over time and in combination with other factors, it is often one of the contributing causes of burnout on the job for many key leaders and professionals.

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3 Methodology Maslach the sample group comprised 59 lecturers and 78 students from Peter the Great Saint-Petersburg Polytechnic University. The mean scores on teaching experience for participants was 16.89 and ranged from 3.5 to 30 years. A battery of three questionnaires was spread among teachers and students of St. Petersburg universities. The questionnaires were self-administered, complete instructions were provided. The respondents were tested individually on the Internet using the google form. Questionnaires were completed anonymously. MBI-ES. The Maslach’s Burnout Inventory Educator Survey (MBI-ES) comprised of 22 statements, was used in this study to assess the level of burnout among higher education instructors. The MBI-SS Survey made up of 15 items constituting three scales: emotional exhaustion, cynicism, and professional efficacy, was translated and used for students. All the items were scored by using a seven-point Likert scale - from 0 (never) to 6 (always). As described by Maslach and Jackson, the MBI is a psychological measurement instrument designed “to assess three constructs: Emotional Exhaustion, Depersonalization, and lack of Personal Accomplishment” [20, p. 27]. Scale of Emotional Intelligence. The SEI was designed by the authors of the present research to assess teachers’ emotional competencies. It was developed as a result of literature review on Emotional Intelligence and included competencies identified by Goleman and Boyatzis. The Scale of Emotional Intelligence (SEI) measures competencies organized into four clusters: Self-Awareness, Self-Management, Empathy, and Relationship Management. The questionnaire consists of 32 statements, which respondents were asked to assess ranging from 5 (very characteristic) to 1 (absolutely uncharacteristic). Decision Making Questionnaire (DMQ). To identify the level of decision-making ability of our respondents, we used the Melbourne Decision Making Survey, which included 22 statements. The survey measures four characteristics: productive vigilance and unproductive copings (avoidance, procrastination and hyper-vigilance). At the empirical stage of the study, we investigated the following questions as to whether different participants in the educational process have different levels of burnout; if there are any significant hidden links between the characteristics studied; and what factors may have a preventive effect on burnout?

4 Results and Discussion Maslach Teachers’ and students’ scores on each of three burnout dimensions were computed following the Maslach Burnout Inventory Manual and classified in terms of statistics according to the level of teachers’ burnout as “low”, “average”, and “high”. Descriptive statistics were computed for each of the three scales, resulting in measures of emotional exhaustion (M = 14.45, SD = 6.24), depersonalization (M = 5.41, SD = 3.12) and personal accomplishment (M = 26.53, SD = 4.1). Thus, the teachers questioned had a low score on the emotional exhaustion and depersonalization

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subscales, and an average score on personal accomplishment. As compared to the overall figures for students, the sample group is lower on the Emotional Exhaustion and Depersonalization subscales and at the same time slightly lower on the Personal Accomplishment. As for the level of emotional intelligence and decision-making, teachers have more developed soft skills. A bit more than 68% of respondents among teachers have the highest number of points on the scale of “vigilance”. About 25% of teachers have the highest number of points on the “avoidance” scale. About 10% have equal number of points on the scale of “avoidance” and “vigilance”. Alpha Cronbach’s values asserted the credibility of the survey, the internal consistency for the questionnaires being between 0.78 and 0.90. 4.1

Correlation Analysis

For correlation analysis we identified 8 variables: (1) Emotional Exhaustion, (2) Depersonalization, and (3) Personal Accomplishment, corresponding to the three subscales of burnout; (4) Self-Awareness, (5) Self-Management, (6) Empathy, and (7) Relationship Management, corresponding to the four emotional competencies clusters; (8) Decision Making. The research matrix was constructed using SPSS-27 software to examine the correlation among all variables, coefficients being significant at the 0.01 level - ** and 0.05 level - *. MBI. As a result of correlation analysis, a rather strong positive correlation was found between Emotional Exhaustion and Depersonalization, which was in accord with our expectations. Teachers scoring high on the first dimension usually score high on the second. Thus, the first two stages of burnout often develop almost simultaneously. Personal Accomplishment, in contrast, is independent of the other subscales, no significant correlations were found with the first two subscales. Emotional Intelligence. Emotional Intelligence clusters and competencies were found to be strongly intercorrelated, with Pearson product-moment coefficient ranging from .371 to .813. Competencies within clusters operate in an integrated fashion, forming a meaningful pattern of abilities that facilitates successful performance on the job. Teachers exhibit these competences in groupings, often across clusters, which allow competences to support and complement one another. Emotional Exhaustion was found to be negatively correlated to Self-Management cluster (−.352*). Teachers who scored high on this subscale of burnout usually scored low on Self-Management competences, whereas teachers who demonstrated high level of Self-Management were less burnt out. A negative correlation, though moderate (−.312), was found between Depersonalization subscale and Empathy. These two factors are, in a way, antagonistic. High level of Empathy, apparently, inhibits the development of Depersonalization feelings towards students, as it implies understanding others’ feelings, perspectives, and taking an active interest in their concerns.

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Burnout and Decision Making. Decision Making was found to be negatively correlated with Emotional Exhaustion (−.467**) and Depersonalization (−.466**) subscales of burnout. 4.2

Factor Analysis

The most important components of the identified flexible skills of technical university teachers were identified through factor analysis using the main components method. In particular, groups of values that are the main reasons for most of the correlations were identified. The results of the factor analysis on the teachers’ sample group based on soft skills and other components allowed identifying 3 factors (Table 1). Table 1. The results of factor analysis. Components 1 2 3 Empathy .921 Self-Awareness .848 Self-Management .811 Depersonalization .896 Emotional Exhaustion .892 Personal Accomplishment .711 Decision Making −.502

The first factor contains three emotional competencies clusters of Empathy, SelfAwareness, Self-Management, and Personal Accomplishment, with Empathy scoring highest and being the most influential component. The second factor contains Emotional Exhaustion and Depersonalization, and the third – Decision Making. Because of factor analysis, we can refine the structure of soft skills factors suggested to have significant influence on the burnout syndrome. Self-Awareness, Self-Management and Empathy appear to form the most powerful factor associated with burnout, which is in accord with theoretical assumptions. Different combinations of emotional competencies might be effective preventers of burnout at different stages. Relationship Management dropped out in the model. The combination of three emotional competencies appears to be most effective when dealing with Personal Accomplishment. On the one hand, the competencies increase Personal Accomplishment; on the other hand, they inhibit Emotional Exhaustion and Depersonalization that were extracted in the second component. Decision-making was extracted in the third component. It seems to have more weight and influence, thus potential to act as effective burnout preventer. Hence, it is suggested to introduce a new factor, which will comprise decision-making ability, forming a powerful means against burnout. However, further research is required in this area to investigate the potential and perspectives of this factor.

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5 Conclusion The empirical research on burnout dimensions and soft skills provided fruitful results for interpretation. It can be stated that the main hypothesis concerning the inhibiting effect of soft skills on burnout was supported both by correlation and factor analyses. As expected, emotional clusters were strongly associated with the burnout dimensions. A rather significant negative correlation was found between Emotional Exhaustion and Self-Management, which help teachers resist the job stressors and pressure caused by them and fight off incipient symptoms of burnout. Depersonalization was negatively connected to Empathy. Personal Accomplishment was found to be positively correlated to all three emotional competencies (Self-Awareness, SelfManagement, and Empathy). Decision-making had a strong negative correlation to both Emotional Exhaustion and Depersonalization. Factor analysis extracted three components, first containing three emotional competencies and the subscale of Personal Accomplishment, second – Emotional Exhaustion and Depersonalization, and third – Decision Making. Factor analysis has, basically, double-proved our theoretical assumptions and gave ground for new research. In general, the results of the study revealed the burnout among both university professors and university students, the last group being more flexible in terms of their emotional competencies.

References 1. Glukhov, V.V., Vasetskaya, N.O.: Improving the teaching quality with a smart-education system. In: Proceedings of the 2017 IEEE VI Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations) (SPUE), pp. 17–21. IEEE, New York (2017) 2. Klochkova, E.S., Bolsunovskaya, M.V., Shirokova, S.V.: The significance of humanities for engineering education. In: Proceedings of the 2018 XVII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region (PTES), pp. 265–268. IEEE, New York (2018) 3. Kruglikov, V.N.: Experiential methods of studying theory at engineering universities. Educ. Sci. J. 20, 50–69 (2018) 4. Necheukhina, N.S., Matveeva, V.S., Babkin, I.A., Makarova, E.N.: Modern approaches to the educational process aimed at improving the quality of highly qualified personnel training. In: Proceedings of the 2017 IEEE VI Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations) (SPUE), pp. 192–195. IEEE, New York (2017) 5. Rudskoy, A.I., Borovkov, A.I., Romanov, P.I.: Obshcheprofessional’nye kompetencii sovremennogo rossijskogo inzhenera (General professional competence of a modern Russian engineer). Vysshee Obrazovanie v Rossii 27(1), 5–18 (2018). (in Russian) 6. Alarcon, G.M., Edwards, J.M., Menke, L.E.: Student burnout and engagement: a test of the conservation of resources theory. J. Psychol. 145, 211–227 (2011) 7. Stallman, H.M.: Psychological distress in university students: a comparison with general population data. Aust. Psychol. 45, 249–257 (2010)

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8. Lin, S.H., Huang, Y.C.: Life stress and academic burnout. Active Learn. High. Educ. 15, 77– 90 (2014) 9. Byrne, B.M.: The maslach burnout inventory: validating factorial structure and invariance across intermediate, secondary, and university educators. Multivar. Behav. Res. 26(4), 583– 605 (1991) 10. Adams, E.: Vocational teacher stress and internal characteristics. J. Vocat. Tech. Educ. 16(1), 7–22 (1999) 11. Maslach, C., Leiter, M.P.: Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry 15, 103–111 (2016) 12. Maslach, C., Schaufeli, W.B.: Historical and conceptual development of burnout. In: Maslach, C., Schaufeli, W.B., Marek, T. (eds.) Professional Burnout: Recent Developments in Theory and Research, pp. 1–16. Taylor & Francis, Washington (1993) 13. Sunbul, A.M.: An analysis of relations among locus of control, burnout and job satisfaction in Turkish high school teachers. Aust. J. Educ. 47(1), 58–65 (2003) 14. Raitskaya, L.K., Tikhonova, E.V.: Soft Skills v predstavlenii prepodavatelej i studentov rossijskih universitetov v kontekste mirovogo opyta (Perceptions of soft skills by Russia’s university lecturers and students in the context of the world experience). RUDN J. Psychol. Pedagogics 15(3), 350–363 (2018). (in Russian) 15. Yarkova, T.A., Cherkasova, I.I.: Formirovanie gibkih navykov u studentov v usloviyah realizacii professional’nogo standarta pedagoga (Formation of flexible skills among students in the conditions of implementation of the professional standard of the teacher). Vestnik Tyumen State Univ. Humanit. Res. Humanit. 2(4), 222–231 (2016). (in Russian) 16. Gold, Y., Roth, R.A.: Teachers Managing Stress and Preventing Burnout: The Professional Health Solution. Falmer Press, London (1993) 17. Alarcon, G.M., Edwards, J.M., Menke, L.E.: Student burnout and engagement: a test of the conservation of resources theory. J. Psychol.: Interdiscip. Appl. 145(3), 211–227 (2011) 18. Portoghese, I., Leiter, M.P., Maslach, C., Galletta, M., Porru, F., D’Aloja, E., Finco, G., Campagna, M.: Measuring burnout among university students: factorial validity, invariance, and latent profiles of the Italian version of the Maslach Burnout Inventory Student Survey (MBI-SS). Front. Psychol. (2018), https://www.frontiersin.org/articles/10.3389/fpsyg.2018. 02105/full. Accessed 20 Jan 2020 19. Stallman, H.M., Hurst, C.P.: The university stress scale: measuring domains and extent of stress in university students. Aust. Psychol. 51, 128–134 (2016) 20. Maslach, C., Jackson, S.E., Leiter, M.P.: Maslach Burnout Inventory Manual, 4th edn. Mind Garden, Menlo Park (2017) 21. Schwab, R.L., Jackson, S.E., Schuler, R.S.: Educator burnout: sources and consequences. Educ. Res. Q. 10(3), 14–30 (1986) 22. Davies, M., Stankov, L., Roberts, R.D.: Emotional intelligence: in search of an elusive construct. J. Personal. Soc. Psychol. 75, 989–1015 (1998) 23. Dulewicz, V., Higgs, M.: Emotional intelligence – a review and evaluation study. J. Manag. Psychol. 15(4), 341–372 (2000) 24. Kaufhold, J.A., Johnson, L.R.: The analysis of the emotional intelligence skills and potential problem areas of elementary educators. Education 125(4), 615–628 (2005)

Digital Educational Resources in the Professional Activities of Educators Marina Khlebnikova(&) and Irina Dolinina Perm National Research Polytechnic University, Perm 614000, Russia [email protected], [email protected]

Abstract. The relevance of the article lies in a comprehensive assessment of the use of electronic textbooks in the educational process. The article provides an overview of existing digital educational tools. It is shown that electronic resources play a dual role: they can effectively introduce the information environment into educational activities and require a complete transformation of the content, methods and organizational forms of training. The main content of the article is analysis of the types of digital educational resources used in the educational process, as well as effectiveness of their use. For an objective assessment of teachers’ work skills in using electronic textbooks, a list of digital educational resources is offered that they use in everyday and professional activities. The pedagogical tasks are determined, for the implementation of which digital educational resources are used. Features of their use by teachers are analyzed depending on the age of the teacher, length of service and qualification category. The article assesses the level of understanding by teachers of threats in the field of information security. The interpretation of the research results presented herein can serve as the basis for further research. Keywords: Electronic teaching aids
Digital educational resources competence
Information security competency


Digital

1 Introduction Modern society is characterized by radical changes in the social, political and economic life of society, occurring under the influence of informatization. These changes revealed the need for changes in the education system. At the same time, there is a tendency to steadily increase the volume of distance and online education, which requires a rethinking of traditional education, a new understanding of the professional development of teachers. In the digital world, educators should be able to analyze various information resources, develop distance learning courses and create effective learning environments. UNESCO documents reflect key educational goals, such as ensuring inclusive and equitable quality education and enhancing lifelong learning opportunities for all. In addition, the new Education for 2030 concept, adopted by UNESCO (in collaboration with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR) at the World Education Forum in Incheon, Republic of Korea, emphasizes the need to “use information and communication technologies (ICT) to strengthen educational systems, © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 727–736, 2020. https://doi.org/10.1007/978-3-030-47415-7_77

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disseminate knowledge, ensure access to information, provide high-quality and effective training and provide services more efficiently” [1, pp. 7–8]. The main documents of the Russian Federation in the field of national policy - the Strategy for Development of the Information Society in the Russian Federation for 2017–2030, the Digital Economy of the Russian Federation Program, indicate that “The use of digital technologies is an expansion of the education system. Educational organizations have access to the Internet and are represented there on their websites …” [2, p. 6]. The Digital Economy of the Russian Federation program also emphasizes that one of the main elements of the digital economy infrastructure is information security. The program also provides that by 2024 the proportion of the population with digital skills will reach 40%, which, of course, requires significant changes on the part of the entire pedagogical community, related to the improvement of ICT competencies, the development of digital infrastructure and the use of new information technologies in the educational process. Thus, one of the competencies that a new generation teacher should possess is digital competency. At the same time, “digital competence” means the teacher’s ability to confidently, efficiently, critically and safely select and apply information and communication technologies in the educational process (working with content, communication, consumption, and the technosphere) based on continuous mastery, a system of relevant knowledge, skills, motivation and responsibility [3]. This competency is based on a high level of knowledge about information management (competency in the field of information security) and a high level of knowledge of digital technologies [4]. Fundamentally new in this approach is the consideration of motivational and value areas of the individual. As well as determining the characteristics of the teacher’s professional activities in the face of new opportunities and dangers. The structure of digital competence distinguishes four components: knowledge, skills, motivation and responsibility (including safety).

2 Literature Review Currently, the issues of digital competence are considered by both Russian and foreign scientists. Teacher training in digital education is also the subject of much research. A number of studies on the issue of digital competences have examined the following issues. Gafurova [5] developed and tested a methodology for teaching information technology to teachers. Shmakova [6], Fedotova [7] in their works indicate the importance of information technology in the professional activity of a future teacher. Fross, Winnicka-Jaslowska, Sempruch [8] emphasize that actions associated with the use of the network and new forms of work contribute to the emergence of new functional and spatial connections and interactions at the university. Today, the process of acquiring new knowledge takes place in various forms – not only in classrooms, but also in social networks and in electronic video. Cattik, Odluyurt [9] in their study show the importance of using smartphones when working with

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children with disabilities. Corresponding member Quarles, Conway, Harris, Osler, Rech [10] argue that a modern digital audience should include modern learning strategies. Demarle-Meusel, Sabitzer, Sylle [11] justify the need to create digital laboratories at universities, in which students and teachers can study at any time. Maxwell, Jiang, Chen [12] emphasize that today the format of education is changing, and this is due to the development of new digital technology, which is very important for the current generation. Jones and Bennett [13] warned that the desire to fully introduce “digital education” in higher education may be accompanied by the risk that the best teaching methods may be lost. Horvath [14] devoted his research studying aspects of digital life of students. Kroksmark [15] in his study notes that in the digital space it is the teacher who determines the pace of learning, the procedure for obtaining subject knowledge, and also implements responsibility for student success. In general, research scientists can be divided into two groups. Some scholars argue that in the preparation of teachers it is necessary to form digital competencies, since the success of students’ results in the future depends on them. Others believe that it is only necessary to develop the educational space, and the classroom should meet the requirements of a digital society. However, in our study, we consider digital competence, and, first of all, its component, such as information security (responsibility), which should be associated with an adequate assessment of Internet risks and threats. An important aspect is the assessment of the involvement of secondary school teachers in the Internet environment and determination of their activity in the use of digital educational resources. At the same time, we define pedagogical tasks for which digital educational resources are used, analyze the features of their use by teachers depending on the age of the teacher, length of service and qualification category.

3 Materials and Methods The complex nature of the ongoing pedagogical research is determined by the set of the following methods used: questioning, generalization, synthesis, content analysis, induction, deduction, studying and evaluating positive experience, and polling. The purpose of pedagogical research is to determine the effectiveness of the use of digital educational resources in the teacher’s professional activity as a condition for the formation of the teacher’s digital competence, its components in terms of information management and the level of knowledge of digital technology. The goal set determined the nature of specific tasks that we solve in the framework of pedagogical research: 1. To develop a program of pedagogical research. 2. Evaluate the level of formation of the digital competence of teachers. 3. To analyze the dependence of the generated digital competence on the age, length of service, qualification category of teachers.

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4. To investigate the awareness of educators about ways to ensure safety as an important component of their digital competence. Research work was carried out on the basis of the Center for the Development of the Education System of the city of Perm. The main hypotheses of the study: – There is a direct dependence on the level of teachers’ involvement in the Internet environment and their activity in the use of digital educational resources; – Pedagogical tasks, solved in professional activities with the help of digital educational resources, differ depending on the age of a teacher, the length of service, and qualification category; – The formed digital competency determines the more effective formation of skills in the field of ensuring information security (competence of the information security of the teacher, and responsibility). In accordance with the purpose and objectives of the study, the digital competence of the teacher was studied in the context of knowledge, skills, motivation and responsibility (including safety). The study was based on a specially designed questionnaire, including several blocks of questions: – The first block of questions is aimed at studying the user activity of teachers on the Internet. It included questions about their activity of using the Internet in everyday life, the content of on-line activities, and the user self-assessment; – The second block of questions is aimed at identifying the level of digital competence in professional activities, the active use of digital educational resources in the educational process; – The third block of questions is aimed at identifying skills of safe behavior in the online space, organization of informational safe educational space. The questionnaire for teachers included 22 questions, two of which were open.

4 Results and Discussion The study was conducted by questioning teachers of educational institutions of the city of Perm. A total of 155 secondary school teachers took part, including 140 women and 15 men. Analysis of the results of the study of user activity of teachers on the Internet shows that a vast majority of teachers (99.4%) use the Internet daily for personal purposes. Only 1 respondent (a woman over 55 with work experience of more than 25 years) does not use the Internet for personal purposes. Analysis of the results of one network

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session duration showed that 45.8% of respondents spend from 1 to 3 h on it, 8.3% from 5 to 10 h, 45.9% - less than 1 h (Table 1). Table 1. Types of user activity of teachers on the Internet. Activities on the Internet Search for information for work Social networking Search for information for personal development Search for news about recent events in the country and the world Download music, photos, videos Watch movies online Personal projects in various online communities Studying on-line courses not related to professional activity Participation in online polls, promotions Play on-line games

% of respondents 92.3 79.4 72.9 63.9 47.7 43.9 36.1 36.8 14.2 7.7

The results of the survey on the first block of questions demonstrate the personal activity of teachers in the online space, as well as a wide range of their user interests. The analysis of the results of the study on the unit assessing the digital competence of teachers, the activity of using digital educational resources in the educational process showed that 99.4% of teachers use Internet resources to prepare for lessons (classes). Only 1 respondent (a woman older than 55 years old, with a work experience of more than 25 years) does not use the Internet. When modeling specific lessons, teachers use network resources in three aspects: – Preparation and use of information without changes: the search for additional materials for the lesson (including media presentations) - 96.1%; downloading and demonstration of video, audio and other files - 64.3%; – Creation of own didactic materials for the lesson: videos, audio files, media presentations - 24%; creation of electronic tests (practical work), crosswords, puzzles, etc. in online format - 39%; use of digital applications to control students’ knowledge - 32.8%; – Conducting lessons in a remote format - 17.5%. It is important to note that 51% of respondents allow students to use gadgets (phone ortablet) in the lessons to solve the following tasks: increase student motivation - 41%, organize and conduct creative work - 64.8%, homework - 23.8%. Another resource of digital activity of teachers is social networks: 91% of teachers have their own accounts. The main purpose of the accounts is seen by teachers in quick communication with students, their parents and colleagues - 94.1%, implementation of

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network projects with students - 38.2%, additional counseling - 50.7%, homework for students - 26.3%, conducting lessons (classes) - 14.5%. To solve other professional tasks, teachers use digital educational resources as follows (Table 2): Table 2. Types of professional tasks using digital resources. Types of professional tasks Filling in electronic diaries and teacher’s grade book Creation and placement of own methodological products Distance learning courses Development and implementation of own educational projects in online network format

% of the number of respondents 96.1 46.4 41.8 20.9

Thus, teachers actively use multimedia equipment and cloud technologies in their work, work with electronic and network resources, social networks, electronic diaries and grade books. The study showed that teachers under the age of 45 with work experience under 20 years are actively using the on-line space to conduct lessons, for other categories this causes difficulties due to the lack of knowledge and skills in organizing the training session in the online environment. It should be noted that as a resource for vocational training (in a remote form) it is used by teachers over 45 years of age, with work experience of 20 years, having the first or highest category. This form of training attracts them by the simplicity of the course assignments, the possibility of repeated viewing of the material, the speed of obtaining a document certifying the fact of passing refresher courses, and the quality criterion is not determining for teachers. The creation and implementation of personal projects in the network community in the form of various collaborations attracts only teachers up to 35 years old with work experience under 10 years, having the first category or correspondence to the position held. The advantages of such cooperation include the possibility of using large resources, implementing more complex projects, and an interesting new communication format. For older teachers, this form of interaction is difficult due to its uncertainty, lack of clear, understandable, safe and formal rules of communication. It is important to note that the more digital technology coverage of educational activities increases, the higher the responsibility for the safety of these processes. Analysis of the level of information security of teachers and their understanding of threats in the field of information technology revealed the following: the vast majority of respondents - 83.9% believe that using the Internet may not be safe. This opinion of teachers is justified by the fact that they themselves have experienced the following dangers of the Internet (Table 3):

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Table 3. Types of Internet threats encountered by educators. Threat type % of respondents Viruses 90.3 Fraud/theft 67.7 Harassment, insult, humiliation from other users 43.8 Harassment 23.2 Unethical Intrusive Advertising 92.2 Aggression 54.1 Extremism 31.6 Calls to harm yourself and/or others 29

At the same time, 11% of respondents are convinced that the Internet is a free space in which, at your discretion, you can do whatever you want. This opinion is supported by female teachers under 25 years old, with work experience under 3 years, who themselves faced the previously listed dangers on the Internet. The Internet is considered an absolutely safe environment by 2.6% of respondents. When working in the on-line space, information security factors are taken into account by 57.4% of teachers, not always by 36.8% and 5.8% do not take into account. Teachers have difficulty organizing a secure online learning environment (Table 4). Table 4. Difficulties in organizing a secure online learning environment. Feature Knowledge of legal acts governing the protection of information Knowledge of possible forms of media protection Knowledge and ability to back up information Knowledge of certified safety products Knowledge of how to evaluate the reliability of information resources Knowledge of how to evaluate the accuracy of information posted on the network Knowledge of how to organize your own secure online communication Knowledge of how to organize secure communication of students in the network

Number of replies 79

% of respondents 50.9

56 81 65 91

36.1 52.2 41.9 58.7

88

56.7

62

40

82

52.9

The results demonstrate an insufficient level of knowledge, skills and understanding of threats in the field of information technology, as well as a high level of risk of developing negative actions within the digital educational environment. At the same time, teachers demonstrate a high level of motivation to form the ability to organize an information-secure educational online space, 98.7% of respondents indicated their

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readiness to undergo the respective training and/or internships as part of continuing education courses in the institutions of additional professional education. It should be noted that educational programs for teachers are most often aimed at developing the ability to use digital equipment in the educational process, and the issues of forming the skills of organizing an information secure environment (information security competency) are not raised. Thus, after analyzing the results of the study, the following conclusions were made: – The study confirmed the dependence of the level of teacher’s involvement in the Internet environment on their activity in using digital educational resources in the educational process; – The pedagogical tasks solved in professional activities with the help of digital educational resources differ, depending on the age of the teacher, the length of service, the qualification category of the teacher, this difference is manifested in the following aspects: • When modeling a lesson, the Internet resources are mainly used without assessment and corrections by teachers under the age of 35 years with work experience less than 10 years and the teachers over 55 years of age, with work experience of more than 30 years; • Create their own didactic materials on the Internet and organize the educational process in a remote format, mainly teachers aged 35 to 45 years, with work experience less than 20 years; • Dependence on the qualification category of the teacher and gender have not been identified; – The formed digital competence leads to a more effective formation of skills in the field of ensuring information security (competency of information security of a teacher); – Analysis of pedagogical practices for the formation of the digital competence of the teacher requires the development of a multicomponent model for the formation of the competence of information security by the teacher. When discussing the effectiveness of digital educational resources in the professional work of a teacher, researchers draw attention to the fact that an insufficient individual level of digital competence formed by teachers can be dangerous due to possible negative consequences of the online interaction of participants in the educational process.

5 Conclusion The Russian school as a whole is rapidly developing in the direction of informatization of all processes and becoming digital. The formation of new digital competences among pedagogical workers, including the information security competency of a teacher, is of particular relevance both when studying at a university and when implementing programs of advanced training courses. The implementation of the national project “Digital School” provides for significant changes in the entire pedagogical community related to the improvement of digital competences, the development of digital infrastructure and the use of new IT in the educational process.

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The formation of digital competence, including the competency of the information security of a teacher, is a task of national importance, enshrined in an official document on education. Currently, the teacher must plan, organize and guide the learning process in a digital environment. Only a teacher with a high level of digital competencees can solve this problem. In addition, for this it is advisable to modernize the educational space of the continuing education system, to create a special methodological environment for the digital competence formation by the teacher.

References 1. Obrazovanie do 2030 goda: Inchkhonskaya deklaraciya i Ramochnaya programma dejstvij po ustojchivomu razvitiyu [Education until 2030: incheon declaration and framework for action on sustainable development]. https://unesdoc.unesco.org/ark:/48223/pf0000245656_ rus/. Accessed 21 Nov 2019. (in Russian) 2. Programma “Cifrovaya ekonomika Rossijskoj Federacii” [The program “Digital Economy of the Russian Federation”]. http://static.government.ru/media/files/9gFM4FHj4PsB79I5v7yL VuPgu4bvR7M0.pdf. Accessed 21 Nov 2019. (in Russian) 3. Soldatova, G.U., Nestik, T.A., Rasskazova, E.I., Zotova, E.Yu.: Cifrovaya kompetentnost’ podrostkov i roditelej [Digital Competence of Adolescents and Parents]. The Results of the All-Russian Study. Internet Development Fund, Moscow (2013). (in Russian) 4. Yachin, N.P., Fernandez, O.G.G.: Razvitie cifrovoj kompetentnosti budushchego uchitelya v obrazovatel’nom prostranstve [Development of digital competence of a future teacher in the educational space]. Bull. Voronezh State Univ.: Probl. High. Educ. 1, 136–138 (2018). (in Russian) 5. Gafurova, N.V.: Metodika prepodavaniya informacionnyh tekhnologij [Methods of Teaching Information Technology]. Practical Guide. Siberian Federal University, Krasnoyarsk (2011). (in Russian) 6. Shmakova, A.P.: Formirovanie gotovnosti budushchego uchitelya k pedagogicheskomu tvorchestvu s pomoshch’yu informacionnyh tekhnologij [Formation of the Future Teacher’s Readiness for Pedagogical Creativity by Means of Information Technology]. FLINTA, Moscow (2013). (in Russian) 7. Fedotova, E.L.: Informacionnye tekhnologii v professional’noj deyatel’nosti: uchebnoe posobie [Information Technology in Professional Activities: Textbook Allowance]. Publishing House FORUM, Moscow (2015). (in Russian) 8. Fross, K., Winnicka-Jaslowska, D., Sempruch, A.: “Student zone” as a new dimension of learning space. In: AHFE International Conference on Human Factors, Sustainable Urban Planning and Infrastructure Case Study in Polish Conditions, pp. 77–83. Springer International Publishing, Cham (2018) 9. Cattik, M., Odluyurt, S.: The effectiveness of the smart board-based small-group graduated guidance instruction on digital gaming and observational learning skills of children with autism spectrum disorder. Turkish Online J. Educ. Technol. 16(4), 84–102 (2017) 10. Quarles, A.M., Conway, C.S., Harris, S., Osler, J., Rech, L.: Integrating digital/mobile learning strategies with students in the classroom at the historical black college/university (HBCU). In: Keengwe, J. (ed.) Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education 2017, pp. 390–408. IGI Global, North Dakota (2017)

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11. Demarle-Meusel, H., Sabitzer, B., Sylle, J.: The teaching-learning-lab: digital literacy & computational thinking for everyone. In: 9th International Conference on Computer Supported Education, pp. 166–170. SCITEPRESS - Science and Technology Publications, Porto (2017) 12. Maxwell, A., Jiang, Z., Chen, C.: Mobile learning for undergraduate course through interactive apps and a novel mobile remote shake table laboratory. In: Proceedings of 124th Annual Conference and Exposition 2017. https://www.asee.org/public/conferences/78/ papers/18403/view. Accessed 21 Nov 2019 13. Jones, A., Bennett, R.: Reaching beyond an online/offline divide: invoking the rhizome in higher education course design. Technol. Pedagogy Educ. J. 26(2), 193–210 (2017) 14. Horvath, I.: Digital life gap between students and lecturers. In: 7th International Conference on Cognitive Infocommunications (CogInfoCom), pp. 353–358. IEEE - Institute of Electrical and Electronics Engineers, Wroclaw (2016) 15. Kroksmark, T.: Teaching competence in digital time. https://www.tandfonline.com/doi/full/ 10.3402/edui.v6.24013. Accessed 02 May 2018

Academic Environment for the Development of Creative Fulfillment of Innovative Students Natalya G. Sigal , Eva G. Linyuchkina(&) , Nailya F. Plotnikova , Albina R. Zabolotskaya , and Nargis I. Bagmanova Kazan Federal University, Kazan 420008, Russian Federation [email protected], [email protected], [email protected], [email protected], [email protected]

Abstract. This article gives a critical overview of the current state of a problem of the development of students’ creative potential brought about by broad-scale processes of modernization of the domestic education system in the light of the new priorities, focused on development of a creative personality geared towards innovative activities, capable of self-improvement and self-development. The article substantiates and highlights essential and substantive characteristics of students’ innovative activity in terms of the competency-based approach. The academic environment promoting the development of innovative students’ abilities for creative self-fulfillment, experimentally tested in the process of their professional training is revealed. Based on the methods of theoretical and empirical research, it is shown that the engineered academic environment providing for innovative student’s creative potential development contributes to intensification of their professional training process. This academic environment is designed on the basis of interactive and heuristic teaching technologies. Such environment facilitates formation of the ability to independently detect and lay down a problem, search for its solution and verify its adequacy; to employ or look for the technologies feeding into solution of the problem; to analyze the efficiency of technology tools by comparing their features and functions. The results of the study can be used in working with innovative students during development of their creative potential. Keywords: Student


Heuristic technology
Creative self-development

1 Introduction Modernization processes aimed at implementing new priorities focused on the development of a creative personality geared towards innovative activities, capable of selfimprovement and personal growth are active underway in modern education. In accordance with the main provisions of the National Doctrine of Education of the Russian Federation (2000–2025), the concepts of creative development and personal growth are currently dominant.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 737–744, 2020. https://doi.org/10.1007/978-3-030-47415-7_78

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Current situation in the domestic education system calls for its prompt reforming in terms of setting the stage to help students shape new thought patterns in order to develop both their critical and creative potential required for the holistic development of a personality, being an important factor of innovations for the society in general [1]. These requirements are particularly relevant for the higher education system, since selfreliance, creativity, mobility, responsibility, ability for both personal and professional creative self-fulfillment become fundamental for any professional and indicate one’s competitiveness in the job market. The above is particularly relevant for innovative students for the core of their future career is the ability to generate new concepts and ideas, to transform and alter in the face of rapid and global change of innovative society, which further emphasizes the pressing nature of finding holistic scientific solution of this problem. Thus, the purpose of this article is to identify and substantiate a set of academic environment encouraging the efficient development of students’ creativity.

2 Literature Review The analysis of the research studies on development of students’ creativity in the process of professional training at a university has revealed the controversial nature of the issue at hand. Theoretical and methodological background of the study is based on the conceptual ideas of Russian and foreign scientists capturing various aspects of creativity development in the process of professional becoming of a person: philosophical problems of creativity (Vygotsky [2], Runco [3], Targowski [4], Fields and Bisschoff [5]); issues of creative self-improvement and self-fulfillment (Andreev and Torrance [6], Starko [7], Hosseini [8]), technologies for actualization of personal creative abilities (Slastenin [9]). We share the point of view of the scientists who believe that professional training process should involve synergy of personal and professional development under the conditions of quasi-professional activity [10] internalizing professional values into students’ personality [11]. It is this approach - when engagement in vigorous creative activity begins from the early stages of professional education - that molds the ability and willingness of a person to design and continuously adjust the plan of one’s personal and professional self-improvement [12]. Consequently, framing of creative educational environment in the course of professional training of innovative students must go hand-in-hand with intertwined personal and professional growth. Such growth roots from practices simulating future professional activity of the students making sure they can design personal and professional self-improvement plan from the very onset of their training. Concurrently, the analysis has shown that the following factors constitute certain barriers hindering the development of students’ creativity: 1) lack of awareness of the meaning of personal creative abilities constricted by conventional thinking; 2) lack of creative selfidentification and self-fulfillment skills [13–15].

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However, despite the change in requirements of modern society to the goals, objectives and content of the innovative students training, the analysis of the works dedicated to the development of their creative abilities revealed significant contradictions between the following: – Intrinsic ever-increasing demand for the development of creativity of innovative students and immaturity of prior research on this issue in terms of identification of effective technologies for its development; – Successful experience in the development of students’ professional competencies and lack of attention to shaping and development of creative competence as a building block for self-development of students’ creativity.

3 Materials and Methods In view of the discovered contradictions, the topic of the article is to identify academic environment beneficial for the development of creativity in innovative students and to substantiate the efficiency of its application in the educational process. Based on the constructs of the activity theory, one’s drive to pursue a certain career is activated in the context of the career-oriented training. According to the same theory, “the required personal qualities are formed in the process of labor activity, specific nature of which gives rise to the specific nature of a personality” [16, p. 14]. Professional and creative development of students is based on creative activity [17], considered by us as innovative activity, resulting in new ideas, innovative products, transformation and alteration, which is of particular importance for innovative students since their future professional activity is focused on these processes. In light of the above, the point of view of some scientists who are stressing the necessity of holistic self-development in detailing the types of professional competence, is of great interest. The following qualities of a professional are considered to be fundamental in the context of holistic self-development: professional self-consciousness, self-perception as a professional; continuous self-identification; development of professional abilities, self-design, construction of a personal strategy and personal professional self-improvement, etc. [18, 19]. Development of such personal qualities by the students is possible due to application of educational techniques which constitute the most preferable combination and sequence of innovation and creativity-oriented phases and steps arranged as a part of academic and extracurricular work of students providing for the most favorable results excellent innovative competencies of the future professionals. Key innovative competencies are the following: ability and willingness to keep learning throughout one’s life, continuous improvement, self- and re-education, occupational mobility, strive for the new, ability to think critically, creativity and entrepreneurial attitude, ability to work independently and to be a team-player, willingness to work in a competitive environment [20]. A combination of the following methods was used in the course of the study: review and comparative analysis of the psychological and teacher training literature on the problem; systematization and generalization of theoretical and empirical research

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material; methods for studying educational phenomena in order to establish regular links, dependencies and to construct scientific theories; surveying; assessment; individual and group interviews that allowed to establish key features, behavior patterns and contradictions in the development of creativity of university students. Immaturity of programs for the development of creative thinking, as well as insufficient attention to the same necessitated the development and implementation of the dedicated program introduced under the special course “Intro to Creative Thinking”. Purpose of the stated course is to create the environment for manifestation and development of creativity to solve job tasks, such as development and management of innovative product manufacturing process; management of production, promotion, support and service of the project product; promotion activity; generation and drafting of materials to conduct negotiations with partners on innovative activities; partner and customer management; simulation and optimization of innovation implementation processes. It was assumed that after taking this course students will master various strategies of finding ways out of challenging situations; learn how to generate and improve ideas; learn to use attention and memory improvement techniques; consciously manage the creation of innovations; develop intellectual power and flexibility using the learned techniques; accelerate decision-making processes. The course is based on the use of interactive educational technologies - a combination of problem and heuristic teaching methods and project work performed by students as part of their independent work. Heuristic methods are used both as content of the program and as an educational process management technology, which enhances their efficiency in development of innovative students’ creative potential by stimulating their reflective activity [21]. The advantage of this course is its focus on application of the acquired theoretical knowledge in practice, i.e. working on group and individual tasks, as well as continuous reflection promoting self-actualization, introspection and personal growth of the students [22]. The following four phases of the study were identified as the main phases: motivational and goal-oriented; diagnostic; content and activity-related; and analytical. The first phase deals with goal-setting, planning, forecasting and systematic analysis of trends in the development of innovative and creative effort of students in academic and extracurricular activities, ways of helpful solution of the given tasks, basic goal setting, choice of means and methods for its achievement. The second phase involves diagnostics and implies teachers’ awareness of their willingness and commitment to organize and implement students’ creative activity. Third phase is dedicated to setting the generalized narrative, specification of teaching roles in the process; coordination of the activity tutors, heads of student groups, scientific societies, project laboratories, heads of teaching training in terms of solving problems concerning the development of students’ innovative and creative effort; giving special courses; encouraging students to participate in the activities of innovation-centered youth associations. Such work may be performed in educational and volunteer groups, a council of young scientists and students, project laboratories, project teams and workshops, discussion clubs, etc. These associations contribute to developing innovative mindset among students and young scientists and to mastering ways of creative self-regulation [23, 24].

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Analytical stage covers registering changes experienced by students, assessment of the efficiency of the chosen course of action, introduction of necessary alterations to the work of university departments dealing with the development of students’ innovative and creative effort; elimination of the causes hindering the above process; analysis and selection of methods to strengthen further shaping of innovative competencies of students. In our opinion, using certain techniques allows for creation of an open educational space facilitating student’s engaged self-fulfillment and professional improvement. Thus, based on modern concepts such as continuous professional activity, systematic and activity approach, professional becoming, customized approach to learning, person-centered approach, it was concluded that the following constitutes psychological and academic environment in the process of professional training at a university: 1) design of innovative educational environment based on introduction of interactive learning technologies; 2) design of creative mindset development program; 3) use of heuristic technologies initiating and developing the ability for creative selffulfillment.

4 Results Before the experiment the participants were split into two groups – control and experimental; both were surveyed using “Career choice motivation” methodology. Survey results showed that the dominant motives in both of the groups were internal social motives. However, it was the creative component of the future career that was rated low by the respondents. Application of Torrance Test of Creative Thinking in the experimental group showed the following results: all innovative students have high creative fluency; 52% show an average level of flexibility of thinking while 48% of students show a high level, which is characteristic of variety of ideas and strategies, the ability to switch from one aspect to another; originality is developed at an average level in 48% of respondents and at a high level in 52% of innovative students; elaboration is developed at a low level in 8% of respondents, 64% of respondents have an average level of elaboration development, 28% of students in the group showed a high level. The following was found after “Intro to Creative Thinking” course: all the students have a high fluency level (100%); 20% of those surveyed show an average level of flexibility of thinking while 80% of students show a high level; originality of students is developed at an average level in 38% of the cases, 72% of innovative students have a high level of originality; elaboration is developed at an average level in 52% of the cases and 48% of students in the group showed a high level. The results of the control group diagnostics showed the following: fluency is developed at a high level in 64% of cases; flexibility of thinking is at an average level in 44% of students while 56% of students show a high level; originality is developed at a high level in 48% of respondents, 52% of innovative students have an average level of originality; elaboration is developed at a low level in 36% of respondents, 48% of respondents have an average level of elaboration development, 36% of students in the group showed a high level of elaboration.

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The results of the procedure determining verbal creativity in the experimental group prior to the experiment showed the following: it was found that respondents with a high originality index were not identified in the group. An average originality index was found in 68% of respondents, and a low one was found in 32% of the group; no students were found to have a high uniqueness index during the first testing. An average uniqueness index was found in 32% of innovative students, and low index was shown by 68% of respondents. Post-experimental analysis revealed that a high originality index was found in 48% of innovative students, and average was found in 52%. Upon evaluation of the uniqueness of answers, it was revealed that 1 student (4%) showed a high uniqueness index, an average uniqueness index was found in 92% of students and 4% of respondents showed a low level of uniqueness. In the control group 64% of respondents showed an average and 36% showed a low level of originality. The uniqueness index of 7 respondents (28%) was found to be average, and 18 students (72%) have a low level of uniqueness. Thus, in the experimental group it was found that the total level of creativity before the experiment was as follows: high level in 40% of respondents, average one in 60%. After the experiment, high level of creativity among students increased to 64%, the average level decreased to 36%. Out of 25 respondents, 6 people (24%) have a high level, 8 students (32%) have an average level, and 11 participants (44%) have a low level of creativity. After the experiment, a high level of creative abilities was found in 40% of respondents, 56% showed an average level, 4% have a low level of creative abilities. Creative abilities in the control group were distributed as follows: 24% - a high level of creative abilities, 40% - an average level, 36% - a low level. Thus, having analyzed the acquired data it was concluded that targeted and customorganized development of students’ creativity can be effectively carried out in the identified academic environment.

5 Conclusion The systematic analysis of the research studies allowed for a deep study of the current status of innovative students’ creativity development problem, identification and substantiation of the essential and substantive characteristics of students’ innovative activity in terms of the competency-based approach, determination of the specifics of students’ creative activity in innovative conditions, and pinpointing of academic environment boosting the development of innovative students’ abilities for creative self-fulfillment, designed to ensure intensification of students’ creativity development, identification of vectors and methods for its effective solution. A program and academic environment driving creative development of university students, helping to increase the efficiency of their creative self-improvement, selffulfillment and personal growth were developed and experimentally tested in the course of the study. The results of the study can be used in work with innovative students for development of their creative potential and can be found instrumental in updating the content of academic programs and educational science course.

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References 1. Lubart, T., Zenasni, F.: A new look at creative giftedness. Gifted Talented Int. 25, 53–57 (2010) 2. Vygotsky, L.S.: Thought and Language. MIT Press, Cambridge (1962) 3. Runco, M.A.: Creativity: Theories and Themes, Research, Development and Practice. Elsevier Academic Press, London (2007) 4. Targowski, A.: Cognitive informatics and Wisdom Development. IGI Global, New York (2011) 5. Fields, Z., Bisschoff, C.A.: A theoretical model to measure creativity at a university. J. Soc. Sci. 34, 47–59 (2013) 6. Andreev, V.I., Torrance, E.P.: The Torrance Tests of Creative Thinking–Norms—Technical Manual Research Edition—Verbal Tests, Forms A and B—Figural Tests. Forms A and B. Personnel Press, Princeton (1974) 7. Starko, A.J.: Creativity in the Classroom: Schools of Curious Delight. Routledge, New York (2010) 8. Hosseini, A.S.: University student’s evaluation of creative education in universities and their impact on their learning. Proc.-Soc. Behav. Sci. 15, 1806–1812 (2011) 9. Slastenin, V.A.: Pedagogika: innovacionnaya deyatel’nost’ [Educational science: innovative activity]. Master, Moscow (1997). (in Russian) 10. Kulyutkin, Y.N.: Evristicheskie metody v strukture reshenij [Heuristic techniques in the structure of solutions]. Pedagogika, Moscow (1970). (in Russian) 11. Levin, I.L.: Formirovanie tvorcheskoj lichnosti shkol’nika na osnove razvitiya hudozhestvennyh interesov v klassah s uglublennym izucheniem izobrazitel’nogo iskusstva [Shaping creativity of a school student by developing artistic savor in classes with advanced study of fine arts]. Dissertation. Nizhny Novgorod State Pedagogical University, Nizhniy Novgorod (2003). (in Russian) 12. MacLaren, I.: The contradictions of policy and practice: creativity in higher education. Lond. Rev. Educ. 10, 159–172 (2012) 13. Alencar, E.: Obstacles to personal creativity among university students. Gifted Educ. Int. 15, 133–140 (2001) 14. Reis, S.M.: Toward a theory of creativity in diverse creative women. Creativity Res. J. 14(3–4), 305–316 (2003) 15. Hargreaves, J.: Risk: the ethics of a creative curriculum. Innov. Educ. Teach. Int. 45, 227– 234 (2008) 16. Smirnova, E.E. (ed.): Modelirovanie deyatel’nosti specialista na osnove kompleksnogo issledovaniya [Simulation of the activity of a professional on the basis of a comprehensive research]. Leningrad State University Press, Saint Petersburg (1984). (in Russian) 17. Plotnikova, N.F.: Metod proektov pri obuchenii inostrannomu yazyku v VUZe [Project method in language training at the university]. Kazanskij lingvisticheskij zhurnal 1(3), 119– 123 (2018). (in Russian) 18. Larina, V.P.: Razvitie innovacionnogo potenciala pedagogicheskogo kollektiva shkoly [Development of innovative effort in school teaching staff]. Dissertation. Vyatka State University, Kirov (1999). (in Russian) 19. Gaspar, D., Mabic, M.: Creativity in higher education. Univers. J. Educ. Res. 3(9), 598–605 (2015)

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20. Strategiya innovacionnogo razvitiya Rossijskoj Federacii na period do 2020 goda [Russia’s Innovative Development Strategy up to 2020] Accessed 10 Nov 2019. http://mon.gov.ru/ dok/akt/9130. (in Russian) 21. Plotnikova, N.F., Linyuchkina, E.G.: The roles of university teachers in the process of students’ critical thinking formation. J. Soc. Sci. Res. 1, 143–147 (2018) 22. Plotnikova, N.F., Kondrateva, I.G.: Development of integrative skills in higher education students. Helix 8(1), 2877–2883 (2018) 23. Andreev, V.I.: Konkurentologiya. Uchebnyj kurs dlya tvorcheskogo razvitiya konkurentosposobnosti. [Competitology: a training course for creative self-development of competitiveness]. Center for Innovative Technologies, Kazan (2012). (in Russian) 24. Andreev, V.I.: Pedagogika dlya tvorcheskogo razvitiya [Educational science for creative self-development]. Kazan University Press, Kazan (2016). (in Russian)

Novice Teachers Entering the Profession: Problems and Needs Analysis Elena A. Melekhina(&)

and Marina A. Ivleva

Novosibirsk State Technical University, Novosibirsk 630073, Russia {melexina,m.ivleva}@corp.nstu.ru

Abstract. The paper is centered on the problems faced by novice foreign language teachers during the process of professionalization. Previous studies in this field demonstrate that despite different theoretical approaches to this issue, the researchers in our country and abroad tend to view the problems as internal (personal) and external (the ones caused by the institution, students and curricula). Our research was carried out in the form of questionnaire and semistructured interview among young Engineering lyceum and private language school teachers with teaching experience of 1–3 years. The results suggest that teachers’ problems fall into two broad categories: psychological and methodological. In addition to outlining the major difficulties of entering into the profession, we aimed at finding out the practices which can facilitate successful transition from novice teachers to professionals. The teachers expressed the opinion that supervision of a senior colleague or mentor during the period of induction might solicitously help. The findings led to the conclusion that professional communication plays crucial role not only in developing practical teaching skills but also in retaining novice teachers in the profession. Keywords: Novice teachers
Entering the profession problems and needs Mentoring
Professional communication




1 Introduction Entering the profession of a teacher is a complicated process of adaptation to the professional environment of an educational institution. After receiving a university degree, a newly qualified teacher must be able to demonstrate subject-area knowledge, show disposition to successful teaching and effective communication with students, their parents, colleagues, and authorities. In other words, the university graduates are supposed to be equipped with a set of skills to confidently carry out their duties, but in the reality of a day-to-day teaching practice they experience the problems they have not been prepared to solve [1–3], which in the long run might lead to attrition and leaving profession [4]. Moreover, the literature analysis demonstrates, that these problems are of universal character, though in different countries there are culture specific approaches to solving them [5–11]. According to Dore [1], who describes the situation in Canada, novice teachers encounter problems which might be classified according to the three following groups: ‘institutional integration, departmental and program integration, and teaching or © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 745–750, 2020. https://doi.org/10.1007/978-3-030-47415-7_79

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occupational integration’. The first group concerns understanding institutional values and adopting its policy and culture. The second group of problems comprises the ones connected with the life of a particular department and guidelines which the department follows in running courses and educational programs. The third group deals with teachers’ accomplishing of professional duties and developing competencies. In the particular contexts of the colleges Dore writes about, the above mentioned problems are solved through various measures: timely interventions, training programs, integrated guidebooks or information handbook on various data, mentoring and self-help groups [1]. The novice teachers in Russia experience similar difficulties. Thus, illustrating the case with entering pedagogical profession in Russia, Shaidenko focuses on four aspects of professional adaptation of novice teachers: • • • •

professional aspect (disposition to teaching and desire to develop professionally); personal aspect (traits of character and communicative skills); social aspect (professional standards, corporate culture, colleagues’ behavior); role aspect (social roles of an educator, peer, psychologist, colleague, trainee, etc.) [12].

All the above-mentioned aspects of novice teachers’ adaptation may be institutionally considered in terms of measures for professional development, which is a process ensuring that all educational staff can develop their knowledge, improve their skills and increase their confidence and motivation to affect students learning positively. Richards and Farrell emphasize that teachers need to continually renew professional skills and knowledge not because they got inadequate training but because not everything they need to know can be provided at pre-service level when they study at teacher training universities and because the knowledge base of teaching constantly changes [13]. The aim of this research was to define the most pressing problems the university graduates face as novice teachers, and what kind of assistance they expect from senior colleagues and authorities.

2 Research Design 2.1

Research Questions

Since the research aims at understanding the range of difficulties which university graduates experience at the beginning of their professional life as well as at making students better prepared and equipped for future work through the field practice, a set of following research questions was intended to be addressed: • What psychological problems do novice teachers face at work? • What pedagogical issues seem to be most problematic for novice teachers? • What measures might help novice teachers integrate into the professional community of the institution they work in?

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Context

The participants of the study were eight Foreign Language (FL) teachers of the Engineering Lyceum of Novosibirsk State Technical University (NSTU) and twelve English Language teachers from supplementary language school ‘Astrum’. Five teachers were the graduates of NSTU, majoring at ‘Theory and Methodology of Teaching Languages and Cultures’ and other fifteen graduated from Novosibirsk State Pedagogical University, majoring in ‘Teaching Foreign Languages’. Their working experience ranges from one to three years. They teach English to the 4th–8th form students at the Lyceum and children aged from five to 9 years at the ‘Astrum’ school. 2.3

Method

To identify the problems and needs of the novice teachers, data were collected through a questionnaire and semi-structured interviews. The questionnaire provided information about problems with classroom management and methodology, while the interviews reflected upon the psychological aspects of the professional life.

3 Results and Discussion The findings from the data analysis demonstrate that novice teachers experience difficulties with students’ discipline (60%) and dealing with disruptive behavior of some of them (30%). They also mentioned some episodes of ‘bulling among students’, ‘lack of diligence’, ‘truancy’ and ‘poor performance’. Three teachers (15%) said that the most stressful in dealing with students’ behavioral issues was the feeling of helplessness. In this context the above-mentioned problem might be explained by the lack of experience in managing the group of learners. It might also be the result of insufficient knowledge of language teaching methodology and various techniques used to engage the learners into the process of learning. However, there is one aspect emphasized by all respondents saying that senior colleagues could not provide substantial help in solving the problem of students’ discipline because they were seriously overloaded with teaching and tedious paper work. It turned out that in both schools mentoring was not practiced. Not surprisingly, the lack of mentoring could bring about the problems of not only the teacher-student interaction but also effective communication with parents, which was supported by the data (25%). The responses suggested that sometimes teachers were under pressure communicating with parents who were either very demanding (‘you are the teacher and you are supposed to make my son/daughter learn your subject’, ‘why not do the way the teachers in other classes do’, ‘you should always be online to inform me about my boy’s behavior’) or not very cooperative (‘we are so busy that we cannot come to school immediately upon your request’, ‘I earn money to provide my children with all necessary things – that is my responsibility as a parent, your (the school) responsibility is to educate my child, so do what you should do’).

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The analysis of the responses to the question about difficulties with pedagogical issues indicates that almost half of the teachers (40%) faced the problem with students’ assessment because sometimes students disagreed with the received grades and it was hard for the teachers to clearly explain the assessment criteria. They admit that sometimes the assessment was influenced ‘by the student’s willingness to please the teacher’ or ‘by the grades given to a student by the senior teacher who worked with the group before’. One more burning issue became the time management. The novice teachers could not cope with fulfilling lesson plans (40%), managing the register of students’ progress (10%), and writing timely reports to the school administration (20%). The skills of time management are considered to be very important by all respondents. The following table presents the results of the teachers’ assessment of how sufficiently their professional competences were developed (Table 1). Table 1. The development of professional competences self-assessed by the novice teachers. Sufficiently developed competence Ability to use target language for classroom instruction Ability to plan and organize the teaching - learning process Ability to set and fulfill goals Ability to use a range of strategies to manage the process of learning Ability to assess learners’ progress Ability to establish competent relationships with colleagues, students and parents Ability to use ICT for professional purposes Ability to present in public Ability to plan one’s own professional development

Percentage of teachers 40% 45% 55% 40% 60% 50% 100% 70% 35%

As can be seen in the table, the teachers did not feel confident in many aspects of their professional activity, which might be underestimation because there was insufficient or no feedback on what they were doing. Evidently, being students, they mastered modern technologies and obtained the skills which make them confident users of computer-related equipment and methods. Presenting in class, they learned certain public speaking skills, which makes their work less stressful. On the other hand, the responses suggest lack of confidence not only in understanding teaching methodology but also in the so-called soft skills, i.e., the communicative strategies with students, and, importantly, with colleagues. They supposed that some constructive and positive feedback from senior colleagues be they a mentor or a coach could have raised their self-esteem and make the process of entering the profession less frustrating. This is in line with the study by Zientek who writes that availability of ‘positive mentoring experience’ ensures teachers’ preparedness for fulfilling professional duties. The researcher emphasizes that high self-efficacy of novice teachers can be achieved

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through combination of teacher preparation program, field-based experience and mentoring experience [14]. Another suggestion by the interviewed teachers was a series of seminars based on a case study approach, which agrees with the findings of Winter and McGhie-Richmond that reveal a positive effect of collaboration between the novice and expert teachers working on case studies by means of computer conferencing [15]. As far as all teachers responded that they could use ICT for professional purposes, the electronic communication in the form of blogging or conferencing on a particular case might meet the needs of the novice teachers for advice on professional matters. In addition to mentoring and case studies, seven teachers (35%) stressed the need for a language practice because they ‘had insufficient knowledge of classroom vocabulary’, ‘lack of practicing real life (not a school textbook) English’. The table also highlights the fact that novice teachers cannot plan their professional development. This may be due to the fact that they did not manage to perceive themselves as fully grown and responsible individuals, still heavily relying on someone more experienced and knowledgeable (e.g. their university professors) to advise on possible career paths.

4 Conclusion The analysis of the research data allows suggesting several recommendations for helping novice teachers. 1. University curricula need certain revising in terms of equipping students with soft skills which will facilitate their further professional communication. Additionally, more time should be allocated to field practice, thus enabling students to ask all possible questions to the mentors or practice supervisors. 2. The institute of mentoring which was almost completely lost due to the reformation process of our country’s educational system should receive all possible kinds of support, both within the teachers community and on the governmental level. Definitely, this will require further detailed research as to how this can be done; however, unless certain steps are undertaken in this respect, we will run the risk of novice teachers moving to other professions instead of developing within the teaching profession. 3. Professional teachers associations can also play significant roles by distributing information about the events allowing to exchange experience, learn some new teaching methodology, and to introduce modern textbooks and software. They can also connect school teachers with textbook developers and researchers in ELT for securing fuller understanding of the modern school problems, as well as provide access to international cooperation in the field by inviting speakers from other countries willing to share their experience.

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References 1. Doré, A.: L’entrée dans la profession: des stratégies d’insertion professionnelle des enseignants. Pédagogiecollégiale 20(2), 4–42 (2007) 2. Vassilenko, A.A.: Problema adaptatsii molodogo uchitelja i sposoby ejio reshenija [The problem of a novice teacher’s adaptation and the ways of its solution]. V Mire NauchnykhOtkrytiy 11, 125–142 (2014). (in Russian) 3. Vysotskaya, A.V.: Portfolio kak kompetentnostno orientirovannaya tekhnologija povyshenija kvalifikatsii pedagoga inostrannogo jazyka v oblasti doshkolnogo obrazovanija [Portfoelio as a competence-based technology of theforeign language teachers’ in-service training in the sphere of pre-school education]. Vestnik Tomskogo Gosudarstvennogo Pedagogicheskogo Universiteta 1(178), 98–105 (2017). (in Russian) 4. Faez, F., Valeo, A.: TESOL teacher education: novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Q. 46(3), 450–471 (2012) 5. Akcan, S.: Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. Profile Issues Teachers Prof. Dev. 18(1), 55–70 (2016) 6. Caspersen, J., Raaen, F.D.: Novice teachers and how they cope. Teachers Teach. 20(2), 189– 211 (2014) 7. Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., Kennetz, K.: Challenges faced by Emirati novice teachers. Near Middle East. J. Res. Educ. 2014(1), 4 (2014). https://doi.org/ 10.5339/nmejre.2014.4. Accessed 22 Mar 2020 8. Eteläpelto, A., Vähäsantanen, K., Hökkä, P.: How do novice teachers in Finland perceive their professional agency? Teachers Teach. 21(6), 660–680 (2015) 9. Fantilli, R.D., McDougall, D.E.: A study of novice teachers: challenges and supports in the first years. Teach. Teacher Educ. 25(6), 814–825 (2009) 10. Poom-Valickis, K., Mathews, S.: Reflecting others and own practice: an analysis of novice teachers’ reflection skills. Reflect. Pract. 14(3), 420–434 (2013) 11. Senom, F., Zakaria, A.R., Ahmad Shah, S.S.: Novice teachers’ challenges and survival: where do Malaysian ESL teachers stand? Am. J. Educ. Res. 1(4), 119–125 (2013) 12. Shaidenko, N.A.: Teoreticheskieosnovypofessionalnogostanovlenijauchiteljanaetapevhozhdenija v professiju [Theoretical basis of teacher’s professional formation on the stage of entering profession]. Publishing House of Tula State University, Tula (2017). (in Russian) 13. Richards, J.C., Farrell, T.S.C.: Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge University Press, Cambridge (2005) 14. Zientek, L.R.: Do teachers differ by certification route? Novice teachers’ sense of selfefficacy, commitment to teaching, and preparedness to teach. School science and mathematics. Research brief. Texas A&M University 106 (8), 326–327 (2006) 15. Winter, E.C., McGhie-Richmond, D.: Using computer conferencing and case studies to enable collaboration between expert and novice teachers. J. Comput. Assist. Learn. 21(2), 118–129 (2005)

The Impact of Addressee Factor for Scientific Text Writing Elena Tareva1(&)

, Angela Kazantseva1

, and Boris Tarev2

1

2

Moscow City University, Moscow 129226, Russia [email protected] National Research University Higher School of Economics, Moscow 101000, Russia

Abstract. An addressee factor, as a constituent characteristic of a scientific text, takes into account a specific recipient to implement high-quality scientific communication. The need to consider this factor is explained by the search for ways to popularize scientific knowledge dissemination by means of scientific publications. The author’s understanding of the aggregate “portrait” of the reader – his/her social, intellectual, cultural, educational parameters – should be reflected in the content and structure of the scientific written product. The authors present the analysis of such key concepts as “scientific text”, “addressing of the text”, “addressee”, “sender”. The article defines the characteristics of an article as a product of scientific communication which reflects the specificity of the individual-personal perception of information by the sender. Here is an attempt to prove that the nature of scientific interaction is becoming more individualized and personalized. There is an urgent need to find means and methods of the sender identifying the potential requirements of the addressee of the scientific message. The authors prove the necessity of ensuring unambiguous perception of scientific information through implementation of addressing as a constituent category of text. We represent techniques and methods to make the text addressed in the structure of scientific discourse. The article shows how addressing of the text helps to achieve scientific interaction – to cause the recipient to replicate – to perform a certain verbal, mental, emotional reaction. Keywords: Addressee factor


Scientific communication
Scientific text

1 Introduction Scientific communication is a very significant and socially demanded object of research in various scientific fields. It disseminates actual information, helps to set effective scientific contacts, acts as the main means of popularizing the results of scientific activities in society, which, in turn, ensures the normal functioning of the science. Besides, scientific work is one of the main imperatives of modern higher education in Russia as well as the most important indicator of the professional level of a teacher and a graduate of a university. As a result, a scientific text as the main means of scientific communication is subjected to comprehensive study and analysis [1–7].

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This article is devoted to the study of modern scientific written text, analyzed through the prism of its focus on the addressee – a reader. The presence of the so-called “human factor” in scientific communication ensures its adequate interpretation in accordance with the point of view of author’s understanding.

2 Scientific Text: Modern Trends of Research For a long time, the scientific text was studied in the framework of functional stylistics, and systemic properties of the style were the main subject of research. At the end of the twentieth century, the attitude to a scientific text changed, since now it is considered from the perspective of a) the speech system of the scientific style and b) taking into account extralinguistic factors that determine the very fact of its (text) generation. Among the latter, the focus is given to the determination of the semantic structure of a scientific text by a complex of subject-object relations, which are the key to the effective scientific communication. The activity approach to the study of a scientific text turned out to be extremely productive: scientists started to correlate the speech structure of the text with the cognitive subject, the object of study as well as the way the subject and object interact. The vision of the “subjective” nature of a scientific text is a special period in the development of the scientific text theory [1, 8, 9], which has opened new horizons in Russia for understanding the essence and specificity of the scientific communication. Interesting and significant are those conclusions of the scientific community, according to which the author of a scientific text should identify three aspects of cognitive activity that enter the space of the epistemic situation [6]: • ontological, reflecting the subject matter of scientific knowledge; • methodological, determining the procedure for obtaining knowledge; • axiological, showing the value priorities of the scientist – the author of the scientific text. It is the combination of these components that leads to the success of the scientific communication and, on the contrary, their violation leads to its (communication) failure, inefficiency, and poor quality. The incompleteness of the manifestations of these components interferes with the purely scientific perception of the content, and therefore, its relevance in terms of further use and development [6]. The text-generating activity of the scientist (the author) represents the unity of linguistic, epistemic, formal-logical, and psychological components (aspects); it determines the quality of the scientific text and, in general, the success of scientific communicative activity. Such a multifaceted, transdisciplinary attitude to the text allows us to determine not only speech errors, but also to explain the reason for their “subsidence” unnoticed in the text [6]. The changes that followed the new transdisciplinary approach in the field of studying a scientific text are very diverse. Such a text is studied from the point of view of science commercialization, the imbalance between fundamental and applied research, the methods and techniques for promoting a scientific result, the national and cultural traditions of scientific and cognitive activity [2, 3].

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Foreign scientists are particularly attracted by the parameters of a scientific text related with its perception by readers and general public [10]. These parameters include: the “transparency” of scientific knowledge and how to ensure and measure it [9], expression of scientific consensus in the text [11, 12], achievement of a persuasive effect [13], “aggressiveness” of scientific communication [9]. The ways of adapting a scientific text to the audience level are of particular interest. Thus, the question is posed about the “poetry” of a scientific text (dissertation), suggesting such a structure that is adaptable for both academic and general readers [14]. The focus on the popularization, promotion, and even commercialization (commodification) of scientific knowledge formalized into a text is currently the main vector of scientific text studies, the vector demanded by time, due to the anthropocentricity of science, a new post-nonclassical stage of its development. This vector is of particular interest for modern linguistics, philology, and linguodidactics. The latter, as it follows from the problem statement, is designated to answer the question of how to teach to generate a scientific text aimed at the addressee, how to create a product that is interesting to the consumer of scientific knowledge. According to Chernyavskaya, in the situation of a communicative call in modern science, particular importance is attached to the creation of a scientific text; they are called upon to provide an adequate and optimal linguistic expression for achieving communicatively determined goals and objectives [3]. Teaching such technologies should underlie university courses of academic writing and the culture of scientific speech.

3 Addressing as a Qualitative Characteristic of a Scientific Text The issue of communication between the author of the scientific text and his/her addressee has been discussed for a long time both in domestic and foreign studies. As Sternin writes, one of the most important factors of speech impact is the so-called addressee factor – that is, consideration of the characteristics of the audience to which the speech is directed [15]. Krasnykh points at the necessity to provoke a certain textbased verbal, physical, mental or emotional reaction of the addressee, that is, the author identifies the main task of the text as an effect on the addressee message [16]. The aforesaid allows us to conclude that a successful communicative act means consideration of the consequences desired by the addresser (linguistic and non-linguistic), to achieve the goal set in the statement. In other words, addressing presupposes a function of influence as a “driving force” of further communication. The importance of the addressee factor for scientific communication has been repeatedly emphasized by scientists. In the study of Drozdova the scientific text is defined as a special type of text, intended for the transfer, storage and development of scientific knowledge and acting as the result of the scientific discursive activity that preceded it. The result of understanding a scientific text can be considered as the perception by the recipient of the author’s mental model, which corresponds to a special fragment of the scientific picture of the author’s world picture represented in the text [4]. Thus, a scientific text can be a certain guide to action in a specific scientific field for its addressee.

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According to Sirotinina, a lot of things depend on the addressee of the scientific text. He/she is very diverse: a specialist (the degree of narrowness of specialization is important); layman (the breadth and narrowness of his interests); future specialist (already having a certain level of training); schoolchildren (class and focus of instruction). The most important requirement for any addressee of scientific communication, in contrast to media, family, strangers, subordinates, etc., those who may not be interested in understanding the text (non-active listening, doing something else, not careful reading, but only looking through the pages of the book, newspaper) is that the addressee of the scientific text should be interested in understanding the text (if possible, to return to what has already been heard or read, make notes) [17]. Scientists assign a special role in the implementation of the addressee factor to the structural-semantic model of a scientific text, designed to reflect intellectual information so that it is understood by the recipient. The communicative-pragmatic task of the author is to “pack” the scientific information so that it is adequately received by the addressee [1]. The components of the scientific composition, according to Grichin, should correspond to a pragmatic goal, which is understood as the conscious intention of the addresser materialized in the text in a way to have a corresponding impact on the addressee [8]. Despite the attention to the addressee factor in scientific communication, it (factor) is far from being fully understood as well as thoroughly studied. As Krauss writes, psycholinguistic models describe speech production to a greater extent as a unidirectional process in which addressers generate messages for any recipient. The communication parameters influenced by the recipients are not well understood [18]. These conclusions fully coincided with the results of the survey conducted at two universities in Moscow (Moscow City University and Higher School of Economics). 116 teachers were covered, whose fields of scientific interests are very diverse: teacher training, teaching of foreign languages, law, economics, political science, etc. The scientists involved have the Hirsch index higher than 8. The respondents had very vast publication experience and scientific articles in respected databases in Russia and abroad. The questionnaire contained questions that revealed each of the above aspects of cognitive activity (according to [6]): ontological (e.g. which of the areas of scientific knowledge do you consider to be a priority for coverage in a scientific publication?), methodological (e.g. which research methods should be used to cover the subject of research?), axiological (e.g. do you think that in a scientific publication it is necessary to defend your point of view, even if it does not coincide with the generally accepted judgment?). In addition to the specified set of aspects, the questionnaire included questions and tasks regarding the role of the author of the scientific text and the addressee of scientific information. They, in particular, included the following: Should the author of a scientific article show his/her speech individuality? If so, how should it be expressed? Which of the scientists in your field of knowledge can you give as an example of the scientific style of speech? What are the peculiarities of his/her style? Do you have an idea about the potential addressee of your scientific message? To whom do you usually address your scientific article? Describe the generalized portrait of a reader of your article that has the most citations? Is there a specific person in your academic and/or scientific community to whom you are addressing your publications? What can you do to make the article understandable by your students/undergraduates/graduate students? In addition, should it be addressed to them? Do you consider it permissible

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and/or necessary to adapt the content and structure of the article to specific recipients of scientific information? What are the ways to popularize science? Is it necessary to take into account the national-cultural portrait of the reader? Should a scientific publication contribute to scientific interaction - to cause the recipient to replicate - to implement a specific verbal, emotional, mental reaction? Processing of the results obtained allowed us to come to the following conclusions. The majority of respondents expressed the opinion that it is necessary to maintain a high scientific style of speech when publishing the results of scientific activity regardless of the level of potential reader (68% of respondents). A scientific article acts solely as a means of self-expression of the author, description and proof of his/her scientific concept (71% of respondents). The addressee is seen as a generalized subject, his/her features are blurred and unspecific; there is no idea of his/her level of background knowledge, the degree of immersion into the scientific context, knowledge of scientific terminology and methodology of scientific knowledge (87%). National traditions of the potential reader are taken into account by a limited number of survey participants (14%). We can conclude that the addressee factor, despite the declaration of its significance, is poorly reflected in the publications of scientists who pay more attention to the ways of self-expression in the scientific text: their speech personality, their idiostyle. Moreover, in their opinion, an exemplary, harmonious scientific text is a text that seems as such to the author himself/herself (and not the addressee). The reader’s perception of the scientific text and the text readability is on the periphery of attention, the recipient’s parameters are not emphasized, his/her desire/unwillingness to perceive scientific information is poorly taken into account. We can state that this bias in the opinions of the authors of scientific publications is partly due to the fact that the effectiveness of the scientific text depends primarily on the author-addresser, who should be responsible for its adequate perception by the addressee [17]. Thus, a paradox arises: the nature of scientific communication becomes more individualized and personalized, reflecting the specifics of its individual and personal generation in publications of various kinds, but the significance of the nature of perception of scientific information by a specific addressee does not yet find recognition among the scientific community, authors of scientific texts. Therefore, there is a need to develop strategies for preparing young scientists to generate a scientific text focused on a specific addressee, whose attention the scientist seeks to attract and whose response he/she expects.

4 Realization of the Addressee Factor: Content Analysis Results of Scientific Texts To identify the means of expressing the addressability of a scientific text, we analyzed more than 200 written scientific publications in the Russian language (texts of articles, abstracts and reports of speeches at conferences, forums, congresses) posted on the RSCI platform and dated 2017–2019. The papers were selected randomly from such branches of scientific knowledge as philology, linguistics, pedagogy, and economics. The idiostyle of individual authors (28 people) was revealed on the basis of several

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(from two to three) scientific texts. The analysis involved addressing markers, which were borrowed from a number of linguistic publications [1]. In the course of content analysis, we were guided by several hypotheses. Firstly, in various genres of scientific publications, the means of addressing can be presented in different levels of intensity. Secondly, the means of addressing may vary depending on a particular author. Thirdly, the citation index (excluding self-citation) of a publication in the RSCI (Russian Science Citation Index) system depends on the quantity and quality of the means of addressing. It was the citation index that served as a criterion of the quality of a scientific text from the point of view of expressing addressability1. Fourth, the number of means of expressing addressing increases year by year due to the strengthening of a) the subjectivity of scientific communication, b) the need to popularize scientific data, when the author searches not only for “his” reader, but also for expanding the number of “consumers” of author’s products of scientific activity. In the process of our study, the generalized digital results are represented in Fig. 1 and they led to a number of conclusions.

35 30 25 20 15

2019

10 5 0 2017 2018 2019

2017 Scientific articles 18 22 23

Theses of speeche 21 23 28 2017

Reports 27 31 33 2018

2019

Fig. 1. The number of the means of addressing in scientific texts of different genres.

1

Despite the vulnerability of this criterion, which does not always serve as an objective criterion for the popularity of a publication, we decided to dwell on taking into account its manifestations due to the quantitative expression of the reader’s interest in a scientific product.

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First: general conclusions. Obviously, the means of expressing addressability in the texts of scientific articles, reports and theses of speeches have found their realization. Moreover, their (means) greatest concentration is noted in the texts of the reports, the smallest – in scientific articles. A consistent and systematic increase in the authors ‘attention to the means of contacting the addressee was stated: in 2019 there was a growth by 8% of such means if compared with 2017. These general conclusions indicate an increase in the authors’ interest not only in the ways of self-expression in a written scientific product, but also in attracting the attention of the addressee, in finding ways to popularize scientific data, reaching a wide audience of readers. Second: addressing means in the texts of reports. The concentration of addressing means in the studied scientific texts varies. In written texts of reports of speeches, these means are presented in a larger volume and they are more diverse. Most often, the addressee in scientific reports is expressed by special – “over propositional”, “atematic” – units that are clearly oriented towards the reader (according [1]). The author, we can say, “builds up” over the pure scientific content and makes the output in the form of an informatively clear speech message by means of cohesion of the text. Third: addressing tools in theses of reports. In the theses of the speech, addressing means are presented in a smaller volume and they are less diverse. It is known that one of the main purposes of this genre of scientific style is to familiarize the conference participants with the content of the theses, so that they can extract interesting parts of the report, topics, problems and predict the possibility of discussion and participation in it. Fourth: addressing means in the texts of scientific articles. The texts of scientific articles that have been subjected to our analysis, contain the least number of addressing tools. The authors focus more on such characteristics of a scientific text as the problem, information, clearness, logic, completeness. The scientist is more focused on what and how he/she writes, than on the person to whom this text is intended. Most likely, the author writes an article, regarding an equal peer in the level of scientific erudition of the interlocutor (reader). It can be assumed that in the process of text writing, the author involuntarily takes into account the presuppositions of the potential reader and, uses them as a basis when writing the paper, hoping for an adequate reaction. Allowing to implicate certain links in the disclosure of the topic, the addresser gives the reader the opportunity to independently restore them in the process of perception.

5 Conclusion At the time of the high attention to the subjective nature of knowledge and communication, the “addressee factor” plays a special role in written scientific communication, which involves taking into account the characteristics of the reader of scientific texts, his/her interests, needs, hopes, and the desire to obtain information that is relevant to him. Our study showed that there are a lot of means of contacting the addressee, to influence his/her cognitive sphere. They are classified and typologized in linguistics. However, in scientific work, the use of these tools is very limited. A scientific publication remains to be the “stage” of one participant in scientific communication – the

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author, who is most striving for self-expression, for positioning his/her scientific point of view. Implicit focusing of scientific products on such pragmatic attitudes reduces the possibility of spreading scientific facts to other potential consumers, making science elitist, inaccessible to perception and understanding. It is necessary to change the strategy of presenting scientific information, to provide opportunities for the participation of the addressee in the process of scientific data generation and dissemination.

References 1. Bazhenova, E.A.: Nauchnyj tekst v aspekte politekstual’nosti [Scientific text in the aspect of polytextuality]. Perm State University, Perm (2001). (in Russian) 2. Chernyavskaya, V.E.: Kommunikaciya v nauke: normativnoe i deviantnoe. Lingvistiche-skij i sociokul’turnyj analiz vozdejstviya [Communication in science: normative and deviant. Linguistic and sociocultural impact analysis]. Direct Media, Moscow (2014). (in Russian) 3. Chernyavskaya, V.E.: Nauchnyj diskurs: vydvizhenie rezul’tata kak kommunikativnaya i yazykovaya problema [Scientific discourse: advancing the result as a communicative and language problem]. Lenand, Moscow (2017). (in Russian) 4. Drozdova, T.V.: Problemy ponimaniya nauchnogo teksta [Problems of understanding a scientific text]. Institute of Linguistics, Russian Academy of Sciences, Moscow (2003). (in Russian) 5. Hanel, P., Mehler, D.: Beyond reporting statistical significance: identifying informative effect sizes to improve scientific communication. Publ. Underst. Sci. 28(4), 468–485 (2019) 6. Kotyurova, M.P.: Ob ekstralingvisticheskih osnovaniyah smyslovoj struktury nauch-nogo teksta (funkcional’no-stilisticheskij aspekt) [On the extralinguistic foundations of the semantic structure of a scientific text (functional-stylistic aspect)]. Krasnoyarsk University, Krasnoyarsk (1988). (in Russian) 7. Antons, D., Joshi, F.M., Salge, T.O.: Content, contribution, and knowledge consumption: uncovering hidden topic structure and rhetorical signals in scientific texts. J. Manage. 45(7), 3035–3076 (2018) 8. Grichin, S.V.: Ekstralingvisticheskie osnovy avtorizacii v nauchnom diskurse [Extralinguistic basis of authorization in scientific discourse]. Bull. Tomsk State Pedagog. Univ. 11 (176), 21–26 (2016). (in Russian) 9. König, L., Jucks, R.: Hot topics in science communication: Aggressive language decreases trustworthiness and credibility in scientific debates. Publ. Underst. Sci. 28(4), 401–416 (2019) 10. Udovicich, C., Kasivisvanathan, V., Winchester, C.: Communicating your research (part 1) – to the scientific community. J. Clin. Urol. 10(4), 396–399 (2016) 11. Boettger, R.K., Moore, L.E.: Analyzing error perception and recognition among professional communication practitioners and academics. Bus. Prof. Commun. Q. 81(4), 462–484 (2018) 12. Kobayashi, K.: The impact of perceived scientific and social consensus on scientific beliefs. Sci. Commun. 40(1), 63–88 (2018) 13. Chinn, S., Lane, D.S., Hart, P.S.: In consensus we trust? Persuasive effects of scientific consensus communication. Publ. Underst. Sci. 27(7), 807–823 (2019) 14. Tada, V.: Combining poetry and science to create scientific “thesis poetry” as a tool for the communication of science. Sci. Commun. 41(4), 516–524 (2019) 15. Sternin, I. A.: Faktor adresata v rechevom vozdejstvii [Addressee factor in speech exposure]. Bull. Voronezh State Univ. Series: Philol. J. 1, 171–178 (2004). (in Russian)

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16. Krasnykh, V.V.: Osnovy psiholingvistiki i teorii kommunikacii [Fundamentals of psycholinguistics and communication theory]. Gnosis, Moscow (2001). (in Russian) 17. Sirotinina, O.B.: Faktory, vliyayushchie na effektivnost’ kommunikacii [Factors affecting the effectiveness of communication]. Ecol. Lang. Commun. Pract. 1(16), 39–47 (2019). (in Russian) 18. Krauss, R.M.: The role of the listener: addressee influences on message formulation. J. Lang. Soc. Psychol. 6(2), 81–98 (1987)

The Study on Psychological Constitutions of Comprehensive University Students with Different Levels of Academic Procrastination Tatyana Baranova , Nadezhda Almazova , Anastasia Tabolina(&) , Olga Kunina , and Inna Yudina Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected], [email protected], [email protected], [email protected]

Abstract. Academic procrastination in the comprehensive university’s student body are presented. This work deals with the scientific-theoretical approaches to studying academic procrastination and psychological (neurotic) constitutions of students. Psychological determinants of students’ academic procrastination have been studied. Psychological (neurotic) constitutions have been researched. Interconnections between indicators of academic procrastination and psychological (neurotic) constitutions of students in groups of interest have been examined. Correlation relationships between psychological (neurotic) personality traits and academic procrastination have been revealed. Psychological determinants of academic procrastination and psychological constitutions of students sorted by sex, duration of training and fields of academic activity have been studied. It has been discovered that the occurrence rate of academic procrastination among senior students reaches 74%, while academic procrastination is most pronounced at pursuing project activities, solitary work and assignments in the written form. Key determinants of genesis and development of academic procrastination have been revealed. Based on received results recommendations on psychological follow-up of students’ learning activity have been formed. Keywords: Academic procrastination
Psychological personality features Neurotic personality features
Student age




1 Introduction Academic procrastination is postponing the execution of educational tasks, the preparation for exams, etc. Academic procrastination includes two main components: the tendency to postpone the solution of current final educational tasks and the presence of anxiety associated with this postponement. In today’s literature, there has not been developed a single approach to defining procrastination.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 760–769, 2020. https://doi.org/10.1007/978-3-030-47415-7_81

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Kovylin describes the phenomenon of procrastination as a tendency to postpone the execution of necessary things “until later”; a behavioral pattern in which the implementation of a person’s key activities for a given period of time is deliberately delayed [1]. The main signs of procrastination are strong negative feelings and emotional discomfort. Guo, Yin, Wang, Nie and Wang note that the growing fear of the negative consequences of procrastination realized by the subject most often has not a mobilizing, but a paralyzing effect, forcing him to postpone the planned actions [2]. Dolan and Rudisill believe that procrastination is a voluntary, irrational postponement of the scheduled actions despite the fact that it will cost dearly or have a negative effect on the personality [3]. Steel refers to procrastination as a person’s voluntary delay of an intended course of action despite being worse off for the delay [4–6]. He also notes that procrastination is an irrational delay in behavior, where irrationality is manifested in the absence of any serious reason for inaction in the execution of the task and in full understanding of the harmful influence of such a behavior strategy, while delay can occur both at the initial and at the final point of the execution [7].

2 Literature Review Procrastination is a complex, psychologically heterogeneous phenomenon that includes behavioral, emotional and cognitive elements closely related to the motivational part of personality. It primarily manifests itself in behavior: in delaying the execution of necessary activities, in postponing the decision-making. Steel determined three main criteria on the basis of which human behavior is defined as procrastination: counterproductiveness, futility and delay [4, 5, 8]. Haycock, McCarthy, Skay note that procrastination causes anxiety. Individuals with a high degree of anxiety are more prone to manifestations of procrastination [9]. Karlovskaya [10] writes that procrastination may indicate the most profound problems originating in early childhood. The psychotherapeutic explanation of procrastination is interesting: the more disciplinary measures that traumatized a child’s self-esteem—conditional love and dominant overprotection—have been experienced in childhood, the more things a person “must” do in the present, the higher the likelihood of chronic delays [10]. Scher revealed a significant direct correlation between procrastination and anxiety and an inverse correlation between procrastination and effectiveness [11]. Krause and Freund concluded that procrastination was a motivational problem overcoming which required achieving a very high level for autonomous motivation [12]. There are studies of the correlation of procrastination with the motivation for success and the motivation for avoiding failure [13]. For example, the less the subject’s level of procrastination is, the less they are inclined to feel guilty and the higher his achievement motivation is. As a result of the conducted theoretical study of the phenomenon of “procrastination”, we can conclude that this phenomenon is widely studied today. But the essence of this phenomenon is inexplicit [14].

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A lot of its definitions have been accumulated in the literature, but a clear and unified definition explaining the nature of procrastination has never been formulated [15, 16]. Having studied domestic and foreign works on the topic of procrastination, we can conclude that the issue of procrastination is very relevant today but has not been studied enough, especially in the Russian environment. A large number of correlation studies of procrastination have been accumulated with a wide variety of psychological characteristics [17]. But there is yet no clear understanding of academic procrastination.

3 Materials and Methods 3.1

Purpose

Purpose to study the psychological (neurotic) particularities of students in different areas of study with different levels of “academic procrastination”. 3.2

Subject

Subject: psychological (neurotic) particularities of students with different levels of “academic procrastination”. 3.3

Object

Object: students, aged 18–22, representatives of the human sciences and technical fields of education of the Peter the Great St. Petersburg Polytechnic University; the total sample size is 88 (45 men and 43 women). 3.4

Research Objectives

1. Conducting a theoretical analysis of literature sources on the issue of academic procrastination; 2. Picking the methodological material for the research; 3. Studying the level of academic procrastination and psychological (neurotic) personality traits in students; 4. Identifying the differences between junior and senior students, human sciences and technical fields of education in the level of academic procrastination and psychological (neurotic) personality traits; 5. Identifying the gender differences in students by the level of academic procrastination and psychological (neurotic) personality traits; 6. Determining the correlation between the indicators of the level of academic procrastination and psychological (neurotic) personality traits in the studied groups; 7. Describing the results.

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Research Methods

1. Academic Procrastination Scale for Students by C. H. Lay; 2. KON-200 Neurotic Personality Questionnaire. J. Aleksandrowicz (the Asthenia Scale, the Negative Self-Esteem Scale, the Difficulties with Decision-Making Scale, the Demobilization Scale, the Conviction of Own Resourcelessness in Life Scale, the Deficit in Internal Locus of Control Scale, the Sense of Danger scale, the Irrationality scale, the Pondering Scale); 3. Neurotic Personality Traits Questionnaire (NPT) of the V.M. Bekhterev St. Petersburg Psychoneurological Research Institute (the Self-Doubt Scale, the Cognitive and Social Passiveness Scale).

4 Results The results obtained during the study revealed that about half of the subjects (47%) had a high level of academic procrastination, which suggested that the respondents had a tendency to postpone the execution of educational tasks and planned actions until later. When completing assignments, students tend to experience stress due to the constant increase in their number and level of difficulty. In addition, students do not have enough time for successful and high-quality execution of the assignments. Academic procrastination manifests itself in students in different ways due to the individual’s own subjective experience and psychological personality traits. The experience of academic procrastination is characterized by the immature level of studying skills, disorganization, forgetfulness and general behavioral rigidity. Such manifestations have a significant impact on the formation of neurotic personality traits, as confirmed by our study. It should also be noted that no significant sex differences were found for the studied trait. The average indicator values on the Academic Procrastination Scale for men and women are within the range of the average level of manifestation (see Fig. 1).

59.5 59 58.5 58 57.5 57 56.5 56 55.5 55

59,14 57,79 56,44

procrastination

group

women

men

Fig. 1. Mean procrastination values of subjects with separation by sex.

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The average values for women are 59.14 and 56.44 for men. Thus, we can assume that “academic procrastination” is a universal concept, and its experience is equally characteristic of men and women. Subjects of both sexes are characterized by delaying the execution of important educational tasks until later. Education in a higher educational institution is associated with great intellectual, psychological and physiological stresses, and students, due to age characteristics, experience strong emotional discomfort, which is reflected in “academic procrastination”. As can be seen from Fig. 1, the mean values on the Academic Procrastination Scale for students of different educational fields are at the trend level. For the representatives of the human sciences field, the values amount to 59.13, and for representatives of the technical field −56.38. (see Fig. 2).

60

59,13

59 58 57

56,38

56 55 procrastination techies

humanities

Fig. 2. Mean values on the Academic Procrastination Scale for students of different educational fields.

Such results suggest that the tendency to academic procrastination does not depend on the educational field and is of a general systemic nature. Nevertheless, the average tendency to procrastination of students studying in the human sciences field is slightly higher than that of technical field students, which indicates that humanities scholars have a more liberal attitude to their work, are prone to less control and greater behavioral and intellectual lability. Representatives of the technical field are more demanding of themselves and their activities, are distinguished by a fairly high selfcontrol and discipline. As can be seen in Table 1, the average values on the Academic Procrastination Scale have significant differences between junior and senior students. It should be noted that the average value of procrastination of junior students amounted to 21.69 with p  0.01; such data indicates a low level of manifestation of academic procrastination as compared to senior students whose average value on the Academic Procrastination Scale was 64.32 with p  0.01. Based on the results obtained, we can conclude that:

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Firstly, junior students are more responsible about the execution of educational assignments, they are disciplined and organized, they tend to deliver their educational assignments on time, they are full of energy and aware of the importance and urgency of academic work. They carry out their work efficiently and in sufficient volume, they are distinguished by high productivity and efficiency, they are open to new experiences and happy to be involved in various types of educational activities. Secondly, senior students are prone to depreciate the results of their own work, they tend to extend the terms of assignment execution to a longer period and pay much attention to the details and high-quality study of the material, which leads to the steady development of academic procrastination. Students are distinguished by subjective fears such as: fear of failure, fear of excessive isolation, fear of loss of control over the situation. Table 1. The manifestation level of indicators in students of different academic years. Scale Procrastination

Average junior student rank 21.69

Average senior student rank 64.32

Mann–Whitney U value 8

Significance level 0.000**

To test the hypothesis on the existence of correlation between academic procrastination and the psychological personality traits of students, a correlation analysis was performed. The correlation pleiad is based on multiple close correlations between the indicators of academic procrastination, cognitive and social passiveness and the psychological personality traits of students. Firstly, there are positive correlations between the Academic Procrastination Scale and several scale indicators, namely: the Self-Doubt Scale (0.744 with p  0.01), the Irrationality Scale (0.672 with p  0.01), the Deficit in Internal Locus of Control Scale (0.720 with p  0.01), the Conviction of Own Resourcelessness in Life Scale (0.716 with p  0.01), the Difficulties with Decision-Making Scale (0.669 with p  0.01), the Negative Self-Esteem Scale (0.620 with p  0.01), the Cognitive and Social Passiveness Scale (0.724 with p  0.01). A positive correlation between the indicators of academic procrastination and selfdoubt indicates that students who are prone to constant delays in completing assignments show more lack-of-self-confidence traits. A positive correlation between the indicators of academic procrastination and irrationality shows that students with a greater tendency to systematic postponement of educational tasks do so even if they realize the destructiveness and inconsistency of such behavior. A positive correlation between the indicators of academic procrastination and deficit in internal locus of control indicates that students who do not have a sufficient level of external and internal motivation for executing educational assignments are often prone to manifest behavioral patterns of procrastination. A positive correlation between the indicators of academic procrastination and conviction of own resourselessness in life demonstrates that students with an increased level of academic procrastination manifest it due to the impossibility and inability to complete some educational tasks.

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A positive correlation between the indicators of academic procrastination and difficulties with decision-making may indicate a tendency to manifest procrastinating behavior due to the lack of students’ initiative in making decisions. A positive correlation between the indicators of academic procrastination and negative self-esteem may indicate that an increased level of academic procrastination in students is accompanied by a decreased level of self-esteem. Based on the correlation between the indicators of academic procrastination and cognitive and social passiveness, it can be argued that students who are highly prone to manifest academic procrastination are also prone to demonstrating cognitive and social passiveness. It is worth noting that an increase in the level of academic procrastination will cause an increase in the level of cognitive and social passiveness as well, since these facts are interrelated. A negative correlation between the indicators of academic procrastination and pondering may indicate that procrastinating students are less likely to introspect, think about their internal state and their decisions. Students may be less likely to reflect due to the irrational nature of the procrastination phenomenon. Secondly, there are positive correlation between the Cognitive and Social Passiveness Scale and several scale indicators, namely: the Irrationality Scale (0.676 at p  0.01), the Deficit in Internal Locus of Control Scale (0.733 with p  0.01), the Conviction of Own Resourcelessness in Life Scale (0.717 with p  0.01), the Difficulties with Decision-Making Scale (0.649 with p  0.01), the Negative Self-Esteem Scale (0.730 with p  0.01). A positive correlation between the indicators of cognitive and social passiveness and irrationality shows that students with an insufficient development level of cognitive and social skills are highly susceptible to the manifestation of irrational thinking and behavior. A positive correlation between the indicators of cognitive and social passiveness and deficit in internal locus of control means that an increase in the level of cognitive and social passiveness is accompanied by a decrease in the level of students’ intrapersonal motivation. A positive correlation between the indicators of cognitive and social passiveness and conviction of own resourselessness in life indicates a tendency to experience internal inability to perform a certain range of actions due to an increased level of cognitive and social passiveness. A positive correlation between the indicators of cognitive and social passiveness and difficulties with decision-making suggests that students with a high level of cognitive and social passiveness have difficulty making independent choices. A positive correlation between the indicators of cognitive and social passiveness and negative self-esteem shows that students experiencing difficulties with self-esteem exhibit increased cognitive and social passiveness. Also, multiple correlations of the cognitive and social passiveness parameter indicate that the higher the cognitive and social passiveness of a person, the more they manifest irrationality, low motivation, a sense of helplessness, difficulty in making decisions, and low self-esteem. These manifestations are also associated with the manifestation of academic procrastination.

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Thus, it can be claimed that there is a connection between academic procrastination and psychological (neurotic) personality traits. The data obtained as a result of the correlation analysis allow us to consider academic procrastination as a complex phenomenon determined by the psychological personality traits.

5 Discussion The study of academic procrastination and a subject’s psychological (neurotic) personality traits is of particular importance in our time for achieving progress in society because, according to the results, 47% of students (out of 88 people) manifest a high level of academic procrastination. In accordance with Objective 1, we carried out a theoretical analysis of literature sources on the issue of academic procrastination. In accordance with Objective 2, we developed a research design and selected the psycho-diagnostic tools that included standardized techniques. In accordance with Objective 3, we studied the level of academic procrastination in the groups of interest. We conducted a comparative analysis of scale indicators using the Academic Procrastination Scale for Students by C. H. Lay. In a comparative analysis by the duration of education, significant differences were noted in the level of academic procrastination, self-doubt, cognitive and social passiveness. Senior students demonstrated that they were prone to delaying the completion of educational tasks, inaction in cognitive and social fields, and loss of self-confidence. Senior students are more likely to postpone educational assignments as compared to younger students. Such conclusions can be explained from the perspective of age-related and psychological changes during the period of study at a higher educational institution. It is also worth noting that some psychological (neurotic) personality traits are also more manifested towards the end of the education period.

6 Conclusion In the course of the study, we found no significant differences in the level of academic procrastination and manifestation of certain psychological (neurotic) personality traits when analyzing a group of students by sex and educational field. The correlation analysis revealed a negative correlation between high levels of academic procrastination and pondering. Based on this, it can be argued that procrastinating students are less likely to introspect, think about their internal state and their decisions. Students may be less likely to reflect due to the irrational nature of the procrastination phenomenon. In the analysis of average indicators of students of different academic years, it was found that the average rank of senior students is almost 2 times higher than the average rank of junior students on such scales as: Negative Self-Esteem, Difficulties with Decision-Making, Conviction of Own Resourcelessness in Life, Deficit in Internal Locus of Control, and Irrationality.

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In the study of the correlation between academic procrastination and psychological (neurotic) personality traits, we revealed and statistically proved close correlations between academic procrastination and cognitive and social passiveness, self-doubt, irrationality, deficit in internal locus of control, conviction of own resourcelessness in life, difficulties with decision-making, and negative self-esteem, which fully proves the earlier proposed hypothesis. The work is dedicated to the study of the correlation between the level of academic procrastination and psychological (neurotic) personality traits. In this work, we carried out a theoretical analysis aimed at such basic concepts as: “academic procrastination”, “determinants of academic procrastination”, “early adulthood”. This study revealed that senior and junior students demonstrate different levels of academic procrastination and are prone to cognitive and social passiveness and selfdoubt to a different extent. We determined the levels of academic procrastination and psychological and neurotic personality traits of students with high and low levels of academic procrastination. The study allowed us to fully complete the set objectives, confirm the hypothesis and make our contribution to the study of such a phenomenon as academic procrastination.

References 1. Kovylin, V.S.: Teoreticheskie osnovy izucheniya fenomena prokrastinatsii [Theoretical basis of the study of the procrastination phenomenon]. Lichnost v menyayushchemsya mire: zdorovye, adaptatsiya, razvitiye (Personality in a changing world: health, adaptation, development) 2(2), 22–41 (2013). (in Russian) 2. Guo, M., Yin, X., Wang, C., Nie, L., Wang, G.: Emotional intelligence an academic procrastination among junior college nursing students. J. Adv. Nurs. 75(11), 2710–2718 (2019) 3. Dolan, P., Rudisill, C.: Babies in waiting: Why increasing the IVF (In Vitro Fertilisation) age cut-off might lead to fewer wanted pregnancies in the presence of procrastination. Health Pol. 119(2), 174–179 (2015) 4. Steel, P.: The Procrastination Equation: How to Stop Putting Things Off and Start Getting Stuff Done. HarperCollins, New York (2010) 5. Steel, P.: The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychol. Bull. 133(1), 65–94 (2007) 6. Steel, P., Klingsieck, K.B.: Academic procrastination: psychological antecedents revisited. Aust. Psychol. 51(1), 36–46 (2016) 7. Olennikova, M.V., Tabolina, A.V.: Psycho-pedagogical support of students project activities in multi-functional production laboratories (Fab Lab) on the basis of technical university. Adv. Intell. Syst. Comput. 917, 732–740 (2019) 8. Gustavson, D.E., Miyake, A., Hewitt, J.K., Friedman, N.P.: Genetic relations among procrastination, impulsivity, and goal-management ability: implications for the evolutionary origin of procrastination. Psychol. Sci. 25(6), 1178–1188 (2014) 9. Haycock, L., McCarthy, P., Skay, C.: Procrastination in college students: the role of selfefficacy and anxiety. J. Couns. Dev. (2011). https://onlinelibrary.wiley.com/doi/abs/10.1002/ j.1556-6676.1998.tb02548.x. Accessed 24 Mar 2020

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10. Karlovskaya, N.N.: Vzaimosvyaz` obshhej i akademicheskoj prokrastinacii i trevozhnosti u studentov s raznoj akademicheskoj uspevaemost`yu [The correlation between general and academic procrastination and anxiety in students with different academic performance]. Psikhologiya v VUZe [Psychology at a university] 3, 38–49 (2008). (in Russian) 11. Scher, S.J.: Procrastination, Conscientiousness, Anxiety and Goals: Exploring the Measurement and Correlates of Procrastination Among School Aged Children Faculty Research and Creative Activity, vol. 30 (2002). https://thekeep.eiu.edu/psych_fac/30. Accessed 2002 12. Krause, K., Freund, A.: Delay or procrastination – a comparison of self-report and behavioral measures of procrastination and their impact on affective well-being. Pers. Individ. Differ. 63, 75–80 (2014) 13. Vindeker, O.S., Ostanina, M. V.: Formal’nyj i soderzhatel’nyj analiz shkaly obshchej prokrastinacii CH Lay (na primere studencheskoj vyborki) [Formal and substantial analysis of the General Procrastination Scale by C. H. Lay (by the example of a student sample)]. Psikhologiya vremeni [Psychology of Time] 1, 116–126 (2014). (in Russian) 14. Baranova, T.A., Gulk, E.B., Tabolina, A.V., Zakharov, K.P.: Significance of psychological and pedagogical training in developing professional competence of engineers. Adv. Intell. Syst. Comput. 917, 44–53 (2019) 15. Hensley, L.: Reconsidering active procrastination: relations to motivation and achievement in college anatomy. Learn. Individ. Differ. 36, 157–164 (2014) 16. Dewitte, S., Schouwenburg, H.C.: Procrastination, temptations, and incentives: the struggle between the present and the future in procrastinators and the punctual. Eur. J. Pers. 16(6), 469–489 (2002) 17. Sirois, F.M.: Procrastination and stress: exploring the role of self-compassion. Self Identity 13(2), 128–145 (2014)

The Role of Critical Thinking in Professional Development of Linguists Natalia Starostina

and Ekaterina Sosnina(&)

Ulyanovsk State Technical University, Ulyanovsk 432027, Russia [email protected], [email protected]

Abstract. The paper discusses the issues in developing and interaction of critical thinking competencies and personal qualities of learners enrolled in the linguistic programs at Russian universities. We focus on Critical Thinking as the universal competency of a future linguist and classify four groups of such significant qualities as cognitive, motivational, reflective and communicative ones. The authors claim that Critical Thinking is the key professional competency of a student which correlates with their professional qualities. To verify this assumption we present the series of didactic experiments with a group of 70 students and estimate interaction and development of professional qualities in the referent group of students. We have obtained the noteworthy data for the Applied Linguistics domain that demonstrate that the level of Critical Thinking has high and medium correlation with such groups of professional qualities of students as cognitive, motivational, and reflective ones, having at the same time low correlation concerning a communicative group of professional qualities of students. Keywords: Critical Thinking
Applied Linguistics
Problem-based learning
Professional competencies
Professional qualities

1 Introduction Critical Thinking (CT) is one of the core competencies necessary for professional education and employment of graduates, but despite a widespread recognition of the importance of CT in education, there still is a notable lack of information about appropriate methods and techniques for development of the certain CT-skills, CT-abilities and CT-dispositions (attributes and properties) in some specific professional domains. Foreign Language Teaching methodology is one of the open research directions that also tries to link best FLT practices with CT-standards and didactic results [1, 2]. The authors have analyzed Critical Thinking in the domain of Applied Linguistics with the focus on interaction of CT and students’ personal qualities vital for their professional development. In our paper we consider professional background and personal qualities of students and base our research on the competencies which are important for the linguistic domain and those which are presented in the state national standards of the higher education.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 770–777, 2020. https://doi.org/10.1007/978-3-030-47415-7_82

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The survey of theoretical and experimental research in the field of our research in Applied Linguistics has demonstrated certain gaps in the relative studies that analyze the didactic potential of CT technologies in improving professional qualities of future linguists. We focus on Critical Thinking as the universal competency of a future linguist and consider four groups of significant qualities such as cognitive, motivational, reflective and communicative ones. Thus, the aim of paper is to set the possible correlation between the level of key professional qualities of linguists and the level of their critical thinking.

2 Literature Review Historically researchers developed three different approaches to define Critical Thinking, i.e. cognitive, didactic and philosophical ones. The cognitive psychological approach in CT-theory tends to define CT as a list of CT-skills or procedures performed by critical thinkers, e.g., Halpern refers hypotheses validation, verbal reasoning, argument analysing and problem-solving to CT-skills [3]. Ennis defines such CT-skills as those focusing on the problem, analyzing reasons, formulating questions dealing with challenges, deduction, induction, value judgments, judging the credibility of sources [4]. The cognitive approach mainly focuses on the list of cognitive skills that constitute CT, but there is no consensus of academic society about the particular list of such skills. The didactic approach bases on years of classroom experience and observations of students’ learning and focuses on teachability and assessment of CT. Majority of scientists agree on the list of CT-abilities that are: defining terms; identifying assumption [4]; making inferences using inductive or deductive reasoning [5]; interpreting and explaining [6]; reasoning verbally, especially in relation to concepts of likelihood and uncertainty, predicting [7]; seeing both sides of a problem [8]. The philosophical approach is closer to our research interests as it deals with CTdispositions enumerating the personal qualities and characteristics of a “critical thinker” rather than the actions this person can perform [9]. CT is denoted as reflective and reasonable thinking that is focused on deciding what to believe in or to do [4]. Facione defines CT as purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation and inference, as well as explanation of the evidential, conceptual, methodological, and contextual considerations upon which the judgment is based [6]. Bailin characterizes CT as goal-directed and purposeful thinking aimed at forming a judgment where thinking itself meets standards of adequacy and accuracy [10]. An international panel of experts willing to reach a consensus about the concept and structure of CT offers a comprehensive approach for its understanding as a set of CT-skills, CT-abilities and CT-dispositions (attributes, properties) functioning together as a CT-competency [11]. Recent papers on Critical Thinking in the domain of the Applied Linguistics and FLT-studies mostly focus on effective techniques, methods and tools for teaching languages [12–14], as well as on teachers’ or students’ language learning beliefs [15, 16].

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Despite this long history and widespread recognition of the importance of CT for professional education and significant number of recent studies on methodology and means developing CT in the framework of language and culture-oriented approaches to FLT-practices, we face a notable lack of information about definite professional and personal qualities that help to integrate CT-competency in the linguistic and foreign language teaching domain.

3 Materials and Methods This paper focuses on professional qualities of students that help to integrate CTcompetency in the Applied Linguistic domain. We understand CT as an interactive, reflective and reasoning process of a purposeful self-regulatory judgment; a student in this process is supposed to give reasoned consideration to evidence, context, theories, methods and criteria to form the judgment with simultaneous monitoring, correcting and improving the process by meta-cognitive self-regulation. In the framework of professional and academic standards, our practical experience in the linguistic domain, and theoretical analysis of the concept of CT we try to identify cognitive, motivational, reflective, and communicative groups of professional qualities of students. The cognitive professional qualities help students to avoid the lack of effort with understanding in self-evaluation and their overall knowledge of a concept in the study process. One of the main professional qualities in this group is considered to be the self-reflection. The motivational professional qualities direct students to consistent internal motivation to acquire the education and inspire to move forward in the professional development. Principal professional qualities in this group are activeness, motivation and purposefulness. The professional qualities in reflection help students to discern between different feelings and identify them appropriately, use emotional information to guide their thinking and behavior, and adjust emotions to adapt to academic professional requirements. Self-regulation and self-control are supposed to be main professional qualities in this group. In the area of the linguistic professional activity we can also name a communicative group of professional qualities, such as, for example, sociability and ability to conflict resolution. The objective of our research is to determine a certain correlation between the level of students’ professional qualities and the level of their critical thinking. To verify the assumption we performed the series of didactic experiments with a group of learners. The participants of the experiment were 70 second-year students of the Applied Linguistic Department the Ulyanovsk State Technical University, Russia. The main variables were the level of students’ critical thinking and the level of students’ professional qualities. In the first phase of our experiment, we measure the professional qualities of learners (PQ) and the level of their CT. For CT assessment we decided to use Thinking Skill Assessment Test [17]. The main difficulty was to find the relevant testing material to evaluate professional qualities of learners in the referent groups, so we have to apply several techniques, as discussed in [18–22] (see Table 1).

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Table 1. Testing material used to measure PQ. PQ Self-Reflection (SRf) Activeness (A) Motivation (M) Purposefulness (P) Self-Regulation (SRg) Self-Control (SC) Sociability (S) Non-conflictual behavior (NC)

Testing materials Questionnaire - Style of Self-Regulation of Behavior (SSPM) by V. I. Morosanova (Assessment of Results scale); Arousability and Optimism Scale (AOS) by I. S. Schuller A. L. Comunian; Questionnaire - Motivation of education goals of university students by T. N. Ilyina; Questionnaire - Self-assessment of strong-willed qualities of students by N. E. Stambulova; Questionnaire - Style of Self-Regulation of Behavior (SSPM) by V. I. Morosanova (Self-Programming scale); Questionnaire - Style of Self-Regulation of Behavior (SSPM) by V. I. Morosanova (Self-Confidence scale); Questionnaire - Need to communicate Yu. M. Orlova; The Thomas - Kilmann Conflict Mode Instrument (TKI)

The next step of our experiment was to develop the CT of learners of the experimental group. For this purpose we use the transformed version of the Critical Thinking Development Technology of Temple et al. [23]. In our experiment we saved its algorithmic process and idea but had to adapt this technology to our educational environment. Moreover, when selecting teaching methods and techniques we had to take into account the specificity of future students’ linguistic activity, as it heavily relies on verbal skills. Thus, we concentrate on developing oral speech skills when transforming the original version of the technology, which was traditionally oriented on reading and writing. Therefore, we preserved three algorithmic stages of the original technology and applied Problem-Based learning techniques and Blended-learning UNITECH-platform that we actively develop and use in our Foreign languages and Translation studies. In our paper [24], we have already presented and discussed the positive effects of these techniques application and UNITECH-platform in blended learning environments with Flex and Flipped modes of training.

4 Results At the final phase of our experiment, we run a control test to estimate development and interaction of CT and professional qualities both in the experimental group (EG) and in the control group (CG) of students. The example of the results obtained in EG are presented in the diagram below (see Fig. 1).

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Fig. 1. CT level of students in the experimental group on the 1st and the 3rd phase of study.

Figure 1 shows that the CT level of students in the experimental group after experiment is higher than before the experiment. The results of CT level in the control group show that there was no considerable rise in this variable. To find the differences between the results and prove statistical significance we used the Wilcoxon signed-rank test, as in [25] (see Fig. 2, Table 2). Table 2. Statistical data of CT level. st

Data on 1 phase CT in CG CT in EG

rd

Data on 3 phase CT in CG CT in EG

Empirical values Statistical significance Tempir = 497 Tempir = 105

Test significance

>Tcrit = 379 (p  0.01) Not significant ˂Tcrit = 362 (p  0.01) Significant

To find the differences between the levels of professional qualities of students in the experimental and control groups at the first and the final third phases of the research, we also used the Wilcoxon test (see Table 3).

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Table 3. Statistical data of PQ-levels. st

Data on 1 phase SRf in CG SRf in EG A in CG A in EG M in CG M in EG P in CG P in EG SRg in CG SRg in EG SC in CG SC in EG S in CG S in EG NC in CG NC in EG

rd

Data on 3 phase SRf in CG SRf in EG A in CG A in EG M in CG M in EG P in CG P in EG SRg in CG SRg in EG SC in CG SC in EG S in CG S in EG NC in CG NC in EG

Empirical values Tempir = 532 Tempir = 278 Tempir = 456 Tempir = 288 Tempir = 499 Tempir = 219 Tempir = 567 Tempir = 189 Tempir = 482 Tempir = 241 Tempir = 399 Tempir = 297 Tempir = 438 Tempir = 218 Tempir = 493 Tempir = 187

Statistical significance >Tcrit ˂Tcrit >Tcrit ˂Tcrit >Tcrit ˂Tcrit >Tcrit ˂Tcrit >Tcrit ˂Tcrit >Tcrit ˂Tcrit >Tcrit ˂Tcrit >Tcrit ˂Tcrit

= = = = = = = = = = = = = = = =

379; 362; 379; 362; 379; 362; 379; 362; 379; 362; 379; 362; 379; 362; 379; 362;

(p (p (p (p (p (p (p (p (p (p (p (p (p (p (p (p

               

0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01) 0.01)

Test significance Not significant Significant Not significant Significant Not significant Significant Not significant Significant Not significant Significant Not significant Significant Not significant Significant Not significant Significant

The results show that PQ-levels in our experimental group are significantly higher than in the control group. To find the correlation between CT level and PQ-levels, we use Pearson’s correlation coefficient and obtain the following data (see Fig. 2).

Fig. 2. Correlation between CT level and PQ level of students.

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5 Discussion and Conclusion The results of this experiment show that the levels of CT and PQ of students in the experimental group are higher than in the control group. The data obtained show that developing critical thinking tends to increase the level of PQs of students. We may suggest that the dynamics supports our hypothesis. Furthermore, Pearson’s correlation analysis shows rather noteworthy data for the Applied Linguistics domain, which demonstrate that the level of Critical Thinking has strong and medium correlation with such groups of professional qualities of students as cognitive, motivational, and reflective ones. At the same time there is a low correlation with a communicative group of professional qualities of students e.g. sociability (see Fig. 2). Meanwhile, such PQ as non-conflictual behavior, or ability to conflict resolution, has a medium correlation with CT. These results can be explained by the nature of Critical Thinking, which structures clearly distinguish cognitive, motivational, and reflective components. Non-conflictual behavior means that a student tries to avoid conflicts in communication by finding consensus with an interlocutor, and that fact determines the practical use of CTcompetency. However, sociability is not only an important social quality, but also a critical professional quality for linguists. Data obtained show that the CT level and PQ level of the experimental group of students enrolled in our linguistic program have a linear correlation. It means that by enhancing the CT of students we also develop their PQs that consequently stimulate their professional development. However, there is no clear understanding of a set of PQs that correlates with CT-competency of students for other professions. It is possible that some other core PQs correlating with CT may be identified as well as some specific ones for specific professional domains. We hope our results may contribute to the scientific field of Applied Linguistics. Thus, the results presented explicitly show the correlation between the development of Critical Thinking and Professional Qualities of students of the discussed domain. Acknowledgments. In 2019, the discussed research of our group was supported by the Fond of Fundamental Research of the Russian Federation (RFFI state grant N 18-413-730018/19).

References 1. Paul, R., Elder, L.: Critical Thinking Competency Standards. The Foundation for Critical Thinking, Dillon Beach (2005) 2. Hughes J.: Critical Thinking in the Language Classroom. https://www.elionline.com/elifiles/ Critical_ThinkingENG.pdf. Accessed 03 Mar 2020 3. Halpern, D.F.: Assessing the effectiveness of critical thinking instruction. J. Gen. Educ. 50(4), 270–286 (2001) 4. Ennis, R.H.: The nature of critical thinking: an outline of critical thinking dispositions. In: 6th International Conference on Thinking, pp. 1–8. MIT Press, Cambridge (2011) 5. Paul, R.W.: Critical thinking: what, why, and how? New Dir. Community Coll. 77, 3–24 (1992) 6. Facione, P.A.: The disposition toward critical thinking: its character, measurement, and relation to critical thinking skill. Informal Logic 20(1), 61–84 (2000)

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7. Tindal, G., Nolet, V.: Curriculum-based measurement in middle and high schools: critical thinking skills in content areas. Focus Except. Child. 27(7), 1–22 (1995) 8. Willingham, D.T.: Critical thinking: why is it so hard to teach? Am. Educ. 31, 8–19 (2007) 9. Thayer-Bacon, B.J.: Transforming Critical Thinking: Thinking Constructively. Teachers College Press, New York (2000) 10. Bailin, S., Case, R., Coombs, J.R., Daniels, L.B.: Conceptualizing critical thinking. J. Curriculum Stud. 31(3), 285–302 (1999) 11. Facione, P.: American Philosophical Association [APA] critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. The Delphi Report: Research Findings and Recommendations Prepared for the Committee on Pre-college Philosophy. California Academic Press, Fullerton (1990) 12. Negrete, J.: The use of problem-solving tasks to promote critical thinking skills in intermediate english level students. Rev. Palabra 5(1), 48–55 (2016) 13. Nada, E.S., Beng, H.S.: Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Stud. Educ. Eval. 60, 140–162 (2019) 14. Yufrizal, H.: Enhancing critical thinking through calla in developing writing ability of EFL students. Adv. Soc. Sci. Res. J. 6(11), 302–313 (2019) 15. Mehdi, D., Mohammad, S.: EFL teachers’ learning and teaching beliefs: does critical thinking make a difference? Int. J. Instr. 11(4), 223–240 (2018) 16. Şeker, H., Kömür, S.: The relationship between critical thinking skills and in-class questioning behaviours of English language teaching students. Eur. J. Teacher Educ. 31(4), 389–402 (2008) 17. Thinking Skills Assessment Test for the University of Oxford. https://www.admissionstesting. org/for-test-takers/thinking-skills-assessment/tsa¬oxford/preparing-for-tsa-oxford/. Accessed 01 Dec 2019 18. Morossanova, V.I.: Extraversion and neiroticism: the typical profiles of self-regulation. Eur. Psychol. 4, 279–288 (2003) 19. Thomas, K.W.: Conflict and conflict management. In: Dunnette, M.D. (ed.) Handbook in Industrial and Organizational Psychology, pp. 889–935. Rand McNally, Chicago (1976) 20. Schuller, I.S., Comunian, A.L.: Cross-cultural comparison of arousability and optimism scale (AOS). In: 18th International Conference of Stress and Anxiety Research Society, pp. 457–460. Dusseldorf University Press, Dusseldorf (1999) 21. Ilyin, E.P.: Psikhologiya voli (Psychology of Volition), 2nd edn. Piter, St. Petersburg (2009). (in Russian) 22. Ilyin, E.P.: Motivatsiya i motivy (Motivation and Motives). Piter, St. Petersburg (2000). (in Russian) 23. Temple, C., Steele, J., Meredith, K.: RWCT Project: Reading, Writing, Discussion in Every Discipline: Guidebook III. International Reading Association for RWCT, Washington (1996) 24. Sosnina, E.: Support of blended learning in domain-specific translation studies. In: ICERI 2018 Proceedings, pp. 5112–5116. IATED, Seville (2018). (in Russian) 25. Dalgaard, P.: Introductory Statistics with R, 2nd edn. Springer, New York (2008)

Today’s Professional Elites in the “Global Digital Cave” Pavel L. Karabushchenko1 , Elena E. Krasnozhenova2(&) and Sergey V. Kulik2 1 2

,

Astrakhan State University, Astrakhan 414056, Russia Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected]

Abstract. Today’s professional elites face a new system challenge – they have to confront the realities of the post-industrial society, one of which is the challenge of digital systems. Obviously, they are not ready for this meeting. And yet they are the ones who will be the first to enter the “global digital cave” and set out the rules of its development. The importance of the problem is preconditioned by the rapid changes occurring in the management system to which professional elites do not always react swiftly or in a proper way. The paper is aimed at establishing the axiological parameters of the changes that professional elites are undergoing in the time of globalization and growing post-industrial trends. The leading approaches to investigating this project are Plato’s theory, elitology, the theories of post-industrialism and globalism. Digital technology is already a reality of social being, and the top-priority objective of the educational system is to master it. Professional elites have always been the first in employing new technologies since they are the ones who create them in an attempt to improve the existing systems. Analysis of the system of tertiary (especially elite) education shows that not all professional elite communities realize what exactly they are bound to face in the nearest future. This circumstance makes the situation even less predictable for objective forecasting. The materials presented in this paper can be of use primarily to the scientific community involved in creating digital reality. Keywords: Professional elites digital cave”


Education
World of ideas
Plato
“Global

1 Introduction Today’s professional elites are more and more technologically inclined to immerse in virtual reality, in which they face a major system danger – Plato’s cave, this time a digital one. The global digital cave is a new symbol of the new information era. It is a kind of continuation to Plato’s allegory of the cave which describes the modern conditions of human existence. It expresses the amount of unknown knowledge about what this new era essentially represents. The scientific elites have a chance to direct the course of objective reality to the goals and values they need, make the world meritocratic, and thus stop world oligarchy ruling. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 778–785, 2020. https://doi.org/10.1007/978-3-030-47415-7_83

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As soon as today’s professional elites came into this global cave, they got confused. They faced new post-industrial world reality, which they could hardly understand. Using the image of the ‘global digital cave’, we will make an attempt to explain what this new information reality, which Plato calls the world of ideas, represents. Depending on the success at mastering this reality, the success of humankind constructive development in the 21st century is determined.

2 Materials and Methods. Problem Statement Today’s world faces the digital revolution. New digital reality opens new opportunities for professional elite communities, which have yet to learn how to use them in their managerial practices. But as experience shows, the elites are completely unprepared for switching to this newest information technology, therefore, they have to involve experts in the process. Even the younger generations of professional elites feel insecure about the use of the available opportunities because the newest technologies are thus challenging for them. Having found themselves in the new ‘global digital cave’, professional elites lost their orientation targets and required serious adjustment. So they need a guide, represented, for example, by the academic and educational elite. If the latter one is involved in cooperation, there are prospects for gradual transition to the full-fledged meritocracy. Researchers are facing the problem of how the global digital cave will affect this process, whether the elites will be capable of going through its filter and retain its high privileged status. The elites themselves do not have the answer to the question. But apparently, this selection criterion can be very unpleasant for the privileged group members. Today’s professional elites are the VIP-level communities of experts specializing in a specific field of activity in which they have achieved acmeological heights. So the object of this paper is modern professional elites and the subject is digital reality. As a working hypothesis it can be assumed that this reality, new to the elites, will have a growing impact on them potentially leading to a meritocratic level. The goal of this project is to establish the axiological parameters of ‘transmuting’ elites in the time of globalization and growing post-industrial trends. In this study the authors applied a set of methods which can be conditionally called as ‘DHC’ meaning dialectics, hermeneutics, comparative studies. The theoretical basis of this project is founded upon the philosophical heritage of Plato and the theory of the information (post-industrial) society [1–3].

3 Results. Information Society as Today’s Challenge The digitalization process which began during the recent years is regarded by many experts as another stage in the development of the post-industrial world foundations. Digitalization is not just a process of transferring information in a digital form (digital data transmission), but also its change due to the professional activities of the elite groups responsible for strategic development of the entire humankind. In the first place

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the changes will affect the system of professional education. Achieving digital literacy for evaluation and efficient use of information programs in everyday activities will be a crucial objective of educational programs and projects [4]. The experts highlight that digitalization is increasingly associated with Internet access as well as being online, even though it would be more precise to speak of ‘connection’ and ‘connectivity’ [5, 6], “creation of a new type of relationship – virtually constant (ideally and in plan) accessibility of people and things” [7, p. 148]. Traditionally, it is believed that Internet access reduces social inequality and increases the popularity of public spaces. It is the most democratic means of communication which itself becomes the foundation of democracy today. The Internet ensures the presence of quite different people in one space which allows them to widen their social connections, to be more tolerant and open to various communications. Online access in city spaces develops a culture of participation and, thus, can stimulate growth of democracy [8]. Today it is common to have Wi-Fi at sports-grounds and on student campuses [9]. But until recently, Wi-Fi on board a plane was a much bigger miracle than turning water into wine [10]. The optimistic projection of the ubiquity of modern technologies is the evidence of the fact that the boundaries, once separating people are fading out [11]. To an extent, this process coincides with globalization, which also wipes out the national boundaries of countries and blurs the limits of identity. There are a lot of critics of these processes. But the main indisputable fact is that contemporary communicative connections make a person mobile as well as informatively free [12]. Digitalization makes this freedom steady, which is necessary for it to develop, and stabilizes new emerging and establishing meritocratic trends. The entrance to this ‘global digital cave’ is in every computer and everyone online is already in it as a voluntary ‘prisoner’. But while some (e.g. scientific elites) go there for a purpose (search for its sense), others (a silent majority) are there to meet their consumer needs. Out of all types and kinds of elites, meritocracy (knowledge elite) best suits digital reality by all axiological parameters. At the same time, digital reality itself is maximally close to Plato’s concept of the world of ideas. The non-random convergence of these two phenomena makes us take a fresh look at the problem. Those who are able to find a suitable answer to the challenge of their historical era are the elite by definition (in essence). Thus, the elite is made up of the groups of pioneers who lead everybody to the world of unexplored knowledge and technology. That is why the elites were the first to get in the ‘global digital cave’ and are to be the first to accept the rules according to which they will live and develop in this cave.

4 Discussion. ‘Global Digital Cave’ When describing digital reality, the authors start using the patterns and techniques of Plato without realizing it. Sometimes it is done intentionally, since it might otherwise be impossible to convey the new reality state [13]. The emergence of this reality does not only make us reread Plato, but also do it from a different perspective.

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For many people it is obvious that the world of ideas implies the domination of platonic over physical. The specific weight of purely spiritual phenomena unrelated to sensuality is increasing in a man’s life. The platonic being more important than the physical is becoming a critical need. Moreover, it successfully substituted purely physical properties and actions in the past (for instance, for a lot of people epistolary has completely moved to the Internet space). People have stopped using many physical things that used to be the basis for their everyday activities. Automation and robotization have made them dependent on science. Futurologists already point out that the physical world is threatened with total platonization (it would be especially interesting to have a look at platonic policy and economy). It is believed that the keystone of Platonism is the myth of the cave (or the symbol of the cave), with which Book VII of the Republic begins. It is this myth that explains the objective idealism essence: “Behold! Human beings living in an underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets” [14, p. 514]. Further developing his concept, Plato writes: “And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals, made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent” [14, pp. 514–515]. The prisoners of the cave “see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave.” To such prisoners “the truth would be literally nothing but the shadows of the images” [14, p. 515]. Plato’s cave personifies the sensibilia of the people imprisoned in the cave who believe that through their sense organs they cognize the true reality. Nevertheless, their life is just an illusion, because they can judge about the true world of ideas only by the shadows on the cave wall. Plato does not only state the fact of our common ignorance but also appeals to strong actions actually creating a hymn of rebellion against lie: “When any of them is liberated and compelled suddenly to stand up and turn his neck around and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which his former state he had seen the shadows; and then conceive someone saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision, - what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them, - will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him?” [14, p. 515]. But if such a rebel looks “straight at the light”, he will “have a pain in his eyes which will make him turn away to take refuge in the objects of vision which he can see, and which he will conceive to be in reality clearer than the things which are now being shown to him.” But if he goes up “a steep and rugged ascent” and leaves the cave, he will be blinded by the Truth for a while and only upon getting accustomed to his new

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condition, he will be able to see the world of ideas in its primogeniture. He will conceive this change of condition as blissfulness. And after that he will fancy dragging to the light other prisoners [14, p. 515]. The mythologeme created by Plato narrates about the liberation of a man from false and unreliable knowledge. Moreover, he describes the path of human spiritual improvement when an “old man” gets rid of the chains of the lie slavery and achieves the full height of spiritual improvement exploring the true world of ideas. The shadows of new reality, which the science is yet to discover and turn into ideas, inhabit the “global digital cave”. The scientific elites are those who create this world of ideas. The process described follows a different way of the whipping up spiral – it is not the world of ideas which comes to us, but it is we who head to it creating new systems of ideas and knowledge. Not only scientists, but representatives of culture and art are concerned about the problem. Modern writers are trying to convey the essence of this process in an art form. For example, José Carlos Somoza (born in 1959, Havana, Cuba) does it in his novel “The Athenian Murders.La caverna de las ideas” (2000) [15]. The author sticks to the principle according to which every chapter of his book contains a hint of a concrete riddle (“eidesis”). For the elite, the “global digital cave” is a space filled with riddles which can be answered if there is a specific eidetic mind capable of solving very complex semiotic problems. Those who find answers and master this knowledge will become the heroes of this new world. The digital cave becomes a place for intellectual games aimed at finding the points of new reality and the vectors of its possible prospects. But it is not a one-time raising of mind up to eidetic heights, but a systematic being there. Plato claims on this subject: “The journey upwards is the ascent of the soul into the intellectual world” [14, p. 517]. All this demands from an individual to maximally concentrate his creative and intellectual abilities. Differently from a situational subject of elites, the scientific elite subjects must remain constantly alert in terms of their elitist abilities and continually demonstrate their elitist qualities. That is a new type of “slavery” – “slavery of the world of ideas.” The scientific elite is the one which creates this digital reality. But the “global digital cave” of new ideas and knowledge emerging as a result needs to be not only technologically mastered, but also philosophically cognized. Judging from the recent trends, this “cave” will give birth to new ideas and knowledge, whereas previous terms and values are to acquire their new significance and meanings. But the most important thing is that it will be the world of the necessary truths of new realities without which it will not be able to develop, because for the first time in the history of humankind, its development directly depends on the quality of information and knowledge. The scientific elite has prepared for meeting with the “global digital cave.” The entire 20th century was the time for such preparation. The scientific community has equipped with such means as dialectics, hermeneutics, semiotics, axiology, acmeology for diagnosing this reality. Researching the “global digital cave” is the number one objective among the top priorities of today’s world science. So, knowing the origins of the behavior and the specifics of the professional elites work makes it possible to adjust their activities and concentrate resources on solving the most important issues.

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The axiology of the elites themselves is paying more and more attention to the internal (content) qualities rather than external (formal) characteristics. The most important thing is that we can see the growing requirements for the professional competence quality of an individual. If globalization offers opportunities for higher professional education (makes it liberal), then post-industrialism requires that a specialist with the best acmeological competences be trained using educational technologies. In the axiological parameters used for evaluating the quality of the elites’ subjects, the meritocratic criteria supplant the previous oligarchic characteristics. Oligarchic values are still strong, but not as established or influential as they used to be. Meritocracy is becoming a reality rather than just a prospect, and the “global digital cave” could become a sort of furnace where meritocracy is to be born and hardened. As early as today we can see that the first one to enter this new “cave” is the scientific elite, which has become a pioneering scout. It is the one that is to determine the parameters of this new world and establish (introduce) the laws of its further development. It is the first to adapt to this new reality and, consequently, be the first to impact other professional elites that will follow it. Its influence can be of purely meritocratic nature, which means that the political elites will have to transform in this direction. Differently from Plato’s cave of shadows, the “global digital cave” is a maze of the world of ideas. In the maze of this cave, we can see different digital culture intellectual media of today’s information society; here we can find previously impossible communication strategies in the system of public governance and external policy; we can see the beginnings of new philosophy and technology as well as the need for changing the education system and a growing role of University in selecting professional elites [16]. But in the maze of this cave, the scientific elite will meet not the Minotaur (the industrial oligarchy monster), but a Sphinx – a doorman of post-industrialism and an agent of meritocracy. Since the growth of the elite knowledge is under the jurisdiction of eidesis, it is the Sphinx, not the Minotaur that is a symbol of its constructive development. The major historical mission of the scientific elite is to transfer the wild “caves of unknown” to transfer the wild “caves of unknown” to the well-attended libraries of systematized knowledge. And as soon as such a “cave” turns into a “library” and gets fully filled with the necessary knowledge, the elite goes and seeks for a new “cave” so as to create there a “library” which would be understandable to everybody. The specifics of today’s “cave” is that it is global and digital, and as any cave it is haunted by the ghosts of unfulfilled ideas and the shadows of the ideas which are yet to come to the humankind. Apart from the shadows of new ideas, the “global digital cave” is being actively filled with today’s myths about the global world, post-industrialism, communism, liberalism, etc. Notably, these myths are very aggressive and are forever trying to impact the development of today’s reality in an effort to tune the new world of ideas for their own purposes. The myth-creators have unrivalled experience in forming parallel simulations and falsifying scientific data [17].

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5 Conclusion Today’s elites will be further going deeper into this new Plato’s cave. They cannot avoid it. They are bound to get into it, but there is no guarantee they will be able to go out. Anyway, whatever “has entered” this cave and whatever is to go out will be completely different in its essence. Today’s society is waiting for the scientific elite to “transmute” into meritocracy. And the role of the philosophers’ stone in this global “alchemical” conversion can be played by the conditions inside the “global digital cave.” One more important observation that needs to be taken into account is that Plato tried and managed to solve the problem of his cave using the Academy he had set up [18]. The problem of today’s “global digital cave” can only be solved if the efforts of University, Academy of Sciences and Production (technologies) are united. What’s more, this unification is to consider the global information system and the imminent post-industrialism.

References 1. Young, M.: The Rise of the Meritocracy. Progress Press, Moscow (1991) 2. Bell, D.: The Coming of Post-industrial Society: A Venture of Social Forecasting. Basic Books, New York (1973) 3. Toffler, A.: Power Shift. OOO AST Press, Moscow (2003) 4. Barnes, S.B.: Computer-Mediates Communication: Human to Human Communication Across the Internet. Pearson Education Inc., London (2003) 5. Wellman, B.: Physical place and cyberplace. The rise of personalized networking. Int. J. Urban Reg. Res. 2, 227–252 (2001) 6. Malpas, J.: The place of mobility technology, connectivity, and individualization. In: Wilken, R., Goggin, G. (eds.) Mobile Technology and Place, pp. 26–38. Routledge, London (2012) 7. Zaporozhets, O.N.: Digital dungeon: politicians and practitioners of internet using on the subway. Bull. N. I. Lobachevsky State Univ. Nizhny Novgorod. Ser.: Soc. Sci. 4(44), 148–157 (2016) 8. Hampton, K.N., Livio, O., Goulet, L.S.: The social life of wireless urban spaces: internet use, social networks, and the public realm. J. Commun. 60(4), 701–722 (2010) 9. Lambert, A., McQuire, S., Papastergiadis, N.: Public Wi-Fi. Space, sociality and the social good. Aust. J. Telecommun. Digit. Econ. 2(2), 73–89 (2014) 10. Bilton, N.: The sorry state of inflight Wi-Fi. The New York Times, 21 January (2016). https://www.nytimes.com/2016/01/21/pageoneplus/corrections-january-21-2016.html. Accessed 20 Mar 2020 11. Willis, K.: Sensing place: new media technologies and urban space. In: Frers, L., Meier, L. (eds.) Encountering Urban Places, Visual and Material Performances in the City, pp. 155– 170. Ashgate Press, Aldershot (2007) 12. Casey, E.S.: Going wireless: disengaging the ethical life. In: Wilken, R., Goggin, G. (eds.) Mobile Technology and Place, pp. 175–180. Routledge, New York, London (2012) 13. Pelevin, V.: Lyubov’ k trem tsukerbrinam (Love for Three Zuckerbrines). EKSMO, Moscow (2014). (in Russian)

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14. Losev, A.V. (ed.): Platon. sochineniya v 4 tomakh (Platon. Collected works in 4 vol.). Mysl, Moscow (1990–1994). (in Russian) 15. Somoza, J.C.: La Caverna De Las Ideas. Alfaguara, Madrid (2006) 16. Karabushenko, P.L., Krasnozhenova, E.E., Kulik, S.V.: Professional elite of the XXI century and current issues of education elitology. In: The European Proceedings of Social & Behavioural Sciences, vol. L1, pp. 1314–1324. Future Academy, London (2018) 17. Miclewait, J., Woolbridge, A.: The Challenge and Hidden Promise of Globalisation. Three Rivers Press, Washington (2006) 18. Diogenes, L.: Zhizneopisaniya velikikh filosofov (Lives, Teachings and Aphorisms of Eminent Philosophers). Tanais, Moscow (1995). (in Russian)

Interactive Learning Technology for Overcoming Academic Adaptation Barriers Nadezhda Almazova , Maya Bernavskaya , Darina Barinova(&), Maria Odinokaya , and Anna Rubtsova Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russian Federation [email protected], [email protected], [email protected], [email protected], [email protected]

Abstract. The authors focus on the problem of overcoming barriers to students’ academic adaptation at a university using ICT. The objective of the paper is to analyze the psychological and pedagogical conditions needed for academic adaptation, as well as to create and test interactive learning technology aimed at overcoming first-year students’ adaptation barriers at a technical university. Introduction of interactive learning technology into the educational process has proved to be useful for those students who experience difficulties in the transition period. The paper formulates the key theoretical positions for overcoming academic adaptation barriers. The developed diagnostic tools provide timely assessment of the first-year students’ adaptation level. The research results will provide an important basis for enriching the higher education theory and social knowledge about overcoming academic adaptation barriers. As well, they can be applied in constructing various academic practices aimed at using interactive learning technology to manage the adaptation processes at a university. The research material could be useful for teachers engaged in students’ adaptation to the university environment; for heads of educational institutions and students themselves. Keywords: Academic adaptation
Psychological and pedagogical conditions
Adaptation barrier
Student
Blended learning

1 Problem Statement Academic adaptation is understood as a student adaptation to the educational process, that is, personality reconstruction when fulfilling a new social role, as well as the adaptation to a new environment and structure of higher education with its content, requirements, duties, interactions among teachers and students. The reflection on academic life quality and academic success is accompanied by accepting the norms and values of the university educational environment in the conditions of high requirements imposed by modern education system on the formation of a future specialist with both professional and universal competencies.

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 786–794, 2020. https://doi.org/10.1007/978-3-030-47415-7_84

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Academic barrier can be understood as a mental state reflected in inadequate student passivity that prevents a learner from performing certain educational activities, relatively low academic performance, difficulties in communication, mismatch between student’s views and beliefs in decision-making processes which does not allow a learner to fully reveal his/her role in educational activities. Academic barrier serves as a means to encourage student’s cognitive interest and an incentive to resolve cognitive problems. At the same time, being both a cause and a consequence of emerging mental states, academic barrier is a reason for action, waiting for step-by-step progress. Overcoming adaptation barriers is today strategically very important for successful modernization of university professional training, which takes place alongside the process of internationalization of higher education and profiles, processes of globalization and integration determining the expansion and unification of knowledge, and is also enhanced by the role of information technologies aimed at improving the personal abilities and self-educational skills of the student. In our view, the issue of assistance for overcoming academic adaptation barriers has not been treated sufficiently. One of the most urgent tasks of modern education is the analysis of current points of view on overcoming students’ barriers at the stage of adaptation to university. The relevant aspects of the problem have been considered in numerous scientific papers of both Russian and foreign authors, such as Annan [1], Araújo [2], Tong [3], Roscoe [4], Sánchez-Álvarez [5], Tyumaseva [6], Vlčková [7] and others. The results from a large body of research have indicated that students face a number of difficulties during the first semester at university [5, 7 and others]. It is necessary to identify potential buffers that could protect a student during this important educational transition. Adaptation is the principal condition conducive to successful human existence. Biserova, Shagivaleeva [8], Karpovich [9], Ruiz-Ortega [10] and others pay considerable attention to the issue in their studies. The results of psychological and pedagogical research and analysis of modern educational practice have revealed that not every student is capable of overcoming adaptation barriers in modern realities [11]. Due to its multidimensional nature, adaptation is at the boundary between various human sciences such as social psychology, pedagogy and others. In addition, it is not only the process, but also the result of establishing and correcting the relationships between an individual entering a new environment and social environment itself. Consequently, successful adaptation is inextricably linked with the possibilities of optimizing psychological, pedagogical and social assistance [12]. Overcoming academic adaptation barriers remains beyond researchers’ attention. According to the requirements imposed by the new Federal state educational standards, the use of interactive teaching is an integral part of modern higher education, thereby significantly expanding students’ opportunities. The authors note that interactive teaching could increase students’ mobility, give them certain freedom in completing learning tasks, activate their creative component and allow them to work independently [13–16]. Interactive technologies are characterized by a flexible approach to learner’s diversity and allow educators to realize their creative initiative. It is such initiatives and the use of interactive teaching methods using computer technology that contribute to the implementation of a practice-oriented competency-based approach. For a technical

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university, the use of such technologies is mandatory under informatization of society and modern requirements imposed by the Federal State Educational Standard.

2 Research Methodology The leading method applied in the research is psychodiagnostics. It allows identifying the most common causes, factors and barriers to effective first-year students’ academic adaptation to higher education environment. The results obtained through psychodiagnostics can be used for providing timely psychological assistance to students and overcoming the academic maladaptation factors. According to the study results, organizing special events aimed to prevent academic maladaptation of students is crucial. The authors have developed the parameters for first-year students’ adaptation levels obtained on the basis of the selected criteria using psychodiagnostic tools. The developed parameters as well as the psychodiagnostics algorithm made it possible to create an interactive technology for overcoming adaptation barriers aimed at preventing academic maladaptation of first-year students. It is focused on providing students with individual counseling and overcoming academic maladaptation during the initial period of study [17]. To develop the technology for overcoming the observed adaptation barriers the following adaptation criteria have been analyzed: class attendance, student progress, compliance with the University requirements; general psychological well-being - satisfaction with learning activities, emotional attitude to performing actions, resolution of self-expression problem, self-esteem development, educational activity specifics, urge for further education at Russian universities. The research involved the “Methods for diagnosis of socio-psychological adaptation” by K. Rogers and R. Diamond. “This technique is the most informative and appropriate when studying the social maladjustment symptoms and person adaptation level to new social conditions. The results were interpreted in several ways: adaptation, self-acceptance and acceptance of others, emotional comfort, attitude of internal control to external one, leadership and escapism (problem-avoidance). According to this method, students were given the questionnaire containing the statements about the person, his or her lifestyle-experience, thoughts, habits, behavior style. All the points were correlated with their own way of life. Listening or reading every statement of the questionnaire students assessed to what extent the statement could be attributed to them.

3 Research Results The vast majority of students face a complex of specific academic difficulties such as inclusion and adaptation to the university social continuum, in particular, to university standards, requirements for educational activities, changes in leisure and work regimes that impinge on the process of academic adaptation and lead to its failure [8, 18]. First of all, it can be applied to junior students. Freshmen are often unable to overcome academic adaptation barriers [19]. Freshman academic adaptation is a productive way out of an adaptive situation, when a person correlates his/her own educational opportunities with

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difficulties encountered. The reasons for emerging academic barriers are obstacles including a lack or inaccuracy of knowledge, outdated stereotypes and prejudices. The most important psychological and pedagogical conditions needed for effective first-year students’ academic adaptation to the university educational process are as follows: self-regulation and self-organization; interaction of educational process participants, in particular, students and teaching staff, resulting in development of student behavioral strategies that are adequate to changing environment conditions; reflection as the basis for understanding the reasons for students’ success or failure in learning; value attitude towards him/her self and other people, to future profession; ability to display resourcefulness, thus expressing his/her professional position; availability of the tools for quick orientation, successful and high-quality adaptation to the university educational environment using interactive learning technology [20]. Many researchers offer learning algorithms depending on the learning objectives and the audience of students [21–23]. The authors of the paper have developed one of the possible algorithms for organizing first-year students’ activities aimed at overcoming academic adaptation barriers (Table 1). Table 1. Interactive learning technology aimed at overcoming academic adaptation barriers.

Stage I. Preparatory Students get the purpose and objectives; the teacher determines the topics of training sessions, gives instructions, introduces students to ISS, solves one or more training problems.

Stage II. Processing The teacher monitors the work of students; students choose a problem, offer an algorithm for solving, discuss it online; create scripts for the report; make a speech.

Stage III. Final (appraisal) Students analyze their mistakes and discuss the results; the teacher analyzes the result.

Organized in this way, the work process contributes to the compliance with the most important psychological and pedagogical conditions identified at the beginning of the study, which leads to effective academic adaptation, overcoming academic adaptation barriers thanks to the reflective component, critical thinking, open-dialogue approach. Each stage contains activities for monitoring, self-control and self-regulation. Since the study was carried out in accordance with the competency-based approach, criteria for competencies formation were determined, verification tests and tasks were developed, conditions for control and its form were created. Interactive learning implies a strengthened verification of assignments’ authenticity completed by students, therefore, it seems reasonable for us to provide access to educational courses using personal

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passwords and logins; limit time on performing assignments and doing written reports, as well as to organize both group and individual projects and verification tests within such distance learning. High requirements for the level of communicative competence in a foreign language are due to the presence of language environment conducive to successful language mastery. Within the framework of the paper, social and cultural competence is of particular interest. Most researchers indicate its multicomponent composition [14, 15, 24, 25]. In addition, the increased initiative taken by students in participating in university mass events can be noted. The complex of theoretical approaches and empirical methods served as the basis for our study, the materials of which were the products of students’ mental activity, the results of solving practical problems, and the results of surveys. The empirical stage involved questioning and monitoring the training sessions, as well as interacting between the teacher and students. To confirm the relevance of this study, a generalization analysis of various scientific studies on the problem of overcoming adaptation barriers in modern education system was used, and a reflective analysis was carried out at the practical stage of the study. In the course of questioning first-year students, the causes of the difficulties experienced by students were identified. Based on the obtained data, we managed to find out three groups of problematic issues that caused the greatest difficulties during the students’ adaptation, namely: correspondence of volume and level of knowledge received at school to the requirements imposed by university educational process (67% in the EG and 58% in the CG); presence of weak abilities to study individual disciplines (71% in the EG and 83% in the CG); university program content (94% in the EG and 87% in the CG). Among the reasons causing difficulties during the period of students’ adaptation to university was the uncertainty regarding the correctness of the career path chosen. So, interest in the university prestige and willingness to obtain a diploma were indicated as the main reasons for choosing a profile direction (81% in the EG and 76% in the CG). This circumstance was confirmed by the fact that the most frequent reason for choosing a place of study and obtaining a diploma was the presence of necessary profile at university and the location of university itself. Not every student consciously approached to the choice of profession. About a third of the respondents in the EG and the CG experienced disharmonious state in relation to it. These data indicate that students experience difficulties in the process of academic adaptation. About 42% in the EG and 31% in the CG had difficulty meeting the university requirements, in particular, class attendance and academic performance. A significant part of first-year students indicated the need to adapt to the university teacher requirements, the need to get used to the study schedule, and the peculiarities of educational process organization at a technical university as obstacles at the beginning of their student life. Expectations of a quarter of students had not been met. It could be explained by the fact that students had new responsibilities and it took time to become aware of the requirements for their knowledge. Other reasons were diverse, but the role of each of them was insignificant. Dissatisfaction with the curriculum, courses content, and the attitude of university teachers towards learners was observed among first-year students quite rarely.

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Thus, the main difficulties in first-year students’ adaptation are related precisely to the inclusion in the educational process and considerably less to new communication conditions between students and teachers. In our opinion, this aspect further confirms the conclusion about inadequate preparation of school graduates for studying at the university. The questionnaire revealed a lack of freshmen awareness of a number of the educational process parameters at the university, in particular, a complete understanding of their rights and obligations, and knowledge requirements for tests and exams. First-year students were most interested in creating additional conditions that could help them study, which, in our opinion, also indirectly confirms their unpreparedness for new study conditions at the university. The data obtained indicate that there is a list of problematic issues that must be resolved in order to go through the process of first-year students’ adaptation successfully. To change the situation, it is necessary to carry out focused systematic work aimed at increasing the level of freshmen adaptation [26–28]. The analysis of the factors causing difficulties for first-year students during the adaptation process allows us to determine the key direction of pedagogical assistance for first-year students, namely, the introduction of adaptation technology aimed at improving the continuity between a comprehensive school and a university. The reliability of the results obtained through the developed interactive learning technology can be confirmed by the use of pedagogical diagnostics: questionnaires, pedagogical experiment and analysis of the results. The study was conducted on the material of “Foreign language. Professionally-oriented course” (10 lessons of 1.5 h twice a month). A group of 27 first-year learners studying at SPbPU was divided into a control group and an experimental group (15 students in the experimental group (EG) and 12 in the control one (CG) took part in the experimental study). The control group was taught the traditional program without the use of interactive technologies. The experimental group training with the use of the developed technology solved problematic educational tasks choosing the optimal algorithm, made a presentation of their scripts using the ASC to increase motivation and interest in the discipline being studied, which, in turn, contributed to an increase in the level of formation of communicative competence and led to overcoming academic adaptation barriers. The analysis of the psychological and pedagogical conditions conductive for academic adaptation and development of the interactive learning technology within the competency-based approach made it possible to form students’ skills to overcome adaptation barriers, create necessary psychological and pedagogical conditions for significantly expanding the range of professional competencies of future engineers, diversify and enrich the educational process at a technical university, help to strengthen students’ civic engagement, develop intellectual and humanitarian perspectives. Testing the developed technology and implementing it in the educational process have proved its effectiveness in providing assistance for those students who experience difficulties during the transition period, when they are participants in the educational process who plan, develop and adjust their learning activities. At the end of the experiment, the students of the EG were asked to take part in an electronic survey to determine the degree of their satisfaction with interactive learning. According to the results it can be concluded that it is advisable to use such technologies

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in training, since only 3% of the respondents spoke in favor of the traditional form of training. Students consider the opportunity to get into a step-by-step algorithm of actions when performing educational tasks as one of the main advantages of interactive learning. Feedback from the teacher and ability to get comments and answers to questions online are in second place. Besides, students enjoy working in pairs and being involved in collective discussion of the results. At the end of the semester, the re-diagnostic study was carried out in both groups to identify the degree of first-year students’ adaptation to the study conditions at the university. The vast majority of the EG students prefer acquiring solid knowledge rather than obtaining a diploma. The diagnostic results in the CG showed that they had slightly improved, whereas “the presence of weak abilities to study individual disciplines” remained almost the same, as well as the main motive – to get a diploma. According to the results, we can argue that the testing of the developed interactive technology aimed at overcoming adaptation barriers was successful due the high rates of respondents.

4 Conclusion Generalization and analysis of theoretical and experimental studies allow us to draw the conclusions regarding the goals, content and technology of interactive learning at the university within the competency-based approach, as well as to state that the orientation is to overcome adaptation barriers using the developed technology, taking into account the psychological and pedagogical conditions for overcoming academic adaptation barriers, provided: – shift from the problems impeding the educational process to the determination of the ways for students’ assistance; – first-year students’ preparedness to successfully overcome academic adaptation barriers and use interactive learning; – provision of conditions conductive for freshmen adaptation to the new environment, structure, content and requirements imposed by the university. Ensuring successful students’ adaptation to future professional activities is achieved within the competency-based approach that involves such an organization, in which the conditions for self-regulation, self-organization and self-realization are created. The priority of this direction is professional development of students.

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20. Barinova, D., Ipatov, O., Odinokaya, M., Zhigadlo, V.: Pedagogical assessment of general professional competences of technical engineers training. In: Proceedings of the Annals of DAAAM and Proceedings of the International DAAAM Symposium, Austria, pp. 0508– 0512. DAAAM, Vienna (2019) 21. Li, M., Huang, C., Wang, D., Hu, Q., Zhu, J., Tang, Y.: Improved randomized learning algorithms for imbalanced and noisy educational data classification. Computing 101(6), 571–585 (2019) 22. Manrique, R., Nunes, B.P., Marino, O., Casanova, M.A., Nurmikko-Fuller, T.: An analysis of student representation, representative features and classification algorithms to predict degree dropout. In: Proceedings of the 9th International Conference on Learning Analytics & Knowledge (2019). https://doi.org/10.1145/3303772.3303800. Accessed 24 Mar 2020 23. Mohammadi, M., Dawodi, M., Tomohisa, W., Ahmadi, N.: Comparative study of supervised learning algorithms for student performance prediction. In: 2019 International Conference on Artificial Intelligence in Information and Communication (ICAIIC). https://doi.org/10.1109/ ICAIIC.2019.8669085. Accessed 24 Mar 2020 24. Krasilnikov, A., Smirnova, A.: Online social adaptation of first-year students and their academic performances. Comput. Educ. 113, 327–338 (2017) 25. Birzina, R., Cedere, D., Petersone, L.: Factors influencing the first year students’ adaptation to natural science studies in higher education. J. Baltic Sci. Educ. 18(3), 349–361 (2019) 26. Masum, F., Mansberger, R., Martin, A., Navratil, G., Mushinge, A.: Adapting the surveying curriculum to new dimensions of the profession. J. Prof. Issues Eng. Educ. Pract. 145(2) (2019). https://doi.org/10.1061/(ASCE)EI.1943-5541.0000408. Accessed 22 Mar 2020 27. Xie, X., Wang, X., Wang, P., Wang, Y., Lei, L., Guo, J., Wang, J., Bi, C.: Academic adaptation and pursuit of the symbolic function of mobile phones among adolescents: moderating role of self-identity and mediating role of academic performance. Child Indic. Res. 12(3), 861–872 (2019) 28. Zhigadlo, V.E., Odinokaya, M.A.: Ispol’zovanie tehnologii uchebnyh podkastov pri obuchenii jazyku hindi v tehnicheskom vuze kak sredstva povyshenija kachestva dopolnitel’nogo gumanitarnogo obrazovanija (Using the technology of educational podcases in teaching the Hindi language in the technical university as a means of improving the quality of additional humanitarian education). Lang. Cult. 38, 207–226 (2017). (in Russian)

Communicative Tolerance of Postgraduate Students at an Engineering University Elena B. Gulk(&) , Tatiana A. Baranova , Konstantin P. Zakharov , and Valery V. Khoroshikh Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected], [email protected], [email protected], [email protected]

Abstract. The paper is devoted to analyzing the results of the research on communicative tolerance as a component of the professional pedagogical competence of postgraduate students at an engineering university. Importance of the research is determined by toughening requirements for engineering teaching staff in the area of business and interpersonal communication. Today’s engineering and educational processes are based on the principles of dialogicity, openness, interactivity and internationality. Determination of the educational progress and the development level of postgraduate students’ abilities for tolerant perception of social, cross-cultural, denominational and other differences will enable us to prepare them for effective interpersonal communication in the professional and pedagogical spheres; this will contribute to their successful communicative behavior. The paper presents the theoretical analysis results of modern approaches to research and development of communicative tolerance; it provides data from the empirical studies that contribute to identifying the specifics of communicative tolerance of postgraduate students at an engineering university. The authors have revealed the correlations between the communicative tolerance components and empathic abilities, social communicative competence, and dominant interpersonal communication types of the respondents. It has been found out that structure indicators of communicative tolerance are obviously different in male and female postgraduate students at an engineering university. Based on the obtained results, the authors have developed methodological guidance on teaching such subjects as “Higher education pedagogies”, “Methodology for teaching special subjects” to postgraduate students at an engineering university. Keywords: Communicative tolerance
Social communicative competence Empathic abilities
Postgraduate students
Engineering university




1 Introduction The introduction of new professional standards into the engineering sphere necessitates enhancing the professional pedagogical competence of engineering and technical staff, shifting their professional priorities [1]. Well-developed abilities for tolerant perception of social, cross-cultural, denominational and other differences will enable future © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 795–803, 2020. https://doi.org/10.1007/978-3-030-47415-7_85

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professionals to conduct effective interpersonal communication in the professional and pedagogical spheres, which will consequently contribute to their dialogicity, openness, and interactivity. It follows that communicative tolerance is an essential component of the professional pedagogical competence of engineering teaching staff [2]. The research aims to investigate the communicative competence of postgraduate students at an engineering university. This will allow advancing pedagogical training and developing methodological guidelines for teaching such subjects as “Higher education pedagogies”, “Methodology for teaching special subjects” to postgraduate students.

2 Literature Review Communicative tolerance is a type of interaction between an individual and other individuals conditioned by the occupational need for successful communicative behavior and tolerant mindset of the communicator [3, 4]. The results from a large body of research (by Asmolov, Boyko, Bardier, Mudrik, Soldatova, and others) have indicated the tolerance to be the key to effective interpersonal interaction [3–7]. Communicative tolerance fosters the awareness of another’s standpoint, opinion, strengthens the communication process. All this leads to the modern understanding of communicative tolerance as a social and personal asset required of any professional. Asmolov identifies the value-motivational, cognitive, behavioral, and emotional-volitional components of communicative tolerance [3]. Boyko defines communicative tolerance as a characteristic of a person’s attitude towards other people indicative of this person’s tolerability of unacceptable mental states, qualities, and actions displayed in the course of communicative interaction. He distinguishes situational, typological, professional, and general communicative tolerance [4]. In the context of education, communicative tolerance is explored through analysis of the educator attitude towards the students, other participants in the educational process and people in general, as well as towards different collective groups. Communicative tolerance plays a critical part in educational communication. University faculty acting as facilitators of such communication should bear full responsibility for establishing contacts and furthering interaction with other participants in the educational process [8]. These endeavors take on special significance at engineering universities since the humanities, psychology- and pedagogy-related subjects account for a small part of the curricula. Hence, engineering teaching and research staff should take efforts not only to develop professional competences in the course of teaching special subjects, but also research staff are to establish conditions conducive to the development of the universal competences of a future specialist, including those in the field of effective communication [9–11]. Teaching staff should act as facilitators and exemplars for such communication. Research on the personal attributes most valued by present-day students of an engineering university in teaching faculty has shown that these attributes are sociability, charisma, fair-mindedness, a good sense of humor, cordiality, emotional generosity, a good rapport with students, punctuality, openness, impartiality [12, 13].

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The aforementioned attributes are interrelated with the level of communicative tolerance among faculty. In this regard, the training programs intended for postgraduates as future educators have to accentuate the development of these attributes; the conducted research will allow for a discussion of the obtained results in the course of teaching “Higher education pedagogies”, “Methodology for teaching special subjects” to postgraduate students at an engineering university.

3 Methodology The study is intended for future researchers and educators, currently postgraduate students at an engineering university. It focuses on communicative tolerance of postgraduate students at an engineering university. The study engaged 60 postgraduate students of the polytechnic university majoring in the humanities, natural sciences, and engineering, of whom 30 were males, and as many females. Participation in the research study was voluntary. All respondents were assured of confidentiality. The study was group based. The research methods applied were the following: theoretical – an overview of psychological and pedagogical literature; empirical – the questionnaires, performance analysis, expert assessment, testing; the methods for data processing – mathematical statistics methods. The techniques for the research methodology included the following: “Diagnostics of communicative tolerance” [4]; “Diagnostics of empathic abilities” [4]. These techniques are intended for studying structural and development indicators of communicative tolerance and empathic abilities as a component of tolerance. To explore the correlation between communicative tolerance and personal and professional characteristics of future educators, the following techniques were selected: “Interpersonal diagnosis of personality” [14]; “Diagnostics of social communicative competence” [15]. In the course of the study, the following tasks were accomplished: 1. To review the relevant academic psychological and pedagogical literature; 2. To organize and carry out an empirical study of structure and development indicators of communicative tolerance and empathic abilities among postgraduate students of an engineering university. 3. To conduct a comparative study of the results obtained from male and female postgraduate students of an engineering university. 4. To examine the correlation among the components of communicative tolerance and development indicators of empathic abilities, communicative social competence and dominant interpersonal communication types of future educators and researchers.

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4 Results According to the research findings, postgraduate students of an engineering university/future educators and researchers displayed (mostly) average and high levels of communicative tolerance. Females scored higher than males on development indicators. Statistically significant differences were found on the “Evaluating oneself as the standard for evaluating others”, “Urge to change”, “Inability to adapt” scales. It means that males are more inclined to regard themselves as a golden standard for evaluating others and feel the urge to change and re-educate their communication partner. High scores on the “Inability to adapt” scale implies lack of ability and willingness to consider other people’s wishes. The highest mean scores (corresponding to low tolerance levels) were on the “Unacceptance or incomprehension of human individuality”, “Strictness or conservatism in evaluating others”, “Inability to forgive somebody else’s mistakes”, “Urge to dominate one’s communication partners” scales. The results are shown in Fig. 1.

8 7 6 5 4 3 2 1 0

The average value of men The average value of women

Fig. 1. Comparison of mean scores on individual scales for “Diagnostics of communicative tolerance” (Boyko) among postgraduate students (males and females).

Diagnostic assessment of empathic abilities revealed that most respondents (67% of females and 73% of males) had scored relatively low on development indicators. The results are presented in Fig. 2. According to analysis of the individual scale results, males scored higher than females on the “Rational channel of empathy” scale. This is evidence that males are more inclined to focus their attention on another man and accept one’s mental states, problems, and actions. Men attach great importance to the fact that they have an object of empathy. Females scored higher on the “Emotional channel of empathy” scale reflecting their emotional responsiveness.

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4 3.5 3 2.5 2 1.5 1 0.5 0

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The average value of men The average value of women

Channel Fig. 2. Comparison of mean scores on individual scales for “Diagnostics of empathic abilities” (V. V. Boyko) among postgraduate students (males and females).

Women are more capable of understanding the inner workings of other people, predicting their behavior as well as exerting an effective impact on their partner using emotional tuning-in. Also, males scored higher than females on the “Intuitive channel of empathy” scale. This suggests that when there is a shortage of information on their partner, males could act by relying mostly on the experience lodged within their subconscious. The research findings obtained through the technique of “Diagnostics of empathic abilities” (Boyko) revealed statistically significant differences for the “Emotional channel”, “Intuitive channel” scales. The research results obtained through the technique of “Interpersonal diagnosis of personality” (Leary) indicated that the respondents had a propensity for adaptive behavior. In interpersonal relationships, they tend to display such personality attributes as self-confidence, tenacity, assertiveness; proclivity for cooperation and teamwork, conscious conformity, taking responsibility towards other people. Narcissism, selfsufficiency, aggressiveness (exhibited by males to a degree of maladaptive behavior), self-effacement, docility were all expressed in an adaptive degree. Males scored significantly lower than females on the “Narcissistic” scale, but significantly higher than females on the “Dependent” scale, which indicated that males were more compliant, emotionally reserved and faithful in the performance of their duties. Females scored significantly higher on the “Altruism” scale (to a degree of maladaptive behavior), which implied that they showed compassion towards others more readily; being more considerate, they knew how to reassure and comfort. The research results obtained through the technique of “Diagnostics of social communicative competence” (Fetiskin, Manuylov) revealed mostly average and low scores on the scales representing openness, cheerfulness, sensitivity, control, independence,

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mental agility, and maturity. Statistically significant differences between males and females were identified on the “Controlling”, “Independent”, and “Mentally agile” scales. Females scored lower than males on all the scales. Correlation analysis revealed a positive correlation between “Unacceptance of individuality” and “Selfishness” indicators. This means that the more egotistic, selfish, and competitive a person is, the poorer understanding of another’s individuality he/she has. Also, this indicator correlated positively with “Suspiciousness” indicator and negatively with “Mental agility” and “Openness” indicators. Therefore, the less the person accepts another’s individual differences, the more alienated, resentful, judgmental and unsociable he/she can become, and the more difficulties he/she faces in interpersonal communication due to insecurity and insularity. “I as the standard” indicator had a negative correlation with “Maturity” indicator. This implies that the more the person is committed to employ his/her self as the standard in evaluating others (their actions, views, individual personality traits), the lower the level of his/her emotional stability, maturity, equanimity, and reasonableness is. Moreover, this indicator correlated positively with “Authoritarianism” and “Conservatism” indicators. There was a negative correlation between “Selfishness” and “Mental agility” indicators. It follows that the more narcissistic the person is, the less he/she is capable of logical thinking and paying attention. There was a negative correlation between “Aggressiveness” and “Shrewdness” indicators. That means that the more a person displays the sternness, abruptness and aggression, the less capable of creating an atmosphere of openness, trust, and warmth he/she is. There was a positive correlation between “Altruism” and “Empathy” indicators. This implies that the more a person displays the gentleness, sensitivity, care and affection, the more adept he/she is at creating an atmosphere of openness and trust.

5 Discussion Overall, according to the research findings, postgraduate students at an engineering university/future educators and researchers displayed (mostly) average and high levels of communicative tolerance. Females scored higher than males on development indicators. Male-female score differences on individual scales were statistically significant and indicative of trends. High scores on the “Unacceptance or incomprehension of human individuality”, “Strictness or conservatism in evaluating others”, “Inability to forgive somebody else’s mistakes”, “Urge to dominate one’s communication partner” scales may be suggestive of some degree of professional deformation, which can become a discussion subject in the context of “Methodology for teaching special subjects” taught to second-year postgraduate students. The sample of study respondents scored low on development indicators of empathic abilities. This demonstrates that future educators try to avoid personal contacts, might consider displaying curiosity towards another individual inappropriate. They cultivate a disengaged attitude towards other people’s problems and strong feelings. They could

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experience difficulties in creating an atmosphere of openness, trust, and warmth, which might lead to certain problems in managing a dialogue-based learning process premised on understanding and acceptance of another’s viewpoint. Proclivity of male postgraduate students for acting intuitively might also negatively affect their teaching. Communicating knowledge that is not rooted in practical experience will fail to make this experience solidify. On the whole, the respondents have revealed their propensity for adaptive behavior in interpersonal interactions. Notably, females are more inclined to show compassion, offer help, bear responsibility towards others, display sensitivity and kindness. Such an emotionally charged attitude is manifested in their being sympathetic, affectionate, caring, nurturing, which may at times become overtaxing. It also can result in bringing too much leniency into educational communication. Males tend to be more authoritative and aggressive in interpersonal interactions, but at the same time they are more compliant, less egotistical, self-centered or competitive. It follows that the experience of active group interaction in the course of accomplishing educational and professional tasks in the study of pedagogical subjects can aid future educators in developing individual strategies for interpersonal interaction as well as gaining awareness of their communicative strengths and weaknesses. The predominance of low and average scores on development indicators of social communicative competence means that postgraduate students might face difficulties in their future professional practice stemming from their emotional instability, excessive earnestness, rationality, down-to-earthiness, all combined, however, with conformity and poor self-organization skills. And yet, men excel at logical thinking, they are more inclined to take autonomous decisions and bear full responsibility for them. Females scored very low on the “Controlling” scale. That indicates that they are unable to comply with rules, have poor self-organization skills and impulse control. Relationships revealed by correlation analysis indicate the areas that need to be addressed as part of work on developing the communicative competence of postgraduate students as a component of their professional and pedagogical competence. Improving logical and critical thinking skills, achieving professional and personal maturity, enhancing empathic abilities and openness, learning how to create an atmosphere of trust and cooperation in the learning environment will contribute to the professional development of future educators.

6 Conclusion Preparing postgraduate students for a career in the pedagogical sphere at an engineering university is an important objective of postgraduate training as the third cycle of higher education. This training is performed within the framework of such subjects as “Higher education pedagogies” and “Methodology for teaching special subjects”. Integrating study of the abilities of future educators and researchers for effective communication as well as the development level of their communicative tolerance within the curricular program of “Higher…” will allow for more effective teaching of “Methodology…”. Early diagnostics of the psychological and pedagogical competences of new educators will enable them to focus efforts on their development. The research has revealed that

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postgraduate students view participation in group discussions and analysis of diagnostics results as a factor motivating them to engage in teaching, and as an effective incentive to acquire a need for developing psychological and pedagogical expertise. The identified communicative attributes are meant to determine what educational and professional tasks are to be accomplished in the process of postgraduate training. These tasks are what curriculum contents should be centered on. Also, postgraduate training is to involve extensive application of dialogue-based and developmental techniques and methods for teaching, as well as establish conditions whereby postgraduate students can gain experience of effective interpersonal communication in the course of accomplishing their educational and professional tasks. This will allow focusing efforts in the system of engineering education on developing particular communication skills, which will contribute to successful professional careers of postgraduate students as 21st century educators and engineers. Elaborating and adopting a model for developing communicative tolerance of future educators/ researchers/engineers may warrant separate study.

References 1. Rudskoy, A.I., Borovkov, A.I., Romanov, P.I.: Rossiyskiy opyt razvitiya inzhenernogo obrazovaniya (Russian experience in engineering education development). High. Educ. Russ. 27(1), 151–162 (2018). (in Russian) 2. Almazova, N., Baranova, T., Khalyapina, L.: Development of students’ polycultural and ethnocultural competences in the system of language education as a demand of globalizing world. In: Anikina, Z. (ed.) Advances in Intelligent Systems and Computing, Going Global through Social Sciences and Humanities: A Systems and ICT Perspective. GGSSH 2019, vol. 907, pp. 145–156. Springer, Cham (2019) 3. Asmolov, A.G., Gusev, A.N., Belinskay, E.P.: M Mobilis v mobil’nom: lichnost’ v epokhu peremen: mezhdistsiplinarnyy proyekt Aleksandra Asmolova (M Mobilis in mobile: personality in the era of change: an interdisciplinary project of Alexander Asmolov). YASK, Moscow (2018). (in Russian) 4. Boyko, V.V.: Energiya emotsiy v obshchenii: vzglyad na sebya i okruzhayushchikh (The Energy of Emotions in Communication: A Look at Yourself and Others). Information and Publishing House “Filin”, Moscow (1996). (in Russian) 5. Bardier, G.L.: Nauchnyye osnovy sotsial’noy psikhologii tolerantnosti (Scientific Bases of Social Psychology of Tolerance). Osipov Publishing House, St. Petersburg (2007). (in Russian) 6. Mudrik, A.V.: Sotsializatsiya cheloveka (Socialization of the Person), 3rd edn. Rev. and EXT. RAO-MPSI, Moscow, Voronezh (2011). (in Russian) 7. Soldatova, S.Yu.: Formirovaniye tolerantnosti sredi podrostkov i molodezhi (Formation of tolerance among teenagers and youth). Psychol. Sociol. Pedagogy 8 (2017). http:// psychology.snauka.ru/2017/08/8359. Accessed 08 Feb 2019. (in Russian) 8. Verbitsky, A.A.: Problemy proyektno-kontekstnoy podgotovki spetsialistov (Problems of project-context specialist training). High. Educ. Today 4, 2–8 (2015). (in Russian) 9. Valsiner, J., van der Veer, R.: Encountering the border: Vygotsky’s zona blizaishego razvitia and its implication for theories of development. In: Yasnitsky, A., van der Veer, R., Ferrari, M. (eds.) Handbook of Cultural-Historical Psychology, pp. 148–174. Cambridge University Press, Cambridge (2014)

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10. Misbah, Z., Gulikers, J., Maulana, R., Mulder, M.: Teacher interpersonal behaviour and student motivation in competence-based vocational education. Evidence from Indonesia. Teach. Teacher Educ. 50, 79–89 (2015). Original Research Article 11. Spitzberg, B.H.: Axioms for a theory of intercultural communication competence. In: Samovar, L., Porter, R., McDaniel, E.R. (eds.) Intercultural Communication: A Reader, pp. 424–434. Wadsworth, Boston (2012) 12. Gulk, E.B., Kasyanik, P.M., Kruglikov, V.N., Zakharov, K.P., Olennikova, M.V.: Educational process at the technical university through the eyes of its participants. In: Advances in Intelligent Systems and Computing, ICL 2016, vol. 544, pp. 377–388. Springer, Heidelberg (2017) 13. Tan, R.E.: Academic self-concept, learning strategies and problem solving achievement of university students. Eur. J. Educ. Stud. 1 (2019), https://oapub.org/edu/index.php/ejes/ article/view/2467. Accessed 20 Jan 14. Leary, T.: Interpersonal Diagnosis of Personality: A Functional Theory and Methodology for Personality Evaluation. Ronald Press, New York (1957) 15. Fetiskin, N.P., Kozlov, V.V., Manuylov, G.M.: Sotsial’no-psikhologicheskaya diagnostika razvitiya lichnosti i malykh grupp (Socio-psychological diagnosis of the development of personality and small groups). Institute of Psychotherapy P.H., Moscow (2002). (in Russian)

The Comparative Analysis of the United Kingdom and the Russian Federation Occupational Standard Development Julia Sishchuk

, Irina Oblova(&)

, and Marina Mikhailova

Saint Petersburg Mining University, St. Petersburg 199106, Russia [email protected], [email protected], [email protected]

Abstract. The article advocates an integrated approach taken to bring coherence to up-to-date occupational and educational standards for the development of training programmes for engineering students. The present research deals with two countries—the Russian Federation and the United Kingdom of Great Britain and Northern Ireland—as case studies. The paper serves as a brief overview of the process of the occupational standard development in both countries, illustrates the ways in which occupational standards are structured both in Russia and in the UK and traces some global trends in their use. To study the National Occupational Standard development in both countries the authors used the comparative method for the analysis of real and perceived challenges to implementation of occupational standards for mining engineers both in the United Kingdom and in Russia with their relation to corresponding educational standards. The research allowed providing a clear substantiation for the use of regulations written in occupational standards as priorities for implementation within engineering student training programme design. Furthermore, some weaknesses of existing typologies to characterise and compare occupational standards were revealed. This study demonstrates substantial differences as well as partial convergences regarding the occupational standard development between Russia and the United Kingdom. Keywords: Occupational standard
Educational standard
Engineering student training programme
Labour market requirements
Higher education

1 Introduction Nowadays personal and professional commitment to society and environment required and given by today’s engineers is enormous. Life-long training, participation in the professional communities and continuous professional development are the essential components of engineering education. Knowledge, skills and values are assessed by the means of occupational standards enabling engineers to find out whether they can meet the job requirements and corporate conduct. This research aims at improving the understanding of how occupational standards are constructed and renewed in the United Kingdom and in the Russian Federation. Moreover, for better understanding of the engineering education peculiarities, the joint development of educational programmes © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 804–811, 2020. https://doi.org/10.1007/978-3-030-47415-7_86

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and occupational standards in the United Kingdom and in the Russian Federation is worth analysing in order to coordinate and sequence the industrial demand for highly qualified specialists and specifications of occupational and educational standards in both countries.

2 Literature Review Although the literature on the occupational standard development presents it in variety of contexts, more inclusive account of the process is to be fostered. From the historical and pedagogical perspectives the integration of occupational and educational standards has created an enabling environment to contribute to better correlation between student training programmes and labour market requirements. The dynamics of occupational and educational standard interaction has been explored by researchers from different countries. The theme of higher education modernization has run through all the publications of Winch [1, 2] over the years, improving our understanding of higher education trends and policies. Brockmann, and Clarke [3, 4] provide great support of how the integration of occupational standards with educational ones has improved the quality of higher education. They have contributed to the interpretation of the common terminology, both within and beyond the vocational education and training systems of the European Union. Busemeyer and Trampusch [5] focus on collective skill formation systems and training, regarding them as important areas of consideration for both public policy and research. Despite their great contribution both to the skill formation systems in market economies and exploration of the historical and political origins of skill regimes, this research seems to be more relevant for scholars of labour economics rather than education specialists. In a study conducted by Addis [6], limited to vocational education and training, standards being norms and agreed specifications have been distinguished as instruments contributing to better collaboration of education with business. The British experts hope that a detailed study of the nature of needs analysis will assist in this understanding [7, 8]. Wilson [9] describes the main approaches to analyse the needs for qualified specialists in Great Britain, such as: national level official projects, sectoral studies; inquiries of employers; debates in focus groups and a population census. In spite of the fact that the UK Occupational Standard system is extremely interesting for the Russian experts, at the moment in the Russian Federation there are no trends towards such a complex professional standardisation structure though the initial steps taken are patterned on the British model [10]. Researchers in the Russian Federation paid particular attention to some priorities in the Russian education state policy including the mechanisms of its reflexive modernization based on the adequate interpretation of the historic process and suggested that all universities providing similar specialties should take part in the development or renewing of educational standards. This interaction can be described as a feedback-loop, with different users of qualifications communicating either directly in the standard development process, or indirectly

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through identifying employers’ expectations and university graduates’ competences [11–13]. Referring to a standard as the award of qualifications, Shirinkina [14] surveyed its development over a period of years and provided the guidelines for its advancement. From her research, it is clear that the many-dimensional model of modernization processes’ interpretation in the Russian education is a contemporary phenomenon within its real-life context. Moreover, the main problems including the terminological disagreement between educational and occupational standards and incomplete coverage of professional standards of various areas professional activity have been revealed. Knowledge, skills and values are considered to be integral constituents of professional competence going beyond the professional engineers’ ability to perform the specific tasks [15]. A shortcoming of their research is that it is limited to one country and the specific university. However, another view point is that specialty professional standards are not the only basis for modern educational programmes. For this reason, educational standards are to be developed on the basis of international recommendations used in the global education system taken into account the professional requirements [16]. While the importance of numerous contributions of scholars, policy-makers and researchers from the United Kingdom and the Russian Federation made to the development of occupational standard cannot be overwhelmed, there is merely a very short study that particularly refers to the ways of collaboration of the institutions of higher technical education and enterprises for the development of the training programmes for engineering students. Our research contributes to the study of the occupational standard development as it pays attention to the clear substantiation for the use of regulations written in occupational standards as priorities for implementation within training programme design.

3 Materials and Methods The present research is a synthesis of findings from the data collected both in the Russian Federation and in the United Kingdom as well as in-depth case studies on two occupational standards applied in these two countries. The occupational standards for technical majors in Russia and the UK serve as the material for the study. The choice of the countries under review has been caused by the following similarities: – emphasis on product objectives/results of training; – correlation between the occupational standards and diplomas (certificates) of professional education. The integrated approach is to be taken to bring coherence to occupational and educational standards for the development of engineering student training programmes. The comparative analysis on the use of regulations written both in the Russian Federation occupational standards and in the United Kingdom Standard for Professional Engineering Competence within educational programmes designed to train technical specialists in both countries aims at improving the quality of engineering student training programmes and encouraging mining students’ mobility through linking

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educational attainments and employers’ requirements. There is a need to raise awareness of the professional standardisation process through the study of its underlying principles both in Russia and in Great Britain.

4 Discussion Our comparative research on two countries has confirmed the findings of other studies regarding the integrated approach taken to link occupational and educational standards for increasing the quality of higher education in Russia and in Great Britain. There are some challenges concerning occupational standards to meet in the Russian Federation. Unless some institutions of higher technical education update information on their websites regularly, the cutting-edge data are not available for the syllabus designers. Another drawback worth mentioning in this regard is a lack of some occupational standards in certain areas. To implement the requirements of the Federal State Educational Standards of professional education, universities have to bring professional competences into correlation with occupational standards. At present, it is almost impossible to complete because some occupational standards related to specific job requirements have not been developed yet. The choice of occupational standards corresponding to professional activities of technical universities’ graduates is another case to study. In its turn the professional standardisation system in the United Kingdom has some weaknesses as well, for example, regarding the extent to which it is able to tackle with even more complex system of higher professional education. There is a lack of some training requirements in qualification standards in the UK. In the short term the labour market will probably fill the vacancies using data from employers. There is growing concern that the decentralised collective bargaining prevents the synergies among the system of qualifications and industrial demand in the United Kingdom. Some researchers blame engineering student training system on being insufficiently developed suffering from poor cause and effect correlation between the system of higher education and labour market [17, 18]. The challenge is to improve the coordination between industrial supplies and programmes of training, education and public outreach in the United Kingdom. Although employees are expected to develop their professional competences, special emphasis should be placed on the analysis of work assignments rather than on increasing the number of competences to be developed.

5 Results The present research on the occupational standard development has supported the hypothesis that some labour market requirements stated in the Russian Federation and the United Kingdom occupational standards are central to the student training programme design. In other words, the comparative analysis of the occupational standard development in the countries under review evidences the fact the regulations stated in the Standards for Professional Engineering Competence can be used as priorities for the implementation within student training programme design as they improve the match

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between employers’ demand and students’ competences. In this respect, an attempt to shed light on the commonalities and differences of the standardization models as well as on the structure and Institutional arrangements of occupational standards in the Russian Federation and in the United Kingdom has been made. As it turns out, both countries have the same occupational standard structure as shown in Table 1 below. Table 1. Standard structure. Structure Title Overview Performance criteria Knowledge and understanding Scope Values and behaviours

Contents Name of the standard Brief summary of the standard Activities the specialist has to carry out Competences or skills and knowledge enabling specialists to meet the performance criteria Range of working circumstances Personal attributes a specialist is expected to demonstrate

The diversity of national approaches to setting standards is another important finding of the present research. Different models of standardization are shown in the Table 2 given below. Table 2. Overview of standardization models in the United Kingdom and in the Russian Federation. Country

United Kingdom Russian Federation

Qualification standard Tasks, Competences activities, functions Occupational standards Occupational standards

Certificates

Educational standard Learning Assessment criteria and outcomes methods Educational standards Competences

Competence/performance standards National core curriculum

The following table illustrates different forms of institutional arrangements in the countries chosen as case studies. It can be concluded that the analysed countries have divergent levels of regulation of the occupational standard development. For example, the involvement of employers is foreseen by the law in both countries. However, the stakeholder participation within the process of the occupational standard development as well as the selection of participants can be diverse (Table 3).

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Table 3. Institutional arrangements. Standard criteria Function Employers’ demand studies Forms of professional community participation Stakeholder involvement opportunities and limitations Forms of employer participation

Qualification flexibility mechanisms Modularisation as a means of flexibility

The United Kingdom standard for The Russian Federation professional engineering [19, 20] occupational standard [21] Requirements of employees’ performance Employment commission National agency of the development of qualifications Institutionalised participation

Strong stakeholder involvement

An advisory role

The educational legislation currently in force allows employers: to define requirements to results of training within an elective component of the educational content of the Federal State Educational Standards; to develop the model educational programmes; to support on-line activities; to participate in the State Final Certification Standards are approved for a The sector skills councils are certain period then updated and responsible for continuously submitted new ones for monitoring the qualifications in accreditation their sector Modularisation of qualifications Supplementary form of modularisation of qualifications

The detailed analysis of occupational standards has revealed that different forms of modularisation of engineer training are applied in the countries. Accordingly, in the UK modules are structured based on occupational standards. In Russia the supplementary form prevails over others. Both countries monitor labour market requirements and anticipate skills needed using a modularization method. Findings from this study indicate that occupational and educational standards must be integrated and linked together to make the relationship between the employment requirements and learning more evident. Rules for the development, approval and application of occupational standards are different in the analysed countries. They are designed to provide knowledge and skills for people in employment, those seeking employment, and for those who wish to progress to further study, reflect the best employment practice. The professional communities play an important role in the development of occupational standards for mining engineers. Occupational standards in both countries should be still improved. No single method was dominant in the countries under scrutiny, but the common principles were identified in developing occupational standards. Further studies to identify some broad trends and tendencies would be of interest. Over the long-term, relevant job profiles of engineers as well as the ways of their updating to cope with state-of-the-art technologies and the volatile working conditions

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need to be developed to meet the challenges of the advanced labour market which is becoming more and more self-regulated and institutionalised in the national systems of prerequisites’ qualification.

6 Conclusion All in all, from the study based on the comparative analysis of the United Kingdom and the Russian Federation occupational standard development we may conclude that this process usually follows a sequence of activities in both countries. Different factors such as labour market regulations, employer requirements, role of the leading industry associations, federalisation degree in the country should be taken into consideration. Content of occupational standards depends on the methods and criteria for their application and efficiency of interaction between all participants of this process, as well as on the nature of the professional activities regulated by the standard, learning outcomes and means for achieving them form the core of the occupational standard systems in both Russia and Great Britain. In this sense, the design of occupational standards is complex, given the diverse circumstances the experts have to consider. There is a strong need to develop students’ competence based on the accepted professional standards in order to adapt or relate expertise needed for future job with the graduates’ competence assessment conducted according to the requirements of the Ministry of Education and Science standards. Being necessary to provide quality training of graduates, the integrated approach to the joint development of the educational programmes and occupational standards is sure to be crowned with success.

References 1. Winch, C.: Professional knowledge, expertise and perceptual ability. J. Philos. Educ. 51(3), 673–688 (2017) 2. Winch, C.: Applied theoretical knowledge and professional and vocational education: informed know-how in a non-intellectualist framework. In: Allais, S., Shalem, Y. (eds.) Knowledge, Curriculum, and Preparation for Work, pp. 51–67. Leiden, Boston (2018) 3. Brockmann, M., Clarke, L., Winch, C.: Knowledge, Skills and Competence in the European Labour Market: What’s in a Vocational Qualification? Routledge, London (2011) 4. Clarke, L., Winch, C., Brockmann, M.: Trade-based skills versus occupational capacity: the example of bricklaying in Europe. Work Employ. Soc. 27(6), 932–951 (2013) 5. Busemeyer, M., Trampusch, C.: The Political Economy of Collective Skill Formation. Oxford University Press, Oxford and New York (2012) 6. Addis, M., Winch, C.: Education and Expertise. Wiley, New York (2018) 7. Méhaut, P., Winch, C.: The European qualification framework: skills, competences or knowledge? Eur. Educ. Res. J. 11(3), 369–381 (2012) 8. Davis, A., Winch, C.: Educational Assessment on Trial. Bloomsbury Academic, London (2015) 9. Wilson, R.A., Homenidou, K.: Working Futures 2010–2020 (Evidence Report 41). UK Commission for Employment and Skills. https://warwick.ac.uk/fac/soc/ier/research/wf/ evidence-report-41-working-futures-2010-2020.pdf. Accessed 15 July 2019

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10. Mikhaylova, L.: Professionalnye standarty i ih ispolzovanie pri proektirovanii obrazovatelnyh program [Occupational standards and their use at educational programmes design]. https:// docplayer.ru/50784198-Professionalnye-standarty-i-ih-ispolzovanie-pri-proektirovanii-obrazovatelnyh-programm.html. Accessed 05 May 2019. (in Russian) 11. Kazanin, O.I., Drebenstedt, K.: Gornoe obrazovanie v 21 veke: global’nye vyzovy i perspektivy [Mining education in the XXI century: global challenges and prospects]. J. Mining Inst. 225, 369–375 (2017). (in Russian) 12. Bolsunovskaya, L.M., Kemerova, N.S., Phillips, C.: Tekhnologiya resursoeffektivnoj inoyazychnoj podgotovki gornyh inzhenerov [Educational technology of resource-efficient language training of mining engineers]. Gornyi Zhurnal 4, 98–103 (2017). (in Russian) 13. Kazakova, O.P., Klyoster, A.M.: Modelirovanie zadach na osnove web tekhnologiy (iz opyta obucheniya inostrannomu yazyku) [Educational tasks modeling on the basis of the web-quest technology (from the experience of teaching foreign languages)]. Astra Salvensis 6, 699–708 (2018). (in Russian) 14. Shirinkina, E.V.: Obrazovatel’nye i professional’nye standarty v usloviyah reformirovaniya [Educational and professional standards in terms of reforming]. Econ.: Yesterday Today Tomorrow 6(11A), 59–66 (2016). (in Russian) 15. Ozernikova, T.G., Penzina, O.N.: O primenenii professional’nyh standartov pri proektirovanii obrazovatel’nyh programm v vuze [On Application of Professional Standards in Developing University Educational Programs]. Baikal Res. J. 9(1), 11–19 (2018). (in Russian) 16. Aythozhaeva, E.Zh.: Professional’nye standarty i obrazovatel’nye programmy [Professional standards and educational programs. Modern education: problems of educational and professional standards correlation]. In: Proceedings of the International Research Conference, pp. 14–15. Tomsk State University of Control Systems and Radioelectronics, Tomsk (2016). (in Russian) 17. Coles, M., Werquin, P.: The role of national qualifications systems in helping to modernise vocational education and training systems. In: Modernising Vocational Education and Training. Fourth report on vocational education and training research in Europe: background report, vol. 3, pp. 141–179. Publications Office of the European Union, Luxembourg (2009) 18. Visscher, A.J.: Improving Quality Assurance in European Vocational Education and Training. Factors Influencing the Use of Quality Assurance Findings. Springer, Dordrecht (2009) 19. National Occupational Standards Quality Criteria with Explanatory Notes. UK Commission for Employment and Skills and the Alliance of Sector Skills Councils. https://assets.publishing. service.gov.uk/government/uploads/system/uploads/attachment_data/file/304238/nos-quality-criteria-2011.pdf. Accessed 15 July 2019 20. UK standard for professional Engineering Competence knowledge. Experience. Commitment. Engineering Technician, Incorporated Engineer and Chartered Engineer Standard (2013). https://www.engc.org.uk/standards-guidance/standards. Accessed 07 June 2019 21. Vasenina, A.Yu.: Kak rabotat’ s professional’nymi standartami [How to work with occupational standards]. Aktion, Moscow (2016). (in Russian)

Socio-psychological Program for the Selection of Students in the Adapters Public Institute Anastasia Tabolina(&) , Pavel Kozlovskii , Dmitrii Popov Inna Yudina , Nikolay Snegirev , and Dmitrii Tretyakov

,

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Abstract. This work describes a unique institute of adapters that operates on the basis of the multidisciplinary Peter the Great St. Petersburg Polytechnic University. Prosocial behavior, or voluntary actions that intentionally benefit others, is often associated with desirable developmental outcomes, such as acceptance into a group, gaining public recognition, and forming stable social connections. In University, this type of behavior becomes the basis for the formation of specialized communication institutions between the University, young leaders and first-year students. Adapters is a student association where activists support freshmen in academic and social adaptation to the university environment. The main departments and directions of the institute’s work (the direction of international activity, the direction of university social infrastructure development, the direction of career guidance, the Cultural Department, the Information Department (PR campaign department)) are identified, the main problems at their work are revealed, and development prospects are outlined. The 4-step selection program aimed at improving the efficiency and effectiveness of the work of adapter students (receiving applications/interviews, approving adapters, training, working on projects) is presented. Keywords: Adapters


Prosocial behavior
Multidisciplinary university

1 Introduction Adaptation in the context of new circumstances is an integral feature of modern social life. Modern society and institutions require high-speed socialization and an efficient way of integration in the demanded activity. There is a wide range of social institutions, including successful initialization e.g. career, social status and social perception of a candidate. One of the most interesting topics for the research is formation of student identity and technologies promoting adaptation in the University. The process is enhanced by the personality development and group relation establishment, and formation of the desired future vision. Under these circumstances, the role of institutions is students’ adaptation to a new educational environment, on the one hand, and to a new life period and its demands, on the other hand. The Adapters Public Institute, Peter © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 812–819, 2020. https://doi.org/10.1007/978-3-030-47415-7_87

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the Great Saint Petersburg Polytechnic University, was established on February 16, 2015. The main activity of the Institute is adaptation of first-year students and their involvement in the student life of the University. The institution and the adaptor’s personality stand among the most important things in social life of modern Universities. By developing the Adapters Public Institute, the goal of healthy social corporate culture, successful socialization of students and enhancement of intern-university communication become more attainable. The essence of this paper is the research and analysis of personal motivation and psychological background of students, who chose to become adaptors. Some of the most important features of human beings’ development are readiness to be a stakeholder in other people’s life and willingness to assist them in good faith and free will. To highlight this idea with an example, the authors describe the case of volunteer aid. Volunteer service is based on ideas of serving the society in good faith and free will for the ideals of humanity and does not pursue profit or career promotion. Issues of forming and assisting the corporate culture of the University in socializing of students are interesting since in the current circumstances the Adapters Institute is among the types of social activity fulfillment. In 2006, Government of the Russian Federation declared the main courses of Government Youth Policy till 2025. One of the priorities named is a systematic involvement of youth in social life, development and support of youth initiatives that are aimed at the youth volunteering services organization. This research is relevant owing to the modern tendencies of social development. Recently, there have been vast changes in political, cultural and social-economical transformations, which impact the lifestyle of human beings. It might be a reason for the importance of humanitarian traditions renaissance. In the framework of this research, the authors use the following definition to discuss the social role of the adaptor. Adapters are last-year students with an active life position, who have readiness to share their experience to provide informational assistance in order to find a solution to any student’s problem. Work in this social institution renews ideas of trust, empathy and collective actions and develops the social-psychological qualities of the person, which are important for volunteer service and social improvement. It allows defining the need to research the social-psychological readiness of potential candidates who are ready to work in the Adapters Public Institute in the context of the volunteer movement development.

2 Literature Review Theoretical analysis of studies into this issue allows conclusion that the vast majority of them are determined to researching volunteering motivation and its psychological determinants and conditions for volunteers involved in the activity of social organizations. The researchers interpret the psychological aspect as the basis for engagement into the process of interpersonal communication. Are the altruistic behavior and the psychological

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readiness ‘to help’ the basis for the research activity or egoism also matters in the fields of control, education, dominance over ‘others’? Pro-social behavior, also known as ‘helping’ behavior, is actions aimed at helping another human being. Kenrick [1] highlights two types of this behavior: kindness and pure altruism. The only difference between them, according to Kenrick, is a reward system; altruism has no intended reward for kind behavior, as kindness implies a predicted inner reward. Zaki [2] supposes that altruism is mostly understood as a sacrificial and known aid based on sympathy to another human being. Myers [3] defines altruism as a quality opposite to egoism. Altruist helps a person in need without thinking about a reward. Khalil [4, 5] speaks about altruism in terms of sympathy and pity, which cannot have profit-driven ideas but pure altruistic ones. Not the least important is the nonprofit-driven behavior, when a person does not think about any reward and acts just in favor of another human being. Vollhardt [6] proposes that altruism is aimed at positive evaluation to be received by the person and its actions. In papers [7, 8], the case term socio-psychological readiness is seen (considering different approaches) as a composite of individual typological personal traits that determines the efficiency of activity. The role of motivation requires special attention in relation to volunteering activities. It represents a special research interest. The motivational component of the activities of volunteers and volunteer organizations has been studied by Nencini [9]. Dwyer [10] focuses on the sources of volunteer motivation, and Hager [11] and Smith [12] investigate recruiting volunteer problems. The authors of this paper are involved in the development of the Adapters Institute and youth projects in Peter the Great Saint Petersburg Polytechnic University. That gives the possibility to use both internal documents and precious research of the authors. The practice of involving students into cross-groups activities in Peter the Great Saint Petersburg Polytechnic University is reflected in [13–15].

3 Materials and Methods The research aims to develop a social-psychological program of selecting students for the Adapters Public Institute. The subject of the research is the social-psychological program of students’ selection for the Adapters Public Institute. The hypothesis of the research is ‘The development of assessment system and the model of socialpsychological readiness of youth for volunteering activities based on its needs increases the candidates’ selection process and their training, which increases the overall efficiency of volunteering’. The hypothesis was divided into several hypotheses: 1. The social-psychological readiness for volunteering activities could be presented with a summary of communicational and will-based components. 2. This readiness might be evaluated with artificial assessment tools to measure fulfillment of all criteria. 3. The implementation of this volunteering program enhances the development of exact character features.

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In accordance with the goal and hypothesis of the research, the following tasks were set: 1. To analyze available studies on the subject and to make its essence and structure more clear. 2. To develop an assessment tool to evaluate the hypothesis. 3. To create a program of social-psychological readiness development and to verify its effectiveness during the experiment. 3.1

Methods and Selections

To complete the goal of the research and to verify the hypothesis, we used the methods of source studies on related subjects (psychology, pedagogy, philosophy, and sociology); empirical studies, quantity and quality analysis studies, assessment studies. 3.2

Experimental Basis of Research

Overall, 117 students-adapters of Peter the Great Saint Petersburg Polytechnic University aged from 18 to 22 years, among them 49 male and 68 female persons, took part in the research.

4 Results This research was performed in 4 main stages: 1. The first stage is the search-theoretical stage, which consisted of the analysis of theoretical basis and its approval from existing scientific researches. 2. The second stage is the empirical stage; in the framework of the research, sufficient differences in motivational readiness for volunteering activities were analyzed. 3. The third stage is the experimental stage, which consisted of revealing the actual readiness of youth for volunteering activities and running the exact experiment. 4. The fourth stage is the conclusive-analytical stage, which consisted of proceeding and analysis of data on the experiment with all conclusions made. The social-psychological readiness of youth for volunteering activities is a complex psychological process of a person’s development. This program consists of personal, emotional-will-based, communicational and motivational components (Fig. 1). The social-psychological program of student selection for the Adapters Public Institute consists of the following tracks: 1. Social-psychological informing of youth to assist one in choosing careers. 2. Social-psychological orientation and consulting to give recommendations or to correct an individual educational track. 3. Social-psychological assessment. 4. Professional adaptation.

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Fig. 1. Model of social-psychological readiness of youth for volunteering activities.

Based on the survey, the ‘ideal’ portrait of the volunteer was described as a person, who has following features: altruism, labor-orientation, high level of communicational and organizational abilities, autonomy, responsibility, high level of stress-resistance, tolerance and commitment to cooperation to solve the exact tasks. This program has a complete structure of four modules: need-aim-oriented, structure-consistent, operational-technological and result-evaluative, respectively. 1. The Need-Aim-Oriented module shows the essence of social demand for volunteers and goals for social-psychological readiness for the volunteer activity development. 2. The Structure-Consistent module shows the statistics and dynamics of this process. 3. The Operational-Technological module has a description of all tools available for this process. Conditions of effective forming of social-psychological readiness of youth for volunteering activities are as follows: 1. 2. 3. 4.

Fulfillment of principles of activeness and humanitarian principles. Future volunteers involved in the exact activity. The relevance of training programs with its aims and tasks. The scope on individual psychological uniqueness of future volunteer.

5 Discussion Analysis of theoretical approaches to youth activities research and its potential allows drawing the following conclusions. The Adapters Public Institute is to be seen in the framework of the Government Youth Policy and students’ self-governance, which have a sufficient impact on the development of personal features. Social-psychological factors of involvement in volunteering activities were revealed. The need for further

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development of the special targeted program on training youth for volunteering activities was explained. Possible opportunities each every component of socialpsychological readiness for volunteering activities were investigated experimentally. The results of the research were used to form new approaches to searching new adapters for the specialized Adapters community. The strategic work of the university administration with adapters is the work with true living talents, and the key resource of the university is a human capital. According to a number of authors, it is possible to improve the corporate culture of the University and to form an identity not only on the brand [16] but also on the importance of communications and also feedback between the University and students via The Adapters Public Institute. In the face of internationalization of higher education, the problem of foreign and national students adaptation to the intercultural environment arises. As international experience demonstrates, the Adapters Public Institute can become the most important tool for creating an effective international educational environment. Adaptation of the school graduate to the students’ life conditions is a complex process related to overcoming behavioral stereotypes (and even personal traits) [17, 18]. This process can end up with a failure after the first examination period. The adapter acts as a guide and mediator between the new educational environment and the person that enters the adaptation process. Usually the adapters are volunteers that have received special training. This form allows an adapter to be part of the University environment, acquire necessary skills and knowledge on matters that are of interest to the first-graders. During discussion, the following motivations to become adapter have been revealed: 1. Desire to help students on the basis of one’s own experience. 2. Interest in working with age-mates as an element of personal growth and overcoming one’s fears. 3. Desire to establish new social ties. 4. Self-fulfilment and self-presentation. 5. Paternalistic and family-like value-based perception of work with first-graders within the University corporate environment. The next stage of these studies could be researching of role and specifics of forming the social-psychology motivation of tutors by teaching personnel, as actors of socialization of students.

6 Conclusion Motivation, positive attitude to activities, necessary scope of special and psychological knowledge, certain level of communication skills and complex of subject-related personal traits facilitate the activity within the Adapters Institute. The University goal is to stimulate students’ activity within the Adapters Public Institute, to create the motivational and educational program for skills development, establishment of favorable corporate and interpersonal space. By giving attention to selecting and developing the most engaged students, the University raises the quality of both its environment and its work with the most motivated students, as well as achieves the adaptation of newly

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enrolled students. Based on the results of the theoretical analysis, a clear definition of the social-psychological readiness of youth for volunteering activities was made. Exact components of social-psychological readiness of a person for volunteering activities were revealed and defined. Young people with individual psychological features and social-psychological characteristics can become volunteers. Based on the results of the study, a decision was made to develop a new questionnaire to search for and identify the key characteristics of future adapters.

References 1. Kenrick, D.T., Neuberg, S.L., Cialdini, R.B.: Social Psychology: Goals in Interaction, 4th edn. Pearson, Boston (2010) 2. Zaki, J.: The War for Kindness: Building Empathy in a Fractured World, 1st edn. Crown Publishing Group, New York (2019) 3. Myers, D.G., Smith, S.M.: Exploring Social Psychology, 4th edn. McGraw-Hill, New York (2012) 4. Khalil, E.L.: Socialized view of man vs. rational choice theory: what does smith’s sympathy have to say? J. Econ. Behav. Organ. 143, 223–240 (2017) 5. Khalil, E.L.: What is altruism? J. Econ. Psychol. 25(1), 97–123 (2004) 6. Vollhardt, J.R.: Altruism born of suffering and prosocial behavior following adverse life events: a review and conceptualization. Soc. Justice Res. 22(1), 53–97 (2009) 7. Plummer, R.: Exploring co-management theory: prospects for sociobiology and reciprocal altruism. J. Environ. Manag. 85(4), 944–955 (2007) 8. Tullberg, J.: Group egoism; investigating collective action and individual rationality. J. Socio-Econ. 35(6), 1014–1031 (2006) 9. Nencini, A.: Volunteer motivation and organizational climate: factors that promote satisfaction and sustained volunteerism in NPOs. VOLUNTAS: Int. J. Voluntary Nonprofit Organ. 27(2), 618–639 (2016) 10. Dwyer, P.C.: Sources of volunteer motivation: transformational leadership and personal motives influence volunteer outcomes. Nonprofit Manag. Leadersh. 24(2), 181–205 (2013) 11. Hager, M.A.: Problems recruiting volunteers: nature vs. nurture. Nonprofit Manag. Leadersh. 22(2), 137–157 (2011) 12. Smith, K.A.: Motivations and benefits of student volunteering: comparing regular, occasional, and non-volunteers in five countries. Can. J. Nonprofit Soc. Econ. Res. 1(1), 65–81 (2010) 13. Tabolina, A.V., Gulk, E.B.: Gaming technologies as a mean of development of motivation of students. In: Chernyavskaya, V., Kuße, H. (eds.) Proceedings of the 18th International Conference PCSF 2018. EpSBS, vol. 51, pp. 1191–1199. Future Academy, London (2018) 14. Olennikova, M.V., Tabolina, A.V.: Psycho-pedagogical support of students project activities in multi-functional production laboratories (Fab Lab) on the basis of technical university. In: Auer, M.E., Tsiatsos, T. (eds.) Proceedings of the 21st International Conference on Interactive Collaborative Learning – ICL 2018. Advances in Intelligent Systems and Computing, vol. 917, pp. 732–740. Springer, Cham (2019) 15. Baranova, T.A., Gulk, E.B.: Significance of psychological and pedagogical training in developing professional competence of engineers. In: Auer, M.E., Tsiatsos, T. (eds.) Proceedings of the 21st International Conference on Interactive Collaborative Learning – ICL 2018. Advances in Intelligent Systems and Computing, vol. 917, pp. 44–53. Springer, Cham (2019)

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16. Trostinskaia, I., Popov, D.: Communicative competence of engineers as a requirement to the future professions. In: Chernyavskaya, V., Kuße, H. (eds.) Proceedings of the 18th International Conference PCSF 2018. EpSBS, vol. 51, pp. 1672–1678. Future Academy, London (2018) 17. Zakharova, I.: Results analysis of Russian students’ participation in the online international educational project x-culture. Educ. Sci. 9(3), 168 (2019). https://www.mdpi.com/22277102/9/3/168. Accessed 24 Mar 2020 18. Baranova, T.: Evaluation of students’ engagement in integrated learning model in a blended environment. Educ. Sci. 9(2), 138 (2019). https://www.mdpi.com/2227-7102/9/2/138. Accessed 24 Mar 2020

Philosophical Aspects of Usage of Social Network Technologies in Modern Professional Education Olga Skorodumova(&)

and Ibragim Melikov

Russian State Social University, Moscow 129226, Russia {skorodumovaob,MelikovIM}@rgsu.net

Abstract. The wide spread of social networking technologies and development of analytical systems based on artificial intelligence generates a number of significant problems that affect the training of modern specialists in the field of vocational education. It creates a need for a holistic philosophical analysis of the consequences of the use of new social technologies. The purpose of the article is to investigate the needs and emerging risks in the system of higher professional education, connected to the use of new social network technologies. As the hypothesis is accepted that the wide spread of new social networking technologies leads to the needs of individualized learning, stimulating creative initiative developing skills of teamwork. There comes a need to increase the attention to the risks of the information society and the need to develop strategies to reduce them in the process of teaching students. The process of training a modern specialist involves the formation of not only specialized professional skills, but also general humanitarian and cultural erudition. The research conducted based on general theoretical methods typical for social and philosophical analysis. As a result of the analysis, it was revealed that new conditions arise that require training of a specialist who meets the challenges of the fourth industrial revolution, as well as a number of social risks are generated, which strategies for reducing need to be formed in future specialists. Keywords: Social networking technologies
Vocational education risks
Fourth industrial revolution
Artificial intelligence


Social

1 Introduction Intensive development of new technologies allows us to talk about the entry of mankind into the era of the fourth industrial revolution. Significant place in the modern world is occupied by new network social technologies, such as blockchain, crowdsourcing, «collective intelligence», big data, platforms that use artificial intelligence. The economic, social and cultural consequences of the entry of a modern society into the era of the fourth industrial revolution lead to the need for a substantial restructuring of the vocational education system. On the one hand, the use of new network technologies creates the conditions for new forms of educational activity. On the other hand, emerging risks require new strategies in shaping the personality of a future specialist that meets the requirements of the era. The purpose of the article is to © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 820–827, 2020. https://doi.org/10.1007/978-3-030-47415-7_88

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investigate the needs in the system of higher professional education and emerging risks associated with the usage of new social network technologies. As the hypothesis of the research it is accepted that the wide spread of new social networking technologies leads to the needs of individualized learning, stimulating creative initiative and developing skills of teamwork. There is a need to increase the attention to the risks of the information society and the need to develop strategies to reduce them in the process of teaching students. The process of training a modern specialist involves the formation of not only specialized professional skills, but also general humanitarian and cultural erudition. The theoretical and practical significance of the study consists of summarizing the trends associated with the needs of modern education, which makes it possible to develop strategies for its transformation, taking into account the needs and risks of the modern era.

2 Literature Review The analysis of the transformations of modern vocational education under the influence of the achievements of the fourth industrial revolution [1] is carried out in several directions. The article considers the emergence of new needs among specialists who meet the challenges of the digital age, new forms of distance and continuing education that meet the mobility of modern society [2, 3], the analysis of specific programs for implementing innovations by leading world universities [4, 5]. Much attention is paid to the correlation of traditional and innovative approaches in the vocational education system [6–8]. Innovative possibilities of using crowdsourcing technologies for activating students’ creative potentials are considered [9]. The possibilities of blockchain technologies for solving the problem of protecting intellectual property, including innovative student projects, are discussed in [10–12]. Of particular research interest are the problems associated with the analysis of transformations of the vocational education system in connection with the development of big data and artificial intelligence technologies [13], the influence of new network social technologies and artificial intelligence creates a need for the formation of a new type of culture, focused on creating the conditions for human adaptation to life in the digital world, which makes special demands on the vocational education system [14]. Actively discusses the problem of transformation of the personality of a specialist in connection with the formation of technologies of the “collective mind” [15]. Along with the benefits of using social networking technologies, there are new risks associated with deepening inequality, loss of trust, the spread of amateurism, and the manipulation of consciousness, which are given insufficient attention. A comprehensive study is required, based on a dialectical approach that allows you to systematically consider the impact of networked social technologies on the individual and society and to identify the needs of the vocational education system both in terms of using new opportunities and reducing the emerging risks.

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3 Methodology The study was conducted using interdisciplinary and philosophical methods. Based on inductive methods, social phenomena characteristic of a modern network society were investigated, tendencies of its development and needs arising in front of the vocational education system were identified. The synergetic approach made it possible to identify possible ways of developing a network society in connection with the manifestation of emergent qualities due to the integrity of network structures and to analyze the emerging needs of the vocational education system. The dialectical approach allowed us to characterize the contradictory content of the consequences of the widespread dissemination of new network social technologies, artificial intelligence as from their innovative capabilities, and from the point of view of possible destructive factors. Based on a systematic approach, interconnections and interdependencies between various social risks were established. Based on the comparative approach, the features of adaptation of various cultures and their vocational education systems to the innovations generated by the fourth industrial revolution were analyzed.

4 Results and Discussion 4.1

Features of Modern Society

The versatility and non-linearity of social processes in the digital age make the search for forms of social life that are adequate for them that affect the vocational education system designed to reflect the needs of the modern era. Networked social structures are becoming the most demanded these days. The main features of the network organization are the lack of a single center and hierarchy [16]. Relations of cooperation prevail over relations of differentiation and competition. If in a hierarchically organized society individualistic selfish interests were determining, then in a networked society the basis for success is the ability to work in a team. The importance of collectivist values sharply increases, focusing not so much on achieving personal success as on solving a common problem. The inability for a particular scientist to study and master the entire flow of information, even in a highly specialized field, especially in interdisciplinary research, causes the need for collective creativity. In the process of obtaining professional education, such forms of interaction between the teacher and students as MOOC (mass open online courses) become popular. Studies of the capabilities of MOOCs have shown that when forums are held within the framework of a mass audience of several tens of thousands of students from different countries, synergistic effects arise that generate high-level innovations. Diversity and the ability to go beyond the limits of one’s own professional field is one of the most important conditions for the production of significant innovations. The redundancy of information flows is closely related to the increase in the intensity of social life both in economy and in politics. The complexity of social and economic systems increases dramatically, approaching the level of organization to highly developed living systems. Speaking about the current situation, B. Gates compares the complexity of economic and social interdependencies with the variety of connections in the nervous system. The presence

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of super complexity leads to the appearance of synergistic effects that generate instability of the system. Their forecast and analysis of possible development paths, in turn, requires the attraction of significant intellectual resources, which leads to the need for joint analytical and creative activities, accumulating the teachings of scientists and experts of different profiles. The dynamism of the information society requires quick, original solutions. There is a need for innovative initiatives. Innovation as a form of creative activity, generating not just new, but such a phenomenon that leads to a qualitative, radical change in society. First, we are talking about applied science and technology, economics, and politics, since innovation is indirectly associated with practical activities. A feature of innovative approaches is that they qualitatively change the forms of organization, management styles, decision-making algorithms. Since any innovation is based on a fundamentally new idea, in the conditions of information redundancy, there is a need for joint efforts to discuss it, to make expert analysis, and to forecast possible applications. This leads to the demand for new ways of producing, processing, broadcasting and storing information based on forms of cooperation, which include new network social technologies: blockchain, crowdsourcing, «collective intelligence». This leads to a conclusion of the need for fundamental changes in the process of training specialists in higher education based on correlation with the needs of the network society and the possibilities of new social network technologies. 4.2

New Social Networking Technologies: Promising Opportunities in Training Professionals

Having emerged as a technology for using crypto currencies [17], a blockchain based on equal access to information, making the procedures on the network completely transparent, quickly gained popularity. Gradually, its revolutionary capabilities were realized for use in other areas: politics, scientific research, education, social sphere, etc. Blockchain technologies provide a unique opportunity to protect copyrights using technology itself, without the use of cumbersome and long-term patenting procedures. Free identification, which implies the initial equality of entities entering the system without manifesting their status differences, the availability and transparency of information, its protection from distortion and changes, openness create an enabling environment for interaction based on collective interest, honesty and openness. Blockchain technology is of great importance for «factories of ideas» - platforms that accumulate the creativity of schoolchildren and students. Finland’s experience has shown its productivity [18]. Although guarantees of intellectual property rights were provided, there was a possibility of information leakage due to insider trading. Blockchain technologically guarantees intellectual rights regardless of place, time, social and state affiliation. It is also a social networking technology - crowdsourcing creates opportunities for solving non-standard tasks, usually on a voluntary basis, attracting a large number of participants via the Internet without restrictions on the level of education, status, age, etc. One of the first crowdsourcing projects was the NASA SETI @ home project. Millions of volunteers took part in deciphering signals received from space and searching for an ordered series that would testify to the existence of an extraterrestrial civilization. Modern practice shows that many organizations, including large firms, also attract students to solve non-standard problems. The

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example China, where universities collaborate with research organizations and leading companies, shows the promise of using crowdsourcing technologies and attracting students to solve non-standard problems even at the training stage. An example of the successful use of crowdsourcing technologies in Russia is Yandex platform, designed to develop new skills of Alice’s virtual voice assistant. The intensification of information flows within networks leads to difficulties in finding significant sources, even in a highly specialized field. In demand are those combining specialists and artificial intelligence technologies. In the research literature, they are called technologies of the «collective mind». Modern network technologies enable professionals to unite in a global-level network structure based on synergetic principles of self-organization. The emergence of such networks makes it possible to combine innovative ideas and the existing knowledge pool into a single system. The use of search engines based on artificial intelligence allows you to quickly structure the available information according to the degree of proximity to the problem being solved. Participation in such networks provides an opportunity for status growth. The system, taking into account the activity in the production of new ideas, the successful solution of problems, the dynamics of the production of innovations according to the degree of complexity, determines the significance of the network participant without regard to the nature of their education, degrees and ranks. A talented and initiative student can acquire a higher status than a professor. Potentially, such networks, in order to strengthen their capabilities, will seek to merge in order to combine all available knowledge and their carriers into a single system called collective intelligence or collective intelligence. According to Brockman [19], an increase in the level of collective intelligence will be associated with the processes of the formation of a global culture and the growth of the involvement of educated people in network communities. Social networking and artificial intelligence create opportunities to personalize learning. There is a technological base for creating a personal profile for a student based on a comprehensive analysis by the system of their personality type, psychomotor reactions, past mistakes and achievements. This will lead to the creation of individual educational programs that allow you to go through the learning process at different speeds and at different levels of difficulty. Algorithms are able to capture the student’s emotions, side distractions, the perception of the methods used, the degree of attention in the classroom, the speed and quality of answers to questions. Identified gaps in the understanding of certain sections can be compensated by additional homework, the selection of material that helps to increase interest in the studied aspect of the problem. If necessary, the algorithm can give additional recommendations for additional stimulation of the student, recommending them to go to a museum, theater, visit an exhibition or go on a trip. Equally important is the cultural dimension. Despite the intensive globalization processes, the type of culture continues to have a significant impact on the personality type of the student. If American students and entrepreneurs are characterized by pronounced techno-optimism, isolation from reality and a willingness to change the world in accordance with American standards. Copying ideas is considered extremely negative, there is a desire for «pure innovation», a desire to put forward a completely new idea or create an original product. For centuries, Chinese culture has been oriented toward repeating tradition, copying the wisdom of the ancients, striving to accumulate all the best that has already been achieved, and is prone to generalizations. It relies on a

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systematic analysis of existing achievements in creating its product, focused primarily on consumer demand, and not on an abstract idea. The collection of data on the dynamics of the education of a particular student in conjunction with data on the transformations of their emotional and psychological state in the learning process in response to various kinds of contacts with teachers of various types, allows the algorithm to select the most psychologically compatible mentor for each student. Changes are also needed in vocational guidance. Trends in the development of artificial intelligence systems are associated with the possibility of complex processing of information of a multilevel nature, including visual images, biometric indicators, measurement data of the psycho-physiological state of a person, etc., make it possible to efficiently solve analytics tasks, including a sufficiently high level, which will lead to the lack of demand for many professions. Specialties that were previously considered elite, primarily lawyers, accountants, financial experts, doctors, journalists, marketers, etc., will be supplanted from the labor market. The professions associated with interpersonal communication skills will remain in demand, since a sharp increase in unemployment in all areas of employment and psychological discomfort from realizing the limitations of one’s own abilities in comparison with algorithms will lead to the need for psychological rehabilitation. Vocational education system should take these trends into account, developing students’ effective communication skills and the ability to search for innovative creative solutions based on intuition and imagination [20]. The analysis of modern needs of the higher education system showed that due to the demand for collective forms of creativity, it is necessary to develop communication skills of future specialists, the ability to work in a team. At the same time, new opportunities are being created for innovative initiatives in the form of «idea factories» based on the blockchain, which guarantees the inviolability of intellectual property rights. In addition, conditions are being created for individualization of training of future specialists based on emotional and artificial intelligence technologies. 4.3

Social Risks: Risk Reduction Strategies

One of the significant tasks that are being solved by the vocational education system is the problem of developing the skills of future specialists in developing strategies to reduce social risks caused by the use of new social networking technologies and the widespread use of systems based on artificial intelligence. The risk of amateurism associated with the widespread use of crowdsourcing technologies reduces the developer’s social responsibility for the consequences of their innovations. Professional ethical codes that form a sense of responsibility for the results of professional activity and imply a moral and corporate-normative assessment of its results lose their significance. In this regard, the responsibility of higher education institutions for the formation on the basis of wide social, cultural and philosophical knowledge of the ability to comprehensively, taking into account the consequences for the development of mankind, to evaluate the results of professional developments used in practical activities is increasing. The risks of increasing inequality in connection with the robotization and the spread of artificial intelligence systems, leading to the withering away of professions related to information and analytical activities, lead to the demand for skills related to communication interactions, knowledge of human psychology, and

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the ability to empathy. There is a demand for a wide layer of humanitarian knowledge, which poses the challenge for universities to expand the teaching of humanitarian disciplines. Analysis of the essence and nature of the manifestation of social risks connected to manipulative technologies, allows us to conclude that in order to level them, it is necessary to develop strategies for protecting against sociologization processes from algorithms that implement politically biased or destructive strategies. This is possible due to the process of linking intellectual platforms and neural networks to the achievements of national culture, which should reflect in the content of the programs of the vocational education system.

5 Conclusion The results of the research show that there is a need for a significant transformation of the system of higher professional education in order to bring it into line with the realities of the network society in terms of fourth industrial revolution. The usage of new social network technologies leads to the emergence of strategies for the development of new types of creativity, including collective ones, the possibility of individualization of educational process and identification of hidden opportunities of the student, development of innovative communication strategies. At the same time, there are new social risks associated with the growth of inequality, spread of amateurism, new opportunities for manipulating consciousness. Ways of leveling these risks are both connected with the humanization of the system of higher professional education and with the revival of interest in traditional cultural values. Theoretical significance of the work is connected with general philosophical analysis of the needs of the modern network society in relation to the field of professional higher education. Practical importance is to detail the General trends and develop recommendations that can be used in the development of state early target programs for the development of vocational education and the implementation of specific strategies of training in universities. In conclusion, we would like to draw attention to the fact that the question of anthropological risks and their impact on the processes of education remains insufficiently studied. How productive is the use of cyborgization elements associated with the implantation of technical devices into the human body in order to obtain additional information? Artificial stimulation of creative activity by direct influence on the brain centers, the usage of technologies of full immersion in virtual reality in order to study the fragment of the past of interest or the inaccessible present; all these questions remain open and require further study.

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References 1. Schwab, К., Nicholas, D., Nadella, S.: Shaping the Fourth Industrial Revolution. Language, Redfern (2018) 2. Kuzmenko, G., Skorodumova, O., Melikov, I.: Basic needs determining the transformation of the system of education in the information age. In: Maloletko, A., Rupcic, N., Baracskai, Z. (eds.) Conference 2018, International Scientific Conference on Economic and Social Development – XVIII International Social Congress (ISC-2018), Moscow, 18–19 October 2018, pp. 472–479. Russian State Social University, Moscow (2018) 3. Nancy, W.: Gleason Higher Education in the Era of the Fourth Industrial Revolution. Palgrave Macmillan, London (2018) 4. Bowen, W.: Higher Education in the Digital Age. Princeton University Press, Princeton (2015) 5. Doucet, A., Evers, J., Guerra, E., Lopez, N.: Teaching in the Fourth Industrial Revolution: Standing at the Precipice. Routledge, New York (2018) 6. Staat, D.W.: Exponential Technologies: Higher Education in an Era of Serial Disruptions. Rowman & Littlefield Publishers, Lanham (2019) 7. Smith, P.: Free Range Learning in the Digital Age: The Emerging Revolution in College, Career, and Education. SelectBooks, New York (2018) 8. Matronina, L., Skorodumova, O., Skorodumov, B.: Social network technologies as a transformation factor. Mod. Vocat. Educ. 35(20), 285–302 (2019) 9. Botto, R.: Crowdsourcing for Filmmakers (American Film Market Presents). Routledge, New York (2017) 10. Reijers, W., O’Brolchain, F., Haynes, P.: Governance in blockchain technologies & social contract theories. Ledger 1(22), 134–151 (2016) 11. Swam, M., De Filippi, P.: Towards a philosophy of blockchain. A symposium. Metaphilosophy 48(5), 603–619 (2017) 12. Swan, M.: Blockchain: Blueprint for a New Economy. O’Reilly Media, Sebastopol (2015) 13. Aoun, J.: Robot-Proof: Higher Education in the Age of Artificial Intelligence. The MIT Press, Cambridge (2017) 14. Lee, K.: AI Superpowers: China, Silicon Valley, and the New World Order, 1st edn. Houghton Mifflin Harcourt, Boston (2018) 15. Mulgan, G.: Big Mind: How Collective Intelligence Can Change Our World. Princeton University Press, Princeton (2017) 16. Van Dijk, J.: The Network Society, 3rd edn. SAGE Publications, Thousand Oaks (2012) 17. Gates, B.: Business @ the Speed of Thought Penguin. Longman, London (2001) 18. Castells, M., Himanen, P.: The Information Society and the Welfare State: The Finnish Model. Oxford University Press, Oxford (2003) 19. Brockman, J.: What to Think About Machines That Think: Today’s Leading Thinkers on the Age of Machine Intelligence. Al’pina Didzhital, Moscow (2015) 20. Thomas, D., Brown, J.A.: New Culture of Learning: Cultivating the Imagination for a World of Constant. CreateSpace Independent Publishing Platform, Scotts Valley (2011)

Study of Students’ Social Perceptions About Master’s Degree Tatyana Baranova , Anastasia Tabolina(&) , Marina Bolsunovskaya , Inna Yudina , Pavel Kozlovskii and Veronika Fokina

,

Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Abstract. Research results of educational, scientific, professional and other full-time graduate students’ development paths are presented. The work explores the professional and personal characteristics of Master’s degree students. Their expectations, their motivation and awareness about the content of Master’s degree programs are revealed. The main problems that determine the attitude of graduates to Master’s degree programs are identified. The problems are as follows: lack of information on the advantages of a two-level system of education, poor knowledge of the content of Master’s degree programs, lack of basic education in the specialty profile, doubt about the development of profession at the second stage of higher education, unwillingness to develop in research work, unattractiveness of Master’s degree programs, lack of two-level training international programs, unwillingness to develop in a practice-oriented sphere and to build a career. The findings of the present study had let to propose improvements. The prospects for the development of Master’s degree programs in a multidisciplinary university are outlined. Keywords: Master’s degree programs university


Motivation
Multidisciplinary

1 Introduction Recently, significant changes have been observed in higher education in Russia: implementation of the Joint Declaration of the European Ministers of Education convened in Bologna led to improvement of the educational process in universities, adjustment of educational programs and pedagogical technologies caused discussion and increased attention to the problems of Master’s degree programs. Modernization of higher education changed the vector to the introduction of a two-level system of training and competence approach. It involves the continuity of education by transition from one level (Bachelor’s degree) to another (Master’s degree). Further education will allow getting the highest Doctoral degree. The unique procedure of continuous improvement and learning throughout life is created. Studying for the Master’s degree, © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 828–837, 2020. https://doi.org/10.1007/978-3-030-47415-7_89

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the student acts as the subject of research, pedagogical, administrative, project and other activities. Their diversity necessitates the constant inclusion of new ideas in the system of their knowledge, the exact distribution of personal resources, psychological forces, which is difficult not only for undergraduates but also for teachers providing the educational process. Master’s degree is a scientific school designed to prepare graduates for scientific research, to equip them with modern methodology and methodology of scientific knowledge. Currently, the model of higher education in Russia is being formed. Its core basis is the direction of training. Within this model, there are three levels of higher education: Bachelor’s degree and specialty, Master’s degree and training of highly qualified personnel. In addition, the modern Russian model shows a certain eclecticism. On the one hand, it has not two, as previously assumed, but three levels of higher education. On the other hand, a wide range of training areas, mainly in the field of engineering, medicine, art, and culture, are provided in the traditional form. Russian universities have accumulated considerable experience in the implementation of Master’s degree programs. In our opinion, the perspective direction of development of Master’s degree programs, ensuring the effectiveness of the system of continuous education in Russia, is simultaneous development and implementation of two types of programs: academic (research) and applied (practice-oriented).

2 Literature Review Theoretical analysis of studies devoted to the choice of Master’s degree programs by the students reveals a number of important problems raised by researchers. Some researchers are engaged in the study of factors influencing the motivation of graduates to get a Master’s degree in different countries, in particular, such researchers as Sudsomboon [1], Nghia [2], Mäkilouko [3], Graham [4], Melles [5] etc. Other researchers investigate the issues of education management, development of Master’s degree programs, professional self-development of students and teachers in the educational process. Here we can name the works by Vanchukhina [6], Snoek [7], Alvarado-Herrera [8] etc. Another group of works deal with the issues of integrative and interdisciplinary educational programs, in which theoretical knowledge would be combined with applied competences, in particular, the work by Gustafsson [9] etc. The works by some researchers are devoted to the issues of competitiveness of modern universities, the quality of education, the formation of social skills of students and the identification of their social ideas when choosing an educational program. In particular, these are the works by Kuracki [10], Zakharova [11], Chervach [12], Olennikova [13], Baranova [14], etc. The research of students’ engagement by a group of researchers such as Trostinskaya [15] established that participation in educational activities is largely associated with academic motivation and functioning: students evaluate their studies, get higher grades and report lower academic abstinence and avoidance of work.

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3 Materials and Methods The aim of the research is to determine the prospects and problems arising in the implementation of Master’s degree programs in Russia. The subject of the research is students’ social views on obtaining a Master’s degree. The hypothesis of the research is as follows: Ways to increase the attractiveness and effectiveness of Master’s degree programs are interdisciplinary approach and internationalization of educational programs, as well as self-improvement of students and teachers. In accordance with the aim and hypothesis, the following tasks were set: 1. To analyze the readiness of Bachelor’s degree students to continue their education in the Masters’ degree program. 2. To identify the main criteria for choosing the Master’s degree program. 3. To identify the problems of implementation of the Master’s degree program. 4. To propose the ways to increase the attractiveness of Master’s degree programs in Russia with respect to three levels of higher education. To achieve the aim of the research and to verify the hypothesis, we used the methods of empirical research, quantitative and qualitative analysis of the results, and the diagnostic complex.

4 The Experimental Base of the Research The survey of humanitarian and technical students was carried out in St. Petersburg State University of Peter the Great. More than 178 people took part in the online survey. About 150 questionnaires were selected for the analysis. The aim of the survey was to study the preferences of graduate students (students enrolled in the Bachelor’s degree program and Specialist’s degree program) when choosing Master’s degree programs. Students of technical fields (40%), students of the Bachelor’s degree program (18%), and students of the Specialist’s degree program (24%) were involved in the study.

5 Results Plans for future were different among the students of the 4-year Bachelor’s degree program, 5-year Specialist’s degree program, and Master’s degree program. Almost half of the students enrolled in the undergraduate program plan to enroll in the Master’s degree program of their University, other students (28%) plan to get the Master’s degree program in another University (including foreign ones). Among the students of Specialist’s degree programs, 54% are not going to continue their studies for the Master’s degree, mainly due to the fact that they consider their education sufficient for successful career.

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Thus, undergraduates of the 4-year Bachelor’s degree program can choose to make a break in education (for a year or more) and then enroll in the graduate program. At the same time, students of the 4-year Bachelor’s degree program do not plan to get a Master’s degree due to similar reasons, as they believe they will not be able to combine study and full-time work. As for technical students, their plans concerning the Master’s degree program vary slightly. Among those who want to enroll in Master’s degree programs, 68% of technical students plan to get their Master’s degree in the University they graduated before. The main reason is the quality of education on Master’s programs in alma mater, as well as the ease of admission to the Master’s degree programs. A total of 23% of students in all fields of studies plan to enroll in another University because the Master’s degree program of another University provides better education (about half of the respondents), or because they want to move to another city (a third of respondents). The results of the survey identified the following reasons for the refuse to enroll in the Master’s degree program among the students of 4-year Bachelor’s degree programs and 5-year of Specialists’ degree programs (Fig. 1): 1. I believe that the education received within the framework of Bachelor’s degree/Specialists’ degree will be enough for my successful career: 32% of the students enrolled in humanities, 43% of the students of technical field of studies. 2. I want a full-time job and study for the Master’s degree can prevent this: 28% of the students enrolled in humanities, 16% of the students of technical field of studies. 3. I want to take a break; perhaps I will enroll in the Master’s degree program in a year or more after I get the Bachelor’s/Specialist’s degree: 45% of the students enrolled in humanities, 65% of the students of technical field of studies. 4. I believe that I will not learn anything new in the Master’s degree program: 62% of the students enrolled in humanities, 39% of the students of technical field of studies. 5. I want to go straight into the graduate program: 18% of the students enrolled in humanities, 71% of the students of technical field of studies. 6. I plan to go abroad to study: 21% of the students enrolled in humanities, 34% the students of technical field of studies. 7. I would like to continue my studies for a Master’s degree but the circumstances (family problems, poor health) do not allow: 10% of the students enrolled in humanities, 5% of the students of technical field of studies. 8. I would like to study for a Master’s degree but my University does not provide this program, and I do not want to risk entering other universities: 8% of students enrolled in humanities, 19% of technical students.

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Fig. 1. Reasons for refusal to enroll in the Master’s degree program among students of the 4-year Bachelor’s degree programs in humanities and in technical field of study (n = 150).

The study identified the following reasons for students to choose their University to get a Master’s degree (Fig. 2): 1. I am afraid that I will not be able to adapt in another University (54% of students enrolled in humanities, 45% of students of technical field of studies). 2. I do not want to move to another city (43% of students enrolled in humanities, 87% of students of technical specialties). 3. I like to study at my University (67% of the students enrolled in humanities, 56% of students of technical field of studies). 4. I think my University provides a higher quality of the Master’s degree education (79% of the students enrolled in humanities, 89% of students of technical field of studies). 5. It seems to me that it will be easier to enroll in the Master’s degree program provided by my University (81% of the students enrolled in humanities, 65% of students of technical field of studies).

Fig. 2. Reasons for students of the 4-year Bachelor’s degree programs in humanities and in technical field of study to choose their University (n = 150).

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According to the results of the survey, the following reasons for admission to another University were noted (Fig. 3): 1. I believe that the Master’s degree program in another University gives better education (45% of the students enrolled in humanities, 65% of students of technical field of studies). 2. I want to move to study in another city (55% of the students enrolled in humanities, 54% of students of technical field of studies). 3. There are no Master’s degree programs I would like to enroll in my University (45% of the students enrolled in humanities, 64% of students of students of technical field of studies). 4. I plan to enroll in the Master’s degree program abroad (62% of the students enrolled in humanities, 25% of students of technical specialties). 5. I believe that after getting the Bachelor’s/Specialist’s degree it is useful to change the University (54% of the students enrolled in humanities, 45% of students of technical field of studies). 6. I am not satisfied with organization of the educational process for the Master’s degree in my University (15% of the students enrolled in humanities, 63% of students of technical field of studies). 7. I did not like to study for the Bachelor’s/Specialist’s degree in my University (35% of are humanitarians, 29% of students of technical field of studies).

Fig. 3. Reasons for admission to another University among students of the 4-year Bachelor’s degree programs in humanities and in technical field of studies (n = 150).

Enrollment in the Master’s degree program of another University in 46% of cases is accompanied by changed specialty of the respondent. First of all, the change of specialty is connected with the opportunities provided by new profession, the possibility of self-realization, the search for a certain profession, the possibility of successful employment, and the opportunity to become an interdisciplinary specialist. Students of

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technical specialties, less often than other students, plan to change their specialty when enrolling in the Master’s degree program. However, students of technical specialties take the Master’s program in another specialty if the new one corresponds to their vocation and/or gives greater opportunities for employment. Students of other fields decide to study a new specialty because it is more interesting, and they are attracted by the opportunity to become an interdisciplinary specialist. It is also worth noting that a large part of students in other fields in comparison to those enrolled in technical specialties change the specialty to one that has a greater social significance. The applicant receives information about the chosen University or program via social networks and the Internet search engines. Students often learned about the University from media (press, radio, television). The main source of information about Master’s programs is the University website. In addition, there are such sources of information as the presentation of University programs in social networks. The opinion of students or graduates of this University and the opinion of their teachers are important when choosing the Master’s degree program. Most applicants prepare for admission to the Master’s tour on their own. The proportion of students who will not prepare for the entrance exams at all is much higher among those who plan to enter their own University than among those planning to enter another University (64% vs. 18%, respectively). Approximately half of the students participated in at least one event (educational events, open days, field events, Olympiads, etc.) organized by other universities. The proportion of students planning to enroll in the Master’s program of another University is more than that of students who plan to stay in their own University.

6 Discussion Based on the results of the survey, the main difficulties encountered by undergraduates and teachers at the second stage of higher professional education, Master’s degree program, were highlighted. Firstly, misunderstanding of the goals and objectives of the Master’s degree program, and the importance of the Master’s education among both students and teachers. Secondly, there is a completely different level of preparedness of undergraduates. Each person with a Bachelor’s degree can enroll and study in the Master’s degree program. However, they have different degree of preparedness, aspiration for selfrealization, different information potential, and therefore different learning goals and desire to study. This is inevitable when students of the same group are differently prepared to perceive scientific information. Therefore, the teacher has to adapt the methods and forms of educational and methodical work with regard to the individual characteristics of students. All this requires a huge preparatory work of the teacher, a high level of his qualification, both in the professional sphere and in the field of pedagogy and teaching methods, and research work. Competence and professionalism of teachers, their mobility and awareness of innovations are the university hallmark, while the lack of these qualities can ruin any interesting idea and initiative. Thirdly, almost all undergraduates are people who have higher professional education, some educational, social, professional experience, and often combine training

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with work. They consciously enroll in the Master’s degree program as they have specific goals in contrast to the bachelors, for whom the decision on education was made by parents based on their opinions of the future of their children. Therefore, they need an educational program that would suit the needs and capabilities of undergraduates and would contribute to their formation as professionals. At the initial stage, the teacher explains, supports, stimulates the learning process, and the most common form of participation of a Master’s degree student in this work is an independent choice of the topic of abstracts for each discipline. In the future, the role of the teacher will gradually shift towards strengthening the research focus in the training of each undergraduate. At present, teachers of the St. Petersburg State University of Peter the Great pay special attention to students, actively participate in developing the educational program content, in selecting the disciplines, and in determining the content of training sessions for each discipline, forms and SPO-patterns of assignments, independent work. Fourthly, there is an increase in the share of independent work. This is due to the reasons mentioned above as many undergraduates work full time. In the new curricula, the number of hours allocated to classroom activities tend to decrease in contrast to those allocated to independent work. An important reason is that the Master’s degree program is not just a process of accumulation of academic knowledge but also the process of applying knowledge for further improvement, acquisition, and increasing of professional experience. Master’s education involves research activity of students not only in the classroom but also after the completion of the educational process in the University. In addition, for the teacher, the learning process is not limited by the classroom hours. He or she does a lot of work to develop individual training programs for students, to prepare abstracts, papers, individual rating tasks, work plans for research on the topics selected together with undergraduates. The solution of these problems presupposes wide application of interactive and distance forms of training. The only possible solution to this problem is the search for optimal methods to combine classical education with innovative one, and the introduction of interactive courses in the educational process. This will greatly affect mastering the study material. Teachers try to combine lectures with performances of undergraduates and scientific activities. During practical and laboratory classes, the learning process within the curriculum is supplemented by the implementation of research and creative tasks compiled by undergraduates themselves. Fifthly, constantly changing conditions of work with undergraduates require teachers’ continuous self-education and self-improvement. The most important thing in the educational process is the professional competence of the teacher. When developing, the teacher can make a lot of interesting and informative tasks. Therefore, the University management gives much attention to the work with personnel, improvement of the professionalism of the teaching staff with regard to the prospects of these investments, which will pay off or contribute to the University rating. Gradually, the new level of education represented by Master’s degree programs, the models of Master’s education became a common phenomenon in the University life. Naturally, high qualification of the teaching staff and implementation of personnel development programs require investments from the University management, which is not an easy task.

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One of the problems in the Master’s education is the expensiveness of the Master’s degree program, on the one hand, and the scarcity of funding, on the other hand. Another important problem is the employability of graduates of Master’s degree programs. All this is a consequence of the lack of interaction between universities and employers on the development and implementation of Master’s degree programs. According to the results of the surveys, a limiting factor in the successful development of the Master’s degree program is unavailability and almost complete lack of experience in the internationalization of educational programs, which, as shown by the study, is a trend for the development of Master’s degree programs in Europe. However, the availability of such programs would be the competitive advantage that would provide the opportunity to participate in international programs of academic and student exchange. This would be a very tangible additional financial resource. Introduction of interdisciplinary programs, which are in demand by modern graduates and the market provides a great opportunity in solving the problem of lack of knowledge for the development of the Master’s degree program in another field of training. At the same time, Master’s degree programs combine technical and humanitarian competencies and bring a Bachelor’s degree student from the fundamental level to the applied one, in particular, the Master’s degree program Scientific PR and Scientific and Technical Product Movement implemented in Peter the Great St. Petersburg Polytechnic University [15].

7 Conclusion The study identified the main problems of implementation of Master’s degree programs: 1. Unclear definitions of Master’s degree competencies. 2. Problems concerning the recruitment of students with a Bachelor’s degree obtained in other universities and in other areas of training to enroll in the Master’s degree program. 3. Lack of a clear scheme of state budget normative financing of Master’s programs. Lack of sufficient experience in implementation of Master’s programs, which affects the quality of education. Master’s degree programs are considered as one of the priorities of the University. The article proposes a set of organizational and methodological measures, the introduction of which will significantly improve the quality of training of undergraduates. The practical significance of the work is confirmed by the fact that the conclusions and recommendations provided by the authors of the article may be useful and acceptable for higher educational institutions of the country.

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References 1. Sudsomboon, S.: Factors affecting achievement motivation for the students’ graduation in master of education program in educational administration. In: Proceedings of the International Conference on Big Data and Education 2019, pp. 135–139. ACM, New York (2019) 2. Nghia, T.L.H.: Vietnamese students’ learning motivations for Master’s programmes: implications for curriculum development and pedagogical practice. J. Further High. Educ. 43 (8), 1021–1037 (2019) 3. Mäkilouko, M.I.: Student experience and motivation: industrial management Masters’ degree programme. In: Proceedings of the 45th SEFI Annual Conference 2017, pp. 1013– 1018. SEFI, Brussels (2017) 4. Graham, R.: Comparing U.S. and international students’ motivations for selecting a Master’s in engineering management (MEM) program. In: Proceedings of the 125th ASEE Annual Conference and Exposition 2018. ASEE, Washington (2018) 5. Melles, G.: Postgraduate design education in Germany: motivations, understandings and experiences of graduates and enrolled students in Master’s and Doctoral programmes. Des. J. 17(1), 115–135 (2014) 6. Vanchukhina, L.: New model of managerial education in technical university. Int. J. Educ. Manag. 33(8), 511–524 (2019) 7. Snoek, M.: Impact of in-service master of education programmes on teachers and their working environment. Eur. J. Teach. Educ. 41(5), 620–637 (2018) 8. Alvarado-Herrera, S.S.: Curricular and pedagogical aspects to be taken into account for curriculum redesign and development in a Master’s program in higher education. Rev. Electrón. Educ. 22(2), 141–159 (2018) 9. Gustafsson, L.: Practice education: a snapshot from Australian university programmes. Aust. Occup. Ther. J. 64(2), 159–169 (2017) 10. Kuracki, K.: Social competence, hope for the success and participation in popular culture of polish students of education and special education. Turk. Online J. Educ. Technol. 2017, 972–977 (2017) 11. Zakharova, I.: Results analysis of Russian students’ participation in the online international educational project x-culture. Educ. Sci. 9(3), 168 (2019). https://www.mdpi.com/22277102/9/3/168. Accessed 24 Mar 2020 12. Chervach, M.Y.: One graduate – two majors: employers’ demands, students’ interests. In: Auer, M.E., Tsiatsos, T. (eds.) Proceedings of the 21st International Conference on Interactive Collaborative Learning – ICL 2018. Advances in Intelligent Systems and Computing, vol. 917, pp. 403–414. Springer, Cham (2019) 13. Olennikova, M.V., Tabolina, A.V.: Psycho-pedagogical support of students project activities in multi-functional production laboratories (Fab Lab) on the basis of technical university. In: Auer, M.E., Tsiatsos, T. (eds.) Proceedings of the 21st International Conference on Interactive Collaborative Learning – ICL 2018. Advances in Intelligent Systems and Computing, vol. 917, pp. 732–740. Springer, Cham (2019) 14. Baranova, T.: Evaluation of students’ engagement in integrated learning model in a blended environment. Educ. Sci. 9(2), 138 (2019). https://www.mdpi.com/2227-7102/9/3/168. Accessed 24 Mar 2020 15. Trostinskaia, I., Popov, D.: Communicative competence of engineers as a requirement to the future professions. In: Chernyavskaya, V., Kuße, H. (eds.) Proceedings of the 18th International Conference PCSF 2018. EpSBS, vol. 51, pp. 1672–1678. Future Academy, London (2018)

Digital and Reflexive Technologies as an Innovation in Teachers’ Professional Training Olga V. Istomina1,2(&) , Maria V. Druzhinina2 , Ekaterina A. Fedoseeva2 , and Elena A. Donchenko2,3 1

Arkhangelsk Regional Institute of Open Education, Arkhangelsk 163069, Russia [email protected] 2 Northern (Arctic) Federal University named after M.V. Lomonosov, Arkhangelsk 163002, Russia [email protected], [email protected], [email protected] 3 Arkhangelsk Pedagogical College, Arkhangelsk 163002, Russia

Abstract. The professional education system pays special attention to the implementation and use of innovative educational technologies. This term is defined as a new generation pedagogical technology making the learning process active and interactive. We consider digital and reflexive technologies to be innovative ones. The research problem consists of justifying the effectiveness of the digital and reflective technologies use in the teachers’ professional training. The article aims to analyze the educational practice in the system of higher and additional professional education. To reach the aim, firstly, we gave our definition of digital and reflective technologies. Secondly, we showed these technologies innovativeness in the teachers’ professional training. To do this we conducted the pedagogical experiences analysis. Finally, we prove the effectiveness of digital and reflective technology in the teachers’ professional training. The system-activity approach was used to address the research objectives. The study was held on the basis of the Arkhangelsk Regional Institute of Open Education and Northern (Arctic) Federal University named after M. V. Lomonosov. Keywords: Innovation
Digital technologies Teachers’ professional training


Reflexive technologies


1 Introduction At present the use of digital and reflective technologies in the teachers’ professional training is one of the most important strategic directions in the field of the education quality improving in Russia. The educational process with the use of digital and reflective technologies is based on purposeful and controlled individual work of students. Recent theoretical developments have revealed that it is the digital and reflective technologies use can equip the future teachers with the self-education and self-development mechanism © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 838–847, 2020. https://doi.org/10.1007/978-3-030-47415-7_90

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and prepare them to improve their professional skills and lifelong education. Nowadays in the field of pedagogy no previous research has investigated the concepts of digital and reflexive technologies entirely. Moreover, properties of these technologies have no full representation in scientific literature. This fact determines the theoretical relevance of the research problem. The implementation of digital and reflective technologies into the professional education system allows future teachers to form ICT competence that helps them to apply Internet sourcing skill for their professional activities, to search, analyze and evaluate information. At the same time, these technologies facilitate the building of such students’ skills as critical thinking, making educated decisions, professional communication and pedagogical reflection practicing. We suggest that overwhelming thinking of the digital and reflective technologies concepts and experimental testing of their co-use will improve the professional education quality of future teachers. Thereby we can tackle the research problem.

2 Literature Review The issues of the digital and reflective technologies use was studied by such philosophers, teachers, psychologists and other scientific fields researches as Mirzagitova, Akhmetov, Yoo, Hepp, Prats Fernández, Holgado García, Gambini Parigi, Tomazelli, de Almeida, Vaz, Heimann, Prado, Simonova, Konysheva, Kotryakhov [1–4, 7]. One of the professional education system goals is to teach the future educator the ability to plan, organize and control their own activities, the ability to learn and communicate fully, build up a self-acceptance of their own professional activities. The literature review showed that Mirzagitova and Akhmetov researches are devoted to professional training aspects. The authors have pointed out in today’s world information field is rather changeable, thus it’s important “to create the conditions for self-development of professional pedagogical competence” to provide effective teachers training [1]. A recent study by Yoo, whose scholarly field is the use of online learning in the context of teachers’ professional development, concluded that digital technologies have high degree of efficiency in pedagogical education [2]. There exists a considerable body of literature on the use of innovation in teacher training. This has also been explored in papers by Portuguese scholars Hepp, Parts Fernandez, Holgado Garcia. According to them, over the past few years the most relevant innovation is the use of digital technologies in education [3]. The authors also emphasize educators have to possess digital competencies, that are the reference points of education today and in the future, in order to use digital tools and applications in the process of teaching children. Moreover, educators are to update these digital competencies constantly throughout their professional development [3]. The Brazilian researchers, Gambini Parigi, Tomaselli, de Almeida, Rodrigues Vaz, Heimann, Prado, investigate using digital technologies in teacher training as well. In their papers there is noted that in terms of students the inclusion of digital technologies has a positive impact on educating process roughly. Digital technologies help to

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overcome conservative pedagogical paradigms and help teachers to master new competencies needed in the workplace [4]. Thereby digital technologies used in the teachers training allow students to think and act in other manner. As a result, it leads to new ways of learning and accessing knowledge. Russian scientists also turn to the problems of using digital and reflective technologies. Existing studies of this problem in foreign literature have been examined and analyzed. Thus, in the course of teachers training using digital and reflective technologies, the process of self-analysis can be considered from two sides. On the one hand, the student can independently analyze their own activities, and on the other hand, reflection can be organized as a collective activity, aimed at seeking problem together, or the analysis of collective activity itself. Herein, reflection, organized in the frame of group work helps students to see themselves, their activities through the eyes of other people, from different points of view and build their behavior in response to the situation adequately. The use of reflexive technologies contributes to the development of self-analysis, assist to realize the results of their own educational and professional activities, self-education, to carry out planning and adjustment of activities [5]. In particular, Zinchenko, characterizing Internet interaction, highlights distinctive features of reflexive processes that can occur working with Internet applications [6]. Specific way of forming students reflexive position by means of digital technologies are described in Simonova, Konysheva, Kotryakhov research. The authors stated that digital technologies play a significant role in students’ reflective skills development and maintenance [7]. The aspects of reflexive technologies application in professional practice are scientific interest for Lepskiy. The researcher justified the transition from activities control to reflexive activity self-regulation [8]. The peculiarity of the educational process with the reflective technologies use is presented in the works of Simonova, Konysheva, Kotryakhov, Mushtavinskaya, Borytko, Romanova [7, 9–11]. The reflection study as a technology, contributes to the students self-education ability development, is engaged by Mushtavinskaya. In her work the term of reflection is characterized as “a personal quality manifested in the ability of the teachers to be focused not on the subject of their own activities, but on the activity itself and themselves as its subject” [9, p. 147]. Reflective technologies allow: – “to assess the current situation in educational and professional activities; – to find the conditions are necessary for solving educational or professional tasks; – to analyze your own actions that have contributed or have not contributed to the task solution; – to make an adequate assessment of the efforts conducted to solve the task” [9, p. 147].

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A Russian scientist, Borytko, has conducted the study in the field of conditions formation of teacher professional subject position. According to his paper, one of the most important conditions is the reflexive technologies use because these technologies can facilitate to: – professional activity comprehension; – self-acceptance development; – formation of professional activities and teacher behavior arbitrariness [10]. The reflexive thinking development affects the formation of the personal subjective position. Students with a high level of reflective thinking aim their own activities for self-determination, self-education and self-control, for improvement those personal qualities that are the criteria for the qualitative subjective position formation [11]. Digital and reflexive technologies are personality-oriented technologies that adapt to the individual students characteristics and contribute to the development of positive motivation to learning, the acquirement of knowledge and professional skills, the formation of students’ independence and self-consciousness [12]. According to Akhmetzhanova and Yuryev digital technologies allow individualizing the educational process, to develop students’ self-government. Classes organized with the use of digital technologies begin to meet the personal interests and needs of students. It increases the education quality in general [13]. The research by Kamalova is devoted to the development of methods for the formation of future teachers’ professional competencies. The author notes that the teacher training model should contain motivational, substantive-activity, reflective-evaluation and communication-organizational components. These days digital technologies used in the teachers training do not contain a reflective-evaluative component. Therefore, reflective technologies appliance into digital technologies use is required [14]. Discussing the teacher training model, McCarthy asserts it must be represented by a series of questions which deepen the reflective process. These questions are to be designed in order to help students understand the educational process and take certain actions to form professional skills [15]. It is necessary to mention that reflection contributes to the formation of independent thinking, allow students to use methods and techniques of individual work, to monitor the results of educational and professional activities. Development of reflexive thinking leads to participants of educational process has acquired such skills as self-knowledge, self-education and self-control. Taking into account the analyzed material it can state that in terms of digital technologies use reflection is supposed to be a certain action plan to assist students to acknowledge their educational activities. The purpose of using reflexive technologies within the educational activities is to help students in identifying the main educational and professional activities components, determine their meaning, ways and approaches of problem, findings quality awareness, the formation of self-acceptance, the individuality development. Reflexive technologies accommodate students to realize and correct their educational path if it is necessary, to show them what needs to pay attention at first place.

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3 Materials and Methods In order to rectify the current research problem and in accordance with the article topic and hypotheses the authors involved the use of a mutually complementary methods set that contains three groups: – theoretical: scientific literature analysis on the research problem, the logic materials presentation, elements of modeling and forecasting; professional activity comprehension; – empirical: study and analysis of actual experience in the teachers’ professional training, observation, questionnaire, pilot testing, experiment; – statistic methods: statistical analysis, results visualization. The base of the research is the Arkhangelsk Regional Institute of Open Education. The study involved 65 students (3 learning circles) on the professional retraining program “Preschool education: theory and practice of preschool education FSES realization”. The study was conducted during the period from 2018 to 2019 and was carried out in three stages. At the first stage (search-theoretical), a theoretical analysis of psychological, pedagogical literature on the issue of digital and reflexive technologies use in the teachers’ professional training was conducted. At the second stage (pilot-experimental), practical experience was studied, training programs were established and analyzed, forms of individual work were singled out, LMS e-learning course was established and tested, students questionnaire was carried out. At the third stage (final-generalizing), results are systematized, conclusions are formulated.

4 Results There is no common understanding of digital and reflective technologies in the educational community. This study identifies digital technologies as technologies are necessary to create a modern digital educational environment. Reflexive technologies are considered as self-oriented technologies that provide uncovering educational and training activities components. Consequently, co-use of digital and reflexive technologies promotes self-analysis development in the teachers’ professional training helps students to realize their educational and training activities results, self-education process, carry out planning and make changes in educational activity. The future teachers training quality largely depends on the development degree of the training program, selected forms of independent work, technologies and the creation of conditions for their implementation. All these play a significant role in educational process providing with the help of digital technologies. The analysis of professional training programs and curricula based on digital technology use allowed to reveal a variety of tasks and forms of final certification that

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promote relevant skills development. Thus, it helped us to identify often used work forms with students: – practical work oriented at design or analysis process (should be submitted in a text form or other forms); – pedagogical experience analysis based on text and video materials work; – submission and discussion of practical works or professional difficulties. Students’ readiness to perform professional activities is formed in the process of self-analysis and overcoming professional difficulties. The development of self-analysis skills will be successful if teachers use tools that help them analyze their own activities. Since the tendency to informatization of education is obvious and inevitable, there is a need for active digital technologies use in the process of professional and additional teachers’ professional training. Arkhangelsk Regional Institute of Open Education uses learning management system (LMS) Moodle for teachers training. This system allows students to have a complete body of knowledge about their training program: – general information: curriculum, timetable, glossary etc.; – course content: lectures, tests and surveys, practical tasks and tasks for individual work; – material provision: textbooks, Internet resources links etc.; – communication tools: means for ensuring cooperation of all educational process participants submission and discussion of practical works or professional difficulties. During the process of training program establishment, it is necessary to rely on the capabilities of LMS Moodle and take into account the indicators of developed reflection that includes: – – – – – –

readiness to act from the perspective of other people; pedagogical experience analysis builds on text and video materials work; ability to get information through questions; understanding the relativity and subjectivity of any point of view; ability to defer other people’s opinion; motivation to realize and adjust your own views.

Based on this information, we have developed a program of the teachers’ professional training “Preschool education: theory and practice of preschool education FSES realization”. We have included a variety of organization forms of students’ individual work within the training program (Table 1). The main mechanism of reflexive technologies is the focus on rethinking the content of students’ activities and shifting it into self-development. The data presented in Table 1 show that digital technologies use makes it possible to effectively select tasks to prepare students for the professional activities through analysis and introspection.

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Table 1. The content and work forms used in the process of the teachers’ professional training. Training program elements Lecture Questions can be of “Multiple choice», “Matching” and “Short answer” The answer should be submitted as a text, essay Exercise The answer should be submitted as a text

The answer must be submitted offline or with the help of other electronic resources

Work form

The task content

Individual

Self-study of new curricula topics

Individual

Solving pedagogical tasks/cases Analysis of preschool education training program Regulatory documentation analysis Making guidelines for parents and teachers Making up games for children Designing activities with children and their families Making guidelines for parents and teachers Development of questionnaires for children, parents and teachers Internet resources analysis for the teacher work Analysis of kindergarten educational environment, making guidelines for teachers Designing the group’s educational environment Children activities analysis, making guidelines for parents Creating a games collection and gymnastics for preschool children Peer review, evaluation of the lecture notes developed by students Discussion of works submitted by other students and professional difficulties

Individual

Group Individual/group

Group Wiki

Group

Database

Group

Lesson

Group

Forum

Group

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During the training, students were offered two options for completing the task: individually or in a small group. According to the survey result on the effectiveness of the proposed forms, respondents’ opinions were divided: 73.8% of students prefer group work. They justified their choice by the presence of such advantages of group work at LMS Moodle as the opportunity to learn other people’s opinion, ask questions, unite in groups of interests, etc. Individual tasks became more effective for 23.2% of students. They explained their choice by the problems of group work: “the complexity of negotiating with others”, “increases the time of work”, “lack of opportunity to work as you want”, etc. Only 3% found it difficult to choose what is more effective for them. Upon finishing the training program we conducted a students’ survey. According to the results, it was found that 100% of respondents had no experience of training with the use of digital technologies earlier, and they remained thoroughly satisfied with this training form (Table 2). Table 2. Final survey results at the end of the teachers’ professional training. Criteria of satisfaction

The curricula content is relevant and significant for future profession Received knowledge and skills correspond to my expectations Received knowledge and skills can be applied practically Different forms of classes were used The educational process organization is optimal Atmosphere for professional communication was created at the classes The classes were held in comfort Satisfaction total rate

Number of respondents Group 1 Group 2 (21 people) (19 people) 96,4% 96,3%

Group 3 (22 people) 96%

89,3%

93,8%

96%

94%

95%

97%

91,7% 91,7% 94%

98,8% 97,5% 98,8%

96% 99% 99%

95% 93,7%

97,5% 96,9%

96% 97,0%

The respondents average satisfaction rate of the course quality was 95.8%. It indicates that students recognize the value of digital and reflection technologies co-use in the teachers’ professional training.

5 Discussion The concept of digital and reflexive technologies and their interaction are studied. The authors came to conclusion that the purposeful co-use of these technologies significantly improves the teachers training quality. This is evidenced by the students’

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questionnaire data about the quality of the course, where digital and reflexive technologies were actively used. The results of the survey indicate a high degree of students’ satisfaction with the work forms and process of these technologies use.

6 Conclusion The use of digital and reflective technologies in the teachers’ professional training is relevant at the present stage of education development. This is reflected in international and domestic pedagogical research, in the scientific works devoted to digital and reflection technologies study. Our results confirm innovativeness of digital and reflection technologies use in the teachers’ professional training and open the prospects for further research on this issue. Co-use of these technologies can be applied to the training of not only teachers, but also other education programs students.

References 1. Mirzagitova, A.L., Akhmetov, L.G.: Self-development of pedagogical competence of future teacher. Int. Educ. Stud. 8(3), 114–121 (2015) 2. Yoo, J.H.: The effect of professional development on teacher efficacy and teachersí selfanalysis of their efficacy change. J. Teach. Educ. Sustain. 18(1), 84–94 (2016) 3. Hepp, K.P., Prats Fernández, M.À., Holgado García, J.: Teacher training: technology helping to develop an innovative and reflective professional profile. RUSC. Univ. Knowl. Soc. J. 12(2), 30–43 (2015) 4. Gambini Parigi, D.M., Tomazelli, P.C., de Almeida, D.M., Rodrigues Vaz, D.R., Heimann, C., Prado, C.: Teacher identity formation in nursing teacher training: reflection mediated by digital technologies. Rev. Escola Enfermagem USP 49(2), 142–147 (2015) 5. Druzhinina, M., Morozova, O., Donchenko, E., Istomina, O.: Preschool teacher’s training in professional self-analysis: the Russian arctic region experience. In: Anikina, Z. (eds.) Going Global through Social Sciences and Humanities: A Systems and ICT Perspective. GGSSH 2019. Advances in Intelligent Systems and Computing, vol. 907, pp. 276–291. Springer, Cham (2019) 6. Zinchenko, V.P.: Reflexive processes and internet Reflexive processes and control. Int. Interdisc. Sci. Pract. J. 1, 77–83 (2002) 7. Simonova, G.I., Konysheva, A.V., Kotryakhov, N.V.: Peculiarities of reflexive position formation in students within educational process at the university by information-andcommunication technologies. Perspect. Sci. Educ. 6(36), 65–73 (2018) 8. Lepskiy, V.: Reflexive self-organizing decision support systems for development governance. Int. J. Eng. Technol. 7(2.28), 255–258 (2017) 9. Mushtavinskaya, I.V.: Ispol’zovanie refleksivnyh tekhnologij v razvitii sposobnosti uchashchihsya k samoobrazovaniyu kak pedagogicheskaya problema [The use of reflexive technologies in the development of students’ ability to self-education as a pedagogical problem]. In: International Scientific Conference, vol. 1, pp. 146–151. Dva komsomolca, Chelyabinsk (2011). (in Russian)

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10. Borytko, N.M.: Gumanitarnye principy professional’nogo obrazovaniya pedagoga vospitatelya v sisteme nepreryvnogo obrazovaniya [Humanitarian principles of professional education of the teacher educator in the system of continuous education]. Ivzestia Volgograd State Pedagogical Univ. 75(11), 41–45 (2012). (in Russian) 11. Romanova, Yu.V.: Formirovanie refleksivnoj pozicii uchitelya kak sub’ekta pedagogicheskoj deyatel’nosti v obrazovatel’nom protsese vuza [Formation of the reflexive position of the teacher as a subject of pedagogical activity in the educational process of the University]. Ph.D. dissertation. NCFU, Lipetsk (2008). (in Russian) 12. Donchenko, E.A.: Refleksiya kak sredstvo formirovaniya sub’ektivnoj pozicii studenta pedagogicheskogo koledzha [Reflection as means of formation of the subject-term position of the student Pedagogical Colledge]. In: 2nd International Scientific and Practical Conference, pp. 286–288. KIRA, Arkhangelsk (2015). (in Russian) 13. Akhmetzhanova, G.V., Yuryev, A.V.: Tsyfrovye tekhnologii v obrazovanii [Digital technologies in education]. Baltic Humanit. J. 7(3), 334–336 (2018). (in Russian) 14. Kamalova, L.A.: Formation of professional competences of “primary education” profile students while the studying process at the university. Rev. Eur. Stud. 7(1), 94–101 (2014) 15. Noguchi, J., McCarthy, T.: Reflective self-study: fostering learner autonomy. In: Stoke, A. M. (eds.) JALT 2009 Conference Proceedings, pp. 160–167. JALT, Tokyo (2010)

Psychological Determinants of Social Behavior at Volunteers Pavel Kozlovskii , Anastasia Tabolina(&) , Marina Bolsunovskaya , Olga Kunina , Svetlana Andreeva and Inna Yudina

,

Peter the Great St. Petersburg Polytechnic University (SPbPU), St. Petersburg 195251, Russia [email protected], [email protected], {marina.bolsunovskaia,inna.yudina}@spbpu.com, [email protected], [email protected]

Abstract. This paper presents scientific and theoretical approaches to the study of prosocial behavior. The psychological determinants of volunteers’ prosocial behavior were studied. The relevance of the research was determined by the situation in modern world. Global attention is attracted to the ways that can improve the quality of life in the society. Value orientations, styles of parentchild interaction and prosocial tendencies of volunteers are investigated. There are gender differences in the determinants, types of prosocial behavior, in values-based orientations, in the styles of parent-child interactions in the family in the studied groups. The relationship between the styles of parent-child interaction and prosocial trends in the studied groups of volunteers is considered. The correlation between the types of value orientations and prosocial tendencies is revealed. The psychological determinants of prosocial behavior among volunteers, divided by gender, age and direction of volunteer activity, are examined. The results of the research are presented. Keywords: Social behavior
Volunteers child-parent interaction
Social trends


Valuable orientations
Style of

1 Introduction The relevance of research is determined by an increase in indifference, social exclusion, aggressiveness and cruelty in the modern world. That is why more and more attention is attracted to social phenomena that can improve the quality of people’s life [1]. One of these phenomena is prosocial (helping) behavior [2, 3]. Issues of support, mutual assistance and positive interpersonal interaction between people and groups are key components of building a well-being and healthy society. Due to the insufficient knowledge of prosocial behavior, the study of this topic is an important and promising area in modern science and practical experience. Prosocial behavior is defined as behavior aimed at preserving, protecting, facilitating the development of social communities (another person, team, public organization, etc.).

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 848–855, 2020. https://doi.org/10.1007/978-3-030-47415-7_91

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2 Literature Review Internationally, volunteering has long been a widespread phenomenon, and its importance in social development is highly appreciated at the global level [3]. Many countries use volunteering resources through financing projects and implementing state programs to solve socially significant problems. At the moment, volunteering is actively developing around the world [4]. By volunteers we mean an entitative, relatively unified and independent large social group, the main characteristic of which is joint activity carried out by people voluntarily, free of charge, the purpose of which is to solve socially significant problems [5, 6]. Wied believes that the basis of prosocial behavior is the motive of altruism [7], which manifests itself in sympathy, in meeting the needs of the helpless, in the desire to patronize, console, protect, care, soothe and heal those who need it. Smith, Blake, Harris identify altruism, selfishness and social motivation [8]. The concept of material motivation is marginally narrower than the concept of selfish motivation, which implies not only material, but also intangible personal benefits for the one providing assistance. By social motivation we understand the motivation to communicate with others and social interaction [9]. Jeung proposed an “octagonal” model of volunteering motivation [10]. He identified four dimensions of motivation, each of the dimensions has two poles: receiving returning, action - thought, novelty - duration, intimacy - distance. Callaghan, Moll, Rakoczy, Warneken, Liszkowski, Behne note that prosocial behaviour can be motivated by altruism. Thompson, Newton also emphasize the voluntariness and selflessness of volunteer work, but indicate that one’s motives are not material incentives, but social and spiritual needs [12].

3 Materials and Methods Objective of this paper was to study the psychological determinants of prosocial behavior.

4 Research Hypotheses 1. The psychological determinants of the prosocial activity [13] of volunteers are determined by the values-based orientations and the style of parent-child interactions in the family. 2. In comparison with non-volunteers, volunteers have differences in the types of prosocial behavior [13, 14]. 3. There are gender differences in the determinants, types of prosocial behavior, in values-based orientations, in the styles of parent-child interactions in the family in the studied groups [15–17].

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4.1

The Object of Study

The object of study is the group of volunteers aged 18 to 60 years engaged in various types of volunteer activities. 4.2

The Subject of Research

The subject of research involves psychological determinants of prosocial behavior. 4.3

Research Objectives

Research objectives include: 1. Carrying out theoretical analysis of literary sources on the problem of studying prosocial behavior. 2. Developing research design and selecting diagnostic tools. 3. Studying the determinants of prosocial behavior in the groups under examination. 4. Investigating the value orientations and styles of parent-child interactions in the groups under examination. 5. Identifying the relationship between types of prosocial behavior, value orientations and styles of parent-child interactions in the family. 6. Presenting the results of our research in the paper. 4.4

Methodical Material

Methodical material: 1. “Incomplete sentences” (author’s version); 2. Questionnaire “Psychological determinants of prosocial behavior” (author’s version); 3. The methodology for measuring the value orientations of S. Schwartz; 4. The methodology “Measurement of prosocial trends” G. Carlo and B.A. Randall in adaptation N.V. Kitchen; 5. The methodology “Studying the styles of parent-child interactions in the family” V.N. Kunitsyna.

5 Results Having analyzed the data obtained by the methods of the author’s questionnaire “Psychological determinants of prosocial behavior” and “Unfinished sentences”, we were able to consider the main determinants of prosocial activity in the studied groups, as well as study the attitude to voluntary prosocial activity and the subjective experience of inclusion in volunteer organizations. Most of the respondents started their active prosocial volunteer work in their late youth (59% of the respondents). This is due to the fact that young people at this age are distinguished by a conscious approach to their activities, greater initiative and inclusion in public life.

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The leading determinants of prosocial activity among volunteers are “the desire to acquire a new circle of communication” (76%), the desire to improve the lives of people in society (82%); the desire to show one’s non-indifference to the problem (82%), self-realization, personal growth, self-affirmation (85%), enjoyable work (92%), compensation for the absence of anything in personal life (88%). Based on the results obtained, the following conclusions can be drawn: • The respondents’ moral determinants of prosocial activity prevail: the desire to act in accordance with universal values and non-indifference to others; • Cognitive reasons: the desire to get to know people better or to acquire skills; • Social reasons: to become a member of the group and earn approval; Career considerations: gained experience and contacts are useful for further career advancement; • Defending one’s self: the desire to get rid of guilt or fleeing personal problems. Having interpreted the results of the questionnaire, we were able to conclude that the following types of volunteer prosocial activities prevail in St. Petersburg: work with orphans in orphanages (82%), work with children with disabilities (76%), blood donation (67%). The given conclusions suggest that these organizations are highly developed in St. Petersburg, there are many volunteering platforms for social assistance well-financed by the government. It can also be seen that most volunteers provide support to children with developmental disabilities or who are in difficult life situations. A high percentage of blood donation indicates the good development of medical centers and clinics, as well as a high awareness of citizens. It is worth noting that according to the results of the questionnaire, the smallest percentage of respondents indicated their involvement in such types of prosocial activities as sports (6%) and environmental volunteering (9%). Such conclusions suggest that this type of volunteering is not attractive to respondents. The main determinants (motives) of prosocial activity for women include the motive “to be useful” (75% of respondents) and “to heal oneself” (76%). Volunteering is an act of self-help and support and, therefore, a symbolic act of therapy for women. In addition, such motives as “to do good” (65%) and “make the world a better place” (67%) are presented in approximately equal proportions. This suggests that female volunteers have well-developed moral and ethical values. For male volunteers, the main motives include: • “To make the world a better place” (86%), which is characterized by a tendency toward social transformation and creativity; • “To meet someone” (76%), which means that men see the prospect of building relationships and self-disclosure in volunteering; • “To get experience” (68%) and “to be useful” (56%) predominate in approximately equal percentage ratios; male volunteers see prosocial activity as an opportunity for self-realization, the acquisition of certain skills and the disclosure of certain abilities. In this section we consider the average values of scale indicators for groups of volunteers and non-volunteers using the methodology “Diagnostics of value orientations” proposed by Sh. Schwartz.

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Such values as “kindness” and “independence” are highly predominant for volunteers. Volunteers are characterized by the need to maintain the well-being of people, they are responsible and independent in their actions. Non-volunteers mostly show “hedonism” indicator according to the scale, that means that the leading value for them is the satisfaction of their own needs. Hereafter we analyze the average values of scale indicators according to the methodology “Diagnostics of value orientations” developed by Sh. Schwartz among the groups of men and women. “Hedonism” and “achievement” are the prevailing indicators for men according to the scale, which indicates the predominance of sensual pleasures and the need for seeking pleasure, as well as orientation to their feelings, material orientation. Women are characterized by the values of “tradition”, “kindness” and “independence”, which indicates their sincere desire to help, mercy, altruism, responsiveness. The authors also analyzed the average values of scale indicators according to the methodology “Measurement of prosocial trends” developed by G. Carlo and B.A. Randall and adapted by N.V. Cooking for male and female groups of people. For men, the highest scale indicator is “public prosocial behavior”, which means that men need their actions to be evaluated by other people while they provide help. Men need to know the opinion of important people or public opinion in general about their prosocial behavior. Female group demonstrates the high level of “emotional prosocial behavior” indicator, which proves a deep emotional inclusion in their worries about other people. One of the determinants of prosocial behavior is the style of parent-child interactions in a parent extended family. Among volunteers, such styles as “personalitydeveloping” and “trusting” prevail. In their childhood, a respectful tone of interpersonal relations was brought up among volunteers. On the other hand, non-volunteers were brought up in the families with “cautious-hostile” and “indifferent-remote” style of parent-child interaction. Thus, parents who want to raise an open person, inclined to empathy, understanding and compassion towards other people, need to focus on good contact and a warm relationship with a child, combined with reasonable demands, eliminating the “cautious-hostile” and “indifferent-remote” treatment of their child. We conducted a correlation analysis and obtained multiple correlation relationships. Men raised in families with impaired communication with a hostile and unpredictable style of behavior towards a child have a hedonistic attitude to life, which becomes evident in a manipulatively selfish attitude towards others, these men grow up oriented toward obtaining their own pleasures. Men brought up in the families where “personality-developing” style of interaction is prevailing are prone to kindness, mutual understanding, openness and sincerity in relation to other people. Their outlook on life is more mature, they are independent in their judgments and are not focused on selfish satisfaction of their needs. In another pattern of family relationships, where parents were not interested in the inner world of their child and his personality, and where the child was practically excluded from the system of family relations and existed on his own, men tend to form an infantile-dependent attitude towards an adult in the future, deprived of independence and mature responsibility for his life., as well as the development of a hedonistic orientation, which may take such forms as self-love, selfsatisfaction and self-exaltation over the world.

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Women enjoy assisting in the existing situation, they need assessment and opinion about their behavior from other people. Women whose parents rigidly ordered what to do, did not accept the excuses and requests of their child, became dependent on the opinions of others, comfortable and compliant in helping others. Women brought up in conditions of acceptance and support have developed “emotional” prosocial behavior, namely, they have grown oriented towards support and assistance to those in need. Prosocial personality behavior is manifested in a benevolent, sympathetic and impersonal attitude towards people, expressed in the values of usefulness, social justice and the desire for stability. The development of prosocial behavior is facilitated by personality-developing and trust-respectful styles of parenting, combined with the atmosphere of trust in the family and the preference for the non-material nature of rewards instead of punishments [10]. Whereas excessive custody or, conversely, distance from a child with a focus on punishment hinder its formation. The successful formation of prosocial behavior is inextricably linked with the parental position, expressed in behavior and verbal statements about the helping behavior of children. After data processing using factor analysis, two factors were identified (Table 1).

Table 1. The results of factor analysis. Name of the factor Factor 1 «True altruism»

Factor 2 «False demonstrative altruism»

Factor content Traditions (0,608), kindness (0,867), independence (0,863), hedonism (−0,838), trust-respectful style (0,641), cautioushostile style (−0,839) Achievements (0,629), publicity (0,740), hyper protection and control (0,633), threatening and humiliating style (0,617)

The given titles summarize the semantic content of the included variables. Therefore, the first factor was called “true altruism,” the second factor was defined as “false demonstrative altruism.” A person who carries out prosocial activity is driven by altruistic highly moral motives, as well as by selfish motives, helping others to pursue hidden intentions. Thus, the study is comprehensively completed. Our study allowed us to fully implement the tasks, confirm the hypotheses.

6 Discussion The psychological determinants of prosocial activity in volunteers are determined by the value orientations and style of parent-child interactions in the family [12, 14].

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Also, compared to non-volunteers, volunteers differ in the types of prosocial behavior, namely, the following determinants of prosocial behavior were identified among volunteers: kindness, tolerance, responsibility, independence. There are gender differences in determinants, types of prosocial behavior, in value orientations, in styles of parent-child interactions in the family in the studied groups. For women, unlike men, such determinants of prosocial behavior as solidarity, responsiveness, kindness and tolerance prevail.

7 Conclusion Our research revealed the psychological determinants of prosocial behavior among volunteers. The study allowed us to fully implement our tasks, confirm our hypotheses and draw conclusions that value orientations, prosocial tendencies and styles of parent-child interactions in a family are closely related.

References 1. Khalyapina, L.P., Almazova, N.I., Andreeva, S.S.: Integration of online and offline education in the system of students’ preparation for global academic mobility. In: Proceedings of the 3rd International Conference “Digital Transformation and Global Society (DTGS 2018)”, pp. 162–174. ITMO University, Moscow (2018) 2. Olennikova, M.V., Tabolina, A.V.: Psycho-pedagogical support of students project activities in multi-functional production laboratories (Fab Lab) on the basis of technical university. In: Advances in Intelligent Systems and Computing, vol. 917, pp. 732–740 (2019) 3. Baranova, T.A., Gulk, E.B., Tabolina, A.V., Zakharov, K.P.: Significance of psychological and pedagogical training in developing professional competence of engineers. In: Advances in Intelligent Systems and Computing, vol. 917, pp. 44–53 (2019) 4. Batson, C.D.: Altruism in Humans. Oxford University Press, Oxford (2011) 5. Blair, R.J.R.: Empathic dysfunction in psychopathic individuals. In: Farrow, T.F.D., Woodruff, P.W.R. (eds.) Empathy in Mental Illness, pp. 3–6. Cambridge University Press, New York (2007) 6. Goldstein, T.R., Winner, E.: Enhancing empathy and theory of mind. J. Cogn. Dev. 13(1), 19–37 (2012) 7. Wied, M.: Empathy and conflict resolution in friendship relations among adolescents. Aggressive Behav. 33, 48–55 (2007) 8. Smith, C.E., Blake, P.R., Harris, P.L.: I should but I won’t: why young children endorse norms of fair sharing but do not follow them. PLoS ONE 8(8) (2013). https://journals.plos. org/plosone/article?id=10.1371/journal.pone.0059510. Accessed 24 Mar 2020 9. Dunfield, K.A., Kuhlmeier, V.A.: Classifying prosocial behavior: helping, sharing, and comforting subtypes. Child Dev. 84, 1766–1776 (2013) 10. Yeung, A.B.: The octagon model of volunteer motivation: results of a phenomenological analysis voluntas. Int. J. Volunt. Nonprofit Organ. 15(1), 21–46 (2004) 11. Callaghan, T., Moll, H., Rakoczy, H., Warneken, F., Liszkowski, U., Behne, T.: Early social cognition in three cultural contexts. Monogr. Soc. Res. Child Dev. 76(2), 1–142 (2011)

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12. Thompson, R.A., Newton, E.K.: Baby altruists? Examining the complexity of prosocial motivation in young children. Infancy 18, 120–133 (2013) 13. Dunfield, K.A., Kuhlmeier, V.A., O’Connell, L.J., Kelley, E.A.: Examining the diversity of prosocial behavior: helping, sharing, and comforting in infancy. Infancy 16, 227–247 (2011) 14. Sommeville, J.A., Schmidt, M.F., Yun, J.E., Burns, M.: The development of fairness expectations and prosocial behavior in the second year of life. Infancy 18, 40–66 (2013) 15. Zaki, J., Mitchell, J.P.: Intuitive prosociality. Curr. Dir. Psychol. Sci. 22, 466–470 (2013) 16. Waal, F.B.: Putting the altruism back into altruism: the evolution of empathy. Annu. Rev. Psychol. 9, 279–300 (2008) 17. Sloane, S., Baillargeon, R., Premack, D.: Do infants have a sense of fairness? Psychol. Sci. 23, 196–204 (2012)

On How Students of Humanitarian and Engineering Specialties Perceive Their Educational and Professional Activities: Psycho-Semantic Analysis Sergey Krainiukov1

and Valentina Spiridonova2(&)

1

2

St. Petersburg State Institute of Psychology and Social Work, Saint Petersburg 199178, Russia [email protected] Saint Petersburg Mining University, Saint Petersburg 199106, Russia [email protected]

Abstract. This paper aims at determining the specific features of the way future specialists in sciences and humanities perceive their educational and professional activities. For this purposes we compiled a list of most relevant notions connected to the concepts of “education” and “profession” to carry out a psycholinguistic experiment. We applied the psychological testing procedure known as “colored metaphors” to ensure higher reliability of the findings. Thus, the fact that all the respondents consider “self-education” to be of the first magnitude while neglecting such notions as “my teachers”, “homework” and “humanities” attests to particular significance of applying interactive and creative types of tasks in modern teaching. The notion “success” (correlated with “my university”, “sciences” and “foreign languages”) is of highest importance among future engineers. Future psychologists, on the contrary, concentrate more on professional self-actualization (prioritizing such notions as “my studies”, “my profession”, “my career” and “psychology”) rather than prestige. This sharp distinction emphasizes the value of differentiated approach in teaching. Keywords: Psycho-semantics Profession
Perceptions


Differentiated approach
Education


1 Introduction Modern culture is characterized by increasing rates of social and economic development, globalization processes, and constant enhancement of digital technologies. Everything aforesaid entails higher requirements to the quality of education and professional qualifications. These changing living conditions influence peoples’ way of thinking, their value systems as well as their means of achieving personal and professional growth. Modern education, including higher education, efforts more and more toward students’ needs tending to consider their personal make-up. Hence the problem of studying the specificity of students’ perception of their educational and professional activities becomes a burning issue. Their perceptions may be significantly affected by a © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 856–863, 2020. https://doi.org/10.1007/978-3-030-47415-7_92

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certain educational program. Thus in the given article we aim at researching how students of different specializations, psychology and mining engineering in particular, perceive their educational and professional activities. We use cutting-edge psycho-semantic methods to study these students’ attitudes toward their educational and professional activities. That will allow us to determine how significant such notions as “my specialization”, “my university”, acquired “knowledge” in the fields of “humanities” and “sciences”, “my future profession”, “success”, and “self-education” are to these students at the deeper psyche level. We apply correlation analysis to identify structure specifics of correlation between different components of these students’ educational and professional activities, and to evaluate the degree of its coordination and appropriateness. This is going to promote elaboration of differentiated approaches in teaching students of different specialties. Also, it will develop their professional introspection while discussing obtained results. To summarize, our main contributions are the following: – Our work is among the first towards a survey of students’ perceptions of their educational and professional activities; – We provide the contrastive analysis of the complex of values among students of technical specialties and humanities students. This paper is organized as follows. Section 2 provides the review of recently published related studies in the given task. In Sect. 3 we outline methods of data collection and analysis, procedures and participants. In Sect. 4 the results of the experiments are articulated. Section 5 covers the interpretation of the contrastive analysis results and Sect. 6 concludes the work.

2 Literature Review Over the past few decades psycho-semantic approach has evolved in researches of peoples’ attitudes towards various linguistic concepts [1] and social spheres [2]. They include politics [3, 4], advertising [5], art [6], transport [7] and other. Psycho-semantic methods are becoming more popular in researches of attitudes toward educational and professional activities [8]. They help study the possibility of occupational hierarchy [9], medical students’ perceptions of their educational environment [10] and engineers’ professional consciousness [11]. However there are very few psychologically differentiated works which take account of students’ specializations. Psycho-semantics implements psychological approach toward understanding of other people. It is based on the intention to see the world with their eyes [12–14]. There are several advantages to this approach. Firstly, psycho-semantic methods are hardly in evidence to the respondents. It decreases social desirability of the answers. These methods are adaptable hence they are compatible with various statistical methods. Psycho-semantic methods which use colors [15] to determine the attitude toward the concepts understudy most precisely answer the purpose of our research.

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3 Materials and Methods We compiled a list of most relevant notions (15) connected to the concepts of “education” and “profession”. After that we mixed them up with the basic notions in the psychological testing based on Solomin [15] psycho-diagnostic method, referred to as “colored metaphors”. This method studies personalized meanings on the unconscious level. We analyzed 48 questionnaires completed by first-year students, aged 17–19, (25 – future engineers and 23 – future psychologists). We also conducted statistical analysis and data processing using frequency analysis and Spearman correlation analysis and Mann-Whitney U comparative analysis.

4 Results The analysis of the questionnaires allowed us to determine the significance of each notion for every student in both test groups and average them out (Fig. 1). The less the average rank significance is, the more important this notion is to a person and vice versa.

Average rank significance for future engineers Average rank significance for future psychologists 6.00 5.00 4.00 3.00 2.00 1.00

self-educaƟon

work

foreign language

my profession

homework

my university

sciences

my studies

humaniƟes

my teachers

psychology

my groupmates

success

knowledge

my future career

0.00

Fig. 1. The comparative analysis of average rank significance for future engineers and psychologists.

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The graph shows that “self-education” proves to be the most significant notion for the students of both groups whereas the least important notions are “my teachers”, “homework” and “humanities”. The notion “knowledge” has the mean value and takes up the position in between. Future engineers greatly value such notions as “success”, “my university”, “sciences” and “foreign languages”, paying little attention to the notions of “my group mates” and “psychology”. Future psychologists, on the contrary, consider the notions “my studies”, “my profession”, “my career” and “psychology” to be of highest importance and treat “work” and “sciences” as the least significant. To estimate the reliability of the distinctions in notion perception by students of different specialties we applied Mann-Whitney U test (Table 1). The findings presented in the table show that for future engineers, in comparison with future psychologists, the notion “sciences” is reliably much more significant (p < 0,01) while the notions “humanities” (p < 0,01) and “psychology” (p < 0,01) are reliably less significant. Table 1. Group average educational and professional concepts perception indices. Notion

Average rank for Average rank for future engineers future Psychologists My future career 24,94 24,02 Knowledge 23,48 25,61 Success 21,70 27,54 My group mates 26,78 22,02 Psychology 30,54 17,93 My teachers 22,28 26,91 Humanities 29,54 19,02 My studies 26,44 22,39 Sciences 17,94 31,63 My university 21,76 27,48 Homework 24,06 24,98 My profession 25,76 23,13 Foreign language 22,84 26,30 Work 21,92 27,30 Self-education 23,00 26,13

MannWhitney U test 276,500 262,000 217,500 230,500 136,500 232,000 161,500 239,000 123,500 219,000 276,500 256,000 246,000 223,000 250,000

SLA (the significance level of the average) ,815 ,593 ,138 ,234 ,002 ,246 ,008 ,305 ,001 ,148 ,817 ,507 ,380 ,176 ,417

We also conducted Spearman correlation analysis to assess the bond strength between the concepts understudy in each test group of students. We have discovered 16 reliable correlations in the future engineers test group (Fig. 2) and 9 – in the future psychologists test group (Fig. 3). At that, there are six significant correlations of p < 0,01 level of significance in the first group and only 3 such correlations in the second. The scheme highlights that the notions “my studies” and “my university” have the most of correlations with other notions both in number and confidence level. They directly relate their studies and their university (p < 0,01), sciences (p < 0,01), their

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Fig. 2. The correlation between educational and professional concepts perceived by future engineers.

teachers (p < 0,01), success (p < 0,05) and foreign languages (p < 0,05). The notion “my university” is directly connected with “my studies” (p < 0,01), “my teachers” (p < 0,01), “success” (p < 0,01), “my future career” (p < 0,01) and “homework” (p < 0,05). The notion “my teacher” is also connected with “success” (p < 0,05) and “sciences” (p < 0,05). “Homework” is connected with “my future career” (p < 0,05) and “humanities” (p < 0,05). The concept “Foreign languages” is directly related to “my studies” (p < 0,05), “knowledge” (p < 0,05) and “sciences” (p < 0,05). And “my profession” is connected with “self-education” (p < 0,05). The analysis of the second test group reveals that the notions “my studies”, “humanities” and “self-education” have the most correlations with other notions understudy. “My studies” is directly connected with “knowledge” (p < 0,05), “psychology” (p < 0,05) and “self-education” (p < 0,05). The notion “self-education” also has a straight relation with “knowledge” and “humanities”, at the high level of significance (p < 0,01). “Humanities” also have strong connection with “psychology” (p < 0,01) and “my teachers” (p < 0,05). Moreover we managed to clearly recognize a positive correlation between “my profession” and “success” (p < 0,05), and a negative correlation between “my future career” and “work” (p < 0,05).

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Fig. 3. The correlation between educational and professional concepts perceived by future psychologists.

5 Discussion The fact that all respondents consider “self-education” to be of the first magnitude while neglecting such notion as “homework” attests to particular significance of applying interactive and creative types of tasks in modern teaching. Higher level of significance of the notion “success” detected in the test group of future engineers reveals their much more transparent orientation toward prestige. Meanwhile such notions as “my group mates” and “psychology” are less significant for them. This might signal about the lack of their involvement in interpersonal relations. Future psychologists, in contrast, show higher significance level for the notions of “my studies”, “my profession”, “my career” and “psychology”. It proves that they value professional self-realization more than prestige. Moreover the reliable distinctions in the level of significance for such notions as “sciences”, “humanities” and “psychology” prove yet again their even clearer professional orientation. The high number of correlations between the notions understudy within future engineers test group (16) tells us that they have more structured and clearer understanding of their educational and professional activities. The fact that they correlate the notions “my studies”, “my university”, “my teachers” with “success” highlights its crucial role in their value system. Interestingly, the significance of “foreign languages” is stressed by its relation to the process of gaining knowledge while studying sciences.

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Future psychologists have reliable correlations between such notions as “my studies”, “knowledge”, “self-education” and “psychology”. Thereby professional selfrealization becomes meaningful not only by means of obtained knowledge, but also by means of personal experience of self-education. In the meantime, the notion “success” is also important, that is proved by its reliable connection with the notion “my profession”. The presence of reliable negative correlation between “my future career” and “work” indicates that the students of this test group idealize the perspectives of selfrealization in their future career.

6 Conclusion In conclusion we can say that both test groups showed definite professional orientation, the desire to practice self-education and active modes of studying. We also found out that future engineers, in comparison with future psychologists, have much clearer and more structured conceptions of their educational and professional activities. In addition, they particularly value occupational prestige and success. In turn future psychologists have less distinct though more idealized conceptions of their educational and professional activities that serve self-actuating values rather than prestige. The discovered perceptive peculiarities emphasize the significance of differentiated approach in teaching yet again.

References 1. Green, E.J.: Psychosemantics and the rich/thin debate. Philos. Perspect. 31(1), 153–186 (2017). Philosophy of Mind 2. Chernyak, A.: Psychosemantics and representationalism. In: Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Humanities, ICCESSH 2017, pp. 16–20. Atlantis Press, Amsterdam (2017) 3. Petrenko, V.F., Mitina, O.V.: A psycho-semantic approach to reconstruction of political mentality: research methods and examples. Her. Russian Acad. Sci. 87(1), 49–62 (2017). From the Researcher’s Notebook 4. Petrenko, V.F., Mitina, O.V., Gladkikh, N.Y.: Psikhosemantika “myagkhoj sili” v geopolitike. Sotsiologicheskie issledovaniya [Psycho-semantics of “soft power” in geopolitics]. Sociol. Stud. 1, 40–51 (2018). (in Russian) 5. Aleksandrova, I.Y.: Psikhosemanticheskiy analiz implitsitnoy teorii reklami studencheskoy auditorii [Psycho-semantic analysis of the implicit theory of advertising for students]. Sociol.: Methodol. Methods Math. Model. (Sociology 4 M) 12, 65–76 (2000). (in Russian) 6. Petrenko, V.F.: Psikhosemanticheskiy podkhod k izucheniyu iskusstva kak formy poznaniya i konstruirovaniya mira i sebya samogo [Psycho-semantic approach to studying art as a form of cognition, world and self-constructing]. Dev. Pers. 1, 58–80 (2012). (in Russian) 7. Schukina, M.A., Kraynyukov, S.V.: Psikhosemanticheskiy analiz predstavlenij gitelej Sankt Peterburga o transportnoj sisteme goroda [Psycho-semantic analysis of representations about the city’s transport system among the residents of St. Petersburg]. Sci. Notes J. St. Petersburg Inst. Psychol. Social Work 1(29), 27–35 (2018). (in Russian)

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8. Maccarini, A.M.: Deep Change and Emergent Structures in Global Society: Explorations in Social Morphogenesis. Springer, Cham (2019) 9. Abdullayeva, M.M.: K voprosu o psikhosemanticheskoj klassifikatsii professij [To the question of psycho-semantic classification of occupations]. Psychology 3, 3–9 (2016). (in Russian). Moscow University Psychology Bulletin. Series 14 10. Aghamolaei, T., Fazel, I.: Medical students’ perceptions of the educational environment at an Iranian Medical Sciences University. BMC Med. Educ. 10(87), 1–7 (2010) 11. Drobot, O.: Psikhosemantichni osoblivosti zmisti profesiynoy svidomosti ingenriv [Psychosemantic features of professional consciousness of engineers]. Psycholinguistics 25(1), 72– 89 (2019). (in Ukrainian) 12. Osgood, Ch.: Method and Theory in Experimental Psychology. Oxford University Press, Oxford (1956) 13. Kelly, G.A.: The Psychology of Personal Constructs: 2 Vol. W.W. Norton and Co., New York (1955) 14. Petrenko, V.F.: Osnovi psikhosemantiki [Basics of psycho-semantics]. Piter Publ., St. Petersburg (2005). (in Russian) 15. Solomin, I.L.: Sovremennie metodi psikhologicheskoy ekspress-diagnostiki i professional’nogo konsultirovaniya [Contemporary methods of psychological express diagnostics and professional counseling]. Rech Publ., St. Petersburg (2006). (in Russian)

Digital Education as a New Vector of Development of Education in the Northern Regions Tat’yana V. Tretyakova1 , Elena Z. Vlasova2 , Elizaveta A. Barakhsanova1 , Mihail S. Prokopyev1 and Maksim A. Sorochinsky1(&)

,

1

2

North-Eastern Federal University, Yakutsk 677000, Russia [email protected], {elizafan,mr.smit911}@rambler.ru, [email protected] Herzen State Pedagogical University, St. Petersburg 191186, Russia [email protected]

Abstract. The problem of training highly qualified teaching staff in the Russian North, which is capable of creating and effectively using promising educational technologies that take into account the specific conditions of work, study, life, national and cultural traditions of the region, is key to the innovative development of its scientific and educational environment and improvement of pedagogical activity. The article shows that working in the conditions of digitalization in educational sphere requires complex transformations both in the school system and in the system of pedagogical education under the influence of progressive digital technologies. Its practical implementation requires changing of goals, organizational forms and technologies of educational activities based on digital technologies, the development of productive strategies aimed at integrating the innovations created in the traditional educational process. The purpose of the article is to substantiate the necessity and timeliness of digital modernization of education, primarily in pedagogics, and ways of its implementation in the Republic of Sakha (Yakutia). Keywords: Digital education Teacher


Digital transformation
Digital competence


1 Introduction Growing interest in the economic potential of the Arctic region has led to the problem of the socio-economic situation of the Northern indigenous peoples being increasingly analyzed in the framework of the digital economy implementation in education. Currently, the regional education system has entered a phase of significant transformations caused by the global digitalization of society. In order to be effective, pedagogical education requires quick changes, and to retain its leading positions, the said changes need to be expedited. Previous educational models and methods of their implementation © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 864–870, 2020. https://doi.org/10.1007/978-3-030-47415-7_93

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are becoming less effective, old methods of communication between the participants of the educational process often do not work, changing the activities of students, models of obtaining and working with knowledge. Pedagogical universities need to develop a strategy for their development under the conditions of dynamic digital modernization of education as a whole. Due to the fact that pedagogical education is the basis of all innovations, the progressive development of the Northern region of Russia directly depends on the effectiveness of digitalization in this education sector. For a number of years (since 2013), in Herzen University (St. Petersburg) and M.K. Ammosov NEFU Pedagogical Institute (Republic of Sakha (Yakutia)) research work has been carried out to: 1) identify emerging modification trends in pedagogical education in the context of shift towards digitalization in the economy; 2) create new models and technologies for training teachers focused on the trends of digital modification of education. The experiment involved teachers of the Republic of Sakha (Yakutia), bachelors, undergraduates (direction of Pedagogical Education) and teachers of various faculties of Herzen University and NEFU.

2 Literature Review Issues of digital education are relevant in today’s society. International researchers focus on the development of digital competence of students [1, 2] and teachers [3, 4], the use of digital learning in higher education [5–7]. In particular, the authors [8–11] investigate the issues of successful introduction of students and teachers into e-learning environment offered by higher education institutions with regard to national and regional specifics, and various aspects of changing pedagogical requirements in innovative electronic information and educational environments in general. The problem of the quality of education in a continuously changing world is thoroughly considered in the works of one of the leaders of the CDIO world initiative [12]. The researchers analyze the possibilities of using artificial intelligence methods in e-learning [13–16]. A number of studies compare students’ perceptions of digital and non-digital feedback regimes in higher education [17]. Western authors give examples of methods for assessing the aptitude level of higher educational institutions’ students in solving professional problems with the help of digital learning technologies [8]. The theoretical basis of the study was laid out by the works of Russian authors in the field of adaptive [18], e-learning and artificial intelligence in education [19], and information technology [20]. At the same time, the analyzed works do not fully reflect the problem of digital transformation of pedagogical education aimed at improving the quality of professional training of future teachers in the North and establishing their digital assets, with regard to the regional education specifics and particularly education in the Northern regions. The analysis of normative documents of digital education implementation based on e-learning in schools and universities of Russia shows that it is focused on conducting educational, educational and research processes and research activities of students in accordance with the Federal state educational standard, it indicates the special importance of the process of Informatization of education in general, and the use of e-learning and distance education technologies in particular. We believe that a

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theoretical understanding of digital education implementation in the universities of the Republic of Sakha (Yakutia) would allow determining the level of students’ digital dependence in educational activities [21].

3 Materials and Methods In the new digital economy, pedagogical education cannot confidently rely on the old model, while using traditional processes, methods, educational technologies and tools. The study analyzed the overall picture of strategic change in particular pedagogical universities of Russia (A.I. Herzen Russian State Pedagogical University and M.K. Ammosov NEFU) and schools of the North. Every year (from 2013 to 2019) two study groups – teachers of the Republic of Sakha (Yakutia) and teachers of pedagogical universities of Yakutsk and St. Petersburg, and students of the same universities – were asked to answer the question: ‘Do you believe that systematic digitalization is necessary for sustainable development of education in the Northern regions?’ At the significance level = 0.02 (= 0.98), the hypothesis was tested that teachers and lecturers, as well as students, consider digitalization of the education system of the North necessary. Technological trends and trends of development of competences and professional pedagogical education were revealed. The study was attended by undergraduates from Herzen University and NEFU who were asked to answer the question: ‘Which of these digital technologies affect the digital transformation of professional competencies of teachers? Arrange them in order of importance.’ The hypothesis tested implied the correlation between two ordered groups of characteristics in the sample of Herzen University and in the sample of NEFU statistically significantly differs from zero (i.e., the opinions of students of the two universities on the subject are similar). Spearman’s rank correlation method was used to process the results. In addition to electronic surveys, the structure of the study took into account the results of individual and group interviews conducted with respondents in person. Teachers and lecturers aged 23 to 60 were invited to participate in the survey. Undergraduate and graduate students took part in the survey.

4 Results On the basis of theoretical analysis and study of emerging trends in the development of modern Russian education, the need for strategic transformations of the system of pedagogical education in the digital context is substantiated. It is shown that there is a need for training new teaching staff for the Northern regions on a technological basis aimed at establishing professionally oriented digital competencies. This requires technological solutions that will allow one to use complex digital technologies when developing new effective models of teacher’s professional activity and the educational process which is practically not associated with the use of ‘non-digital assets’. It will further involve the maximum number of educational institutions and students with the purpose of their interaction, mutual enrichment and will provide students in the Northern regions with continuous education option. The importance of digitalization of

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education in the Northern regions in the process of their development is further confirmed by concrete results obtained by processing experimental data (more than 120 teachers and lectures and more than 900 students participated in the surveys). The data were processed using an algorithm to test the hypothesis of equality of shares of the characteristic. For the significance level = 0.02, the values tcr = 2.33 were found in the tables. Since |t| < tcr, the hypothesis is that both teachers and University lecturers, as well as students, consider digital transformation of education in the Northern regions to be equally in demand. In addition, the joint implementation of Herzen University and NEFU Bachelor’s and Master’s programs in Pedagogical Education training, which present content- and technology-oriented digital development of education, display effective organization of the educational process actively using a wide range of digital technologies relevant to education, which allow obtaining purely positive results in professional transformation of the future teachers’ competencies. In the course of the study, students were asked to analyze the degree of importance of the studied digital technologies for transformation of their professional competencies. The data obtained were averaged over 48 subjects, and the averages were ranked. Table 1 shows the ranked indicators of digital technologies. They were used to find Spearman’s rank correlation coefficient rs = 0.909. There is a positive correlation between the opinions of students of the two universities on the issue under study at the level of significance = 0.05, because tcalc tcr (6,89 > 2.23). The relationship between the opinions of undergraduates of the two universities is statistically significant at a 5% significance level and is presented in Table 1.

Table 1. Rank indicators of digital technologies influencing digital transformation of professional competences of teachers. Digital technology Cloud technologies Distance education technologies Virtual learning environments Mobile learning technologies Internet of things Web portfolio Infographics Podcasts, videocasts Augmented reality QR-code Chats, forums Webinars

Rank in the sample Herzen University 1 3 10 4 11 9 8 5 12 7 6 2

Rank in the sample NEFU 1 4 11 2 12 6 8 5 10 9 7 3

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The most significant results include the development of fundamentally new content and technological orientation of additional educational programs aimed at preparing teachers of the Northern regions to work in the conditions of digitalization of educational process: Methods of improving the quality of school education using digital technologies and E-learning in the work of a modern teacher. The programs are adapted to the teachers’ professional activity in the digital educational environment centered on theoretical and practical issues of digital technologies implementation, methods and tools relevant to the educational activities of teachers in the North.

5 Discussion The study of the problem was carried out by observing the dynamics of the development of teachers’ training for working under the conditions of digitalization of education with regard to the regional Northern specifics. The obtained results show the necessity to build a strategy of digital modernization of pedagogical education in accordance with the digital innovation trends, including digital resources, tools, and services. It is revealed that use of new types of educational activities contributes to innovative professional training of modern teachers in the digital society. At the same time, the introduction of digital technologies will require a revision of the content and technological support of modern teachers and scientific and pedagogical workers’ professional training in order to form the relevant and popular digital competencies. These are the ability to work with cloud and web-technologies in the context of solving educational problems; reasonable use of digital platforms; the ability to conduct multivariant online communication, including interprofessional interaction; organization of electronic and mobile learning; integrated application of artificial intelligence and digital technologies in order to successfully perform multitasked, complex and creative work of the teacher. Special attention should be given to the e-learning process, which is one of the tools providing the development of education in the remote Northern territories to guarantee the people’s right to affordable and high-quality education. Teachers and researchers are encouraged to implement innovative methods, technologies, and tools for developing and applying e-learning technologies. The theoretical and practical application of the results shown in the article is necessary for improvement and development of educational technologies and education in general in the remote regions and places of compact residence, as well as for contributing to the development of Northern territories. As part of the Digital economy and Digital education national program’s actualization, the given study has further prospects for development and integration of educational activities with digital technologies, artificial intelligence, and big data. Therefore, it is a significant element of the process of solving complex technological problems and further improving the quality of education.

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6 Conclusion The present study showed that achieving and maintaining a sustainable development pace of education in the Northern regions consonant with digital transformation of the society, requires timely initiatives on the part of education innovators, fluency in the use of digital technologies and understanding their importance for the formation of key digital competencies. Establishing a new digital education system in the Northern regions calls for the rapid training and retraining of teachers conducted as per the existing requirements. The new teacher, able to face the challenges of digital educational environment while scaling them at the regional level, is to become the central figure and actor within this system. The problem of the study is determined by the need to perform one of the tasks of Russia’s regional education modernization, as well as by the need for digital education implementation that would reflect the partnership-based relationship between Russian universities in teacher training and implementation of the Government Decree on Digital economy implementation in the field of education. These problems determined the purpose of the study-based analysis of international and Russian researchers in order to provide a solid theoretical foundation for delineation of the current and emerging trends in digital education in the Republic of Sakha (Yakutia). We believe that theoretical understanding of the implementation of digital education in universities of the Republic of Sakha (Yakutia) allowed solution of these problems, which is necessary for identification of the digital education specifics at both school and higher education levels, and for determining the essence of students’ digital dependence when performing educational and practice activities [21].

References 1. Hatlevik, O.E., Christophersen, K.A.: Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Comput. Educ. 63, 240– 247 (2013) 2. Chandrasena, E.R., Raran, M.: Lack of digital competence: the hump in a university – English for specific purpose. Classroom Int. J. Sci. Technol. Res. 8(10), 948–956 (2019) 3. Otterborn, A., Schönborn, K., Hultén, M.: Surveying preschool teachers’ use of digital tablets: general and technology education related findings. Int. J. Technol. Des. Educ. 29(4), 717–737 (2019) 4. Fransson, G., Holmberg, J., Lindberg, O.J., Olofsson, A.D.: Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts. Oxford Rev. Educ. 45(1), 102–118 (2019) 5. Cha, S.E., Jun, S.J., Kwon, D.Y., Kim, H.S., Kim, S.B., Kim, J.M., Kim, Y.A., Han, S.G., Seo, S.S., Jun, W.C., Kim, H.C., Lee, W.G.: Measuring achievement of ICT competency for students in Korea. Comput. Educ. 56(4), 990–1002 (2011) 6. Androutsos, A., Brinia, V.: Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship Educ. Sci. 9(2), 113 (2019). https://doi.org/10.3390/ educsci9020113. Accessed 22 Mar 2020

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7. Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., Rodríguez-López, B.: A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Comput. Educ. 134, 31–40 (2019) 8. Clark, R.C., Mayer, R.E.: E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Wiley, New Jersey (2016). http://dx.doi. org/10.1002/9781119239086 9. Gunter, G.A., Reeves, J.L.: Online professional development embedded with mobile learning: an examination of teachers’ attitudes, engagement and dispositions. Br. J. Educ. Technol. 48, 1305–1317 (2017) 10. Yang, C.Y., Chung, T.Y., Hwang, M.S., Li, C.Y., Yao, J.F.J.: Learning performance evaluation in e-learning with the web-based assessment. In: Kim, K., Joukov, N. (eds.) Information Science and Applications, ICISA 2017. Lecture Notes in Electrical Engineering, vol. 424, pp. 645–651. Springer, Singapore (2017) 11. Schulz, R., Ghislain, M.I., Frank, R.: Supporting teachers’ needs within and through E-learning systems. In: Proceedings of 2014 International Conference on Web and Open Access to Learning (ICWOAL). https://ieeexplore.ieee.org/document/7009228. Accessed 22 Mar 2020 12. Kamp, A.: Engineering Education in the Rapidly Changing World: Rethinking the Vision for Higher Engineering Education, 2nd edn. TU Delft, Delft (2016) 13. Luxton, D.D.: Artificial intelligence in psychological practice: current and future applications and implications. Prof. Psychol.: Res. Pract. 45(5), 332–339 (2014) 14. Patrick, C.: Minding the gap. Proposing a teacher learning-training framework for the integration of robotics in primary schools. Inform. Educ. 16(2), 165–179 (2017) 15. Vinicius, dos S., Érica, F. de S., Katia, R.F., Nandamudi, L.V.: Analyzing the use of concept maps in computer science: a systematic mapping study. Inform. Educ. 16(2), 257–288 (2017) 16. Yuheng, H.J., Sohail, S.J., Lukasz, G.: Data mining of undergraduate course evaluations. Inform. Educ. 15(1), 85–102 (2016) 17. Sérgio, R.I., Lucila, I.: An adaptive test analysis based on students’ motivation. Inform. Educ. 17(2), 381–404 (2018) 18. Vlasova, E.Z., Barakhsanova, E.A., Goncharova, S., Aksyutin, P., Kuzin, Z., Prokopyev, M. S.: Effective adaptive training of students in Russian pedagogical universities to use elearning technologies. Espacios 39(23), 10–19 (2018) 19. Vlasova, E.Z., Avksentieva, E.Y., Goncharova, S.V., Aksyutin, P.A.: Artificial intelligence the space for the new possibilities to train teachers. Espacios 40(9), 17–28 (2019) 20. Barakhsanova, E.A., Vlasova, E.Z., Golikov, A.I., Kuzin, Z.S., Prokopyev, M.S., Burnachov, A.E.: Peculiarities of quality management of teachers’ e-learning training in the Arctic regions. Espacios 38(5), 25–33 (2017) 21. Barakhsanov, V.P., Barakhsanova, E.A., Olesov, H.P., Prokopyev, M.S.: E-learning system application for physical education and sports specialist training. Theory Pract. Phys. Cult. 7, 4–6 (2018)

The Study of the Integration State in the Education System in the Conditions of Open Educational Space Lidia A. Bordonskaya1 , Ekaterina A. Igumnova1 , Klavdiya G. Erdyneeva1 , Galina N. Sleptsova2(&) , and Svetlana S. Serebryakova1 1

2

Transbaikal State University, Chita 672030, Russian Federation [email protected], [email protected], [email protected], [email protected] North-Eastern Federal University, Yakutsk 677008, Russian Federation [email protected]

Abstract. The relevance of the study of the integration process in the education system and the need to prepare future teachers for its implementation is due to the increasing integration processes in the society of digital technologies, multitasking professional activity, expanding opportunities for human potential growth as the main resource of positive social change. The study was conducted on the basis of “Trans-Baikal State University” in April–June 2019. A total of 229 full-time and part-time students were interviewed. The article analyzes the results of a sociological survey future teachers, aimed at identifying the nature and state of the integration process and the willingness of students to integrate in their teaching activities. The results of the study revealed a contradiction between the need for integration in education in general and the insufficient level of implementation of joint activities of teachers to organize integrated classes at school. The authors offer strategic guidelines in the training of future teachers, taking into account the specifics of the integration processes in the open educational space: professional cooperation between students and teachers of different profiles in order to solve professional problems based on humanistic values and integrate various fields of knowledge; the inclusion of internal and external educational integration into various disciplines and special courses, in all types of practices, as well as extracurricular work; organization of integrated educational events and reflexive analysis of their implementation; development of modern didactic tools on the problem of integration, taking into account the profile of students. Keywords: Integration
Education system
Open educational space
Student

1 Introduction The relevance of the study of integration in the educational system is due to the increasing integration processes in various spheres of life in the modern society of knowledge and accessibility of information, digital and high technologies, mobility, © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 871–882, 2020. https://doi.org/10.1007/978-3-030-47415-7_94

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multitasking and multi-aspect professional activities, democracy and expanding opportunities for human growth as the main resource of positive social changes. The demands of modern society determine the fundamental changes in the educational space as an open system, in which integration at different levels and in different aspects reflects the development trends of modern society and is aimed at creating conditions for the development of educational subjects and the disclosure of human potential in the open educational space. The guidance in the field of pedagogical education is aimed at the developing professionals who are able to produce new knowledge, integrate into the professional environment and successfully implement work functions in cooperation with colleagues, create an evolving information and educational environment and make responsible decisions based on humanistic values and the integration of humanitarian and natural science knowledge. Changing targets in education at all levels is reflected in the development and implementation of several strategic documents defining the state policy in the sphere of professional development of teachers in an open educational environment (educational standards at all levels; Professional standards; State program of the Russian Federation “Development of Education”; Decree of the President of the Russian Federation “On the national goals and strategic objectives of development of the Russian Federation for the period up to 2024”, etc.). On the basis of the mentioned above, the aim of the study is to identify the attitude of students-future teachers to the process of integration in the open educational space as a factor of professional growth of educational subjects, to determine the degree of involvement of school teachers in the integration process and the willingness of students to implement the integration of education in practice.

2 Literature Review There is a resurgence of interest in interdisciplinarity in connection with the new mission of the humanities. An interdisciplinary approach and its proper understanding can be a constructive tool in the creation of complex research projects and their implementation in practice. The innovative power of applied ethics is related to the availability of competence in the field of interdisciplinarity [1–9]. In Russian pedagogical science and practice, integration problems are widely explored in various contexts [10–15]. Savenkova and Nikitina [16] on the basis of the analysis of modern researches of process of integration allocate some types of integration in education, including integration of the subject content of education; scientific approaches, methods, techniques, practices and technologies of education; theoretical education and practical activity; various types of educational activities in uniform system of continuous education in the open educational space (preschool, general, higher, postgraduate, basic, additional, etc.); different participants of the educational process in a single educational space (integration of communities of teachers, students and parents; special socio-cultural groups in the education system (disabled people, migrants, etc.); all participants of education in a single event field of culture; domestic education in a single world process”.

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Thus, integration in education can be considered as one of the conditions for achieving high quality education and the development of educational subjects. Despite the need to implement various aspects of the integration process in education in an open educational space, there are problems both at the level of general and higher education in general and in the training of future teachers in particular.

3 Materials and Methods The study was conducted on the basis of “Transbaikal state University” in April–June 2019 at various faculties. A total of 229 full-time and part-time students and 35 teachers were interviewed. Of the 194 students, 109 were 1st year students (full-time and part-time); 62 2nd and 4th year students; 23 undergraduates. As a research method, we used a written survey of students by means of a questionnaire. Students were asked to answer 12 questions, choosing the proposed answers, or requiring expression of their opinion. The first set of questions answered the task of the study: to identify students’ knowledge about the process of integration in education and included the following questions: • What do you mean by integration in education? • What forms of integration do you know? • How often should integrated lessons be conducted that emphasize the links between the subjects? The second set of questions is aimed at identifying the experience of students’participation in integrated activities of various types in school and higher education, as well as the experience of organizing integrated classes and other forms of integration in education, the readiness of students for this activity: • Did your teachers of several subjects conduct joint integrated classes when you were at school? (yes; no); • If you were participants of the integrated occupations at school, call their subject; • Whether you participated in the integrated occupations in higher education institution? (yes; is not present); • If you were participants of the integrated occupations in higher education institution, call their subject; • Whether the integrated occupations are useful to formation of professionalism at you? (yes; yes rather than no; no rather than yes; is not present); • Whether you organized the integrated occupations with school students: on student teaching? (yes; is not present); • List names of the integrated occupations organized by you. The third unit presented issues identifying the need to organize methodological assistance to students in the field of organizing the integration process in the education system:

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• What difficulties do teachers have when implementing integration? • What methodical help would you like to receive for formation of ability on the organization of the integrated occupations with school students?

4 Results The analysis of student responses on the first set of questions aimed at identifying students’ understanding of the integration process in education revealed the following. The results of the questionnaire show that the students of the second, fourth years of bachelor’s degree and master’s degrees of various profiles participating in the questionnaire are fully or partially oriented on the concept of “integration in education”. The exception was the students of the first year of all profiles of preparation of full-time and correspondence forms of education, of which 34% did not provide any option to answer the question: “What do you understand by integration in education?” (Fig. 1).

2 year 100 %

1 year 66 %

4 year 100 %

100 %

masters Fig. 1. A petal chart showing the presence of students’ answers to the question: “What do you mean by integration in education?”

A qualitative analysis of students’ responses on their understanding of integration in education revealed different approaches in their responses, which we grouped into several positions: • integration in education was interpreted from the position of the concept of integration as a combination of parts and elements in general without taking into account the specifics of education;

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• integration in education was considered as an educational process characterized by integrity and interrelation of elements, both in content and in structure (“interrelation of various fields of knowledge and sciences”, “establishment of inter-subject connections”, “interrelation between components of education”, “interrelation of various subjects”, “Association of several disciplines in one (for example, a “subject of natural science”)”, “Association of educational and extra-curricular activity”, “interrelation of general and additional education”, etc.); • integration in education as a process related to innovation (“introduction of something new”, “innovation”, “introduction of new forms and methods of education”, “inclusion of different spheres of activity in education”, etc.); • manifestation of integration in education in activity of the teachers and training of qualitative experts, their professional development (“interaction of teachers”, “joint carrying out of lessons”, “co-creation of participants of educational process”, “the teacher teaches some subjects”, etc.). To clarify the understanding of the various aspects of integration in education, students were asked about the forms of integration in education. It should be noted that 55% of first-year students did not give examples of known forms of integration in education (Fig. 2). These results suggest that almost half of the first-year students do not have an idea of integration in education. Among undergraduate students did were not given an answer about the forms of integration: 11% of the second and 16% of the fourth year, as well as 13% of undergraduates, which confirms our point of view about the need to organize targeted work on the acquisition of students’ competencies in the field of integration.

2 year

89 %

1 year

45 %

4 year

84 %

87 %

masters Fig. 2. A petal chart showing the presence of answers: “What forms of integration are used in practice?”

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Analyzing the answers of students about the forms of integration in education, we identified the following types of answers, reflecting: types of integration, integration of various subjects, integrated types of cognitive activity, forms of integration. Students were allocated the following types of integration: intra-and inter-subject; horizontal and vertical; integration of fixed and extracurricular activities; social integration, etc. However, some types of integration, such as internal and external, physical, functional, etc., allocated by students, do not directly relate to the problem of integration in education. It should be clarified that 68% of undergraduates in their answers turned to activities and in the answers reflected the understanding that creative, research, health-saving activities are integrated. However, none of the responses mentioned project activities, although research activities can be considered as a variant of project activities. Students, depending on the profiles of training, named the following options for the integration of subjects: biology and computer science, physics and chemistry, mathematics and geography, music and pictorial art, Russian language and computer science, etc. These options can be interpreted by students as follows: the future teacher in a particular subject has an idea about the integration of “his” subject with others. Among the forms in which integration in education is manifested, students named: integrated lesson, binary lesson, circle, excursions, holidays, games, quests, etc. In general, the answers of students concluded that most of them have an idea about the forms of integration in education, with the exception of half of the first-year students. In the answers about the types and forms of integration in education, all bachelors and masters of education, except for bachelors of special defectological education, did not name the integration of children with special educational needs, which is one of the types of social integration. It should be clarified that in the world educational space this process of integration began in the 70 s of the XX century, in Russia in the early 90 s, which is confirmed by the ratification by our country in this period of the UN Declaration “on the rights of mentally retarded persons” [17], “on the rights of persons with disabilities” [18]. The regularity and inevitability of the transition to social and educational integration of children with special educational needs in an open civil society, which has reached a certain level of economic, legal and cultural development, is substantiated in the domestic pedagogical science. The concept of integrated education was developed at the Institute of correctional pedagogy of RAO in 2007 [19]. From 1 September 2016 in all schools of the Russian Federation entered into force: FSES of primary General education of students with disabilities and FSES of students with mental retardation (intellectual disabilities). The analysis of the answers to the question: “how often is it necessary to conduct integrated lessons that emphasize the links between academic subjects?». We have grouped the types of students’ answers according to the following parameters: • by stages of studying the material (completion of the topic, section, course); • according to the time parameters of the school year; • general comments on the need for integrated classes.

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Of the 194 students, 60 (31%) did not answer this question. Below are the data on the students who answered. Thus, a small percentage of students (5%), characterizing the frequency of integrated lessons, connects the need for their conduct with the content aspects of the study material, i.e. with the completion of the topic, course, module. 34% of students gave answers in which, with understanding of sense of integration, reflected frequency of carrying out integrated occupations – once a month, once in a quarter, once in half a year. 61% of students’ responses indicate that they are not deeply aware of integration in existing subject learning: – gave the following figures: integrated lessons should be conducted 2–3 times a quarter, 1–2 times a week, 2–3 times a week, 1 time a week; – answered formally, using common words: often enough, as far as possible, as necessary, sometimes, infrequently. In general, the results of the analysis of students’ answers about the frequency of integrated lessons showed that most of them do not understand the processes of integration in an open educational space. The analysis of students’ answers to the second set of questions allowed to reveal the experience of students’ participation in integrated activities of various types in school and University, as well as to draw an indirect conclusion about the work of teachers on the organization of the integration process in school. Answers to the question: “Did your teachers of several subjects conduct joint integrated classes when you were in school?” the majority of undergraduate and graduate students were negative. 71.5% of students indicated that teachers of several subjects did not conduct joint integrated classes when teaching them at school. On the basis of the obtained data, we can indirectly conclude that most schools teachers do not carry out systematic work on inter-subject integration at the level of professional interaction. 28.5% of students noted a different combination of subjects, in which teachers conducted integrated classes: literary reading and foreign language; technology and Russian language; literature and geography, biology and chemistry; computer science and foreign language; history and mathematics; mathematics and biology. Students named various topics of integrated classes, here are some options: “dymkovskaya toy”, “Pushkin in my heart”, “Space epic”, “Green world of Transbaikalia”, “Folklore in music and painting”, etc. So, in fact, only a quarter of students from the analysis of their school life have the idea that it is possible to conduct classes of an integrated nature by combining the ideas of teachers of different subjects, which may concern the study of various topics, both in the classroom and in extracurricular activities. Only 9% of first-year students and about 20% of second- and fourth-year undergraduate students responded positively to participation in integrated classes at the University. Among undergraduates, who participated in integrated classes, the ratio was 65%. We associate such results with the fact that we purposefully organized the work on joint participation of undergraduates of different profiles in integrated classes. According to the fact that 91% of first-year students did not participate in integrated classes at the University, among them the percentage of those who do not realize the

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positive role of integrated classes for the formation of proficiency was the highest – 24%. Answers to the question: “are integrated classes useful for building your proficiency?”are displayed on the histogram below (Fig. 3) .

120 96 %

93.5 %

100 85 % 80

76 % Yes+Rather yes No+Rather no

60 40 20

15 % 9%

5%

6.5

4%

0 1 year

2 year

4 year

masters

Fig. 3. Histogram showing respondents’ answers to the question “Are integrated classes useful for your formation of proficiency?”

So, undergraduate and graduate students in general are aware of the positive role of integrated classes for the formation of their professionalism. At the same time, the experience of organizing integrated classes with schoolchildren during practice and independent pedagogical activities, as the answers showed, is available to only 2.7% of bachelor’s degrees studying in absentee form and 8.3% of bachelor’s degrees in full-time form. Although the percentage of undergraduates who conducted integrated classes is almost 2 times higher compared to full-time bachelors, which was 17.4%, yet these figures demonstrate a low degree of involvement of undergraduates in the integration activities in their profile. Therefore, we can conclude that insufficient attention in the content of all types of practices is paid to the mastery of students’ competencies in the field of integration in education. In the third cluster, two questions were asked about the perceived difficulties faced by teachers in organizing the integration process in the education system and the specific methodological assistance required by students to acquire competences in education. When analyzing the student responses, we first considered the presence and absence of the answer (Table 1). The results confirmed our earlier conclusion on the first and second sets of the questionnaire that first-year students have insufficient knowledge and practical experience in the field of integration in the education system.

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Table 1. Results showing respondents’ answers to questions. Questions

A) What difficulties are there for teachers in the implementation of integration? B) What methodological assistance would you like to receive when organizing integrated classes with schoolchildren?

Availability of answers Yes No

Bachelors 1 2 year year 36% 59% 64% 41%

4 year 67% 33%

65% 35%

Yes No

16% 84%

67% 33%

52% 48%

41% 59%

Undergraduates

5 Discussion Qualitative analysis of students’ answers showed that students in identifying difficulties in the process of integration in education noted both subjective and substantive and procedural aspects. The answers of the students were grouped as follows: – low level of readiness of the teacher to conduct the integration process (“lack of knowledge”, “lack of knowledge of the methodology of integrated training”, “lack of experience in integration organizations”, “the weight of tradition – it is hard to depart from the usual system of work”, “difficulties in interacting with teachers during integration”, “implementation of a unified approach to organization of teaching process of teachers in different subjects”, etc.); – problems when working with information and content on the implementation of integration in education (difficulties in choosing a topic, finding information and selecting content and coordination with other teachers: “it is difficult to find a commonality of the chosen topic, its relevance”; “taking into account the specifics of the subject and the definition of relationships with other subjects”; “allocation of intersubject links”, etc.); – difficulties in designing (difficulties in designing goals, objectives, as well as in determining the structure, methods and technologies, time and venue, design, etc.); – risks in the organization of activities of students in the classroom (“inclusion of children in different activities with integration”, “lack of interest of students”, “different level of knowledge of students in different subjects”, etc.); – insufficient methodological and logistical support for the integration process in the school. Analyzing the answers to the question about the need to provide methodological assistance to students, we came to the conclusion that there is a correlation of answers about methodological assistance with the difficulties encountered in the implementation of the integration process. Among the methodological support necessary for students were identified: methodological and didactic materials on the organization of integration in education, including special websites, booklets, teaching AIDS and recommendations.

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Along with the generalized methodological materials, students were called specific help of a substantive and organizational nature, which they would like to receive during their studies at the University: – assistance on substantive aspects of integration (identification of the relationship of subjects and the choice of topics, selection of content); – acquisition of experience of interaction with teachers of other subjects, for example, on pedagogical practice; – design of integrated classes; – familiarity with examples of integrated classes, direct presence in such classes; – organization of special events to prepare for the implementation of integration in education (special courses, seminars, workshops, round tables).

6 Conclusion The results of the study presented in the article allowed us to identify a number of problems related to the competence of future teachers in the field of integration in the education system, which we summarized as follows: – there is a contradiction between the need for integration in education in general and the insufficient level of implementation of joint activities of teachers on the organization of integrated classes in school in particular; – more than half of the first-year students have no idea about the processes of integration in education and forms of implementation; – about a quarter of senior students had a narrow understanding of integration processes in education and a lack of readiness for its implementation in practice; – less than 10% of students organized integrated classes during pedagogical practices among undergraduate students; less than 10% of first-year and 20% of undergraduate students attended integrated classes conducted by University teachers (these data indirectly confirm that during the training of students, insufficient attention is paid to the creation of pedagogical conditions for students to acquire competencies in the implementation of the integration process in the education system). The identified problems made it possible to define strategic guidelines for improving the professional training of bachelors and masters of education in the field of integration in the education system: – strengthening of the subject position of the student, which necessitates a change in the training system, in which an important mission acquires professional cooperation between students and teachers of different profiles, during which students have the opportunity to work in a team of professionals and solve professional problems on the basis of humanistic values, integrating different areas of knowledge and professional activity; – organization of training of future teachers to master the competencies of integration, through the inclusion in the content of various disciplines and special courses, all

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types of practices, extracurricular work (competitions of pedagogical skills, business games, days of science, etc.) of special professional tasks; – one of the pedagogical conditions aimed at mastering the competencies of bachelors and undergraduates of pedagogical education in the field of integration in education is the organization of integrated educational events by a team of teachers together with students of different profiles and conducting reflective analysis, which affects the awareness of students of the importance of personal participation in joint activities in the community of professionals; – in the professional training of future teachers of all profiles, attention should be paid to such an aspect of integration in education as the educational integration of children with special educational needs; – the educational-methodical support of students should include the development of teachers of psychological-pedagogical and methodical disciplines of modern teaching tools given training on integration in the open educational space. Acknowledgements. The article was prepared on the basis of the materials of the study carried out at the expense of scientific grant No. 270 of the Council for Scientific and Innovative Activities of the Transbaikal State University “Integration in the open educational space as a factor of professional development of educational subjects.”

References 1. Monk, N., McDonald, S., Pasifeld-Neoitou, S., Lindgren, M.: Portal pedagogy: from interdisciplinarity and internationalization to transdisciplinarity and transnationalization. Lond. Rev. Educ. 13(3), 62–78 (2015) 2. Marshall, J.A., Banner, J.L., You, H.S.: Assessing the effectiveness of sustainability learning. J. Coll. Sci. Teach. 47(3), 57–67 (2018) 3. Moloney, C., Rosales, J., Badenhorst, C.: A methodological evaluation of an integrative pedagogy for engineering education. In: 2016 IEEE Frontiers in Education Conference (FIE), Frontiers in Education Conference (FIE), pp. 1–6. IEEE Press, St. John’s (2016). https://doi.org/10.1109/FIE.2016.7757704 4. Mossman, A.P.: Retrofitting the ivory tower: engaging global sustainability challenges through interdisciplinary problem-oriented education, research, and partnerships in U.S. higher education. J. High. Educ. Outreach Engag. 22(1), 35–60 (2018) 5. Fobel, P.: Interdisciplinarity in the humanities and its importance for applied ethics. Scientific Papers of Silesian University of Technology. Organization & Management/ Zeszyty Naukowe Politechniki Slaskiej. Seria Organizacji i Zarzadzanie 122, 29–36 (2018) 6. Havice, W., Havice, P., Waugaman, C., Walker, K.: Evaluating the effectiveness of integrative STEM education: teacher and administrator professional development. J. Technol. Educ. 29(2), 73–90 (2018) 7. Soare, E.: Curricular approach of education. Effects on evaluation design. Proc. - Soc. Behav. Sci. 76, 775–779 (2013) 8. Yarn, D.: Designing a conflict management system for higher education: a case study for design in integrative organizations. Conflict Resolut. Q. 32(1), 83–106 (2014)

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9. Wall-Bassett, E.D., Hegde, A.V., Craft, K., Oberlin, A.L.: Using Campinha-Bacote’s framework to examine cultural competence from an interdisciplinary international service learning program. J. Int. Students 8(1), 274–283 (2018) 10. Berulava, M.N.: Teoreticheskie osnovy integracii obrazovaniya [Theoretical bases of integration of education]. Sovershenstvo, Moscow (1998). (in Russian) 11. Bordonskaya, L.A.: Cennosti obrazovaniya i zadachi obshchekul’turnogo soderzhaniya [Values of education and tasks of general cultural content]. In: Erdyneeva, K.G. (ed.) IX International Scientific and practical Conference. Man and His Values in the Modern World, pp. 19–28. Transbaikal State University, Chita (2017). (in Russian) 12. Danilyuk, A.Ya.: Teoriya integracii obrazovaniya [Theory of integration of education]. Publishing House of the Rostov Region, Rostov-on-Don (2000). (in Russian) 13. Erdyneeva, K.G.: Professional’noe stanovlenie budushchego inzhenera: metasistemnyj podhod [Professional formation of the future engineer: metasystem approach]. Sci. Rev. 2(3– 4), 99–106 (2013). (in Russian) 14. Erdyneeva, K.G., Klimenko, T.K., Bordonskaya, L.A., Igumnova, E.A., Levdanskaya, Yu. Yu.: Universitet kak sub”ekt regiona v razvitii: metodologicheskie podhody, principy [University as a subject of the region in development: methodological approaches, principles]. Sci. Notes Transbaikal State Univ. 14(1), 6–16 (2019). (in Russian) 15. Maksimova, V.N.: Integraciya v sisteme obrazovaniya [Integration in the education system]. LOIRO, St. Petersburg (1999). (in Russian) 16. Savenkova, L., Nikitin, A.: Sovremennoe ponimanie problem integracii v obrazovanii [Modern understanding of the problems of integration in education]. Teachers’ newspaper, 6 May 2016. http://www.ug.ru/method_article/1092. Accessed 6 July 2019. (in Russian) 17. Declaration on the Rights of Persons with Disabilities (adopted by General Assembly resolution 3447 (XXX) of 9 December 1975). http://www.un.org/ru/documents/decl_conv/ declarations/disabled.shtml. Accessed 27 June 2019 18. UN Convention on the Rights of Persons with Disabilities (adopted by UN General Assembly Resolution No. 61/106 on December 13, 2006). http://www.un.org/ru/documents/ decl_conv/conventions/disability. Accessed 27 June 2019 19. Malofeev, N.N.: Pochemu integraciya v obrazovanie zakonomerna i neizbezhna [Why integration into education is natural and inevitable]. Almanac of the Institute of Correctional Pedagogy 11 (2007). https://alldef.ru/ru/articles/almanah-11/pochemu-integracija-v-obrazovanie-zakonomerna. Accessed 27 June 2019. (in Russian)

Modern Cloud Services: Key Trends, Models and Tools for Interactive Education Natalia Semenova1(&) , Natalia Lebedeva1 and Zhanna Polezhaeva2

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1

Saint Petersburg State University of Civil Aviation, Saint Petersburg 196210, Russia [email protected], [email protected] 2 Kemerovo State Medical University, Kemerovo 650029, Russia [email protected]

Abstract. The paper is concerned with the capabilities of modern cloud services in an educational setting. General characterization of the existing clouds includes the analysis of worldwide IT trends, description of different cloud computing models and methods of deployment, such as private, community, public and hybrid clouds, as well as preferred trends for using a particular cloud type. To that end, the authors give data and statistics on the global IT market in the segment of cloud technologies. It is emphasized that SaaS solutions and hybrid clouds with different providers are recognized by users to be the most promising. In this context, a new trend is emerging in the evolution of the most popular clouds: all of them have embarked on a multi-cloud course. Interest to such technological solutions in higher education is also growing. Analyzing the prospects of using hybrid clouds in an academic setting, the authors define the most popular clouds, discuss modern cloud services and tools that can be used for co-working both in the classroom and outside it. In conclusion, the authors present their own learning model based on cloud services that make it truly flexible and interactive, approaching in their intrinsic features to agile education methodology. Keywords: Cloud services


Hybrid clouds
Agile Education

1 Introduction The distinctive feature of today’s “digital” world is openness to global information and free access to worldwide learning resources and data bases. The catalogue of open electronic resources is constantly updated, but even now it is represented by an impressive list. Among others, here belong research-and-education telecommunications networks of the RUNNet (Russian UNiversity Network) type, federal portals of information education resources, which offer collections of digital education products, national e-schools and Massive Open Online Courses, mobile applications of all sorts etc. Such services as Youtube, Wikipedia, Instagram, Facebook gave voice to ordinary people and became a means of “folk” learning. Web 2.0 technologies contributed to creation of truly boundless educational content. Broad prospects for ongoing personal © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 883–890, 2020. https://doi.org/10.1007/978-3-030-47415-7_95

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and professional growth, which opened up with their aid, gave birth, firstly, to the concept of lifelong learning, which is now being successfully implemented, and, secondly, gave an opportunity for genuine cooperation of users worldwide, providing an environment for ongoing constructive exchange of learning content. Without such exchange, now it is impossible to take any effective decision in any sphere of activity whatsoever. To date, the learning content generated by common efforts constitutes real Big Data, which is hard to structure because of its volume. Moreover, an individual user, just like an individual educational institution, is simply unable to keep this information on his/her own. As is well-known, the life of any given resource is short in the global network, especially when it is offered free of charge. In the best case scenario, such resources can either be transferred from a constant address or their names can be changed, in the worst case they get switched over to a paid tariff or disappear altogether. As IT specialists point out, such situation is partly provoked by one of the fundamental drawbacks of Web 2.0 technology – the role of a “third” party in content hosting and storage. It is this “third party” – a provider – that decides how long any given resource will exist. Such providers are thin on the ground, but they have a monopoly on the IT services market. “Right now, the Internet, which is used by the majority of us, is dominated and controlled by several major players in different spheres of activity. Currently, centralization embraces all the Internet layers,” D. Klein, CryptoFox portal analyst, points out [1]. By the way, this fact results in one more drawback of Web 2.0 technologies: personal data security on the web is becoming an increasingly pressing issue in today’s context. Unfortunately, Web 2.0. is so constructed that gathering statistics of users, their preferences and interests, private life, career, circle of friends are “built-in” tools and can help the owner of a particular resource manipulate the community. Growing anxiety of the educational community as regards maintaining confidentiality is easy to understand, as millions of people are drawn to open electronic resources on a daily basis. In view of this, the question arises regarding the methods of further digital transformation of higher education. More and more specialists around the world tend to believe that it should be based on cloud services [2–5], since there is no other way to ensure – provided, of course, that certain conditions are observed: digital self-sufficiency, mobility of learning content, as well as user confidentiality. The goal of this article is to analyze cloud services innovative for the education sector, which can improve the process in terms of quality, as well as to characterize the most effective tools that work in a “cloud” environment. Our practical considerations are illustrated by the review of analytical and statistical data on the introduction of cloud technologies into modern people’s everyday life.

2 Review of Literature The main models of cloud technologies, or cloud computing, are as follows: 1. Infrastructure as a Service (IaaS): rental of equipment, servers in the first place. 2. Platform as a Service (PaaS): it is an opportunity to rent operating systems, data bases management systems.

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3. Software as a Service (SaaS): software rental is provided. Given that, there are 4 methods of cloud computing deployment: 1. 2. 3. 4.

Private cloud is meant for use within one organization. Community cloud is designed for use by a particular user group. Public cloud is for free use. Hybrid cloud is a combination of different cloud infrastructures.

These methods are the ones currently offered for users on a paid basis or for free under various arrangements by the world’s largest IT corporations (Google, Microsoft etc.). Remarkably, all their capabilities are now used to the utmost only by the business sector. But the leading IT analysts suppose that the role of cloud resources in further technological progress will be increasingly important. Data from an established research and advisory company Gartner (USA), which is considered to be a key IT market researcher, gives evidence that in 2017, for the first time ever, over 50% of the world’s IT budgets expenditure was allocated to cloud resources. The research is also confirmed by Russian specialists – TAdviser analytical agency and Kaspersky Lab [6, 7]. Just as over the previous two years, the largest segment of the market in question is still represented by SaaS solutions, whose global sales in 2018 amounted to $80 billion. However, Business Process as a Service (BPaaS) and IaaS were nominated leaders that get most of all investments from companies. “What we see now is just the beginning, – says Sid Nag, Gartner’s vice president for research. – By 2022, the volume of cloud services market will exceed the volume of IT services industry, and the growth rates of the former will be three times as high” [8, p. 1]. Analysts predict that by the end of 2019, over 30% of expenses for buying new software from technological companies will be accounted for cloud services. It means that the sales of licenses for software will take a downturn, while Software as a Service (SaaS) and cloud subscriptions will become even more popular. Kaspersky Lab analysts, with reference to VMware (USA) – the largest virtualization software developer – predict that in 2030, 52% of global data will be stored on a public cloud. In the nearest future, the key trend of IT market will consist in gradual transition of companies from the private cloud and the community cloud to the hybrid cloud, i.e. a cloud consisting of a multitude of clouds from which (it does not matter what cloud exactly) a user company can extract the required information [9]. According to Bloomberg, business owners who so far were leery about clouds, will begin to trust them more and, having refused from a single provider, will embark on a course of diversification of resource origins for data processing and storage. It should be noted that the said supposition fully complies with the strategy of IT development as it is, i.e. the advancing era of Web 3.0, with the idea of decentralization being an integral part of its concept. In this case, blockchain offers a platform under the rubric “I do not trust anybody,” which, on the one hand, inevitably leads to consensus and coordination of several clouds in one, and on the other hand – to laying down firm and unbreakable rules for users of these clouds. The advantage of such web arrangement lies in greater data security, as there are no intermediaries (companies), consequently, there is no central control point, data is fully encrypted. Further, it leads to a more sensible user

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conduct, as in this case all the responsibility lies with the user. As expected by Gartner, hybrid clouds in the nearest future will be opted for by as much as 50% of cloud clients. Clouds, as assumed by analysts, can also solve the Big Data problem which has by now become quite real. Undoubtedly, the development of cloud technologies will demand particular attention to cybersecurity issues [10, 11]. However, it would be wrong to think that cloud technologies embrace only the business sector. The worldwide trend is such that cloud technologies are gradually “capturing” more and more sectors totally unrelated to business. Thus, the results of a study by a data analytics company International Data Corporation (IDC) published on 14 December 2018 attests to the fact that with respect to expenses for cloud computing in 2018, the top spot was held by the healthcare sector [12], whose representatives spent around $12.1 billion for the corresponding services. Running second in respect of expenses for cloud services is the public sector with a figure of $8.4 billion. The top three was rounded out by the financial market with cloud investments amounting to $7.3 billion at year-end 2018. They are followed by the retail/wholesale sector ($6.1 billion) and manufacturing ($3.6 billion). Education looks quite well among them: the projected growth of investments into this industry is just over 25% annually. By 2021, it is planned to reach $25.36 billion [13]. In educational milieu, and in higher education in particular, PaaS and SaaS are in greatest demand. But the emerging global trend – increase in the SaaS share – is fully confirmed by the education sector. In this context, leadership in domestic higher education is still maintained by such virtual learning environments (VLE) as Moodle and Blackboard, deployed on the principle of the private cloud and the community cloud. SaaS are profitable for the university setting, as they require lower costs for implementation and use. It is especially true for the community cloud. Indisputable benefits of using Software as a Service are, in the first place, economic advantages. A university does not need to spend on buying expensive equipment or the platform, the user can increase or cut down the extent of services uptake within a given amount at no additional cost, and payment is made for resources actually used, whereas the service provider is responsible for storage of information. Secondly, as a matter of fact, it has a great practical advantage – information accessibility at any convenient time for the user and for those who will be granted such access. Moodle and Blackboard are not the only cloud VLE-type learning systems. Microsoft Office 365 can be a fine example of SaaS. Such VLE as iSpring, Teachbase, GetCourse are less known but quite efficient [14]. However, now a distinct trend is observed for independent transfer of higher education sector from popular SaaS solutions deployed as public, private and community clouds, to hybrid cloud. It means that the participants of learning process are much more comfortable when using different clouds as unified cloud computing than in case they are confined within one cloud that depends on the university platform and one provider. What, then are the capabilities of different cloud services and tools designed for them that can be right now integrated into the hybrid cloud?

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3 Results and Discussion The majority of cloud services are represented by free and paid versions. Their most striking features are as follows: volume, the capability of large-scale integration with information systems and platforms, the capability of backup and synchronization, supporting version files, convenience of co-working, availability of high-quality technical support. As a matter of fact, every participant of the learning process opts for a free version for personal use. When making such a choice, it should be remembered that a free cloud service is, firstly, limited in volume, secondly, it is limited in functional capabilities, thirdly, it is, as a rule, overladen with advertisements and, fourthly, the confidentiality of a user’s personal data is under question. For many, such parameter as availability of russified interface is no less important. Guided by these characteristics [15, 16], we have selected clouds currently most effective in Russia (Table 1). Table 1. The most popular Clouds. № 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Cloud Uloźto Dropbox SpiderOak Tresorit CloudMe OneDrive iCloud IDrive Sync Cloud Mail.Ru Yandex.Disk Box Google Drive Pcloud hubiC Mega MediaFire

Free, GB Unlimited 2 GB 2 GB 3 GB 3 GB 5 GB 5 GB 5 GB 5 GB 8 GB 10 GB 10 GB 15 GB 20 GB 25 GB 50 GB 50 GB

Russified interface − + − − − + + − − + + + + + − + −

These are quite well-known and popular services many of which have already earned the trust of users. Only a few of them need a special commentary, first of all, a recently launched Uloźto cloud with unlimited storage. The service is new, Czechbased, so it is difficult to say how long-lasting and efficient it will be. But for the time being, it is attractive because it provides an opportunity for storage of huge data volumes. Tresorit is one more cloud that calls for attention. To date, it is the safest cloud where the client is offered two-stage control and the capability of personal

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encryption of data, which makes it a perfect storage for important documentation. Obviously, the most popular and much-in-demand clouds in Russia are those with a russified interface: Mail.Ru, Yandex.Disk and Google Drive. All of them have embarked on a multicloud course. Google Drive is a vivid example with its Google One tariff presented not long ago in a test mode, which has integrated several own clouds into one platform: Google Drive, Google Docs, Gmail, and Google Photos [17]. A user can move to this cloud on a paid basis. Each of the above-mentioned clouds can be included into a hybrid cloud, which can be used by each particular user as a storage for own information: documents, audio and video files, photos etc. Among other things, this information can be shared for the sake of learning. This kind of exchange will be most effective in case of using tools designed on the basis of SaaS model cloud services. These services offer immense opportunities for co-working with students, both in the classroom and outside it. What are they? All the services described hereunder can be viewed as Agile Education tools - a new methodology comprising a “family” of new “agile” techniques that allow for optimized individual approach to students. To begin with, all of them work for visualization of the transferred data, which is very important nowadays. Secondly, they make learning truly co-operative. And thirdly, no great technological or financial expenses are incurred for their use owing to SaaS capabilities. These are the services for video conferences and online meetings: apart from wellknown Skype and Google, here also belong Zoom, Draw Chat, WebRoom, Proficonf, Free Conference Call, Whereby. They allow for arranging a video conference with quite a large number of participants (in case of a paid tariff their number is practically unlimited). A teacher has great opportunities for connecting and disconnecting participants’ videos and microphones, conference recording, arrangement of messages in video chat. Absolutely all these services have a screen sharing function, and, consequently, online boards for inserting PDF documents, images, maps or video broadcasting. Excellent common access to the screen is offered by Screenleap service which is distinguished for its simplicity and multi-platform compatibility. This service is built exclusively on the basis of SaaS technology and requires no extra setups. Immense opportunities for creation of common virtual canvases, schemes, sketches are offered by Miro service (RealtimeBoard rebranding), integrated with cloud storages: Google Docs, Slack, Sketch, Jira, Trello, Dropbox and other applications. Let us also point out a superb Emaze service, which is a cloud tool for making colorful animated presentations online. This resource is becoming increasingly popular, though the leadership is held now by another cloud service – Prezi. Virtually created presentations can be available to any number of users on any digital device with Internet access. These presentations can be easily kept in a cloud storage specially designed for pptCloud presentations. The latter service is a wonderful joint platform for sharing experience in creating presentations which can be retrieved at any time. Quite recently, a unique product by a Belgian firm RORYCO – Crowdbeamer was launched on the IT market. It allows the presenter to immediately broadcast any type of content including video images and texts to several mobile devices in the room simultaneously. Crowdbeamer operates in real-time mode, it is portable and does not need Internet connection. All users connected to Crowdbeamer can add their notes, highlight parts of the text, affix tags and create a private library of personalized information that can be

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synchronized with data in a cloud or stored at Everynote/Microsoft OneNote. Thus, Crowdbeamer gives direct access to the hybrid cloud of the user or of the one who is broadcasting his/her presentation at the moment. Naturally, every user can share the saved result of the work with an unlimited number of learning process participants. On the whole, the model of the learning process with the use of cloud services can be best illustrated by the following schematic diagram (Fig. 1).

Fig. 1. The model of the learning process with the use of cloud services.

4 Conclusion Thus, we have considered the types of clouds that became a part of the trend of contemporary HiTech education, cloud services and tools that can bring a vast improvement into a flexible and interactive educational process. They are based on: 1) technologies and equipment for information processing; 2) technologies and equipment for using information; 3) technologies and equipment for information storage; 4) technologies and equipment for information transmission. As shown by our brief analysis, own “educational cloud” is best created on the principle of a hybrid cloud, i.e. the combination of different cloud infrastructures, which differ in their information storage volumes and were created by different developers. Cloud tools should be recognized as effective in working with clouds, each of them has been created for virtual demonstration of an educational resource and working with it, for practicing acquired skills, knowledge repetition and control, for arrangement of feedback.

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References 1. Klein, D.: Web 3.0: chto jeto i kakie primery sajtov mozhno nazvat’ (Web 3.0: what it is and what examples of sites can be called). https://crypto-fox.ru/article/web-3-0/. Accessed 29 Sept 2019 2. Vaishali, V.: Cloud computing for higher education institutes: architecture, strategy and recommendations for effective adaptation. Proc. Econ. Finance 11, 589–599 (2014) 3. James, C.N., Weber, J.: Cloud computing in education. In: Vance, T.C., Merati, N., Yang, C., Yuan, M. (eds.) Cloud Computing in Ocean and Atmospheric Sciences 2016, pp. 107– 119. Academic Press, Orlando (2016) 4. Jalali, M., Bouyer, A., Arasteh, B., Moloudi, M.: The effect of cloud computing technology in personalization and education improvements and its challenges. Proc. – Soc. Behav. Sci. 83, 655–658 (2013) 5. Five Things You Don’t Know About Cloud Computing and Education. https://www. edsurge.com/news/2019-07-10-five-things-you-don-t-know-about-cloud-computing-andeducation. Accessed 21 Dec 2019 6. Oblachnye vychislenija (mirovoj rynok) (Cloud Computing (Global Market)). https://is.gd/ CERDrf. Accessed 29 Sept 2019 7. Oblachnye tehnologii (Cloud Computing). http://kaspersky.vedomosti.ru/tehnologii/cloud. Accessed 21 Dec 2019 8. Gartner Forecasts Worldwide Public Cloud Revenue to Grow 17.5 Percent in 2019. https:// www.gartner.com/en/newsroom/press-releases/2019-04-02-gartner-forecasts-worldwidepublic-cloud-revenue-to-g. Accessed 21 Dec 2019 9. Weldon, D.: 5 trends for cloud computing and the data center in 2017. https://www. bloomberg.com/professional/blog/5-trends-cloud-computing-data-center-2017/. Accessed 29 Sept 2019 10. Messier, R.: Collaboration with Cloud Computing: Security, Social Media, and Unified Communications, 1st edn. Elsevier, Lewiston (2014) 11. Waseem, M., Lakhan, A., Jamali, I.: Data security of mobile cloud computing on cloud server. Open Access Libr. J. 3, 1–11 (2016) 12. Rajabion, L., Shaltooki, A.A., Taghikhah, M., Ghasemi, A., Badfar, A.: Healthcare big data processing mechanisms: the role of cloud computing. Int. J. Inf. Manag. 49, 271–289 (2019) 13. Oblachnye vychislenija (mirovoj rynok) (Cloud Computing (Global Market)). https://is.gd/ CERDrf. Accessed 21 Dec 2019 14. Barry, D.: Web Services, Service-Oriented Architectures, and Cloud Computing: The Savvy Manager’s Guide (The Savvy Manager’s Guides), 2nd edn. Elsevier, New York (2013) 15. Programmy dlja hranenija dannyh (foto, video, dokumenty) v oblake (Cloud storage programs (photos, videos, documents)). https://www.softhome.ru/article/programmy-dlyahraneniya-dannyh. Accessed 21 Dec 2019 16. Kto est’ kto: gid po “oblachnym” professijam (Who is who: guide to cloud professions). https://vc.ru/hr/44660-kto-est-kto-gid-po-oblachnym-professiyam. Accessed 21 Dec 2019 17. ‘What is Google One?’: Everything you need to know about Google’s paid storage service. https://www.businessinsider.com/what-is-google-one. Accessed 21 Dec 2019

Development of Student’s Creativity by Means of Reflective Technologies in Educational Information Environment Tamara A. Barysheva1 , Valentina V. Gogoleva2(&) Tatyana F. Zyabkina2 , and Elena V. Maksimova2

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1

The Herzen State Pedagogical University of Russia, Saint-Petersburg 191186, Russia [email protected] 2 Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg 195251, Russia [email protected], [email protected], [email protected]

Abstract. The article validates possibility and efficiency of students’ creativity development while implementing authorial program of online elective course “Creativity. Experience of self-development”. The program is based on the technology of reflective self-organization in the context of educational information environment. The content of the online program is developed in accordance with contemporary views on nature/structure of creativity and regular patterns in the process of self-cognition and self-development of a person in the context of online education (e-learning). The article validates multifactor model of creativity and structure of reflective self-organization technology. The article also analyzes the results of empirical research of students’ creativity “psychodesign” results of the comparable stage analysis of correlation and factor structures showed peculiarities and dynamics of qualitative changes in the structure of creativity. These results also showed the most mobile (sensitive to influence) psychological zones, i.e. motivation (creative position), intelligence (ability to convert information), competence in the sphere of theory and technologies of creation etc. The synthesis of theoretical and empirical materials provides insight about development of creativity, i.e. development of creativity is a dynamical multistage process of integration and harmonization of creative features flowing from a potential development level up to the relevant one. On the whole creativity development can be treated as evolution of its structure (transition of the system to a new level of life cycle). Keywords: Reflection
Creativity
Reflexive self-examination-development technology
Psychodesign
Informative environment

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 891–903, 2020. https://doi.org/10.1007/978-3-030-47415-7_96

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1 Introduction 1.1

Actualizing the Problem

The growing scale of change and a new vector of development form a request for education for a new generation, characterized by a high level of creativity [1, 2]. The Russian education system is actively rebuilding to this request, substantially transforming the educational environment as a creative, open, accepting and stimulating environment. A prerequisite for the development of creative strategies is also the systemic challenges for Russian education. “The imperative of innovative development of Russia sets as one of the key, the task of raising education as a system of forming the intellectual capital of a nation and as one of the main areas of production of innovations” [3, pp. 10–11]. Today, the social function of education is in demand - reliance on talent, creativity and initiative of a person as the most important resource of economic and social development. “The most important requirement for the results of education is a request for the mass of creative competencies” [3, p. 11], “a high level of independence in educational activities” [4, p. 14]. The urgency of the problem of the development of personality creativity in the conditions of remote electronic-communicative technologies is due to the deepening processes of informatization and digitalization of the Russian education system and the need to search for effective strategies for the development of a creative personality. Today, the crisis of traditional approaches to the design and management of human mental development is clearly recognized. This is due to the increasing influence of subjective factors on all spheres of social relations. Therefore, the main directions of basic research are connected with overcoming “lack of personality”, taking into account reflexive processes, with the development of fundamentally new reflexive technologies for human development. Electronic-communicative, information technologies, due to their specifics (freedom of choice and definition of educational paths, unlimited access to alternative information resources, personality-oriented character, etc.), allow to fully activate and realize the need of a person for self-development, selfactualization and creativity. In this regard, the creation of online educational resources provides unique and equal opportunities for all [5]. The purpose of the article is theoretical and experimental substantiation of the possibilities of developing creativity as a systemic mental education in engineering students by means of information technologies based on a reflexive approach. 1.2

Theoretical Basis of the Study

In recent years, reflexive terminology and reflexive analysis tools have been actively used in the field of strategic management and group work, including in the context of computerization. The role of the reflexive approach has increased in the field of engineering psychology and pedagogy of higher education, especially in the field of education. In particular, in the context of developing education, the dominant of “knowledge” is changed to the dominant of the development of reflective abilities and

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the conditions are created for the manifestation of the creative nature of the development of the psyche, including through educational situations. In psychology, reflection is considered as the highest level of development of consciousness, and at the same time - a condition that ensures the activity, integrity, autonomy of the subject. Reflection allows you to build a relationship to yourself as to another, and thereby create a different form of your being, a different form of selfrealization and self-creation. The concept of reflection from philosophy into a system-wide interdisciplinary field was deduced by Lefebvre [6]. This is a contribution to culture, for Lefebvre offered a model of how a person, humanity can realize themselves, their own individual and collective cogito. The research reveals various aspects of the “exit” of a person in a reflective position. The activation of the reflective position is associated with an orientation toward self-processes: self-knowledge, self-development, self-realization. Therefore, it is necessary to create such developing situations that activate the reflective position of subjects of engineering education, form positive self-perception, stimulate self-assertion processes, and focus on the personality’s creative self-development. The problem of studying and developing the reflection of creativity as a regulator of creative activity is also relevant. Thus, the reflexive approach is strategically important for solving a wide range of practical problems, included in the engineering education system. Creativity (from lat. creatio-creation) as a process of constructive transformations of information and creation of innovative results, is aimed at two interrelated vectors: the external world (creative, positive transformation of society) and the internal world (self-improvement, self-development, self-creation). The field of meanings of the concept of “creativity” is broader than the concept of “creativity”, since the phenomenon of creativity has a potential and relevant form. Actual form is realized (manifested) creativity. “Creative personality” is a person who realizes his creativity in innovative achievements. “Creative abilities” (intellectual, aesthetic, communicative, etc.) are structural components of creativity. In psychology, much attention is devoted to the study of individual parameters, criteria, forms of manifestation and characteristics of creativity, and the process of developing creativity and the methods for its diagnosis are also being studied. Such studies were carried out by [7–14] and other scientists belonging to different scientific schools and fields. Creativity functions as a single holistic system. The development of creativity is due to both social (macro-meso-micro), specific objective factors (type, type, sphere of creativity), and the features of the individual structure of creativity, in particular, the interaction of conscious (reflective) and unconscious (intuitive) processes. In accordance with modern research in the field of psychology of creativity and the position reflected in the multifactorial approach [9, 10, 15, 16, 18, 19], creativity is defined as a meta-ability, a person’s creative resource, “a system of creative abilities and individual personality traits that contribute to the generation and implementation of socially significant innovative ideas and strategies” [15, p. 120]. Based on the analysis of information, it can be assumed that the psychological structure of creativity includes a system of creative personality traits. In individual variants, the structure of creativity is a peculiar and unique combination of motivational, affective, intellectual, aesthetic,

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existential, communicative, competent creative qualities and abilities that together “index” the creative style of behavior, ensure productivity, novelty, and uniqueness of methods and results of activities. The structure of creativity includes the following components: • • • • • • •

motivational (motivation for self-development, creative position); intellectual (divergence, ability to transform information); emotional (emotional intelligence, emotional experience); aesthetic (sense of form, sense of style, associativity); existential (creative model of the world, kainearstia - openness to new experience); communicative (ability to collaborate); competence (meta-competencies in the field of theory and technology of technical creativity).

The backbone factor in the structure of creativity is the “Creative Open World Model” and three subdominants (motivation, intellectual and aesthetic creative properties). Motivation provides the creative process energetically. Intellectual creative properties are “responsible” for the dynamics of the creative process. Aesthetic is for the quality of the result of creativity [15, p. 194]. Creative qualities (parameters) can be classified depending on the breadth of the spectrum of influence on cardinal, central, derivatives, in the process of development they are associated with each other and form complex patterns. The structure of creativity is mobile, due to individual differences, as well as other factors: age, gender. During adulthood, the development of creativity is not associated with biological age, but it is the result of a person’s focused work on himself, the result of self-creation and self-improvement. This allows us to consider the processes of reflexive selforganization as the most important subjective conditions for the development of creativity at this age stage, and the reflexive approach as a methodological basis for the study and development of creativity. 1.3

The Content and Technology of the Distance Developing Elective Course Program “Creativity. Self-development Experience”

As the experimental data of our study show, the effective development of students’ creativity in the conditions of an information educational environment ensures the implementation of Peter the Great, developed and tested at St. Petersburg Polytechnic University, a distance-developing educational program for the elective course “Creativity. The experience of self-development based on reflexive technologies of self-organization (self-examination-development)”. The purpose of the development program: the psychodesign of creativity in the process of reflective self-organization. By extrapolating to the sphere of education the content of the universal concept of “design activity” (the essence of which is the process of designing a holistic, functionally aesthetic, harmonious, emotionally expressive form), the concept of “psychodesign of creativity” can be interpreted as a process of designing (or self-designing) creative potential, in compliance with the principles of harmonization of parameters of creativity, functionality and selfactualization (creative expression, creative productivity).

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Tasks: building the competence of future engineers in the field of theory and technology of creativity; development of information and research experience related to the receipt, development and transformation of information; development of motivation for self-knowledge, self-development, self-creation; psychological self-portrait modeling and self-development programs; mastering modern technologies, diagnostics and development of creativity; preparation for creative design and development of creative projects in the professional field. In the process of developing the program, the following methods were used: audiovisual modeling using electronic-communicative tools, graphic modeling of creativity parameters, emphasis on the creative properties of information to motivate and actualize reflective and creative processes (personality-oriented nature, polymodality, non-linearity, problematicity, alternativeness, opportunity reconstruction and transformation), scenario development and artistic-figurative organization and formation. Reflection of creativity is carried out through the identification and comparison by subjects of their own qualities and abilities with the developed model of creativity as a systemic mental education. Technological implementation of the developed version of the multimedia webprogram of the remote version of the elective training course “Creativity. Selfdevelopment experience” objectively uses the capabilities of the information environment for creative educational activities. The program represents a hypertext system, the foundation of which is laid down by the block - modular principle. The multimedia component is represented by graphic objects - static images in * .gif, * .jpg formats, dynamic images - animated gifs, audio files in * .mp3 format. When developing the program, not all semantic intersections were created in the form of hyperlinks, providing a variety of navigation paths and unlimited freedom of movement throughout the hypertext field. In this case, a compromise was chosen between the nonlinear concentric and modular principles of working with the material. At the same time, it is planned to use a variety of sources of information, which allows updating and supplementing the main content. The principle of “personal appeal”, which laid the foundation for building a system, allows you to maximize individualize the process of self-knowledge and self-development. The material is used in accordance with individual requests that are formed in the process. The main burden lies with the understanding of the general multimodular, non-linear structure of the course, the possibility of repetitions, returns. The internal accompaniment system laid down in the main structural blocks of the program helps to achieve specific goals: increasing competence in the field of theory and practice of creative activity, self-awareness of one’s creative potential, developing a self-development program, gaining experience in self-knowledge, self-creation, research and creative design. When developing the interface, the problem was solved of creating comfortable conditions when using the material and effective interaction between the subject, information and the teacher. The principle of visual modeling is widely involved in the implementation of the program, and it is possible to use a large number of graphic materials, which significantly expands the impact resource. Mastering the theoretical blocks, attracting materials collected in the banks of diagnostic and developmental techniques, practical work on the transformation of information inherent in the “Diary

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of Self-Knowledge” block makes it possible to build a graphic model of creativity. The model gives not only a visual representation of the structure of creativity - it is a conditional image-metaphor for a set of parameters that allows you to isolate some of the most significant aspects of the structure of creativity, psychological dominants that determine the stylistic features of creative activity, as well as “problem areas”, which allows you to adjust the individual program of self-development. The technology of reflective self-organization (self-examination-development) as a combination of methods, means and methods that activate the processes of selfknowledge and self-development in an information environment includes: ☐ motivation; ☐ independent development and transformation of alternative theoretical information; ☐ psychological modeling (development of a model of a creative personality); ☐ development of a package of diagnostic tools; ☐ development of a series of self-portraits - “I am in this world” “I am in the future”, “I am a professional”, “I am an engineer-inventor” and the creation of an individual graphic model-metaphor based on reflection and results of self-diagnosis of creativity; ☐ determination of areas of actual development and problem areas in the structure of creativity; ☐ working-out developing technologies; ☐ designing a self-development program; ☐ psychodesign of creativity; ☐ creative design - the development of creative projects in the field of professional activity. The content of the electronic-communicative version of the remote elective course of the distance program “Creativity. The experience of self-development” was developed in accordance with modern ideas about the nature, structure of creativity, as well as the laws of the process of self-knowledge and self-development of a person in the context of distance education and includes six main modules: • • • • • •

“Model of a creative personality”, “Self portrait. The experience of self-knowledge”, “Portraits of prominent design engineers. Experience in biographical research”, “Diary of self-knowledge”, “Case of diagnostic techniques”, “Case of developing techniques”.

Each module is structured in accordance with the specifics of the content and functionality. Modules “Dictionary”, “Bibliography” perform additional functions. The composition of the educational complex of the elective course “Creativity. The experience of self-development” includes: the SD option, “Diary of self-knowledge” (workbook), monograph (“Psychology of the development of creativity: theory, diagnosis, technology”). Thus, the electronic-communicative version of the elective distance course “Creativity. Self-development experience” includes the basic information resources necessary for self-knowledge and the development of creativity,

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provides students with the opportunity to use them effectively and, as a result, develop their own creative project in the field of future professional activity.

2 Empirical Research Model The experiment was attended by 67 students of engineering and technical specialization of SPbPU Peter the Great in the context of the project formation of general professional competencies [20, 21]; the development of a psychological model for the integration of engineering education and the humanities and the methodology of the comprehensive educational program “Educational Foresight”, aimed at the formation of social and creative meta-competencies of future engineers. The experiment took place in a remote form. The time range for mastering the course was set in the range of 3 semesters. Tasks and informative guidelines were covered in the introductory lesson. Further contacts and counseling were carried out remotely. Tasks of the diagnostic stage: 1) determination of the initial level of development of creativity in students; 2) on the basis of empirical data and statistical analysis, the determination of the features of the structural organization of creativity as a systemic mental education. The diagnostic research program was developed on the basis of the multi-level matching method and included “classic”, modified and original methods aimed at the diagnosis of individual creativity parameters, as well as multidisciplinary methods with which comprehensive diagnostics were performed - CAT - self-actualization test [22], “Map of the assessment and self-esteem of creativity” [5] and others. The empirical material necessary for analysis and interpretation at the ascertaining and control stages of the experiment included three types of data: T-data (objective tests), Q-data (self-assessment), and L-data (expert estimates). An additional source of information for analysis was also the “Diary of Self-Knowledge”, in which each student recorded independently processed theoretical information and the results of various creative tasks. The analysis of the developed individual creative projects formed an independent line and was analyzed according to the indicators: novelty, originality, practical significance, flexibility (versatility) and perfection. The collection of empirical material was carried out in the form of a written, mainly group survey (testing) and assignments according to a standardized scheme. The volume and number of diagnostic tasks and tests was the same for all groups. The sequence of execution was determined by the choice of subjects, which ensured the independence of the results from the order of presentation of the stimulus material. Tasks of the transformative stage: to determine the possibilities and features of the development of creativity in students in the context of the implementation of the electronic-communicative version of the development program “Creativity. Selfdevelopment experience”. The content of the control phase of the experiment is similar to stating. The differences were mainly in the stimulus material and the use of analogues of diagnostic methods. The main task is based on a comparative analysis of empirical data obtained before and after the implementation of the developing program, to determine its effectiveness, psychological characteristics and the dynamics of the development of creativity in students.

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3 Empirical Results and Discussion Data processing and interpretation included both mathematical data processing and their qualitative interpretation. To determine the general level of creativity of the participants in the experimental group, conventional units of measurement were used. As the initial value, the overall creativity coefficient (CSC) was determined. For a quantitative description, statistical methods were used: grouping elements within the original sets, level, correlation, factor analysis. In the experimental group, the dynamics of changes is significant. This conclusion is also confirmed by the significance of differences by the t-student criterion. The rating of reliability coefficients of differences for all parameters of creativity made it possible to determine some psychological features of the development of creativity, in particular, to fix the most mobile, sensitive for impact, psychological zones in the structure of creativity. Mobile zones: motivation (creative position - t = 4.38 at p < 0.01), intelligence (ability to transform - t = 7.35 at p < 0.01), aesthetic qualities (associativity - t = 4.65 at p < 0.01 and form-making - t = 4.78 at p < 0.01), competence in the field of theory and technology of creativity (t = 5.76 at p < 0.01). Medium mobile zones: emotional experience (t > 3.81 at p < 0.01), openness to new experience (t = 3.91 at p < 0.01), qualitative parameters of creative results (originality - t = 3.85 at p < 0.01; variability, variety of ideas - t = 3.43; flexibility t = 3.10 with p < 0.01). Weakly mobile zones: intelligence divergence (t = 2.55 at p < 0.01). Situational (probabilistic) zones: creative model of the world, positive “I-concept” (self-attitude), self-creation. Thus, as a result of the implementation of the developmental program, significant changes have occurred in all symptom complexes of the structure of creativity. High reliability coefficients of differences in creativity parameters correspond to the priority tasks, technologies and content of the electronic-communicative version of the development program, aimed primarily at developing reflective processes, motivational, intellectual, aesthetic components of creativity, as well as at building competence in the field of theory and technologies of creative activity. A comparative analysis of correlation and factor structures in the experimental group before and after the implementation of the development program made it possible to fix the dynamics of correlation relationships. While maintaining the values of invariant bonds, an expansion of the correlation spectrum is observed. For example, intellectual parameters with communicative and existential properties (positive “Iconcept”, self-creation experience). Qualitative characteristics of the results of creativity (creative projects) are associated with emotional and existential parameters (positive self-attitude, experience of self-creation). There are new connections between the indicator of competence in the field of theory and technology of creativity with the motivation for self-development (r = 0.50 for p < 0.01), creative position (r = 0.43), associativity (r = 0.47), existences (openness to new experience) (r = 0.46), divergence of intelligence (r = 0.42).

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Thus, the main trends of changes are the expansion of the correlation spectrum of various parameters of creativity and the characteristics of the results of creative activity, as well as the integration of the “Competence” parameter in the correlation structure of creativity. These experimental facts indicate that the development of personality creativity is a dynamically multifaceted process of integration and harmonization of the structural components of creativity in the direction from the potential level of development to the current one, which develops innovative ideas about creativity from the perspective of a multifactorial approach. A comparative analysis of factor structures, before and after the implementation of the development program, allowed us to fix the dynamics of qualitative changes in the structure of creativity. An insignificant reorganization is observed - a change in the factor load of some invariant structural elements of creativity: ☐ insignificant decrease in the factor weight of motivation and emphasis (“strengthening”) of the intellectual component—the priority in the rating of the “divergence of intelligence” parameter and the high factor load of the “ability to transform” indicator; ☐ an increase in the volume of existential indicators (due to the addition of the sign “I-concept, self-attitude”) and an increase in the factor load of the sign “selfcreation”; ☐ integration of the “competency” parameter (competence in the field of theory and technology of creativity) into the structure of creativity. Factor structures of creativity of the experimental group before and after the implementation of the development program are presented in Tables 1 and 2. Table 1. Factor structure of creativity of experimental group (before realization of educational program). Seq. N General factors 1 Integrator in creativity structure: (intelligence-existences-motivation, esthetic ones) (% of total variance that can be explained by influence of a factor – 33%)

2

Factor making indicators Multipolar model of the world (available for reconstruction) Divergence of intelligence Open-mindedness to new experience Creative position Self-creation Motivation of self-development Creation of forms Overall coefficient of efficiency “Quality of result” (qualitative characteristics of creative projects Flexibility, multifactority of (% of total variance that can be explained by solutions influence of a factor – 13,1%) Perfectibility, maturity Variability, variety of ideas Originality of idea and realization

Factor 0,76 0,72 0,71 0,70 0,66 0,65 0,63 0,94 0,84 0,83 0,82 0,74

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Table 2. Factor structure of creativity of experimental group (after realization of educational program). Seq. N 1

2

General factors Integrator in creativity structure: (intelligence-existences-motivation, esthetic ones) (% of total variance that can be explained by influence of a factor – 28,1%)

«Quality of result (qualitative characteristics of creative projects» (% of total variance that can be explained by influence of a factor – 14%)

Factor making indicators Divergence of intelligence Multipolar model of the world (available for reconstruction) Experience of self-creation Ability to convert (transform) “Self-identity concept”, selfconception Creative position Open-mindedness to new experience Competence in the sphere of theories and technologies of creation Overall coefficient of efficiency Flexibility, multifactority of solutions Originality of idea and realization Variability, variety of ideas Perfectibility, maturity

Factor 0,73 0,71 0,69 0,67 0,65 0,64 0,62 0,60

0,92 0.83 0,81 0,78 0,72

Thus, the experimental facts confirm the assumption that an experimental developmental program based on reflective self-organization using modern electroniccommunicative technologies is effective in the development of creativity in students, and suggests that the development of creativity is a dynamically multifaceted process of integration and harmonization creative properties in the direction from the potential level of development to the current one. In general, the development of creativity can be considered as the evolution of its structure, the transition of the system to a new level of the functional cycle, which determines the prospects for further research and dissemination of experience in implementing this model of development of students’ creativity in a digital educational environment.

4 Conclusion Thus, at the level of theoretical and conceptual aspects, it can be stated that the article attempts to implement an interdisciplinary approach to a theoretical analysis of the development of creativity of students of engineering specialties in the information educational environment based on the reflexive approach.

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Concept is theoretically and experimentally substantiated in which creativity is considered as a systemic psychic formation that has a multidimensional and multi-level structure and system-forming parameters in the structural organization that determine the basic symptoms of creativity in students are identified. ☐ The conceptual apparatus for the structural description and study of creativity has been introduced and operationalized. The structuring algorithm can become the basis for a research technology for the study of creativity in the unity of structural components. ☐ The reflexive approach is updated and implemented, which is strategically important for solving practical problems in the engineering education system when constructing new methods of modeling educational strategies and designing developmental programs and reflective technologies. ☐ A structural-genetic method of organizing research, analysis and interpretation of empirical data was carried out, which made it possible to obtain a versatile idea of the psychological structure of creativity and the possibilities of its development among students based on reflective and digital technologies. ☐ The diagnostic research program has been tested, on the basis of which a probabilistic forecast of the prospects for the development of creativity in students can be made. ☐ A multivariate analysis of empirical data was carried out using various methods of their mathematical processing, including correlation and factor methods. ☐ The effectiveness of the electronic-communicative version of the program that develops creativity in students based on reflexive self-organization was developed, implemented and shown. The methodological and methodological approaches to the development of programs that develop students’ creativity in the process of reflective self-organization using information technologies are substantiated. The practical relevance of the study. The developed methodology and methodology for the study of creativity provides an opportunity in the field of education to measure individual structure, determine prospects and adjust the process of development of creativity in students ☐ The electronic-communicative version of the development program, tested experimentally as part of the study, can be presented in the information environment in the Open Education system as an Internet resource for self-education and selfdevelopment of students. ☐ The theoretical and methodological justification for designing programs that develop creativity in the process of reflective self-organization opens up prospects for the development of this type of program for the productive implementation of the task of developing creativity in students in modern conditions in the higher education system.

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Technology of Forming Competence of Pedagogical Design in Graduate and Postgraduate Programs Yevgeny Turlo

and Alexandra Alyabeva(&)

Novosibirsk State Technical University, Novosibirsk 630073, Russia {turlo,alyabeva}@corp.nstu.ru

Abstract. The approaches to pedagogical design as an invariant teacher’s activity are analyzed and theoretical and methodological provisions of pedagogical design are highlighted. The content and structure of pedagogical design in the development of educational materials are disclosed. The characteristic of stages of students’ activity in the development of educational materials is presented. The highlighted characteristics of modern teaching materials allow researchers to consider them as an indicator of the quality teacher’s work. The requirements for educational materials are identified and a methodology for assessing their quality is presented. The principles of pedagogical design as a component in the structure of pedagogical activity are formulated. The structure and content of the model for constructing educational materials and methodology for the examination of educational literature have been developed. Experience and implementation of technology development for the formation of competence in pedagogical design of teaching materials in the training of postgraduates and graduate students are analyzed. The technology of teaching the pedagogical design of teaching materials and assessing their quality has been developed and tested, which allows forming a design competence and the competence of an expert assessment of the quality of educational materials. Keywords: Teaching technology
Pedagogical design
Principles of pedagogical design
Teaching materials
Quality of teacher’s activities

1 Introduction Pedagogical design (PD), related to “hidden” activities of a teacher, is now becoming one of the main leading components of pedagogical activity. The increase in the “weight” of PD in the structure of teacher’s activities is associated with modern trends in the development of education. A significant part of teachers is involved in the design of the educational process, in particular the design of educational materials (EM) because of informatization of education and the emergence of new specialties. Graduate and postgraduate students are also included in this process as potential future university teachers. In the course of teaching practice, these students become young teachers, mastering teaching activities [1].

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 904–913, 2020. https://doi.org/10.1007/978-3-030-47415-7_97

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When developing EM, many of them most often follow the established traditions, i.e. they reproduce the structure and content of existing EM, which ensure, as a rule, the organization of reproductive learning. At the same time, in the classroom, they fill up the shortcomings of the teaching staff, informing students of the missing theoretical information, explaining again and again so called ‘difficulties’. Often, the activity of the teacher exceeds the activity of students. Often, in a real educational process, teachers use methods of the science they study as productive teaching methods, losing sight of the fact that scientific and pedagogical activities are different types of activities and they both have their own characteristics. Ignoring the features of pedagogical activity is associated, as a rule, with teachers’ unconsciousness of their own difficulties in this type of activity. Future teachers of higher education easily learn specific innovations, but generalizing pedagogical approaches are not among them. Sometimes they intuitively come to satisfactory decisions [2]. Thus, at present, there are contradictions that determine the relevance of this work. The first one is the contradiction between the plans of Russian society to improve the quality of educational and methodological support of the educational process and the lack of clear requirements for modern teaching materials and assessment of their quality. The second is the need to design the educational process at a high quality level and low design skills of novice teachers, their weak motivation for the development of modern copyright teaching. The third is a high level of generality of the recommendations of pedagogical science on design and the unwillingness of graduate and postgraduate students to use them in practical activities. These contradictions have identified the research problem: what is the theoretical justification and content of the model for constructing teaching materials that would allow teachers to design teaching materials in modern conditions, which are an indicator of the quality of pedagogical activity and the educational process in the discipline? The aim of the study is to develop a model for constructing educational materials in the discipline as an indicator of the quality of pedagogical activity and to develop a technology for teaching future teachers the design of educational materials based on this model. The object of the study is the design activity of the teacher to prepare educational materials in accordance with modern trends in the development of education. The subject of the research is changes in the structure and content of the teachers’ activities in the process of pedagogical design of teaching materials.

2 Literature Review The solution of the identified contradictions is associated with the consideration of PD as a special type of social design. The works [2–4] and other authors considered and analyzed the concept of PD, its place in the system of pedagogical activity, principles, functions and the main stages of implementation. Based on their work on defining the concept of “pedagogical design”, the following main approaches to this concept are highlighted: 1. a universal type of human activity, included as an independent stage in various types of activity, which is considered separately from the context of a specific professional activity; 2. a kind of social design that relates to non-traditional design;

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3. both ‘the process’ and ‘the result’ of pedagogical activity (‘norm, ‘an ideal object’) in its context. The comparative analysis of various general and specific definitions of PD, made it possible to highlight the principles which are the methodological basis of PD [3, 5, 6]: – the principle of consistency (following the basic requirements of a systematic approach) and the principle of synergy (the total effect of the joint use of factors is higher than that of their separate application); – the principle of invariance (definition of general conceptual approaches for various classes of designed objects) and the principle of variability (taking into account the features of specific objects and situations); – the personal-activity principle that focuses on the organization of activities of students, during which they master the productive ways of systemic activity and systemic thinking; – the principle of human priorities or the principle of fixation on a person, taking into account the needs, values, characteristics of educational process participants; – the principle of continuity, which consists in organizing the design process, which is structured according to the stages, and taking into account the interconnection of the stages; – the principle of self-development of the designed systems, processes, situations, meaning their dynamism, flexibility and ability to change, rebuild, complicate or simplify during implementation. The structure and content of design activities depend in many respects on the functions, the implementation of which ultimately determines the “success” of this type of activity. The most important functions of design activities are: diagnosing, transforming, forming a system, implementation of pedagogical technology, reflection, self-esteem and determination of new perspectives. Diagnosing involves identification of psychophysiological characteristics of students and their level of learning, the study of situations, phenomena, systems and processes by a teacher. Transforming means that during the implementation of a design product in the educational process, its participants change goals, values and motives. Forming a system means that design activity as a system is aimed at developing the personality of the teacher, at his ability to show his individuality. It manifests itself in conditions of self-determination, free choice of decision, understanding of a personality and specific situations. Implementation of pedagogical technology means that design of educational process involves interaction of a teacher with models, projects, methods and other pedagogical constructs. Reflection, self-esteem and determination of new perspectives are also necessary in the process of designing. The teacher conducts self-analysis of his own activity, establishes ways to improve its quality, determines the guidelines for future activities). Based on the analysis of the concept of pedagogical design and its place in the teacher’s activities performed in this study, pedagogical design is defined as a complex and cyclic process of developing a “concise”, concentrated image of the discipline based on the achievements of pedagogical science on historical traditions, on new goals, values, development trends, requirements of the education system and modern computer technologies.

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The result of systematic pedagogical design is a design solution in the form of a model reflecting the structure of the projected object and the content of each component of the model. The analysis of literature data on the problem of pedagogical design of educational materials and the quality of existing educational materials for various courses showed that the main theoretical and methodological provisions that determine the foundations of the pedagogical design of educational materials are: compliance with didactic principles, orientation toward the modern educational paradigm, orientation towards systemic and competency-based approaches. A significant part of teachers begins to be engaged in pedagogical design in connection with the changing requirements of society to the educational system. There is a low level of design skills of teachers. Educational materials on academic discipline can become a prerequisite and an indicator of the quality of the educational process of the course and the quality of the teacher activity. Existing recommendations for the design of teaching materials are scattered, their use by practical teachers is complicated due to the high degree of commonality of these recommendations. State educational standards determine the external requirements for the training course, which are specified by the teacher and presented in the work program of the course. Training materials for the course are developed on the requirements of the work program. When designing teaching materials, the use of modern pedagogical technologies is in demand. Teacher training in the field of designing teaching materials on the basis of existing theoretical background and practical experience is in demand too. Thus, the identified contradictions can be resolved during the development of a model for constructing training materials and the technology of teaching design based on this model. 2.1

Model of the PD of EM

One of the requirements for design quality is the technology of this process, which is associated with the creation of conditions guaranteeing creation of a high-quality project that meets modern requirements. The manufacturability of EM can be ensured provided that the model of the projected object is developed as a “norm” and, accordingly, the technology of teaching design is based on this model. The model is considered to be a logical construction, reproducing the characteristics of the object under study, subject to predefined requirements for compliance with the design of the object. In accordance with the logic of modeling complex pedagogical systems [7], first the psychological and pedagogical requirements for teaching are determined to define the structure and content of the model for constructing learning based on the selected theoretical and methodological principles of teaching. Then, functions of teaching in the educational process and, finally, the component composition, structure, and content of the model are defined. The sufficiency of the model for constructing EM from the point of view of the design methodology is manifested in its universality, flexibility, adaptability to the goals, structure and content of any kind of EM in various disciplines. When the above mentioned components are available, EM can act as a warrant of quality, providing students with the opportunity to independently organize activities to master the material

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of the training course and build an individual educational trajectory. The proposed model for constructing teaching materials is the result of systematization and concretization of pedagogical theory and practice in the field of PD [8]. The model includes the following components: goals of educational materials, recommendations for working with educational materials, educational tasks, materials to support students, supervisory materials, list of recommended literature, electronic tools. Each component is presented in terms of a systematic approach. On the basis of the model during the study, the main types of educational publications in the university and the methodology for the examination of their quality are described. Questionnaires have been developed to assess the quality of major educational publications. It is proposed that each component of training materials be evaluated individually for compliance with the identified features. The description of the teaching technology of PD of EM includes the conceptual basis, its substantive and procedural components. 2.2

Fundamentals of the PD Technology

It is known that when training already established specialists, certain features that allow them to adopt innovations: the need to justify activities, the need for independence, taking into account life experience, taking into account the urgent need to acquire a new and practical focus) should be taken into account. To formulate the conceptual basis of the technology the following ideas are offered: – meaningful “core” is the “norms” of the quality of various types of EM that meet modern requirements; – the process of adopting “standards” of quality of learning for students is associated with the organization of the process of recognizing their personal “standards” of quality and bringing these “norms” into line with the proposed “norms”; – students’ awareness of their own difficulties in pedagogical activity is a prerequisite for the development of their competence in the field of PD; – the possibility of joint training for students, who are specialists in various subject areas, is based on the nature of the material offered in the course on the subject matter, which is essentially invariant to specific subject areas; – the choice of an individual learning path for each student, depending on their goals and the level of training in the field of teaching and learning, is provided by a developed support system during training; – in the process of developing and evaluating their own learning environment, each participant receives the experience of the teaching design for real educational process; – learning technology takes into account previous experience; – the driving force of the educational process is the contradiction between the tasks that the student needs to solve by designing and evaluating the EM in their discipline, and their capabilities (level of training) [9]; – the teaching technology is based on a personal approach, cooperation of teachers, dialogue training, the organic connection of collective and individual activities, a significant share of independent work, as well as the project method, i.e. during the work trainees develop their own project - a certain type of EM - and evaluate their quality, as well as the quality of colleagues’ projects.

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Main Features of the PD of EM

Peculiarities of PD of EM are associated, first of all, with the change in the personal position of a future teacher in the learning process [10] and may be represented as follows: – the developer’s activity is organized not only as a satisfaction of a cognitive need, but also of a number of other needs of self-development of a person (in selfaffirmation, self-determination, freedom of choice, in self-expression, communication, creativity, search, in self-actualization, achievement of social and personal goals, social tests); – preservation of the individual style of educational activity; – building the learning process of the course in two forms: group training in the process of development and assessment of the quality of the prepared materials at seminars and the dialogue of the student and teacher during individual consultations; – registration and overcoming the lack of awareness of their own difficulties in the design process; – the implementation of “humane” training, in which students do not have mistakes, but have difficulties, which understanding together with other trainees or individually, can remove those difficulties.

3 Methods In the experiment, a set of research methods was used: theoretical methods, modeling method, empirical methods (expert assessment and self-esteem, method of evaluating an intellectual product by correlation with the “norm”, generalization of the results of designing educational materials), praximetric (analysis and generalization of pedagogical experience); methods of observation, the study of the products of pedagogical activity; sociological methods and methods of mathematical statistics [11]. At the initial stage, students were questioned in the form of a SWOT analysis (strengths, weaknesses, opportunities and anxieties) of the quality of educational materials. To obtain information about the impact of training on the attitude of students to their own pedagogical activity over time, a questionnaire was used to self-assess difficulties in pedagogical activity [12]. In addition, the quality of the prepared teaching materials was assessed at each stage too (self-assessment of the student and teacher’s assessment). One of the assessment methods was the method of expert assessment. The dynamics of difficulties are presented in the figure. Students analyzed their activities during the training at each stage of pedagogical design in free form and tested prepared training materials in practice.

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4 Experiment The technology was implemented in master’s programs and in training postgraduate students of the Faculty of Mechanics and Technology of Novosibirsk State Technical University. The total number of students was n = 120. The technology is implemented in English together with the engineering departments of the faculty and the Department of Foreign Languages for Engineering Faculties. Training is conducted in two semester frames. The table shows the main stages through which the learning process goes through (Table 1). Table 1. Stages of pedagogical design. Stages Trial design: - appropriation of modern values and goals of education - awareness of personal design difficulties Activity planning for the design of EM The development of the EM in the taught discipline Expert assessment of training materials of colleagues and self-esteem of the EM designed for teaching a certain discipline

Activities of a teacherconsultant Creation of problematic situations based on the discrepancy between the previous experience of trainees and modern requirements for quality EM Leading a discussion and directing it to the right track, summing up discussions, highlighting valuable comments and recommendations of students Questioning at various stages of training and preparation of materials for subsequent discussions Supporting students, creating an atmosphere of trust and openness, removing hidden resistance

Activities of a teacher developing the EM (trainee) Building a new modern view of the educational process Comparison and assessment of the quality of fragments of EM for various disciplines Identification of the main characteristics or features of the main components of the EM Determining the conformity of the EM to the modern goals and values of education Finding and analyzing the relationship between the main components of EM Expression and substantiation of one’s own position on the issues discussed Commenting and evaluating the point of view of colleagues during the discussion Designing a certain type of EM or their fragments Conducting self-assessment of the quality of prepared teaching materials Assessment of the quality of EM and preparation of expert conclusions on the results of the assessment

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The active use of the discussion during training is associated with the presence of the basic conditions for conducting training, namely: the presence of two options (traditional and new) in the design of teaching materials; the presence of one’s own opinion on the design of teaching materials for the taught discipline and the ability to argue one’s own point of view; trainees’ acceptance of a respectful position in relation to the opinions expressed by others [11, 13]. In the technology of educational organization, both individual and collective techniques (brainstorming, collective search) take place. It is good when students are representatives of various subject areas. This allows us to consider pedagogical problems as a whole, not only within the framework of one discipline, and creates the conditions for understanding the invariant part of the educational program [14]. The study developed a teacher support system based on modern information technology. It is presented in the form of the website “Pedagogical design”.

5 Results and Discussion It was statistically proved (Friedman’s criterion) that there was a significant increase in difficulties (Fig. 1), and then their reduction in the following positions: “Formulate specific goals for studying the subject” (1), “Design your course taking into account your goals” (2), “Determine the content course in the framework of the educational program, based on the goals (theoretical material, the system of tasks)” (3), “Structure the course based on the goals” (4), “Foresee possible difficulties for students in studying the course and methods of their overcoming” (5), “Plan to use new pedagogical and information technologies in the educational process” (6), “Select material for each lesson, highlight key concepts and patterns, choose a system of tasks, draw conclusions” (7).

Fig. 1. Changes of difficulties in project activity of a teacher.

The data obtained indicate an increase in the level of competence in the field of PD of EM. Comparison of the assessment of teachers (experts) with self-assessment of students showed: – students tend to overestimate the quality of the results of their own work; personal discussions showed that trainees give a slightly bigger meaning to the characteristics of their study materials;

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– in the process of learning, students understand and adopt exact meaning of the “norm” of modern teaching materials; awareness and adoption of the “norm” of teaching materials leads to the improvement in the quality of work; – 80% of students in general identified those characteristics of components and educational materials that meet modern requirements for the quality of education; – at the end of training, the assessment of students is close to that of an expert, which indicates the adoption of a “norm” of quality for modern teaching materials; – all students noted that after work they more clearly distinguished and formulated individual properties of the components of EM; – in general, prepared EM are created in accordance to modern requirements, however, the characteristics of the EM estimated by minimum scores can be improved; – the quality of teaching materials prepared by students after training has increased significantly, which indicates an increase in their qualifications in the field of pedagogical design.

6 Conclusion Technology of pedagogical design of educational materials (for graduate and postgraduate students) has been developed and tested. It allows the instructors to form the competence of development and assessment of EM. It has been proved that trainees change their attitude to teaching activities and the quantity of the prepared materials increases. Estimation of difficulties in teaching activities of the trainees gradually improves. In the beginning of the course it is very low (the trainees are not aware of their own difficulties), during the process of studying it becomes higher (as a result of realization of their own difficulties while PD of EM), and then, at the end of the course it becomes lower, because the level of qualification in the area of PD increases. Theoretical and practical significance of the research is as follows: – the developed model for constructing teaching materials on disciplines ensures the design of teaching materials by teachers, allowing them to use those pedagogical materials as an indicator of the quality of pedagogical activity, regardless of the discipline taught; – the content of the teacher’s competence in the field of design and quality assessment of teaching materials was disclosed; – the developed model for constructing educational materials on discipline provides an opportunity for teachers to analyze their own pedagogical experience, which can be used in the teacher certification procedures in educational institutions; – the developed teaching technology ensures the training of graduate and postgraduate students, as well as teachers of various educational institutions, with the aim of developing design competencies and assessing the quality of educational materials. The developments correspond to the present level of modern technologies but may require further improvement with their changes.

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References 1. Bershadskaya, M.D., Serova, A.V., Chepurenko, A.Yu., Zima, E.A.: Kompetentnostnyj podhod k ocenke rezul’tatov obucheniya: rossijskij opyt sociologicheskogo obrazovaniya [Competence-based approach to learning outcomes assessment: Russian experience in sociological education]. Vysshee Obrazovanie v Rossii 2, 38–50 (2019). (in Russian) 2. Rybina, G.V., Fontalina, E.S.: Certain approaches to automated designing of competenceoriented models for knowledge engineers using the tutoring integrated expert systems. Advances in Intelligent Systems and Computing, vol. 785, pp. 161–173 (2019) 3. Wood, R., McGlashan, A., Moon, C.B., Woo, Y.K.: Engineering education in an integrated setting. Int. J. Eng. Pedag. 8(3), 17–27 (2018) 4. Korkmaz, Ö.A., Kösterelioğlu, M., Kara, M.: Validity and reliability study of the engineering and engineering education attitude scale (EEAS). Int. J. Eng. Pedag. 8(5), 44–57 (2018) 5. Alizadeh, M., Mehran, P., Koguchi, I., Takemura, H.: Evaluating a blended course for Japanese learners of English: why Quality Matters. Int. J. Educ. Technol. High. Educ. 16(1), 1–21 (2019) 6. Turlo, Ye.M., Alyabieva, A.: Application of problem-based learning technology in technical education. In: 11th International Forum on Strategic Technology (IFOST 2016), pp. 474– 478. NSTU, Novosibirsk (2016) 7. Pokhomchikova, E.O.: Proektirovanie cikla uchebnoj deyatel’nosti s tochki zreniya deyatel’nostnogo i kompetentnostnogo podhoda [Project design of learning activity cycle from the perspective of activity and competence approach]. Vysshee Obrazovanie v Rossii 4, 115–126 (2018). (in Russian) 8. Kim, L.E., MacCann, C.: Instructor personality matters for student evaluations: evidence from two subject areas at university. Br. J. Educ. Psychol. 88(4), 584–605 (2018) 9. Nisha, B.: The pedagogic value of learning design with virtual reality. Educ. Psychol. 39(10), 1233–1254 (2019) 10. Božić, M., Ćertić, J.D., Vukelić, M., Čizmić, S.: New instructional approach for fostering generic and professional competences: case study of the project and problem based learning engineering practice course. Int. J. Eng. Educ. 34(5), 1581–1591 (2018) 11. Pisareva, S.A., Puchkov, M.Y., Rivkina, S.V., Tryapitsina, A.P.: Teachers’ professional competence: The model of level-based assessment. Sci. Educ. Today 9(3), 151–168 (2019) 12. Ropohl, M., Rönnebeck, S.: Making learning effective–quantity and quality of pre-service teachers’ feedback. Int. J. Sci. Educ. 41(15), 2156–2176 (2019) 13. Kolesnikova, N.I., Ridnaya, Y.V.: Developing master’s students scientific communication skills in the Russian and English languages: model, content, experiment. Lang. Cult. 12, 83– 96 (2018) 14. Fareen, J.A.M.: Job focus: revisiting students’ communicative needs and industrial demands. J. Lang. Educ. 4(4), 42–53 (2018)

The Scientific Psychological Knowledge in the Structure of Autocompetence of a Student of a Technical University as a Factor in His Professional Development Elena Klemenova1 , Andrey Berezin2 , Nataliya Berezina1(&) Margarita Ereshchenko3 , and Nadezhda Kovalchuk3

,

1

Rostov State University of Economics, Rostov-on-Don 344002, Russia [email protected], [email protected] 2 Rostov Institute of Improving Teachers’ Qualification and Professional Retraining, Rostov-on-Don 344011, Russia [email protected] 3 Don State Technical University, Rostov-on-Don 344000, Russia [email protected], [email protected]

Abstract. The article is devoted to the successful professional activity’s problem of novice specialists. Autopsychological competence is considered as the basis for designing the trajectory of personal and professional development. The work aimed to study the sources of psychological knowledge from future engineers. The article provides an overview of competence studies and basic approaches to the understanding of autocompetence and its role in selfdevelopment. Using the methods of interrogation, content analysis and experiment, the cognitive component of autocompetence was investigated, which correlates with the existence in the individual mind of reliable scientific psychological information. The mass media can act as a source of such knowledge, primarily the works of scientific journalists and popularizers of science. The results of the study showed that the information presented in the mass media by scientific journalists is unknown to most students. It was established that most participants have erroneous ideas about the laws of mental activity. Only an insignificant part of the participants of the study showed an interest in the perception of the laws of the person’s mental life as a whole and his own in particular. The research procedure had not only diagnostic but also had a developing value. A third of the respondents had been formed a motivation to improve the quality of their knowledge of human mental life. Thus, the results of the study can become the basis for developing activities. Keywords: Autocompetence
Professional development specialty
Scientific journalism
Media

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 914–921, 2020. https://doi.org/10.1007/978-3-030-47415-7_98


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1 Introduction The future of modern society is largely determined by the level of professional competence of its members. A successful professional is a person who not only possesses knowledge and experience, but is also capable of dynamic developing, self-learning. The subject of labor is required to be able to work in a production or scientific group and to use timely new scientific technologies in their activities. In this regard, the competence approach, competitiveness and ability to work in the group of a future graduate, as well as the psychologization of education and learning to work with large volumes of dynamically changing information become important areas of professional education at a university. These tasks can be solved only if the person’s internal readiness is quite high based on a high level of self-knowledge, self-regulation and other components of autocompetence. Autocompetence is a significant component of a person’s psychological competence. The important role of competence in general, and auto-competence in particular, is recognized by most researchers. A large number of works are devoted to the theoretical analysis of this psychological phenomenon, its structure and components. However, most of the research was conducted on representatives of “helping professions” (teachers, psychologists, social work specialists, etc.). Engineers, programmers, representatives of other technical specialties in the context of autocompetence are much less studied; knowledge about the level of its development in technical professions is insufficient. The purpose of this study was to examine how students reflex their autocompetence and what methods of its development they know. We hypothesized that the cognitive component of autocompetence does not always correlate with scientific knowledge, and the formats of “infotainment” and “edutainment” for disseminating psychological information in the media complicate the task of finding and recognizing reliable psychological information.

2 Literature Review Autopsychological competence (autocompetence) is defined in Russian-language scientific literature as a special kind of competence, including professional, reflecting a person’s knowledge of himself. The term “competence” is most often used to denote theoretical and practical knowledge in a certain field, as well as a range of issues that a person can solve in a certain field. The very concept of “competency” is considered as potential or real activity, desire and willingness to master new knowledge and skills, as an entire integrity of knowledge and experience in a certain field, as a characteristic of a person with certain competencies. Most researchers focus on the fact that competence integrates human knowledge and experience [1]. The results of the study of competence as a factor in the success of an individual and organization in modern society are presented in the work of Raven. The integrated concept of “competence” includes the following components: 1) internal motivated characteristics that correspond to the person’s personal value system;

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2) representations and expectations related to the role of man in society and the functioning of society; 3) understanding of terms within social groups [2]. Auto-competence is also an invariant basic characteristic of a specialist in any field of activity. The formation of personality autocompetence has been repeatedly considered by researchers as a factor in the success of socialization and self-realization in the profession, as well as the overall success of the specialist [1, 3]. The morpheme “auto” in the Russian language corresponds to the meaning of “self”, therefore, “autocompetence” means a person’s knowledge about himself, about his properties, qualities, and features. Psychological competence plays an important role in the professional development of an individual. Autopsychological competence is the basis for human development in any direction, as it includes knowledge of oneself, methods of self-regulation and development. Auto-competence is closely related to concepts such as “self-reflection”, “self-understanding”, “self-esteem”, “self-correction”, “selfregulation”, “self-improvement” [4, 5]. The main components and characteristics that are currently described in Russian science through the concept of “autocompetence” were considered in the framework of studies of the phenomena of self-awareness, selfdevelopment, self-concept, self-image, self-regulation, self-efficacy and self-realization. The concept under consideration is also presented in works studying the value aspects of the development of a professional, as well as his general “humanistic culture.” In particular, there are studies of students of technical universities in which the types of humanistic culture, such as value-orientational, transformative-creative, stimulating, creative, evaluative-normative, social-cognitive and communicative were studied. The development of the components of humanistic culture is presented as a necessary condition and indicator of professional development of a student of a technical university [6]. The development of the semantic, cognitive, behavioral and emotional spheres of personality was considered as the basic condition for successful implementation in the profession. Currently, there are works aimed at studying the role of autocompetence in the development of a professional. So, this phenomenon is considered in the framework of the professional formation of a teacher. The author comes to the conclusion that autocompetence underlies in the fundamental of successful professional’s development and considers its formation according to the four-stage model of Bandura [7]. The cognitive (self-understanding), emotional (self-attitude) and evaluative-volitional (selfbehavior) components are distinguished in the structure of autocompetence. The formation of a person’s competence in relation to myself occurs through the acquisition of knowledge about myself, the formation of the personal image, the internalization of experience and the purposeful planning of own development in all directions, including professional [5]. A significant part of the described patterns of becoming a competent person can really be applicable to the study and practical application of the phenomenon of autocompetence. In our work, Bandura’s model is used, which describes four stages of development of competence, including professional: 1) unconscious incompetence (a person does not know, cannot and does not understand this); 2) conscious incompetence (a person begins to understand, realizes incompetence, the need for training is formed); 3) conscious competence (a person knows, can and acts in accordance with this); 4) unconscious competence (a person acts qualitatively automatically, without

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hesitation) [8]. The features of mental living transitions from one stage to another, described by Bayer, can also be applicable to study the development of students’ autocompetence. Obviously, awareness of the level of competence and a successful transition from one level to another require a high level of self-knowledge and selfregulation. Thus, a review of studies of autocompetence showed that the successful professional growth of future engineers and representatives of other technical specialties is due to the level of development of their autopsychological competence. The knowledge of a person about himself and his place in a social group (a professional community, organization, etc.) is largely based on knowledge about the nature of a person as a species, about the regularities of his mental activity, and the laws of human life in society. In the modern world, in the presence of motivation for the success of life activity or an actively expressed need for self-knowledge, a person receives knowledge about it independently. Traditionally, the source of knowledge necessary for self-knowledge and the development of autocompetence is a personal experience of communication. Some people supplement this experience with information from psychological literature. Nowadays, communication often moves into the space of social networks and instant messengers, and the media sphere is becoming one of the main sources of psychological knowledge. The described knowledge can be characterized as the minimum knowledge about a person that is accumulated in such sciences as psychology, behavior biology, and medicine. We suggested that students who are at the stage of deliberate incompetence or deliberate competence seek information about the properties of a person in the media. Of course, traditional sources of information, such as systematic training, attendance at educational events, communication in the reference group, analysis of their own experience, and others, retain their significance. The system of open education is also actively developing, which is provided by leading universities, organizations, and successful speakers. However, there has been a tendency to find all information of interest on the Internet using search engines in our time in Russia. As a rule, journalists and bloggers become sources of information. We assume that for the formation of autocompetence as a basis for the further professional development of a young person, reliable useful information is required, presented in an accessible form. It is precisely this kind of information that scientific journalism is called upon to deliver to the media. Scientific journalism has deep roots in Russia: as far back as the 18th century in the work “The Discourse on the Duties of Journalists in Their Writing of Works, Designed to Maintain the Freedom of Philosophy”. Lomonosov set out the basic requirements for authors of articles on scientific topics. And one of the requirements for journalists was “to set the goal of a strict and proper search for the truth” [9, p. 217]. Nowadays, the criterion of the truth of information that is presented as scientific is also relevant for modern man. The volume of scientific news and reports has grown significantly in connection with the fundamentally new data on a person received in the scientific world. The ethical issue identified by Lomonosov, has become more acute, as the pursuit of sensations, focus on “highspeed news” and the possibility of material benefit in the dissemination of fake or unverified “scientific” materials, often characterize information that is presented as scientific.

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Meanwhile, scientific journalism is developing in the world, in some countries this area is considered as an independent profession integrating scientific and journalistic activities. Professionals create platforms (forums, collections, conferences, channels, groups, chats) where articles and speeches in the framework of scientific journalism are hosted. These communities are currently conducting active educational work on the formation of clear criteria for recipients to separate scientific information from pseudoscientific information. An example of a modern format is the global network of conferences TED (Technology Entertainment Design), where scientists, entrepreneurs and just interesting people share their knowledge on a wide range of issues (scientific discoveries, experience of successful business or overcoming life’s difficulties, etc.). The Best American Science and Nature Writing collections, the TED platform, magazines and online platforms such as “Science Writer”, “Nautilus” and Russian projects such as “Scientists Against Myths” and others are also known. Answering questions about “The Best American Science and Nature Writing collections”, Blum defined the purpose of publications as highlighting the outstanding works of scientific journalists and popularizers of science, as well as an attempt to attract public attention to them. The decrease of the level of the sensationalism in the submission of scientific information, the understanding of the importance of the consequences of scientific results for people, as well as the wide possibilities of using accessible scientific information by an individual are modern trends in scientific journalism. During the heyday of digital media, scientific journalism began to undergo changes, and now representatives of various fields of science act as scientific journalists, who become popularizers of science or use scientific education for their own professional success, public relations [10]. Current problems and trends in scientific journalism are indicated by surveys of scientific journalists and scientists involved in the popularization of science. According to studies, the expert activity of a journalist is very important, who should be able to select and adapt scientific data for a wide audience. It should distinguish between folk, worldly, fake and pseudoscientific types of information from scientific. The mediation of scientific knowledge is expressed in the impact on the current agenda, the profit of certain companies, the financing of projects, as well as the design of possible requests from the public to the scientific community. In addition, scientifical journalists need to adapt science discourse to an unprofessional audience. The language difficulties of translation and the risk of transforming popular knowledge into entertainment are equally important [11]. According to the research of the final consumer of information, carried out in some European countries, scientific facts are intrinsically interesting to small number of people. The most popular is information that can be used to improve a person’s quality of life, give him answers to questions about his own behavior, thinking, health or about interpersonal relationship. The percentage of scientific topics that interested consumers of popular scientific information shows that the topics of health (30%) and the environment (22%) were of the greatest interest. According to other studies, issues of health, self-improvement and the environment make up 50% of requests for popular scientific information [11]. Modern experiments with the format of scientific information, the concept of infotainment and edutainment, the transition of scientific information to the blogosphere make scientific discoveries more accessible and

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applicable in the life of a modern person. On the other hand, they create big problems in recognizing real scientific information [12–15]. The aim of the research was to study the cognitive component of the autocompetence of students of technical specialties. A particular interest was the presence of a conscious need for self-knowledge and knowledge of the laws of functioning of the human psyche. The sources used by students to obtain such information were also studied.

3 Methods Within the framework of the conducted research, the methods of interrogation, expert evaluations, content analysis and experiment were applied. 67 future engineers took part in the work. At the first stage of the study, students were offered tests, the answers to which required a certain level of knowledge of psychological laws that have an impact on success in learning and professional development. Examples of questions: Does very high motivation increase success rates? (Yerks-Dodson law); compromise is the most effective conflict resolution strategy in most cases (conflict resolution); “Do depressive states usually occur in people who are not ready to work on themselves and their relationship system?” etc. Open questions were also presented: “What techniques of memorization are most effective for you?” (mnemonics); “How do you explain why people believe in astrological predictions?” (Pygmalion effect), etc.

4 Results The results of the study showed that a significant part of its participants (73%) have erroneous ideas on the essence of the asked questions, i.e. their answers can be described as misleading. Only 12% answered correctly to most of the questions (more than 75%). An additional effect of the study was an increase in the interest of participants in obtaining reliable information. If, before participating in the study, 17% of students expressed their readiness to obtain knowledge of this kind, taking into account time costs, then after the study - already 35% of the participants. The second part of the study was organized in the following way. Students were asked to indicate the sources of information that they use to obtain knowledge about a person (about health, psyche, behavior, attitudes). Dedicated sources of information were included in the questionnaire. It is found that 27% of respondents are not interested entirely in this topic. The remaining sources of information were ranked by us in terms of their relevance: 1) popular bloggers (non-specialized multidirectional content) - 53%; 2) popular media (television, magazines, Internet platforms) - 42%; 3) popular science programs, forums, online platforms - 26%; 4) personal trainers and specialists (fitness instructors, doctors, teachers, etc.) - 18%; science news (special sites), scientific journalism - 11%. It should be noted that the majority of students first heard the personalities of scientists popularizing science and scientific journalists during the study.

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At the third stage of the study, the experimental situation was simulated. Students had to act as an expert in the microgroup and evaluate popular statuses in social networks according to the criteria of their veracity and practical applicability. The following statuses were considered: “People become close gradually, and strangers instantly”, “The best one is the best ahead”, “Life gives you exactly as much as you allow yourself”, “The deep river does not even notice that someone has thrown a stone in it, if a person is annoyed, then he is not a river, but a puddle”, etc. Only 8% of the participants were able to successfully complete the tasks.

5 Discussion Summing up the results of conducted research, we can conclude that the cognitive component of the autocompetence of students of technical specialties who participated in the study is mainly at a low level. This corresponds to the stage of unconscious noncompetence (according to the model of Bandura). Participation in the survey and experiment allowed some of the students to realize the need to increase their autocompetence, which brought them to the second level - conscious incompetence. To increase autocompetence, sources of reliable information about the mental laws and mechanisms of the individual and society are needed. Meanwhile, the information presented in the media space by scientific journalists is unknown to most students. The indicated problems can significantly reduce the success of professional development of students of technical specialties. Thus, it is obvious that studies aimed at studying the autocompetence of students of a technical university are necessary in order to design and develop methods for its development. This will positively affect the professional success and psychological well-being of future engineers. In addition, this study made the first attempt to link the development of autocompetence and scientific journalism. The solution of the posed problems requires further researches and the searches for effective methods to increase the future specialists’ motivation for the development of self-competence. The specifics of students of technical specializations also interests, in contrast to students of humanitarian and natural sciences profiles. It is also necessary to find the answer to the question of how to help students to find and use reliable knowledge about a person. The subsequent researches will be dedicated to the answers to these questions.

References 1. Ilyazova, M.D.: O strukture kompetentnosti budushchego specialista [About the competence structure of a future specialist]. Integr. Sci. High. Educ. 167, 67–71 (2008). (in Russian) 2. Raven, J.: Competence in Modern Society: Its Identification, Development and Release. Lewis and Co, London (1984) 3. Shcherbakova, T.N.: Psihologicheskaya kompetentnost’ uchitelya: soderzhanie, mekhanizmy i usloviya razvitiya [The psychological competence of the teacher: content, mechanisms and conditions of development]. Rostov State University, Rostov-on-Don (2004). (in Russian)

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4. Zimniaia, I.A.: Klyuchevye kompetentnosti kak rezul’tativno-celevaya osnova kompetentnostnogo podhoda v obrazovanii [Key competencies as an effective target framework competency-based approach in education]. Research Center for the Problems of Quality Training of Specialists, Moscow (2004). (in Russian) 5. Abolina, N.S.: Formirovanie autokompetentnosti studentov v processe intensivnoj gruppovoj podgotovki [The formation of students’ autocompetence in the processintensive group training]. Ph.D. thesis. Russian State Vocational Pedagogical University, Ekaterinburg (2005). (in Russian) 6. Rybina, E.P.: Model’ gumanitarnoj kul’tury studentov tekhnicheskih special’nostej vuza: strukturno-funkcional’nyj analiz [Model of humanitarian culture of technical students University specialties: structural and functional analysis]. Knowl. Underst. Skill 1, 47–51 (2011). (in Russian) 7. Savva, N.V.: Autokompetentnost’ kak element psihologicheskoj kul’tury uchitelya [Autocompetence as an element of psychological culture of teachers]. In: Psychology of Education in the XXI Century: Theory and Practice, pp. 433–435. Change, Volgograd (2011). (in Russian) 8. Bandura, A.: Social Learning Theory. Prentice Hall, New York (1977) 9. Lomonosov, M.V.: Polnoe sobranie sochinenij [The Complete Works], vol. 3. Academy of Sciences of the USSR, Moscow, Leningrad (1952). (in Russian) 10. Blum, D., Knudson, M., Henig, R.M.: A Field Guide for Science Writers: The Official Guide of the National Association of Science Writers. Oxford University Press, New York (2006) 11. Abramov, R.N.: Professionalizaciya nauchnoj zhurnalistiki v Rossii: soobshchestvo, znaniya, media [Professionalization of scientific journalism in Russia: community, knowledge, mass media]. Bull. Tomsk State Univ. Philos. Sociol. Polit. Sci. 25(1), 111– 123 (2014). (in Russian) 12. Gureeva, A.N.: 7 interv’yu o nauchnoj zhurnalistike: uchebnoe posobie [7 interviews on scientific journalism: textbook]. Moscow State University, Moscow (2016). (in Russian) 13. Levitin, K.E.: Nauchnaya zhurnalistika kak sostavnaya chast’ znanij i umenij lyubogo uchenogo [Scientific journalism as an integral part of knowledge and skills any scientist]. Ecology and Life, Moscow (2012). (in Russian) 14. Komissiya RAN po bor’be s lzhenaukoj [RAS Commission on the fight against pseudoscience]. http://klnran.ru/. Accessed 22 Mar 2020 15. Weingart, P.: Science and the media. Res. Policy 27(9), 869–879 (1998)

Cultural and Sociological Studies

Visual Representations of the Russian Monarchy in G.A. Stroganov’s Graphic Collections Natalia Goncharova1 , Irina Poplavskaya1 , Irina Novitskaya1(&) , and Victoria Vorobeva2 1

2

Tomsk State University, Tomsk 634050, Russian Federation [email protected], [email protected], [email protected] Tomsk Polytechnic University, Tomsk 634050, Russian Federation [email protected]

Abstract. The paper explores images and myths related to visual perception of Russian monarchs Elizabeth Petrovna and Alexander I. The engravings and artbooks, along with the works by writers, preachers and philosophers, contributed much to the massive assimilation of new reality and formation of public opinion. Visual representations analysed in this paper belong to the eighteenthand nineteenth-century graphic collections from a well-stocked private library of a Russian aristocrat and diplomat Count G.A. Stroganov. Among them is a description of Elizabeth Petrovna’s coronation, a collection of portraits of Emperor Alexander I and his Companions in 1812, 1813, 1814 and 1815, and a collection of engraved portraits of heroes of the Patriotic War 1812 by Francesco Vendramini. The analysis has shown that the graphic collections use mythological images for political purposes and greatly draw on the Bible’s plots and eschatological motifs. The results of the research can be used in philological, art and pedagogical practices for further reconstruction of events and myths of Russian history of the 18th–19th centuries. Keywords: Russia
Monarchy Count Grigory Stroganov


Graphic collections
Private library


1 Introduction Arts and humanities research of the recent decades has experienced an overt ‘visual’ turn. Nowadays, we are witnessing the birth of “a new world that is no longer perceived as a text, but as an Image” [1, p. 95]. Understanding history requires both verbal and visual texts, with the latter reflecting those ‘subtleties of social reality’ that cannot be grasped through written sources, where they remain “unemphasised as self-evident and well-known to their contemporaries” [2, p. 474]. For almost three centuries, the Russian monarchy modelled its self-image through the system of state imagery and myths which were interpreted and disseminated by active representatives of society, mostly courtiers, clergy, and educators, who could shape public opinion. The most effective vehicles of the state ‘scenarios of power’ were literature and fine arts [3]. In this paper, we focus on © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 925–932, 2020. https://doi.org/10.1007/978-3-030-47415-7_99

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visual representations of the Russian monarchy and their use in the reconstruction of the events and myths of Russian history connected with Russian monarchy and aristocratic circles of the 18th and 19th centuries. Drawing on two graphic collections from Count Grigory Stroganov’s private library stored in Tomsk State University Research Library, we analyse the correlation between the Russian monarchy representations and state-, nation- and culture-building practices in Russia of the 18th–19th centuries.

2 Russian Monarchy Representations in Graphic Collections from G. Stroganov’s Private Library A famous Russian diplomat and statesman, Russian Envoy to Spain (1805–1809), Sweden (1812–1816), and Turkey (1816–1821), an official representative of Russia at the coronation of Queen Victoria in 1838, Count Grigory Alexandrovich Stroganov (1770– 1857) collected his private library throughout his life. In 1879, his sons presented about 24,000 volumes to the library of the first Siberian Tomsk Imperial University. In addition to literature in many European languages, mostly in French, on various branches of knowledge, the library included a spectacular collection of European and Russian prints, engravings and lithographs, which shows its owner’s fine taste and great knowledge of art history and adds much to understanding of his personality and cultural wants. In this paper, we analyse two graphic collections from Stroganov’s library: the album about the coronation of the Empress of Russia Elizabeth Petrovna and the collection of engraved portraits of heroes of the Patriotic War 1812 by Francesco Vendramini. 2.1

The Album Devoted to the Coronation of the Empress of Russia Elizabeth Petrovna

Born during the reign of Catherine II, Grigory Stroganov owned some Russian eighteenth-century editions, which formerly belonged to this family’s older generations. The graphic monument of the outgoing epoch in his book collection was the album about the coronation of Empress Elizabeth Petrovna (1709–1761) in 1742 entitled as Complete Description of the Solemn Ceremonies of the Successful Entry into the Capital City of Moscow and the Coronation of Empress Elizabeth Petrovna [4]. Dmitry Rovinsky defines this coronation album as “the chief masterpiece of Russian engraving under Elizabeth” [5, p. 332]. The tradition of depicting and describing the ceremonies of the ruler’s solemn entry into the city goes back to victorious triumphs of the ancient Roman emperors, and it was very popular in medieval France, where such fête books were treated as the verbal and visual ‘monuments’ of celebration, which, when published, ensured integrity and completeness of the event [6, 7]. The research shows that an important role in such illustrated editions is assigned to the coronation scenario closely associated with a new state mythology. The coronation album of the Russian Empress Elizabeth Petrovna has already been in the focus of scholarly attention [8, 9]. The edition comes in two separate bindings,

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one with engraved plates and the other with textual descriptions of the festivities. It was printed in 1,550 black-and-white and painted copies (Grigory Stroganov owned a black-and-white copy). The album contains 54 engraved plates depicting all coronation events. Traditionally, an additional volume, attached to the main album with engravings, contained detailed textual descriptions of processions and ceremonies, scripts of oratories and lists of visitors and participants. The description was compiled by the Academy’s librarian Johann Taubert (1717–1771) together with Jacob Staehlin, Professor of Eloquence and Poetry (1709–1785) under the general supervision of the Senate representative Nikita Trubetskoi (1699–1761). The visual-verbal text of this edition is read as a kind of a narrative painting, with the engraved plates conveying all the moments of the coronation festivities: the triumphal entry of the Empress to Moscow on April 28, 1742, the coronation ceremony in the Assumption Cathedral in the Kremlin held on April 25, 1742, the audience to receive congratulations from foreign ambassadors and guests held on April 26, 1742, the Empress’s departure from the Kremlin to the palace residence on the Yauza River on April 29, where they held numerous solemn dinners with balls, Italian opera performances and masquerades. This celebration ended with the demonstration of the coronation regalia in the Kremlin Palace on May 7 followed by fireworks in Moscow and the Empress’s visit to the Trinity Lavra of St. Sergius for the worship of the holy relics in the summer of 1742. With most of the engravings dedicated to the coronation, the most multi-figure large-scale plate in the album shows the ceremony of the Empress’s entry into Moscow. Ivan Sokolov (1717–1757) depicted a pompous procession of successive groups of noblemen and courtiers: carriages, horsemen, sleighs, marching guardsmen with Elizabeth and her entourage set in the centre. The captions in the engravings contain the names and titles of all nobility, generals, senators, advisers and other coronation ceremony participants. It is interesting that a representative of the Stroganov family was among the Empress’s entourage. Sergey Grigorievich Stroganov (1707–1756) was one of the three sons of the ‘notable man’ Grigory Dmitrievich Stroganov (1656–1715) who were ennobled as Barons by Peter the Great for their father’s merits and who later founded three branches of this famous family [10]. Upon her accession to the throne, the Empress appointed Sergey Stroganov to the position of Chamberlain-in-Deed. Four Triumphal Arches built in different parts of Moscow to meet the Empress are depicted in the same plate within a single space of the unfolded sheet. This method was used to represent “the image of an ideal city and ideal Tsardom imbued with the glory of antiquity, which in itself likened the monarch to the great Caesars of Ancient Rome” [11, p. 513]. The Triumphal Arches on the engravings by Grigory Kachalov (1711– 1759) convey the image of the Empress as God-appointed Saviour of her people. The coronation scenario was largely based on the semantics of Elizabeth’s name translated from Hebrew as “My God is an oath” or “My God is abundance”. In the Old Testament, Elizabeth is the wife of Aaron, who was the first Jewish high priest and the elder brother of Moses, while in the New Testament it is the name of righteous Elizabeth, the wife of the priest Zechariah, the mother of John the Baptist and the cousin of the Virgin Mary. The coronation festivities were supposed to represent Elizabeth as God-sent and God-crowned Wisdom praying for the salvation to Russia and its people. It is not by chance that during the coronation Elizabeth pronounced the prayer of Solomon.

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Turning to God, she beseeched Him to teach her, to give her understanding and to guide her ‘in this great service’ and help her in governing “for the welfare of the people entrusted to her and to Your great glory” [4, p. 60]. The image of the Empress walking under a textile canopy in one of the engravings dates back to medieval Christological iconography [12]. It was planned that the participants of the ceremony and the audience should associate Elizabeth with images from the Old Testament and Roman mythology. The central plot of the Triumphal Arch on Tverskaya Street is centred on the Lord of Sabaoth and the Empress Elizabeth, who meets people coming from the city to greet her. Among the statues on both sides of the Arch are those of Judith and Deborah, whom Elizabeth is compared to. The image of Judith, a heroic saviour of her people, is used to remind of the previous rule of ‘foreign’ minions, while the accession of the ‘native-born empress’ should be perceived as the salvation. The biblical image of Prophet Deborah, one of the Judges of Israel, is associated with wise rule and military victories. The Arch was also adorned with statues of ancient gods: Jupiter, Mars, Neptune, and Minerva. The other three Triumphal Arches in China Town, on Myasnitskaya Street and near the Yauza River were decorated with many images of Christian saints, such as George the Victorious, Anna the Prophetess, Apostles Peter and Paul, and Saints Boris and Gleb. They were also lavishly decorated with a lot of visual images and ornaments: plants (vines, cedar, oak, sheaves of wheat, flowers and leaves), animals and birds (eagle and dove, a serpent flaming with fire, a swarm of bees), objects (crown, globe, book, sword, cross, stone, mirror, diamond, scales, candle) and allegories (four parts of the world, the grace of God, God’s Providence, Russia, Glory Chariot). A detailed description of the Triumphal Arches resembles the tradition of French sixteenthcentury editions, where texts and engravings reflected the formation of the monarchy image, which was based on architectural concepts of order, harmony, and grandeur [13]. Visual imagery of the Triumphal Arches had a much greater impact than verbal genres and printed editions, because, as pieces of public art, the Arches were constructed and exhibited outdoors amidst the everyday life, funfairs, merchandise and public festivities. The coronation scenario was intended to shape the image of the Empress as the Russian Minerva in the minds of participants of the ceremony, foreign ambassadors and those witnessing various events. Elizabeth, like Minerva, was to be perceived as the epitome of the highest wisdom and military glory of Russia and, simultaneously, as the patroness of crafts, sciences and arts. The coronation ceremony was called upon to position Elizabeth as the Saviour of the Fatherland, as the ‘native-born’ empress who had the legal right to the throne as the daughter of Peter the Great and who preserved the spirit of Peter’s reign. This idea was supported by Archbishop Ambrosii (circa 1690–1745), who in his coronation sermon declared that “All of Russia was rejoicing”, because “in You our Most-Radiant God-Crowned Autocrat lives the soul of Peter the Great, who astounded all the world with his victories and triumph” [4, p. 62]. The allegory of the Empress as Russian Minerva under Divine Protection can also be found in odes by the Russian poet Mikhail Lomonosov (1711–1765) [14].

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Thus, the album under discussion explicitly conveys the coronation scenario with Elizabeth represented as Russian Minerva, legitimate heiress of Peter the Great, the Mother of the Fatherland and the Saviour of her people. Graphic images and accompanying texts were intended to symbolise the unity of monarchy, aristocracy, and people. The feeling of common rejoice and ‘iconographic happiness’ [15] was reflected in engravings and their inscriptions as well as in Archbishop Ambrosii’s orations and solemn odes by Mikhail Lomonosov. 2.2

Engraved Portraits of Heroes of the Patriotic War in 1812

The next epoch represented in Grigory Stroganov’s graphic collections was the reign of Alexander I (1777–1825) and the Patriotic War of 1812. Stroganov preserved a series of engravings called The Gallery of Engraved Portraits of Generals, Officers, etc., who contributed to the Russian weaponry success with their courage, military talent or love for the Fatherland during the War that began in 1812 [16]. It was published in notebooks of five portraits in each, accompanied by biographies in Russian and French. The engravings were created by the Italian master Francesco Vendramini (1780–1856) after drawings of French artists Louis-Michel de Saint Aubin (ca 1730–), Pierre de Rossi (1789–1831), Franz Ferrier (the 18th century) and others. The sheets with portraits were printed separately from the entire edition in the Boydell workshop in London. In total, from 1813 to 1821, there were 30 portraits printed in six notebooks. This edition had a small circulation, so it soon became a bibliographic rarity and foreign antiquarians could hardly offer any, often in an incomplete version. Stroganov’s private library can boast of four notebooks with 20 portraits, including the portraits of Emperor Alexander, his brother, Tsarevich Constantine (1779–1831), Russian Commander-in-Chief Field Marshal Mikhail Kutuzov (1747–1813), and other generals and officers. The portraits are accompanied by verbal biographies in Russian and French, which makes a striking feature of this collection. In the collection foreword it was explicitly stated that the Emperor Alexander was perceived by contemporaries as the Saviour of Europe and the Liberator of Russia [16]. Napoleon’s invasion of Russia ingrained in the Russian cultural consciousness of that time as the coming of Antichrist at the head of the conquered peoples, which brought about the re-emerging messianic image of Russia as a place where ‘true Christianity’ concentrated. This image was seen as the concept of Moscow ‘as the Third Rome’ developing under new historical conditions [17]. The Formation of the Holy Alliance completed and confirmed Alexander’s supernal mission. The role of the Sovereign as the Saviour of Europe merged in people’s minds with the image of the Saviour, Messiah [18]. In his famous epistle To Emperor Alexander (1814), the poet Vasily Zhukovsky (1783–1852) calls him Angel, Saviour, Redeemer, and the Blessed One, who is blessed by the Lord from above to fulfil the will of Providence [19]. The portrait of Field Marshal Mikhail Kutuzov (1747–1813) was printed in the second bind of Vendramini’s Gallery. In the context of the eschatological moods, the image of the Russian army that defeated Napoleon was associated with the Heavenly Host led by the Holy Archangel Michael who confronted Antichrist in the final battle of the Apocalypse. The Archangel Michael was associated with the Russian Commanderin-Chief Mikhail Kutuzov, who, shortly before his appointment, was awarded the title

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of prince, which was treated as a sign pointing to the mission of ‘Prince Michael’ predetermined from above [18]. In the minds of his contemporaries, Kutuzov was also associated with St. George the Victorious. The inscription to Kutuzov’s portrait emphasises both his role as the Russian Commander-in-Chief and the Saviour of the Fatherland, with explicit Christian connotations. Alexander and Russia call him to the most important deeds. He is entrusted to become the ‘Saviour of the Fatherland’ and appointed Commander-in-Chief ‘over all the active military forces’. He goes to the army “amidst prayers and blessing of people of all classes, who in advance name him their Redeemer” [16, pp. 14, 16]. In addition to the members of the royal family and Kutuzov, Stroganov’s collection includes graphic portraits of Russian generals Matvei Platov (1753–1818), Pyotr Bagration (1765–1812), mortally wounded in the battle of Borodino, Yakov Kulnev (1763–1812), Prince Michael Andreas Barclay de Tolly (1761–1818), Pavel Stroganov (1774–1817), the second cousin of the collection owner, Peter Konovnitsyn (1764–1820), Alexander Chernyshev (1786–1857), Andrei Gorchakov (1779–1855), Alexander Rosen (1779–1832), Alexander Kutaisov (1784–1812), killed in the battle of Borodino, Dmitry Golitsyn (1771–1844), Nikolai Raevsky (1771–1829), Alexander Osterman-Tolstoy (1770–1857), and Ivan Dorokhov (1762–1815). This collection was largely inspired by Zhukovsky’s famous poem Pevets vo stane russkikh voinov [The Singer in the Camp of Russian Warriors], which reflected the “patriotic upsurge of the Russian society” [20, p. 235] and Zhukovsky’s personal involvement in the Patriotic War. The poem was published in No. 23-24 of Vestnik Evropy for 1812. In the poem, Zhukovsky mentions Emperor Alexander and 26 generals of the Russian army who took part in the Battle of Borodino. Their poetic characteristics reveal interconnections with the biographical sketches in the Vendramini’s graphic collection, so it can be argued that Zhukovsky’s The Singer in the Camp of Russian Warriors can be perceived as a kind of pretext for the biographies of generals whose portraits are included in the graphic collection [19]. Generally, this collection of professional pencil-style engravings represents the unity of the living and deceased heroes. It reflects the official state mythology about the Russian Emperor as the Liberator of the Fatherland and Saviour of Europe, as well as the myths about Kutuzov as the Archangel Michael and Russian generals as his Heavenly Host. Russia and European countries in this collection are portrayed in a religious context as an earthly analogue of the Heaven, where the apocalyptic battle of peoples culminated in the overthrow of the ‘dragon’.

3 Conclusion The conducted research of graphic collections from Grigory Stroganov’s library enables to make certain conclusions about the formation of Russian state mythology and visual ‘scenarios of power’ of the Russian monarchy in the 18th–19th centuries. The album dedicated to the coronation of Empress Elizabeth represents her in the image of the Russian Minerva, combining military victories with the development of sciences and arts. In this regard, it should be noted that Moscow University was founded in 1755, under the reign of Elizabeth.

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Vendramini’s gallery of graphic portraits creates the image of Alexander I as the Saviour of Europe and the Liberator of the Fatherland. The Russian Commander-inChief Mikhail Kutuzov, in its turn, is portrayed as an allegory of Archangel Michael, who, together with his Heavenly Host, won the apocalyptic battle with the dragon. This research of graphic collections from Stroganov’s library sheds light on the specificity of their formation connected with Stroganov’s desire to purchase rare editions and publications of historical, cultural and artistic value for Russia in particular and the world culture in general.

References 1. Mazur, L.: ‘Vizual’nyy povorot’ v istoricheskoy nauke na rubezhe XX–XXI vv.: v poiskakh novykh metodov issledovaniya [The ‘visual turn’ in historical sciences in the late 20th – early 21st centuries: In search of new research methods]. Dialog so vremenem 46, 95–108 (2014). (in Russian) 2. Shcherbakova, E.: Vizual’naya istoriya: osvoenie novogo prostranstva [Visual history: The development of a new space]. Istoricheskie issledovaniya v Rossii 3, 473–488 (2011). (in Russian) 3. Shkurko, N.: Rossiyskiy imperskiy mif kak sotsiokul’turnyy fenomen [The Russian imperial myth as a socio-cultural phenomenon]. Vestnik Severo-Vostochnogo federal’nogo universiteta im. M.K. Ammosova 6(1), 127–133 (2009). (in Russian) 4. Obstoyatel’noe opisanie torzhestvennykh poryadkov blagopoluchnogo vshestviya v tsarstvuyushchiy grad Moskvu i svyashchenneyshego koronovaniya eya Avgusteyshego imperatorskogo velichestva vsepresvetleyshiya derzhavneyshaya velikiya gosudaryni Elisavet Petrovny, samoderzhitsy vserossiyskoy [Complete Description of the Solemn Ceremonies of the Successful Entry into the Capital City of Moscow and the Coronation of Empress Elizabeth Petrovna]. Imperial Academy of Sciences, St. Petersburg (1744). (in Russian) 5. Kondakov, I.: Svodnyy katalog russkoy knigi grazhdanskoy pechati XVIII veka [The Joint Catalogue of the Russian Civil Book of the 18th Century]. USSR State Library, Moscow (1964). (in Russian) 6. Chartier, R.: Les usages de l’imprimé, XV-XIX siècles [The Uses of Print in the 15th–19th centuries]. Fayard, Paris (1987) 7. Lardellier, P.: Monuments éphémères: les entrées royales [Ephemeral Monuments: The Royal Entrances]. Cahiers de médiologie 1(7), 239–245 (1999) 8. Tunkina, I.: Unikal’nyy pamyatnik russkoy istorii – Koronatsionnyy al’bom imperatritsy Elizavety Petrovny [A unique monument of Russian history – The coronation album of Empress Elizabeth Petrovna]. Vestnik istorii, literatury, iskusstva 1, 434–446 (2005). (in Russian) 9. Markova, N.: Ob istorii sozdaniya koronatsionnogo al’boma imperatritsy Elizavety Petrovny [The story of the creation of Empress Elizabeth’s coronation album]. Tretyakov Gallery Mag. 30(1), 5–21 (2011). (in Russian) 10. Kuptsov, I.: Rod Stroganovykh [The Stroganovs]. Kamennyy poyas, Chelyabinsk (2005). (in Russian) 11. Gébelin, F.: Un manifeste de l’école néo-classique en 1549: l’entrée d’Henri à Paris [A manifesto of the neoclassical school in 1549: Henri’s entry to Paris]. Bulletin de la Société de l’Histoire de Paris et de l’Ile de France 51, 35–45 (1924)

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12. Bryant, L.M.: La cérémonie de l’entrée à Paris au Moyen Ăge [The ceremony of entry to Paris in the Middle Ages]. Annales. Économies, Sociétés, Civilisations 41(3), 513–542 (1986) 13. Pauwels, Y.: Propagande architecturale et rhétorique du sublime: Serlio et les ‘Joyeuse Entrées’ de 1549 [Architectural propaganda and rhetoric of the sublime: Serlio and the ‘Happy Entrances’ of 1549]. Gazette des Beaux-Arts 137, 221–236 (2001) 14. Lomonosov, M.: Poeziya. Oratorskaya proza. Nadpisi. 1732–1764 gg. [Poetry. Oratory Prose. Inscriptions. 1732–1764]. Vol. 8. In: Vavilov, S.V. (ed.) Polnoe sobranie sochineniy M.V. Lomonosova [Complete Works of M.V. Lomonosov]. Akademiya nauk, Moscow (1959–1983). (in Russian) 15. Baehr, S.: Fortuna redux. The iconography of happiness in eighteenth century courtly spectacles. In: Cross, A.G. (ed.) Great Britain and Russia in the Eighteenth Century: Contacts and Comparisons, pp. 110–122. Oriental Research Partners, Newtonville (1979) 16. Galereya gravirovannykh portretov generalov, ofitserov i proch., kotorye muzhestvom svoim, voinskimi darovaniyami ili lyubov’yu svoeyu k otechestvu spospeshestvovali uspekham rossiyskogo oruzhiya v techenie voyny, nachavsheysya v 1812 godu [The Gallery of Engraved Portraits of Generals, Officers, etc., who contributed to the Russian weaponry success with their courage, military talent or love for the Fatherland during the War that began in 1812]. De l’imprimerie de Pluchart et compagnie, St. Petersburg (1813–1821). (in Russian) 17. Uspensky, B.: Etyudy o russkoy istorii [Studies on Russian History]. Azbuka, St. Petersburg (2002). (in Russian) 18. Gasparov, B.: Poeticheskiy yazyk Pushkina kak fakt istorii russkogo literaturnogo yazyka [Pushkin’s Poetics in the History of Russian Literary Language]. Akademicheskiy proekt, St. Petersburg (1999). (in Russian) 19. Zhukovsky, V.: Stikhotvoerniya of 1797–1814 [Poems of 1797–1814]. Vol 1. In: Yanushkevich, A.S. (ed.) Polnoe sobranie sochineniy i pisem V.A. Zhukovskogo [Complete Collection of Works and Correspondence of V.A. Zhukovsky]. Yazyki russkoy kul’tury, Moscow (1999). (in Russian) 20. Palmer, A.: Alexander I: Tzar of War and Peace. Harper and Row Publishers, New York (1974)

Language and Culture Complementarity as a Tool for Creating a Holistic Pragmatically Induced Professional Competence of University Graduates Elena Grishaeva

and Veronica Razumovskaya(&)

Siberian Federal University, Krasnoyarsk 660041, Russia [email protected], [email protected]

Abstract. The present paper deals with the issues of university graduates’ competences complying with the contemporary labor market requirements. The main attention is paid to foreign languages (mostly English) acquisition. In the context of globalization (and ‘globanglization’ as associated process), ESP is an effective tool for social and professional adaptation. The bilateral process of teaching and studying English is inseparably connected with the development of cross-cultural awareness which can be determined as the ‘fifth skill’ – the ability of learners to be aware of cultural relativity following reading, writing, listening, and speaking. The research objective is of descriptive origin and focuses on determining the most effective ways for achieving language and culture complementarity with university graduates. The harmonization of acquiring language and cultural knowledge is methodologically based on the universal principle of complementarity, which demonstrates the new paradigm of worldview, universalism and the synergistic nature of modern research, education and methodology. The principle of complementarity leads to the development and application of an interdisciplinary and integrated approach to the analysis of language and cultural phenomena in the classroom context. Keywords: Foreign language acquisition
Cross-cultural awareness
Knowledge unification
Complementarity principle
Integrative approach

1 Introduction Foreign language contexts are traditionally characterized by lack of ready-made contexts for communication beyond their classroom. They may be obtained through different channels. Being a tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy, scientific research, and other varieties of practical applications, English poses concerns to both teachers and learners. Using English as a lingua franca and a language of macro communication in various occupational fields requires keeping pace with the new pragmatism. In recent scholarly writings, there is a considerable evidence of appeals to view research questions from interdisciplinary perspective. Interdisciplinary studies enhance a universal academic trend to integrate knowledge from different areas of research. The resulting © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 933–941, 2020. https://doi.org/10.1007/978-3-030-47415-7_100

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effect of such kind of investigations leads to emerging academic crossings of different streams and directions. This approach unmistakably assumes receiving valuable and objective results. Current sociopolitical trends have created a unique challenge for university-level ESP programs. Graduates appreciate the importance of English proficiency for survival and adaptation in the work place among colleagues of international teams. In these conditions, English is gradually turning into a kind of ‘professional and social pass’ enabling recent university graduates to get along with peers and colleagues at higher levels. Taking this idea as a basic impetus of research, we argue that synergy of language and culture can be a useful tool of reconsidering both a mental and professional picture of university graduates. Language and culture complement each other in every societal setting. They play an utmost role in educational processes as well. For university teachers and students, the linkage between language and culture turns to be a critical issue not exclusively from the intercultural interaction but mostly from the socially pragmatic one. The present research objective is of descriptive (mostly qualitative) origin and focuses on determining the most effective ways to achieve language and culture complementarity with university graduates. Cross-cultural pragmatics tends to discover patterns of language-as-action across diverse groups and interculturally across diverse groups [1, 2]. Interactional sociolinguistics focuses on intercultural interaction [3]. Intercultural discourse vests sources for pedagogical implications in foreign language teaching and learning practices [4, 5].

2 Literature Review Since late 1950s and through the ongoing decades of the 20th century, scholars have proposed a plethora of multi-faceted and polychromic studies and observations concerning foundations for classroom practices, contexts of teaching of English for specific purposes (ESP), designing and implementing classroom techniques, integrating ‘four skills’ paradigm into teaching a foreign language and suggesting a lifelong learning practice [6–8]. A critical sociopolitical contextual consideration should be taken into account by all stakeholders of the educational process. As far as language policies and social climate dictate the status accorded to a foreign language as a subject, cultural issues come into play. Cross-cultural awareness in language learning is regarded as a ‘fifth skill’, i.e. the ability of learners to be aware of cultural relativity following reading, writing, listening and speaking. Kramsch points out: “If …language is seen as social practice, culture becomes the very core of language teaching. Cultural awareness must then be viewed as enabling language proficiency… Culture in language teaching is not an expandable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading and writing” [9, p. 8]. The new Millennium scholars develop conceptual ideas of philosophers, sociologists of language and cognitivists of the previous century. A short summary of the materials lists the main reasons to focus on a specific additive role of cultural inputs into a teaching and learning process. Thus, one of the sub-categories of culture interprets acquisition and socialization of language-as-competence and as social

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practice [10]. Goodenough [11] and Hutchins [12] saw culture as socially distributed knowledge. The idea of culture as communication was depicted by Lévi-Strauss [13]. Vigotsky [14] considered language as a tool of symbolic mediation. In accordance with Bourdieu’s theory of practice [15], culture is seen as “a bundle of socially sanctioned, historically developed, internalized dispositions for institutionalized, routinized sociodiscursive practices” [10, p. 458]. In the context of high international mobility, it is now common to discuss the acquisition of ‘intercultural citizenship’, which “focuses on competences rather than identities” [16, p. 157]. Intercultural competence can be defined as involving ‘attitudes’, “skills of interpreting and relating’ and ‘skills of discovery and interaction” [16, p. 157] and can be achieved by means of intercultural education. This area of education is often linked to language teaching and learning. In fact, language study can be considered a place of ‘tertiary socialization’ [17], which embodies the idea that “teachers and others can help learners to understand new concepts (beliefs, values and behaviors) through the acquisition of a new language, new concepts which, being juxtaposed with those of the learners’ other language(s), challenge the taken-forgranted nature of their existing concepts” [16, pp. 113–114].

3 Materials and Methods The concept of creating a holistic pragmatically induced professional competence of university graduates is important in advancing our understanding of how language and culture coexist as a particular and shared tool in academic discourse and evolve through the years at the university. However, this concept seems to be troublesome and not easy to understand. As Ochs insightfully notes, “Culture is not only tied to the local and unique, it is also a property of our humanity and such expected to assume some culturally universal characteristics across communities, codes and users. (…) there are certain commonalities across the world’s language communities and communities in practice in the linguistic means to constitute certain situational meanings” [18, p. 425]. Apparently, due to modern social, political and economic contexts, teaching and learning practices currently encounter new interpretations. Thus, educators are on a constant quest: what characteristics would a globally competent student possess? What does this student know upon graduation day that a student without this sort of education does not? Potential answers might include the following: a globally competent university graduate has a diverse and knowledgeable worldview; s/he comprehends international dimensions of his/her major field of study; communicates effectively in English for specific purposes and/or cross-culturally; exhibits cross-cultural sensitivity and adaptability; carries global competencies throughout life [19]. Thus, in the course of integrated learning of ESP, the students of the Institute of Economics, Management and Environmental Studies of Siberian Federal University (Krasnoyarsk, Russia) are taught to consider culture as one of the main didactic and methodological principles of their University journey. At the same time, they try to verify for themselves both the role of the internationalized English as a tool for upward mobility and career growth. In other words, language learning takes place in a multidisciplinary way bypassing the barriers of traditional academic areas. Teachers

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challenge a choice of optimal and pragmatically induced way to practice professionally and/or culturally related English. One of the first decisions teachers need to make is whether or not they prefer the traditional, one-on-one, real-time TPD (teacher professional development), in a classroom with students, or if they consider they can thrive professionally to the even more extent in a virtual environment [20]. Wurr [21] argues that one of the most effective approaches most likely implies the so-called ‘blended’ learning arrangement that combines online, real-time, face-to-face interaction and off-line, asynchronous teaching and learning, which is often carried out via electronic platforms, on which course readings can be posted, questions posed, and written responses to the readings shared. This particular standpoint demands a kind of rethinking of the phenomenon of literacy pedagogy, because “to be literate today is being reshaped to include not only traditional literacies, that is, reading and writing in print-based environments, but also the knowledge, skills, and strategies needed for comprehending and communicating via technologies” [20, p. 243]. There is no universally accepted set of research methods within the humanities. Methodologies associated with foreign languages acquisition are predominantly of reflexive nature; they closely deal with the taught disciplines and could be defined as qualitative ones including phenomenological, hermeneutic, axiological, ethnographic, holistic, naturalistic, descriptive, experiential, and dialectical strategies [22]. The study implies the results from contributive efforts of multidisciplinary approach to analysis of syntactic structures, lexical semantics of the core professional glossary items, and wider cultural contexts. The research is mainly based on cross-cultural pragmatics and interlanguage pragmatics principles for analyzing speech acts realization. From the qualitative research perspective, we are pointing out misconceptions and sociopragmatic failures of Russian students whose major is International Economics and International Management at Siberian Federal University. When academic English is used as a metalanguage, sometimes cultural and linguistic peculiarities tend to become counter-effective due to miscomprehension of alien culturally centered and professionally induced contexts.

4 Results At the current period of human civilization history, the research thought and didactic practice in various fields of scientific, engineering and humanitarian knowledge as well as the mandatory creative processes of science and education, culture and art demonstrate an obvious tendency towards unification, which is the radically opposite tendency to the long-lasting and therefore traditional tendency towards specialization. It is known that the knowledge specialization primarily originated in the ancient times in the context of universal and comprehensive philosophy and then lasted over thousands of years. The innovative turn to information unification convincingly testifies to a new and undeniably evolutionary informational turn of the humanity. Thus, in the 1950s there appeared the works rightly criticizing the specialization of science. Among the most famous works devoted to scientific unification are Bertalanffy’s research papers [23], which reflect one of the author’s versions of the general theory of systems. The author strongly calls for scientific unification and advocates the creation of a single

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(unified) scientific terminology for all branches of scientific knowledge within the framework of general systematology. The researcher’s works consistently defend a point of view that the use of unified scientific terminology would allow scientists conducting research in various fields of modern knowledge to overcome the disciplinary limitations and fragmentation of certain branches of science easily and effectively. Progressive ideas of scientific unification by Bertalanffy were further developed by Midgley [24], who considers it possible to allocate a universal unit of science in the near future and approached the consideration of the issue of scientific integration from the point of view of systematology. Assuming the universalism of modern scientific, engineering and humanitarian knowledge, we agree that the traditional division of abovementioned information areas into several separate groups reflects not the qualitative, but only the quantitative side of the information spaces of modern scientific fields. The unification undoubtedly demands generic methodology. Moreover, one of the generic methodological principles is the principle of complementarity formulated by Bohr firstly for atomic physics and then for human knowledge in general [25]. This principle vividly demonstrates a new paradigm of worldview, universalism and the synergistic nature of modern research, education and methodology and their intersection. The Bohr’s principle is considered to be methodological and heuristic principle of modern science that could be applied to describe objects of a certain nature, introducing mutually exclusive classes of concepts, each of which is applicable in special conditions, and their combination allows reproducing the integrity of these objects. In opposing the ideas of scientific isolationism, Midgley has consistently defended the idea of methodological pluralism, allowing research methods to be viewed from the mutual perspective. This research position is in many ways consistent with the wellknown methodological Bohr’s principle of complementarity, according to which an object of study can be described from several mutually exclusive but not conflicting points of view [26]. The outstanding physicist believed that the idea of complementarity could characterize a substantial situation in science, which has an analogy with general difficulties of creating human concepts arising from the separation of subject and object. The principle of complementarity leads to the development and application of an interdisciplinary and integrated approach to the analysis of heterogeneous phenomena and, in particular, to the analysis, as mentioned above, of language and culture phenomena. It is also obvious that the cross-sectoral synthesis of humanitarian and natural science knowledge ensures the use of new polyparadigmal approaches in linguistic and cultural studies, and the expansion of perceptions of possible objects and subjects of modern linguistics and culturology. It means that the study of topical issues of language acquisition and cultural studies can also be carried out based on of the principle of complementarity. The problems of multiple models of scientific knowledge and the problems of creating integrative models of solving scientific problems are currently being discussed in the humanities. A distinctive feature of modern scientific progress is the fact that the most interesting results have been obtained with integrated and integrative approaches that allow for a new look at key scientific problems. Thus, the desire to create an integrative model for the study of language acquisition affected the synergistic dynamic

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system and the development of linguasynergetic methodology and specific techniques to study language material. Integrative linguistic theories and techniques are presented in works dealing with the issues of linguasynergetics. The tendency to integrate different fields of knowledge is evident in modern science and leads to specialization not in certain branches of science, but (what is extremely important) in certain scientific problems. Karasik rightly notes that the Bohr’s generic principle of complementarity requires the researcher to increase aspects of consideration of the scientific object of interest. Karasik concludes that understanding of language as a cultural phenomenon translates the question of the essence of language, consciousness, and communication from the plan of causal relations to the plan of target-oriented relations [27]. Real methodological pluralism, which is not declarative but effective, can and should contribute to effective solution of the epistemological and ontological problems of modern research science. Methodological pluralism makes it possible to realize one of the main tasks of systemic thinking – to go beyond the fragmented limits of scientific disciplines into a wide and continuous scientific continuum.

5 Discussion Thus, the originally physical principle of complementarity can be applied to the traditionally humanitarian areas of language and culture. In many ways, the relationship between language and culture raises the question of how language and culture organize teaching and learning of a professionally centered language. Cross-cultural and intercultural pragmatics adopts an interdisciplinary approach to examine variable patterns of language-as-action across cultural groups and intercultural encounters. Considering culture as a language-as-competence and social practice enables teachers to interpret culture as socially distributed knowledge. Another perspective represents culture as a system of mediation: it comprises a set of physical and symbolic objects that mediate between people and their professional environment. Language practices are understood as mediating activity for socio-discursive practices. The approaches to intercultural discourse offer powerful tools for teacher education, professional development and transformative pedagogic practice. The problems of foreign languages learning can reasonably be concerned within the context of the modern linguistic concepts of personality: linguistic, discursive and communicative. In fact, being a personality, a man strikes a balance between all the abovementioned types of personality. Within linguistics, a linguistic personality is understood as “the complex of human abilities and characteristics determining their creation and perception of texts, that vary in: a) the degree of structural and language complexity; b) the depth and precision of the reality reflection; c) a particular target” [28, p. 3]. The most probable number of linguistic personalities for an individual is estimated by the sum of the basic linguistic personalities developed according to the circumstances of birth and upbringing in the ‘native’ linguistic and cultural environment, and the secondary linguistic personalities formed as a result of foreign language acquisition in the process of studying, self-education or living in a ‘foreign’ culture. A communicative personality, in its turn, means a linguistic personality in communication context. A communicative personality meets other participants in the act of

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communication. The idea of a discursive personality also derives from the concept of a linguistic personality and suggests creating a particular discourse in the form of a specific message. Active management principles of the work on foreign languages at universities contribute to the creation of a self-developing personality. Initially, these principles are the permanency and continuation of teaching foreign languages in the system of pre-school, secondary and higher education. At universities, these principles are implemented within the two-tier system of teaching and under the system of extended education implying various specially tailored programs. In this context, we can note that the programs of International Economics and International Management are hybrid programs for 196 undergraduate students at the Institute for Economics, Management an Environmental Studies, Siberian Federal University (SibFU). The programs combine virtual courses in Moodle with the support of tutors in face-to-face sessions. The students learn ESP for four years, and due to the evident advantage of combining virtual resources with on-site support, they are taught on the module principle: four modules per one academic year. Such curriculum allows students to concentrate on disciplines without waste of time. The permanency and continuation in training foreign languages at different levels and through various learning paradigms, which are preferably structured according to the universal complimentary principle (Bohr’s principle), support the progress in cognitive activity of students, create and train the self-developing linguistic personality that constantly requires foreign language mastering in the professional cross-cultural communication. An important role in formation of the secondary linguistic personalities is given to non-formal language learning.

6 Conclusion Following the innovative idea of knowledge unification and relying on the generic methodological principle of complementarity, we assume the language and culture to be heterogeneous teaching objects that form one of the key professional competences for university graduates. Commodification of the English language [29] in the current era of ‘globanglization’ [30] enhances development of cross-cultural awareness, which can be determined as the ‘fifth skill’ – the ability of learners to be aware of cultural relativity following reading, writing, listening and speaking. Linguistic and cultural competences provide successful social and professional adaptation of university graduates in any field of sciences and humanities. The most effective ways for achieving the required language and culture complementarity with university graduates are the following: strengthening the demand for language and culture competences at university; using an intercultural approach to the development of the student’s personality and identity in response to the enriching experience of otherness in language and culture: achieving metasynthesis of the culture and language complementarity at EFL and ESP lessons aimed at translingual and transcultural competence; adhering to specific information sources (academic papers, video lectures, visit-professor lectures, etc.); implementing self-study strategies of foreign language and culture learning.

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References 1. Bardovi-Harlig, K., Hartford, B.: Interlanguage Pragmatics. Erbaum, Mahwah (2005) 2. Kasper, G., Blum-Kulka, S.: Interlanguage Pragmatics. Oxford University Press, New York (1993) 3. Rampton, B.: Language in Late Modernity: Interaction in an Urban School. Cambridge University Press, Cambridge (2006) 4. Banks, J.A., McGee Banks, C.A.: Multicultural Education: Issues and Perspectives, 6th edn. Wiley, New York & Chichester (2007) 5. Risager, K.: Language and Culture Pedagogy: From a National to a Transnational Paradigm. Multilingual Matters, Clevedon (2007) 6. Gardner, H.: Frames of Mind: The Theory of Multiple Intelligence. Basic Books, New York (1983) 7. Cross, D.: A Practical Handbook of Language Teaching. Prentice Hall, Cassel, London (1991) 8. Brown, H.D.: Principles of Language Learning and Teaching, 3rd edn. Prentice Hall Regents, Englewood Cliffs (1994) 9. Kramsch, C.: Context and Culture in Language Teaching. Oxford University Press, Oxford (1993) 10. Kasper, G., Omori, M.: Language and culture. In: Hornberger, N.H., McKay, S.L. (eds.) Sociolinguistics and Language Education, pp. 455–491. Multilingual Matters, BristolBuffalo-Toronto (2010) 11. Goodenough, W.: Cultural anthropology and linguistics. In: Hymes, D. (ed.) Language in Culture and Society, pp. 36–39. Harper & Row, New York (1964) 12. Hutchins, E.: Cognition in the Wild. MIT Press, Cambridge (1995) 13. Lévi-Strauss, C.: Myth and Meaning. Schochen Books, New York (1978) 14. Vigotsky, L.S.: Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge (1978) 15. Bourdieu, P.: Outline of a Theory of Practice. Cambridge University Press, Cambridge (1977) 16. Byram, M.: From Foreign Language Education to Education for Intercultural Citizenship. Essays and Reflections. Multilingual Matters, Clevedon-Buffalo-Toronto (2008) 17. Byram, M.: Cultural Studies in Foreign Language Education. Multilingual Matters, Clevedon (1989) 18. Ochs, E.: Linguistic resources for socializing humanity. In: Gumperz, J.J., Levinson, S. (eds.) Rethinking Linguistic Relativity, pp. 407–437. Cambridge University Press, Cambridge (1996) 19. Russo, S.L., Osborne, L.A.: The globally competent student (2017). https://www.aplu.org/ projects-and-initiatives/international-programs/. Accessed 15 Oct 2019 20. Grishaeva, E.B.: Changes and challenges of modern society: what it takes to reach a nearnative level of foreign language proficiency. J. Siberian Federal Univ. Hum. Soc. Sci. 8(11), 2331–2340 (2015) 21. Wurr, A.J.: Writing for engagement. In: Liontas, J.I., DelliCarpini, M. (eds.) The TESOL Encyclopedia of English Language Teaching, 1st edn, pp. 1–5. Wiley, Hoboken (2018) 22. Lemercier, C., Zalc, C., Goldhammer, A.: Quantitative Methods in the Humanities: An Introduction. University of Virginia Press, Charlottesville (2019) 23. Bertalanffyvon, L.: General systems theory. Gener. Syst. Yearb. 1, 1–10 (1956) 24. Midgley, G.: Rethinking the Unity of Science. University of Hull, Hull (1998) 25. Bohr, N.: Atomic Physics and Human Knowledge. Dover Publications, New York (2010)

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26. Bala, A.: Complementarity Beyond Physics: Niels Bohr’s Parallels. Palgrave Macmillan, New York (2017) 27. Karasik, V.: Inaya mental’nost’ [Other Mentality]. Gnosis, Moscow (2005). (in Russian) 28. Karaulov, Iu.: Russkaia iazykovaia lichnost’ i zadachi ee izucheniia [Russian linguistic personality and tasks on its analysis]. In: Shmelev, D.N. (ed.) Iazyk I Lichnost’ [Language and Personality], pp. 3–8. Nauka, Moscow (1989). (in Russian) 29. Razumovskaya, V.A.: Commodification of foreign languages in the educational space of modern Russia. J. Siberian Federal Univ. Hum. Soc. Sci. 8(11), 2596–2605 (2015) 30. Kabakchi, V.: Globalizaciia, ‘globanglizaciia’ ili vtoraia volna bilingvizma v Rossii. [Globalization, “globanglization” or the second wave of bilingualism in Russia]. In: The Proceedings of the XI International Scientific Conference on Translation Studies “Fedorov Readings”, pp. 177–189. Saint-Petersburg State University, Saint-Petersburg (2011). (in Russian)

Evaluative Aspect of Engineer’s World View (The German Language Case Study) Anna M. Klyoster1(&) 1

2

and Natalia Ju. Shnyakina2

Omsk State Technical University, Omsk 644050, Russian Federation [email protected] Omsk State Pedagogical University, Omsk 644099, Russian Federation [email protected]

Abstract. In the process of opening up the reality a human being obtains a set of ideas constituting the world view that is fixed in the language. The image of the reality results from the human interpretative activity realized in accordance with certain principles and schemes, the study of which becomes possible within a language fragment. This article attempts to identify the means of objectification of the world view evaluation component of an engineer, who is a carrier of a special sublanguage. The chosen aspect of study seems to be relevant since it touches upon a currently important issue of mental construction of the world and principles of cognitive and pragmatic knowledge reflection of a specialist. In order to analyze language material, the method of terminological fragmentation is applied to establish the regularities of evaluative patterns expression within the framework of scientific ideas and laws. The study has revealed that, despite the need for an objective description of the scientific research findings, language structures necessarily contain assessment as an integrated part of the world view verbalization. The connotative aspect, being a significant component of the language interpretation, reflects, on the one hand, an individual author’s position, and, on the other hand, scientific community collective vision, based on a set of norms and stereotypes adopted in the German-speaking professional environment. Keywords: World view Evaluation


Terminological fragment
Interpretative activity


1 Introduction Language is a cognitive and communicative phenomenon that arises from the interpretive activity of consciousness. During lifetime, a person divides the reality in accordance with conscious schemes and general laws of information processing. The result of this process is a gradually emerging world view where a person’s knowledge of objects, events and their relationships, as well as collective ideas about them in society is recorded. One of the aspects of the world view influencing the interpretation of perceived information is assessment. It acts as a kind of information processing filter through which a person expresses both his own position and an opinion fixed in society; they are based on a system of norms and generally accepted stereotypes. There © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 942–950, 2020. https://doi.org/10.1007/978-3-030-47415-7_101

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is evaluative activity of consciousness in any act of communication: both in everyday communication and in scientific discourse. Integration of various subject areas involves consideration of significant problems that reflect the current state of scientific knowledge. Professional interaction between specialists is an act of communication that generates oral and written texts. They record a conceptual view of the world formed in the process of scientific development of a specialist. It includes both individual’s actual ideas about the subject area being developed and value judgments about it. Despite the fact that scientific discourse is characterized by the author’s desire for an objective presentation of data, assessment is an integral part of language constructions. In this regard, mechanisms of connotative meanings reflection in a terminological fragment as a result of the scientific thought development in the framework of a certain field of knowledge are of considerable interest. The undertaken research has a theoretical basis, which was composed of works on the conceptual and linguistic world view [1–9], on general principles of functioning in the consciousness of cognitive patterns [10–13], on the semantic features of the terminological fragment [14–18], as well as works on the theory of evaluation [2, 19]. In accordance with the stated theme, the following objectives are successively achieved in the article: firstly, relationship between the world view and the interpretation of information perceived by a person is considered; secondly, the role of the evaluation aspect is traced in the formation of the scientific world view; thirdly, on the basis of terminological fragments, the means of expression of various types of assessment are identified.

2 World View as a Result of Interpretive Activity of Consciousness The world view is a fundamental phenomenon of human consciousness, an open system of ordered data on its surrounding reality and spiritual world. The world view is being formed gradually; its creation depends not only on external factors, but also on the psychological characteristics of the individual, who in the process of their development, communication, and substantive-practical activity assimilates the norms and rules accepted in society. The mental content generated as a result of the processing of sensory data and correlating with the background knowledge of the individual and the target settings is fixed in linguistic forms according to the rules of linguistic design adopted in the linguistic society and reflected in mind. These interpretations of reality objectified in this way form a linguistic world view. There are many definitions of a ‘linguistic world view,’ which focuses on one or another aspect. For example, national-cultural specificity is emphasized in [6]; a specific world view expressed with the help of language forms is reported by Nikitin [9]; the world view as a conceptual system projection is described by Kubryakova [7]. However, as linguists point out, the creation of the linguistic world view is not a simple reflection of reality [1, 20, 21], but the result of interpreting the world in a language [10, 22, 23]. On the one hand, this process is determined by existing cognitive models in mind [11]; on the other hand, it is determined by heuristic potential of human consciousness.

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Knowing the surrounding world, a person in the process of interpreting data constructs reality with the help of linguistic means, which fix the world understanding and how this or that phenomenon is perceived and understood. This idea is present in a number of linguistic works [7, 8, 15, 24]. Scientists agree that the construction of the world by the agency of verbal means forms a speech-thinking process aimed at establishing or describing the essence of things and the connections between them. Human consciousness, using a limited set of linguistic units, can create an unlimited number of objectifications of the same thought. The presence of a number of linguistic signification alternatives is due to the ability of consciousness to correlate a certain mental content with the variety of words and the whole set of their lexical meanings, taking into account extralinguistic factors and the pragmatic aspect of the communication act. The choice of an alternative depends on many factors. They include the education level of a native speaker, the communicative perspective of reflecting the denotative situation, its structural features, the degree of the author’s familiarity with the constructed fragment of reality and his personal attitude to it. The degree of formality and scientific nature of the communication act also determines the choice of linguistic means and composition of the thought structuring. Based on the significance of these factors, full or partial linguistic objectification of the mental structure is performed in the process of verbal communication. Partial activation is more characteristic of multidimensional mental constructs, such as representation of an event or process, that is, units that include a number of categorical coordinates. Among them, there are the subject, object, action and reaction of the subject, tool, spatial and temporal coordinates [22]. Therefore, the specificity of verbal construction of reality lies in the creative nature of linguistic constructions and the alternative choice of objectification forms due to linguistic and extralinguistic factors.

3 Role of the Evaluative Aspect in Scientific World View Formation Evaluation is one of the significant aspects of human activity and an important component of the linguistic world view, reflecting the value system of the linguistic collective and individual. One cannot disagree with M. Heidegger, who writes that in the process of creating the world view a person inevitably expresses his attitude to it [25]. Any language construction contains the result of the evaluation activity of consciousness, which is present not only in everyday speech, but also in scientific discourse. The forms of language assessment representation are studied in the works of such linguists as Arutyunova, Boldyrev and Wolf [2, 10, 19]. The range of issues under consideration is quite wide: from the principles of evaluative values formation at various language levels to the national-cultural specifics of the evaluation. It seems interesting to look at the evaluation described by Boldyrev, who relates connotations to one of the types of interpretive activity of consciousness [10]. According to the author, the object of interpretation can be not only the world around a person, including objects, events and their signs, but also the attitude to the reality of an individual and the entire linguistic community [10]. This type of information processing involves

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“schematization of experience in accordance with a collective and individual rating scale, systems of norms, ideals, stereotypes, values accepted within the framework of a particular culture, i.e. estimated categorization of objects and events” [10, p. 13]. In other words, the benchmarks serve as a kind of coordinates in accordance with which a person thinks and acts. In the framework of scientific discourse, the evaluation activity of consciousness is an objective and subjective phenomenon at the same time. On the one hand, connotations are aimed at conveying the results of scientific achievements with the highest degree of impartiality; on the other hand, they reflect the scientist’s need to express an opinion on his own research, generally accepted scientific facts or opinions of colleagues. The scientific world view in this regard is the result of value judgments. In addition to the system of ideas about general properties and laws of reality formed as a result of generalization and synthesis of fundamental scientific concepts and principles, the world view contains information about good and bad, important and unimportant, necessary and unnecessary, etc. The evaluative activity of consciousness concerns not only the fundamental conclusions of fundamental theories that reflect the laws of development of nature, but also their significance for society and the world as a whole. The language of an engineer is one of the sublanguages, a means of communication between representatives of a separate professional group involved in the development and implementation of special ideas and attitudes in society. In addition, the linguistic world view of a professional in this field reflects the specifics of his perception of reality. In this regard, of great interest is not only the diversity of the rating scales most important in scientific knowledge, but also the gradation objectified in the language within these scales, applicable to the description of scientific objects, phenomena and facts.

4 Results and Discussion The results of scientific knowledge can be evaluated by a person according to various parameters, predetermining several types of rating scales. The rating system developed in the article is based on the classification proposed by Arutyunova [2]. The most typical ratings presented in this system, which are of significance for an engineer, are hedonistic, psychological, utilitarian, normative and teleological evaluations. All the examples are taken from Men-machine communication dictionary [26]. Hedonistic evaluation organizes the specialist’s ideas about the object of cognition and other aspects of the situation in accordance with the ‘good-bad’ scale, reflecting the results of sensory perception, which can be differentiated according to the type of sense (olfactory, tactility, hearing, vision). The adjectives gut and schlecht are a means of verbalizing the overall score: • Aufgrund der schlechten Signalqualität der Verbindung kommt es zu Störungen bei Internetkommunikation. (As a result of the bad quality of the connection signal, there are disturbances with the Internet communication).

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• Bei der guten Planung und Auswertung von Untersuchungen sind stets formale und inhaltliche Aspekte zu bedenken. (By good planning and evaluating of investigations, formal and content aspects are always to be considered). Particular estimates are an assessment that results in the work of an organ. In the linguistic fragment, they are realized with the help of special adjectives in which the perception channel is implicitly expressed: ‘big–small’ – vision; ‘quiet–loud’ – hearing; ‘hard–soft’ – tactility, for example: • Auf dem einen Hebel wurde ein kleines Gummirad befestigt, auf dem anderen – eine kleine Landeklappe. (On one lever a small elastic wheel was fastened, on another – a small landing flap). • Bei einer vollwertigen Tastatur ist die Enter-Taste grundsätzlich groß. (A full keyboard usually has a big Enter key). • Manche Unternehmen begegnen dem Problem mit einem stillen Raum, einem möglichst gut isolierten Arbeitsplatz, an den sich Mitarbeiter begeben können, wenn sie mehr Ruhe für die Arbeit oder schlicht eine Auszeit vom Lärm brauchen. (Some enterprises meet the problem with a quiet space, a very well isolated working area in which employees can proceed if they need more rest for work or simply a time out of the noise). • Laute Gespräche, klingelnde Telefone, das Klackern von Tastaturen gehören zum Lärm am Arbeitsplatz. (Loud talking, ringing phones, keyboards clicking belong to the noise at working area). • Eine weiche Polsterung kann dazu führen, dass die Beweglichkeit des Benutzers eingeschränkt wird. (Soft covering can lead to the fact that the mobility of the user is limited). • Die Sitzhöhe zwingt die Knie meist in einen rechten Winkel, eine ebene und harte Sitzfläche – Rückenlehne in Höhe des Schultergürtels. (The seat height forces the knees to be mostly in a right angle, a flat and hard seat supports back as if you have a seatbelt). The psychological evaluation is based on the purposeful activity of consciousness, which allows qualifying objects and phenomena from the standpoint of their rational or emotional principles. For instance, the rational aspect is presented in the following examples: • Bewusste Aufgabenauswahl führt zur planmäßigen Handlungsfolge. (Deliberate choice of the problems leads to the level-according action result). • Da das Gerät nur spezielle Funktionen besitzen sollte, nahmen die Entwickler an, dass es keinen Musikplayer und ähnliche ‘unprofessionelle’ Spielereien bräuchte. (Because the device should own only special functions, the developers supposed that it needed no music player or similar ‘unprofessional’ games). • Der Auslöser war höchst banal. (The trigger was extremely banal). The emotional component is realized when evaluating the reality from the standpoint of the personal experiences of a specialist:

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• Ein- und Ausstieg sind wegen der hohen Sitzposition bequem und angenehm. (Sitting down and standing up are comfortable and pleasant because of the high seat position). • Es fragt sich nun, ob die Maßnahmen die gewünschte Wirkung zeitigen. (It is asked whether the measures produce the desired effect). A utilitarian evaluation in scientific discourse is a significant component of the world view reflected in it, since it takes into account the norms and preferences accepted in the society. Language forms of implementation are based on the oppositions ‘useful–harmful’, ‘favorable–unfavorable’: • Das Instrument der Evaluierung sei keine sinnlose Vorschrift, sondern sehr nützlich für die Unternehmen. (The instrument of the evaluation is no pointless regulation, but very useful for the enterprises). • Der Hintergrund ist der, dass Radioaktivität bekanntermaßen für Lebewesen sehr schädlich ist. (The reason is that radioactivity is very harmful for living being). • Spätestens dann soll Solarstrom nicht nur ökologisch, sondern auch ökonomisch vorteilhaft sein. (At the latest, solar stream should be not only ecologically, but also economically advantageous). • Eis und Schnee können die Aerodynamik beim Start der Flugzeuge ungünstig beeinflussen. (Ice and snow can affect the aerodynamics by the start of the airplanes). Regulatory evaluation is also highly significant in a scientific text. Oppositions reflecting the degree of conformity of the described phenomena to generally accepted standards are its means of objectification. The knowledge about normative evaluation is realized in accordance with the idea of right and wrong, normal and abnormal: • Die Analyse ist, anders als bei den früheren zum Teil absurden Abstufungen, nun sogar weitgehend korrekt. (The analysis, which could be absurd earlier, is now quite correct). • Falsches Computerdatum ist oft an Zertifikatsfehler schuld. (Wrong computer data is to blame often for certificate mistakes). • Man muss die richtige Diagnose stellen – und ein optimales Ergebnis für Reparatur der Technik erzielen. (One must make the correct diagnosis – and achieve an optimum result for repair of the technology). • Probleme im metabolischen Bereich zeigen sich in anormalen Werten des Blutzuckers, des Blutdrucks, der Lipid parameter, des Gewichts. (Problems in the metabolic area appear in abnormal values of the blood glucose, the blood pressure, the lipid parameter, the weight). The teleological evaluation is implemented in linguistic units, which reflect the contrasts associated with the efficiency/inefficiency, appropriateness/inappropriateness of the scientific search for an object or phenomenon involved in the situation: • Die Verfügbarkeit über die lösungsrelevanten Operatoren kann an bestimmte Bedingungen geknüpft sind. (The operators taking relevant decisions are interrelated with certain working conditions).

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• Das Bildungsniveau sei für eine schnelle und gelungene Integration ausschlaggebend. (The educational level is decisive for a quick and successful integration). • Das ‘Kronen-Modell’ bietet ein effektives Training der Schutzfaktoren für eine erfolgreiche Persönlichkeits-entwicklung. (The ‘crown model’ offers an efficient training of the protective factors for successful personality development).

5 Conclusion The analysis of terminological fragments allowed us to draw the following conclusions. Firstly, interpretation is a fundamental cognitive operation that underlies the creation of the image of objects and phenomena of the surrounding world fixed in the language. Being a kind of cognitive information processing scheme, interpretation is a means of formatting incoming data. The way of constructing the world with linguistic means reflects, to a certain extent, the specificity of its vision both by an individual and a collective as a whole. Secondly, the world view forms a kind of foundation on the basis of which cognitive processes and human behavioral reactions function. A significant role in these processes is played by assessment understood as a specialized model of information processing. Thirdly, connotative meanings are inevitably present in any language constructions, including scientific discourse. Their implementation in the terminological fragment is carried out through scales. The main ones are normative and teleological. The method of evaluation meanings explication in a scientific text is determined by practical benefits of the activities carried out by scientists, which can have both positive and negative consequences for the universe and a human being.

References 1. Ananina, T.V.: Emocii i yazykovaya kartina mira [Emotions and the linguistic worldview]. Vestnik KASU [Bull. Kazakh-American Free Univ.] 2 (2006). http://www.vestnik-kafu.info/ journal/6/210. Accessed 03 May 2019. (in Russian) 2. Arutyunova, N.D.: Tipy yazykovyh znachenij. Ocenka, sobytie, fakt [Types of language values. Evaluation, event, fact]. Nauka, Moscow (1988). (in Russian) 3. Fedorova, M.A., Tsyguleva, M.V., Vinnikova, T.A., Kirnosov, V.Yu.: Mathematical model of successful research activities for technical university students. J. Phys. Conf. Ser. https:// iopscience.iop.org/article/10.1088/1742-6596/1141/1/012012. Accessed 22 Dec 2019 4. Gorokhova, N.V., Kubyshko, I.N.: Challenges of formation of engineering thinking of technical specialists. Astra Salvensis 6, 625–630 (2018) 5. Kolshanskij, G.V.: Ob’ektivnaya kartina mira v poznanii i yazyke [Objective world view in knowledge and language]. Nauka, Moscow (1990). (in Russian) 6. Kornilov, O.A.: Yazykovye kartiny mira kak proizvodnye nacional’nyh mentalitetov [Linquistic world view as derivatives of national mentalities]. CHeRo, Moscow (2003). (in Russian) 7. Kubryakova, E.S.: Chasti rechi s kognitivnoj tochki zreniya [Parts of speech in a cognitive point of view]. Institut yazykoznaniya RAN, Moscow (1997). (in Russian)

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8. Maslova, V.A.: Vvedenie v kognitivnuyu lingvistiku [Introduction to cognitive linguistics]. Flinta: Nauka, Moscow (2007). (in Russian) 9. Nikitin, M.V.: Ob otrazhenii kartiny mira v yazyke [On the reflection of the world view in the language]. STUDIA LINGUISTICA XVIII. Slovo, predlozhenie i tekst kak interpretiruyushchie sistemy [Word, sentence and text as interpreting systems], pp. 6–14. Politekhnika-servis, St. Petersburg (1999). (in Russian) 10. Boldyrev, N.N.: Kognitivnye skhemy yazykovoj interpretacii [Cognitive schemes of language interpretation]. Voprosy kognitivnoj lingvistiki 4, 10–20 (2016). (in Russian) 11. Fillmore, Ch.J.: An alternative to checklist theories of meaning. In: Proceedings of the First Annual Meeting of the Berkeley Linguistics Society, vol. 1, pp. 123–131. Progress, Moscow (1975) 12. Lakoff, G.: Women, Fire and Dangerous Things: What Categories Reveal About the Mind. University of Chicago Press, Chicago (1987) 13. Rosch, E.: Principles of categorization. In: Rosch, E., Lloyd, B. (eds.) Cognition and Categorization, pp. 27–48. Lawrence Erlbaum Associates Publishers, Hillsdale (1978) 14. Galich, G.G., Klyoster, A.M.: Cognitive and pragmatic interpretation of terminological fragments in the professional discourse. In: Anikina, Zh. (ed.) Advances in Intelligent Systems and Computing, vol. 677, pp. 242–249. Springer, Cham (2018) 15. Klyoster, A.M., Shnyakina, N.Y.: K voprosu o kategorial’nom chleneniinauchnogo i obydennogo znaniya [Categorical division of scientific and everyday knowledge]. Voprosy kognitivnoj lingvistiki 1(54), 144–150 (2018). (in Russian) 16. Kobenko, Y.V., Kostomarov, P.I., Meremkulova, T.I., Poendaeva, D.S.: Standard German hybridization in the context of invasive borrowing. In: Anikina, Zh. (ed.) Advances in Intelligent Systems and Computing, vol. 677, pp. 275–285. Springer, Cham (2018) 17. Sishchuk, J.M., Gerasimova, I.G., Goncharova, M.A.: Anthropocentric world picture in German and English geological and mining metaphoric terms. In: Litvinenko, V. (ed.) Innovation-Based Development of the Mineral Resources Sector: Challenges and Prospects – 11th conference of the Russian-German Raw Materials, pp. 555–560. CRC Press, Boca Raton (2018) 18. Tsyguleva, M.V., Tsoupikova, H.V., Fedorova, M.A., Efimenko, I.N.: Application of speech activity theories to the process of teaching humanities. In: Anikina, Zh. (ed.) Advances in Intelligent Systems and Computing, vol. 907, pp. 426–433. Springer, Cham (2019) 19. Wolf, E.M.: Funkcional’naya semantika ocenki [Functional semantics of evaluation]. Knizhnyj dom «LIBROKOM», Moscow (2009). (in Russian) 20. Apresyan, Yu.D.: Integral’noe opisanie yazyka i sistemnaya leksikografiya [Integral language description and system lexicography]. Yazyki russkoj kul’tury [Languages of the Russian culture], vol. 2. Shkola, Moscow (1995). (in Russian) 21. Langacker, R.W.: Concept, Image, Symbol: The Cognitive Basis of Grammar. Mouton de Gruyter, New York (1991) 22. Shnyakina, N.Yu.: Kognitivnaya interpretaciya v sfere izucheniya konstruirovaniya mira [Cognitive interpretation in the studies devoted to the construction of the world by means of language]. Filologiya i kul’tura 4(42), 180–184 (2015). (in Russian) 23. Wierzbizka, A.: Lingua Mentalis: The Semantics of Natural Language. Academic Press, Sydney (1980) 24. Zamaletdinov, R.R.: Konstruirovanie kartiny mira i paremiologicheskij fond yazyka [World view design and language paremiological foundation]. Filologiya i kul’tura 1(19), 54–58 (2010). (in Russian)

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25. Hajdegger, M.: Vremya i bytie: Stat’i i vystupleniya [Time and Being: articles and speeches]. Respublika, Moscow (1993). (in Russian) 26. Charwat, H.Jü.: Lexikon der Mensch-Maschine-Kommunikation. Oldenbourg Verlag GmbH, München, Wien (1994). (in German)

Creation of Digital Models for Predicting the Muslim Population Growth for Teaching Socio-humanities (Northern Europe Experience) Konstantin Eidemiller1 , Regina Elizaveta Kudryavtseva2(&) Ekaterina Samylovskaya3 , and Sergey Kulik1,2 1

3

,

Saint Petersburg State University, St. Petersburg 199034, Russia 2 Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected] Saint Petersburg Mining University, St. Petersburg 199106, Russia

Abstract. In this study, we present a paper that analyzes the problems of creating digital models for predicting the Muslim population growth, which both individual scientists and such large research companies use in the creation of their works, papers and research. One of the most authoritative developers of digital models for predicting the Muslim population growth in the world is the researcher Houssain Kettani. His models are developed using advanced computational science and engineering techniques and include high-performance computational algorithms, data methodology, and number theory. Despite the objectivity of this kind of research and the popularity of their use in political, analytical and theoretical works, as well as in the development of public development programs, they give a rather serious failure and significant distortion of the final output data in individual subject-specific cases. Nevertheless, this does not diminish or implore their importance and significance, especially in helping researchers in the Humanities and Natural Sciences. In this paper, we will consider the problems of creating digital models for predicting the Muslim population growth. We will study Northern Europe as an example, identify the critical vulnerabilities of these models, and analyze the causes of their failure methodologically. The authors will present the actual variance in the original sources of statistics, indicate and justify the failure of some local conventional concepts and actual irrelevance of national systems of open metadata database, which in fact are the source of confusion for both ordinary researchers and corporations. Keywords: Digital forecasting models
Data methodology
Number theory
Muslim communities
Northern Europe

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 951–959, 2020. https://doi.org/10.1007/978-3-030-47415-7_102

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1 Introduction In this paper, we would like to address the problem of creating digital models for predicting population growth illustrated with the example of Muslim communities in Northern Europe. These models are used by both ordinary scientists and such large research companies as Pew Research Center [1–4], Strategic Forecasting Inc., RAND Corporation [5], Open Society Institute [6, 7], Central Intelligence Agency [8] and many others in their works, papers and research. Unfortunately, today the problem of forecasting the population growth in Muslim communities in Northern Europe is underestimated not only in the scientific environment, but also in the pedagogical sphere, in particular, in the program for training specialists in “Conflictology” (“Ethnic conflict”). In its turn, starting with the migration crisis of 2015, the need to include these data and methods into the pedagogical process presented below becomes obvious.

2 Literature Review Research into the growth of Muslim communities in Northern Europe is being done by a lot of scholars from across the region. In Denmark, it is Professor Nielsen Jorgen at the State University of Copenhagen who has published several books on Muslims, their communities and migration to the country [9]. In Sweden, the largest country in Northern Europe, one of the most prominent scholars dealing with the problem of Muslims is Professor Goran Larsson from the University of Gothenburg [10]. In Finland, the same problem of migration has been studied by the Professor of Helsinki University, Tuula Sakaranaho [11], in Iceland, Christine Loftsdottir [12] while in Norway, one of the most serious researchers in the field of Muslims, Muslim communities and the process of their perception by Norwegian society within the framework of Scandinavian multiculturalism is Professor Sindre Bangstad from the University of Oslo [13, 14]. It is also worth noting that most of the works devoted to Muslim communities in Northern Europe fall on the last couple of years. For the first time they began to be massively published since the mid-00s of the 21st century in all countries of the region.

3 Materials and Methods First, to understand the problem, it is necessary to consider the features of the Muslims migration process to Northern Europe in historical retrospective. From 1975 to 2019, the Nordic region experienced 5 migration waves from the countries of the so-called “Islamic world”. If you divide them into stages, they look as follows: The first or initial stage of the Muslim migration wave to post-war Northern Europe falls on the period up to 1975 and was not recorded as a stage of Muslim migration. The second or situational stage of Muslim migration is due to the framework of 1975– 1995—the time of national legislation and up to January 1, 1995, when in addition to Denmark (EU member since January 1, 1973), two key Nordic States—Finland and

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Sweden entered the EU. The third phase of migration flows to the Nordic countries began in 1995 and continued until 2015 until the European migration crisis associated with it. The fourth or spontaneous crisis stage of migration flows mainly from Muslim countries to the states of Northern Europe and the Baltic region falls on the period from 2015 and ends in 2016. The fifth stage of migration flows mainly from Muslim countries to the states of Northern Europe falls on the period of 2017 and continues to the present time. First of all, this concerns the restoration of border control between individual states of Northern Europe, the refusal of some Baltic States to accept migrants, as well as the beginning of the process of Britain’s exit from the European Union [15]. In 2010, Houssain Kettani published his work “Muslim Population in Europe: 1950–2020” [16]. It turns out that he worked on it and published it during the third stage—“the stage of migration flows from Muslim countries to the states of Northern Europe.” And, of course, he could not assume and predict the main “black swan” of the 2010s of the 21st century – the “Arab spring”. If you look at the data in Table 1, created through the use of Houssain Kettani’s computer technology with the data that are included in Table 3 in can be discern how large the divergence is. It is the failure to account for such events that caused the internal defeat of the EU, the growth of euroscepticism and the possible exit of the UK from the EU. A statistical miscalculation of 4, and even more—of 100 times was possible only if the selected source was incorrect. The peculiarity of account of the Muslim population in the region of Northern Europe is the fact that this account and its accuracy, precisely by such criterion as the religious affiliation of an individual, depends not only on the country, but also on a particular municipality or community. However, as we have mentioned in the note to Table 2, the Danish authorities do not register religious affiliation of people other than members of the National Church (Church of the Danish People). And local researchers take into account only members of registered communities. That is, the Muslim population does not stand out separately in Denmark in official statistics. In all other Nordic countries and regions, with the exception of Iceland, there are official (provided and published by national statistical offices), unofficial (provided by researchers and experts) and factual (de facto) statistics on Muslims. Their indicators can significantly differ, which makes this very variable [17].

4 Analysis One of the most authoritative developers of digital models for predicting the growth of the Muslim population in the world is the researcher Houssain Kettani. He is the author of several works, papers [16] and monographs [18] on the analysis of the Muslim population growth in the world. The models he uses are developed based on the advanced methods of computational science and engineering and include highperformance computational algorithms, data methodology and number theory. Despite the objectivity of this kind of research and the popularity of their use in political science, analytical and theoretical works among scientists, as well as for the state development programs, in particular, subject cases, they demonstrate quite a serious failure and significant distortion of the final output.

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Without diminishing the importance and actual practical component of digital models for predicting the Muslim population growth, with the example of the Nordic countries (Table 1), we identify their critical vulnerabilities. Despite the fact that the overall work done by Houssain Kettani and published in 2010 deserves attention and further study and application, we have to say that it has failed in the Nordic region performance: for example, on Sweden—by 4 times, on Denmark—by 5 times, on Norway—by 7 times, and on Finland—by 100 times. At the same time, Iceland’s indicators are in the zone of statistical error, if not to say that they were extremely accurate. This research paper is devoted to the analysis of how the above could happen and describes at the methodological level how potential researchers can avoid it. Before describing critical vulnerabilities, we would like to draw our readers’ attention to the tables we have created in order to describe some of these errors in detail and visually. We have identified three main problems in the collection of statistical data: 1) the lack of a centralized system for collecting data on the number of Muslims in each country, 2) the reliance on the so-called Islamic “official Muslim organizations” in each of the countries, and 3) not taking into account the “actual Muslim population” living in a particular administrative-territorial unit (this applies to both citizens of other EU countries, refugees and illegal immigrants, who for various reasons are not taken into account by the system).

Table 1. Number of Muslims in the Nordic countries in 1975, 1995, 2006, as of January 1, 2019 (in %). Country

Number of Muslims in the Nordic countries 1975 1995 2006 2019 Denmark 0.6% 2.1% 4.2% 7.5%/9.4–13,2%* Finland 0.001% 0.2% 1% 7.7–9.5% Island – – 0,01% 0.33–0.67% Norway 0.001% 1.3–1.5% 3% 9.3%/25.2%** Sweden 0.25% 2.3% 5% 17.5–21.7% Compiled by the author on the basis of processing of statistical estimates materials. *The Danish authorities do not register the religious affiliation of people other than members of the National Church (Church of the Danish People). While local researchers take into account only members of registered communities. **25.5% of all practitioners in Norway [19].

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Table 2. Religions in the Nordic countries as of November 1, 2019 (%) according to official statistics. Country

Christianity

Islam

Buddhism Judaism Atheists or agnostics

Lutheranism Catholicism/Orthodoxy Other Christian beliefs Denmark 74.7

1.3

–

7.5

–

–

19.7

Finland

68.6

0.2/1.1

1.2

7.5/9.4– 13.2

–

–

26.3

Island

65.15

3.8

7.3

0.33– 0.67

0.3

0.1

6.6

Norway

68.8

2.5–5

2.7

9.3

3.1

0.01

14.5

Sweden

56.5

2

9.0–10.0

17.5– 21.7

1

–

17/46*

Compiled by the author on the basis of processing of statistical estimates materials. *Phil Zuckerman, Associate professor of Sociology at Pitzer College, writes that several scientific, academic sources have published the following data in recent years: the percentage of atheists in Sweden is between 46 and 85%, although officially, only 17% of respondents identified themselves as “atheists” [27]. Something similar, as a trend, adjusted for figures differing in percentages, can be clearly observed in Iceland [28] and Norway [29, 30].

Table 3. The dynamics of the Muslim population growth in Northern Europe (by country in number of people) with the overlap of Houssain Kettani and the authors of the study. Denmark

Finland

1950

1970

1990

2010

2020

Population

4,270,994

4,928,767

5,139,947

5,481,283

Muslims % Muslims

0.01

0.32

1.90

3.70

5,631,171/ 5,814,461 [31] 3.70/5.27

427

15,772

97,659

202,807

[KET] 4,009,003

0.734 [KET] 4,605,998

0.033 [KET] 4,986,441

0.270 [DOS] 5,345,826

0.02

0.02

0.02

0.02

802

921

997

1,069

0.390 [UN73] (1970)

0.425 [UN] (1990)

0.328

APGR % Reference Population

Muslims % Muslims APGR % Reference

208,353/ 306,000 [32]

5,524,033/ 5,522,850 [33] 0.02/2 1,105/ 102,696 [34]

(continued)

956

K. Eidemiller et al. Table 3. (continued)

Iceland

Norway

1950

1970

1990

2010

2020

Population

142,998

204,101

254,793

329,279

Muslims % Muslims

0.01

0.01

0.06

0.38

385,736/ 360,390 [35] 0.38/0.31

14

20

153

1,251

1.110

3,265,000

1.492 [KET] 3,877,383

4,241,485

1.595 [DOS] 4,855,315

0.13

0.13

1.20

2.05

4,245

5,041

50,898

99,534

0.798 [KET]

0.375 [KET]

APGR % Reference Population

Muslims % Muslims APGR % Reference Sweden

Total

Population

7,014,001

8,042,839

8,558,829

0.799 [NO] (2009) 9,293,026

Muslims % Muslims

0.01

0.20

1.20

5.38

701

16,086

102,706

499,965

[KET] 18,701,996

0.728 [KET] 21,659,088

0.295 [KET] 23,181,495

0.478 [DOS] 25,304,729

0.03

0.17

1.09

3.18

6,189

37,840

252,413

804,627

0.676

0.287

0.475

APGR % Reference Population Muslims % Muslims APGR %

1,466/1,134 [36]

5,257,424/ 5,328,212 [34] 2.05/5 [37] 107,777/ 166,861 [38]

9,747,038/ 10,302,964 [39] 5.38/11.1 524,391/ 1,130,000

26,545,401/ 27,328,877 3.18 843,092/ 1,706,691

The table compares Houssain Kettani’s data with the data of this study.

So, how did it happen that the system of Muslim population growth processing demonstrated such a critical failure on the statistics for the region of Northern Europe. Below we will try to give a comprehensive answer to this.

5 Conclusion As a result of our research, we found that in the case when the data provided by the national statistical offices are correct, and if something which may fall under the criteria of “Black Swan” theory by Nassim Nicholas Taleb does not happen, the result

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calculation system proposed by Houssain Kettani does not fail. However, in all other cases, the result of data processing can be seriously different from reality, as our study showed— he discrepancies can be within 100 or more times. This study has given us, as authors, a lot to think about, and we see the point in its continuation and extrapolation to other regions, to identify the true causes of such obvious imbalances. Since we cannot be sure that the unique example of Northern Europe can be replicated in other regions, we would like to continue our work in this direction and present a clearer picture of the changes in the growth of the Muslim population.

References 1. Lipka, M., Hackett, C.: Why Muslims are the world’s fastest-growing religious group. https://www.pewresearch.org/fact-tank/2017/04/06/why-muslims-are-the-worldsfastest-growing-religious-group/. Accessed 10 Oct 2019 2. Muslim Population by Country: The Future of the Global Muslim Population. Pew Research Center. https://www.pewforum.org/2011/01/27/the-future-of-the-global-muslim-population/. Accessed 10 Oct 2019 3. Hackett, C.: 5 facts about the Muslim population in Europe. https://www.pewresearch.org/ fact-tank/2017/11/29/5-facts-about-the-muslim-population-in-europe/. Accessed 10 Nov 2019 4. Europe’s Growing Muslim Population. https://www.pewforum.org/2017/11/29/europesgrowing-muslim-population/. Accessed 10 Oct 2019 5. Annual Forecast (2019). https://worldview.stratfor.com/article/2019-annual-forecastgeopolitics-intelligence-global-risk. Accessed 10 Oct 2019 6. At Home in Europe Project Muslims in Europe: A Report on 11 EU Cities Findings and Recommendations. http://www.opensocietyfoundations.org/sites/default/files/findingsrecommendations-20091215_0.pdf. Accessed 10 Sept 2019 7. Towards a More Inclusive Europe: Countering Restrictions on Muslim Women’s Dress in the EU. https://www.opensocietyfoundations.org/events/towards-more-inclusive-europecountering-restrictions-muslim-women-s-dress-eu. Accessed 10 Oct 2019 8. Central Intelligence Agency The World Factbook. https://www.cia.gov/library/publications/ the-world-factbook/fields/401.html. Accessed 09 Sept 2019 9. Nielsen, J.: Islam in Denmark: The Challenge of Diversity. Lexington Books, Lanham (2012) 10. Larsson, G.: Sweden Yearbook of Muslims in Europe. In: Scharbrodt, O., Akgonul, S., Alibasic, A., Nielsen, J.S., Magnus, V. (eds.) Yearbook of Muslims in Europe online, pp. 645–658. Brill, Leiden (2017) 11. Sakaranaho, T.: Religious Freedom, Multiculturalism, Islam—Cross-reading Finland and Ireland. Brill, Leiden (2006) 12. Loftsdottir, K.: Belonging and the icelandic others: situating icelandic identity in a postcolonial context. In: Loftsdottir, K., Jensen, L. (eds.) Whiteness and Postcolonialism in the Nordic Region: Exceptionalism, Migrant Others and National Identities, pp. 56–72. Ashgate, Farnham (2012) 13. Bangstad, S.: Eurabia comes to Norway. Islam Christian Muslim Relat. 3, 339–369 (2013) 14. Bangstad, S.: The morality police are coming! Muslims in Norway’s media discourses. Anthropol. Today 27, 3–7 (2011)

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15. Eidemiller, K.Y., Samylovskaya, E.A., Kudryavtseva, R.-E.A.: Islamic diffusion of Nordic countries: Sweden. In: IOP Conference Series: Earth and Environmental Science, vol. 180 (2018). https://iopscience.iop.org/article/10.1088/1755-1315/180/1/012005/pdf. Accessed 02 Oct 2019 16. Kettani, H.: Muslim population in the Americas: 1950–2020. Int. J. Environ. Sci. Dev. 1(2) (2010), https://pdfs.semanticscholar.org/7c2b/9fea1298362898bb577f06c42f8a12a30e77. pdf. Accessed 10 Nov 2019 17. Eidemiller, K.Y., Krasnozhenova, E.E., Samylovskaya, E.A, Kudryavtseva, R.-E.A.: Spatial analysis of Muslim communities’ convergence in the Nordic European region, in Scandinavian countries. In: IOP Conference Series: Earth and Environmental Science, vol. 302, no. 1 (2019). https://iopscience.iop.org/article/10.1088/1755-1315/302/1/012073/pdf. Accessed 02 Oct 2019 18. Kettani, H.: The World Muslim Population, History & Prospect. Research Publishing Service, Singapore (2014) 19. Religious communities and life stance communities. https://www.ssb.no/en/trosamf. Accessed 02 Nov 2019 20. Folkekirkens medlemstal. http://www.km.dk/folkekirken/kirkestatistik/folkekirkensmedlemstal. Accessed 02 Oct 2019 21. Kirkkoon kuuluu 69,7 prosenttia suomalaisista. https://evl.fi/uutishuone/tiedotearkisto/-/ items/item/25401/Kirkkoon+kuuluu+69-7+prosenttia+suomalaisista. Accessed 02 Oct 2019 22. Populations by religious and life stance organizations 1998–2018. http://px.hagstofa.is/pxen/ pxweb/en/Samfelag/Samfelag__menning__5_trufelog/MAN10001.px. Accessed 02 Oct 2019 23. Church of Norway. https://www.ssb.no/en/kirke_kostra. Accessed 02 Oct 2019 24. Church of Norway. http://www.ssb.no/en/kultur-og-fritid/statistikker/kirke_kostra/aar. Accessed 02 Oct 2019 25. Fundamentals of Religion in Sweden. https://sweden.se/society/10-fundamentals-of-religionin-sweden/. Accessed 02 Oct 2019 26. Svenska kyrkan i siffror. https://www.svenskakyrkan.se/statistik. Accessed 02 Oct 2019 27. Nicole Greenfield The virtues of godlessness. http://blogs.ssrc.org/tif/2009/02/02/thevirtues-of-godlessness/. Accessed 02 Nov 2019 28. Populations by religious and life stance organizations 1998–2018. https://px.hagstofa.is/ pxen/pxweb/en/Safelag/Safelag__mening__5_trufelog/MAN10001.px/?rxid=e9b67606d567-44f2-a62d-92903ddcca5d. Accessed 02 Oct 2019 29. Steinfels, P.: Scandinavian nonbelievers, which is not to say atheists. http://www.nytimes. com/2009/02/28/us/28beliefs.html?pagewanted=all. Accessed 02 Oct 2019 30. Eidemiller, K.Y., Samylovskaya, E.A., Kudryavtseva, R.-E.A., Alakshin, A.E.: Social and Islamic diffusion in the Nordic countries with the example of Sweden by year 2050. In: IOP Conference Series: Earth and Environmental Science, vol. 302, no. 1 (2019), https:// iopscience.iop.org/article/10.1088/1755-1315/302/1/012071/pdf. Accessed 02 Oct 2019 31. Larsen, D.: Population in Denmark. https://www.dst.dk/en/Statistik/emner/befolkning-ogvalg/befolkning-og-befolkningsfremskrivning/folketal. Accessed 02 Oct 2019 32. Jacobsen, D.A.: Hvor mange muslimer bor der i Danmark? https://www.religion.dk/ religionsanalysen/hvor-mange-indvandrer-lever-i-danmark. Accessed 02 Oct 2019 33. Statistics Finland. https://www.stat.fi/til/vrm_en.html. Accessed 02 Oct 2019 34. Statistics Finland in Figures 2019. http://www.stat.fi/tup/julkaisut/tiedostot/julkaisuluettelo/ yyti_fif_201900_2019_21461_net.pdf. Accessed 02 Oct 2019 35. The population increased by 1,610 in the second quarter of 2019. https://www.statice.is/ publications/news-archive/inhabitants/population-in-the-2nd-quarter-2019/. Accessed 02 Oct 2019

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36. Statistics Iceland: Populations by religious and life stance organizations 1998–2019. https:// px.hagstofa.is/pxen/pxweb/en/Samfelag/Samfelag__menning__5_trufelog/MAN10001.px/? rxid=e9b67606-d567-44f2-a62d-92903ddcca5d. Accessed 02 Oct 2019 37. Religious communities and life stance communities. https://www.ssb.no/en/trosamf/. Accessed 02 Oct 2019 38. Statistics Norway Religious communities and life stance communities. https://www.ssb.no/ en/trosamf/. Accessed 02 Oct 2019 39. Population statistics. https://www.scb.se/en/finding-statistics/statistics-by-subject-area/ population/population-composition/population-statistics/. Accessed 02 Oct 2019

Socio-cultural Identity of the Digital Generation in the 21st Century: Cultural and Philosophical Analysis Svetlana Zubareva(&) Don State Technical University, Rostov-on-Don 344000, Russia [email protected]

Abstract. The article studies the problem of the worldview typical of academic and technical experts in the context of digital society. The purpose of this study is to explore the social and cultural characteristics of young generation. Within the study, key differences of the modern students determining their approach to education process were presented. The author also analyzed the generational differences in the educational process and workplace. On the one hand, ethnocultural integration, virtual reality and IT technologies greatly influenced the specific types of thinking and system of social values of modern youth. On the other hand, the penetration of digital culture in the educational process affected the formation of professional competencies. The paper reveals the results of the digital education and its influence on modern students. The research allowed to analyze the advantages and disadvantages of international practices of the use of modern digital technologies in higher education. The conducted analysis shows that to date young experts are capable of universal skills of using digital technologies in workplace such as tools for financial modeling, business planning and decision-making process. In conclusion, generational differences and similarities are identified, and implications for employers are discussed. Keywords: Digital society Net generation


Youth
Workers
Modern culture


1 Introduction The digitalization of modern sociocultural space has determined the transformation of many social institutions affecting the socialization of younger generations. Institutions of the intellectual sphere, in particular education, have undergone significant changes in these conditions. In an effort to meet the requirements of the digital economy, the higher education system is introducing new methods and technologies into the learning process. The penetration of digital technologies in the educational process has significantly affected the worldview and value orientations of young people. In this regard, the problem of the sociocultural identity formation of youth in the process of digital socialization is of particular relevance. The digital generation has a specific type of thinking that combines elements of the academic, technical and digital worldview. Applying the skills gained during the inculturation in cyberspace, social media is effectively implied both in the process of © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 960–968, 2020. https://doi.org/10.1007/978-3-030-47415-7_103

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education and in the process of professional activity, surpassing senior colleagues in the speed of information processing, presenting the result and predicting the results of the decisions made. As we can see, modern young generation is a complex diversified phenomenon that requires a special individual approach that can reveal its sociocultural potential and advantages over other generations. This is the purpose of the study.

2 Literature Review The axiological problems of the formation and development of the sociocultural identity of youth in the educational environment are of interest to representatives of various fields of social and humanities knowledge, including pedagogy, philosophy and psychology. The nature of these studies, at times, is controversial due to the fact that education itself, to date, is at the stage of transformation in an attempt to meet the needs of modern society. Works reflecting the philosophical and pedagogical aspect of education contain two different points of view on the essence of this process. On the one hand, according to scientists, education reflects a focused and externally organized process of knowledge transfer, the formation of skills, which is a point of development of personality competencies [1]. On the other hand, education in a sociocultural context is a process of reproduction of human resources necessary for the progressive development of culture and civilization [2]. Considering them together, we come to the conclusion that education is a unity of two axiological meanings. The convergence of these approaches allows us to carry out a cultural and philosophical analysis of the formation of the sociocultural identity of the modern generation of students in the framework of our work, based on this aspect of its consideration and the following ones. Philosophic understanding of the educational environment as a space for the formation of sociocultural identity of students, in the works of modern philosophers, is carried out from the view point of the axiological approach, and considers education as a state, social and personal value. In our opinion, this determines the educational policy formation of strategy and priorities, which specifies the axiological basis of education as a sociocultural phenomenon. Moreover, according to empirical studies, at the present time, such values as freedom, creativity, partnership and trust come to the fore in the learning process. Also, the world university rankings show that the most successful universities rely on these basic values, regardless of all modern transformations. It is under these conditions that the socialization of modern youth takes place, which determines their own system of values and the specifics of self-identification. Appealing to the pedagogic approach, we see that early works in the sphere of digital education are characterized by a critical approach to classical teaching methods, paying particular attention to their inconsistency with the features and needs of the new generation of students. The followers of the digitalization of the educational environment state that modern educational technologies make it possible to improve the quality of education, make the use of school time more efficient, reduce the proportion of students’ procreative activity making the activity more active, efficient, creating conditions for the implementation of the student’s cognitive and creative activity in the educational process [3]. Opponents of this approach appeal to the value foundations of

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the education paradigm. Traditional values adopted in the process of the succession of generations in the educational process are one of the components of emotional security in the era of globalization. They see in this process the risk of negative value transformations, destruction of the traditional foundations of the regulation of life without the adequate formation of new value foundations for development and modernization [4]. Opponents of this trend emphasize that in the absence of the theory of digital learning, its mechanical integration into traditional learning only reinforces the shortcomings of both [5]. Thus, there was suggested the idea that the process of digital information lacks the possibility to form creative thinking, which is dialogical in origin. There are the following dangers: curtailing of social contacts, reducing the practice of social interaction and communication, which leads to individualism and loneliness. As we see, special attention in the philosophy of education is given precisely to the axiological aspects of the formation of the value space in the educational environment. This phenomenon is illustrated especially often when comparing different educational models. Thus, it is noted that the Soviet higher education differed from the Western university at the fundamental level: the pragmatism of practical training was contrary to the ideology of academic liberal knowledge and institutional self-government. While in modern European countries it is supported by the idea that the quality of education determines the quality of life [6]. Of course, studies of these processes from this view point are important for understanding the global sociocultural situation and the nature of the axiosphere in this environment. Nevertheless, to date, there are no directions in the transformation of the current state of Russian education and the degree of its digitalization due to digital globalization under the influence of European trends, which will subsequently become valuable for the development of axiological foundations for the formation and development of sociocultural identity of generations. The axiology of education is a complex interdisciplinary field of scientific knowledge, involving the reference to many related sciences, classical and nontraditional approaches. Representatives of the classical approach in the axiology of education believe that education should be aimed at developing knowledge acquisition and use of skills [7]. An alternative to the classical approach is the axiological model of education, which involves active interaction of reality with the goal of transforming the world and oneself in it. These approaches, together with the socio-philosophical and psychological-pedagogical aspects, allow us to consider the features of the formation and development of the sociocultural identity of the digital generation and determine the basic values of education. The prerequisites of these processes are the possibility of a person reaching psychological maturity through self-knowledge, self-determination and self-development. Scientists believe that it is in the educational process that the spiritual and moral self-development of subjects occurs, combining the development of creative abilities, higher spirituality, moral behavior and a valuable attitude towards the surrounding society, which determines the nature and specificity of youth’s selfidentification [8]. Nevertheless, the existing concepts do not specify the influence of these processes on the students themselves and on formation of their sociocultural identity. Despite the existing pluralism of approaches, provisions and hypotheses, scientists agree that digital socialization in the educational space of higher education as well, contributed to the formation of a unique, exceptional generation that implements new

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forms of interaction with the environment in the context of the relations “man-man”, and “man-technology”. This specifies the interest in subject-subject relations, determined by the value system in the context of the theory of generations. At the same time, it allows to emphasize the study relevance for the sociocultural identity of digital natives. In this case, the axiology of education, as a search for a person and a return to a person, can be considered as the main principle of a true philosophy of education. Due to the fragmentary nature of current researches and the lack of the connection between digital socialization and approaches to training and professional activity, the author aims at presenting this in the paper.

3 Materials and Methodology A multimethodological approach was implied to collect process and analyze data: the accuracy and unambiguity of the research results is confirmed by the use of standardized data processing procedures (statistical method), the individual characteristics of the subjects were taken into account based on the conclusions obtained during the survey and module cases. In the framework of this study, the key features of subjectsubject and subject-object relations in the educational space and professional environment in the intergenerational focus of the study were identified. Students aged 16+ were involved in the experimental research. The selection consisted of 220 people. Objects of the study are students of three educational levels: bachelors, master’s students and specialists of research laboratories, scientific, educational and industrial centers. The subject of the study is the features of solving problem cases and business problems in education and professional activities. The research’s aim and objectives are the identification and assessment of the level of digital literacy of specialists as representatives of various types of thinking belonging to different generations, manifested in the totality of professional competencies for the effective use of digital technologies and social media resources.

4 Results 4.1

Research Stages

At the first stage, a group of tutors developed module problem cases “Digital Competency”, “Fundamentals of Digital Literacy”, “Introduction to the Digital Economy”, as well as designed individual educational paths for each student, taking into account individual characteristics, including type of thinking, and level of education. Problematic cases were tested for 34 weeks. The case study included interactive lectures demonstrating the capabilities of social media, practical exercises using online and offline technologies to determine the level of digital competence. The following indicators were used as identification markers: digital competence, digital consumption and communication, and information security. During the second stage of the study, data obtained at the first stage of the experiment were processed. The results obtained demonstrate that the level of certain

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digital media platforms, specific features of youth while using information software products, the goals of the usage in a specific type of activity are determined. 4.2

Research Description

Within the study, preliminary testing of students and specialists on the purpose of using interactive systems and services was carried out. The testing allowed analyzing the social and value aspects of digital natives. The test results on identifying the purpose of using digital media are presented in Table 1 and Table 2. Table 1. Test results of students and specialists on identifying the purpose of digital activity. Category of students/digital activity Bachelor students

Search engines

Search for information of textual and graphic information, audio and video content Information viewing for educational purposes Students for Selection of Master’s degree information for further analysis and transformation to solve own problems Specialists Search for information on current information events Use of supporting services Posting the results of the research in the public domain

Digital libraries

Software programs

Social media

Selection of fiction and educational literature The use of text and audio materials in the study of foreign languages

Applied for educational purposes

Applied only as a communication tool

Selection of specialized references to prepare academic papers

Applied for educational purposes, as well as for the implementation of own projects

Applied in common and educational activities. Use of educational portals, online courses

Applied in Selection of professional specialized activities references necessary for solving production problems, as well as fiction

Applied in professional, common and academic activities. Creating and posting own content (video, photo, audio, blog)

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The analysis revealed the dependence of social status on the purposes of using digital media. Thus, bachelors use search engines, digital libraries and social media to search information quickly; students for master’s degree, in their turn, independently analyze and transform content; specialists independently generate content and upload the results to the Internet space. Therefore, this review demonstrates the current state of the digital activity of the generation. Representatives of academic and technical thinking reveal difference in their approach to training and formation of digital competence that makes it particularly interesting for the research.

Table 2. Test results of students and specialists on identifying the purpose of digital competence. Digital competence parameters

Information and media literacy Communicative responsibility Technical awareness Consumption activity Information security

Summary indicators of specialists and students Academic Engineering thinkers thinkers 49.05 47.88

Veracity of differences according to Mann-Whitney test

0.252

52.52

51.57

0.378

52.52

51.15

0.742

57.32

61.04

0.093

58.70

58.33

0.484

Table 2 demonstrates that subjects with engineering thinking have a higher level of analytical thinking manifestation. They are characterized by a methodical, logical, cautious and thorough manner of solving problems and tasks. They tend to develop a detailed plan of actions before deciding on a problem. We also consider the development trends of the career path of young people. One more significant difference was revealed that students with engineering thinking, above the other motives, rated the motive of mastering the profession. Students with academic thinking rated this motive much lower. Students of the Humanities consider the fact of obtaining a diploma as more important than the motive of mastering the profession. The results obtained in the group with engineering thinking allow stating that most of them have a favorable level of activity and the desire to become a highly qualified specialist, and are satisfied overall with their choice of profession. Representatives of the Z generation, to which modern students belong, prefer such areas of employment as Internet marketing, including SMM, content and traffic management – 19%. Also, representatives of the Z generation often choose the sales and catering sectors [9, 10].

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Thereby, we consider the differences between generations in the characteristics and expectations associated with work. Attitude to work is the following: X – Only work as hard as needed; Y – Workaholic; Z – Hard working. Attitude towards the authority/rules: X – they value authority and rules, as well as a top-down approach to management; Y – they feel comfortable communicating with representatives of senior generations, regardless of their position; Z – they consider it natural to communicate with their leaders, but they believe that respect should be deserved. Expectations regarding respect: X – they want special attention from younger colleagues, and believe that their opinion should be more appreciated, Y – prefer themselves to be paid more attention and listened to their opinion, Z – they want to be respected, they want their opinion to be followed. The preferred method of professional development: X – discussion groups and interaction with colleagues, Y – coaching, Z – discussion groups. Interaction with colleagues in the digital environment: X – may be offended by continuous feedback, Y – immediately and continuously, Z – immediately and repeatedly [11, 12]. Thus, as we can see, young specialists of the 21st century are inclined to active use of all available digital technologies to solve professional problems, spiritual selfdevelopment and as an immediate and permanent communicative tool. At the same time, when interacting with other people, they demonstrate a desire to dominate, or at least communicate on equal terms with representatives of other generations with a higher social status. The observed trends indicate the existing gap between generations that is clearly manifested, including the attitude to study, work, career choice, the goal of digital activity, relationships with colleagues and leaders, as well as personal identity and business approach.

5 Discussion Summarizing the fundamental principles presented by the studies in philosophy, sociology, and pedagogy, the following distinctive features inherent in the digital society can be defined, which in many respects had a significant impact on the formation of the value system of the generation of modern youth: the development of a new information space and the transformation of social institutions as a result of scientific and technological revolution in the field of telecommunications, the emergence of the global and mobile networks. At the same time, metaculture and a new type of reality that arose during the period of global social transformation have become an integral part of the life of modern youth. This also determines the specific nature of generational identity and distinctive value characteristics formed in unprecedented conditions – on the boundary of the real and virtual worlds. The presence of many elements of both cultures in one sociocultural space significantly affected the millennials endowing them with a new type of thinking, laying the foundation for specific needs that were not characteristic of previous generations. According to the results obtained in the course of this study, we can visualize the influence of these processes on the sociocultural identity of young specialists of the 21st century, the manifestation of which can be observed in the learning process and in

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professional activities. The actions of young people are determined by sociocultural characteristics, value orientations and attitudes that are part of their value system. The sociocultural image of the millennials, of course, is determined by the network nature of socialization and the influence of cyberculture due to the inculturation of this generation in virtual reality. Senior millennials were least affected by information and communication technologies, while their other representatives are “digital natives”, i.e. carriers of cyber culture [13]. In a special way, it is reflected on the subject-subject relations in the professional environment. The speed of inculturation in cyberculture and the application of its tools to professional activities allow young people to become competitive specialists in any industry [14]. This is especially due to the observed trends in the introduction of virtual reality in the professional environment. Several companies have already implemented digital technologies in the workflow. For example, one of the mobile operators introduced VR technology into the work. The introduction of the technology assists in reducing the costs of recruiting, training and adapting staff and attract more relevant applicants [15]. Therefore, having determined how the life experience of the millennials is projected on the process of training and work, we were able to identify the distinctive features of this generation self-identification, as well as form an idea of the cognitive, evaluative and behavioral components of its “I-concept”.

6 Conclusion Thus, in the framework of this study, based on the cultural and philosophical analysis of the youth axiosphere formation, the mechanisms of forming a system of values and personal identification in the context of globalization processes were revealed. The analysis allows to comprehend the interconnectedness of the formation process of value consciousness and sociocultural self-identification with the socio-cultural, culturalhistorical and other processes taking place in the modern sociocultural space. Due to the fact that the object of the study is young people who are in the educational environment or a comparative culture, we managed to create an idea of its sociocultural image, the specific characteristics of this socio-demographic group. In the process of the study, the following sociocultural characteristics, values and motivations of the modern generation of young specialists were identified: the combination of the main advantages of the academic and technical types of thinking, as well as a high level of digital literacy. One of the manifestations of digital socialization is the appeal to social media. Therewith, they efficiently search and process information; index produced content for quick search and further work with it; carry out financial modeling and forecasting for investment decisions; demonstrate creative thinking and business planning skills even at the training stage. The results and conclusions of the study can be used to expand the problematic field of research of youth culture in general and spiritual culture in particular, especially, the prospects for development of the social institution of education, mainly, the introduction of multi-module training using modern technologies aimed at forming professional competencies, students taking into account the needs of academic and

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engineering thinking. The main provisions of the work can be used as a methodological and theoretical basis for discussion and development of the problems of sociocultural identity and transformation of the value orientations of young people of the 21st century.

References 1. Polyakov, S.: Socio-cultural challenges of modern school: experience of phenomenological analysis. Lifelong Educ. XXI Century 18(2), 11–18 (2017) 2. Kotlyarova, V., Rudenko, A., Ponomarev, P.: Traditional values as a national security factor in the age of globalization. Central Asia Caucasus 18(2), 87–95 (2017) 3. McKnight, K.: The first generation of true digital natives. Res. World 70, 14–17 (2018) 4. Ardashkin, I.: Philosophy of education as a social development factor: world trends and prospects for Russia. Procedia – Soc. Behav. Sci. 166, 277–286 (2015) 5. Amhag, L., Hellström, L., Stigmar, M.: Teacher educators’ use of digital tools and needs for digital competence in higher education. J. Digit. Learn. Teach. Educ. 35(4), 203–220 (2019) 6. Kuraev, A.: Soviet higher education: an alternative construct to the western university paradigm. High Educ. 71, 181–193 (2016) 7. Prensky, M.: Education to Better Their World: Unleashing the Power of 21st-century Kids. Teachers College Press, New York (2016) 8. Schneider, K.J., Pierson, J., Bugental, J.F.T.: The Handbook of Humanistic Psychology: Theory, Research, and Practice. Thousand Oaks, California (2015) 9. Profico, A., Bellucci, L., Buzi, C., Di Vincenzo, F., Micarelli, I., Strani, F., Manzi, G.: Virtual anthropology and its application in cultural heritage studies. Stud. Conserv. 64(6), 323–336 (2019) 10. Savin-Baden, M., Burden, D.: Digital immortality and virtual humans. Postdigit. Sci. Educ. 1(1), 87–103 (2018) 11. Faix, T.: Hybrid Identity: youth in digital networks. J. Youth Theol. 15(1), 65–87 (2016) 12. Hamburg, I.: Inclusive education and digital social innovation. Adv. Soc. Sci. Res. J. 4(5), 11–17 (2017) 13. Jain, A., Dutta, D.: Millennials and gamification: guerilla tactics for making learning fun. South Asian J. Hum. Resour. Manag. 6(1), 29–44 (2019) 14. Tierney, G., Horstman, T., Tzou, C.: Youth co-design of responsive digital badge systems: disrupting hierarchy and empowering youth. Codesign 1, 1–17 (2019) 15. Zhang, K.: Book review: language, identity, and cycling in the new media age: exploring Interpersonal semiotics in multimodal media and online texts. New Media Soc. 20(12), 4836–4838 (2018)

Semantic Transformation of Precedent Names in Japanese Songs Tuyara N. Permyakova1(&)

and Anna A. Burakova2

1

2

North-Eastern Federal University, Yakutsk 677000, Russia [email protected] Ural Federal University named after the first president of Russia B.N. Yeltsin, Yekaterinburg 620002, Russia [email protected]

Abstract. The paper attempts to identify semantic transformations of precedent names in Japanese songs. Material of practical research is based on the texts of 62 songs modern Japanese electronic band 水曜日のカンパネラ (Suiyoubi no Kanpanera). The choice of this artist is due to the current popularity of the groups among the number of new wave Japanese artists of the 2010s. The authors offer their thematic classification of precedent names in the song’s lyrics. In the course of the research, the authors come to the conclusion that not all precedent names remain in the original, primordial meaning, but can have either several meanings or radically change the meaning. The authors see the main reason for semantic transformations in the dynamically changing everyday life of the Japanese and their communication, as well as in the admirers of these songs, which are usually young people and adolescents. Keywords: Japanese linguistic
Japanese songs Precedent names
Semantic transformation


Lexical meanings


1 Introduction Precedent vocabulary is a stereotypical imaginative and associative complex. It performs a certain cognitive and nominative function, which allows an understanding of some special cultural peculiarities in the language of a certain nation. Among the variety of precedent vocabulary, the precedent names are outlined as the main bearers of the nominative function. The relevance of the present study roots from the need for the study of Japanese precedent names, which in its turn provides an understanding of their major nominative function as well as an understanding of the modern Japanese language and society, the transformation of which is clearly expressed in precedent names as well. The notion of “precedent” appeared in the Russian linguistic studies rather recently, in the late 90s of the last century, but it quickly entered into use in scientific terminological paradigms. Gudkov was the first one to introduce the term “precedent” into linguistics. Researcher Sulimov continued Gudkov’s study of the precedent and it was encouraged by the extensive development of the cognitive linguistics and by

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 969–977, 2020. https://doi.org/10.1007/978-3-030-47415-7_104

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establishment of the cultural linguistics into an independent field of a scientific research, focused on the revelation of the national mentality and culture through language [1]. Nowadays, the growing interest in foreign national languages and culture, and international relations between nations is one of the most important necessities that appeared according to the time requests. In this regard, much attention is paid to the function of the cognoscibility of the national language and the archive, which conveys national cultural values from generation to generation. Studies of recent years are aimed at determining the original environment of the language that emerged from the national mentality and set the task before linguists to consider the stereotypes embodied in the collective consciousness of the people for many centuries from the point of view of the national and cultural linguistic aspect [2]. The scientific interest in precedence studies was encouraged not only by the need to study the language from the national culture’s viewpoint and by ever-changing linguistic cultural community with its sets of information, but also by its further influential capabilities in everyday (conversational), mass media, political, song and many other aspects of discourse [3]. Precedent phenomena has been studied as a part of intertextuality by Western linguistics (intertextuality) [4–6]) and Eastern-European linguistics (precedent phenomena) [1, 7, 8]). Even though there are significant differences in the theoretical approach, these two theories are more complementary than contradictory. In general linguistics, a precedent is described as a “primary sample phenomenon”, presented for evaluation and comparison and its subsequent use as a reference sample to create any secondary phenomenon in the mould of the first [9]. Precedent phenomena being cultural facts are one of the key issues in modern linguistic and cognitive studies [10]. The research by Karaulov showed that precedent names record certain aspects of the national worldview associated with the nomination process [11]. Having addressed to the earlier works in this field, Gudkov elaborated the most comprehensive explication of the phenomenon of precedence. Gudkov defines the precedent as a definite “stereotypical imaginative and associative complex”, significant for a particular society and regularly renewed in the speech of the representatives of this society. It is arranged not only by referring to “past” experience or knowledge (becoming a precedent), but also by the way the listener actually acquires a new, unfamiliar, but original, nonstandard representation of an entity, phenomenon, event, fact or thing (creating a precedent) [12]. A precedent name is understood as an individual denomination associated either with a well-known text, which usually is a precedent one itself, or with a precedent situation commonly known to native speakers of a certain language. Precedent names form an important part of the national linguistic worldview; they define a national system of values and disvalues that, to some degree, regulate the behavior of society representatives, uniting “their” people and contrasting them to “others”. The precedent name is a cultural linguistic unit with expressive, symbolic and connotative functions, and it is capable of transmitting cultural information [7]. The precedent names are an important part of modern mass communication. Precedent names are not discourse-specific: they are used in texts on various topics (political, cultural, sports, social, everyday life, and advertising) [13]. Presently, one

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can find in most discourses the metaphorical use of a proper noun for a figurative description of a person or a phenomenon that has at least some similarities with a precedent. Such communicative descriptive device helps to draw parallels between personal qualities, attitudes, external factors of the relevant subjects, and also helps to express the attitude and emotional tone of the addressee [14]. However, the status of the precedent name in the receiving culture determines whether any fragment of the information required for a comprehensive interpretation of the message is lacking and needs to be clarified in translation [15]. Therefore, this article studies such relevant issue in linguistics as precedent names. The purpose of this study is to identify the semantic transformations of precedent names in the modern Japanese language.

2 Materials and Methods We have selected the lyrics of a modern Japanese electronic group called 水曜日のカン パネラ (Suiyoubi no Kanpanera, or “Wednesday Campanella” in English) as a reference material for studying the transformation of precedent names in Japanese. The choice of this group is conditioned by its popularity among the new wave of Japanese artists of the 2010s (each music video on the official group channel on Youtube video hosting consistently gains more than 2–3 million views). The most popular song of the group 「桃太郎」(Momotarō) - scored 15,879,453 views. Unlike other modern Japanese music industry representatives, performing in such popular genres as aidoru-uta, j-pop, dance pop, whose mostly love songs are performed without any special message, the songs of “Wednesday Campanella” describe various historical events, famous personalities and mass pop culture in general. Methods of research included general scientific methods of observation, description, generalization with the elements of discursive contextual and content analysis of songs’ lyrics. The research material was comprised of 62 song lyrics from which 91 units of precedent names. The data was collected in accordance with continuous sampling method from each song’s lyrics under study. We identified precedent names by such criteria as connection of the corresponding names with classical works [8], as well as the general knowledge of the corresponding phenomena, or at least their familiarity to most members of the linguistic community (Krasnykh and Gudkov) [16]. The selected material was analyzed to identify global and local precedent names and their classification.

3 Results Upon analyzing the precedent names transformation in the lyrics of Suiyoubi no Campanella, we identified the following names: anthroponyms, toponyms, zoonyms, filmonyms, mythological names, caronyms, theonyms, ergonyms, pragmatonyms and eventfulness.

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Anthroponyms

The study revealed 7 groups of anthroponyms with a total of 46 units. They were classified as follows: 1) precedent names that designate literary works and well-known literature characters (6 units); 2) precedent names denoting world historical figures (10 units); 3) precedent names denoting Japanese historical figures (6 units); 4) precedent names for characters of feature films (6 units); 5) precedent names denoting the media personalities of mass pop culture (6 units), 6) precedent names that designate children’s fairy tales (7 units); 7) precedent names for fictional characters of modern Japanese popular mass culture (manga, anime, games, etc.) (5 units). Precedent names that designate literary works and well-known literature characters consider the following example: ネロ (Nero; Nello) - one of the main characters of the “Nello and Patrasche” novel, written by Maria Louise de la Ramée and published with her pseudonym Ouida in 1872. The novel became very popular in Japan, it was several times cinematized into a feature film, animated film and animated series. As the story tells, Nello had been an orphan since his childhood, he lost his only caregiver in the person of his grandfather and is left alone with his best friend - the Patrasche dog. He met many people and faced various hardships of fate. At the end of the novel Nello and Patrasche tragically died of starvation on Christmas Eve. The song lyrics, where ネロ (Nero; Nello) is the title, mention certain moments of the novel, which are direct references to the literary source: 5時のサイレン 町の匂いコトコトス Go-ji no sairen machi no nioi kotokotosu At 5 o’clock in a quiet holiday city it smells like corn soup どこに行くの?も聞こえないDoko ni iku no? mo kikoenai I won’t ask: “Where will you go?” 独りきりの食卓でこの樹のように永遠に Hitorikiri no shyokutaku de kono ki no yōni eiein ni Sitting alone at the kitchen table forever and ever, like that tree… Japanese readers and viewers sympathize with the poor but good child, who has continuously been challenged by fate that took his and dog’s life in the end. They feel sorry for him, but they understand that Nello went to Paradise. Following the main religions of the Japanese, such as Shintoism and Buddhism, it is believed that his suffering provides happiness in the next life. Thus, the main character, associating himself with Nello, feels deep loneliness and humbly but fearlessly awaits death at the end. 3.2

Zoonyms

Precedent names that designate widespread events in society, that became a part of popular culture. One precedent name found: a song called 「西玉夫」 (Nishitamao). Nishitamao or Tama-chan is the name of a seal that was saved on the shore of Tokyo Bay in 2002. After that it began to swim in public places regularly. First, it sailed on the Tamagawa River, from which it received its nickname. This is mentioned in the song: 手を伸ばせば広がる多摩川が Te wo nobaseba hirogaru Tamagawa ga The Tamagawa River extends, just stretch your arms out

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アザラシをのせ下流へと Azarashi wo nose karyū he to Let’s rush down the river together with a seal. In the song, the main character, along with a seal, sets off on an adventure around the world, meeting a panda and visiting Turkey: チグリス長江を渡るパンダ南無ダ Chigurisu chyōkō wo wataru panda amida Have mercy on the panda that crosses the Yangtze River カッパドキアくぐり抜けた先のラクダ墓場 Kappadokia kugurinuketa saki no rakuda bochi Walking in Cappadocia to the Camel Cemetery. Here, Tama-chan personifies the desire of the main character to travel the world, from which we can conclude that Tama-chan is a guide to the world. 3.3

Toponyms

Among the toponyms, two groups were identified: 1) precedent names that designate widely known geographical features (6 units); 2) precedent names that designate certain events by indicating the place where they occurred (5 units). Among the precedent names of the second group, we would like to note the following example: 岡山 県 Okayama-ken, Okayama Prefecture – legend has it that it was precisely in Okayama Prefecture that the events of Momotaro’s tale happened at and that a real prototype of a tale’s hero lived there. The song 「桃 太郎」 (Momotarō) narrates that Okayama boasts with the most delicious kibidango - Japanese traditional sweet: 渡されたのは岡山県名物「きびだんご」Watasareta nowa Okayama-ken meibutsu “kibidango” They gave him the famous Okayama kibidango ただそれだけ Tada sore dake And that’s all. 3.4

Filmonyms

Precedent names that designate the names of feature films. 7 units in total. Consider the following example: ランボー Ranbō; John Rambois the protagonist of the “Rambo: First Blood” film, directed by Ted Kotcheff, based on the like-named novel by David Morrell, released in 1982. According to the plot of the film, Rambo is a veteran soldier who lives only by war. The song mentions all popular types of firearms: シグザウエル P226 (Shiguzaueru P226; SIG Sauer P226), 狙い定めて PSG1 (Neraisadamete PSG1; Sniper PSG1), etc. All this alludes to the main themes of the film, as war and violence, but Rambo in this case represents a person very motivated on losing weight. The song humorously depicts all the efforts of an office worker, personified by Rambo, who exhausts himself by all the means and trainings to lose weight. For example: ナッツぎっしり確かな満足 Nattsu gisshiri tashikana manzoku Very nutritious nuts 休み時間にメタボを解消 Yasumi jikan ni metabo wo kaishyō I will burn my belly fats during the weekend ベンチプレスにヒンズースクワット Benchipuresu ni hinzū sukuwatto Will do a bench press

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趣味は散歩とホットヨガ Shyumi wa sanpo to hotto yoga My hobby is walking and hot yoga 安心 安全 安定 第一 Anshin anzen antei daiichi Calmness, safety, sustainability – are my priorities 俺の名前はジョンランボー Ore no namae wa Jon Ranbō And my name is John Rambo. In this song John Rambo appears as a typical Japanese office worker who begins to grow fat because of work-related stress. He compares work to battlefield (ここは戦場 Koko wa senjō; here is the battlefield), and losing weight to a battle. 3.5

Caronyms

Precedent names that refer to ship names. 1 unit found. サンタマリア (Santamaria; Santa Maria) is the ship of Christopher Columbus, which he navigated and discovered America. In the song “ダ・ウインチ” (Da Uinchi; Da Vinci) the name of this ship is mentioned as a means of transportation to the mysterious border of knowledge: サンタマリア 不思議な境界線 思考回路 Santamaria fushigina kyōkaisen shikō kairo Santa Maria, a mysterious borderline, thought pattern. 3.6

Theonyms

Precedent names that denote religious personalities and events. 5 units were investigated in total. For example: ラー (Rā; Ra) is the ancient Egyptian deity of the sun. Ra is mentioned in the song of the same, but the song describes a Japanese everyday dish - curry with rice, namely カレーメシ (karē meshi) an instant food with cooked rice and curry: CURRYの鮮やかなYELLOWから CURRY no azayakana YELLOW kara From the vivid yellowness of curry 輝くルー太陽神ラー Kagayaku rū taiyō kami Rā Ra, The radiant God of Sun みなぎるピラミッドパワー Minagiru piramiddo pawā Pierces a Pyramid with his power. These lyrics represent a direct reference to the Kare:meshi packaging: the appearance of the box is yellow, and the shape resembles something of a pyramid. The text also contains expressions in English alluding to food like: So Just Eat It, Golden Rice, Golden Spice. This song most likely is an advertisement for Karē meshi, and Ra is employed in the following sense: this product is the food of gods. 3.7

Ergonyms

Ergonyms are names of business associations of people, for example, unions, organizations, institutions, corporations, enterprises, societies, institutions, circles [17]. In the course of this study, 4 units were identified. The “Sen-no Rikyu” song, dedicated to the tea ceremony master, mentions some of the largest Japanese corporations: Itoen (伊藤園; Itōen) and Nagatanien (永谷園;

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Nagatanien). Itoen is a tea-producing corporation. Nagatanien produces lots of instant Japanese food products. 夢と魔法と茶道の王国オレが目指す地上の楽園 Yume to mahō to sadō no ōkoku ore ga mezasu chijō no rakuen The kingdom of dreams and magic and tea ceremony, the earthly paradise I’m aiming for. 動物園 後楽園 失楽園 伊藤園 永谷園 Dōbutsuen Kōrakuen shitsurakuen Itōen Nagatanien A zoo, Korakuen, Paradise Lost, Itoen, Nagatanien. 3.8

Mythological Names

Precedent names that designate mythological creatures. 10 units found. チュパカブラ Chupakabura; Chupacabra is a character of urban legends who kills animals and sucks their blood. According to another legend, this is a predator, mutated mainly from the canine family. In the eponymous song, Chupacabra represents a medical needle: either the needle used to take a blood test, or the usual antiviral vaccine. The reason for this injection is given in the lyrics: 守りたいこの笑顔と血糖値 Mamoritai kono egao to kettōchi I want to protect their smiling faces and blood sugar levels. Most likely, based on this line, “Chupacabra” is a vaccine for diabetes that many people suffer from. Probably the injection is called chupacabra because the injection is always associated with blood and veins, not because the main heroine turns into a beast and begins to drink blood like this mythical creature. 3.9

Pragmatonyms

Precedent names that denote different types of games present in popular culture. 3 units were identified. For example, モノポリー (Monoporī; “Monopoly”). Monopoly is a board game in the genre of economic strategy. The aim of the game is to bankrupt other players using one’s own starting capital. This game imitates different business activities, so it’s very lifelike. In the lyrics Monopoly rather represents life, thus, real districts, places, and sights of Tokyo are randomly and chaotically mentioned. 3.10

Eventfulness

Precedent names that refer to events by indicating their date (3 units). For example: 江戸 (Edo; Age of Edo) – the historical period of Japan, the reign of the Tokugawa clan from 1603 to 1868. This precedent name is mentioned in a song called お七 (O-shichi; Seven) refers to one of the famous ukiyo-e paintings: 八百屋お七 (Yaoya O-shichi; “Greengrocer Oshichi”), produced in the abovementioned Edo period by Tsukioka Yoshitoshi in 1667, the last artist in this genre. Tsukioka literally on his own managed to bring the art of ukiyo-e to a new level, while Japan was abandoning its past. The picture frames an episode from the Kabuki Theater performance about a greengrocer girl who fell in love with a servant boy in a Buddhist temple. The text describes the picture:

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地震雷 乙女の暴走 Jishin kaminari otome no bōsō A young virgin who escaped from the crash of an earthquake 恋のため息 あぁー Take it 僧 僧, Koi no tameiki aa – Take it sō sō For love’s sake, hold on, breathe. Take it monk. The following is a concrete indication of the time: 人情 人情 江 戸 江 戸 前 Ninjō ninjō Edo Edo mae Human nature, Human nature, Edo, Edo style. Thus, the heroine of the song, identifying her love as that of Greengrocer Oshichi, thinks that her love is just as tragic as it is in performances about the times of the Edo period.

4 Discussion Having analyzed the examples of the precedent names, we have identified many semantic transformations of precedent names. Moreover, not all precedent names preserve their original unchanged meaning: these can either have several meanings or drastically change the meaning, but saving some recognizable features of the precedent, as Momotaro, for example, who from a hero of a children’s fairy tale, a courageous warrior, turned into a modern teenager who is encouraged to change for the best, find ajob and stop wasting time, i.e. to do some kind of “heroic” deed like a fairy tale hero. These transformations may be caused by the dynamically changing manner of the Japanese life and their mass communication. Since the target audience of this group consists of adolescents and young people, it is clear that the views of different generations may differ from each other, that they can look at the same concept in different ways.

5 Conclusion A study of the lyrics of the Japanese popular musical group 水曜日のカンパネラ Suiyoubi no Kanpanera resulted in 10 thematic groups that distinguish precedent names based on the nominative functionality. The most extensive group of precedent names is anthroponyms that vividly express the Japanese national culture, the smallest are groups of zoonyms and caronyms. Summarizing the analysis of precedent names of a Japanese music pop-group, we can conclude that the revealed structure of classification of precedent names allows us to argue that precedent names capture certain aspects of the national worldview, and their semantic transformations represent a reflection of the modern Japanese young person who inevitably transforms himself, subsequently his everyday life transforms, and, as a result, his attitude to the surrounding reality changes, which is expressed, primarily, in the modern song lyrics.

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References 1. Sulimov, V.A.: Kognitivnoye opisaniye yazyka i yego kul’turologicheskaya interpretatsiya: kognitivnyye transformatsii. Filologicheskiye nauki [Sulimov, V.A.: Cognitive description of language and its cultural interpretation: cognitive transformations]. Phil. Sci. 1, 44–47 (2006). (in Russian) 2. Murzinova, A., Tymbolova, A., Yelshibaeva, K., Abdirassilova, G., Kushkimbayeva, A., Mirov, M.: The national and cultural peculiarities of stereotyped precedent names (A case study of the Kazakh, Russian, and English languages). XLinguae Eur. Sci. Lang. J. 11(2), 702–715 (2018) 3. Gudkov, D.B.: Pretsedentnoye imya i problemy pretsedentnosti. Yazyk, soznaniye, kommunikatsiya [Precedent names and studies of precedents. Language, consciousness, communication]. Education, Moscow (1997). (in Russian) 4. Allen, G.: Intertextuality. Routledge, London (2000) 5. Eco, U.: Intertextual irony and levels of reading. In: Eco, U. (ed.) On Literature, pp. 212– 235. Harcourt, New York (2006) 6. Orr, M.: Intertextuality: Debates and Contexts. Blackwell Publishing Oxford (2003) 7. Krasnykh, V.V.: Etnopsikholingvistika i lingvokul’turologiya: kurs lektsiy [Ethnopsycholinguistics and Linguoculturology: Lecture Course]. Gnozis, Moscow (2002). (in Russian) 8. Karaulov, Y.N.: Rol’ pretsedentnykh tekstov v strukture i funktsionirovanii iazykoovoi lichnosti [The role of precedent texts in the structure and functioning of a linguistic personality]. Bull. Orenburg State Univ. 11(186), 65–70 (2015). (in Russian) 9. Golubeva, N.A.: Pretsedent i pretsedentnost v lingvistike [Precedent and precedent in linguistics.]. Vestnik Vyatskogo gosudarstvennogo gumanitarnogo universiteta 3(2), 56–61 (2008). (in Russian) 10. Bolotina, K.E.: Precedent phenomena in Quebecois linguistic world view. Vestnik Rossiiskogo universiteta Druzhby Narodov. Seriya Lingvistika. Russ. J. Linguist. 20(2), 61–76 (2016). (in Russian) 11. Karaulov, Y.: Russkiy yazyk i yazykovaya lichnost’ [Russian Language and Language Personality]. Nauka, Moscow (1987). (in Russian) 12. Gudkov, D.B.: Pretsedentnyye fenomeny v tekstakh politicheskogo diskursa. Yazyk SMI kak ob”yekt mezhdistsiplinarnogo issledovaniya [Precedent Phenomena in the Texts of Political Discourse. Media Language as an Object of Interdisciplinary Research]. Moscow State University, Moscow (2003). (in Russian) 13. Dulebova, I., Kryukova, L.: Precedent names of the Russian culture and history in modern Slovak media. Tomsk State Univ. J. 425, 19–25 (2017). (in Russian) 14. Yermolovich, D.I.: Imena sobstvennyye na styke yazykov i kul’tur [Proper Names at the Junction of Languages and Cultures]. R. Valent, Moscow (2001). (in Russian) 15. Tashchenko, G.: Translation Today: National Identity in Focus (Studies in Linguistics, Anglophone Literatures and Cultures). Peter Lang Publishing, Bern (2019) 16. Krasnykh, V.V.: Kognitivnaia baza i pretsedentnye fenomeny v sisteme drugikh edinits i kommunikatsii [Cognitive base and precedents are not phenomena in the system of other units and in communication]. Vestnik MGU. Filologiia 3, 62–85 (1997). (in Russian) 17. Gudkov, D.B.: Pretsedentnyye imena i paradigma sotsial’nogo povedeniya. Lingvostilisticheskiye i lingvodidakticheskiye problemy kommunikatsii [Precedent names and the paradigm of social behavior. Linguo-stylistic and linguodidactic problems of communication]. Education, Moscow (1996). (in Russian)

Knowledge Economy as a Cross Cultural Aspect in the Training of Engineering and Humanitarian Students Andrei Shakurov1(&) , Valeriy Slanov2 , Anna Bolshakova1 and Maria Abakumova1

,

1

Peter the Great Saint-Petersburg Polytechnic University, Saint Petersburg 195251, Russian Federation [email protected], [email protected], [email protected] 2 St. Petersburg University of Management and Economics Technologies, Saint Petersburg 190103, Russian Federation [email protected]

Abstract. The global economy and national industries have faced the time of far-reaching continuous innovation that is to substantially increase the quality of life of local population. In doing this, extensive process of innovative reproduction leads to an objective need to trigger creativity potential of both faculty and students within universities, which means generating new ideas, diffusing knowledge and designing innovative products. Thus, the conditions of the modern educational activities bring about a necessity to develop and adopt educational competence practices in the field of knowledge economy including skills and abilities to boost intelligence level and mature economic mentality, as well as change academic and cross-disciplinary profiles in their professional fields. The text focuses on laying grounds for the necessity to design a strategy for social and economic breakthrough. This strategy is to form a new economic system type based on knowledge. Knowledge here is viewed as an economic category. The authors also propose the model of an integrated economic field and the principle of spiritual production development in the frame of knowledge economy. The basic condition for effective progress in knowledge economy is the implementation of the capital return mechanism in the production patterns where aggregate product surplus value is produced. Keywords: Knowledge economy
Cross cultural aspect in training
Knowledge as economic good
Knowledge as an economic category
Model of an integrated economic field

1 Introduction In current global conditions, various factors (natural resources shortage, environmental and demographic issues, etc.), cause crises in international and Russian economies. Such systemic conditions and processes may even violate the national security. Therefore, strategic planning and agenda (vector) development of domestic economy © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 978–988, 2020. https://doi.org/10.1007/978-3-030-47415-7_105

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are highly important. This will also allow to gain the competitive advantage in every field and branch of activities through the understanding of all the opportunities for further intellectual value development of a person able to adapt to a new economic system (of the 5th or 6th technological mode). All these factors will contribute to achieving socioeconomic stability worldwide. As geopolitical and economic circumstances of our country are sufficiently complicated, it is vitally important for the Russian government to develop (with assistance of the Academy of Sciences and higher education institutions and based on innovative research and innovations) a model of an optimum economic system [1]. The system is to contain desired flexibility parameters, growth dynamics, tendency to selfimprovement, and be able to use all the manufacturing resources in an efficient manner. Under such conditions, knowledge acquires its strategic importance. We believe that it is the economy with its tools that can help to fulfill the intellectual potential of the country through the development of science and education, while improving their quality and further demand by (for) the economic system based on modern social interactions. Therefore, all efforts and available tools should be aimed at developing and implementing a socio-economic strategy for the breakthrough in the emerging post-industrial society (given that the dominant technologies in the Russian industry remain technologies of the 3rd and 4th technological modes) and its economic foundation, that is, the economy based on knowledge, or the knowledge economy [2]. We consider contemporary economic development to be a mixture of production factors. At the same time, material factors tend to transform to non-material ones. Thus, the significance of higher education institutions and higher education availability rises as they contribute to the development of a specific competence required by the knowledge economy. These competences are applied in existing and emerging economic sectors [3]. Therefore, knowledge economy is a result of increasing importance of knowledge as a production factor and its influence on learning process, qualification requirements, business structures and innovations within growing competition in various spheres and sectors of economy. To have a clear view on the new type of economic system, we need to: (1) consider knowledge as an economic category; (2) examine social and economic essence of knowledge; (3) define human assets in terms of their existence and development in a society through knowledge economy.

2 Literature Review Since the issues of generation and development of knowledge economy are closely connected with various aspects of macroeconomics and microeconomics, a large number of domestic and foreign scientists study them in their research. Among them we can highlight the following Russian scholars: Glukhov [18], Vasetskaya [18], Alexankov [11], Trostinskaya [11], Pokrovskaia [11], Akhmetshin [3, 4, 7], Osadchy [16], Kuporov [6], Avduevskaya [6], Bogacheva [6]. The studies of Lundvall [21], Bolisani [12], Bratianu [5, 12], Drucker [2], and many others are also devoted to knowledge economy.

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3 Methods The analysis and synthesis method suggests partial (analysis) and general (synthesis) study of social and economic conditions. The analysis is a method of scientific research which decomposes an object into constituent parts. The synthesis is an integration of the parts obtained in the analysis. The methods of scientific analysis and synthesis are closely connected and can be applied depending on the properties of the object under study and the purpose of the study. Reverse or elementary-theoretical analysis and synthesis are widely used to revealthe essence of the studied phenomenon. In this regard, analysis and synthesis have theoretical foundations (the assumption of cause-and-effect relationship of various phenomena and presence of any regularity.) Structural-genetic analysis and synthesis enable researchers to examine the object. At the same time, there are further assumptions about certain cause-and-effect relationship. This kind of analysis and synthesis of a complex phenomenon allows us to identify integral parts that (in turn) influence other aspects of the object essence. The deductive research method works as follows: to obtain new information about the subject we need to identify the class of a subject and to consider the subject as an integrated part of its class. In other words, there is a transition from more general to less general knowledge. Unlike other methods of inquiry, a deductive one presents the most accurate knowledge inference. However, scientific significance of the deductive method should not be overestimated as it will not produce any result without initial fundamental knowledge. Modelling is an examination of any specific or abstract objects by means similar artificial objects. The need of modelling arises when study of an object itself is impossible, difficult, expensive, etc. For this reason, modelling is widely applied in science. There must be a certain resemblance between a model and an object. It can be either a similarity in model and object characteristics, in their functions, or in the identity of a mathematical description of the object and its model.

4 Results and Discussion Taking a look at a category of knowledge, we should note that it was not a subject of economic research until the middle of the XX-th century. Since ancient times it was always a category of philosophy. It was much later, when sociology, psychology, logic and other sciences (not the economic science) began to study all the processes connected with obtaining, justification, verification and dissemination of knowledge. This was naturally explained by the fact that only the science of philosophy first established the boundaries of the “space of knowledge”. Socrates, Aristotle, Plato, Protagoras, Bacon, Kant, Hegel, Marx were the ones who provided its first definitions and established its classification.

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There are the following generally accepted philosophical definitions of knowledge: – knowledge is a form of existence and systemization of the results of human cognitive activity; – knowledge is a subjective image of objective reality, that is, an adequate reflection of the inner and outer life of the human consciousness in the form of representations, concepts, judgments, theories [4, 5]. On the one hand, the boundaries of both philosophical and economic understanding of knowledge are the same - it is a “single global picture.” On the other hand, the difference between philosophical and economic understandings of knowledge is determined by the goals of these sciences in the field of knowledge learning. Philosophy seeks the essence of knowledge, and the economy studies its tangible embodiment (Fig. 1).

Major elements of a value construct

Perceived needs

Values

Activity intention

Creative motivation

Cognitive activity

Background information boosts the appearance of new knowledge

Generation of new creative ideas causes the appearance of new knowledge

Fig. 1. Value basis of knowledge.

Fritz Machlup was the first to introduce the term “knowledge economy” in 1962. Now the term is used to define and describe the type of economy in which knowledge comes first and its production is a source of economic growth. Since then, knowledge has become an economic asset and more than half of GDP in a number of countries has been generated by means of scientific knowledge and its sound practice [6, 7]. Thus, knowledge is a social phenomenon that is able to acquire the economic content. In this case, knowledge becomes an economic and strategic resource, which is expressed in quantitative and qualitative factors of production, embodied in a public product. Consequently, there is a need for a different interpretation of the economic field system composition concerning the interaction of the three spheres of economic activity (informational, intellectual and material production). It is related with the

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process of knowledge production (from its creation in the human head, then coding it in the medium and its implementation in products and services). After all, it is within the framework of the product that the essential differences between these spheres of production are manifested [8, 9]. Information production introduces an intangible and formalized product; intellectual (spiritual) production concerns producing an intangible and informalized product; material production presents a material and formalized product [10]. Therefore, we propose to consider a three-sphere model of the economic field (Fig. 2).

Economic field

Intellectual (spiritual) production

Information production

Material production

Fig. 2. A three-sphere model of the economic field.

The chain of intellectual (spiritual) - information- material production we have presented is a single technological chain of goods production through the use of acquired knowledge [11]. Thus, we come to two conclusions: 1. Ineffective work of spiritual production inhibits the STP (scientific and technological progress), as it deprives information and material production of objects and means of labor. 2. Latent personal human knowledge becomes lost to society, so its actual implementation is a condition of their very existence. Information production is a mediator between the intellectual (spiritual) production (the source of images and ideas) and the material one (the embodiment of ideas), combining their traits at the same time [12–14]. In the proposed model of the economic field, we provide the following ideas: • the existence of a natural relationship between the three dialectic types of productions; • the economic or social good is the result of the interaction between three areas of economic activity in their specific form of cooperation; • implementation of the return capital mechanism in those productions (industries) where the total added value was established; • the interest of material production in the development and expansion of intellectual (spiritual) production.

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We believe that at the current stage of development, this model makes the importance of the knowledge economy obvious, as the production of knowledge is the object of any economic activity, which in turn is the basis for any innovative product. The social and economic nature of knowledge can be expressed as follows: 1. Knowledge is a qualitative basis for the new socialization of the person as an active economic subject (in the process of incoming information perception and transformation). 2. Knowledge contributes to the involvement of all types of resources in the process of reproduction. 3. Knowledge is a new source of increasing value for goods and services. 4. Knowledge significantly improves the efficiency of management decisions and innovations. It is known that in its most developed form the market can be defined as a social form of relations between economic agents that is connected with the exchange of good. Such exchange represents the technical aspect of the market; relations between the subjects act as social and economic content of the exchange process; finally, the social form of these relationships is an institutional component of exchange transactions [15]. Therefore, the knowledge market is defined as a social form of relationships that arise between people (economic agents of different levels) within the frame of knowledge sharing [16]. The market of knowledge consists of: the market of embodied knowledge (products); the market of explicit and formalized knowledge; the market of implicit knowledge embodied directly in certain subjects of economic activity [17]. Each of the mentioned above markets branches into relevant links shown in Fig. 3. Returning to the definition of knowledge, we should remember that the authentic form of it is personalized knowledge. When it comes to the economic role of knowledge and its transformation into a factor of production (human capital), it is necessary to understand and take into account the capacity of individuals who possess relevant expertise and skills and know the methods of their effective use [18]. We note that now, in the transition period of economy, there is a modification and restructuring of all factors of production. The human factor takes the form of human capital, which in turn takes the place of a generator, a medium and a user of knowledge in the modern organization, as knowledge acts in forms of human capital, accessible technology and physical capital in the production process [19]. Furthermore, the first two factors of production dominate. They determine the peculiarity of the modern economic system, which is expressed in a public product that contains knowledge.

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A COMMON STRUCTURE OF THE KNOWLEDGE MARKET

A market of objectified knowledge

A market of explicit knowledge

A market of tacit knowledge

Traditional consumer goods and services

The knowledge used for the production of goods

Non-formalized and formalized knowledge embodied in specific living subjectcarriers

Can be a source of obtaining new knowledge by disobjectivation

A direct source of knowledge, a means of productive use

Knowledge used to produce goods directly or indirectly

Fig. 3. A common structure of the knowledge market.

In the current context, universities are the main producers as well as distributors and users of new knowledge, because they are key players in the field of knowledge generation and exchange [20]. A specific form of university and general knowledge sharing is the system of network interactions in a crowdsourcing mode. The importance of external forms of network interactions is steadily increasing, which indicates the growing intensification of network transactions and the emergence of new opportunities for mass selfrealization of unique intellectual capital owners. Table 1 presents a system of internal and external forms and features of university knowledge development and sharing [21].

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Table 1. Forms and specific features of a university’s knowledge generation and sharing (exchange). Character of knowledge sharing 1 Nonmarketable internal (nonequivalent)

2 Nonmarketable internal (nonequivalent) 3 Nonmarketable internal and external network (nonequivalent) 4 Marketable external (equivalent)

5 Marketable external (equivalent) 6 Marketable external (equivalent) 7 Marketable external (eqivalent)

Forms of knowledge

Forms of sharing

Means of sharing Result

Implicit and Concorde-sharing nonactivities (market transferable exchange in the form of cooperation between buyers and sellers) Implicit and Concorde and transferable competitive (“live”) knowledge sharing

Creative unscheduled and planned discourses, brainstorming activities Joint solutions to planned creative problems

An overall increase in intellectual capacity

Implicit and House-sourcing and transferable crowdsourcing and explicit

Social and economic networks on the Internet

An overall increase in intellectual capacity. Support of thematic knowledge bases

Implicit and Mutually agreed commitments nontransferable

An employment agreement (a performance – based contract of employment) Implicit and Special agreements or Consulting transferable contracts services

Explicit formalized knowledge (a patent) Objectified knowledge (an end product)

Competitive market access

Competitive market access

Support of thematic knowledge bases

An expected employee performance

Expected new knowledge. Support of a knowledge base Coordination of The legitimacy of intellectual rents the new technological and royalties knowledge use “Disobjectified” Outsourcing services, purchase new knowledge as a source of and sale of end development products

5 Conclusion Thus, the role and importance of non-market (intra-company forms of knowledge exchange, first of all) is increasing in the modern economy. It is objectively predetermined by the need for a high speed of knowledge renewal as well as by the transformation of corporations into self-learning organization (Fig. 4).

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Corporate intellectual capital as a system of required and productive corporate knowledge and competence

Corporate mentality (implicit and nontransferable knowledge)

Function: transformation of new data into context information

Corporate culture (implicit and partly transferable knowledge)

Function: to update value status for new information

Social skills (implicitly-explicit and partly transferable knowledge)

Function: formation of specific networks of innovative interactions

Corporate institutions (implicit or explicit and partly transferable knowledge)

Function: increase of transaction efficiency

New project-oriented knowledge (implicit or explicit and partly transferable knowledge)

Function: the knowledge of the product to produce

Process knowledge (implicit or explicit and mainly transferable knowledge)

Function: organization and comprehensive production support

Marketing expertise (implicit or explicit and mainly transferable knowledge)

Function: generating profit from the growth of a corporate customer base

Historical knowledge (implicit or explicit and transferable)

Function: projection of behavioral precedents on the corporate environment

Fig. 4. Cognitive structure of intellectual capital.

In the knowledge economy, the key and integrating factor of production within the firm is intellectual capital, which is a system of creative, humanistic knowledge and competences, purposefully used for reproduction of economic benefits.

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Thus, the transformation of knowledge into a key productive resource and the main product of public reproduction gives us an understanding of knowledge as an economic benefit, as it becomes a strategic resource and determines the trends of the scientific and technological in the modern society. In addition, our research revealed that knowledge becomes a fundamental economic category and reflects the relationship that arises between economic subjects in the process of scientific knowledge update in the context of public reproductive process.

References 1. Andreev, A.V., Burlov, V.G., Gomazov, F.A., Penner, Y.A.: Improving the system of higher education for enterprises of industrial and economic complex. In: Proceedings of the 17th Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region, PTES 2018, pp. 86–88. IEEE, St. Petersburg (2018) 2. Drucker, P.: From capitalism to knowledge society. In: Neef, D. (ed.) The Knowledge Economy, pp. 15–34. Butterworth-Heinemann, Boston (1998) 3. Akhmetshin, E.M., Sharafutdinov, R.I., Gerasimov, V.O., Puryaev, A.S., Ivanov, E.A., Dmitrieva, I.S., Miheeva, N.M.: Research of human capital and its potential management on the example of regions of the Russian Federation. J. Entrep. Educ. 21(2), 1–14 (2018) 4. Akhmetshin, E.M., Vasilev, V.L., Mironov, D.S., Yumashev, A.V., Puryaev, A.S., Lvov, V.V.: Innovation process and the control function in management. Eur. Res. Stud. J. 21(1), 663–674 (2018) 5. Bratianu, C.: Organizational Knowledge Dynamics: Managing Knowledge Creation, Acquisition, Sharing, and Transformation. IGI Global, Hershey (2015) 6. Kuporov, Y.Y., Avduevskaya, E.A., Bogacheva, T.V.: Investments in human capital: efficiency of investments in higher education in Russia. In: Proceedings of the 27th International Business Information Management Association Conference - Innovation Management and Education Excellence Vision 2020, pp. 926–940. IBIMA Publishing, Pennsylvania (2016) 7. Akhmetshin, E.M., Makulov, S.I., Talysheva, I.A., Fedorova, S.Y., Gubarkov, S.: Overcoming of intercultural barriers in the educational environment. Man India 97(15), 281–288 (2017) 8. Bochkareva, T.N., Akhmetshin, E.M., Korotkova, A.L., Lyitkina, N.L., Nasipov, I.S., Khaliullina, A.G.: Research of students’ cognitive activity. Espacios 38(60) (2017). https:// www.revistaespacios.com/a17v38n60/a17v38n60p32.pdf. Accessed 22 Mar 2020 9. Klochkova, E.S., Bolsunovskaya, M.V., Shirokova, S.V.: The significance of humanities for engineering education. In: Proceedings of the XVII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region (PTES), pp. 265–268. IEEE, St. Petersburg (2019) 10. Mullakhmetov, K.S., Sadriev, R.D., Gabaidullina, L.A., Akhmetshin, E.M.: Influence of human capital characteristics on transformation of management and control in the management of social and economic systems. In: Proceedings of the 31st International Business Information Management Association Conference – Innovation Management and Education Excellence through Vision 2020, pp. 3562–3572. IBIMA, Madrid (2018)

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11. Alexankov, A.M., Trostinskaya, I.R., Pokrovskaia, N.N.: Industry 4.0 requirements for quality of human capital and competencies formed within educational institutions. In: The European Proceedings of Social & Behavioral Sciences EpSBS, vol. XXXIV, pp. 26–34. Future Academy, London (2018) 12. Bolisani, E., Bratianu, C.: Knowledge strategy planning: an integrated approach to manage uncertainty, turbulence, and dynamics. J. Knowl. Manag. 21(2), 233–253 (2017) 13. Latyshev, I.O., Akhmetshin, E.M.: Methodological approaches to analyzing the indicators of human capital management in the interests of innovation development of enterprise. Int. Bus. Manag. 9(6), 1565–1570 (2015) 14. Mullakhmetov, K.S., Sadriev, R.D., Akhmetshin, E.M.: Corporate culture in management systems. Eur. Res. Stud. J. 21(1), 519–528 (2018) 15. Korchagina, E.V., Shvetsova, O.A.: Solving the problem of employment for graduates of higher education institutions: increasing the degree of employers’ participation in the educational process. In: Proceedings of 2018 17th Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region, PTES 2018, pp. 138–140. MKS, St. Petersburg (2018) 16. Osadchy, E.A., Akhmetshin, E.M.: The intellectual capital importance and the role of organizations against the backdrop of a crisis: innovation vector. Soc. Sci. (Pak.) 10(6), 1013–1020 (2015) 17. Shabunina, T.V., Shchelkina, S.P., Rodionov, D.G.: Regional habitat as a factor of the human capital assets development in Russian regions. J. Soc. Sci. Res. 3, 313–317 (2018) 18. Glukhov, V.V., Vasetskaya, N.O.: Improving the teaching quality with a smart-education system. In: Shaposhnikov, S. (ed.) Proceedings of the 2017 IEEE VI Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations) (SPUE), pp. 17–21. IEEE, St. Petersburg (2017) 19. Kalinina, O., Valebnikova, O.: Human capital management as innovation technologies for municipal organization. In: Murgul, V., Popovic, Z. (eds.) International Scientific Conference Energy Management of Municipal Transportation Facilities and Transport EMMFT 2017, EMMFT 2017. Advances in Intelligent Systems and Computing, vol. 692. Springer, Cham (2018) 20. Kharlamov, A.V., Kharlamova, T.L., Koroteeva, O.S.: Development of the educational system and the priorities of the knowledge economy. In: Soliman, K.S. (ed.) Proceedings 30th International Business Information Management Association Conference – Vision 2020: Sustainable Economic development, Innovation Management, and Global Growth, pp. 4270–4277. IBIMA, Madrid (2017) 21. Lundvall, B.-Å.: The Learning Economy and the Economics of Hope/Bengt-Åke Lundvall. Anthem Press, London, New York (2016)

A Cross-cultural Aspect of the Technical Writer Profession Vlada A. Grodnikova , Anna V. Bolshakova(&) , Maria V. Abakumova , and Andrei A. Shakurov Peter the Great Saint-Petersburg Polytechnic University, Saint-Petersburg 195251, Russian Federation [email protected], [email protected], [email protected], [email protected]

Abstract. The main objective of this article is to define the work of a technical writer as a cross-cultural professional. At present, any new device, gadget, appliance, software, etc. is to come with a user manual or instruction aimed at establishing communication between a manufacturer and an end-user. If you are a lay reader, it is often difficult to fully realize the functions of complex products within a short term. Thus, a developed technical documentation set is not only to train a user to work with a definite product quickly and effectively, but also to become an agent between the user and the manufacturer. Establishing and maintaining such communication is one of the most important tasks of a technical writer as a professional participating in cross-cultural connection while designing a set of technical documentation. These aspects of the technical writer’s working functions, as well as the main methods used when developing user manuals and instructions are viewed in the present paper. Special attention is paid to the idea of providing different groups of people with relevant and updated technical information. Keywords: Technical communication
Target audience communication
Technical documentation


Cross-cultural

1 Introduction The concept of technical communication implies such types of activities, as presenting, publishing and disseminating technical information [1]. According to Suntsova, “technical communication is a relatively recent and undeveloped trend in Russia, whereas in the USA and many European countries, there exist technical communication centers, associations and communities. These professional organizations are in charge of coordinating the following procedures: research on actual samples and practices of technical communication on a shop floor; organizational communication efficiency assessment in enterprises; design and licensing of technical communication learning programs in the engineering departments at universities; interaction development between universities and organizations in the field of technical communication through internships and on-the-job training, and others” [2, p. 9].

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2 Literature Review A technical writer is a certified professional creating documentation for various technical purposes, whose job involves many activities, some of which are to form, support and strengthen cross-cultural communication links. It pursues two basic aims: the first external one is to communicate with the outside environment (cross-cultural communication, literally). The external environment here can be defined as various countries (cultures) interacting in order to achieve a common social and cultural environment in which individuals could successfully communicate and interact with the view of technical knowledge and skills dissemination. It can be stated that the reason for rapid development of such interaction lies in globalization boosting the scientific development and innovation, namely the rate of new knowledge generation and its transformation into innovation, financial support for science and innovation sector, types of scientific work and innovative incentives, types of scientific communication, types and patterns of academic staff training, the process, distribution and cooperation of scientific labor including international cooperation in scientific innovations [3, p. 280]. In the process of interaction with the external environment, the purpose of a technical writer is to perform technical translations and communicate with overseas experts in various industries. Although technical translation is not the principal responsibility of the technical writer, it is one of the basic competences required for professional performance. If an engineer is to demonstrate technical communication skills to exchange important data with overseas counterparts, a technical writer is to be able to translate it. Since the product is often distributed not only on the domestic market, but also on the foreign one, there arises a problem of translating technical documents into the language of the country to which the product is exported. The problem can be solved in two alternative ways. One option is to translate the papers in the country of export replacing the original manuals by a locally adapted set of documents. Another option is to develop an original manual in the language of exporting countries from the outset. Both options have their drawbacks, e.g. if a local set of papers has been prepared by a translator, whose goal is to translate the original manual, rather than a technical writer, there is a risk of some informative omissions or distortions, which may cause product misuse. On the other side, a technical writer working on a multilingual document risks making a mistake. Moreover, a multilingual manual is always bulky, which makes it very expensive to publish sufficient number of copies and can lead to the inevitable reduction of the final document version [4–6]. It is the technical writer who is in charge of communicating with foreign experts, participating in conferences, preparing articles, press releases, and presentations for them. Being an official representative of a company, the technical writer is not only responsible for collecting important data in his professional field, but also for disseminating the information on the company’s performance [7, 8]. The second sphere of the technical writer’s activity is to establish and support intracultural connections within the frame of cross-cultural communication. In this regard, it is noteworthy that the “professional – technical writer” relationship is one of the most important in the process of product documentation design. In this context a

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professional acts as a consultant responsible for gathering and presenting actual information on an innovation or a product under study [9]. According to Suntsova, technical communication is one of the “soft skills” that are necessary for any modern professional engineer. In her paper, the author emphasizes the need to introduce such knowledge into engineering educational programs, since the lack of communication competence is the main obstacle to the integration of Russian engineers into the global professional community. Such situation can also be considered as a temporary gap in the perception of new production technologies that hinder the overall development of the Russian economy [2]. Therefore, the integration of technical communication aspects into curriculum will enhance the interaction between technical writers and professional engineers while developing technical documentation. On the other hand, intracultural connections provide the “technical writer-user” interaction. As a rule, being not a specialist in a specific technical field, a user is not able to independently use the product with complex functionality and complicated interface within a short time frame. As a result, technical documentation is an intermediary between the manufacturer and the user, so that the latter could monitor a product performance. The concept of “user manual” is specified by the national standard as follows: it is a full set of documents presented in printed or other form in order to make it possible to use a product being an integral part of the latter [10]. The user manual is aimed at obtaining the relevant information needed for a software product or any device application [9]. All the existing technical documents can be conventionally divided into two types: the design documentation and the product documentation. Professionals writing product design specifications exchange the design documents, whereas the product documentation accompanies the finished product and is finally provided to a user who can apply a program or an automated system as intended. It is the main channel of communication between a professional, a technical writer and an end-user in the context of intracultural communication.

3 Materials and Methods The work presents the results of examining manual visual contents of household appliances on the example of user manuals for robot vacuums. Visual components are essential for cross-cultural communication to encourage the indirect (inner) dialogue, as they facilitate summarizing and memorizing texted data, as well as assist in its long-term memory storage and quick reproduction if necessary. In user manuals such visual components act as intermediary units between the external linear contents (the manual text itself) and internal linear contents (perception of the information presented by the user’s brain). The documents are classified based on the character of presented information and the order of the facts. The following types of the documents can be identified: a user manual, an administrator guide, a programmer manual, a description of the procedure and process, etc. Common standard systems (international, national and industrial) as

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well as organizational and business ones, as a rule, provide for a set of miscellaneous documents, which makes it possible to specify the documentation subject comprehensively. When designing a document, a professional makes a decision how many details will be given (full-text or selected). If one decides to provide selected information, this is mainly due to the target audience character [11]. Identifying a target audience is one of the major issues when developing a set of user documentation. Target audiences, regardless of their type, are to be analyzed in terms of the following characteristics: – background knowledge, experience and education. It is necessary to define the level of knowledge and expertise that a potential document reader should possess. If the situation requires that a reader know more about the use of the product, there should be made a decision on how to compensate for the lack of such information in the body of the document (manual); – needs and interests of the users. It is necessary to specify the audience’s expectations in order to draw a plan of user documentation text. Readers can vary in age, type of housing, location, gender, political views, etc., which affects the way you have to design and compile the document. As soon as the user documentation target audience is specified, a technical writer can easily design and visualize a document to support the product use. So, the more objective and clearer the defined principles for identifying the target audience are, the quicker and more effective the whole process of document development is [12, 13, pp. 203–218.]. Well prepared documents are important to contribute (later on) to reduction of difficulties, which may arise when a user deals with a new device or software, as well as to decrease the number of requests for servicing and maintenance [14]. Taking into account the above mentioned requirements, a technical writer develops an order for the instruction visual components depending on the selected target audience. Thus, the interconnection between user documentation visual components and the users is under analysis. Also the impact of hypothetical background knowledge of the target audience on the number of visual components in the text, their purpose and nature is examined. In this work, the methods for selection, systematization, survey and analysis were chosen as the most relevant research methods. The authors of the article thoroughly chose 36 user manuals for robot vacuums used in households. In the research particular attention to printed user manuals avoiding video instructions and materials given by manufacturers’ internet resources was paid.

4 Results and Discussion Our study has confirmed the significance of user documentation visual contents as a channel of cross-cultural communication, that is, as an indirect dialogue in the context of “professional–technical writer–end-user” intercourse. Visual components contribute to the successful transmission and consolidation of new scientific and technical knowledge among the mass audience. This fact is especially important as part of disseminating information on an innovative technical device, since its functions are not consistent with current stereotypes of household appliances operating.

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Visual component analysis has revealed that manufacturers distinguish two main categories of users. The first group consists of young or mature women with young children or housewives owing a pet. Instructions aimed at this target audience include a large number of visual components reflecting the “user – device” interaction. Most of these visual components can be found in the following sections of user manuals: safety, equipment, care and maintenance of the device. Visual contents of user documentation in this case are characterized by simplified graphics; such visual components as narrative visualization (comics) and timeline (illusion of dynamics in the image) are widely used. The majority of survey respondents rated the visual content as excessive and women-oriented. The second group of users (the target audience for a number of particular instructions) can be described as a gender-neutral group of young adults having professional background knowledge of automated technical systems. Likewise, the sequence of actions in user manuals is described using timelines and narrative visualization. However, the visual components of this documentation category are closer to the technical illustrations as they do not contain additional elements specific to user manuals aimed at the first user group. Such user manuals provide visual components in the form of technical drawings, while the process is displayed using guide lines, and texted presentation can hardly be found. The latter often contains an exclusive care and cleaning section (relevant to the service process involvement). The survey analysis revealed that 86% of respondents considered visual contents as important to understand the sections of component set, care and maintenance, fault detection and repair. About half of the respondents (48%) considered the visualization of the initial use helpful to start operating a new device, while being a vivid image to exemplify texted instructions. After reading an instruction visualizing the first switch and mobile synchronization procedures, 74% of respondents agreed that the instruction information was enough to start their devices and they did not need to seek any additional sources of assistance (e.g. video instructions, etc.). It stands to mention here that the interdependence of video instructions and conventional user manuals needs developing in more detail due to the widespread video presentations of new knowledge on how to operate modern technological equipment. Increased interest in manual video support is caused by the process involvement phenomenon, the need to save time on reading and understanding the follow-up information and the refinement of information perception via increasing use of visual aids. Currently, video instructions are unlikely to substitute texted user manuals; however, they successfully compete with conventional visual contents.

5 Conclusion Hence, user documentation plays the role of the main channel of cross-cultural communication in the “professional – technical writer – end-user” relationship. Establishing and maintaining this relationship is a principal (even vital) goal of a technical writer, who is a professional responsible for the development of intracultural connections while designing a set of user documents [15]. With regard to wide spread of such information among users with lack of professional education, we need to provide

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innovative technical expertise, to systemize and simplify the terminology used. The relevant technical expertise is disseminated in this environment and consequently delivered to an end-user by a technical writer who serves as a mediator interpreting this knowledge between a professional text drafter and a wider audience. From this perspective, user manual visual contents are in terms of quality a significant channel for the transfer of updated information, regardless of background knowledge, education and language. A well-organized visual manual should not only support and supplement a text, but also contain a clear separate message and effectively render the ideas implied in both direct and indirect cultural dialogue.

References 1. Kagarlitsky, Y.V.: Tekhnicheskaya kommunikatsiya: k postanovke problemy [Technical communication: to the setting of the problem]. https://philosoft-services.com/techcomm. zhtml. Accessed 27 Sept 2019. Accessed 10 Nov 2019. (in Russian) 2. Suntsova, E.N.: Tekhnicheskaya kommunikatsiya kak neobkhodimyy komponent obrazovatel’nykh programm rossiyskikh inzhenernykh vuzov [Technical communication as a necessary component of educational programs of Russian engineering universities]. TSPU Bull. 6, 9–13 (2009). (in Russian) 3. Semyonova, N.N.: Nauka v usloviyakh globalizatsii [Science in the conditions of globalization]. Sci. Innov. Educ. 1, 276–294 (2006). (in Russian) 4. Mehler, A., Romary, L., Gibbon, D.: Handbook of Technical Communication. Walter de Gruyter GmbH, Berlin (2012) 5. Strunk Jr., W., White, E.B.: The Elements of Style, 4th edn. Pearson, London (1999) 6. Covey, S.R., Covey, F.: Style Guide: For Business and Technical Communication, 5th edn. Pearson FT Press, Upper Saddle River (2012) 7. Bolsky, M.L.: Better Scientific and Technical Writing. Prentice Hall, Upper Saddle River (1988) 8. O Hara, F.M.: A brief history of technical communication. In: Proceedings of the 48th Annual Conference, pp. 500–504. Society for Technical Communication, Chicago (2001) 9. Kagarlitsky, Y.V.: Razrabotka dokumentatsii pol’zovatelya programmnogo produkta. Metodika i stil’ izlozheniya [Development of Software User Documentation. The Method and Style of Presentation], 2nd edn. Philosopher Services LLC, Moscow (2012). (in Russian) 10. GOST R ISO/MEK 12119-2000 Informatsionnaya tekhnologiya. Pakety programm. Trebovaniya k kachestvu i testirovaniye [Information technology. Software packages. Quality requirements and testing]. IPK Izdatel’stvo standartov, Moscow (2001). (in Russian) 11. Mikhailov, A.V.: Professiya “Tekhnicheskiy pisatel”, ili “Rytsari klaviatura”: Bazovyye svedeniya: Priyemy raboty s tekstom i programmnym obespecheniyem [Profession “Technical Writer” or “Knights of the Keyboard”: Basic Information: Techniques of Working with Text and Software]. URSS LENAND, Moscow (2018). (in Russian) 12. Gerson, S.J., Gerson, S.M.: Technical Communication: Process and Product, 7th edn. Prentice Hall, Upper Saddle Rive (2013)

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13. Franke, D., Reid, A., Direnzo, A.: Design Discourse: Composing and Revising Programs in Professional and Technical Writing. Parlor Press, Anderson (2010) 14. Legget, G.: Essentials of Grammar and Composition. Prentice Hall, Upper Saddle Rive (1978) 15. Sharma, S.D.: A Text book of Scientific and Technical Writing, 3rd edn. SARUP & SONS, New Dehli (2007)

English Romanticism Novel: Unknown and Known to the Russian Reader Oksana Anossova1,2(&) 1

2

Peoples’ Friendship University of Russia, Moscow 115419, Russia [email protected] Moscow Institute of Physics and Technology, Dolgoprudny 141701, Russia

Abstract. For a Russian reader English Romanticism is associated with poetry. William Wordsworth and Samuel Taylor Coleridge, William Blake and Robert Southey, George Gordon Byron and Percy Bysshe Shelley, John Keats and Walter Scott are those ones who mirrored the epoch, created new forms and contents of the rhymed word, changed readers’ attitude to poetry. Romanticism poetic genres were translated into Russian as soon as they were written and, even nowadays, new English Romantic poetry translations regularly appear both in print and online. As for prosaic genres, the situation is different. Romanticism essays, periodical reviews, epistolary heritage (letters, diaries, memoirs, etc.) are generally known to literary critics, historians, and experts in the field. Novelists, Jane Austen, Walter Scott, and Mary Shelley, are popular among contemporary readers, but not as Romanticism authors. University scholars, lecturers and students are acquainted with some Romanticism novelists, among whom Charles Maturin, Fanny Burney, Maria Edgeworth, Thomas Love Peacock, Thomas De Quincey, Edward BulwerLytton could be enlisted. English authors of the Gothic and Jacobian novel writers are defined as Pre-Romanticism authors and read episodically. A rare reader knows that poets, George Gordon Byron and Percy Bysshe Shelley, wrote Gothic novels, and that Romanticism prose is as voluminous as poetry. Globalisation processes have opened more Romanticism pages to the readers both in English and translated from English. The question is still open if the Romanticism novel is authentically attractive to the reader or should be synchronised with the contemporary problems and plots. Another question of the Romanticism heritage mystery is why it is regularly discussed, analysed and re-read by every new generation with genuine excitement of the direct heirs or remote explorers. Keywords: English romanticism University curriculum


Prose
Genre
Literary criticism


1 Introduction Prosaic genres of English Romanticism have been successfully revived in the Literary Criticism of many countries in the world. Depending on the methodology, literary critics’ special attention is laid either on the structural features of the texts, or on their historical and cultural characteristics, either while resorting to psychological approach or dwelling on formal interpretation of the sources, many other methods and techniques for literature analysis are also being applied. Approving the system approach to © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 996–1004, 2020. https://doi.org/10.1007/978-3-030-47415-7_107

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literature analysis, Stanislav Sukhikh, a Russian philologist, stipulates the application of the systematic method: “The system approach does not appear to give an exhaustive description of the object under analysis; it rather considers and applies the system analysis principles of the overall systems and subsystems comprising the whole object” (translated into English by Oksana Anossova hence forward O.A.) [1, p. 302]. Any scientific journal paper lacks, to some extent, the exhaustiveness of the whole research as far as the journal paper describes or presents a partial analysis of the object. The present article is focused on the Russian Reader’s acquaintance with the English Romanticism prose; thus, underlying one of the system analysis aspects – scrupulously prepared and professionally commented texts translated into Russian. The texts are based on the most popular English Romanticism authors’ translations into Russian published by the most authoritative academic series “Literaturnye Pamyatniky” (Literary Heritage), which dates back to 1948, and has always been issued on behalf of the Russian Academy of Sciences (RAS) and prepared by the most competent and experienced Russian literary critics in the field. Regarding the whole system approach including the analysis of the former tradition and historically, culturally and socially significant facts and figures relative to the period as well as to literature, the requirement for integrity, completeness and unity of the analysis becomes clear. The whole system approach should apply present-day instruments and analytical methods giving an integral, holistic analysis of the work of art; the whole system analysis is expected to scrutinise the Romanticism author’s figure with their inward and outward reflections assisting in a thorough comprehension of the literary work, and studying the reader’s perception. The analysis given in the paper considers a minor part of the system, reader’s perception, and at this level, solely, the system analysis principles are applied. English literature sources, original ones and translated into Russian, are considered in the paper. English literature study books and manuals published in Russian are used to illustrate the specialists’-to-be fields of interest. The Russian Scientific Academy (RAS) editions covering the vast majority of authors and theoretical works analysis are drawn to illustrate the everlasting interest to the subject. Finally, newly published translations of the Romanticism prose are noted. Some English Romanticism texts are enlisted as deserving translation. We are dwelling on the key sources extrapolating them on the overall analysis as being a sufficient illustration of many similar trends. The existing trends of the Russian Reader’s acquaintance to the English Romanticism prose is in the scope of analysis.

2 Sources of Analysis 2.1

General Overview

Speaking about Russian readers’ interest towards Romanticism diachronically, one would notice that English Romanticism poetry presented a greater interest to the XIX century contemporaries than the prose of the period did. According to the eminent Russian literary critic, Michael Alekseyev, “An index of the undoubtedly growing practical interest in English language up to the beginning of the XIX century may serve the number of textbooks and manuals on studying English compiled and published by the Russian authors of the period, starting from the “English Grammar with Russian

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Translations” by Michael Permsky (Saint Petersburg, 1766) to the “English Grammar” by Prokhor Zhdanov (Saint Petersburg, 1772), continuing with Study books and Dictionaries by I.E. Gruzinov (Moscow, 1812), by M.A. Perenago (Moscow, 1810), and by I. Shishukov (Saint Petersburg, 1808–1811) etc.” (translated into English by O.A.) [2, p. 535]. This interest to English language encouraged some of the translations into Russian now and then made from English originals. And the most massive were translations from English Romanticism poetry into Russian language which appeared at that time, Russian Romanticism poets Vassily Zhukovsky (1783–1852), Alexandre Pushkin (1799–1837), and Michael Lermontov (1814–1841) were among the first poets who made English Romanticism poetry available to their Russian contemporaries [2]. George Gordon Byron’s “The Giaour” (1813) was poetically translated by Alexandre Pushkin into Russian from French prosaic version of the poem; Michael Lermontov made his translation from the English original, though, he did it in prose. Vassily Zhukovsky published exquisite translations from Thomas Grey (1716–1771), Oliver Goldsmith (1730–1774), Robert Southey (1774–1843), George Gordon Byron (1798– 1824). Vassily Zhukovsky’s poetic translations were quoted not only by many of his contemporaries but still are regarded as perfect samples of the poetry genre and translations into Russian. Thomas Grey’s poem “Elegy Written on a Country Church-yard” translated by Vassily Zhukovsky was among the first Pre-Romanticism poems that influenced Russian Romanticism rise. Vassily Zhukovsky is known as a poet-translator of English, French, German Romanticism poetry as well as of Homer’s “Ulysses”. Michael Lermontov wrote a lot of his poetry, being inspired by Romantic poets. Michael Lermontov’s family ancestors are believed to have come either from France, or from Scotland, and he is one of the most loved Russian Romanticism poets. His “To the Album” and “To the Album from Byron” (1836) are perfect specimina renewing George Gordon Byron’s poem and style (namely, «Lines written in Album at Malta», 1809) [3]. English Romanticism poetry attracted Russian poets’ and translators’ attention throughout the XIX century (Konstantin Batyushkov (1787–1855), Theodor Tyutchev (1803–1873), Athanasios Fet (1820–1892), and Ivan Turgenev (1818–1883)) and in the XX century (Alexandre Blok (1880–1921), Valery Bryusov (1873–1924), Nikolay Gumilyev (1886–1921), Konstantin Balmont (1867–1942), Boris Pasternak (1890– 1960), Samuel Marshak (1887–1964), Michael Lozinsky (1886–1955), Boris Tomashevsky (1909–1974)) [2]. They translated poetry written by Samuel Taylor Coleridge and William Wordsworth, William Blake and Robert Southey, George Gordon Byron and Percy Bysshe Shelley, John Keats and Walter Scott [2]. English Romanticism prose translated into Russian within the same period is rather scarce. A lot of English novels first appeared in French translations and then were translated from French into Russian. For example, the first novel written by Frances Burney (1752–1840) was first published in 1778, it was translated into German (1779), Dutch (1780–1785) and French (1797). The first Russian translation appeared in 1798, and its translator Vassily Tatishev claimed that though he used the French translation he “compared it to the English original” [4, p. 3]. 2.2

Different Reasons: Trends and Vectors

Sources used for the present analysis include English Romanticism prose published as Russian translations, literature anthologies, and textbooks on the period, tailored for

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Russian university literature history courses and as specially elaborated separate books and academic compilations of the Romanticism prose, original and translated ones. It is hardly necessary to enlist the whole number of sources, as the task is to trace the existing trends and explain some of the reasons that Russian translations of English prose are important as means of intercultural communication, as sources revealing historical and cultural peculiarities and traditions of the former epochs, as a bridge to understanding the British through their literary heritage. Being of cultural, historical and social importance, English Romanticism attracts readers’ attention as it assists in better understanding of British identity and serves to better intercultural communication. Literature Anthologies and University Courses. Anthologies were and are regularly used in the course of English Literature History to make the English texts available for students; however, a present day Internet diversity of English original sources solves a lot of text demand problems, any texts, records and even filmed versions are available on the Net. One of the anthologies prepared for University course on Foreign Literature History published in 1978 contains one-two page extracts from three English essayists, Thomas De Quincey’s essay fragment from “On the Knocking at the Gate in Macbeth”, Charles Lamb’s essay fragment from “Dream Children; A reverie” and William Hazlitt’s essay fragment from “On the Love of Life”, a page from Jane Austen’s novel “Emma”, and lots of poems by William Wordsworth, Samuel Taylor Coleridge, Robert Southey, Walter Scott, George Gordon Byron, Percy Bysshe Shelley, and John Keats [5]. Nowadays, university faculty and students have a wider online access to the texts of their choice. Study books or Manuals on XIX century Literature History discuss in brief the main representatives of the epoch; and the books are designed for a wider range of specialists in different languages and literatures. On the one hand, there are high quality manuals regarding English Romanticism with an intention to outline some general features and literary styles destined for students of Humanities and Arts. For example, one of the Lomonosov’s Moscow State University books published in 2000 [6] in the chapters on English Romanticism discusses the lake poets (William Wordsworth, Samuel Taylor Coleridge and Robert Southey), George Gordon Byron’s, Percy Bysshe Shelley’s, and Walter Scott’s poetry. That means that Prefaces to the “Lyrical ballads” (1798–1799), George Gordon Byron’s pamphlets written for the periodicals, and Walter Scott’s novels and essays are not discussed at length as prosaic works but they accompany the chapters on poetry. Again, the online access to the authentic texts could hardly be overestimated, though students still need their teachers’ or professors’ assistance either to indicate the source to start with, or to train students’ interpretation and analytical skills and abilities, as well as critical perception. On the other hand, designed for specialists (literary critics, linguists. journalists, translators), University manuals on Literature Histories devoted to one country and one century and created for philologists-to-be are still essential but not numerous. For example, the Saint-Petersburg’s State University “XIX Century Western-European Literature History: England” published in 2004 [7]. In the study book published in the XXI century students read about Jane Austen’s and Mary Shelley’s novels, learn some facts about prose writings by George Gordon Byron and Robert Southey. Different books, translations, schools, and more or less related audiences show the diversity of intentions and demands. The task of the present day study books is to show the instruments and tools, the methodologies and approaches to be used for further literature analysis.

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English Romanticism Prose in Russia. English prose of the Romanticism period is very multifarious. Adventure novels for the juvenile library are full of Walter Scott’s novels’ in Russian translations. Young readers do not think that they read a romance, i.e. historical novel genre, they enjoy adventures and plots described and created by “Scottish Wizard” as Alexandre Pushkin, once charmed by Walter Scott’s novels, called him. In Russia, we can find several series of Walter Scott’s novels, all his novels were translated into Russian and are still very popular, they were frequently published in the XIX and XX centuries [8]. On the Internet, there is an incessant number of Walter Scott’s novels collections advertised and available for reading and buying nowadays [9, 10]. Jane Austen’s novels are also extremely popular among Russian readers especially after some late successful screened adaptations of “Pride and Prejudice” (by Sue Birtwistle, 1995) and “Sense and Sensibility” (by Ang Lee, 1995), both perfectly dubbed into Russian. The first RAS Russian translation edition of “Pride and Prejudice” was published in 1967 [11]. Her recently published books are two of three-volume editions published in 1988 and 1994, correspondingly [11], a four-volume edition, that was published in 2009, is also of interest [12]. In the 2000-s several new editions of Jane Austen’s novels translated into Russian for the first time appeared, among them “Love and Friendship” [12]. In 2003 Jane Austen’s early unfinished novel “Lady Susan” was published in Russian [12]. It is also possible to find audiobooks by Austen’s novels translated into Russian [13]. Nowadays, it is sufficient to indicate some of the Internet sources discussing Jane Austen’s books in Russian so to show her popularity [14]. One of the most reliable source of English Romanticism prosaists translated into Russian deserves special attention. The Russian Academy of Sciences (RAS) published a lot of thoroughly selected, scrupulously commented and closely reviewed Russian translations of the works created by the world-known English Romanticism novelists and essayists [11, 15–20]. In the XX century about two hundreds of RAS editions were published. In 1972 it was Percy Bysshe Shelley’s “Letters. Fragments. Essays.” [15]. Thus, the edition included Percy Bysshe Shelley’s selected letters and diaries, novels and other fragments, like the unfinished novel “Assassins”, and some of his famous essays. Maria Edgeworth’s and Thomas Love Peacock’s novels prepared as the Russian Science Academy hard cover editions were published in 1972 and in 1988, correspondingly [16, 17]. On the verge of the millennium, an academic edition comprising Thomas De Quincey’s works was prepared [18]. The tradition is continued and recently Mary Shelley’s novels were published in 2010 by the RAS [19]. In that edition Mary Shelley’s novel “The Last Man” was translated into Russian and published in 2010 for the first time. William Hazlitt’s essay collection “Table-Talks” in the RAS series was published in the same 2010 for the first time, as well [20]. One of the series’ editors, and an eminent literary critic, Dr. Nina Dyakonova, wrote in the critical review accompanying the RAS edition on William Hazlitt: “William Hazlitt’s essays peculiarities of the content and forms embody the main Romanticism aesthetics traits. Being brought up within the confrontation of the materialistic and rationalistic philosophies and Enlightenment literary theory, being influenced by German Idealistic philosophy and their artistic searches, William Hazlitt, similarly to his friends, Charles Lamb and Leigh Hunt, in the same manner as John Keats, came to beauty admiration as to the only foundation of the humanistic views” (translated into English by O.A.) [20, p. 479]. This idea can become a key to understanding of Russian Reader’s enthusiasm in reading not only English Romanticism books, but also the whole

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Romanticism literature, which is about sublime, about incomprehensive beauty and overwhelming horror, as well as other cognitively inscrutable emotions and feelings reflected in the works of the literary period and attracting readers.

3 Known and Unknown Romanticism Novels 3.1

Discussion

Considering the sources texts’ analysis, some preliminary conclusions could be made. First, the number of prose works by Romanticism authors which are still not translated into Russian could be presented in a voluminous list as well as some of the English novels are unknown to the average English-speaking reader [21–25]. Second, it is possible to recognize English Romanticism novel as presented in a collection of the most deserving attention specimina translated into Russian: Jane Austen [11] and Thomas Love Peacock [17], Mary Shelley [19] and Thomas De Quincey [20], Maria Edgeworth [16] and Walter Scott [8] (when the Russians say English, for the majority it means that it was written in English and is English, and it is necessary to explain that Walter Scott was/is a Scottish writer and Maria Edgeworth was/is an Irish by origin). Third, it should be pointed out that some of the Russians enjoy reading English Romanticism novel in the authentic form, i.e. in English, and these readers are not necessarily involved into the literary spheres, though, the majority would prefer translations into Russian. Fourth, existing electronic/digital translation tools make this kind of prose, and not only this one, available in a poorer Russian version this way giving an approximate idea of the extracts chosen, in case a reader has any interest in them. A special attention deserves an expert reader, as they can understand and further reveal to the Russian reader, speaking no English, not only the gist or plot of the novel, but also the biographical facts, literary features and stylistic peculiarities, the Romanticism author’s original style and the choice of words. It is clear that special courses delivered at universities involve not only literary critics, linguists, translators and interpreters, journalists and writers, PR specialists and tourist industry specialists, as well as international affairs and business students, alongside with the students of psychological and medical spheres, those students, who directly deal with the written and spoken literary word. It also should be noted that IT specialists, programmers, AI and related fields students should be at least briefly acquainted with the most frequently cited and otherwise important English Romanticism novels. It refers to the students and researchers who are globally presented even in other scientific discourses not being directly connected to literature at all. Reading English sources is useful as it assists in building up English speaking and writing skills. These special, purposefully created courses should be properly designed in each case and not only outline the most common features and characteristics but also specify the works that may cause a special interest. The availability of the English Romanticism texts and their Russian versions/ translations are due to the literary critics’ and translators’ efforts; they interpret, comment, explain, and accompany the novels from the very beginning (they are able to choose the most appropriate or potentially attractive texts), translate and assist in translating of the chosen texts, and, finally, prepare the texts to publishing. These specialists should be aware of historical dates and events, cultural achievements, and

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literary works belonging to the related geographical areas, and defined within a certain national or social context. 3.2

English Romanticism Authors to Be Further Translated and Read

Among English Romanticism novelists who should deserve steadfast attention, especially, when discussing their unknown novels, Fanny Burney (1752–1840), Isaac D’Israeli (1766–1848), Maria Edgeworth (1767–1849), Edward Bulwer-Lytton (1803– 1873), should be mentioned. Edward Bulwer-Lytton’s novels are numerous and different in style and type; some belong to the “silver fork” tradition, some are regarded among “key-novels” (“roman-à-clef” genre), some are reckoned to be science fiction, some represent the utopic novels, there is one more variety of his, the “Newgate novels”, and finally, some belong to a historical novel genre (romance) [26]. However, all of the novel types reflect the remote and attractive in its sublimity Romanticism epoch, which is not obsessed with the contemporary life problems, though it creates a very familiar atmosphere of people’s relationships. Four Fanny Burney’s novels deserve our attention, as they belong to one of Jane Austen’s predecessors in novel writing. Fanny Burney’s style is characterised as exquisite and inventive at once, her plots and dialogues are drawn from the Nature. Her protagonist is “the offspring of Nature” [25, p. 8]. So far, some English Romanticism novels written by Mary Shelley, Thomas Love Peacock [26] remain unknown to the Russian reader. The Irish Gothic novels should be revealed to a Russian-speaking reader, as well. Some of the novels could shed the light on George Gordon Byron’s biography: they are Carolina Lamb’s novel, George Gordon Byron’s and John Polidori’s Gothic novel fragments as well as Percy Bysshe Shelley’s prose [26]. Many undiscovered names are waiting for their hour to reveal their prose secrets and intrigues to a reader, as Charles Maturine’s novel did, when appeared in Russian, once gripping any reader, it does not let them free to the end [27]. New reader’s perception of the remote writings could grow from a simple comparison, for example, of Fanny Burney’s letters and diaries juxtaposed to the contemporary blogging writing, and, thus, it could attain contemporary readers’ attention: “As on the brink of the XIXth century Romanticism poets, novelists, essayists, journalists and biographers created the inner-self (Samuel Taylor Coleridge, William Hazlitt, Charles Lamb, etc.), attempted to represent subjective world (Tomas De Quincey, Thomas Love Peacock, Fanny Burney), constructed new historical, political and social background (Walter Scott, Jane Austen), the contemporary bloggers’ mosaic tends to restore, re-construct and re-novate some of the far lost feelings, pictures and characters. Any moment of the past can inspire the bloggers today” [28, p. 43]. Any word written in the past could appear to be in tune with our present day events and expectations.

4 Conclusion In conclusion, a few words are left to be said. Within the literature system analysis, one of the subsystems is the Reader’s scope analysis connected to a former and present traditions, based on the Russian literary criticism and translation schools traditions, conjugating author’s and literary work realities and reader’s reality, compiling lists of novels available

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in Russian and waiting for their translation. This kind of analysis is ever unfinished, it lives as long as the readers live, and it will bring new names soon, either of the known or unknown authors to the Russian reader and any other national identity reader. Among the trends, creating the basic reading sources for a Russian Reader, one can find the original English texts comprehensible only to the Russians speaking/reading English. The second pool of sources is represented by the translated into Russian texts, being specially prepared by the experts in English literature and, therefore, justified and accepted by readers (e.g., RAS Literaturnye Pamyatniky/Literary Heritage Editions). On the third list of books, chosen by the Russian reader, one can find widely popular and indisputably grasping adventure books (e.g., Walter Scott’s or Mary Shelly’s novels). One more block of texts is the one presenting interest to the specialists in different Humanities and Sciences discourses (e.g., letters, diaries, memoirs), some readers are also attracted by the theoretical and critical reviews and researches in the field which assist in better understanding of the Romanticism period (e.g., contemporary university manuals, textbooks and journal research papers or critical reviews prepared by specialists). When discussing either known or unknown English Romanticism novels or prose texts to Russian- or English- speaking readers, it is necessary to understand the unknown British traditions and identity formation processes of the past epochs. That period, in which the British integrity started and the British identity was forged. It is relevant for understanding of the Russian literary heritage through understanding the others’ one, as approaching towards the English identity we may better understand our own Russian history, culture and literature. Being immersed into the literary, fictious reality we either compare or contrast it to our own past- and present-day reality and routine, selecting the best and rejecting the worst. English prose, nowadays, acquires undivided attention, as English texts reading enlarges vocabulary and enhances English writing skills, as well as broadens the Young Reader’s horizons. The Romanticism epoch is abundant in the English novels and essays, which indirectly promote consistent learning and grasping of English grammar, syntax, spelling and other rules and norms. Reading English books encourages Russian readers to understand English, Scottish and Irish culture and traditions, appreciate our own, the Russian ones and, thus, facilitate intercultural communication.

References 1. Sukhikh, S.I.: Metodologya Literaturovedenia: Compleksny and Systemny Methody Analysa Literatury [Methods of literature studies: complex and system methods of analysis]. Vestn. Lobachevsky’s Nizhny Novgorod Univ. 6(1), 298–303 (2012). (in Russian) 2. Alexeyev, M.A.: English Poetry and Russian Literature. In: Alexeyev, M.A., Zakharov, V. V., Tomashevsky, B.B. (eds.) English Verse in Russian Translations, pp. 485–491. Progress, Moscow (1981) 3. Lermontov, M.M.: Sochinenya v 6 tomakh [Works in 6 volumes]. Academy of Sciences, Moscow, Leningrad (1954) 4. Cross, A.: Anglophilia on the Throne: The British and Russians in Catherine II’s Century. Exhibition Catalogue. British Council, Moscow (1993) 5. Dyakonova, N.J., Amelina, T.A. (eds.): An Anthology of English Literature, XIX Century. Prosveshenie, Leningrad (1978)

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6. Dmitriyev, A.S., Solovyova, N.A., Petrova, E.A., Bogoslovsky, V.N., Golovenchenko, A.F., Druzhinina, A.A., Kozlova, N.P., Petrash, E.G., Prozorov, V.G.: Istorya Zarubezhnoy Literatury XIX veka [XIX Century Foreign Literature History]. Vysshaya Schkola, Moscow (2000). (in Russian) 7. Sidorchenko, L.V., Burova, I.I.: Istorya Zapadno-Evropeyskoy Literatury XIX veka: Anglia [West European Literature History of the XIX Century: England]. Academia, Moscow (2004). (in Russian) 8. Scott, W.: Sobranye Sochinenyi in 8 volumes. Academia, Moscow (1990). (in Russian) 9. Electronic Library RoyalLib.Com (2010–2019). https://royallib.com/author/skott_valter. html. Accessed 11 Nov 2019 10. Electronic Library: Librarian (2006–2019). http://bibliotekar.ru/pisateli-19-veka/2.htm. Accessed 11 Nov 2019 11. Austin, J.: Gordost’ I Predubezhdenye [Pride and Prejudice]. RAS, Science: Literary Heritage, Moscow (1967). (in Russian) 12. Electronic collection of popular literary works and authors’ bibliographies (2012–2015). http://bookinistic.narod.ru/in/o/ostin.html. Accessed 11 Nov 2019 13. Electronic Library LiveLib (2006–2019). https://www.livelib.ru/book/2321450/editions. Accessed 11 Nov 2019 14. Live Journal: Social Networks and Blogging (1999–2019). https://austen-jane.livejournal. com/169241.html. Accessed 11 Nov 2019 15. Shelley, P.B.: Pis’ma. Esse. Fragmenty [Letters. Essays. Fragments], Eds. by Alexandrova, Z., Elistratova, A., Kondratyev, Y. RAS, Science: Literary Heritage, Moscow (1972). (in Russian) 16. Edgeworth, M.: Zamok Rakrent. Vdali Otechestva [Castle Racrent. The Absentee], Eds. by Bernstein, I., Demurova, N., Elistratova, A. RAS, Science: Literary Heritage, Moscow (1972). (in Russian) 17. Peacock T.L.: Abbatstvo Koshmarov. Usad’ba Grilla [Nightmare Abbey. Gryll’s Grange], Eds. by Geniyeva, E., Livergant, A., Suritz, E. RAS, Science: Literary Heritage, Moscow (1988). (in Russian) 18. Quincey, T.De.: Ispoved’ Kurilshika Opiuma [Confessions of an English Opium-Eater], Ed. by Dyakonova, N. RAS, Science: Literary Heritage, Ladomir, Moscow (2000). (in Russian) 19. Shelley, M.: Frankeshtein ili Sovremenny Prometey. Posledniy Chelovek [Frankenstein: Or the Modern Prometheus. The Last Man], Eds. by Antonov, S., Dyakonova, N., Potnitseva, T. RAS, Science: Literary Heritage, Ladomir, Moscow (2010). (in Russian) 20. Hazlitt, W.: Zastol’nye Besedy [Table Talks], Eds. by Dyakonova, N., Zinovyeva, A., Lipinskaya, A. RAS, Science: Literary Heritage, Ladomir, Moscow (2010). (in Russian) 21. Hazzlitt, W.: The Spirit of the Age. The Project of Guttenberg (2002). https://ebooks. adelaide.edu.au/h/hazlitt/william/spirit-of-the-age/chapter7.html. Accessed 11 Nov 2019 22. Peackok, T.L.: Headlong Hall (1999). http://www.blackmask.com. Accessed 11 Nov 2019 23. De Quincey, T.: EBook of Biographical Essays. The Project of Guttenberg (2002). http:// www.gutenberg.org/cache/epub/6314/pg6314.txt. Accessed 11 Nov 2019 24. Lamb, Ch.: The works in five volumes, N.-Y. (1871). http://www.gutenberg.org/cache/epub/ 10343/pg10343.html. Accessed 11 Nov 2019 25. Burney, F.: Evelina: Or, the History of a Young Lady’s Entrance into the World. https:// ebooks.adelaide.edu.au/b/burney/fanny/evelina/complete.html. Accessed 11 Nov 2019 26. Drabble, M. (ed.): The Oxford Companion to English Literature. OUP, Oxford (1985) 27. Maturin, Ch.R.: Melmot-Skitaletz [Melmoth, the Wanderer]. Science: Literary Heritage, Moscow (1983) 28. Anossova, O.: Fanny Burney’s epistolary Romanticism and blogging. SWS Sci. eJournal Soc. Sci. Art 1(1/1), 35–44 (2019)

Linguo-Pedagogical Potential of Internet Resources in Professional Education: Cross-cultural Analysis Maria Druzhinina

, Feng Liu(&) , Alina Khromova and Yanan Sun

,

Northern (Arctic) Federal University named after M.V. Lomonosov, Arkhangelsk 163002, Russia [email protected]

Abstract. Linguo-pedagogical approach to educational researches has been come up with. Internet resources have also been widely and actively implemented. Nevertheless, linguo-pedagogical potential of internet resources has not been well studied. Therefore, the research problem is set to study this concept and this article is aimed to explore it theoretically and with analyses of teaching practices in China and Russia. In accordance with the set purpose in the article, the following tasks have been solved: to clarify essence of the linguo-pedagogical potential of internet resources; to analyze educational regulatory documents and the use of internet resources in educational practices in China and Russia; to discover possibilities of knowledge transfer from foreign language education to teacher training. This article is based on cross-cultural analysis to compare means of implementing internet resources in secondary, higher and vocational education in China and Russia. Results of the study include essence of linguo-pedagogical potential of internet resources, analyses of educational regulatory documents and survey results, recommendations for use of internet resources and the discussion about possibilities of knowledge transfer in professional education. Keywords: Professional education
Cross-cultural analysis
Internet resources
Linguo-pedagogical potential
China and Russia

1 Introduction E-learning (electronic learning), m-learning (mobile learning) and u-learning (ubiquitous learning) are common for both teachers and students. Accordingly, potential of internet resources in professional education has been widely discussed. However, what is linguo-pedagogical potential of internet resources in professional education has not been clear. Understanding of linguo-pedagogical potential of internet resources in professional education should be clear because of the following reasons. Firstly, unclear understanding of a certain terminology leads to communication failures and reduces the effectiveness of communication between shareholders in professional education system. Secondly, the concept is in demand, and is especially relevant in the context of © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1005–1014, 2020. https://doi.org/10.1007/978-3-030-47415-7_108

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building and actualizing informational educational environment at universities and beyond universities for the development of international scientific and educational collaboration. Thirdly, lingo-pedagogical understanding of internet resources’ potential in professional education emphasizes language education which plays a key role in modern globalization. After clarifying significance of researches on linguo-pedagogical potential of internet resources in professional education, it is necessary to note that this research is also based on cross-cultural analysis. This makes the article relevant to worldwide readers. In this article the term “cross-cultural analysis” is viewed as the study of a specific phenomenon in two or more cultures with the help of comparison. The research problem is set to study linguo-pedagogical potential of internet resources in professional education and the aim of this article is then to explore it theoretically and with analyses of teaching practices in China and Russia. It is also worthy of noting that the research problem in this article is theoretical and is devoted to working out the understanding of lingo-pedagogical potential of internet resources. What’s more, cross-cultural analysis of educational regulatory documents and educational practices related to the use of internet resources in foreign languages teaching (FLT) in China and Russia has also been conducted. The hypothesis is that the study of educational regulatory documents and experience of using internet resources in teaching foreign languages in professional and vocational education in China and Russia positively contributes to quality insurance of professional and vocational education in China and Russia. In order to prove it, we additionally conducted a short-term experiment on transferring knowledge of language education to professional training of future teachers. It was confirmed that clearer understanding of lingo-pedagogical potential of internet resources in professional education manifests a positive effect and improves the quality of professional education. In accordance with the research problem, goal and hypothesis, this paper is devoted to solve the following tasks: to clarify essence of the linguo-pedagogical potential of internet resources; to analyze educational regulatory documents and the use of internet resources in educational practices in China and Russia; to explore possibilities of knowledge transfer from foreign language education to teacher training.

2 Literature Review The concept of “cross-cultural analysis” has been widely used as a scientific method by humanitarian scholars for a long time, such as Taylor, Wundt and Rivers [1], Naroll and Triandis [2], Matsumoto [3], Bergelson [4] and Gusakova [5]. Cross-cultural analysis of linguo-pedagogical potential of internet resources in professional education has not been well researched. To reveal the understanding of linguo-pedagogical potential of internet resources in professional education, it is necessary to study how to understand the concept of potential. By reviewing different literature, it is found, that the concept of “potential” originates in the philosophy of Aristotle and is interpreted as a source, an opportunity, means, a reservoir and those which can be used to solve a certain problem or to achieve

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a specific goal. Potential implies the existence of a certain “critical mass” of impressions, knowledge and practical experience [6]. In scientific and reference books potential is usually understood as opportunities, abilities or resources. It is asserted by Yergazina and her colleagues that it is not feasible to completely reveal content of the concept – “potential” [6]. As a conclusion Yergazina and her colleagues define pedagogical potential as a creative, moral, professional and ambiguous research phenomenon. Mitrahovich in his work points out that pedagogical potential is dynamic, continuously developing and evolutionary [7]. The researcher also defined three layers of connections in the understanding of pedagogical potential. Such multidimensionality of the connections features mutual transition of structural elements of the potential from a virtual state to an actual one. It also reflects multifaceted nature of true possibilities and reality which are inherent in any development process. Ignatovich came up with a concept, which is a linguo-pedagogical approach. The researcher demonstrates an integration of linguistic and pedagogical knowledge, combines two broad academic disciplines. That is to say, linguo-pedagogical potential is an interdisciplinary concept. She also claims that the primary prerequisite for the design of the lingo-pedagogical approach is the development of information and communication technologies (ICT) [8]. This statement supports the validity to discover what linguo-pedagogical potential of internet resources is. Because internet resources are one of the main products of ICT. However, there is no such a work, which gives the clear understanding of linguopedagogical potential of internet resources. It is found out that there are many studies on cross-cultural analysis of professional education system in Russia and China by such scholars as Luo, Bolotova etc. [9], and lots of works related to usage of ICT means in professional and vocational education by Zhao, Sadhasivam, Manuela, Kachalov, Zhuang, Gao etc. [10–15]. Works that are devoted to language education in professional and vocational education are also numerous [16–18].

3 Methods Globalization of education requires consideration of cross-cultural comparative study of linguo-pedagogical potential of internet resources in professional education. This research is based on the study of scholarly papers, regulatory documents and analysis of teaching practices in 5 educational institutions, which namely are Northern (Arctic) Federal University named after M.V. Lomonosov (NArFU), China Foreign Affairs University (CFAU), Chengdu University of Technology (CDUT), College named after Peter the Great and Polyglot Linguistic Center. Besides, there is an attempt carried out to explore possibilities of knowledge transfer from foreign language education to teacher training. This attempt is aimed to prove that the study can positively contribute to quality insurance in professional and vocational education in China and Russia. Besides, it also aims to work out practical and relevant recommendations for wider use of the research results. Regulatory documents play decisive roles in education development both in Russia and China. Documents, such as “Ten-year education development plan for education

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informatization (2011–2020), approved by the Ministry of Education of the PRC on March 13, 2012”; “The 13th Five-Year Plan for the Development of Public Education, approved by the State Council of the PRC on January 19, 2017”; “Requirements for the English language curriculum at universities, approved by the Ministry of Education of the PRC on July 27, 2007”; “Priority project – Modern Digital Educational Environment in the Russian Federation, approved by protocol No. 9 of the meeting of the Presidium of the Presidential Council of the Russian Federation from October 25, 2016 on the development of new educational technologies”; “The Federal Law of the Russian Federation – On Education in the Russian Federation from December 29, 2012, No. 273-FЗ”; “Decree of Ministry of Education and Science of Russian Federation from August 23, 2017, No. 816 “On approval of the Procedure for the use by organizations engaged in educational practices of e-learning, distance learning technologies in educational programs”; “The Federal State Educational Standard of Higher Education for undergraduate program – 45.03.02 Linguistics” are closely related to the use of internet resources in varied educational processes, including FLT. Through analyzing these documents linguo-pedagogical potential of internet resources in professional education becomes visible. Data, drilled out of teaching practices in these five institutions, contains observation and interview results at CFAU, NArFU, CDUT and College named after Peter the Great. Questionnaire results from NArFU, Polyglot Linguistic Center and College named after Peter the Great are also analyzed. Observation and interviews are one of the most common empirical research methods. The results presented in this article are gathered from 2009 to 2019. Observation and interviewing were applied dynamically. It is worth mentioning that questionnaires were carried out in varied periods between 2015 to 2019 by coauthors of this article among Chinese and Russian respondents. There are two surveys. The first questionnaire was conducted in Russian among 5 groups of college students at College named after Peter the Great. These students are majored in Road Construction, Electrics and Information Technology. Three groups of students are final-year students, and the other two groups are first-year students. Collected results from all college students are 56 answers via Google Form. The second survey was initiated and distributed via Wenjuanxing, a Chinese online survey tool, by three coauthors of this article. It was designed both in Russian and Chinese. The sample includes Chinese language learners from NArFU, Polyglot Linguistic Center and Russian language learners from China. Most of respondents are students, and a few of them just finished their university study. In total there are 59 results from Russian language learners and 20 results from Chinese language learners. To work out essence of linguo-pedagogical potential of internet resources for professional education in China and Russia, there has been selected the most relevant regulatory document analyses, observation results and questionnaire findings to present in this article. Knowledge transfer is based on study and acquisition of results in this research. The main idea is to apply obtained knowledge of language education to teacher training. The primary empirical method is observation and interviewing (individually and in groups). Criteria for the evaluation are cognitive, linguistic, communicative, professional, value-motivational skills and abilities. The sampling is the 3rd and 4th year

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bachelor students at NArFU, majored in “Pedagogy and Psychology of Preschool Education”. The subjects for this experiment are “Workshop on preparing a child for school” and “Literacy development of preschool children.” The total number of students in groups is 35.

4 Results and Discussion After studying scholarly resources and combining analyses of educational experience of all coauthors, it is asserted that the essence of the linguo-pedagogical potential of internet resources should be concluded as the following. – Linguo-pedagogical potential is a synthesis of systematic connections between linguo-didactic, cross-cultural, pedagogical and other fields of knowledge. – Linguo-pedagogical potential of internet resources is a combination of components, the key of which are informative, action-oriented, lingual, communicative, crosscultural and motivational components. – Characteristics of linguo-pedagogical potential of internet resources are integrability, dynamism, flexibility, openness, practicality and interactivity. – Linguo-pedagogical potential of internet resources develops cognitive, linguistic, communicative, professional, value-motivational skills and capabilities. By analyzing educational regulatory documents in China and Russia, it is found out that: – common features (e.g. encouraging integration of ICT in learning and education) between documents confirm that e-learning should be considered as an educational paradigm that has been developed in both countries, since the documents contain clear statements regarding ICT and FLT; – a difference between the documents is in the instruction for English education. In China, English as a foreign language is clearly articulated in the documents of State Council and Ministry of Education of the PRC, while in Russia there is a general statement of universal competence of foreign languages in Federal State Educational Standard of Higher Education. These two findings based on analyses of educational regulatory documents suggest pedagogical potential of internet resources in China and Russia is very significant and highly demanded by both governments. In terms of lingual potential of internet resources, it is observed that in these Chinese regulatory documents there are more statements than in Russian documents. This might be because foreign language learning plays a vital role in modern Chinese economy since Deng’s “Open Door Policy” to the international community in 1978. As known educational practices vary from institution to institution. Through observation and interviews, the following facts are worth noting. From 2009 to 2013 one coauthor of this article had been studying at CDUT, majored in Nuclear technologies. As it recalls in his EFL lessons most parts were taught in accordance to a textbook which is named as College English. Besides common EFL lessons, there were English lessons for special purposes. In these lessons

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profession-related videos in the target language were projected on a screen to emerge learners into English learning and deepen their understanding of their profession. After few years this author interviewed a young teacher at CDUT. According to him a wide range of internet resources were introduced in his English lessons for nuclear technologies students. In addition, the teacher adds, almost every week he uses resources from CNKI, which is a famous scientific database, to inspire students and teach English. He introduces that the attempt to use different academic databases and websites is needed according to university’s teaching requirements, and the access to these databases is effective and for free. It is apparent that teaching modes are changing time after time. Internet resources cover richer and richer content which can be used for language didactics. This reflects linguo-pedagogical potential of internet resources. Outside Chengdu where CDUT is located the same coauthor visited CFAU in Beijing in the spring semester in 2015. CFAU is one of prestigious educational institutions where some famous diplomates graduated. In the observation phase of study, it was noticed that all lessons were conducted face-to-face and internet resources were implemented actively. For instance, corpus of contemporary American English which is a useful online database for checking usage of certain expressions, online dictionary, interesting pictures from internet, BBC/VOA news for listening practice, TED talk, Last week tonight, were flexibly applied. All the internet resources manifest significant linguo-pedagogical potential for professional education. Students’ active participation in the lessons demonstrates positive effect and effectiveness of internet resources for language education. Back to Russia NArFU is the academic center of Arctic regions where all coauthors have studies and worked for years. As observed by us, internet resources play more and more importance roles here. For example, teachers actively use Youtube videos to teach foreign language teacher students. It is also observed that many teachers are required to design online courses by using Sakai and Moodle as the learning management platform. In most of the courses there are always online internet resources which are used as compulsory and additional learning materials. In the college named after Peter the Great in Arkhangelsk, linguo-pedagogical potential of internet resources is considerable. Because resources in college are not as rich as resources allocated to university education in Russia. However, nowadays every student has a smart phone via which internet resources are accessible. To understand essence of linguo-pedagogical potential of internet resources in the college, a survey via Google form in English classes was designed and distributed (Figs. 1 and 2).

23% 9%

54%

14% via digital materials

mobile devices (phone, tablet)

on a computer

study or work on paper

Fig. 1. What educational materials do you prefer?

Linguo-Pedagogical Potential of Internet Resources in Professional Education 17% 2% 35% mulƟmedia

do exercises

study with online tutors

other

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23% 23% study via social media

Fig. 2. How do you study foreign languages?

From the two charts it is apparent that students are completely prepared to use online internet resources for language learning via phones and computers. This demonstrates significant linguo-pedagogical potential of internet resources, reflecting the linguo-didactic aspect of the potential. Based on the questionnaire carried out in Polyglot Linguistic Center, at NArFU and at CFAU, the following figures present linguo-pedagogical potential of internet resources.

Fig. 3. What learning resources do you use for language self-learning?

From the two charts (Fig. 3) difference in choosing resources for foreign languages learning is visible. Around 33% of Chinese respondents perceive the usage of multimedia and books equally. For Russian respondents 42% of respondents use multimedia, at the same time, only 3% of them use books for learning. It is worthy of noting that 45% of Russian respondents take chances to practice communication with native speakers, which can be easily realized via internet in modern time. From this point of view, it is asserted that internet is one of most convenient ways to communicate with a wide range of native speakers. Therefore, we assume, the result suggests both in China and Russia linguo-pedagogical potential of internet resources is high, and internet resources take the prominent position among other self-learning resources. Regarding knowledge transfer, students were asked to write a scientific article in accordance with the studied discipline. Online libraries such as Elibrary, Disscat, Cyberleninka, Disslib were referred to. In order to manage motivational aspect, resources from TED platform were integrated in the classroom, on which there are a lot

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educational and motivational videos. It is worth noting that even though most of videos are in English, there are a lot of them with Russian subtitles. Besides, TED RUS is devoted to serve Russian speakers, which reduces the language barriers and increase the possibilities to implement resources on TED. In the process of knowledge transfer, positive dynamics were noticed according to the established criteria, which namely are: cognitive, linguistic, communicative, professional, value-motivational skills and capabilities. The results are presented in the following chart (Fig. 4).

6 4 2 0 cognitive

linguistic

communicative professional

value

Fig. 4. Interim results in the attempt.

After analyzing the obtained data, despite the fact that it is interim results of the experiment, positive dynamics is apparent in all aspects except the linguistic. This is probably because at the current stage the experiment duration is too short for us to notice the linguistic growth. It is concluded, as the chart shows, that internet resources contribute to the growth of cognitive skills and a significant improvement in communication, professional and value-motivational skills and capabilities. What’s more, it approves the hypothesis of this article that the study of using internet resources in FLT can contribute to quality insurance in professional and vocational education in China and Russia.

5 Conclusion Internet resources possess linguo-pedagogical potential, which consists of enlisted components, specifics and properties in its system. This potential is aimed at helping students form a wide range of skills and capabilities. Linguo-pedagogical potential of internet resources in professional education is manifested clearly throughout analyses of regulatory documents and educational practices. Based on the research, we assume the following recommendations might be useful for teachers, young scientists and students in modern education system. 1. The possibilities of knowledge transfer from language education to teacher training will be most scaled if essence of linguo-pedagogical potential is clearly studied, and the knowledge of the essence is actively applied in educational practices. 2. Academic competence of young researchers can be significantly expanded if such internet resources as TED videos, articles indexed by Scopus and WoS are integrated into the teaching process.

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3. Students’ professional scope and their professional skills can be widened and enhanced if such internet resources as Elibrary, Disscat, Cyberlenink, Disslib are to be used for those who do not know English well enough. 4. Students’ professional scope and their professional skills can also be widened and enhanced if student teachers can communicate and exchange experience with teachers, researchers, scientists. 5. Mobile devices should also be actively applied in educational practice, if students prefer to use mobile phones or if computers are not sufficient for students to use. 6. Students’ motivation for academic activities and self-study can be strengthened if speeches of foreign speakers and scientists can be watched and discussed in educational practices. 7. Varied demanded skills and professional abilities of all students can be trained if internet resources and internet technology are constantly implemented in professional education. All in all, linguo-pedagogical potential of internet resources is significant not only for language learning, but also for other disciplines in professional and vocational education. This research can be useful for theoretical study of potential of internet resources. It can also be used as reference materials for teachers’ didactic work. Additionally, future researchers in this area can consider to reveal more details of each components of linguo-pedagogical potential of internet resources in secondary, higher and vocational education by: 1. expanding the research scale in terms of numbers of participants of surveys; 2. implementing wide-ranging statistic methods of analyzing obtained data; 3. extending duration and covered areas in experiments on knowledge transfer.

References 1. Bespamyatnykh, N.: Methodology of cross-cultural analysis: basic concepts, strategies and research perspectives. Sci. Relig. Soc. 1, 11–19 (2008) 2. Triandis, H.: The psychological measurement cultural syndromes. Am. Psychol. 51, 407– 415 (1996) 3. Matsumoto, D.: Psikhologiya i kultura: Sovrem. Issled [Psychology and Culture: Contemporary Research], 3rd edn. Neva, Moscow (2002). (in Russian) 4. Bergelson, M.B.: Mezhkulturnaya kommunikatsiya kak issledovatelskaya programma: lingvisticheskie metody izucheniya kross-kulturnykh vzaimodeystviy [Intercultural communication as a research program: linguistic methods for studying cross-cultural interactions]. Moscow State Univ. Bull. 4, 166–181 (2001). Series 19. Linguistics and Intercultural Communication. (in Russian) 5. Gusakova, Yu.O.: Metod lingvisticheskogo kross-kul’turnogo analiza: Formirovanie i perspektivy primeneniya [The method of linguistic cross-cultural analysis: formation and prospects of application]. Vestn. NovSU 57, 25–28 (2010). (in Russian) 6. Yergazina, A.A.: Pedagogicheskij potencial interkul’turnoj deyatel’nosti v formirovanii social’noj otvetstvennosti studenta [Pedagogical potential of intercultural activity in forming of student’s social responsibility]. Mod. High Technol. 10(2), 327–330 (2016). (in Russian)

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7. Mitrahovich, V.A.: Potencial kak pedagogicheskaya kategoriya [Potential as a pedagogical category]. News VSPU 9(33), 16–20 (2008). Series «Pedagogical Sciences». (in Russian) 8. Ignatovich, E.V.: Lingvo-pedagogicheskij podhod k issledovaniyu nepreryvnogo obrazovaniya [Lingua-pedagogical approach as a research method of lifelong learning and continuing education issues]. Contin. Educ. 3(15), 1–22 (2016). (in Russian) 9. Luo, W., Bolotova, E.L.: Sravnenie nekotorykh elementov sistemy obrazovaniya v Kitae i Rossii [Comparison of education system in China and Russia]. Sci. Sch. 1, 9–13 (2018). (in Russian) 10. Zhao, Z.: Impact analysis of MOOC on Chinese media education in the new media environment. Educ. Sci.: Theory Pract. 18(6), 3737–3743 (2018) 11. Sadhasivam, J.: Educational paradigm shift: are we ready to adopt MOOC? Int. J. Emerg. Technol. Learn. 9(4), 50–55 (2014) 12. Manuela, A., Tiago, O., Fernando, B., Marco, P.: A key determinant of massive open online course success. Inf. Manag. 56, 39–54 (2018) 13. Kachalov, N., Velsh, A., Antonova, Z., Konysheva, A., Proschaeva, N.: Application of modern educational technologies at the research university. Procedia – Soc. Behav. Sci. 206, 225–231 (2015) 14. Zhuang, E., Yao, H.: Intercultural perspectives on bush’s speech at Tsinghua in a visual audio and oral class. Media Foreign Lang. Instr. 6, 24–37 (2002). (in Chinese) 15. Gao, L.: Digital technologies and English instruction in China’s higher education system. Teach. Dev. 16(2), 161–179 (2012) 16. Titova, S.V., Filatova, A.V.: Tekhnologii Veb 2.0 v prepodavanii inostrannyh yazykov [Technologies of Web 2.0 for Foreign Languages Teaching]. Icarus, Moscow (2014). (in Russian) 17. Druzhinina, M.V.: Formirovanie yazykovoj obrazovatel’noj politiki universiteta kak faktora obespecheniya kachestva professional’nogo obrazovaniya [Formation of language educational policy of a university as a factor of ensuring the quality of professional education]. Doctoral thesis, Herzen State Pedagogical University of Russia, Saint Petersburg (2009). (in Russian) 18. Chicherina, N.V., Liu, F., Obraztsova, O.Yu.: Classroom Management in EFL Classes – Perception in China and Russia. Integration of Education (2020, in Press)

Philosophy as a Methodology of Understanding in the Educational Process Ibragim Melikov(&)

and Olga Skorodumova

Russian State Social University, Moscow 129226, Russia {MelikovIM,skorodumovaob}@rgsu.net

Abstract. In educational process, not only knowledge is important, but also understanding. However, science that stands as the basis for teaching provides only a partial understanding. Many of the scientific provisions cannot be explained by science itself. The purpose of the article is to explore teaching of philosophy in higher education in the context of formation of understanding skills. The hypothesis of the study is the proposition that philosophy in the educational process acts as a methodology of understanding. The study was conducted based on general theoretical methods characteristic of socio-philosophical analysis. As a result of the analysis, it was revealed that the purpose of teaching philosophy is not to assimilate knowledge, but to gain a universal experience of the transmission of thought, mastery of a philosophical culture, which acts as a methodology of understanding. Teaching philosophy in higher education forms not only students’ culture of thinking but understanding skills as well. Therefore, neither science itself nor its teaching are fundamentally inconceivable without philosophy, as it is usually based on foundations having a philosophical character. It is necessary to prepare a specialist who will not only work, but also be creative in their work. Keywords: Philosophy
Methodology
Understanding
Education
Science

1 Introduction In educational process, not only knowledge is important, but also understanding [1, 2]. However, the science on the basis of which teaching is given provides only a partial understanding. Many of the scientific provisions cannot be explained by science itself. Science is based on knowledge. In science, certain postulates are given on the basis of which it is necessary to develop thinking. For example, a certain formula is given, its truth is justified, and the solution of problems is nothing but the introduction of variables into this formula and the corresponding calculation. However, philosophy differs from science in significant aspects [3]. Philosophy, like science, is a system of certain knowledge, there is a certain theoretical system. However, unlike science, in philosophy there are no axioms and postulates on which any philosophy would be built and which all philosophers would accept. Each philosophy, each philosophical school, and even an individual philosopher has their own postulates, their own foundations, from which they repel and on which they build their © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1015–1023, 2020. https://doi.org/10.1007/978-3-030-47415-7_109

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philosophy. Philosophy of materialism has only postulate, philosophy of idealism is different. The Hegelian will never accept the original principles of the existentialist, but the Marxist will not accept the stoicism. This is how philosophy differs from science: there are no postulates as in science. In philosophy, there is no fundamental principle that would be accepted without proof, on faith. In philosophy, everything must be called into question. Otherwise, this is not philosophy. That is why, let us say, in the process of studying scientific disciplines, students do not have a question or doubt about the truth of the provisions that are taught to them. At a lecture on mathematics, the question is unlikely to arise: “What is a unit?”, or “Why is a unit equals to one?”. But the first lesson in philosophy raises many questions [4]. Therefore, neither science itself nor its teaching are fundamentally inconceivable without philosophy, as it is usually based on foundations having a philosophical character. Science is just a sphere of thinking and logic, its understanding, its awareness occurs only within the framework of philosophy. After all, let us say, not every mathematician understands what a number is and what, strictly speaking, mathematics reflects in numerical forms. Since mathematics is built as a formal logical system, it is not intended to understand the connection between mathematical logic and reality.

2 Materials and Methods The study was conducted on the basis of dialectical and systemic methods. The dialectical approach allowed us to consider knowledge and understanding in the educational process as a unity of its opposite sides. Based on a systematic approach, a connection was established between philosophy and scientific disciplines, its role in the educational process was determined. The combination of methods characteristic of socio-philosophical research was also valuable: historicism, historical-cultural, comparative-historical, analogies, and deductions.

3 Discussion 3.1

The Specifics of Philosophy

In philosophy, the movement of thought is not constrained by anything. Philosophy does not know the axioms and generally accepted postulates. But all philosophy is a definite theoretical system. Therefore, anyway, it should be based on certain provisions that have the same meaning as axioms in science. In philosophy, they are unproven and are not accepted on faith. They are being developed. And they are developed on the basis of inner experience, intuitive feeling. And, of course, that this inner feeling, experience of each philosopher is deeply individually and personally colored. Therefore, each philosophical system has its own foundations from which it proceeds. And that is why philosophy cannot be known, cannot be learned as scientific disciplines. All philosophy can and must first of all be understood [5, 6]. Understanding means not only knowledge of the theoretical form of expression of a particular philosophy, but also its inner feeling. Understanding is, first and foremost, empathy. Any philosophical dialogue, any understanding is impossible without this

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empathy. Moreover, before discussing this or that philosophical system, it needs to be understood and felt. If there is no understanding, then all reasoning is pointless. True philosophy knows no position. Where people talk about positions, there can be anything politics, ideology and etc., but not philosophy. Philosophy is based and built only on understanding. If in science, the proof is reduced to the logical argumentation of what is being proved, then in philosophy, it is just the opposite - every logical argumentation is aimed at evoking a corresponding inner feeling, corresponding empathy. Science exists and develops only in the form of knowledge, while philosophy must make a way out, a breakthrough from the sphere of knowledge, from thinking into the inner world of man. Science can and does exist in the form of knowledge, in a rational form, it is limited to knowledge, and philosophy cannot exist only in a rational form. Philosophy is the junction of the rational and the irrational. It is rationalization, that is, translation into the form of knowledge, into the sphere of thinking of the irrational that is, the inner world, the world of experience. All the provisions of philosophy are nothing more than design, formalization, and investment in the form of knowledge of formless, irrational content [7]. Since philosophy is an understanding in general and understanding of the world, within its framework an understanding of those axioms and postulates on which science is based and which within the framework of science are accepted only on faith and are achieved without doubt. In the framework of philosophy, there is awareness, comprehension of these postulates; their internal deep essence is comprehended. Science captures certain laws, a certain state of being, but does not comprehend them. You can comprehend them only at the level of philosophy. The theory of Darwinism fixes the existing situation in nature, but does not answer the question of why this happens, what is the meaning of this. Physics deals with the discovery of the laws of interaction of the material world, without going into the details of what this material world is. Mathematics operates with numbers, without determining what the number is itself, or what a positive or negative number is. However, no matter how long you have been doing math, you will not understand why you cannot extract the square root of a negative number. Even if you calculate the speed and super-speed in physics, you will not understand what motion, peace or time is. Nevertheless, if you look into the famous aporias of Zeno, or in the philosophy of Lucretius, then you will immediately get the whole picture. To understand the laws of the material world is possible only by understanding the General principles of the universe [8]. 3.2

Knowledge and Understanding in Education

A modern student has more knowledge than Archimedes had in his time. In terms of the amount of knowledge, a modern student really surpasses Archimedes. In terms of quantity, not only a schoolchild or student is superior to great scientists, but even an elementary machine. You can put so much information and knowledge into a machine that even the greatest person would be unable to keep everything in their consciousness. However, as they say, it is not about quantity. As Heraclitus said, knowledge does not teach mind. It is not knowledge, not its quantity, that teaches intelligence, but understanding. Understanding is the ability to see behind the rational form of knowledge, behind knowledge itself its essence, its irrational content. Therefore, this is given

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due to the corresponding experience of experiencing, the inner feeling of what you know. To understand, to know in the true sense of the word, you can only experience what has become the property of not only the mind, but the inner world [9]. In our era of the rule of rationalism, we give preference to knowledge rather than understanding. It is important for us to know, but not understand. We are used to dealing with knowledge, not understanding. But knowledge, whatever it may be, cannot give us truth. Knowledge is only a form in which truth is clothed, and not truth itself. Truth is beyond knowledge, knowledge cannot embrace it, and through it, it is only transmitted. The truth itself is not in knowledge, but in understanding. Knowledge is rational, formal, and truth is reality, being is irrational. Knowledge is the product of a certain formalization and rationalization. Understanding, on the other hand, involves transcending these forms of conditionality, the survival of the subject into an object, into reality, into truth, and their experience. It is not enough to learn this or that definition or formula but it must be understood. Knowledge reflects the letter of the content, understanding its spirit. The first is just a word; the second is a semantic load. The first, philologically speaking, is syntax, the second – semantics. Knowledge is only the text; understanding is the context, the subtext. By assimilating knowledge, a student is opposed to the object. The object of knowledge is alien to a student. When understanding is reached, the opposition between the subject and the object disappears, and the object becomes understandable, close, “native” to a student. A living person is a person and that, unlike a robot, is capable of understanding, and not just memorizing. The history of the formation of the theory of relativity by Einstein [10] is very interesting for realizing the importance of understanding. The fact is that another famous scientist Lorenz [11] carried out the main calculations of this theory. He relied on classical mechanics of Newton [12] and came up with so-called “Lorentz transformations”, which took into account the constancy of the speed of light. Newton in his theory did not take into account the constancy of the speed of light, because it was not established. Thus, K. Lorenz did this. However, when the formulas were deduced, Einstein realized that they change the fundamental concepts of space and time. However, K. Lorenz did not agree with these conclusions, although it was he who carried out the main calculations. This suggests that, depending on the understanding of existing knowledge, one can come up with completely unexpected results in science [13]. You can also give an example of Newton’s law of universal gravitation, which changed the conception that existed before. Everyone knew that physical bodies fell on the ground, but only Newton realized that these are not physical bodies that fell on the ground, but the earth that pulled them. Most of the knowledge in scientific disciplines is analytical in nature, and the process of understanding is a semantic synthesis. Kant introduced the concepts of “transcendental analytics” and “transcendental logic.” Continuing the course of his reasoning, we can say that analyzes based on logic, and philosophy synthesizes knowledge based on dialectics. Well, it is the synthesis of knowledge in the educational process that leads to comprehension of meaning, i.e. to understand.

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Understanding in the educational process involves a holistic synthetic perception, on the basis of which the connection and structure of the parts are built. If knowledge goes from parts to the whole, then understanding goes from the whole to parts. In the process of understanding, the whole precedes parts [14]. In the process of teaching, mind is put first and foremost without realizing that all its value lies in its analytical character. Nowadays, people know a lot, but this knowledge does not form an understanding of the world. This causes many problems. As a result, science based on reason often leads to undesirable consequences. However, most of them can be avoided if the educational process is aimed at developing understanding. The methodology of understanding is given by philosophy. If logic builds a consistent picture of the world, then in understanding, on the contrary, the world turns out to be contradictory. More precisely, in the unity of its conflicting sides. This can be clearly seen if we consider the example of the history of the formation of the concept of light in science [15]. For almost a century from the nineteenth to the twentieth in physics, particle ideas of light changed wave and vice versa. Only in the twentieth century did science understand the dual nature of light: in itself, it has a corpuscular nature, and when it is absorbed, it becomes a wave. Understanding, therefore, involves the recognition of the conflicting sides of the subject and their unity. The projection of a cylinder onto a plane can be both a circle and a rectangle. Understanding a cylinder is recognition that both a circle and a right-angled square are different projections of the same cylinder. 3.3

Philosophy in the Educational Process

Nowadays, the object of the “cult” is knowledge, not understanding. Therefore, the educational process is reduced to the transfer of knowledge, which are rationalized, formal structures. However, at the same time they do not see the content behind the form. Thus, the entire content of education is reduced to a rational form. The development of modern society requires a qualitative transformation of the educational system. It should involve a change mostly in approaches to educational activity. A student does not need mechanical qualities of a robot transferred to them by educational system, but all the qualities of a living person with its undoubted advantage not only of knowing and remembering, but also of understanding and experiencing [16, 17]. The main thing in education is not the accumulation of knowledge, but the development of understanding. Educated people are those who act on the basis of understanding. Therefore, in order to act without understanding, there is no need to study at a higher educational institution. The training of specialists excludes the mechanical assimilation of knowledge in the learning process. The learning process in a university at the same time becomes the process of training a specialist, whose professional qualities are formed on the basis of understanding. This is necessary for the transition from the training of a specialisthundred-worker to the training of a specialist-creator, a person who, after graduating from high school, will not only work, but also be creative. Based on the fact that philosophy is a discipline that does not provide a ready-made system of knowledge, but assumes their development on the basis of experience, in the

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educational process philosophy occupies a special place as the main discipline that develops a culture of thinking and gives a universal experience of experiencing thoughts [18, 19]. In the sphere of philosophy, there is a reunion lost in the process of evolution of the connection of science and its foundations [20]. Initially, science develops within the framework of philosophy. The same Pythagoras, who is perceived by our contemporaries as a mathematician, was not at all a mathematician in the modern meaning of the word. The Pythagorean School was primarily of a philosophical and mystical nature, and the number in it was just an instrument of cognition and comprehension of the essence of the universe. Therefore, neither science itself nor its teaching are fundamentally inconceivable without philosophy, because it is usually based on foundations having a philosophical character. Science is just a sphere of thinking and logic, its understanding, its awareness occur only within the framework of philosophy. Philosophy is the basis and means of the development of science [21]. Thereby, every significant step of science is always associated with its philosophical understanding, with the exit of the scientist’s thinking into the sphere of philosophy of science. Einstein himself admitted this, emphasizing that Dostoevsky helped him more than Gauss in creating the theory of relativity. Heisenberg repeatedly emphasized the great role of the “Timaeus” Plato in the formation of his scientific views. In the framework of the scientific approach, it is impossible to realize and understand even the phenomenon of science itself, not to mention its theoretical provisions. In order to understand the connection between philosophy and science, it is necessary to go beyond the boundaries of science, the usual scientific logic, to look at science, being not inside it, but from outside. It is impossible to understand mechanics of Newton if you look at it from inside. It is impossible to understand socialism as a social system without comparing it with other forms of social structure. In addition, philosophy acts not only as a methodology of understanding, but also as a means of forming a worldview [22, 23]. Understanding is not just any understanding, but a higher understanding, understanding at the level of essence, not existence. Understanding is not just an understanding of the worldview at the level of empathy and sympathy, but a comparison of this worldview with the essence of human being. This experience is not only at the level of being, but also an experience and feeling at the level of the due. Understanding is an experience not only of existence, but also of essence. It is the experience of the essence that distinguishes the understanding of the world from its simple feeling.

4 Results Now, the task of teaching philosophy is the development of a philosophical understanding of the world. This is a discipline that does not provide a ready-made system of knowledge, but involves its development on the basis of experience. The purpose of teaching philosophy is not the assimilation of knowledge, but the development of a culture of thinking, obtaining a universal experience of thoughts, mastering of a philosophical culture, that is in terms of philosophical approaches, learning and solving problems. Not what to decide, but how to decide - this is what philosophy teaches.

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Philosophy is the experience of philosophizing. Because, what it teaches cannot be a finished result, but a skill and ability. The process of philosophizing, teaching philosophy is akin to the process of obtaining a musical education, learning to play an instrument or learning to sing. Indeed, in these processes it is important to learn not what to play, but how to do it. What kind of work this will be - this is far from being the most important thing. The main thing is to learn to play or sing. So is the teaching philosophy. The main thing is to teach to philosophize, to teach to think and comprehend, to teach to be aware. The study course of philosophy should be a specific school of thought. Philosophy is a way of understanding the truth, a way of penetrating the deep essence of phenomena. Thus, to achieve this, reason alone, consciousness alone is clearly not enough. Therefore, it is necessary to make the transition from consciousness to the experience of meaning, from reason to the world of inner experience. However, to make this transition, it is necessary to make a breakthrough in the sphere of the mind itself and break the closed chain of consciousness. As applied to the educational process in general, the goal of teaching philosophy consists precisely in “humanizing” the educational process, its humanization. It is philosophy, along with other humanitarian disciplines, that is designed to reveal in a student the abilities of understanding, the ability to survive and experience. The student, mastering the philosophical culture, becomes able not only to memorize knowledge and formulas, and to use them mechanically, but firstly to understand them [24]. Due to the development of the experience of experience obtained from philosophy, they come with a voluminous vision of particular scientific and general scientific questions. They become able to master knowledge not at the level of details, not at the level of knowledge, fragmented into the smallest parts, as a result of which any integrity of knowledge is lost, but at the level of methodology. The experience allows us to ensure the integrity of knowledge, its integrity, which Russian philosopher Soloviev spoke about while criticizing the “abstract beginnings” of positivists. The unity of experience and knowledge promotes deep understanding, and as a result, the student is not forced to simply memorize, cram, but they can develop this knowledge. Thereby, the knowledge itself does not lie dead weight, but is used and constantly in motion.

5 Conclusion Classes of philosophy are not a way of assimilating and memorizing knowledge, but they should be a kind of training, a kind of “philosophical workshop”, where intense not only mental, but also spiritual work is going on. This is the meaning of introducing to the philosophical heritage of thinkers of the past. It is not to adopt something from Plato, something from Nietzsche, something from Schopenhauer and then declare it as your worldview. The meaning of the study of classical philosophical works is to join in their experience of philosophizing, to feel and understand how the great representatives of humankind did it. Therefore, having received this experience, learn to philosophize yourself, to develop your own philosophy, your own style of thinking. By analogy with how a student who came to production first learns from their master to work,

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developing their work skills. Thus, when these skills have already appeared, they could work by themselves.

References 1. Ladyman, J.: Every Thing Must Go: Metaphysics Naturalized. Oxford University Press, New York (2009) 2. Ladyman, J.: Understanding Philosophy of Science. Routledge, New York (2001) 3. Brinkmann, S.: Philosophies of Qualitative Research. Understanding Qualitative Research. Oxford University Press, New York (2017) 4. Chapman, T.K., Schutz, P.A.: Understanding Critical Race Research Methods and Methodologies. Routledge, New York (2018) 5. Pritchard, D., Harris, M.: Philosophy, Science and Religion for Everyone. Routledge, New York (2017) 6. Pritchard, D., Harris, M.: Philosophy, Science and Religion for Everyone. Routledge, New York (2002) 7. Kornev, G.P.: Zona obmena: ponimanie i konstruirovanie naukoj i filosofiej. Epistemologiya i filosofiya nauki [Zone of exchange: understanding and construction by science and philosophy]. Epistemol. Philos. Sci. 54(4), 34–38 (2017). (in Russian) 8. Lektorskij, V.A.: Filosofiya kak ponimanie i transformirovanie. Voprosy filosofii [Philosophy as Understanding and Transformation]. Quest. Philos. 1, 17–24 (2009). (in Russian) 9. Lotman, Yu.M: Vospitanie dushi [Education of the Soul]. Iskusstvo Publ., Saint Petersburg (2005) 10. Theory of relativity. https://en.wikipedia.org/wiki/Theory_of_relativity. Accessed 20 Mar 2020 11. Hendrik Lorentz. https://en.wikipedia.org/wiki/Hendrik_Lorentz. Accessed 20 Mar 2020 12. Classical mechanics. https://en.wikipedia.org/wiki/Classical_mechanics. Accessed 20 Mar 2020 13. Martella, R.C., Nelson, J.R., Morgan, R.L., Marchand-Martella, N.E.: Understanding and Interpreting Educational Research. The Guilford Press, New York (2013) 14. Mildred, L.: Understanding Research Methods. Routledge, New York (2017) 15. Serednya, V.G.: Postnonclassical understanding of spirituality in philosophy of education. Grani 19(4/132), 34–39 (2016) 16. Sinicyna, L.N.: Problema ponimaniya v sisteme sovremennogo obrazovaniya. Kompetentnostnyj podhod. Nauchno-pedagogicheskij zhurnal vostochnoj Sibiri Magister Dixit [The problem of understanding in the system of modern education. Competency-based approach]. Sci. Pedagog. J. East. Sib. Magister Dixit 4, 176–185 (2012). (in Russian) 17. Ushakova, E.V.: Sistemnaya filosofiya kak filosofiya ponimaniya garmoniziruyushchejsya celostnosti, sozidaniya i sohraneniya mira v XXI veke Formirovanie sistemnogo mirovozzreniya sovremennogo cheloveka [Systemic philosophy as a philosophy of understanding the harmonized integrity, creation and preservation of peace in the XXI century]. In: Proceedings of the Conference: The Formation of the Systemic Worldview of Modern Man, pp. 3–6. Altai State Pedagogical University, Barnaul (2017). (in Russian) 18. Wartofsky, M.W.: Models: Representation and the Scientific Understanding. Boston Studies in the Philosophy and History of Science. Springer, Dordrecht (1979) 19. Sidorova, U.V. Ponimanie kak germenevticheskij fenomen v filosofii H.G. Gadamera [Understanding as a hermeneutic phenomenon in the philosophy of Kh.G. Gadamera]. Bull. S. Ural State Univ. Ser.: Soc.-Humanit. Sci. 9(142), 136–140 (2009)

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20. Suilin, L.J.: The Social Mind: A Philosophical Introduction. Routledge, New York (2019) 21. Gentili, P.L.: Untangling Complex Systems: A Grand Challenge for Science. CRC Press, Boca Raton (2018) 22. Peralta, A.M.: Ana de las estrellas. Punto Rojo Libros, Sevilla (2014) 23. Kulikova, T.V.: Filosofiya obrazovaniya kak filosofiya ponimaniya [The philosophy of education as a philosophy of understanding]. High. Educ. Russia 11, 144–150 (2009) 24. Melikov, I.M., Gezalov, A.A.: Dialog kul’tur i kul’tura dialoga: kontseptual’nyye osnovy [Dialogue of cultures and culture of dialogue: conceptual foundations]. Quest. Philos. 12, 24–35 (2014)

Categorical System of Political Leaders Perceptions of Russian Universities’ Students Olga V. Mitina1 , Victor F. Petrenko1 , Klavdiya G. Erdyneeva2(&) , and Alica N. Khatkova2 1

Lomonosov Moscow State University, Moscow 125009, Russian Federation [email protected], [email protected] 2 Transbaikal State University, Chita 672039, Russian Federation [email protected], [email protected]

Abstract. The study was conducted due to the necessity for prognosis of political processes taking place in the society as well as for the focused choice of “the model of proper future”. The results of a student sample survey (298 respondents of both genders) of a number of Russian universities during the period of 2016–2018 were analyzed. The psychosemantic method “The Image of a Political Leader” (IPL) was used to evaluate a number of political leaders from different countries of the world, living both nowadays and previously. The psychosemantic methodology proved to be effective in studying the implicit, poorly reflexive categories of consciousness. The significance of unconscious and conscious processes in political perception are obvious, psychosemantics contributed greatly to the analysis of political reality events and processes. On using the exploratory factor analysis five factors - categories of perception of the images of political leaders - were singled out. Two of them were universal, viz. morality, charisma; three others were situational, predetermined by the evaluated personages and the current social situation: authoritarianism, globalism, and statism. Morality and charisma had positive connotations in the students’ mind, while the attitudes toward authoritarianism, globalism, and statism were ambivalent. The distributions of the images of political leaders in each of the categories were constructed. The correlations between separate pairs of categories, viz. between morality and charisma, authoritarianism and statism were analyzed. The projections of semantic space on the plane formed by these pairs of categories were constructed. Keywords: Image


Political leader
Psychosemantics
Students

1 Introduction At present, there is an increase in the political activity of young people in Russia, especially among students. A new generation enters the forefront of political life [1–6]. At present young people are quite mobile in terms of communication, exchange of ideas and information via the Internet and social networks. Among them there are representatives of almost all political forces, including radical ones. Students also participate in the electoral process not only as voters, but also as volunteers assisting in elections. They are easily engaged not only in virtual, but also in real political events © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1024–1038, 2020. https://doi.org/10.1007/978-3-030-47415-7_110

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(meetings, pickets, etc.) [7]. Thus the purpose of the current study is to reveal the essence of the structure of students’ social awareness about the images of political leaders, not only because it will help to predict to a certain extent the outcome of the elections, but also to assess the prospects of this or that politician in terms of increasing the number of his proponents.

2 Literature Review In modern political psychology, there is a large body of work devoted to the perception and evaluation of political leaders; however, as shown by the results of research, people traditionally use a small set of evaluation criteria. Studies aimed at identifying the structure of criteria that determine the nature of perception of political leaders, allowed us to identify several basic evaluation categories. The categories of competence and conscientiousness are most often used, as well as dynamism/leadership qualities/ strength, and less often – appearance, charm, charisma, warmth/cordiality which were singled out in certain studies [8–10]. In the study devoted to the analysis of the key parameters of the assessment of political leaders in the USA, Canada and the UK based on the student sample, the following categories were identified: charisma, competence, integrity. Nevertheless, the authors note the dependence of the contribution of each category on the country of residence of respondents [10]. The need to consider such factors coincides with the indication of the significance of taking into account the peculiarities of the cultural context in conducting research on political psychology, which, according to experts in this field, is a prerequisite for creation by political psychology the knowledge which is of prognostic value.

3 Materials and Methods In the current research, the analysis of the categories of perception of political leaders’ images based on the Russian sample was carried out within the framework of psychosemantic approach. This approach allows to single out the categories of consciousness describing perception, both at the individual, and collective levels. The use of psychosemantic tools provides access to implicit, poorly reflected categories of consciousness. Since the role of unconscious processes in political perception is no less significant than that of conscious ones, the use of psychosemantics opens up wide possibilities for the analysis of phenomena and processes of political reality [11]. Respondents: the volume of the studied sample was made up of students of social specialties of the universities of Kirov, Chita and Izhevsk (see Table 1).

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Table 1. Gender composition of the sample distributed by regions and the list of evaluated leaders with indication of the number of people evaluating them. Political leaders Vladimir Putin (Russia) Barack Obama (USA) Park Geun-Hye (South Korea) Kim Jong-Un (North Korea) Si Jinping (China) Park Jong-Hee (South Korea) Adolf Hitler (Germany) Shinzo Abe (Japan) Joseph Stalin (USSR) Dalai Lama XIV (Tibet) Mao Tse Tung (China) Angela Merkel (Germany) Francois Hollande (France) Franklin Roosevelt (USA) Alexander Lukashenko (Belarus) Emmanuel Macron (France) Moon Jae-in (South Korea) Benjamin Netanyahu (Israel) Petro Poroshenko (Ukraine) Theresa May (United Kingdom) Donald Trump (USA) Recep Erdogan (Turkey) The ideal of a political leader Sample size Women Men

Kirov region Udmurtia 147 72 147 63 108 72 80 72 47 147 61 72 146 81 72 90 144 115 135 72 72 72 72 72 72 72 72 132 147 72 117 59 30 13

Zabaikalsky Krai Total 79 298 147 63 79 259 79 231 47 147 79 212 146 79 232 90 144 115 135 79 151 79 151 79 151 79 151 79 151 79 151 79 151 79 151 132 79 298 36 212 43 86

The selection shift towards women reflects the actual gender ratio of students studying social sciences. The research consisted in completing the questionnaire “Image of the political leader”, which was previously successfully applied in psychosocial research of political and psychological processes [11]. The questionnaire is a table that includes the names of political leaders, each of which respondents were asked to rate 65 characteristics describing personal and professional leadership qualities on a seven-point scale from +3 (quality expressed to the maximum extent) to −3 (most pronounced opposite quality). The list of the estimated characters included the most famous leaders of different countries of the world in Russia, while not only living, but also in a certain sense having a symbolic meaning (see Table 1). So Hitler was included to set in semantic space the “absolute pole of evil”. The image of the ideal leader allows us to determine the connotation of the points – characteristics of the questionnaire, as well as

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the categories – factors that form the semantic space allocated on the basis of combining these points. The survey was conducted in Kirov region in 2016, 2017; in Zabaikalsky Krai and Udmurtia in 2017 and early 2018 before the Russian presidential election. The list of leaders differed slightly in different regions.

4 Results From the point of view of the political preferences of the regions in the capitals of which the survey was conducted, they are quite uniform, and therefore the combination of sub-elections is correct. Table 2 presents the Russian presidential election results both on the average and distributed by federal subjects.1 Table 2. The 2018 Russian presidential election results. Candidate Baburin Grudinin Zhirinovsky Putin Sobchak Suraykin Titov Yavlinsky Turnout

Russia 0,65% 11,77% 5,65% 76,69% 1,68% 0,68% 0,76% 1,05% 67,00%

Kirov region 0,78% 13,70% 9,64% 70,41% 1,67% 0,85% 0,87% 0,95% 62,72%

Udmurtia 0,66% 11,33% 6,78% 76,23% 1,54% 0,71% 0,83% 0,69% 63,27%

Zabaikalsky Krai 0,53% 13,62% 10,00% 72,03% 1,04% 0,61% 0,46% 0,46% 57,99%

From the table it can be seen that the results for the regions are quite close to each other and for Russia as a whole, which allows us to speak not only about the uniformity of the sub-samples, but also representativeness in terms of generalization of the results to the Russian sample as a whole. The first stage of statistical processing of the data obtained from the survey of respondents was to determine the sample average estimates for each item of the questionnaire of each of these political leaders and identify certain differences between the respondents of the three samples. Among the noteworthy differences, it is worth noting the greater similarity in the estimates between the respondents of Kirov and Izhevsk. At the same time, the respondents of Chita where there are significantly more representatives of this race than in the Kirov region and Udmurtia, expressed more positive attitude on the evaluation scales when assessing the political leaders of the Mongoloid race.

1

The results are available at: https://www.rbc.ru.

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5 Discussion Further, the data were analyzed using an exploratory factor analysis, which was performed in the SPSS program, as a method of factor allocation, the principal component method, the rotation of the oblimin with Kaiser normalization was used. As a result of the analysis, 5 basic factors were identified. The first factor explaining 17.03% of the total variance included the following items: 1. He is worthy to be elected as a president 2. His work enhances the moral of society 3. His activities contribute to the well-being of citizens 4. His activities contribute to the unity (consolidation) of society 5. His political activities are for the benefit of all mankind 6. He expresses the interests of wide layers of workers 7. The probability of his election as a president is high 8. He evokes my sympathy 9. Being elected a president, he will remain in power for a long time 10. He is honest 11. He is outwardly attractive 12. He is known for a good attitude to Russia 13. He considers the fight against corruption a priority for the president’s policy 14. He gives society purposes and ideals 15. In the development of the country he focuses on domestic resources 16. He is able to effectively solve national problems and conflicts 17. His policies and programs are understandable to the public 18. He is loved in his country 19. He pursues peace policy 20. He focuses on human rights in his political activities 21. He is able to sacrifice his interests for the interests of society 22. He is winsome 23. He is a good diplomat, ready to make compromises and mutual concessions

0,784 0,782 0,733 0,721 0,699 0,678 0,624 0,623 0,615 0,587 0,568 0,565 0,561 0,552 0,534 0,530 0,527 0,522 0,520 0,514 0,508 0,491 0,429

According to the content of the characteristics included in the first factor with the highest factor loads, it can be interpreted as “Morality”. An essential component of moral behavior is service to the people. The image of the ideal leader has received on this factor maximum assessment that indicates total acceptance of the moral behavior of the leader. Similar factors associated with integrity are traditionally highlighted in the study of the perception of political leaders (in foreign studies, this characteristic is usually referred to by the term “integrity”) [12]. It is worth noting that the set of characteristics that makes up the moral factor, and therefore approved as a political strategy includes a focus on domestic resources, peacefulness and the priority of human rights.

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The second factor explaining 9.61% of the total variance included the following items: 24. 25. 26. 27. 28. 29. 30. 31. 32. 33.

He has a strong personality 0,665 He dares to make decisions 0,664 He is creative and vivid 0,661 He is able to influence the masses, ignites the audience (charismatic leader) 0,611 He is a famous politician 0,604 He has his own convictions, which he always adheres to 0,506 He possesses high competence, necessary knowledge 0,425 He is ingenious 0,380 I have little information about him −0,347 He is pragmatic 0,277

This factor is reinterpreted by us as “Charisma.” From the point of view of the respondents it is a necessary quality of the ideal leader. It should be noted that the political leader according to the results of our survey should be a strong, bright person, pursuing his line, not obeying others. According to Shestopal [13], in the political culture of post-Soviet Russia, the idea of power is one of the key parameters of the assessment of political figures. The research into perceptions of leadership has shown that an emotional connection between the leader and his supporters plays an important role in shaping the image of the leader. Charismatic leadership is based on emotion, as opposed to instrumental transactional leadership characterized by miscalculation of the performance of a leader. Charismatic leadership is typical of most modern societies [13, 14]. The prominence of the political leader is relied upon by our respondents as a necessary attribute of charisma. The lack of information about a political figure correlates with respondents’ perception of a lack of charisma. The third factor explaining 5.45% of the total variance included the following items: 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.

His political activities lead to dictatorship He is a supporter of the hard hand policy He is nationalistic He is a rude martinet and militarist He is a supporter of totalitarian ideology He is inclined to ill-conceived decisions, adventures He is a supporter of a planned economy He is poorly predictable He is sly He is overbearing, authoritarian He is a political weathervane, opportunist

0,632 0,611 0,588 0,577 0,530 0,452 0,411 0,365 0,360 0,350 0,313

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This factor characterizes the tendency to “Authoritarianism”, orientation to the policy of the hard hand. Forming this factor are nationalism, communist ideology, political adventurism and unpredictability. It is on the basis of these ideological grounds that, as a rule, the authoritarian state system is formed. Respondents clearly do not want to see such a trait in the ideal political leader, so, this characteristic can be considered as negative. The fourth factor, explaining 5.27% of the total variance, is formed by the following points: 45. He is a supporter of integration into the global economy 46. He expresses the interests of foreign (in relation to his country) 47. He is a supporter of the free market (like Reagan, Thatcher) 48. He is a populist (promises a lot) 49. He believes that in the development of the country it is necessary to focus on foreign assistance 50. He is dependent in decision-making 51. He expresses the interests of the highest apparatus of officials 52. He is a proponent of a market economy with elements of state planning (like Roosevelt) 53. His political activity leads to the stratification of society, the division into the rich and poor 54. He is a supporter of democratic reforms 55. He has a positive attitude to religion 56. He is a good actor

0,575 0,573 0,541 0,489 0,471 0,456 0,450 0,412 0,409 0,395 0,370 0,356

This factor is interpreted as “Orientation towards globalism.” Although the factor is unipolar, the implicitly opposite pole can be interpreted as “Isolationism”. Globalism involves following the political and economic trends of developed world powers, democracy, and a market economy. It can be assumed that, according to respondents, such orientation deprives the political leader of independence, and the implementation of this policy does not lead to anything good: it is beneficial to officials and contributes to the stratification of society into the poor and rich. This pole is hit by personality characteristics with negative connotation, indicating the distrust of respondents to this kind of people, and therefore disapproval of this orientation to populism and acting. The image of the ideal leader has a rating on the fourth factor, which is in the zone of weak isolationism, which indicates the reluctance of respondents to “live together in one big village”. Perhaps it is the influence of the official media that opposes Russia and the West, “with its desire to assert its dominance and weaken Russia as the only state that can fight back.” We should also note a rather large variance of assessments of the ideal leader on the factor of Globalism, which indicates a blurred position of respondents on this issue.

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The fifth factor explaining 4.45% of the total variance includes the following characteristics: 57. 58. 59. 60.

In his political activities, he emphasizes the priority of state interests 0,511 He expresses the interests of the military-industrial complex 0,443 He is religious −0,406 His work enhances the country’s defense 0,372

We designated it as “Statesmanship”. The ability to protect the interests of the state is a component of the image of the politician. Religiosity has reached the opposite pole, which may be due to the general political principle of separation of church from state. In this case, religiosity does not mean “anti-state”, but non-state, i.e. separation from the state. It should be noted, although the Russian Orthodox Church is closely woven into the structure of the state in Russia, for most foreign countries, whose leaders were assessed in the survey, this relationship of state and religion is missing, and the fact that the item of religiosity is on the opposite pole to statehood can serve as a validation of our results and high level of reflection among respondents. Stalin and Hitler received the highest assessment on this factor. It should be noted that the orientation to the state values in this combination of points is not fully approved by our respondents (estimates of the ideal leader on this factor lie rather in the zone of the opposite pole). Table 3. Correlations between categories of perception. 1 2 Morality Charisma 1 Charisma 0,36 2 Authoritarianism −0,06 0,03 3 Globalism 0,11 0,03 4 Statism −0,14 −0,13

3 4 Authoritarianism Globalism

0,09 0,16

−0,07

Table 3 shows the correlations between the factors. The first two factors are most closely related. These factors determining perceptions of political leaders are universal in any culture [12]. The sign of correlation and its magnitude are determined by the fact that both factors have a high positive connotation. Of course, there are moral, but not charismatic personalities. Such people are called “conscience of the nation”, “moral tuning fork”, if they receive any political powers, they are ineffective and do not justify the promises entrusted to them. On the other hand, history knows many examples of political leaders whose activities contributed to their state becoming strong and powerful, but it was achieved at the cost of many millions of lives. Such leaders are sometimes referred to as “effective managers” [15].

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It is worth noting the positive correlation of the factor of morality with globalism. However, based on the value of the average assessment of the image of the ideal political leader on the factor of globalism (weakly negative), it follows that the corresponding orientation is rather disapproved of by respondents. Therefore, we can assume a certain specificity of the political leaders selected for evaluation (moral leaders from the list, according to respondents, tend to preach the values of globalism), as well as very differentiated consciousness of respondents who are able to distinguish between approved and disapproved qualities in the evaluated characters. In a sense, the close values of authoritarianism and statesmanship provide the expected positive correlation. Indeed, as a rule, authoritarianism involves disregard for the rights of ordinary citizens, and therefore at the level of the leader of the state demonstrative priority of the rights of the state, i.e. statist orientation. However, if positive moral authoritarianism does not correlate that can be interpreted as neutral attitude, and negative correlation between statism and morality, and charisma indicates a certain share not only an emotional rejection, but also a negative attitude to the orientation of the state to the detriment of the people as a political strategy. Figures 1, 2, 3, 4 and 5 show 95% confidence intervals of distribution of factor points of image of each leader according to each factor. This way of graphical representation allows to reveal significant differences in estimates. If the confidence intervals corresponding to the estimates of the two leaders do not overlap, then the representations of the images of these two leaders on the corresponding factor are statistically significantly different. With a strong intersection of intervals, the difference in estimates can be neglected.

Fig. 1. Confidence intervals of assessments of political leaders’ images based on factor 1 “Morality”.

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The respondents rated Putin, as the most moral, which is quite consistent with the high rating of the President of Russia during the survey. Significantly negative assessments not only of Hitler, what is expected, but also of Obama and Poroshenko. This seems to be the effect of state media: these are the characters most often presented to audiences as the most unacceptable.

Fig. 2. Confidence intervals for assessing the images of political leaders based on factor 2 “Charisma”.

The respondents suppose as the most charismatic Putin, Stalin and Hitler. The idea of “effective management of the last two” (see above) was accepted by our respondents. To the least charismatic, they relate two South Korean leaders (apparently due to their low fame), as well as Obama and Poroshenko (the media effect associated with the constant discussion on the television screen of the mistakes of the presidents of the United States and Ukraine).

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Fig. 3. Confidence intervals for evaluating the images of political leaders based on factor 3 “Authoritarianism”.

The most authoritarian were Stalin, Hitler and Kim Jong-un - the most famous dictators among the young Russians. Putin’s assessments of this factor are close to those of European leaders and Obama and find themselves in a “non-authoritarian” zone.

Fig. 4. Confidence intervals for evaluating the images of political leaders based on factor 4 “Globalism”

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Putin appears to the respondents as a person pursuing a policy of integration into world relations, paying much attention to participation in world events. This is not an accidental fact: if you look at how the activities of the President of Russia are covered in the media, you can see the priority of foreign policy events. The highest indicator for the factor of globalism was Obama. The Nobel Prize with the wording “for the tremendous efforts to strengthen international diplomacy and cooperation among peoples” is quite consistent with the opinion of the respondents. All American presidents are rated highly for this factor, followed by European leaders.

Fig. 5. Confidence intervals for evaluating the images of political leaders according to factor 5 “Statism”.

As the largest statesmen respondents perceive Stalin and Hitler, and then after then Kim Jong-un and Barack Obama. In order to clarify the semantics of each factor, it makes sense to compare the ratings of the leader’s images by correlating factors. Figure 6 shows the projection of the semantic space of the characters on the plane of the first and second factors.

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Fig. 6. The location of the images of political leaders in semantics space. The projection on the factors: F1, F2 Morality and Charisma.

Based on the results presented in Fig. 6, we can note Putin’s unconditional leadership on both factors determining the integral positive image of the politician. Hitler is recognized as the most immoral, but by the charismatic factor he finds himself in the same position as Stalin, which, it is worth noting, is judged rather positively by the moral factor (Fig. 7).

Fig. 7. The location of the images of political leaders in semantics space. Projection on factors: F3 Authoritarianism and F5 Statism.

An analysis of the arrangement of images in the projection of these two factors allows us to differentiate these two, as we have already noted, categories that correlate with each other. In most cases, the points indicating the position of the images in the system of these two coordinates lie in the first and third coordinate angles. So, leaders with high marks in the category of authoritarianism received high marks in the category of statehood and vice versa.

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The most significant exception: the image of Obama, who received a low score for authoritarianism, but very high for statism. The same trend, although to a lesser extent, can be seen in assessments of Merkel’s image. It can be assumed that the semantics of the category of statesmanship in the minds of respondents also suggests the presence of a trail of political hawk, allowing the willingness to solve issues of relations between States from a position of strength, which allows the military power of the States they lead.

6 Conclusion 1. The categories of perception and evaluation of political leaders by students were identified. Among these categories there are two universal ones: morality and charisma, present in any culture, in any sample, independent of the set of evaluated objects, as well as specific, situational, determined, including a set of evaluated leaders. In this case: authoritarianism, globalism, statism. 2. The categories of morality and charisma have a positive connotation: they are attributed to the image of an ideal political leader. The categories of authoritarianism, globalism, and statism have weaker positive or negative connotations, their moderate manifestation is either allowed (i.e. does not harm the integral image), or is welcomed, but only to a certain extent. 3. According to the results of the study for the period of the beginning of 2018 (before the election of the President of the Russian Federation), Vladimir Putin had a positive image among the student youth, close to the ideal. 4. For the most part, the assessment of the images is consistent with the assessment of these political leaders by the official media. 5. The results of the study can be both of theoretical value - to expand the understanding of the psychological mechanisms of perception of political leaders, and practical one – in particular, in the development of approaches to civic education. Understanding the role of the similarity of the individual’s perceptions of his own personal qualities and his image of a political leader in the formation of political preferences will increase the level of civic engagement and political culture of young people. Acknowledgements. The research was carried out with the financial support of RSHF, grant No. 17-18-01610. The authors thank Nizovskikh N. A. and Kozhevnikova O. V. for participation in data collection.

References 1. Satarov, G.: Interv’yu radiostancii «Ekho Moskvy» 16 avgusta 2019 [Interview of the radio station Echo of Moscow on August 16, 2019]. https://echo.msk.ru/programs/ personalnovash/2483405-echo/. Accessed 12 Oct 2019. (in Russian)

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2. Mitina, O.V., Papovyan, M.I., Petrenko, V.F.: Vospriyatie sovremennyh rossijskih politicheskih liderov (na materiale studencheskoj vyborki) [Perception of modern Russian political leaders (on student sample proceedings)]. In: Applied Psychology in the Service of Developing Personality Collection of Scientific Articles and Proceedings of the XVI Scientific and Practical Conference with International Participation, pp. 116–120. State Social and Humanities University, Kolomna (2019). (in Russian) 3. Erdyneeva, K.G.: Osobennosti politicheskoj mental’nosti studencheskoj molodezhi [Peculiarities of political mentality of student youth]. Sci. Rev. 3, 55–64 (2014). Series 2. Human Sciences. (in Russian) 4. Caprara, G., Schwartz, S., Capanna, C., Vecchione, M., Barbaranelli, C.: Personality and politics: values, traits, and political choice. Polit. Psychol. 27(1), 1–28 (2006) 5. Linde, J., Vis, B.: Do politicians take risks like the rest of us? An experimental test of prospect theory under MPs. Polit. Psychol. 38(1), 101–117 (2017) 6. Haste, H.: Constructing the citizen. Polit. Psychol. 25(3), 413–439 (2004) 7. Fil, M.S.: Social’nye seti: novye tekhnologii upravleniya mirom [Social Networks: New Technologies of World Management]. Moscow Financial and Industrial University Synergy, Moscow (2016). (in Russian) 8. Pancer, S., Brown, S., Barr, C.: Forming impressions of political leaders: a cross-national comparison. Polit. Psychol. 20(2), 345–368 (1999) 9. Popper, M.: The development of charismatic leaders. Polit. Psychol. 21(4), 729–744 (2000) 10. Hendriks, C.M., Lees-Marshment, J.: Political leaders and public engagement: the hidden world of informal elite-citizen interaction. Polit. Stud. 67(3), 597–617 (2019) 11. Petrenko, V.F., Mitina, O.V.: Politicheskaya psihologiya: psihosemanticheskij podhod [Political Psychology: A Psychosemantic Approach]. Nauka, Moscow (2018) 12. James, T.S.: Political leadership as statecraft? Aligning theory with praxis in conversation with British party leaders. Br. J. Polit. Int. Relat. 20(3), 555–572 (2018) 13. Shestopal, E.B.: Obraz i imidzh v politicheskom vospriyatii: aktual’nye problemy issledovaniya [Image and image in political perception: topical problems of research]. In: Shestopal, E.B. (ed.) Images of States, Nations and Leaders, pp. 8–24. Aspect Press, Moscow (2008). (in Russian) 14. Márquez, X.: Two models of political leader cults: propaganda and ritual. Polit. Relig. Ideol. 19(3), 265–284 (2018) 15. Migranian, A.M.: Nashi Peredonovy [Our Peredonovs]. News of Higher Educational Institutions, North-Caucasian Region. Nat. Sci. 3 (2014). (in Russian)

Linguistic Studies

The ‘Male’ Image in the Yakut and Russian Language Consciousnesses Sargylana V. Filippova1(&) , Marina I. Kysylbaikova1 and Mariet P. Akhidzhakova2

,

1

North-Eastern Federal University named after M.K. Ammosov, Yakutsk 677000, Russian Federation [email protected], [email protected] 2 Adyghe State University, Maykop 385000, Russian Federation [email protected]

Abstract. This article is an investigation into the reflection of the ‘male’ image in the Yakut and Russian language consciousnesses, the material for which was gathered from a free-associative experiment. The stimulus-word ‘male’ was chosen due to a growing interest in the images and associations connected with gender. The associative experiment was conducted among the Yakuts and Russians living in Yakutia. The participants were divided into three groups: the Russians; the Yakuts, who considered Russian as their main or only language of communication; and the Yakuts, who considered Yakut as their main language of communication. To achieve the goals of our research, we used the methods of descriptive, comparative, quantitative and interpretative analyses. The result of our study reveals that the perception of the stimulus-word ‘male’ has many commonalities between these experimental groups. This can be explained by the interconnected traditions of the Russians and Yakuts and their shared landscape. However, in the case of the Yakuts, speaking their native language, the responses in the associative field were often found to be notably different from the other two experimental groups. Moreover, their perception of the stimulus ‘male’ shows the retention of traditional worldview elements which the Russianspeaking Yakuts have not preserved. Keywords: Image
Language consciousness Associative experiment
Reflection


Associative field


1 Introduction Most research in psycholinguistics is connected with the analysis of verbal association norms gathered experimentally by means of verbal associative experiment. The verbal association experiment is one of the most suitable methods for studying the psycholinguistic meanings of words that reveal the nature, structure and organization of images of consciousness. The images of consciousness of different ethnic groups are interesting objects of study not only for linguists and psycholinguists, but also for researchers in the fields of cultural studies, ethnography, psychology and sociology. Researchers employ various methods developed in linguistics in order to solve the © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1041–1048, 2020. https://doi.org/10.1007/978-3-030-47415-7_111

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problems encountered in studying stereotypical representations of different ethnic groups living in one community. Since the language reflects the national-cultural aspects of its speakers’ world image, it is one of the main means of accessing images of consciousness reflecting extra linguistic knowledge, values and stereotypes. Images of consciousnesses help researchers to describe the cognitive knowledge, semantic components and relationships of lexical units studied. Associative experiment allows us to identify the associative meaning of a word that exists in the language consciousness of ‘collective’ members of a society (derived from the consciousnesses of individuals). The associative meaning of the word reveals the psychological aspects of that meaning, its connection, relationship, emotional and evaluative nuances, etc. The objective of our study was to distinguish common and distinctive features in the perception of the notion ‘male’, existing in the Yakut and Russian language consciousnesses. Our research also investigates the transformations occurred in the language consciousness of Urban Yakuts, who have socialized in different cultural and social contexts rather than Rural ones. To achieve the goal of the study, we conducted a comparative analysis of ‘male’ associative fields, which were obtained by means of the associative experiment held among Russian and Yakut participants living in the Republic of Sakha (Yakutia). The materials of the study can be helpful to specialists conducting research into associative norms among representatives of various ethnic groups.

2 Literature Review Osgood [1], Cowles [2], and Belyanin [3] identified several types of associative experiments: free, directed, and chain associative experiments. Free associative experiment is the most convenient and widely used method, which helps to reveal the content of images, concepts and frames existing in the language consciousnesses of different ethnic groups [4–8]. In addition, associative data are widely analyzed in crosslanguage and intercultural studies [9–12]. Karaulov [13] believes that the associative experiment records mass consciousness that reflects the perception and appreciation of the world at a certain moment in history by a certain faceless majority in society. Ufimtseva [14] focuses on the fact that associative fields allow researchers to reveal those traditional patterns of behavior that affect the inclusion of the stimulus-word in a certain system of connections inherent in a given society. Thus, associative fields are not only fragments of a person’s verbal memory, but also fragments of the world of ethnic groups, reflected in the consciousness of native speakers. The image of the world, mediated by the language of a particular culture, is called language consciousness. Sedykh [15] emphasizes that language is a repository of ethnocultural values and states that, starting from birth, an individual learns a system of values and attitudes through a language that dictates a special logic of perception and thinking. Language reflects the national-cultural mentality of its speakers [16]; it forms a specific image of the world in the consciousness of an ethnic group. Thus, the

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associative experiment is a reliable method of investigating the images of the language consciousness; associative fields represent the content of images of the language consciousness.

3 Methods In our work, we attempted to identify common and specific features in the perception of the ‘male’ image by the Yakuts and Russians using the methods of the associative experiment. Free production of words in response to a stimulus-word allows the researchers to construct associative fields, which can be regarded as functional psycholinguistic models that reveal a complex of semantic, cognitive, psycholinguistic and syntagmatic correlations within the mental lexicon. Associative field is considered a model of consciousness that represents a set of procedures operating in the knowledge of a certain culture (verbal and non-verbal meanings) that reflects its world image [17]. Our study was conducted among students from different colleges and universities in the city of Yakutsk. Participants, ranging in age from 16 to 21 years old, represented three groups: the Russians, living in Yakutia (about 240 people); the Yakuts, who considered Russian as their main or only language of communication (approximately 230 people, mainly from cities); the Yakuts, who considered Yakut as their main language of communication (approximately 230 people, mainly from villages). The division of the Yakut subjects into two groups can be explained by the presence of differences in the cultural environment of the city and village. The Yakuts, who live in cities, like their Russian counterparts and have social connections and relations different from those found in villages. Under the conditions of city infrastructure, the Russian language dominates over the native language of the Yakuts. A different situation is observed with the Yakuts living in villages, where the Yakut language is predominant over the interethnic Russian language as the majority of residents in agricultural regions are the Yakuts. For the Yakuts, who considered Yakut as the main language of communication, the initial list of the stimuli was translated into the Yakut language. To reveal the common and specific features of the ‘male’ images in the language consciousnesses of the Yakuts and Russians, we applied both qualitative and quantitative methods of data analysis. The stages of the investigation into the content of associative fields were the following: (1) Each response was recorded, and then by means of quantitative analysis we identified frequent responses in each group of subjects, (2) We analyzed the content of the associative fields and identified the most frequent components in each associative field, (3) We compared the components of the investigated associative fields and revealed the correlations of frequent responses as well as specific frequent responses that have no correlations with other investigated fields, (4) We analyzed semantic meanings of frequent responses and divided all of them into thematic groups, (5) We interpreted the presence of correlations and specific responses. Thus, while studying and comparing the ‘male’ images in the language consciousnesses of the Russians and Yakuts, we applied the methods of semantic, quantitative, descriptive, comparative and interpretational analysis.

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4 Results For the convenience of presentation and ease of understanding, the verbal responses are marked by italics and the quantity of similar answers is given in parentheses next to the reaction. In addition, the following abbreviations are used in the text: RAF – Russian Associative Field; UYAF – Urban Yakut Associative Field; and RYAF – Rural Yakut Associative Field. First of all, the ‘male’ image is in contrast to female, and this opposition is observed in all associative fields (RAF – 81, UYAF – 65, RYAF – 39). It means that the Russians and Yakuts distinguish gender characteristics of the stimulus by giving antonymic notions connected with sex differentiation. On the whole, the percent of frequent answers in associative fields was the following: in RAF, there were 76.2% of frequent verbal reactions, in UYAF – 72.2%, and in RYAF – 82.5%. The other reactions were single-frequency responses. The comparative analysis of the frequencies allowed us to construct the following table of correlations (Table 1). Table 1. Correlation of frequencies. Meaning woman strength strong humanbeing, person friend father protector handsome love work Adam big husband uncle, nuncle I

RAF UYAF RYAF ženščina 81 ženščina 65 ǰaxtar 39 sila 20 sila 18 küüc 25 sil’nïy 11 sil’nïy 13 küüsteex 10 čelovek 16 čelovek 12 kihi 3 drug 5 drug 2 – otec 5 papa 3 otec 7 papa 5 aca 27 zaščitnik 3 zaščitnik 2 – krasivïy 3 krasivïy 2 – lyubov’3 lyubov’ 2 – rabota 3 – üle 2 Adam 2 Adam 3 – bol’šoy 2 bol’šoy 2 – muž 2 muž5 kergen 4 – dyadya 2 ǰeeǰe 12 – ya 2 min 2 Total 159 Total 142 Total 124

In all fields, we observe similarities in the representation of the ‘male’ image, but most of the correlations are found in RAF and UYAF. The verbal responses from RYAF also contained some correlations, but the frequency of some responses differed from both RAF and UYAF. The associative link ‘male’ – woman is rather strong in all the fields, but in RAF the frequency of the response based on the contrasting of gender is higher, especially compared with RYAF.

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All the groups of subjects also produced specific response frequencies for which no comparative correlations were found in other investigated fields: In RAF, the total sum of specific reactions is 20, they are man/mužik (3), male beast, macho/samec (3), animal/životnoe (2), beloved/lyubimïy (2), real/nastoyaščiy (2), rascal/podlec (2), getter/proizvoditel’ (2), rival/sopernik (2), wall/stena (2). Urban Yakuts produced 22 distinctive answers: tall/vïsokiy (5), protection/zaščita (3), warrior/voin (2), beast, wild animal/zver’ (2), lover/lyubovnik (2), valour/mužestvo (2), he/on (2), support/opora (2), sex, gender/pol (2). In RYAF, there are the following specific frequencies (total number is 55): boy/uol (23), strong half/küüsteexaŋar (5), old man/oconn’or (4), girl/kïïs (3), master/xahaayïn (3), comrade/tabaarïs (3), hardworker/ülehit (2), father lord/acabahïlïk (2), son-in-law/kütüöt (2), maternal uncle/taay (2), head/töbö (2), moustache/bïtïk (2), master, head/toyon (2). Quantitative indicators of specific responses in RAF range from 2 to 3, in UYAF – from 2 to 5, while RYAF contains boy (23) as more frequent response. It is necessary to note that boy and old man are synonymic notions of biological sex with the differentiation in age. Also, Rural Yakuts gave responses master, father lord, head, son-inlaw and maternal uncle that specify the leading status of the male in society and denote family relatives. On the whole, the contents of associative fields were comparable, the most frequent associates were found to have correlations. However, some of the responses of Rural Yakuts were considerably different when compared with other participants.

5 Discussion For convenience, in the detailed comparative analysis of the ‘male’ image in the Russian and Yakut language consciousnesses, the frequencies of the verbal responses were divided into five thematic groups: Gender and Biological Differentiation. RAF (104): woman (81), human being, person (16), man (3), Adam (2), animal (2). UYAF (83): woman (65), human being, person (12), Adam (2), he (2), I (2). RYAF (74): woman (39), boy (23), old man (4), human being, person (3), girl (3), I (2). All the groups of respondents exhibited an antonymic strategy of association, and the stimulus word elicited answers denoting opposition by gender. Rural Yakuts gave less responses of antonymic and generalizing character (woman, human being) and did not oppose male to animal, but at the same time they opposed stimulus to notions that specify the differentiation in age (boy, old man). RAF and UYAF both include the response Adam that we regard as a reflection of the influence of Christian beliefs on the ‘male’ image. Social and Family Roles. RAF (17): friend (5), father (5), dad (3), rival (2), husband (2). UYAF (23): father (7), dad (5), husband (5), friend (2), uncle/nuncle (2), lover (2). RYAF (50): father (27), uncle, nuncle (12), husband (4), comrade (3), son-in-law (2), maternal uncle (2). All the groups of respondents associated ‘male’ with father and husband, but it is necessary to note that associative link ‘male’ – father is stronger in RYAF. It means

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that the ‘male’ image in the language consciousness of Rural Yakuts is closely connected with the image of father, as in traditional patriarchal societies the value of family ties is more significant. They also gave the responses son-in-law (husband of a sister or daughter) and maternal uncle that were not found in RAF and RYAF (the latter notion does not have an equivalent in Russian). Thus, Rural Yakuts produced a notion specific for their system of kinship terms that differentiates relatives into maternal and paternal parts and results in diverse family denominations. Stereotypical Roles. RAF (10): protector (3), male beast, macho (3), rascal (2), getter (2). UYAF (6): warrior (2), protector (2), beast, wild animal (2). RYAF (9): master (3), father lord (2), hard-worker (2), master, head (2). This group includes responses identifying negative and positive stereotypic roles of the male. For the Russians and Urban Yakuts, ‘male’ protects, but at the same time he possesses such qualities as sexuality and aggressiveness (male beast, wild animal, rascal, getter). The response beast (wild animal) either denotes a cruel and fierce person [18] or a very passionate lover – ‘a beast in bed’. As for Rural Yakuts, we found associates that reflect preservation of patriarchal attitude to gender differentiation according to which the male plays a leading role in society and family. His leadership is reflected in the verbal reactions master (3), father lord (2), hard-worker (2), master, head (2) that emphasize his guiding and ruling activities as well as the role of the bread-earner (hard-worker). Qualities and Characteristics. RAF (20): strong (11), handsome (3), big (2), beloved (2), real (2). UYAF (22): strong (13), tall (5), big (2), handsome (2). RYAF (15): strong (10), strong half (5). Russian and Yakut subjects showed a positive strategy of association, as they indicated only positive characteristics of ‘male’. In all fields, we observe the associative link ‘male’ – strong that emphasizes the importance of qualities connected with physical abilities. As for differences, in RAF and UYAF we found associations that reflect the importance of male’s appearance (big, handsome). The Russians, unlike other groups, gave answers that indicate the value of emotions (beloved) as well as an evaluation of his personality (real). Attributes and Functions. RAF (28): strength (20), love (3), work (3), wall (2). UYAF (29): strength (18), protection (3), love (2), valour (2), support (2), sex, gender (2). RYAF (31): strength (25), head (2), moustache (2), work (2). All the groups of subjects gave responses reflecting stereotypical ideas about male’s strength. Also, the subjects reacted to the stimulus word with answers representing symbolic merits which are attributed to ‘male’. For the Russians, ‘male’ is associated with love, work, wall. The presence of the response wall can be explained by the existence of a widespread phraseological unit ‘to be behind a stone wall’. The analogy ‘behind a husband – behind a stone wall’ reflects traditional religiously sanctioned roles and functions that are assigned to men in family relationships [19]. Thus, a metaphoric meaning of wall is to provide protection, security and support. Urban Yakuts also gave answers protection, valour and support that reflect the functions attributed to ‘male’ in a family. As for Rural Yakuts, they responded with work and head, denoting that the main functions of the male in a family are working and decision-making.

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6 Conclusion The assignment of the verbal reactions to the five thematic categories allowed us to make the following general conclusion. All the groups presented an antonymic strategy of association (woman), but Rural Yakuts gave less antonym-based responses. However, they compared ‘male’ to notions that specify the differentiation in age (boy, old man). In RYAF, the number of responses, identifying social and family roles of ‘male’, is considerably more than in other associative fields. As for ‘Stereotypical roles’, the Russians and Urban Yakuts specify the sexual abilities of ‘male’ and his functions as a protector, while Rural Yakuts outlined only his leadership and responsibility. In RAF and UYAF, there are answers describing physical qualities and appearance. In RAF, there are also responses concerning emotions, whilst RYAF includes only the associations that depict ‘male’ as strong. Strength is the main attribute assigned to ‘male’ by all the groups of subjects, but the Russians and Urban Yakuts noted the function of protection along with strength. As for Rural Yakuts, they presented verbal responses connected with decision-making. The perception of the stimulus word reveals many commonalities between the three experimental groups, which can be explained by similarities in Russian and Yakut social traditions. It is necessary to note that the perception of ‘male’ by the Yakuts living in villages also shows components reflecting the preservation of their traditional world-view peculiar to their culture, which were not found among responses of Urban Yakuts. Differences and similarities in the contents of the ‘male’ images can be explained by linguistic and cultural factors. The language consciousness of Urban Yakuts has more commonalities with the language consciousness of the Russians due to the usage of the Russian language as their main or only language of communication. Besides, they live within the infrastructure where Russian culture dominates over the traditional culture of the Yakuts. As for Rural Yakuts, there are several factors which help them to preserve specific features in the images of language consciousness. The Yakuts from villages speak their native language; they were socialized in places traditionally inhabited by the Yakuts. Moreover, the traditional way of life is supported by a relative constancy in rural population and domestic surroundings that usually results in the stability of male and female roles within families. In conclusion, it should be noted that it is necessary to conduct further studies of the language consciousnesses of the Russians and Yakuts socializing in different cultural and social contexts. This research will contribute to a full understanding of the processes leading to the shifts and changes in representations of various images in their language consciousnesses. A detailed and in-depth study of the images of consciousness will allow researchers to analyze cultural and linguistic transformations that occur within the representatives of different cultures in the context of globalization.

References 1. Osgood, Ch.: Focus on Meaning. Explorations in Semantic Space, vol. I. Mouton, The Hague (1976) 2. Cowles, H.: Psycholinguistics. Springer, New York (2011)

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3. Belyanin, V.P.: Psikholingvistika [Psycholinguistics]. Moscow Psycho-Social Institute, Moscow (2003). (in Russian) 4. Debrenne, M.: La lexicographie associative: vers un nouveau dictionnaire français des associations évoquées par les mots. In: Neveu, F., Harmegnies, B., Hriba, L., Prévost, S. (eds.) 6e CONGRÈS MONDIAL DE LINGUISTIQUE FRANÇAISE, SHS Web Conf., vol. 46, Article no. 05005. EDP Sciences, Les Ulis (2018). https://doi.org/10.1051/shsconf/ 20184605005 5. De Deyne, S., Storms, G.: Word associations: norms for 1,424 Dutch words in a continuous task. Behav. Res. Methods 40, 198–205 (2008) 6. Kysylbaikova, M.I.: Language consciousness of the Yakut language speakers. J. Sib. Fed. Univ. Humanit. Soc. Sci. (2018). https://doi.org/10.17516/1997-1370-0356 7. Nelson, D.L., McEvoy, C.L., Schreiber, T.A.: The University of South Florida free association, rhyme, and word fragment norms. Behav. Res. Methods Instrum. Comput. 36, 402–407 (2004) 8. Ufimtseva, N.V.: The associative dictionary as a model of the linguistic picture of the world. Procedia – Soc. Behav. Sci. 154, 36–43 (2014) 9. Dalrymple-Alford, E., Aamiry, A.: Word associations of bilinguals. Psychon. Sci. 21, 319– 320 (2013) 10. Filippova, S.V.: The “death” associative field in the Yakut and Russian language consciousnesses. In: 3rd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2016, pp. 1047–1054. STEF92 Technology Ltd., Sofia (2016) 11. Istvan, L., Markovina, I., Endrody-Nagy, O., Makhmutova, A.: Mapping Russian and Hungarian pre-school children’s verbal consciousness: cross-cultural research results. J. Psycholinguist. 39, 118–137 (2019) 12. Ufimtseva, N.V.: Soderzhanie cennosti « zhizn’ » v yazïkovom soznanii pri mezhkul’turnom sopostavlenii [The content of value “life” in language consciousness in cross-cultural comparison]. J. Psycholinguist. 34, 116–123 (2017). (in Russian) 13. Karaulov, Yu.N.: Russkiy Yazïk I Yazïkovaya Lichnost’ [Russian Language and Linguistic Personality], 7th edn. LKI Publishing House, Moscow (2010). (in Russian) 14. Ufimtseva, N.V.: Etnokul’turnaya Specifika Yazïkovogo Soznaniya [Ethnocultural Specificity of Linguistic Consciousness]. Institute of Linguistics of the Russian Academy of Sciences, Moscow (2003). (in Russian) 15. Sedykh, A.P.: Yazïkovaya Lichnost’ i Etnos (Nacional’no-Kul’turnïye Osobennosti Kommunikativnogo Povedeniya Russkikh i Frantsuzov) [Linguistic Personality and Ethnos (National-Cultural Features of Communicative Behavior of the Russians and French)]. Sputnik + Company, Moscow (2004). (in Russian) 16. Maslova, V.A.: Lingvokul’turologiya [Linguoculturology]. Academy, Moscow (2001). (in Russian) 17. Ufimtseva, N.V., Tarasov, E.F.: Problemï izucheniya yazïkovogo soznaniya [Some problems of language consciousness study]. J. Psycholinguist. 10, 18–25 (2009). (in Russian) 18. Ozhegov, S.I., Shvedova, N.Yu.: Tolkovïy Slovar’ Russkogo Yazïka [Thesaurus of the Russian Language]. http://ozhegov.textologia.ru/definit/zver/?q=742&n=173300. Accessed 10 Oct 2019. (in Russian) 19. Zykova, I.V.: Slovno za kamennoy stenoy [Behind a stone wall]. Bol’shoy Frazeologicheskiy Slovar’ Russkogo Yazïka [Dictionary of the Russian Idioms]. http://rus-yaz.niv.ru/doc/ phraseological-dictionary/articles/763/slovno-za-kamennoj-stenoj.htm. Accessed 10 Oct 2019. (in Russian)

Representation of Northern Minorities in Russian News Discourse Tatiana Melnichuk1(&) , Elena Dyakonova1 and Evguenia Gorina2 1

,

North-Eastern Federal University, Yakutsk 677000, Russian Federation [email protected], [email protected] 2 Ural Federal University, Ekaterinburg 620002, Russian Federation [email protected]

Abstract. Media coverage is a powerful tool for reflecting, shaping, and promoting public perception of ethnic minority groups, which traditionally face the challenges of underrepresentation, lack of public visibility, and representation as harmful stereotypes. Language used in media discourse on ethnic minorities therefore affects perception of these groups by society. This paper focuses on how news media constructs northern minority discourse and frames portrayals of northern minorities. The study is centered around the language used to represent Russia’s northern minorities – Evens, Evenks, Yukaghirs, Chukchi, and Dolgans – in Russia’s news media. We analysed the coverage of these groups in news articles published in 2018–2019 in order to see how their public images are constructed through the language. We used content analysis and critical linguistic approaches to examine the lexical representation of the northern minorities under study as one group and then as separate groups in order to obtain data on general lexical features of the northern minority discourse paradigm in Russia’s news media and the dominant lexicon representing each individual group. Using comparative quantitative analysis, we juxtaposed our corpora of news articles to identify significant differences in the lexicon for each minority group. Contextual analysis showed us the dominant values and attitudes that exist in the northern minority discourse of Russia’s news media. Keywords: Ethnic minority Discourse
News media


Northern minorities
Representation


1 Introduction This research is devoted to the problem of underrepresentation and stereotypical portrayal of Russia’s northern ethnic minorities (Evens, Evenks, Yukaghirs, Chukchi, and Dolgans) in Russia’s news media. In the current context, when the Arctic has been subjected to geopolitical struggle, the way society addresses the needs and challenges of the indigenous peoples of the North is of particular relevance. Not only has the Arctic become a battlefield for natural resources, it is also a harsh, but fragile ecosystem in which indigenous people have been living for many centuries. Despite the international laws and programs protecting the interests and rights of the northern © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1049–1056, 2020. https://doi.org/10.1007/978-3-030-47415-7_112

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minorities, they too often exist on the periphery of public attention, and their culture and traditional livelihoods are often considered less significant than the industrial development and exploration of indigenous territories. One of the ways to deal with this issue is to reveal how the identity of the northern minorities is constructed through the language of news media. The aim of our research is to inquire into the portrayal of Evens, Evenks, Yukaghirs, Chukchi, and Dolgans in Russian news discourse. The media is a powerful tool that can shape the public perception of a person or group of people. Too often, where minority groups are concerned, it is done with stereotypes and clichés. We believe that indigenous minorities of the North are represented in Russia’s news media through the set of limited and recurrent topics, which generalize and build stereotypical images in the public mind rather than help create new language better suited for the larger task of incorporating ethnic minorities into the modern globalized world. Linguistic portrayal of the indigenous northern minorities in Russia’s news media seems to be understudied; therefore in this paper we attempt to contribute to the media discourse studies focused on representation of indigenous identities.

2 Literature Review Modern understanding of media discourse combines structural, communicative, and thematic approaches. The cross-disciplinary character of media discourse was emphasized by van Dijk, who stated that the discourse analysis was in itself crossdisciplinary, and it was possible to transfer this structural approach to cognitive and sociocultural aspects of a discourse [1]. Habermas in his Theory of Communicative Action provided a theoretical framework for critical analysis of the media discourse: the power of the media extends over public opinion, decision-making processes and choice made in and by democratic societies [2]. Leitner expressed a similar idea saying that not only the media inform, interpret, entertain, and educate, but what they communicate to the society largely affects how the people perceive and assess the reality [3]. From the linguistic point of view, media discourse can also be defined as a combination of speech practices and products of speech activity; the cross-disciplinary character of media discourse is closely related to and interacts with political, educational, and cultural discourses [4]. News discourse is part of the media discourse. One important aspect of news discourse is that the presentation of events in the news is inevitably conditioned by the social and ideological situation, which in turn determines a set of specific tactics and strategies employed in news texts [5]. Another characteristic of news discourse is fragmental representation of information: a modern recipient of the news is used to a fragmentary view of reality, so he/she is captured by chaotic and almost accidental manner in which news is delivered today [6]. News discourse lost its rationality and sobriety, so the information presented in the news became more and more contradictory, ambivalent and counterintuitive [7]. On the whole, news discourse is characterized by increased attention to novelty, relevance, sensationalism, uniqueness, and speed of transmission and compression of texts [8].

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Fowler further developed these ideas in his work Language in the News. He argued that the world is represented in the news so that facts are not merely reported, but mediated and transformed through the language influenced by the overall social and political reality [9]. Language is a powerful tool that can be used to interpret the facts of life and to create versions of reality for the reader. News discourse therefore plays a great role in the construction of various kinds of identities, including national, ethnic and cultural identities. Smith defined the following fundamental features of national identity: a historic territory, or homeland; common myths and historical memories; a common, mass public culture; common legal rights and duties for all members; a common economy with territorial mobility for members. He treats national identity as a collective cultural phenomenon – national identity is related to questions of ethnic identity and community [10]. According to Wodak, national identity is a combination of similar conceptions and similar behavioural conventions, which are internalized through socialization, education, politics, media, sports or everyday practices. The author says that discourses of national identity will always contain or imply both cultural and political elements [11]. In news discourse, identity is shaped through the combination of discursive strategies, which are actualized in certain communicative contexts. There is a general tendency towards misrepresentation of minority identities [12], and among the common strategies of representing minorities in the media are exclusion, labelling and justifying inequality [13].

3 Materials and Methods The data for the present study comprise news articles selected using keywords дoлгaны/Dolgans, чyкчи/Chukchi, эвeны/Evens, эвeнки/Evenks, юкaгиpы/Yukaghirs in the Google search news engine with custom date range set from 1/1/2018 to 9/30/2019. The texts were organized into five corpora each referring to one of the five ethnic groups. Only the news items covering one particular ethnic group were selected for the corresponding corpus, while articles covering several ethnic groups or northern minorities in general were excluded from the data. This factor together with an overall lack of media attention to the northern minorities led to the limitations in the textual data size. The total number of words for all the corpora combined is 48,083, the smallest corpus size being 7,390 words (Evens) and the largest being 14,558 words (Evenks). Frequency analysis was conducted in order to identify characteristics common for all the five minority groups, which allows us to see the ‘norm’ for the northern minority discourse in Russia’s news texts in terms of the topics and word choice. When a noun or adjective was presented in the Russian language in several word-forms on account of Russian case and gender system, high frequency nouns or adjectives with the same stem were grouped together. The percentage ratio between the number of word-forms for each stem and the total number of word-forms in the corpus is stated in brackets. The bottom boundary for high frequency words was set at 0.5% of all the word forms in a corresponding corpus.

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Keyness analysis is based on the concept of ‘key word’ which is defined as a word with a higher frequency occurrence in a study corpus compared to a reference corpus [14]. For the purpose of our study, the frequency of word-forms was compared using the AntConc corpus management tool. To ensure the statistical significance of lexical variation [15], the value of keyness was calculated by log-likelihood (LL) with the conventional threshold value for the word-form significance being LL = 6.63 and the statistical significance threshold at p (=probability) < 0.05. Thus, the higher the loglikelihood value for each word, the higher its keyness value, which means that the word is used more frequently and is more relevant to the study corpus than to the reference one. The data were further interpreted and explained through manual contextual analysis where the highest frequency words and key words were examined in their linguistic contexts. Understanding how words function in actual contexts and which meanings, values and attitudes are brought forward is essential to establish how the ethnic minority identities are shaped in Russian news discourse. When analyzing frequency and keyness, we limited our selection of key words to common and proper nouns (with the exclusion of personal names) and adjectives which allowed us to study the denotative and connotative meanings of the key words as the scope of our research covers the construction of ethnic minorities’ media image through lexical means.

4 Results Exploratory frequency analysis was conducted first for the whole corpus of texts (Table 1, Column 1) and then for each corpus of the texts representing separate ethnic groups (Table 1, Columns 3–7) in order to identify the general tendencies in lexical representation of the northern minorities in Russian news discourse. Due to the research paper format, we limited the table to 10 most frequent nouns/adjectives for each text corpus. The data demonstrates that although the most frequent word-forms from the combined corpus are presented in the corpora for each ethnic group, the frequency and percentage vary from corpus to corpus. The word people shows the highest frequency for three groups, and the second highest frequency for two groups. Words year, language show high frequency for all five groups. Words culture, north show high frequency for four groups. To identify specific lexical features pertaining to representation of each northern minority group in Russian news discourse, quantitative keyness analysis was conducted for each corpus of texts representing one ethnic group (study corpus) when compared to the combined corpus of texts representing other ethnic groups under study (reference corpus). The following similarities and differences in the statistically significant lexical units were identified for individual ethnic groups (the number after the word indicates the log-likelihood value – the larger the number, the higher the word’s keyness):

Representation of Northern Minorities in Russian News Discourse Table 1. Word frequency. # Joint corpus

Evens

a people, peoples (3%) / народ, народы

Evenks

Dolgans

a people, language peoples (3%) (2.6%) / / народ, язык, языки народы

celebration, language, people, peolanguages celebrations ples (2%) / (2.4%) / (2.5%) / народ, язык, языки праздник, народы праздники year, years year, years reindeer (2.3%) / год, (2.3%) /год, reindeer лет

Chukchi

a people, year, years a people, peoples (2%) (1.6%) /год, peoples / народ, лет (3.1%) / народы народ, народы school, schools (1.7%) школа, школы

a people, peoples / (1.3%) / народ, народы

+ year, years reindeer (1.6%) /год, reindeer

language, languages (2.7%) / язык, языки

+ year, years (1.6%)

/год, лет herding (0.9%) / олени, оленеводств о

лет herding (1.9%) / олени, оленеводств о

лет

Yukaghirs

reindeer + north (1.6%) culture reindeer herd- / север (1.5%) культура ing (1.6%) / олени, оленеводств о

language, / languages (1.3%) / язык, языки

indigenous (1.3%)) коренной

north (1.2%) time, times district / / север (0.6%) / (0.7%) район время, времена

region (1.4%) district / / область (1.4%) район

person, peo- culture ple (0.8%) / (0.8%) / культура человек, люди

Cossacks indigenous indigenous north (1.3%) / indigenous север / (0.6%) / (1.1%) (1.3%) / (1.3%) казаков коренной коренной коренной

culture (1.2%) культура

congress / (1.2%) съезда

person, people (1.1%) / человек, люди

person, / people (0.6%) человек, люди

north year, years culture (1%) / language, (0.6%) / (1.2%) / год, культура languages лет (0.6%) / север язык, языки

reindeer + children language, (0.5%) reindeer languages (1.2%) / north (1%) / herding (1%) дети язык, языки север / олени, оленеводств о

district (1%) / culture район (1.1%) культура

person, peo/ ple (1%) / человек, люди

celebration, delegate, celebrations delegates (1%) / (1.1%) праздник, делегат, праздники делегаты

village (0.9%) / село /

resident, / residents (0.5%) житель, жители

/

/

life, lives / (0.6%) / жизни

community, detachment native communities (0.5%) / (0.5%) родной (1%) / отряд община, общины children (0.9%) дети

/

/

time, times (0.5%) / / время, времена

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Evens: delegates (genitive case = Gen.) / делегатов 60.89, region (Gen.) / области 59.67, greeting(s)/meeting(s) (Gen. or nominative case plural) / встречи 52.19, new (Gen.) / нового 40.12, celebration (Nom.) / праздник 38.65, greeting/meeting (Nom.) / встреча 37.22, celebration (Gen.) / праздника 35.39, congress (Gen.) / съезда 34.73, sun (Gen.) / солнца 33.98, solstice (Gen.) / солнцестояния 28.07, north (Gen.) / севера 22.57, peoples (Gen.) / народов 21.68, development (Gen.) / развития 21.4, new (Nom.) / новый 20.7, ancient (Nom. Pl.) / древние 20.05, summer (Gen.) / летнего 20.05, multisport event (Dat.) / многоборью 20.05, northern (Dat.) / северному 20.05, participants (Nom.) / участники 19.32. Evenks: omul (Gen.) / омуля 38.16, festival (Gen.) / фестиваля 26.77, taiga (Prep.) / тайге 23.85, taiga (Acc.) / тайгу 23.85, district (Prep.) / районе 21.87, company (Nom.) / компания 21.46, company (Gen.)/companies (Nom.) / компании 19.07. Dolgans: community (Gen.) / communities (Nom.) / общины 46.67, school (Nom.) / школа 43.47, school (Gen.) / schools (Nom.) / школы 40.19, constitutional (Nom.) / конституционный 30.99, teachers (Nom.) / учителя 28.55, new (Gen.) / новой 27.12, court/trial (Gen.) / суда 27.12, court/trial (Nom.) / суд 25.06, to hunt / охотиться 25.02, hunters (Dat.) / охотникам 23.24, days (Nom.) / дни 19.44. Chukchi: detachment (Nom.) / отряд 48.55, Cossacks (Gen.) / казаков 36.37, allegiance (Nom.) / подданство 35.77, wars (Nom.)/war (Gen.) / войны 28.1, century (Gen.) / века 27.25, empire (Gen.) / империи 25.55, power/authority (Nom.) / власть 22.99, captivity (Nom./Acc.) / плен 22.99, yarangas (Nom.) / яранги 22.99, warriors (Gen.) / воинов 20.44, exchange (Nom./Acc.) / обмен 20.44, march (Nom./ Acc.) / поход 20.44. Yukaghirs: people (Gen. Sg.) / народа 55.17, tundra (Adjectival Gen. Pl.) / тундренных 27.67, authors (Gen.) / писателей 23.71, games (Nom.) / игры 20.72, language (Nom./Acc.) / язык 18.98, elders (Gen.) / старейшин 18.81.

5 Discussion The word-form frequency analysis demonstrated the following dominant common themes for the Russian new discourse on the northern ethnic minorities: (1) representation as a group of people, rather than individuals: a people, peoples, community, association, residents; (2) connection to the area of residence: north, district, region, republic, citizens; (3) significance of the cultural aspect: language, culture, celebration, new [year]; (4) governing bodies and socio-political groups: delegates, congress, association; (5) being the northern minority group: indigenous, minority; (6) indigenous subsistence activities: reindeer, reindeer herding; (7) reference to recent and distant historical events: year, time.

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The results of the keyness analysis were meant to indicate the distinctive lexical features in the representation of each northern minority group in Russian news discourse. However, it is interesting that most of the identified key words are within the scope of common themes singled out earlier. For instance, it can be inferred that the motif of traditional celebrations is the most evident in the news items about Evens (new [year], celebration, sun, solstice, summer, multisport event), while articles on Yukaghirs specifically mention traditional sports competitions (games). Texts on Evens also demonstrate higher significance of words related to the local governance and socio-political groups (delegates, congress, participants). The theme of indigenous subsistence activities is more significant in articles about Dolgans (hunt, hunters) and Evenks (omul). There are a number of uncommon themes identified through the keyword analysis. One is exploitation of indigenous lands, which is introduced through the high significance of words company, companies in the articles about Evenks. Further contextual analysis revealed that the words company, companies are often used in negative connotations: company’s arbitrary actions; everything has changed when the X company arrived; the company is arbitrarily digging up the riverbed, etc. Another distinctive theme is warmongering, and it is unique to one northern minority group, Chukchi, who are often described through the prism of ancient history as fearless warriors fighting against the Russian conquest. Finally, texts about Dolgans show higher keyness measure for the words school, teachers and court, trial, constitutional. Both groups of words essentially elaborate on one and the same umbrella topic – issues that indigenous minorities face in the modern world. Contexts for the key words school and teachers reflect on the fact that there are not enough educational facilities in the Far North, while court and trials refer to the issue of legal restrictions on traditional subsistence activities and the subsequent impact on indigenous livelihoods.

6 Conclusion Three general tendencies can be observed in Russian news discourse about the northern minority groups: portrayal through cultural traditions and historic experiences, placing emphasis on culture-related problems, and strong association of ethnic minorities with their habitat. The keyness analysis showed that when differences exist in lexical representation of the ethnic minorities under study, these variations rarely go beyond the common themes, which are present and dominant in each corpus. At the same time, the frequency, keyness and contextual analyses demonstrated that Russia’s northern minorities are at best perceived through their culture and history, while at worst they are reduced to harmful stereotypes (Chukchi being the most illustrative example of the latter with warmongering as a recurring motif in the news related to this ethnic minority). Even though the aspects of the northern minority identities that Russia’s news media focus on do exist and are relevant, we believe that reducing the image of an ethnic group to its historic heritage as well as limiting the scope of issues an ethnic minority is facing today to culture preservation is potentially harmful. This discourse contributes to the perception of ethnic minorities as isolated groups with isolated

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problems, almost a historical artefact, which makes it hard for the general public to relate to them. A broader, deeper and more diverse coverage of Russia’s northern minorities could lead to better visibility and inclusion of these groups in the globalized world, and be instrumental in shifting the stereotype-based interpretations of ethnic identities.

References 1. Van Dijk, T.A.: Ideology: A Multidisciplinary Approach. Sage, London (1998) 2. Habermas, J.: The Theory of Communicative Action. Beacon Press, Boston (1984) 3. Leitner, G., Coulmas, F.: The Handbook of Sociolinguistics. Wiley-Blackwell, Hoboken (2017) 4. Dobrosklonskaya, T.G.: Novostnoj diskurs kak ob”ekt medialingvisticheskogo analiza [News discourse as an object of media-linguistic studies]. In: Proceedings of the International Conference on Contemporary Mass-Media Discourse from the Perspectives of Theory, Social Practice and Education, pp. 13–22. ID Belgorod, Belgorod (2016). (in Russian) 5. Van Dijk, T.A.: News as Discourse. Erlbaum, Hillsdale (1988) 6. Moles, A.: Sociodynamique de la culture. Mouton, Paris (1973) 7. Potsman, N.: High school 1980: the shape of the future in American secondary education. In: Eurich, A.C. (ed.) The Reformed English Curriculum, pp. 160–168. Pitman Publishing Corporation, New York (1970) 8. Gorina, E.: Analiz formirovaniya nacional’noj identichnosti. K voprosu o kognitivnodiskursivnom podhode [The analysis of national identity formation. On the issue of cognitive-discourse approach]. Politicheskaya Lingvistika 6(60), 38–43 (2016). (in Russian) 9. Fowler, R.: Language in the News: Discourse and Ideology in the Press. Routledge, Abingdon-on-Thames (1991) 10. Smith, D.A.: Nations and national identity: a critical assessment. Nations Natl. 10(1–2), 125–141 (2004) 11. Wodak, R.: Critical discourse analysis: history, agenda, theory and methodology. In: Methods of Critical Discourse Analysis. SAGE Publications, London (2009) 12. Klein, R.D., Naccarato, S.: Broadcast news portrayal of minorities: accuracy in reporting. Am. Behav. Sci. 46(12), 1611–1616 (2003) 13. Larson, S.G.: Media & Minorities: The Politics of Race in News and Entertainment. Rowman & Littlefield, Lanham (2005) 14. Gabrielatos, C.: Keyness analysis: nature, metrics and techniques. In: Taylor, C., Marchi, A. (eds.) Corpus Approaches to Discourse: A Critical Review, pp. 225–258. Routledge, New York (2018) 15. Kochetova, L.A., Kononova, I.V.: Kognitivno-korpusnyj podhod k analizu konstruirovaniya cennostnyh smyslov v reklamnom diskurse [Cognitive-corpus approach to construction of value and meaning in discourse of advertising]. Vop. kognitivnoj lingvistiki 2, 65–74 (2019). (in Russian)

Polysemy in Sakha Kinship Terminology Elena Fedorova1(&) , Stepan Kolodeznikov1 and Csaba Meszaros2 1

2

,

North-Eastern Federal University, Yakutsk 677000, Russia [email protected], [email protected] Hungarian Academy of Sciences, Budapest 1051, Hungary [email protected]

Abstract. Sakha kinship terminology is closely related to other Turkic terminological systems. However, owing to the isolated development of the Sakha language, it also has robust distinctive features. One pervasive feature of Sakha kinship terminology is polysemy. We used a component analysis to evince a number of identical lexico-semantic variants among kinship terms and beyond. In this article, we focus on polysemic kinship terms. In total, we examined 97 consanguineous and 51 affinal kinship terms in Sakha. As a result, 30 consanguineous and 12 affinal kinship terms turned out to be lexico-semantic derivates of the same form. There are several reasons for polysemy in Sakha. Firstly, it is routed in Sakha residential pattern, known as dyukkaakhtahanoloruu (where extended families lived together). In these households, residents had equal rights on kids. Secondly, some kinship terms in Sakha are the lexico-semantic variants of polysemous nouns not related to the sphere of kinship. We pointed out 8 consanguineous and 3 affinal kinship terms of this type. In these cases, the lexico-semantic variants refer to gender, age and social status. This fact indicates that Sakha kinship terminology is deeply embedded in these lexical categories. Keywords: Sakha kinship terminology
The Sakha language Consanguineous kinship terms
Affinal kinship terms


Polysemy


1 Introduction The terminology of kinship is an interesting object for study as it refers to one of the most ancient strata of vocabulary. It appears at the very beginning of the formation of an ethnic group, and thereby it provides valuable information for linguistic, historical and ethnographic studies. Moreover, according to ethnologist Morgan [1], the kinship system remains unchanged for many centuries, whereas the language changes its vocabulary and modifies its grammatical structure. Therefore, the study of this stratum of vocabulary is always relevant. Sakha kinship terminology, which belongs to the branch of Turkic languages, conforms to general patterns of organization of this semantic field in Turkic languages. Nevertheless, Sakha kinship terminology has its own distinctive features. This is due to the historical fact that the Sakha language has undergone a relatively isolated development compared to other Turkic languages. This is apparent in the kinship system and confirms the assumptions of historical linguists that the ancestors of the Sakhas © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1057–1065, 2020. https://doi.org/10.1007/978-3-030-47415-7_113

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separated from other Turkic peoples at an early stage [2–5]. Scientists, who have previously studied Sakha kinship terminology, note the complexity and specificity of kin relations between the Sakha people. Burykin [6] noted that Sakha kinship terminology is specific and complex as a lexico-semantic domain, and it is difficult to describe it. The author also notes that “the vast majority of Sakha kinship terms have a complex semantic structure, and the system of kinship itself is characterized by such considerable detail of names that it becomes difficult to understand the whole material of Sakha kinship system” [6, pp. 213–214]. Seroshevsky [7] in his work Yakuts concluded that the ancestral connection among the Yakuts exists everywhere “as a vague consciousness” [7, p. 420]. In our opinion, one of the reasons for the complexity of description of Yakut kinship terms is polysemy (“the phenomenon of a single word having two or more meanings” [8, p. 177]). Therefore, the article aims to investigate the polysemy of the terms of kinship in the Sakha language.

2 Literature Review The scientific studies of kinship systems began in the XIX century and connected with the name of American ethnologist Morgan [9]. Afterwards Kroeber [10], Lowie [11], Murdock [12], Rivers [13], Radcliffe Brown [14], White [15] and others continued the investigation of this field of study in the XX century. As for Sakha kinship system, pre-revolutionary researchers of the Sakhas and other indigenous peoples of Yakutia (XVIII–XIX centuries) were the first who provided descriptions on the theme under consideration. They were either political exiles or participants of scientific expeditions organized by the Russian Academy of Sciences. These researchers were the first who also started the study of the Sakha language and kinship system. The first notes of the terms were found in the fundamental work of Böthlingk [2]. They served as an objective basis in the problem under survey in Sakha linguistics. From lexicographic perspective, major kinship terms were included in the first and subsequent Sakha dictionaries [16–22, etc.]. Vitashevsky examined Sakha kinship in hindsight of the development of human culture in his pivotal book ‘Marriage and kinship among the Yakuts’ [23]. Seroshevsky [7] mentioned the terms in ethnographic aspect. In addition, kinship terms were studied in some other scientific and popular scientific works [6, 24–26, etc.].

3 Materials and Methods Thus, we have to consider a rather wide range of linguistic material recorded in prerevolutionary and post-revolutionary dictionaries of the Sakha language and related Turkic languages [27–30, etc.]. Sakha kinship terms were also mentioned in historical sources on Sakha ethnography, describing the main features of traditional Sakha family customs, marriage norms, and behavioral patterns. Also, we included a rich corpus of texts from contemporary researchers of the Sakha language.

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However, it should be noted that linguistic and ethnographic studies focusing exclusively on Sakha kinship system are very few, and they do not represent a detailed picture. Moreover, a number of researchers noted that Sakha kinship terminology has a complex semantic structure. It is extended and polysemantic, and therefore it is difficult to describe the kinship system. In order to understand this entire complex system, we decided to resort to the previously performed component analysis of the kinship terms [31]. As a result, we found quite a large number of lexical-semantic options of the same forms, both within and beyond the framework of the terminology of kinship. In total, we examined 97 terms of consanguinity and 51 affinal kin terms of the Yakut language. 30 terms of consanguinity and 12 affinal kin terms turned out to be lexical-semantic options of the same form within the framework of the terminology of kinship. 8 terms of consanguinity and 3 affinal kin terms have meanings that are not related to the sphere of kinship. The following step of our research was to identify the reason of lexical ambiguity. For this purpose, we analyzed each case of polysemy.

4 Results 4.1

Polysemy of Terms of Consanguinity

In this category, we found out that the terms ubai, balys, byraat, edyiy have 3 lexicalsemantic options, where the same form expresses: 1. consanguinity in a straight line in generation 0 (sibling); 2. consanguinity on a collateral line in generation 0 (cousin or sister); 3. a) consanguinity on a collateral line in generation +1 (uncle, younger brother of the father or aunt relatively to terms ubai, edyiy) b) consanguinity on a collateral line in generation –1 (nephew or niece relatively to terms balys and byraat); Let us try to explain this case. Relatives in Sakha, as Seroshevsky [7] wrote, split into two groups – the men and women who were born earlier – ubai, edyiy, and the men and women who were born later – byraat, balys. These groups served as the main background for the Sakha family. Owing to that, all these categories of kinship were designated by the above-mentioned terms. Seroshevsky [7] explained that it was “a consequence of joint upbringing of children by the family” [7, p. 548]. Most likely, the primary meanings of these words are primary semantic functions. The secondary meanings are peripheral, which were caused by contexts of the primary meanings. Besides, the term balys has a lexical-semantic option ‘younger brother’ (dialect option). This is most likely because the Sakha people did not have special family names for female children before. They were either elder – aghas, or younger – balys. The general meaning of these lexemes is the person’s age. Subsequently, these names became kinship terms for an older and younger sister. There are also dialect options for the terms ‘stepmother’ and ‘stepfather’, which are also denoted by the terms edyiy and ubai. These lexical-semantic options, being figurative by the function of use, led to additional distribution of forms.

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The term sien has two lexico-semantic options – 1. ‘grandchild’; 2. ‘nephew’. Earlier phonetic shape of the term was yegen (common Turk). This form denoted female-line relatives and was relevant to the terms ‘nephew’ and ‘grandson’. Accordingly, we can assume that sien was originally a polysemic term. In Sakha, there was a semantic development of the term sien towards expansion of specialized meaning. To date, this term denotes not only female-line, but male-line terms as well. To be more exact, it has become a general term, which denotes such terms as ‘grandchild’ and ‘nephew’. It should be noted that in modern Yakut language the meaning ‘nephew’ is gradually disappearing, the literary norm includes the meaning ‘grandson’ [19]; the results of interviewing of native speakers show similar results. The term sygan has six lexico-semantic options: 1. ‘elder male cousin’; 2. ‘younger male cousin’; 3. ‘elder female cousin’; 4. ‘younger female cousin’; 5. ‘second cousin’; 6. ‘grandson/granddaughter’. The polysemy of the term sygan can be explained by dialect distinctions. For instance, in the dialect option of the Suntarsky district it has the meaning ‘grandson or granddaughter for grandfather’; ‘children of a single brother and sister’ in the dialect option of the Gorny district; ‘distant relative’ in the dialect version of the Abyisky district, ‘sister’s child’ in the dialect version of Ust Aldansky district [16]. Aachi ‘uncle’ is a loanword from the Evenk language. This dialect version has two lexico-semantic options. In Sakha, this category of kinship is divided into patrilineal (abaga ‘uncle’, ‘father’s elder brother’) and matrilineal (taai ‘uncle’, ‘mother’s brother) related groups. Therefore, there are two lexico-semantic options of this term. The term nyeene ‘elder sister’, a loanword from the Russian language, is a dialect version, and it has the meaning ‘stepmother’, also a dialect version. 4.2

Polysemy of Affinal Kin Terms

The terms toyon and khotun both have two lexico-semantic options. The primary meaning of the term toyon is ‘king’, ‘lord’, ‘a powerful person’ [17]. Khotun dates back to the common Turkic katun ‘noble lady’ [17], also the primary meaning. As kinship terms, these lexical units developed figurative meanings, one of which is ‘husband’s parents’. It is known that a bride moved to live to her groom’s house after wedding. Usually young men lived with their parents. That was the reason why parents-in-law were called toyon and khotun for their daughter-in-law. The secondary meanings are ‘husband’ and ‘wife’, as they are the master and mistress of the house. Aga kylyn has two lexico-semantic options: 1. ‘father of the wife’ 2. ʽelder relative of the husbandʼ. The term kylyn comes from the common Türkic option kayyn, a generalized term of the affinal kin term. This term could designate relatives of the wife before. Eventually, its semantics expanded and it became a ‘bilateral’ term of kinship, as researchers Pokrovskaya [25] and Radlov [29] noted. We can assume that in the Sakha language the term kylyn retained a more ancient meaning – relatives of the wife. Without the word, which specifies its meaning, this term conveys only the idea of kinship with the wife. Kylyn is usually combined with other kinship term, which has a more specific meaning. Thus, in combination with the term aga ‘father’ it forms a complex term of kinship agakylyn and has the meaning ‘father of the wife’. For the category ‘husband’s father’, there is a separate above-mentioned term tojon.

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The second lexico-semantic option is ‘elder relative of the husband’. We assume that this meaning has a completely different etymology. In most Turkic languages, kayyn in combination with the term aga denotes such kinship as ‘elder brother of the husband or wife’ [28, column 144]. Accordingly, in Sakha the combination aga kylyn has a second meaning – the elder relative of the husband. in the Yakut language has two lexico-semantic options: 1) ‘son-in-law, husband of the daughter’; 2) ‘brother-in-law, husband of the younger sister’. This is explained by the fact that the earlier phonetic appearance of the term came from the Turkic kyjye, which has the meaning ‘husband of the daughter or younger sister’ [25]. The fact that the term kiyiit has also two meanings (‘daughter-in-law for husband’s parents’ and ‘wife of the younger relative’) is explained in the same way as for The Turkic kelin from which the Yakut variant originated means the wife of the younger relative, and thus this term refers to both meanings. 4.3

Polysemy of Terms Related to Kinship Terms

In this category, the terms oduluun/odoluun has three options: 1) second wife; 2) stepmother; 3) stepfather [17]. The primary meaning, apparently, is ‘second wife’. The meanings ‘stepmother’, ‘stepfather’ are secondary and usually used in combination with the terms ije ‘mother’ and agha ‘father’. Currently, this term is most likely outdated and used in dialects [16]. 4.4

Polysemy of Terms with the Words Not Related to the Sphere of Kinship

Moreover, many terms of kinship in Sakha have lexico-semantic options, which are not directly related to the sphere of kinship. These lexical units are given in Table 1.

Table 1. Lexico-semantic options of kinship terms with the words not directly related to the sphere of kinship. Term Byraat Balys Uol Kyys Agha

Meaning related to kinship Younger male relative Younger male relative Son Daughter Father

Meanings not related to kinship - Friend, comrade; - Friendly attitude towards someone Younger Boy Girl - Elder - Grown old - Father (honorary address to the senior priest); - Senior, chief; - The ancestor, forefather - Priest (continued)

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Term Ija

Meaning related to kinship Mother

Ehe

Grandfather

Ebe

Grandmother

Khotun

-Wife - Husband’s mother

Tojon

- Husband - Husband’s father

Meanings not related to kinship -A female having a cub; -A housewife; -The middle part of the fishing net - Respectful address to the deity, senior or to the strongest; -Bear; - The name of the Lake (Zhesseyskoye) in the upper Khatanga; - An old woman; - White colored bird of prey, similar to an eagle owl, called kutuyahsyt - haarebe; - A sea, river, lake, which has significant role in the economic life of Yakut people; - Natural boundary; the area, a lodging for the night to which it is necessary to reach - The lady in the cards; - Is added to the name of honorary areas (city, river) and to the names of female deities; in the plural denotes old women who cause diseases, according to the teaching of shamans - Mister, lord; - The powerful person, the official person, the governor, the prince, the chief

As can be seen from Table 1, five terms have lexico-semantic variants connected with gender and age group, four terms – with social status, four designations are related to culture, life of the Sakha people, geographical names and names of animals.

5 Discussion Due to the fact that many Sakha kinship terms are polysemic, a complete description of the system of kinship terms of the Sakha language seemed complicated. The identification and description of cases of polysemy helped us to structure the system of terms of kinship in Sakha. The aim of the article was also to identify the causes of polysemy. For this purpose, we analyzed each case of occurrence of polysemic lexical units. As a result, we identified several reasons for the lexical ambiguity of the terms. Apparently, one of the common causes of polysemy is routed in the Sakha residential pattern known as dyukkaakhtahanoloruu, where extended families lived together in order to have more prosperous, secure and reliable life. A large number of hands was considered to be one of the decisive factors of family well-being. In these families, a certain genetic connection of each child with his parents was of little importance. All children were brothers and sisters for each other [7]. As a result, the terms ubai, balys,

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byraat, edyiy have three lexical-semantic options, where the same form is used for denotation of such kinship as ‘sibling’; ‘cousin’; ‘younger brother of the father or the aunt’, relatively to terms ubai, edyiy, and ‘nephew’ or ‘niece’, relatively to terms balys and byraat. Dialect options are also one of the frequent causes of polysemia. It should be noted that these options have developed their meaning from the existing terms of kinship (e.g. edjiy has the meaning ‘mother-in-law’). It led to additional distribution of forms. We found out that loanwords can acquire different meanings in dialectal versions (e.g. nyeenne, a loanword from the Russian language, denotes such kinship as ‘elder sister’ and ‘mother-in-law’). Also, loaned dialect options can have two meanings, due to the fact that in Sakha the category of kinship is divided into matrilineal and patrilineal related groups. In order to explain the lexical ambiguity of some terms, we turned to the etymology of these words. It turned out that earlier phonetic forms of Turkic origin were initially polysemic terms (e.g. yegen, earlier phonetic appearance of sien, denoted such kinship as ‘nephew’ and ‘grandson’ in the female line, i.e. was originally a polysemic term). The study of etymology of the term agakylyn led us to the following conclusions. The earlier phonetic appearance of the term kylyn – kayyn could designate relatives of the wife before. Eventually, its semantics expanded and it became a ‘bilateral’ term of kinship. We can assume that in Sakha the term kylyn retained a more ancient meaning – relatives of the wife. The study of this case confirms the idea that the Yakut language originated from the Turkic kernel in ancient times and developed separately. Moreover, there are terms that have polysemy not related to the sphere of kinship. Most of these lexico-semantic options are correlated with the categories of gender, age and social significance. This means that the terms of kinship are closely related to these groups. The meanings not related to kinship are primary ones. Designations connected with culture, mode of life, the names of places and animals are secondary ones.

6 Conclusion The complexity of description of kinship terms in Sakha primarily lies in the lexical ambiguity. Accordingly, the study of polysemy helped us to structure the material on the Sakha kinship terminology. Thus, 31% of consanguinity terms and 23% of affinal kin terms are polysemic lexical units. There are several reasons for polysemy in Sakha: 1) due to residential pattern of the old Sakha family, where people lived in large united families, all children were brothers and sisters for each other. Accordingly, the same term began to denote several categories of kinship; 2) dialect options and loanwords also cause polysemy; 3) some cases of polysemy are explained by the fact that earlier phonetic forms of the terms were already ambiguous, thus in Sakha they retained pre-existing meanings. The material of the article can be used in lexicographic research – to compile an etymological dictionary, an explanatory dictionary of the Sakha language. It also can be

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used in lectures and practical classes in the Sakha language at North-Eastern Federal University in Yakutsk. The factual material can be used in comparative-typological studies of Turkic languages. It should be noted that in the article we did not consider some lexical units as independent terms. This refers to some descriptive terms that are mentioned in actual sources (such as d’akhtar erin balta, agham ebeter ijem byraatyn siene, kini kyyhyn ogoto, biirge edyiyim, etc.). We explain this by the fact that descriptive terms appear in the language as a result of replacement of the original terms. It leads to deviations from the normative lexical system of the language. It is also necessary to take into account the fact that we could miss terms related to the dialect of the Sakha language, as well as words with outdated meanings or outdated lexico-semantic options.

References 1. Morgan, L.H.: The Indian Journals, 1859-62. University of Michigan Press, Michigan, Ann Arbor (1959) 2. Betlingk, O.N.: O yazyke yakutov [About language of the Sakha people]. Nauka Publishers, Novosibirsk (1990). (in Russian) 3. Gogolev, A.I.: Yakuty (problemy etnogeneza i formirovaniya kul’tury) [The Yakuts (Ethnogenesis and culture formation problems)]. Publishing House of Yakut State University, Yakutsk (1993). (in Russian) 4. Malov, S.E.: Pamyatniki drevnetyurkskoj pis’mennosti: teksty i issledovaniya [Monuments of ancient Turkic writing: texts and studies]. Publishing House of the USSR Academy of Sciences, Moscow-Leningrad (1951). (in Russian) 5. Shcherbak, A.M.: Grammaticheskij ocherk tyurkskih tekstov X–XIII vv. iz vostochnogo turkestana [Grammar sketch of Turkic texts of the X–XIII centuries. from east Turkestan]. Publishing House of the Academy of Sciences of the USSR, Moscow-Leningrad (1961). (in Russian) 6. Burykin, A.A.: Sistema terminov rodstva yakutov v sinhronnom, sravnitel’no-istoricheskom i areal’nom aspektah [The system of kinship terms of Sakha in the synchronous, comparative historical and areal aspects]. Algebra rodstva 5, 213–242 (2000). (in Russian) 7. Seroshevskij, V.S.: Yakuty. Opyt etnograficheskogo issledovaniya [Ethnographic research experience]. Russian Political Encyclopedia Publication, Moscow-Leningrad (1961). (in Russian) 8. Pethő, G.: What is Polysemy? – A survey of current research and results. In: Enikő Németh, T., Bibok, K. (eds.) Pragmatics and the Flexibility of Word Meaning, pp. 175–224. Elsevier, Oxford (2001) 9. Morgan, L.H.: Systems of Consanguinity and Affinity of the Human Family. University of Nebraska Press, Lincoln (1997) 10. Kroeber, A.L.: Classificatory systems of relationship. J. Roy. Anthropol. Inst. 39, 77–84 (1909) 11. Lowie, R.: Exogamy and classificatory systems of relationship. Am. Anthropol. 17, 223–239 (1915) 12. Murdock, G.P.: Kin term patterns and their distribution. Ethnology 9(2), 165–181 (1970) 13. Rivers, W.R.H.: Kinship and Social Organization. Constable, London (1914)

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14. Radcliffe-Brown, A.R.: The study of kinship systems. J. Roy. Anthropol. Inst. 71, 1–18 (1941) 15. White, L.: What is a classificatory kinship term? Southwest. J. Anthropol. 14(4), 378–385 (1958) 16. Afanas’ev, P.S., Voronkin, M.S., Alekseev, M.P.: Dialektologicheskij slovar’ yakutskogo yazyka [The dialectological dictionary of the Sakha language]. Nauka Publishers, Moscow (1976). (in Russian) 17. Pekarskij, E.K.: Slovar’ yakutskogo yazyka [Dictionary of the Yakut language]. Publishing House of the Academy of Sciences of the USSR, Leningrad (1959). (in Russian) 18. Popov, G.V.: Etimologicheskij slovar’ yakutskogo yazyka [Etymological dictionary of the Yakut language]. Nauka Publ, Novosibirsk (2003). (in Russian) 19. Afanas’ev, P.S., Haritonov, L.N. (eds.): Russko-yakutskij slovar’ [Russian-Yakut dictionary]. Soviet Encyclopedia Publisher, Moscow (1968). (in Russian) 20. Sleptsov, P.A. (ed.): Tolkovyj slovar’ yakutskogo yazyka [Explanatory dictionary of the Yakut language], vol. 13. Nauka Publishers, Novosibisk (2016). (in Russian) 21. Sleptsov, P.A. (ed.): Tolkovyj slovar’ yakutskogo yazyka [Explanatory dictionary of the Yakut language], vol. 14. Nauka Publishers, Novosibisk (2017). (in Russian) 22. Sleptsov, P.A. (ed.): Tolkovyj slovar’ yakutskogo yazyka [Explanatory dictionary of the Yakut language], vol. 15. Nauka Publishers, Novosibisk (2018). (in Russian) 23. Vitashevskij, N.A. (ed.): Brakirodstvo u yakutov [Marriage and kinship among the Yakuts], vol. 15. Printing house of the Ministry of Railways, St. Petersburg (1910). (in Russian) 24. Antonov, N.K.: Materialy po istoricheskoj leksike yakutskogo yazyka [Materials on the historical vocabulary of the Yakut language]. Publishing House of Yakut State University, Yakutsk (1971). (in Russian) 25. Pokrovskaya, L.A.: Terminy rodstva v tyurkskih yazykah [Kinship terms in Turkic languages]. In: Ubryatova, E.I. (ed.) Historical development of the vocabulary of Turkic languages, pp. 11–81. Publishing House of the Academy of Sciences of the USSR, Moscow (1961). (in Russian) 26. Popov, B.N.: Izmenenie sem’i narodov Yakutii [The family changings of the peoples of Yakutia]. Ministry of Education of the Republic of Sakha (Yakutia), Yakutsk (1994). (in Russian) 27. Drevnetyurkskij slovar’ [Ancient Turkic dictionary]. Nauka Publishers, Leningrad (1969). (in Russian) 28. Radlov, V.V.: Opyt slovarya tyurkskih narechij [The experience of the dictionary of Turkic dialects], vol. 1. Publishing House of Oriental Literature, Moscow (1963). (in Russian) 29. Radlov, V.V.: Opyt slovarya tyurkskih narechij [The experience of the dictionary of Turkic dialects], vol. 2. Publishing House of Oriental Literature, Moscow (1963). (in Russian) 30. Sevortyan, E.V.: Etimologicheskij slovar’ tyurkskih yazykov. Obshchetyurkskie i mezhtyurkskie osnovy na V, G, D [Etymological dictionary of Turkic languages. General Turkic and inter-Turkic foundations on V, G, D]. Nauka Publishers, Moscow (1980). (in Russian) 31. Fedorova, E.P.: Terminy rodstvaisvojstva v yakutskom yazyke (strukturno-semanticheskoe opisanie) Cand. Diss. [Kinship terms in the Yakut language (structural-semantic description). PhD thesis]. The Institute for Humanities Research and Indigenous Studies of the North, Siberian Branch, Russian Academy of Science, Yakutsk (2011). (in Russian)

Headline as a Means of Drawing Readers’ Attention in Modern English-Language Entertainment Media Natalya Saburova1(&) , Claudia Fedorova1 and Ljubov Radnaeva2 1

2

,

North-Eastern Federal University, Yakutsk 677000, Russian Federation [email protected], [email protected] Banzarov Buryat State University, Ulan Ude 670000, Russian Federation [email protected]

Abstract. Headline is one of the key elements of drawing readers’ attention to the media text. Headline correlates with the text’s theme, verbalizing the semantic essence of the situation described. Thus, from both functional and semantic perspectives a headline represents not only lexical and evaluative but also an ideological and evaluative theme of the newspaper text with all its functions. A headline could be considered a significant and active mechanism of categorizing, forming and, to a certain extent, modifying relative spheres of human experience. It is possible to suggest that formal and semantic characteristics of the headline complex on the whole are determined by semantic characteristics of the genre specifics of the text. The article focuses on the analysis of the key functions of the headline in the text of entertainment media in the context of online format. Analysis of the text shows how functional characteristics of the headline complex are actualized on several levels of both the headline and the text itself. The analysis also shows how online format modifies and complicates the traditional structure of headline complex and entertainment media text itself. Keywords: Media
Headline
Structure
Entertainment
Means of drawing attention

1 Introduction The role of entertainment media nowadays has grown to become significantly more prominent over the recent years. This has been largely determined by technological developments of the last 15–20 years which resulted in the emergence of new, mixed genres of media, some of which came to play an important part in today’s culture and society. Social networks as well as popular media outlets often use ‘fun’, entertainment-focused perspective even when reporting on the more ‘serious’ topics like politics and economy. At the same time, even a brief overview of materials published under Entertainment sections of online media outlets shows that film, TV, and music products/performers are frequently presented/reviewed through a more ‘serious’ lens, like discussions and commentary on a variety of social issues. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1066–1074, 2020. https://doi.org/10.1007/978-3-030-47415-7_114

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Traditionally viewed as a means of emotional relief allowing the audience to distract from hardships and troubles of social and economic reality, entertainment is also the sphere where commercial aspect of mass media functioning is particularly visible. The ‘attractiveness’/‘appeal’ factor of entertainment as well as superficially light nature of entertainment content largely determine the fact that entertainment media often rely on more openly commercially based approach in presenting materials, particularly by using various more or less aggressive strategies in attempts to draw pageviews and by publishing sponsored content. Throughout the history of journalistics, headline has been used as the primary instrument of not just informing and presenting a guideline in respect to the text, but also as the key tool of attracting and capturing audience’s attention. It has always been up to the headline to make the audience promptly read the corresponding article. Due to spatial limitations of a headline structure being set against semantic condensation, headlines have always presented a rather unique subject of research in terms of structural-semantic characteristics and ways of actualizing them on the textual level. Technological developments of the last decades mentioned above brought about a number of changes concerning traditional newspaper text format and structure; primarily, stronger reliance on non-verbal elements like photos, audio- and video-clips inserted in traditional texts. In this context, English-speaking (US and British) online media could probably be viewed as the most indicative of these global processes. Thus, the objective of this study is identification of the key means of drawing readers’ attention in English-language entertainment media during the period when traditional notions of media text are undergoing drastic changes.

2 Literature Review 2.1

Entertainment Media

When analyzing entertainment media, researchers frequently focus on the term ‘tabloid’ as primary expression of some of the most generic features of publications focusing on entertainment. Some researchers speak of “the process of ‘tabloidization’ of information in the modern media via the use of ‘sound-bite’ reporting technique” [1, p. 7], where news are presented as simplified entertainment-focused summaries. Vepreva [2] notes thematic narrowing as one of the key characteristic of tabloids, when social and political events are either completely ignored or interpreted exclusively through the lens of entertainment. This phenomenon is also known as ‘infortainment’ or tendency to present news from other spheres (such as society and politics) in a light entertainment-focused perspective. According to Vartanova [3], ‘tabloid’ is a term which is synonymic to a nonanalytical publication, mostly focusing on themes like sport, entertainment, and salacious details of celebrities’ private life. Newspapers of this type tend to publish sensational news, often accompanied by large photos under catchy, brightly colored headlines. Similarly, Prytkov [4] singles out the following characteristics of tabloid publications: shorter texts, large sensational headlines, abundance of photos, use of exaggeration, superlative degrees, generally conflict-based and aggressive presentation

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of materials, subjectivity, extreme familiarity, colloquial and low-colloquial vocabulary, and some other techniques. Tabloids tend to rely more openly on various forms of sponsored content which affects the degree of means used to guarantee audience’s attention. For instance, a color scheme plays a significant role in page design and presentation of tabloid materials. Combinations of clashing colors like red and yellow or white / black and purple or pink can be seen frequently and are deliberately used as a means of drawing and distracting attention. This page design usually marks publications that generally lack analytical approach in presenting their materials. Contrarily, tabloids which do feature some analysis rely on more reserved color schemes (usually, black and white) [5]. Speaking of the role of the tabloid press in the context of modern society, Monastyrskaya [6] suggests that the latter is a mass culture product, which functions as an instrument of both explaining and adjusting the level of audience perception to the vast and swift information flow, serving as a means of distraction and entertainment in its purest form. At the same time, it would be somewhat dangerous to completely underestimate its potential, as tabloids frequently rely on a whole range of manipulation techniques and as such are quite capable of being used as a powerful ideological tool. The author views tabloids as a type of energy-information code, which affects mass consciousness forming a set of particular behavioral models. More analytical, fact-based and ‘quality’ approach to entertainment could be found in publications, which some researchers qualify as qualoids. Chepkina [7] defines qualoids as type of media which breaks the strict borders between what was traditionally viewed as quality and mass publications and largely are focused on the socalled life-story lens. These predominantly entertainment-focused media employ the practice of quality approach to presenting information. They produce quality fact-based materials on various spheres of entertainment, which also touch upon relevant social and political issues. Qualoids are usually characterized by genre diversity and quality style of both text and illustrative materials. The author also notes the following characteristics of qualoids: quality content, universal themes, diffusion of journalistic genres, well-established channels of interaction with the audience, and design similar to that of entertainment publications. Combination of ‘serious’ analytical content and ‘light’ entertaining one allows reaching wider audience, which in its turn guarantees a wide range of advertisers. 2.2

Headlines in Online Media

Headlines are the most widely-read part of a newspaper, since they are scanned not only by initial purchasers but also by innumerable people in their immediate vicinity [8]. Van Dijk [9] noted that the main function of a newspaper headline is to provide the reader with clear understanding of what the story was about. Four key functions that headlines traditionally perform are: “(1) to summarize the news; (2) to grade the importance of stories; (3) to act as conspicuous elements in the design of a page; (4) to lure the looker into becoming a reader” [10, p. 80]. Headline is usually the first visible element of getting access to the information presented by it. Headline therefore should simultaneously condense the story and attract the reader to it [11].

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Emergence and swift rise of online-format have intensified the demands placed on the headline compared to those to the headline in traditional printed papers. Introduction of the homepage feature on online-versions of traditional printed media (and online-only media) meant that a reader would have to select an article to click on based on the headline only as featured on the homepage [12]. Headlines, therefore, are no longer viewed strictly within the context of the text. This frequently results in a phenomenon often referred to as clickbait – a specific style of writing often associated with deliberate misinformation of the audience aimed at inducing readers’ curiosity and luring the reader into clicking on the article (using questions, numbers, forward referencing, spectacularization, and negativity) [13]. Clickbait is a relatively new and rather little-studied phenomenon, which is tightly linked with both digital media and entertainment, often viewed negatively by both writers and readers [14]. When describing the context in which clickbait emerged as a strategy of catching readers’ attention, Bazaco, et al. note that sources of funding the digital media have shifted to the number of visits their websites receive, which determine the volume and cost of advertising. In these conditions, attracting readers to increase traffic to corresponding websites is the key prerogative of the survival of all media companies. The forms of distributing information online are also changing: the number of readers who visit news media websites through search engines is decreasing, while there is an increase in the number of users who reach news through social networks [15]. The mentioning of social networks’ role is of particular interest in the light of entertainment media analysis because this sphere is strongly associated with various forms of viral content often used to attract clicks.

3 Materials and Methods Materials for the analysis within the study were selected randomly from ten US and Great Britain online media outlets based on the thematic criterion. The sphere itself is comprised of sub-themes of TV shows, reality shows, cinema, and music. All of the publications, whose materials were studied here, focus either exclusively or largely on entertainment themes. The outlets selected are: The Sun (http//:www.thesun.co.uk), Daily Mail (http//: www.dailymail.co.uk), Daily Mirror (http//:www.mirror.co.uk), The Telegraph (http//: www.telegraph.co.uk), OK! (http//:www.okmagazine.com), New York Daily News (http//:www.nydailynews.com), Buzzfeed (http//:www.buzzfeed.com), The Hollywood Reporter (http//:www.hollywoodreporter.com), TMZ (www.tmz.com), and Huffpost (http//:www.huffpost.com). The materials selected for the analysis via the sites overview were published over the course of September – November of 2019. Browsing the sites of the selected publications allows us to conclude that from the genre perspective the selected media could be subdivided into tabloids (The Sun, Daily Mail, Daily Mirror, NY Daily News, TMZ, and OK!), and qualoids (US magazine, The Hollywood reporter, Huffpost, The Telegraph, and Buzzfeed). Tabloid publications correspond to the characteristics of the tabloid press: use of clashing color schemes, large fonts, language, stylistic, and pragmatic means mentioned earlier and traditionally associated with the genre. As it was mentioned earlier, they either exclusively focus on

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entertainment or tend to use a sensationalized approach to presenting stories from other spheres (politics, society, sport, etc.). Qualoid publications have the characteristics of quality media, whose materials focus on entertainment themes and subjects and are presented in a clearly analytical manner in terms of format, structure, and language. As it was also mentioned above, many of them either use entertainment-aligned topics to highlight certain political and social agenda, or combine viral, celebrity-focused content with lengthy analytical pieces. The objective of the study is to identify the presence of the key means of drawing readers’ attention in English-language entertainment media when traditional notions of media text are undergoing drastic changes – to determine the following elements to focus on when analyzing the selected headlines and texts: 1. 2. 3. 4. 5.

Type of the entertainment-related topic; Genre of the text; Structural elements of headlines: presence/absence of byline and key markers; Linguistic elements used to draw reader’s attention (style, vocabulary, grammar); Paralinguistic elements used to draw reader’s attention (font, illustrations, color schemes); 6. Headlines’ textual actualization.

4 Results The conducted analysis of English-language entertainment online media showed the following results: 1. All of the analyzed texts focus on prominent people or events related to modern popular culture. However, the aspects of these topics presented in headlines and texts appear to be largely determined by genre characteristics of the given outlet. Outlets marked as tabloids focus on reality shows and TV personalities with headlines detailing various and often mundane events in their lives: ‘Tony Lanez allegedly hits Love & Hip Hop Star’ (TMZ), ‘Oprah’s very particular annual Favourite Things list has arrived’ (NY Daily News), ‘Gemma Collins shocks fans with her ‘skinny’ appearance before tucking into a McDonald’s’ (The Sun), ‘Love Island’s Michael Griffiths reveals he’s dating a mystery girl after meeting on ‘Ex On the Beach’ (The Sun), ‘Marnie Simpson reveals she and Casey Johnson have named their son – but haven’t given him a middle name’ (OK!). It is worth noting that significance of these events in some cases appears to be sensationalized. Qualoid materials focus on professional aspects of celebrity lives, or put celebrity names in serious social contexts: ‘Movie trailers this week: The Invisible Man, The Banker, The Soul’ (The Hollywood Reporter), ‘Phoebe Waller-Bridge: Bond didn’t need me to improve female storylines’ (Telegraph), ‘Netflix’s Let It Snow has a queer love story that wasn’t in the original book and the authors love it’ (BuzzFeed), ‘Trevor Noah reveals genius idea for Elizabeth Warren’s Medicare-for-All’ (HuffPost)

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2. Genres of the texts presented in the headlines fall into three groups: news stories; reviews; and opinion articles. While all three genres are featured in qualoid outlets, no opinion articles are featured in tabloids, and only one of the latter (Daily Mail) features Reviews as a separate section, also marked as Advertisement. 3. Structurally, all nine outlets, with the exception of New York Daily News, use detailing bylines when presenting stories on their homepages in one form or another. Daily Mail only features bylines on its homepage and captions to large photos: ‘They touched down in Australia over the weekend, ahead of the start of the new series of I’m A Celebrity which begins on Sunday November 17’, ‘The motherof-two, 29, relished her night off from parental duties as she stepped out at nightclub Vanilla in a black mini, showcasing her famously ample bust’. It is also interesting to note that homepage headlines in several outlets – namely, Daily Mail, TMZ, and The Sun – differ from the headlines found on story pages: ‘Chanel West Coast says she did Sharon Stone a favor, don’t sue me’ – ‘Chanel West Coast: I made Sharon Stone relevant… Why you suing me?’ (TMZ), ‘Alan and Deck reunite in Australia for a double date ahead of ‘I’m a celebrity’– ‘I’m A Celebrity 2019: Ant McPartlin and Declan Donnelly reunite in Australia on double date with AnneMarie Corbett, Ali Astall and baby Isla’ (Daily Mail). The Sun frequently features significantly complex headline structures consisting of the key marker in the form of quotation, allusion, or word play; main headline and byline on its homepage; each of these elements are further modified or changed completely upon clicking on the article page. Mobile app version of BuzzFeed features headlines missing last few words with full version only opening after tapping on it: ‘Justin Bieber tried the Popeyes Chicken Sandwich for the first tim…’ – ‘Justin Bieber tried the Popeyes Chicken Sandwich for the first time and gave his review on Instagram’ (Buzzfeed). 4. From the linguistic perspective, all of the headlines in the considered outlets use naming of famous people or events as the primary means of drawing attention: ‘Chris Evans in a sweater is getting people hot and bothered over knitwear’ (HuffPost); ‘Emmerdale cast: meet the soap stars and their real-life parents’ (OK!), ‘Julie Andrews: Therapy helped me to be a better mother’ (Telegraph). The use of evaluative and emotionally charged vocabulary is to some extent determined by the presence of review sections in some entertainment outlets: ‘Rock’s review: a wildly charming celebration of teen potential’ (Telegraph), ‘Sam Smith’s cover of Donna Summer’s I feel love is disco ecstasy’ (HuffPost). However, it is not only limited by this genre: ‘23 of the most craziest and scariest things ‘One Direction’ fans have ever done’ (BuzzFeed), ‘Singer Alicia King stuns in backless gown at the Hollywood Film Awards’ (New York Daily News). It should also be noted that the headlines in all of the overviewed outlets rely on pronounced detailing, often emphasized by repetitions and paraphrasing of the key elements on several levels of headline. The resulting structures in many cases resemble small texts capable of functioning independently from the main body: ‘Helena Bonham Carter explains how she connected with Princess Margaret’s spirit ahead of The Crown’ role/‘It you’ve got the horse’s mouth in the room, you’re not gonna say no’, the actress said about using a psychic to speak with the late royal on the Graham Norton Show’ (The Hollywood Reporter); ‘After Jack Nickolson’s terrifying turn in Stephen King’s The Shining, its sequel will give you even bigger nightmares / Not all film

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versions of Stephen King novels have been successful, but the remarkable list of those that were includes The Shining, Green Mile, Stand By Me, Carrie and Misery’ (Daily Mail). 5. All of the above-listed tabloid publications tend to explicitly rely on para-linguistic means of drawing attention. OK!, The Sun, TMZ, New York Daily News, and Daily Mail use noticeably large illustrations (in some cases extreme close-ups of subjects’ photographs), contrasting color schemes (black-white, black-purple, black-red), and varying sizes of font on both their home and article pages. Pop-up videos also frequently feature on article pages of these outlets. While all of the qualoids analyzed here are significantly more reserved in this respect, BuzzFeed presents an interesting example of digital media’s genre transgression. It features all the characteristics of typical tabloid presentation of entertainment content (which dominates and includes, aside from news and reviews, interactive quizzes, surveys and openly presented sponsored content) and serves as a platform for serious, fact-based opinion articles and investigative pieces focusing on political and social issues. 6. Schemes of textual actualization of the headlines are determined by text genres and type of entertainment media outlet featuring a given story. While news headlines are actualized in a traditional inverted pyramid scheme, reviews and opinion articles are built within the essay-based frame, which relies on argumentation and analysis. However, online-format introduced an important change in size of the articles, especially evident in news stories, and made them significantly lengthier than traditional printed ones, largely due to prolonged addition of numerous details in the form of witnesses’ and participants’ comments, quotations, and background information. The latter is of particular interest due to the fact that it is partially presented in the form of videos and hyperlinks, which are capable of making a given news story potentially infinite.

5 Discussion and Conclusion The results of the analysis show that despite the traditional characteristics observed in both newspaper texts on the whole and entertainment-focused media in particularly, modern English-language digital media also display several new tendencies. Generally speaking, genre continues to play a key role in determining means of drawing audience’s attention in entertainment media: qualoids feature more analysis-based content, while tabloids largely rely on sensationalized celebrity news stories. At the same time, the celebrity factor appears to be one constant element used throughout both genres and types of featured texts. Naming of famous people and events associated with famous people is used in all the headlines and outlets as a primary means of drawing readers’ attention. Famous names are clearly in the center of newsworthiness of the stories presented via headline structures, linguistic and para-linguitic means, which accompany headlines and are used in the text as elements of detailing mechanism aimed at reconstructing a celebrity story in the most realistic way. Para-linguistic means generally appear to be used more prominently in headline structures of tabloid publications, which in some cases (along with bulkiness of the headlines) seem to be and

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function as independent, multi-coded texts, and where the main body of an article performs an auxiliary function only. The degree of proximity to the subject of a headline/story determines the positioning of certain story elements: main bodies of tabloid news stories feature the least relevant details, which are thematically most distant from the central celebrity figure. The same can be noted in qualoid materials with only difference being that they tend to rely on linguistic means of drawing attention to a greater degree. This results in homepages of some outlets looking like over-loaded bulletin boards, where stories visually and verbally contest for reader’s attention in the form of click and view. An extremely dynamic nature of modern digital entertainment media certainly makes it somewhat more difficult to conduct a fully-comprehensive analysis of its content. On the other hand, many tendencies and trends characteristic of this sphere make it quite a perspective source for further research and analysis. Genre blending, transgression of ‘serious’ and ‘light’ themes, clickbait and sensationalist approach to reporting, effect of advertising on traditional genres, shifting correlation of linguistic and para-linguistic elements of media texts, and role of social media in distributing information are only several of the phenomena noted in the course of the study.

References 1. Maidanova, L.M., Chepkina, E.V.: Mediatekst v Ideologicheskom Kontekste [Media Text in Ideological Context]. Gumanitarnyj universitet, Ekaterinburg (2011). (in Russian) 2. Vepreva, I.T.: Fenomen tabloidnyh SMI: ot cheloveka social’nogo k cheloveku famil’jarnomu [Phenomenon of tabloid media: from homo social to homo familiar]. In: Solganik, G., Klushina, N., Slavkin, V., Smirnova, N. (eds.) Lingvistika rechi. Mediastilistika [Speech Linguistics. Mediastylistics], 2nd edn, pp. 268–278. Flinta, Moscow (2013). (in Russian) 3. Vartanova, E.L.: Mediajekonomika Zarubezhnyh Stran [International Media Economy]. Aspekt Press, Moscow (2003). (in Russian) 4. Prytkov, A.V.: Kvaloid v Sisteme Sovremennoj Rossijskoj Pressy : Tipologicheskij Aspekt [Qualoid in the System of Modern Russian Press: Typological Aspect]. PhD thesis. Voronezh State University, Voronezh (2014). (in Russian) 5. Shkajderova, T.V., Triver, A.V.: Specifika soderzhatel’no-graficheskoj modeli rossijskih tabloidnyh gazet «Zhizn’» i «Zazhigaj!» [Specifics of content-graphic model of Russian tabloid newspapers “Zhizn’” and “Zazhigaj!”]. Vestn. Om. Universiteta 1, 241–243 (2015). (in Russian) 6. Monastyrskaya, A.A.: Tabloidnaja Pressa v Rossii, 1990–2000 [Tabloid Press in Russia, 1990–2000s]. PhD thesis. Saint Petersburg University, Saint Petersburg (2003). (in Russian) 7. Chepkina, E.V.: Kvaloidy i tabloidy [Qualoids and Tabloids]. In: Chepkina, E.V. (ed.) Diskursivnye Praktiki SMI: Problemy Informacionnoj Bezopasnosti: Monografija [Discourse Practices of the Media: Problems of Information Security: Monography], pp. 64–77. Izdatel’stvo Ural’skogo universiteta, Ekaterinburg (2009). (in Russian) 8. Isani, S.: Of headlines & headlinese: towards distinctive linguistic and pragmatic genericity. ASp–la revue de GERA 60, 81–102 (2011) 9. Van Dijk, T.: News as Discourse. Erlbaum Associates, Hillsdale (1988) 10. Mallette, M.F.: Handbook for Journalists of Central and Eastern Europe. World Press Freedom Committee, Washington (1990)

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11. Shostak, G.I., Gillespie, D.: Communicative tactics of creating headlines in British newspapers. Procedia Soc. Behav. Sci. 154, 276–279 (2014) 12. Tereszkiewicz, A.: Headlines in British and German online newspapers. Kwartalnik neofilologiczny LIX 4, 465–480 (2012) 13. Chen, Y., Conroy, N.J., Rubin, V.L.: News in an online world: the need for an “automatic crap detector”. In: Proceedings of the 78th ASIS&T Annual Meeting: Information Science with Impact: Research in and for the Community, ASIST 2015, pp. 1– 4. American Society for Information Science, Silver Springs (2015) 14. Beleslin, I., Ratković, B.N., Vukadinović, M.S.: Clickbait titles: risky formula for attracting readers and advertisers. In: XVII International Scientific Conference on Industrial Systems (IS 2017) Novi Sad, Serbia, 4–6 October 2017. University of Novi Sad, Novi Sad (2017) 15. García Orosa, B., Gallur Santorun, S., López García, X.: Use of clickbait in the online news media of the 28 EU member countries. Revista Latina de Comunicación Social 72, 1261– 1277 (2017)

Corpora-Based Meaning Extension of the Idiom ‘Field Day’ Mariia I. Andreeva(&)

and Olga Yu. Makarova

Kazan State Medical University, Kazan 420012, Russian Federation [email protected], [email protected]

Abstract. The paper investigates the structural types and semantic components of the idiom field day, mil. a day of excitement or a circumstance of opportunity and changes in its meaning acquired in different contexts of American newspapers uploaded into the Corpus of Contemporary American English. Originating from the 18th century military jargon, the idiom field day is currently widely used in the national language, by mass media in particular. Studied newspaper texts (n = 183) in which the idiom field day functions, represent a number of discourses, such as sports (62), economics (47), advertisement (34), culture (23), politics (11), and law (7). The discourses provide the following collocation patterns for the field day: (1) verbal groups are limited to verb ‘to have’ (76) – have field day; (2) nominal groups (107): adjectives (60)/nouns (35)/numbers (12) + field day. Being used by newspapers to report on a variety of events, field day extends its meaning as ‘a happy, merry day off work’ and acquires newspaper context-specific meanings, such as (1) possession of artifacts (economics); (2) professional achievements (sport); (3) companies collaboration (economics); (4) investments (economics); (5) debates (politics); (6) criminal procedures (law). Keywords: Idiom


Corpora
Newspaper corpus
Semantics
Discourse

1 Introduction The idioms are frequently studied within linguistics [1–4]. Contextual studies are performed to differentiate between meaning of a polysemantic word [5–7]. However, the contextual analysis of an idiom may still be regarded as a research niche. Present study aims at extending the semantics of the idiom field day, mil. a day of excitement or a circumstance of opportunity by revealing potential semes in its meaning. The current research was conducted to answer three Research Questions: RQ 1: What are possible collocations with the idiom field day in American newspapers? RQ 2: Do potential semes of field day vary within discourses of the newspapers? RQ 3: Do newspaper contexts of the idiom field day contribute to its semantics?

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1075–1083, 2020. https://doi.org/10.1007/978-3-030-47415-7_115

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Literature Review

Idiom is a combination of two or more orthographic words whose meaning, taken together, cannot be predicted from the meanings of the constituent parts [8]. Traditionally, linguistic studies refer to idioms in terms of correlations of literal and figurative meanings [1, 2, 4, 9, 10]. The figurative meaning of idioms captures and conveys the extralinguistic data that rests on culture-based knowledge. Idioms are formed by means of encoding information by applying and thus reflecting cultural specifics [11, 12]. Suggested correlation of literal and figurative meanings is known as metaphor [4]. The terms ‘source’ and ‘target’ domains used by Lakoff and Johnson (2004) aim at correlating literal and figurative meanings of idioms. Metaphorical mapping of source and target domains is achieved when target domain is structured and nominated according to the resemblance to source domain [4]. Lakoff and Johnson distinguish between the following types of metaphors: orientational, ontological and conceptual [4]. Considering that most idioms are based on conceptual metaphors, systematic motivation arises from sets of ‘conceptual mappings or correspondences’ that are obtained between a source and a target domain [1, 13]. The semantic components of idioms are studied based on the structural approach [3, 6]. Following theories of Sternin, we distinguish between a core, peripheral and potential semes in a meaning of the idiom. The seme is defined as minimal component of word meaning [6]. In semantics, the word meaning is composed of several components, which could provide the basis in contrasting words of the same or different semantic areas [6, 14]. The core semes (hereinafter C) are basic semes which distinguish word semantic areas. Peripheral semes (hereinafter P) describe the differences in idioms’ semantics [15]. Potential semes in the meanings of idioms may be determined based on the contexts of the idioms function. Based on the theories of Tagiev further developed by Kunin, idioms need to be studied in ‘configurations’, i.e. with their immediate contexts [16]. The latter are defined as “any context which is most accessible at a given point in the utterance interpretation process” [16, p. 25]. Developing suggested theories, Amosova formulates the notion of syntactic context defined as “the context in which the indicative power belongs to the syntactic pattern and not to the words which make it up” [17, p. 103]. The structural syntactic theories highlight crucial role of context in analyzing the semantics of idioms in a way allowing idioms’ meaning extension.

2 Materials and Methods The material of the research – 183 contexts of the idiom field day, mil. a day of excitement or a circumstance of opportunity – were collected from the Newspapers Subcorpus of Corpus of Contemporary American English (hereinafter COCA) representing a variety of subgenres: sports (621), economics (47), advertisement (34), culture 1

The number in brackets marks the number of texts of a particular discourse presented below. Single references remain unmarked.

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(23), politics (11), law (7). To mark texts of various subgenres when modeling semantics of the idiom field day, the authors introduce subgenre codes. The code comprises letters indicating the type of the newspaper subgenre and Roman numbers enumerating texts: SplI for text #1 in the subgenre of Sports, AdsII – text #2 in Advertisements, CulI – text #1 in Culture subgenre, PolI – text #1 in Politics discourse, LI – text #1 in discourse of Law, EcII – text #2 in Economics discourse. The research was based on the following methods: – Dictionary definitions analysis was performed to obtain differential semes in the semantic structure of the idiom field day [18]; – Continuous sampling method was used to elicit COCA newspaper texts in which the idiom field day functions; – For the research purposes the collection of newspaper texts was combined with the method of semantic or componential analysis [6]. In particular, potential semes in the meaning of the idiom field day were revealed based on the semantic analysis of newspaper texts, containing the idiom in question. The core seme is viewed as ‘generic integral seme conveying categorical characteristics similar in the linguistic units’ [1]. Differential semes indicate differences in the meanings of units under study [6]. – The method of description was used to characterise the obtained results (see research Stages I–IV); – The obtained quantitative data was computed by means of statistical analysis elements; – Further on the achieved results were compared and contrasted based on every parameter revealed (Stage V).

3 Results and Discussion 3.1

Semantic Structure of the Idiom ‘Field Day’

The research Stage I implied the study of the meaning of the idiom field day, that originates in the military discourse [19]. To cover the semantics of the idiom field day in full, we resorted to the analysis of its dictionary definitions registered in Oxford English dictionary [20]. The following meanings are found: (1) ‘A day of excitement or a circumstance of opportunity’; (2) ‘An opportunity for action or success, especially at the expense of others’; (3) military ‘A review or an exercise, especially in manoeuvring’; (4) North American ‘A day devoted to athletics or other sporting events and contests’; (5) Australian, New Zealand ‘A day set aside for the display of agricultural machinery’ [20]. Analysis of the given definitions contributed to the study of semantic structure of the idiom field day, as well as its literal meaning, described in terms of core and peripheral semes [6, 16]. The core seme for both literal and idiomatic or figurative meanings is time. Peripheral semes vary, however, referring either to agricultural domain or to military campaigns (see Table 1).

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Core seme Peripheral semes

3.2

‘time’ ‘presence in field’ ‘field works’

The structure of figurative meaning (the semes) ‘time’ ‘success’ ‘excitement’ ‘action’ ‘military exercises’ ‘military manoeuvrs’ ‘sport events’ ‘day off’ ‘display of agricultural tools’

Corpora Entry of ‘Field Day’ Based on COCA

For research purposes we resorted to the corpora analysis to reveal potential semes in the meaning of the idiom field day. Research Stage II rested on analysis of texts uploaded into the Corpus of Contemporary American English that incorporates 560 million words in texts compiled between 1990 and 2017 [21]. The Corpus is divided among spoken, fiction, popular magazines, newspapers, and academic texts [21]. The Newspapers’ Subcorpus of COCA was used in the given research as being one of the most representative one and reflecting various domain of people’s activity. The Subcorpus comprises more than 114 million tokens, taken from 10 newspapers from across the US, including USA Today, New York Times, Atlanta Journal Constitution, San Francisco Chronicle, etc. [21]. The Newspaper Subcorpus is compiled of newspaper articles published from 1990 to 2017. In COCA Newspapers’ Subcorpus when referring to ‘Sections’ option, one can choose years (1990–2017), subcorpora (spoken, fiction, magazine, newspaper, academic) and their subgenres. In particular, for Newspaper Subcorpus subgenres are as follows: international, national, local, money, life, sports and editorial. The query may process year and genre simultaneously. Moreover, the percentage of newspapers entries for a word in search is calculated from basic COCA entries [21]. The idiom field day encounters 420 entries in COCA, 183 (43%) of which belong to the Newspaper Subcorpus. 3.3

Collocations with the ‘Field Day’ in COCA Newspapers’ Subcorpus

The collocations with immediate context were provided using the KWIC search tool in COCA. The structural classification of the idiom field day used in texts, rested on the theories of Halliday, 2014 [22]. The idiom field day is viewed as a Head (hereinafter H) comprising premodifiers (hereinafter M), i.e. elements used before it in a sentence. Therefore, total number of entries (n = 183) of field day registered in COCA Newspapers’ Subcorpus falls into two groups and four subgroups accorded with the word combinations:

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(1) nominal word groups (107): (1:1) MAdj + H(field day). Field day collocates with the following adjectives (35): boroughwide, end-of-the-summer, tea-leaf, firewise, schoolwide, woeful, bashing, poking, drilling, Freudian; (1:2) MN + H(field day) (60): media, terrorists, tabloids, activities, consumers, songwriter, karaoke, blogs, picnic, jackets, criminals, racism. (1:3) MNum + H(field day) The collocations with numbers are less frequent and encounter 12 tokens. E.g. ‘They were enjoying two field days away from this place’ [21]; (2) verbal word group (76): HV (have) + M (field day). E.g. ‘Psychologists today would have a field day analyzing how the cruelty of that remark must have warped my young personality’ [21]. The research Stage III rested on the thematic classification of the Newspaper texts containing the idiom field day, mil. a day of excitement or a circumstance of opportunity. The research results revealed prevailing use of the idiom field day in the discourse of sport (62) and economics (47) (see Fig. 1).

Law 13% (7) Politics 13% (11) Culture 16% (23)

Sports 21% (62) Economics 19% (47)

Ads 18% (34)

Fig. 1. Types of discourses for the idiom field day in COCA Newspapers Subcorpus.

At Stage IV the elicited contexts were analysed to reveal potential semes in the meaning of the idiom field day, mil. a day of excitement or a circumstance of opportunity. All the texts in corpora compiled for the study were coded. Sport. The sports discourse encounters 62 out of 183 contexts of the idiom field day. The excitement nominated by the idiom may be achieved in sports by the ‘encounter of the sport celebrity’. E.g. SpI “Cunningham invariably would roll out and the quick, speedy tackles Wannstedt loves would have a field day chasing him down” [4]. The following context exemplifies the potential seme ‘better performance’ in the meaning of the field day, SpII “Most people ask me how come I’m playing this game for a long time. This is a field day to me,’ Toliver said after the Valor’s 62-28 loss to the Cleveland Gladiators Saturday night” [21].

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The seme ‘comments/critics on sports’ performance’ is a potential cause of the emotional state of excitement nominated by the idiom field day. E.g. SpIII “Sportswriters have been having a field day criticizing A Season on the Brink, ESPN’s first made-for-TV movie” [21]. The nomination of excitement among newspaper journalists may be caused by ‘sportsmen behaviour’ – SpIV “There were times when Ted spit at fans, threw his bat recklessly, made rude gestures to the crowd, and failed to run out a ground ball. The media had a field day” [21]. Economics. The discourse of economics is represented by 47 texts out of 183. The following context specifies the seme excitement with regard to ‘the collaboration of production companies’ EcI “Dodge dealers have had a field day with the Stealth. The car is a collaboration between Chrysler and Mitsubishi” [21]. Potential seme ‘developing new technology’ is revealed in the meaning of the idiom based on the text EcII “Developers and real estate interests are having a field day developing this environmentally sensitive area ever since the building moratorium was lifted a few years ago” [21]. Excitement caused by money is specified by ‘investments’ EcIII “I have gone deep into my savings as well as my retirement money. The credit card companies are having a field day on me” [21] and ‘increased currency rates’ EcIV “Meanwhile, even as consumers retreat, U.S. exporters are having a field day with the weak dollar, stepping up overseas sales of products ranging from soybeans to technology equipment” [21]. Advertising. The discourse of advertising comprises 34 out of 183 contexts of the idiom field day registered in the Newspaper Subcorpus of COCA. In particular, when advertising a shopping mall, field day refers to ‘presence of dessert shops’ AdsII “The shopper with a sweet tooth can have a field day here, with several confection emporiums and a host of coffee shops and delis, all with a nice selection of desserts” [21]. Culture. The contexts of the idiom field day, mil. a day of excitement or a circumstance of opportunity pertaining to the cultural discourse (23), predominantly, reveal the following components in its meaning that cause the state of excitement: ‘learn foreign traditions’, ‘possession of something’ and ‘performance’. The potential seme ‘learning foreign traditions’ is specified in the following text CulI “It’s a field day here at the campus of the Uganda Rural Development and Training Programme (URDT), where girls learn how to take hold of their own future, teach their parents key skills, and make “Yes, We Can” more than just a campaign slogan in a faraway land” [21]. Excitement manifested by the idiom field day in the following context is achieved through ‘possession of artifact’. E.g. CulII “Fish and Wildlife agents, they say, could have a field day with most lepidopterists - from amateur collectors to the curators of collections at major natural history museums” [21]. The seme ‘excitement’ is objectified by ‘a variety of ideas to celebrate’ CulIII “Voltaire would have sent an online dating profile. Since he was short, Napoleon probably would have stayed away from the webcam. Creative people would have had a field day. « # As seen through Valentine’s Day 2007, Cupid-speak may never be the same” [21].

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The potential seme ‘performing’ is CulIV “I’d like to think that, mystically, ‘Casablanca’ needed to be made. Its values of sacrifice and anti-fascism needed to find a public, and we were the conveyors.” # While the screenwriters were pulling their hair out, most of Casablanca’s supporting cast was having a field day” [21]. Politics. The newspaper contexts manifesting the idiom field day in the discourse of politics encounter 11 texts. Based on the political texts studied, the potential semes are as follows: – ‘Debating’. E.g. PolI “Our media and Congress will have a field day on whether we should favor trade over human rights” [21]; – ‘Inappropriate actions of the opponent party’. E.g. PolII “Republicans, for their part, are having a field day with television ads showing Hillary Rodham Clinton late in 1993 defending the Medicare provisions of the Clinton administration’s now-defunct national health reform plan” [21]; Law. Seven texts represent the idiom field day in the discourse of law. The seme ‘excitement’ is specified by inappropriate ‘existing legislation’. E.g. LI “It is time to remove or improve laws such as the Americans with Disabilities Act, which has become nothing more than a field day for lawyers” [21]. Moreover, field day for prosecutors is described as that involving ‘harsh interrogation practices’ – LII “If defense lawyers insist on grilling King another whole day, prosecutors could have a field day in closing arguments” [21]. The research Stage V involved the comparison and contrast of the results. The idiom field day is frequently used by American newspapers (43% of all entries registered). The predominant application to metaphoric description achieved by the idiom usage is found in sport (62) and economic (47) discourses. The most frequent collocation pattern revealed in the course of the study is a verbal group to have a field day (47 collocations out of 183). The semantic structure of the idiom field day, mil. a day of excitement or a circumstance of opportunity is extended based on the specified potential semes. The semes were arranged based on the type of the discourse implemented. The reasons for excitement, nominated by the idiom field day include the following: ‘encountering the sport celebrity’, ‘performance on stage’, ‘money transactions’, ‘political debates’, ‘developing new technology’, etc.

4 Conclusion The idiom field day, mil. a day of excitement or a circumstance of opportunity is characterised by a large scope of semantic variations implemented, primarily, by specification of potential semes. Originating from the military discourse (defined as ‘a review or an exercise, especially in manoeuvring’), the idiom extends beyond professional domain. It nominates any opportunity for action that could result in success or excitement. The study shows that the seme ‘excitement’ found in the meaning of the idiom may be extended to various referents stimulating this emotional state.

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The performed research allows to draw the following practical conclusions. Studied within the American newspaper discourse, the idiom field day is found to function both in verbal (76) and nominal (107) word groups. The prevalent collocations are those with the verb to have. The potential semes determined by the analysis of the newspaper contexts show that the reasons for excitement, nominated by the idiom field day vary and are determined by the type of the discourse. Thus, the potential semes of the idiom field day range from meeting a celebrity and possessing an artifact to debates and financial investments. As this study is only limited to the Newspaper Subcorpus to study semantics and structure of collocations with field day, we may consider the following research perspectives. They lie in comparison and contrasting the structural and semantic features revealed in the collocations found for field day in the Newspapers Subcorpus with respective collocations in other corpora of COCA. Moreover, immediate contexts and potential semes may be analysed in texts of the British National Corpora and further contrasted with the revealed American ones.

References 1. Andreeva, M.I., Solnyshkina, M.I.: Idiomatic meaning of idiom “halcyon days” in institutional discourse: a contextual analysis. J. Lang. Liter. 1, 306–310 (2015) 2. Andreeva, M.I., Makarova, O.Y., Gorbunova, D.V., Lukina, M.V.: Emotive metaphors in professional jargons. Adv. Intell. Syst. Comput. 907, 335–342 (2019) 3. Espinal, M.: Teresa, Mateu, Jaume. Classes of Idioms and Their Interpretation. CLT, Barcelona (2007) 4. Lakoff, G., Johnson, M.: Metaphors We Live By. University of Chicago, Chicago (2004) 5. De-yi, H.U.: On meanings through context determining and understanding word. J. Huzhou Vocat. Technol. Coll. 1, 157–164 (2007) 6. Sternin, I.A.: Semanticheskii analyz slova v kontekste [Semantic Analysis of a Word in Context]. Istoki, Voronezh (2011). (in Russian) 7. Uchida, S.: Immediate contexts and reported speech. Working Papers Linguist. 9, 149–175 (1997) 8. Gill, P.: Colouring Meaning: Collocation and Connotation in Figurative language. John Benjamins Publishing, Amsterdam (2011) 9. Hanks, P.: The syntagmatics of metaphor and idiom. Int. J. Lexicogr. 17(3), 24–274 (2004) 10. McGlone, M.S.: What is the explanatory value of a conceptual metaphor? Lang. Commun. 27(2), 109–126 (2007) 11. Dobrovol’skij, D., Piirainen, E.: Idioms: motivation and etymology. Yearbook Phraseol. 1 (1), 73–96 (2010) 12. Dobrovol’skij, D., Piirainen, E.: Cultural knowledge and idioms. Int. J. English Stud. 6(1), 27–41 (2006) 13. Nitschke, S.: Idioms of Fear: An Onomasiological Approach. GRIN Verlag, Norderstedt (2010) 14. Movsisyan, D.: Polysemy in context. ARMENIAN FOLIA ANGLISTIKA 53, 102–112 (2012)

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15. Novikov, L.A.: Sema. Lingvisticheskii entsiclopedicheskii slovar’ [Seme. Linguistic encyclopedic dictionary], vol. 688. Sovetskaya Entsyklopediya, Moscow (1990). (in Russian) 16. Naciscione, A.: Stylistic Use of Phraseological Units in Discourse. John Benjamins Publishing Company, Amsterdam (2010) 17. Amosova, N.N.: Osnovy angliiskoi fraseologii [Basics of English Phraseology], 3d edn. Izdvo Librokom, Moscow (2013). (in Russian) 18. Myagkova, EYu.: Emotsional’no-chuvstvenny component slova [Emotional Component of a Word]. Russian Academy of Sciences, Moscow (2000). (in Russian) 19. The phrase finder. https://www.phrases.org.uk/meanings/field-day.html. Accessed 20 Sept 2019 20. Oxford English Dictionary. https://www.lexico.com/en. Accessed 20 Sept 2019 21. Corpus of Contemporary American English. https://www.english-corpora.org/coca/. Accessed 20 Sept 2019 22. Halliday, M., Kirkwood, A., Matthiessen, Ch.: An Introduction to Functional Gram Mar. Routledge, New York (2014)

Prosodic Features of Bilinguals in a Foreign Language Acquisition Anatoliy Nikolaev1(&) , Evdokiya Dmitrieva1 and Ljubov Radnaeva2 1

,

North-Eastern Federal University, Yakutsk 677000, Russia [email protected] 2 Buryat State University, Ulan-Ude 670000, Russia

Abstract. Each language has its own characteristics and prosodic features of the utterance, that is, each language has its own prosodic basis. Prosodic systems of different languages also have their own differences, along with the universal and common typological features. The utterances produced by the YakutRussian bilinguals can have incorrect intonation as compared to the conventional Standard English (British normative language – Received Pronunciation) in the process of foreign language communication. The reason for this phenomenon is a number of factors, primarily the influence of the prosodic system of the native (Yakut) language. Secondly this can be facilitated by the prosodic system influence of non-native (Russian) language, which they speak quite freely in both natural and classroom environments. Other linguistic factors also play an important role; in particular, it is characterized by varying degrees of bilingualism, possessed by the students, a way of mastering them, as well as various extra-linguistic factors. In this article we have observed the influence of a native language of the Yakut students when they pronounce English disjunctive question sentences in the classroom and have revealed the prosodic features of the Yakut language intonation that can be interfering in perception by the speakers of English as their native language. Keywords: Prosodic features
Yakut-Russian bilinguals question type
Interference
Foreign language


Disjunctive

1 Introduction The research is devoted to the problem of prosodic interference in the situation of artificial (classroom) multilingualism which is characterized by interaction of three languages with different prosodic systems. The process of learning English is complicated by a number of factors, in particular, different degree of bilingualism of students whose native language is the Yakut. Thus, a distinguishing feature of the pedagogical process at the rural school is the fact that for most students the dominant language is native Yakut language. This situation means that the language of teaching in a rural school at the initial stage remains a native language, and in a city – the Russian language. Thus, when teaching a foreign language in conditions of the Yakut-Russian bilingualism is necessary to account for possible © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1084–1091, 2020. https://doi.org/10.1007/978-3-030-47415-7_116

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interference (of varying degrees of intensity) on the part of both languages, which is the family and acquired from the Yakut students. However, observations show that the difficulties of studying a foreign language in terms of Yakut-Russian bilingualism are formed due to interference, complicated, not least, by the different types of these two languages. There are two types of bilingualism from the linguistic point of view, according to Fomin, Weinreich, Grosjean, Jessner and others. They are coordinative and subordinative [1–4]. When a person can speak both languages, their first native and second language approximately at equal level, it means coordinative bilingualism. Nevertheless, there are not so many people who are coordinative bilinguals in general. They are usually linguists, phoneticians, actors, teachers, broadcasters, people who are educated to work in the linguistic sphere. Most of the Yakut people, especially young population in the Sakha republic, are subordinative bilinguals. It means that they prefer to communicate using the first acquired language and in spite of their nationality, their first acquired language can be Yakut or Russian languages. Therefore, it is considered that there are two groups of subordinative bilinguals in the Sakha Republic: 1. Yakut-Russian bilinguals whose preferable language of communication is Yakut. 2. Russian-Yakut bilinguals whose preferable language of communication is Russian. The paper observes the visible differences in intonation of three different languages which are in interaction of the Yakut-Russian bilinguals’ speech while pronouncing an English disjunctive sentence type in the classroom situation. The disjunctive questions consist of two parts, syntagmas. This type of question is traditionally difficult for English learners, because it has its own specific features in intonation. The first part is a statement question; the second part is actually a question. The intonation of the first part, the question, is analogous to the intonation of the narrative sentence and has the same signs of interference in pronunciation of the Yakut bilinguals [5]. Intonation of the second part of disjunctive question in English may be with a decrease or increase, depending on what answer the speaker expects to hear to the question. If a person wishes to obtain confirmation of the assumption, we observe that both parts of the question are pronounced with the descending tone. If there is no assumption in the question about the nature of the answer, the first part of the question is pronounced with the descending tone, and the second with the ascending one. Consequently, disjunctive questions in the Yakut and Russian languages can have different intonation. So, they produce different prosodic features and can hamper understanding by the native English speakers. Study on the prosodic interference requires an integrated theoretical and experimental approach, combining theory of interference and research in the field of spoken language prosody. Significance of the study the problem of prosodic interference and its influence on the formation of foreign accent proves an impressive number of works on this subject [6]. However, the Yakut-Russian bilinguals’ intonational interference in pronunciation of English disjunctive questions and revealing its prosodic features have not been studied thoroughly yet.

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2 Literature Review This article highlights some results of the research conducted by the author, Anatoliy Nikolaev in his dissertation “Yakut language intonational interference in the situation of artificial (classroom) multilingualism” devoted to the study of bilinguals’ speech intonation while learning English [5]. It was revealed how intonational transfer of English communicative sentence types manifest themselves in the speech of students, the bilinguals of the Yakut and Russian languages, who learn English as a foreign language. It has been discussed already in the previous works by Nikolaev бpublished on the scope of study about interference of bilinguals’ native language [7]. At this stage of study the alternative question prosodic features are discussed in a foreign language pronunciation by the Yakut-Russian bilinguals. When comparing the languages, especially those that belong to different language branches, we need to consider the language norm. In our research we consider the norms of pronunciation in the Yakut, Russian and English languages. In Yakut linguistics, the problem of intonation was not considered widely enough, unlike the Russian and English phonetic schools. The main sources of research on intonation that we can observe in the scientific works of Yakut phoneticians are the research of Voronkin, Alekseev, and Zhirkova [8, 9, 13]. Thus the intonation of communicative types of sentences in the Yakut language dialects of different dialect zones of the Yakut language is not yet described. Nikolaev, using the basis of the scientific works by Professor Alexeev [8], has conducted the study and has described the intonational structure of the basic communicative types of sentences in the speech of native speakers of the Central group of dialects [5]. The Central group of dialects of the Yakut language became the basis of the Yakut literary language and includes the following: Namskiy, Borogon-Duplinskiy, Bayagantiyskiy dialects – these are “akayuschaya group”; Kangalasskiy, Zarechniy, Gorniy (Kangalasskiy akayushaya subgroup); Meginskiy, Churapchinskiy, Amginskiy, Tattinskiy, Ust-Mayskiy (Megino-Boturuskiy okayuschaya subgroup) [9]. In this study, the norm in the intonation of the Russian language is considered to be the classification of Bryzgunova. This is the most complete classification of intonation types of the Russian language, with clearly formulated criteria for identifying the intonation units. Each of the seven types of IC in the flow of speech is represented by a number of implementations: neutral, characterizing a particular type of IC in the expression of semantic relations, and modal, having some feature of the structure, designed to express the subjective, emotional attitude of the speaker to the utterance [10]. The normative intonation of the communicative types of sentences of the English language in this research is considered to be the norm according to the generally accepted system of J. O’Connor and G. Arnold, where 7 types of nuclear tones and 4 types of scales are grouped into 10 tonal groups. From these tonal groups we selected six basic tone movements, the most common in colloquial speech: low descending tone (Low Fall); low ascending tone (Low Rise); high descending tone (High Fall); high ascending tone (High Rise); descending-ascending tone (Fall-Rise); ascendingdescending (Rise-Fall) [11].

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3 Materials and Methods In this study, we propose a technique for identifying the signs of intonational interference in the speech of the Yakut bilinguals in the conditions of artificial multilingualism, which is described in detail in the stages of the study. It should be noted that this research methodology was developed based on the research and methodology of intonation interference of Russian intonation in the English language, proposed by professor Volskaya [12]. The technique of intonational interference research is an experiment, which consisted of several stages: preparatory, linguistic and sociolinguistic. Each of the stages of the experiment, in its turn, consisted of several consecutive tasks, and conditions of implementation. During the experiment, all the necessary conditions and criteria for each stage of the study were taken into account according to the proposed methodology for the study of intonation interference. A detailed description of the research methodology can be found in the dissertation of Nikolaev [5]. The material of the study was disjunctive question sentences in Yakut and English, in dialogues of three groups of speakers of the same age group (18–25 years) which have been analyzed with the help of Speech Analyzer and PRAAT special programs. The number of informants in the experiment was 44 Yakut bilingual students from non-linguistic and language faculties of the North-Eastern Federal University named after M.K. Ammosov, as well as 23 students of the Cambridge University, UK, informants of the southern dialect of the British English. In total 67 people were brought in as announcers. In order to identify the intonation norm of the Yakut language, which is the Central group of dialects of the Yakut language for this study, 16 students of second to fifth years of training from the Institute of Languages and Culture of the Peoples of the North-East of the Russian Federation, NEFU named after M.K. Ammosov, have been invited to be informants. Students of the Philology Faculty of the first to third years of training, total of 4 people were informants of the Russian pronunciation norm in our research. The total number of the recorded and analyzed audio of disjunctive question was 632 items. The dialogues and disjunctive sentences were taken from the textbooks in English phonetics [14–16].

4 Results and Discussion Acoustic parameters of the recorded dialogical texts revealed some typological features of similarity and differences in the intonation of the disjunctive question pronounced by the responders (Fig. 1).

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Yakut bilinguals whose dominant language is the Yakut - It is cold today, isn’t it? - Yeah, very cold.

Native speakers of English -

It is cold today, isn’t it? Yeah, very cold.

Yakut bilinguals whose dominant language is the Russian - It is cold today, isn’t it? - Yeah, very cold.

Fig. 1. Prosodic features of disjunctive question as compared to the English standard.

As it is known, the disjunctive questions in the compared languages consist of two syntagmas, the first part is a narrative sentence and the second is a question. So, in English the norm of intonation is that the first part of a sentence will be with the descending tone, and the second either with the descending or ascending one. When a speaker is certain that the information he is giving is correct, and moreover, he is sure that the interlocutor agrees with him, he uses the descending tone. If a speaker is hesitantl expressing his opinion or expects confirmation of the statement correctness, the mini-question is pronounced with the ascending tone. For example: She is from Canada, isn’t she? (Isn’t she?) – Kini Canadattan syldar, buolbat duo? (In the Yakut translation). In the Yakut language, the second part of the disjunctive question is pronounced either with a low descending tone or with an ascending-descending tone. When a speaker is confident in his statement and expects that the interlocutor will agree with him, the question is pronounced with a low descending tone. If a speaker is not sure, or is waiting for confirmation, then the miniquestion is pronounced with an ascending-descending tone. Thus, the skill of intonation of the Yakut language can be reflected in the pronunciation of the English disjunctive question in the mini-question, which can distort the meaning of the statement. In the Russian language, the intonation of disjunctive questions is pronounced with the increasing IC-6, which can distort the meaning of the statement when intonation of the English disjunctive question is with the affirmative meaning. In the Yakut language, the second part of the dividing question corresponds to the interrogative tails Buolbat Duo? Buolbatakh Duo? Onnuk Duo? Onnuk ini? Chakhchy Duo? Question particles Duo? Ini? or amplifying momentum Onnuch buolbat duo?, Onnuk buolbatakh duo? Onnuk buolbatakh ini? and some other patterns. Amplifying patterns are usually used in the emphatic speech. Thus, having analyzed the audio recordings of the speech of the informants and having compared with the English standard intonation, we have identified the following signs of intonation interference in the speech of Yakut bilinguals:

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Table 1. Intonational transfer in the utterances pronounced by the Yakut bilinguals with dominant Yakut language (%). Question sentence type Disjunctive question

Yakut intonation

Interference

Russian intonation

Interference

IC-4 on a tail question ! Low Rise

32

IC-1 on a tail question ! Low Rise

6

The following types of interference were revealed in the speech of the Yakut bilinguals with dominant Yakut language, (see Table 1): In disjunctive questions, the Low Rise is replaced by the Yakut IC-4 on the tail question in 32% of realizations, and the Russian IC-1 on the tail question in 6% of utterances. Table 2. Intonational transfer in the utterances pronounced by the Yakut bilinguals with dominant Russian language (%). Question sentence type Disjunctive question

Yakut intonation

Interference

Russian intonation

Interference

IC-1 on the question ! Rise IC-6 on the question ! Rise

tail Low

59

IC-4 on the tail question ! Low Rise

11

tail Low

4

The following types of interference were identified in the speech of the informants of the Yakut bilinguals with dominant Russian language, (see Table 2). In disjunctive questions, Low Rise is replaced by the Russian IC-1 on the tail question in 59% of realizations, IC-6 on the tail question - 4%, and the Yakut IC-4 on the tail question in 11% realizations. In Russian, the second part of the disjunctive question corresponds to the interrogative patterns Ne tak li? Ne pravda li? Pravda? Da? Neuzheli? (Isn’t it? Is it right? Is it? Right? Really?) or the amplifying particle Ved’ is in the composition of the interrogative sentence. In the analyzed material we have identified the following characteristics of interference: 1. In the utterances of the Yakut bilinguals with dominant Yakut language, in the second part, there was almost always a rise in tone on isn’t it? So we can observe a replacement of English Low Fall by the Yakut IC-4, regardless of the communicative orientation, which gave a shade of uncertainty in the utterance.

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2. In the utterances of the Yakut bilinguals with dominant Russian language, there were replaced prosodic features of Low Fall by the Russian IC-1, which gives the statement an unnatural sound but does not affect the meaning of the sentence.

5 Conclusion Thus, we have identified and described the signs of interference in the disjunctive question types of English sentences in the pronunciation of the Yakut bilinguals with different degrees of dominance of the native Yakut language. However, the following questions remain open: – What is the degree of interference and its perception by the native speaker of a foreign language; – What types of interference can distort the meaning of the statement, and what can simply perform the accent; – Which types of interference are the most dangerous and need to be corrected, and which types can be positively assessed and perceived by native speakers of a foreign language as the national identity of the speaker. The results of comparative analysis of the English disjunctive question, produced by the Yakut-Russian bilinguals will help to find the most probable ways of prosodic interference of bilinguals while learning English as a foreign language.

References 1. Grosjean, F.: The Bilingual’s Language Modes. Blackwell, Oxford (2001) 2. Jessner, U.: Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Multilingual Matters Limited, Clevedon (2002) 3. Fomin, M.M.: Obuchenie inostrannomu yazyku v usloviyah mnogoyazychiya (dvuyazychiya) [Teaching a Foreign Language in Conditions of Multilingualism (Bilingualism)]. MGUP, Moscow (1998) 4. Weinreich, U.: Languages in Contacts. Findings and Problems, 3rd edn. Mouton in the Hague, Hague (1964) 5. Nikolaev, A.I.: Osobennosti izucheniya intonacionnoj interferencii yakutskogo yazyka v situacii iskusstvennogo mnogoyazychiya (Ehksperimentalno foneticheskoe issledovanie). Chast-1 [Features of studying intonation interference of the Yakut language in the situation of artificial multilingualism (experimental phonetic research). Part 1]. Naukoemkie tekhnologii, Saint Petersburg (2019) 6. Toivanen, J., Seppänen, T.: Prosody-based search features in information retrieval. In: Proceedings of FONETIK, pp. 105–108. TMH-QPSR, Stockholm (2002) 7. Nikolaev, A.I.: Prosodic interference in speech of bilingual students while learning English. J. Lang. Lit. 5(3), 359–366 (2014) 8. Alekseev, I.E.: Voprositelnuye predlozeniya v yakutskom yazyke [Interrogative Sentence in the Yakut Language]. NEFU Publishing House, Yakutsk (1982). (in Russian)

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9. Voronkin, M.S.: Sakha tylyn dialectologiyata [Dialect System of the Sakha Language: Education, Interaction with the Literary Language and Characteristics]. Yakut State University, Yakutsk (2001). (in Yakut Language) 10. Bryzgunova, E.A.: Intonatsia I sintaksis [Intonation and the Syntax], 3rd edn. Modern Russian Language, Moscow (1999). (in Russian) 11. O’Connor, J.D.: Intonation of Colloquial English. Longman, London (1961) 12. Volskaya, N.B.: Relevantnye priznaki intonacionnoj interferencii (Ehksperimentalno foneticheskoe issledovanie na material akcentnyh oshibok russkih studentov v anglijskoj rechi) [Relevant signs of intonation interference: experimental phonetic study on the material of accentuation of errors of Russian students in English speech]. Ph.D. thesis. LSU, Leningrad (1985). (in Russian) 13. Zhirkova, R.R.: Razgovornuy yazuk Kolymskikh Yakutov: structura, semantika, intonatsia (ekspertno-lingvisticheskoe issledovanie) [Colloquial Speech of the Kolyma Yakuts: Structure, Semantics, Intonation (Expert.-Linguist. Research.)]. SB RAS Publishing House, Yakutsk (2004). (in Russian) 14. Cruttenden, A.: Intonation. Cambridge University Press, Cambridge (1997) 15. Efimova, R.N.: Phonetics: Beginning to Read, Write and Speak English. CARO, Saint Petersburg (2004) 16. Davydov, M.V., Malyuga, E.N.: Intonatsia communakativnukh tipov predlozeniy [Intonation of Communicative Types of Sentences in the English Language]. Business and Services, Moscow (2002). (in Russian)

Digital Technologies in the Compiling and Use of Ethnocultural Collocations Dictionary Elena I. Arkhipova(&)

and Marina V. Vlavatskaya

Novosibirsk State Technical University, Novosibirsk 630073, Russia [email protected], [email protected]

Abstract. The article touches the topic of cyberlexicography trends: corpus linguistics, having become useful due to its accessible empirical data banks. This branch of linguistics includes not only the analysis of the language, but also the identification of techniques and methods for analyzing texts using computers. Electronic banks provide rich authentic material and gives new opportunities for a system-classifying description of vocabulary and teaching languages. The article gives the review of some dictionaries focusing on the perception and use of the verbal models and phrases in the form of large blocks of words or phrases. Modern trends in practical cyberlexicography are phototranslation, live-translation, different options of hypertexts. Special attention is paid to the new principles of the vocabulary and combinatorially conditioned unities’ presentation. Their complex character requires the presence of encyclopedic, historical, linguoculturological, geographic and other types of information. The analysis of the ethnocultural collocations presence in the dictionaries helped us to consider necessary parts of the microstructure. Keywords: Ethnocultural collocations
Lexicography linguistics
Digital technologies in linguistics


Corpus-based

1 Introduction The conditions of the modern market stimulate the creation of new technologies and trends that reveal new means to attract a wider circle of users, e.g. the combination of several lexicographic forms in one dictionary. Lexicography is one of the main areas, which not only introduces new methods of studying linguistic phenomena, but also expands the scope of research due to the corpus linguistics, dealing with the identification of techniques and methods for analyzing texts using computers. The tasks of these areas are to form widely accessible collections of texts, to obtain new scientific knowledge, to compile dictionaries, reflecting the language at a certain point in time. The aim of the article is to focus on the lexicography of collocations and ethnocultural collocations in particular. Its objectives depend on the nature of these unities, characterized by the absence of a lexical unit with the same referential meaning in another language that is why lexicographer takes into account their complexity, nonequivalence, presence of a nationally specific component, etc. Consideration of general © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1092–1099, 2020. https://doi.org/10.1007/978-3-030-47415-7_117

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features of lexicographic theory, the logic of the composition of the dictionary and modern means of digital technologies give us the opportunity to introduce the concept of the dictionary of ethnocultural collocations according to modern trends in cyberlexicography. 1.1

Corpus Linguistics as a Base for Cyberlexicography

Corpus linguistics is based on the accumulation and storage of multimillion databases of oral and written texts in English. Linguistic corpus is a set of texts representative for a given language or dialect, intended for linguistic analysis. The incentives for creating the corpus are to form widely accessible collections of texts, to obtain new scientific knowledge, and to compile dictionaries. The corpus size depends on the goals of its creation and influences the update. The corpus, like a dictionary, is a reflection of the language at a certain point in time, and the texts will certainly become obsolete. To avoid this phenomenon, there is a monitor corpus, allowing to collect new texts, track the appearance of new words and present their analysis. This method contributes to a significant expansion of the language representation in the corpus. The best known examples of a monitor corpus are the Bank of English (BoE), developed at the University of Birmingham, and the Corpus of Contemporary American English (COCA). Since the mid 90s of the 20th century there is a tradition to use corpus linguistics to verify the results of studies of classical linguistics [1]. In this regard, corpus linguistics is rightfully becoming an independent branch with its own scientific theory. Its fundamental position is that language is a social phenomenon that can be observed and described in accessible empirical data banks. In communicative acts, syntactic structures, words and expressions can be used in a special way, i.e. gaining new meanings. As a result of this phenomenon, new collocations (stable expressions), new words (neologisms), as well as new meanings of existing words, etc., appear. If these modifications are used in a sufficiently large number of other communicative acts or texts, they can serve as evidence of a partial or complete change in the existing speech tradition. All these phenomena are included in the field of study of corpus linguistics, the basic principle of which is that content cannot be separated from the form. In other words, the text analysis takes into account two main aspects of the study, where the text (word, phrase, sentence, etc.) is at the same time both form and content. Corpus linguistics is closely connected with information and technical technologies, therefore, its tasks include not only the analysis of the language, but also the identification of techniques and methods for analyzing texts using computers. Lexicography is one of the main areas of corpus linguistics, which not only introduces new methods of studying linguistic phenomena, but also expands the scope of research. Thus, at the present stage, special attention is given to areas in linguistics and lexicography, which realize the use of large volumes of information obtained using computer processing of texts. The field of computer linguistics mainly includes electronic dictionaries of various types, machine translation systems and theoretical studies based on them. Computer lexicography is one of the most relevant sectors of corpus

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linguistics, which really provides new opportunities for a system-classifying description of vocabulary and teaching native and foreign languages [2]. Corpus linguistics has given impetus to the widespread use of lexicographic sections such as corpus lexicography and cyberlexicography. Corpus lexicography is an area of language learning based on textual and acoustic cases with frequent use of a computer at certain stages of data storage, extraction and analysis. The use of electronic banks allows including rich authentic material in the vocabularies.

2 The Review of the New Trends in Practical Cyberlexicography The initiator of creating the first dictionary using corpus [3] is John Sinclair. Since then, the texts available in various corpuses are used in monolingual and bilingual lexicography, and are also the basis for creating dictionaries of various types. New dictionaries focus on the perception and use of the verbal models and phrases in the form of large blocks of words or phrases. Electronic format and fast speed makes it possible to update and replenish dictionaries in record time. Compared to printed products, working with electronic directories is less time consuming and more creative. Moreover, the presentation of multimedia capabilities is of high importance. The vast majority of directories on the Internet are linguistic, English-language reference books, which are represented by monolingual, bilingual and multilingual dictionaries. A significant amount of electronic resources available contains special dictionaries that register and process certain vocabulary groups, e.g. the dictionaries of terms of various sublanguages, terminological data banks, as well as special linguistic dictionaries (the American Sign Language Dictionary [4], Dictionary of Occupational Titles [5], etc.). Popular series of ABBYY Lingvo dictionaries [6] include technical, computer, legal, accounting, business management, diplomacy, economics, finance, banking, law, politics, engineering, medical, sport, biology, chemistry, and other dictionaries, and has the function of finding the right word in all dictionaries at the same time. Present-day computer dictionaries have a resource of image translation – the capability to translate words from a photo or screenshot [7]. Users can take a picture of the text, touch an unfamiliar word, and the most frequently used translation will be displayed at the top of the screen. In this case, you can immediately listen to the pronunciation of a foreign word. Click on a short translation to get detailed information: various translation options, examples of use, and word forms. Another option is live translation – one-touch translation of a word using a camera. You can tap your finger on any part of the screen and see a short translation of the word. To view a more complete translation, click on a short translation. A computer dictionary entry contains a word, translation, transcription, grammatical and stylistic information about the word, usage examples, pronunciation of words by native speakers (for many dictionaries). Moreover, users are given the opportunity to quick access, due to hypertext – a translation of any word in the dictionary entry by clicking on it; tips when searching for a word or phrase, the ability to search for words in any grammatical form; search history that allows to view previously entered search terms.

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Studies in the field of mastering a foreign language have led to important changes in the lexicographic practice. Practical educational lexicography is a rapidly developing section of modern lexicography. Especially rapidly today new projects of monolingual dictionaries are being created for those who study English as a foreign language. For this, new principles for presentation of vocabulary are being developed, which are based on the following: 1) reliance on a huge corpus of language material; 2) improvement of the practice of definition; 3) examples of word usage from real speech; 4) reflection of speech peculiarities, communication style, English version, etc. The focus here is a person learning the language, and the process of mastering the language. The conditions of modern market stimulate the emergence of new technologies and trends that reveal new means to attract a wider circle of users, e.g. a combination of several lexicographic forms in one dictionary, such as explanatory and ideographic, presence of an appendix with exercises in the directory, etc. Thus, in recent years there has been a clear trend towards creation of educational dictionaries of various types, which is confirmed and strengthened by theoretical and practical research in the field of corpus lexicography.

3 Representation of Collocations in Modern Electronic Dictionaries The power and speed of electronic hardware contributes to the greatest possible presentation of examples in order to study collocability. Research in the field of combinatorial lexicology gain ground, due to importance of studying linear relations of words and their combinatorial-syntagmatic properties [8]. The electronic version of the Oxford Advanced Learners Dictionary [9] contains complete information about any lexical unit and, upon users’ request, instantly submits all the meanings of the word and all examples of its use in the dictionary or selects it in several hundred contexts. For example, there are more than a hundred phrases with the word criticism in the dictionary. In addition to traditional dictionaries, there is a series of so-called collocability dictionaries, e.g. Collins COBUILD English Collocations shows the collocability of the heading word with its distributors (words with which the word enters into a linear relationship), drawn from a corpus of spoken or written texts. It contains some 10,000 node words (a keyword that is the object of investigation); 140,000 collocate pairs, and approximately 2.6 million of various examples from different sources (such as fiction, non-fiction, newspapers, magazines, transcriptions of radio broadcasts, everyday conversations and interviews) amassed by the University of Birmingham. For example, the word marriage is combined with the adjectives abusive, equal, failed, happy, loveless, troubled, unhappy, etc. It gives information on different variants of English, example sentences, collocations, synonyms, video with pronunciation, word origin, quotations, etc. The use of such a dictionary contributes to teaching students vocabulary of the English language and, which is extremely necessary in the study of any foreign language, to the syntagmatic connections of words.

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Macmillan Collocations Dictionary [10] presents over 4,500 carefully selected key words, focuses on students’ productive needs, presents the context, collocations are grouped in semantic sets. Oxford Phrasebuilder Genie Collocability Dictionary [11] is also of particular value in terms of studying linear word relations. It presents the list of meanings, their definitions, display of lexical connections of the word and contexts. Moreover, this dictionary contains study pages – collocability exercises, thus students can practice using collocations in context. Such dictionaries are valuable sources for successful mastery of the language at the level of linear relations of words and in terms of its communicative orientation. Random House Webster’s Dictionary [12] demonstrates the connection of words in different contexts and allows students to study the lexical and grammatical collocability of words due to the “search for definitions” function. Macmillan English Dictionary for Advanced Learners and the Macmillan Essential English Dictionary present a list of all available collocations and phrases with the requested word and all available contexts for highlighted phrases and expressions. Computer dictionaries are indispensable learning tools for students. The use of these resources helps students to develop the habit of independent work with the dictionary in order to extract the necessary information and to form the so-called “understanding” of the language. The teacher’s task is to introduce students to computer dictionaries so that they can take full advantage of their reliable search resources.

4 Methodology and Trends of Ethnocultural Collocations Dictionary Compiling Modern lexicography shows its synthesizing character not only in combining theoretical and applied aspects of scientific research, but also as a synthesis of philology and culture in a broad sense of the word, the language system is embodied in dictionaries in a certain way through which the world is expressed around us. The study of ethnocultural collocations [13] as special linguistic units and their reflection in lexicographic guides showed that these units contain a set of certain characteristics. This gives us the right to consider them as complex units containing encyclopedic, historical, linguoculturological, geographic and other types of information. The ethnocultural collocations selection process is based on the study of one culture relative to another, where key concepts are considered along with categories of national culture and are significant for intercultural communication, for example, it can be a sense of space, clothing and appearance, food and habits, perception of time, relationships, values and norms, beliefs and attitudes towards the supernatural, mental processes, etc. Regarding the nature of words arrangement in the dictionary, the strength of alphabetic dictionaries is the convenience of looking for lexical units. However, correlating the location of words or phrases in the dictionary with the ideas of a person about the world, it will be logical to place them in thematic groups – ideographically. Ideographic (thematic) thesaurus organizes groups of words and phrases regarding their thematic affiliation, therefore such dictionaries are sometimes called thematic. They are used in teaching a foreign language, as they reflect the verbalized reality by a native speaker. The division of objects and phenomena of reality into classes promotes

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the assimilation of information contained in the dictionary, as well as better understanding of cultural characteristics of the people [14]. To facilitate the search for a particular entry word and its dictionary entry, many authors use alphabetic indexes. As the study showed, the megastructure of dictionaries containing the minimum or maximum of equivalent vocabulary, including ethnocultural collocations, usually has the following sections: 1) 2) 3) 4) 5)

Preface containing a user manual; List of accepted abbreviations and conventional signs; Vocabulary; Alphabetic indexes in ideographic dictionaries; References.

Dictionaries of non-equivalent vocabulary, as a rule, distinguish such structural parts as: 1) 2) 3) 4) 5)

Entry word (or word combination); Transcription; Definition; Illustrative examples; Cross-references.

Further, it is necessary to consider in detail the existing linguistic, linguoculturological, explanatory dictionaries in order to analyze the way of ethnocultural collocations presentation in different lexicographic reference book. Linguocultural dictionary by Rum [15] presents several entries with ethnocultural collocations: Black spot [blækspɒt] “black spot” (on the road, where accidents often occur). Dinner lady [ˈdɪnəˌleɪdɪ] woman serving lunch at school. Simnel cake [ˈsɪmn (ə) lˌkeɪk] simnel (a small cake with raisins and candied fruit; covered with almond paste; according to tradition, such muffins are served on Mothering Sunday). As you can see, the dictionary entries include a minimum of information: 1) Transcription; 2) Translation with comments; 3) Cross-references. A distinctive feature of the Longman Dictionary of English Language and Culture by Summers [16] is that culturally significant information is given separately in a cultural note, for example, the dictionary entry “family” contains several meanings of the word: 1) 2) 3) 4) 5) 6)

one’s parents, grandfather and grandmother, brothers and sisters, uncles and aunts; a group of one or usually two adults and their children living in the same home; all those people descended from a common person; children; a group of related animals, plants, languages etc. in the ‘family way’.

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CULTURAL NOTE: In the US and the UK, there is a traditional idea of a typical family, called a nuclear family, which consists of a mother, a father, and children (abridged).

5 Results Thus, having examined the vocabulary articles in various dictionaries, and analyzing whether the information in them is sufficiently complete for use by language learners, we decided that, following the idea of creating a dictionary of ethnocultural collocations, the most important information is as follows: 1. 2. 3. 4. 5.

Phonetic transcription; Stylistic information; Descriptive equivalent (comment); Illustrative example; Cross-reference.

In our view, this set of lexicographic parameters conveys the necessary information for the student. Regarding the existing options in electronic dictionaries, it is noteworthy that not all of them can be included in the electronic dictionary of ethnocultural collocations, e.g. image translation is of no use when we speak about abstract notions, which make up a huge part of its collocation list. However, there are other useful options, such as example sentences, video with pronunciation, collocation origin, quotations, etc.

6 Conclusion The analysis of dictionaries allows us concluding that the compilers of dictionaries do not pay enough attention to reflect the national-cultural specifics of lexical units expressed by linear combinations, which undoubtedly justifies the relevance of creating the concept of a dictionary of ethnocultural collocations and its electronic version. The analysis of interpretation methods in dictionaries of various types helped to determine the lexicographic parameters of the description of ethnocultural collocations. The megastructure of dictionaries usually includes the following sections: preface containing a guide to use; list of accepted abbreviations and symbols; vocabulary; alphabetic indexes in ideographic dictionaries; and references. Based on the results of analysis of the parameters for describing ethnocultural collocations in electronic ideographic dictionaries, we consider it expedient to include in the microstructure the ethnocultural collocation, phonetic transcription in case of conformance exception, stylistic parameter providing the user with information on the appropriateness/inappropriateness of using this lexical unit, a descriptive equivalent, passed on providing the necessary information and illustrative example, demonstrating the real use of ethnocultural collocation in speech.

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References 1. Grishman, R.: Computational Linguistics: An Introduction. Studies in Natural Language Processing, 1st edn. Cambridge University Press, Cambridge (1986) 2. Ooi, V.: Computer Corpus Lexicography. Edinburgh Textbooks in Empirical Linguistics EUP. Edinburgh University Press, Edinburgh (1998) 3. Sinclair, J.: Collins COBUILD English Language Dictionary. Collins, London (1987) 4. Sternberg, M.: American Sign Language Dictionary, 3rd edn. Harper Perennial, New York (1998) 5. Dictionary of Occupational Titles, 4th edn. VGM Career Horizons, Washington (1992) 6. ABBYY Lingvo Homepage. http://www.lingvo.ru/. Accessed 1 Nov 2019 7. Yandex Translate Homepage. https://translate.yandex.ru/ocr. Accessed 14 Dec 2019 8. Vlavatskaya, M., Arkhipova, E.: Ethnocultural collocations in the context of combinatorial linguistics. In: Advances in Social Science, Education and Humanities Research, vol. 333, pp. 614–618. Atlantis Press, Amsterdam, Paris (2019) 9. Oxford Advanced Learner’s Dictionary Homepage. https://www.oxfordlearnersdictionaries. com/definition/english. Accessed 20 Oct 2019 10. Macmillan Collocations Dictionary. Macmillan Education, London (2010) 11. Oxford Phrasebuilder Genie Collocability Dictionary. Oxford University Press, Oxford (2003) 12. Random House Webster’s Dictionary. Ballantine Books, New York (2001) 13. Arkhipova, E.: The non-equivalent word-combinations selection for ideographic dictionary compiling. Procedia Soc. Behav. Sci. 200, 387–392 (2015) 14. Marus, M.: Features of the practical application of various types of ideographic dictionaries of the English language. http://e-koncept.ru/2013/13040.html. Accessed 01 Nov 2019 15. Rum, A.: Dictionary of Great Britain. Russian Language, Moscow (2000) 16. Summers, D.: Longman Dictionary of English Language and Culture. Longman, London (2000)

“Head” Metaphors in Mechanical Engineering (Based on the English, German, French and Russian Languages) Elena V. Carter(&)

and Valentina N. Ionova

Saint Petersburg Mining University, Saint Petersburg 197136, Russia [email protected], [email protected]

Abstract. The article explores metaphorical terms with the constituent element “head” in the field of mechanical engineering. The comparative study is based on the Germanic, Roman and Slavic languages. The corpus linguistic methodology is employed to identify the metaphorical terms containing the word “head.” The research paper is grounded in Cognitive Semantics and Cognitive Metaphor Theory. The analysis of the metaphorical lexical units reveals the similarities between the shape, position and functions of the upper division of the body (as the source domain) and the parts of machines or machine tools (as the target domain). The patterns of term formation of the organicist metaphorical expressions are described and illustrated with numerous examples from the selected technical dictionaries and online specific vocabularies in all of the languages in question. Special attention is given to the cases where German, English and French terms disappear in Russian as a metaphor. Comparing and contrasting conceptual metaphors in the languages studied are thought to touch on their cultural aspects which could facilitate learners of the foreign languages to comprehend their specific technical vocabularies better. Keywords: Comparative research
Conceptual metaphor
“Head” metaphor
Mechanical engineering
Technical vocabulary

1 Introduction In recent research, the representation of concepts and word associations has regained much interest. The study of conceptual metaphors in scientific and technical language has given strong evidence of their large role in structuring thought and knowledge. It has been verified that the global scientific community shares similar conceptual metaphors to communicate scientific findings and their development though with different emphases according to languages and cultures studied. It is widely recognized that engineering language tends to borrow from a variety of source domains that are related to everyday activities, familiar objects or linked to the nature and living beings. Personification or anthropomorphisms for machines seem to be rather frequent [1]. It has been found that quite a number of metaphors is grounded in physical experience: in men’s perception of the material inanimate world around them as well as the perception of themselves as humans and their body functions. © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1100–1107, 2020. https://doi.org/10.1007/978-3-030-47415-7_118

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Organicist metaphors consider the body as a frame containing parts and organs. In metaphors bearing the image of certain parts of the human body, the transfer of names is based on the similarity of technical devices and the organs of the body of living beings. Especially important is the observation that “most metaphorical terms are not created from an essential semantic attribute, but derive from the perception of their shape or function” [2, p. 97]. It is the result of human imagination as in the metonymic term “head” in machinery where the part of an apparatus or attachment of a machine performing the chief function, or a particular function is termed the “head.”

2 Literature Review One of the most powerful and the most frequently-used expressive means for creating images is the metaphor. The metaphor is a complicated psychological phenomenon for man’s perception. However, the image based on metaphorical comprehension is close to humans. It brings them associations that are directly connected with their life and culture. Although the metaphor is directly related to the image, it is always reduced in the phraseological unit. Even though it cannot be called a “mirror” image of the situation, it certainly highlights a particular specific feature of it due to the peculiarity of people’s perception to capitalize on the essence, i.e. the main meaning of the language unit stored in the human’s mental lexicon [3]. Cognitive Metaphor Theory [4] emphasizes that metaphors which are based on human interaction with the world through physical experience significantly influence the way people conceptualize the world. It appears that it is exactly the universal nature of metaphors that leads to their continued and effective use in all modes of communication. And it is definitely true in relation to the language of science and technology which is used to promote scientific thought and knowledge as well as to share ideas and the understanding of important theoretical and empirical research being conducted in different countries. In engineering language, “images which are perceptually entrenched through background knowledge can also be metaphoric and have proved to play an important role” [5, p. 137]. In a study conducted by Boyd [6], two main functions of the metaphor in science (exegetical and constitutive) have been distinguished. The former, the exegetical or explanatory function, is used to explain scientific concepts. The latter is particularly relevant for our study centered on the constitutive metaphor. The constitutive function is present whenever metaphors become part of scientific thought, and therefore, of concept development as in the case of the constitutive metaphorical unit “head” that has become a term applied in different fields of science and engineering where it means “the front, forward, or upper part or end of something” [7, p. 658]. While the presence of organicist terms in various branches of science and technology has been noticed and paid much attention to,1 there is merely a very short study

1

See, for example, Sishchuk, Gerasimova, Goncharova [1]; Roldán-Riejos, Molina-Plaza [5]; RoldánRiejos, Úbeda [8].

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that particularly refers to the analysis of the lexical units with the core element “head,”2 and the metaphorical matters in the field of mechanical engineering with a special focus on the translation issues in relation to the four languages in question have not been scrutinized yet. Thus, the paper examines the conceptual mapping that can be formulated as “the machine element is the upper part of the body” which is structured according to the certain perceptional and functional resemblance features projected across the analyzed domain. The lexicalization of this mapping presents language commonalities as well as specific dissimilarities according to which each language finds its own way to construct meaning and hence may coin terms differently. Our research contributes to the study of metaphors in the language of science as it pays attention to translation challenges for engineering students who learn foreign languages related to their area of expertise in the academic setting.

3 Material and Methodology The present research dealt with the comparison and contrasting of Russian, English, German and French anthropomorphic metaphorical nominations with the basic element гoлoвa (гoлoвкa)3/head/Kopf/tête considered common in the area of mechanical engineering. The material for the study was the data of polytechnic and explanatory dictionaries [13–19] since it is the dictionary entries that fix the prototypical in the language and the established terms and concepts. In the research work, metaphors for head were examined in the parallel corpus, i.e. a corpus that contains source lexemes and their translations. According to McEnery and Xiao [20], such corpora can give new insights into the languages compared – insights that are not likely to be noticed in studies of monolingual corpora; they can be used for a range of comparative purposes and can increase our knowledge of language-specific, typological and cultural differences, as well as universal features. Since this paper focuses on the mapping structure referred to as the upper part of the body in Russian technical terms and their counterparts in English, German and French, it discusses the findings of the cross-linguistic study that has been carried out. The technical cross-linguistic correspondences are shown in the next section, and the thorough treatment of the terminological metaphors is presented below to reveal possible similarities as well as differences. The analysis of the term formation finalizes our discussion.

2 3

See, for instance, Anokhina, Zaitseva, Martirosyan [9]; Semochko [10]; Zaitseva, Martirosyan [11]. It is important to note that even though the Russian terms share the same conceptual metaphor in the domain of the upper division of the body, they are formed with the diminutive suffix -ка that is typical for the Russian language [12] to point out the smaller size of something.

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4 Results and Discussion Following Conceptual Cognitive Lexical Model [21] criteria on metaphor, the development of the lexical level was considered in the analysis of figurative meaning. Accordingly, it was found out that the selected metaphorical items that surface the underlying conceptual mapping could be arranged into three categories, namely: 1. Perceptual resemblance (i.e. engineering elements resemble shape, size, position or other visual prominent features of the target domain and get fused with the features of the source domain). 2. Functional resemblance (i.e. engineering parts integrate similar functions as their correspondences in the source domain). 3. Metonymic relations (i.e. engineering elements stand for something else). One of the first observations that needs to be made in considering the perceptual resemblance is the dominance of anthropomorphic nominations derived from the indicated part of the human body that are governed by the perception of the upper or front position as well as the round shape of mechanical elements. The following coincidental linguistic metaphors based on these similar features exemplify something suitable to be culturally shared in Russian, English, German and French: гoлoвкa бoлтa – bolthead – Bolzenkopf – tête de boulon гoлoвкa pычaгa – lever head – Hebelkopf – tête de levier гoлoвкa зaклёпки – rivet head – Nietkopf – tête de rivet гoлoвкa peльca – railhead – Schienenkopf – tête champignon Occasionally it happens that metaphor and metonymy may co-exist in the same figure of speech and can be interpreted either way. In fact, metaphor and metonymy, though quite different in their cognitive mechanism, can work together in a continuum where they become difficult to dissociate. This phenomenon is defined as “metaphtonymy” [22, p. 160]. The group of perceptual metaphors given below seems to “disagree” with the commonly-accepted image of the head being round. The additional features of the upper division of devices highlight the peculiarities of the shape which are revealed in the mechanical engineering terminology. As can be seen, though the metonymic relations are elaborated showing strong associations with such geometrical shapes as square (in all of the languages studied), semicircle (in Russian and German) and sphere (in French); cylinder as a mathematical object (in all the languages in question); cup as a part of a tea-set (in English) and fork as an item of cutlery (in all four languages), they turn out to be metaphorical reflecting embodiment as well: квaдpaтнaя гoлoвкa – square head – Vierkantkopf – tête carrée (i.e. the head with all four sides of equal length) пoлyкpyглaя гoлoвкa – cup head – Halbrundkopf – tête demi-sphérique (i.e. a hemispherical bolt-head) цилиндpичecкaя гoлoвкa – cylindrical head – Zylinderkopf – tête cylindrique (i.e. the head of the shape of a cylinder) вильчaтaя гoлoвкa – fork head – Gabelkopf – tête bifurquée (i.e. the forked end of a rod which forms part of a knuckle joint)

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Our analysis yields additional support for the “metaphtonymical claim” discussed above. The human head is the house to all the body’s major sensory organs. Drawing out liquid in the mouth by movements of the tongue and lips is called sucking. This function of the mouth is used in a device implemented in mechanical engineering, thus creating a functional resemblance metaphor with an implied metonymic relation: вcacывaющaя гoлoвкa – suction head – Saugekopf – tête d’aspiration The possible manipulations with the “head” mechanisms are reflected in the next category of terminological metaphors. The following instances clearly show the peculiar structural features as well as the functional distinctions of the mechanical items: paзъёмнaя гoлoвкa – split head – zweiteiliger Kopf – tête en deux pièces cъёмнaя гoлoвкa – removable head – Revolverkopf – tête escamotable фpeзepнaя гoлoвкa – cutter head – Fräserkopf – tête de fraisage зaжимнaя гoлoвкa – terminal head – Klemmkopf – tête de serrage As it turns out, although some terms are metaphoric, they cannot be grouped under the same conceptual metaphor, and they do not represent a lexical match as in the case of the English “connecting-rod end” when the metaphor is based on the similarity of the position of a different image, while in its Russian, German and French counterparts the likeness of the upper part of the body is evident: гoлoвкa шaтyнa – connecting-rod end – Pleuelstangenkopf – tête de bielle A few more examples that happen to be collocates in English, German and French seem metaphor-doubtful in Russian as they do not evoke the metaphorical image. In other words, it is not kept in the Russian lexical units: дepжaтeль (пpoтяжки) – header – Kopfstuck – tête reglable de la broche вepтлюг – crosshead – Drehkopf – tête de rotation пoпepeчинa peйcшины – crosshead member – Kopfplatte – tête du té нacaдкa – headpiece – Kopfband – chevêtre de tête бoёк мoлoткa – head of hammer – Hammerkopf –tête du marteau The study has looked at the ways how the metaphorical lexical items with the basic component “head” are formed in the respective languages. In the previous research, it was stressed that composition is one of the most productive term formation models in the German language. In the final position, the anthropomorphic base indicates the properties, functions or location of the part in a larger mechanism [10]. It is in line with our findings: гoлoвкa зaклёпки – rivet head – Nietkopf – tête de rivet гoлoвкa дaтчикa – pickup head – Sensorkopf – tête de palpeur As for the formation of Russian, English and French terms from the area of mechanical engineering, the syntactic way of making nomination with a metaphorical characteristic of the shape of the part or machine and their functioning definitely prevails. In this respect, the illustrations given below are worth being treated: квaдpaтнaя гoлoвкa – square head – Vierkantkopf – tête carrée пoлyкpyглaя гoлoвкa – cup head – Halbrundkopf – tête demi-sphérique фpeзepнaя гoлoвкa – cutter head – Fräserkopf – tête de fraisage пoлиpoвaльнaя гoлoвкa – buffing head –Polierkopf – tête à polir зaжимнaя гoлoвкa – terminal head – Klemmkopf – tête de serrage

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It is now well-established that lexical tokens evoking parts of the human body can collocate with other terms bearing a potential metaphorical load. Our evidence indicates that if it is necessary to describe the nature of the connection, the mobility or circular movement of the mechanism during operation, the German and French terminological units may contain two anthropomorphic nominations at once. It certainly allows to give a more accurate and at the same time figurative characteristic of the structure and functioning: шapниpнaя гoлoвкa – swivel head – Gelenkkopf – tête articulée Finally, a few notes are in order about the borrowing matters in relation to the metaphorical terminology of the four languages in question. First, it is well-known that the Germanic, Roman and Slavic languages abound in loan words from Latin and Greek. Among Russian terms in the field of mechanical engineering, as well as their English, German and French equivalents, a tendency toward the hybrid formation of terminological units, that is a combination of words/composition with the borrowing of one of the items from the classical language (cylindrical, automatic, polishing, measuring), has been revealed: цилиндpичecкaя гoлoвкa – cylindrical head – Zylinderkopf – tête cylindrique aвтoмaтичecкaя cвapoчнaя гoлoвкa – automatic welding head – Schweißkopf – tête automatique пoлиpoвaльнaя гoлoвкa – buffing head – Polierkopf – tête à polir измepитeльнaя гoлoвкa – detecting head – Meßkopf – tête de mesure Second, among Russian anthropomorphic nominations there is a large number of borrowings from the German language. In the reign of Peter the Great, German notions and their specialized names from different branches of industry penetrated into Russian terminological vocabulary because of the need of describing processes, tools and instruments in these technical fields. Thus, of special interest is the case when the transliteration (transcription) of the German term can be observed in the Russian terminological item: кpeйцкoпф – crosshead – Kreuskopf – tête croisée

5 Conclusion The present research of Russian metaphorical terms with the core component “head” in the area of mechanical engineering and their counterparts in English, German and French has supported the hypothesis that the metaphor is central to scientific language and thought on a constitutive basis. The examples shown throughout the paper evidence the fact that the metaphor can be a very productive framing device in language because it provides support for human thought processes. From empirical data we have shown that the “head” metaphors found are all grounded in physiological experience, namely in the shape, position and body functions. The occurrences of metaphtonymy have been particularly highlighted including an attempt to shed light on the commonalities and differences of the analogues in the languages studied. The detailed analysis of the productive patterns has revealed the fact that the most prolific way of forming lexical items with the basic element “head” in Russian, English

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and French is the syntactic way, whereas in German, it is the composition. Moreover, organicist metaphors are almost identical in English, German and French, though Russian lexical choice and morphological structure tend to be more language specific. All in all, we may conclude that scientists’ conceptual systems are either universal or highly widespread across languages and cultures. In this sense, the global scientific community shares similar conceptual metaphors to structure knowledge, however, with different emphasis, at least according to the four languages and cultures analyzed. In this case, foreign-language learners with a mechanical engineering background are definitely in need of awareness-raising instruction on these metaphorical issues in order to provide an adequate technical translation in the academic and professional contexts.

References 1. Sishchuk, J.M., Gerasimova, I.G., Goncharova, M.V.: Anthropocentric world picture in German and English geological and mining metaphoric terms. In: Innovation-Based Development of the Mineral Resources Sector: Challenges and Prospects – 11th Conference of the Russian-German Raw Materials, pp. 555–560. CRC PRESS/Balkema, London (2019) 2. Durán-Escribano, P., Cuadrado-Esclapez, G.: Constitutive metaphor and mental mapping: meaning construction in the language of science and technology. Revista de Lenguas para Fines Especificas 23(1), 83–107 (2017) 3. Aitchison, J.: Words in the mind: an introduction to the mental Lexicon. Blackwell, London (2003) 4. Lakoff, G.: The contemporary theory of Metaphor. In: Ortony, A. (ed.) Metaphor and Thought, pp. 202–251. Cambridge University Press, Cambridge (1993) 5. Roldán-Riejos, A., Molina-Plaza, S.: Home and clothes: a case of prolific metaphor creation in engineering (Spanish and English). SYNERGY 12(1), 129–138 (2016) 6. Boyd, R.: Metaphor and theory change: what is metaphor a metaphor for? In: Ortony, A. (ed.) Metaphor and Thought, pp. 481–532. Cambridge University Press, Cambridge (1993) 7. Macmillan English dictionary for advanced learners: International, Student edn. Macmillan Publishers Limited, London (2006) 8. Roldán-Riejos, A., Úbeda, P.: Metaphor in the ESP engineering context. IBERICA 25, 107– 126 (2013) 9. Anokhina, T.Ya., Zaitseva, T.N., Martirosyan, N.V.: Metafora kak odin iz produktivnykh sposobov obrazovaniya mashinostroitelnykh terminov v sovremennom russkom yazyke [Metaphor as One of the Productive Ways of Forming Machine Building Terms in Modern Russian]. Izvestiya MGTU “MAMI.” Gumanitarnyje nauki 4(18), 242–245 (2013). (in Russian) 10. Semochko, S.V.: Antropomorfnyje nominatsii iz sfery mashinostroyeniya v aspekte perevoda (na materiale nemetskogo i russkogo yazykov) [Anthropomorphic Nominations from the Sphere of Machine Building in Translation (On the Material of the German and Russian Languages]. Vestnik VGU. Lingvistika i mezhkulturnaya kommunikatsiya 1, 155– 159 (2018). (in Russian) 11. Zaitseva, T.N., Martirosyan, N.V.: K voprosu o metaforizastii terminov mashinostroitelnoy otrasli [To the Question of the Terms of the Machine Building Area]. Izvestiya MGTU “MAMI.” Gumanitarnyje nauki 4(22), 181–185 (2014). (in Russian) 12. Ozhegov, S.I., Shvedova, N. Yu.: Tolkovy slovar russkogo yazyka [Explanatory Dictionary of the Russian Language]. OOO “TEKHNOLOGII,” Moscow (2003). (in Russian)

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13. Atking, T., Escudier, M.: Oxford Dictionary of Mechanical Engineering. Oxford University Press, Oxford (2014) 14. Bakhirov, L.A., Koganov, D.J.: Frantsuzsko-russky slovar po mashinostroyeniyu [FrenchRussian Dictionary of General Engineering]. Izdatelstvo “Russky Yazyk,” Moscow (1974). (in Russian) 15. Dormidontov, E.A., Malakhovsky, Ya. E.: Nemetsko-russky avtotraktorny slovar [GermanRussian Dictionary of Tractor Terms]. Russky Yazyk, Moscow (1982). (in Russian) 16. Kretchetnikov, S.I., Sheldakov-Grekov, E.M., Symatchevskaya, J.N.: Anglo-russky slovar po mashinostroyeniju i metalloobrabotke [English-Russian Dictionary of Metal Working and General-Engineering Shop Terms]. Izdatelstvo “Sovetskaya Entsyklopediya,” Moscow (1969). (in Russian) 17. Nemetsko-russky politekhnichesky slovar [German-Russian Polytechnic Dictionary]. http:// www.classes.ru/all-german/dictionary/german-russian-politechnical-term-1763.htm. Accessed 25 Sept 2019. (in Russian) 18. Politekhnichesky frantsuzsko-russky slovar [French-Russian Polytechnical Dictionary]. http://fr-rus-polytechnic-dict.slovaronline.com. Accessed 20 Sept 2019. (in Russian) 19. Shvarts, V.V.: Nemetsko-russky slovar po tekhnologii mashinostroyeniya [German-Russian Dictionary of General Engineering]. Izdatelstvo “Russky Yazyk,” Moscow (1978). (in Russian) 20. McEnery, A., Xiao, R.: Parallel and comparable corpora: What is happening? In: Rogers, M., Anderman, G. (eds.) Incorporating Corpora: The Linguist and the Translator, pp. 18–31. Multilingual Matters, Clevedon (2007) 21. Evans, V.: Metaphor, lexical concepts and figurative meaning construction. J. Cogn. Semioti. V 1–2, 73–107 (2013) 22. Goossens, L.: Metaphtonymy: the interaction of metaphor and metonymy in figurative expressions for linguistic action. In: Goossens, L. (ed.) By Word of Mouth: Metaphor, Metonymy and Linguistic Action in a Cognitive Perspective, pp. 159–174. John Benjamins, Amsterdam/Philadelphia (1995)

The Arctic Altaic Languages Innokentiy N. Novgorodov1(&) , Tatyana S. Nazmutdinova2 Aleksandr A. Petrov2 , Lyubov’ Zh. Zaksor2 , and Elena V. Nesterova3

,

1

3

North-Eastern Federal University, Yakutsk 677000, Russia [email protected] 2 The Herzen State Pedagogical University of Russia, St. Petersburg 191186, Russia [email protected], [email protected], [email protected] The Institute for Humanities Research and Indigenous Studies of the North of the Siberian Branch of the Russian Academy of Sciences, Yakutsk 677007, Russia [email protected]

Abstract. Background. This article is about the Arctic Altaic languages: Yakut, Dolgan, Evenki and Even. A relationship between Yakut and Dolgan, Evenki and Even is discussed. The Yakuts, Dolgans, Evenks and Evens are the ethnoses of the North-East of Eurasia and inhabit in Arctic along the Yenisei, Khatanga, Anabar, Olenyok, Lena, Yana, Indigirka, Alazeya, Kolyma, Anadyr rivers. The number of the Yakuts is 478085 people in Russia that of the Dolgans – 7885, the Evenks – 37843, the Evens – 22383. Materials and Methods. Research materials are the words of the Leipzig– Jakarta list of the languages considered in the paper. In this survey the comparative method is used as the main method. The quantitative method is applied to count the similarities and discrepancies in the Leipzig-Jakarta list of the languages. The research is conducted involving genetic and historical data as well. Discussions. Some scholars believe that Dolgan originated as a result of divergence from Yakut. Others argue that Dolgan emerged as a result of the convergence of Yakut and Evenki. The origin of Even is also discussed in a similar way. Some scholars believe that Even and Evenki occurred as a result of a split of Tungus. Others argue that Even originated as a result of the convergence of Evenki and Yukaghir. Conclusions. Authors conclude that Dolgan originated as a result of the convergence of Yakut and Evenki, Even occurred as a result of a split from of the Tungus language. Keywords: Languages
Leipzig-Jakarta list
Genetic
Historical Arctic
Altaic
Yakut
Dolgan
Evenki
Even
Yukaghir Abbreviations

dol. ev. even.

Dolgan Even Evenki

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1108–1116, 2020. https://doi.org/10.1007/978-3-030-47415-7_119


Data


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mong. mo. kh. rus. tu. tu.-ma. turk. yak. yuk.

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Mongolic Written Mongolian Khalkha Russian Tungusic Tungus-Manchuric Turkic Yakut Yukaghir

1 Introduction Altaic Studies are of the current interest within the modern Euro-Asian research held by the leading countries worldwide in the context of their geopolitics. To study processes of the Altaic language community convergence [1–4] it is reasonable to explore the Leipzig–Jakarta list [1, 5–7] and after that to conduct a comprehensive study of the Turkic, Mongolian, Tungus-Manchu, Korean and Japonic peoples, taking into consideration the achievements of linguistics, history and genetics. The article considers the Arctic Altaic community: languages of Yakut, Dolgan, Even, and Evenki. The Arctic Altaic community was formed after occurrence of Yakut in interfluve area of the Lena and Aldan rivers in the 14th century from Circumbaikal region [5]. Languages of the Arctic Altaic community were first published in the “Encyclopedia of the Arctic” [8]. The Yakuts, Dolgans, Evenks and Evens are the ethnoses of the North-East of Eurasia and inhabit in Arctic along the Yenisei, Khatanga, Anabar, Olenyok, Lena, Yana, Indigirka, Alazeya, Kolyma, Anadyr rivers. Decree of the President of the Russian Federation on the 13th of May, 2019, Number 220 determines the Arctic zones and mentioned peoples live in those territories. The number of the Yakuts is 478,085 people in Russia that of the Dolgans – 7,885, the Evenks – 37,843, the Evens – 22,383 [9]. Yakuts and their language occurred in the 1st century B.C. as a result of collapse of Prototurkic ethnos and its language in steppe zone of the Central Asia [5]. The Yakut language, as a state language of the Republic of Sakha (Yakutia), relates to the Yakut group of the Turkic languages and consists of 4 dialect groups: the Central, the Olekmo-Vilyujskiy, the North-Western, and the North-Eastern [10]. 450,140 people speak the Yakut language [9]. The Yakut language is common in the Arctic districts: Abyjskij, Allaihovskij, Anabarskij, Bulunskij, Verhnekolymskij, Verhoyanskij, Zhiganskij, Momskij, Nizhnekolymskij, Olenekskij, Srednekolymskij, UstYanskij, Eveno-Bytantajskij. The Dolgan language relates to the Yakut group of the Turkic languages and consists of 5 dialects: Norilskij, Pyasinskij, Avamskij, Hatangskij, and Popigajskij. Only 1,054 people speak the Dolgan language [9]. The Dolgan language is common in the Arctic: Norilsk, the Taimyr (Dolgano-Nenets) region of Krasnoyarsk Krai in Russia, Anabarskij district in Yakutia.

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The Evenki language relates to the group of the Tungus-Manchu languages. The language has 3 dialects: the Southern, the Northern, and the Eastern [11]. In the Arctic, the Evenki language is common in Norilsk, the Turukhan and Taimyr (DolganoNenets) regions of Krasnoyarsk Krai in Russia, and also in Anabarskij, Zhiganskij, Olenekskij districts in Yakutia. Ancestral homeland of the Evenks is Manchuria from where they migrated to northwards until the third century AD [12]. The Even language relates to the Tungus group of the Tungus-Manchu languages and consists of 3 dialects: the Eastern, the Central, and the Western. Only 5,656 people speak the Even language [9]. In the Arctic, the Even language is common in Abyjskij, Allaihovskij, Bulunskij, Verhnekolymskij, Verhoyanskij, Momskij, Nizhnekolymskij, Srednekolymskij, Ust-Yanskij, and Eveno-Bytantajskij districts of Yakutia, and for Chukotka in Bilibinskij region and Anadyr. Some scholars believe that Dolgan originated as a result of divergence from Yakut [10, 13]. Others argue that Dolgan emerged as a result of the convergence of Yakut and Evenki [14]. The origin of Even is also discussed in a similar way. Some scholars believe that Even and Evenki occurred as a result of a split of Tungus in 12-16 centuries AD [12]. Others argue that Even originated as a result of the convergence of Evenki and Yukaghir [15]. Since the convergence of Evenki and Yukagir is discussed in the paper, a few words should be mentioned about the Yukaghirs as well. The ethnos inhabits along the Kolyma river. The number of the Yukaghirs is 1,603 people in Russia [9]. Yukaghir is an isolated language. Only 370 people speak the Yukaghir language [9]. Two idioms are distinguished in Yukaghir: Tundra and Kolyma. A relationship between Yakut and Dolgan, Evenki and Even will be discussed further.

2 Materials and Methods For studying a relationship between Yakut and Dolgan, Evenki and Even we use a multidisciplinary approach. We take into consideration the Leipzig-Jakarta list and genetic and historical data. The Leipzig-Jakarta list is a 100-word list to test the degree of language relationship by comparing words that are resistant to borrowing [16]. Here, the Leipzig-Jakarta list is the data for the quantitative method adopted. It is used to count the similarities and discrepancies in the Leipzig-Jakarta list of the Turkic and Tungus-Manchu languages in order to reveal the degree of homogeneity of comparable objects, which is important in studying the relationship of different languages and their genetic carriers. In this survey the comparative method is used as the main method. Published and recorded from native speakers materials are used in the present study of the Yakut and Dolgan & the Evenki and Even languages. We also use historical data [17] and genetic approach that was demonstrated in a study of relationship between Yakut and Evenki [18]. It was proved that there was not language shift of entire groups of the Evenks to the Yakut language.

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3 Results For the convenience of the analysis the Leipzig-Jakarta list was given the alphabetical order of vocabulary and a single lexeme for identifying each vocabulary sample. Before presenting materials of the Leipzig-Jakarta list, it should be noted that ‘1’ is the number of the Leipzig-Jakarta list item; ‘ant’ – its meaning; 3.817 – the index number of the World loanword database available online at [19]; yak. – abbreviation of Yakut; qïmïrdacas – a word form; < turk. [20] – information about an origin and its source. The Leipzig-Jakarta list of Yakut and Dolgan a) Evenki and Even b) was published [5, 11, 21], e.g.: a) 1 ‘ant’ 3.817 yak. qïmïrdacas < turk. [20, p. 140]; dol. hirikte < even. hirikte, dol. qïmïrdagas, cf. yak. qïmïrdacas etc. b) 1 ‘ant’ 3.817 even. ırikte, hirikte < tu.-ma. [22, p. 327]; ev. čırit, hırit (west) < tu.ma. [22, p. 327] etc. Historical and genetic data (haplotypes of the Y chromosome) of the Yakuts, Dolgans, Evenkis, Evens and Yukaghirs are published [17, 23].

4 Discussion The Yakuts and Dolgans have a literal resemblance of the Leipzig-Jakarta list. The exception is item 18 ‘to crush/to grind’ 5.56: yak. tart- < turk. [24], melij- < rus. meli-< melit’, cf. rus. molot’, dol. ilbirit- cf. yak. ilbirit- ‘Crush! Wear to holes!’ < ilbi, ibili ‘to ashes’, ‘to porridge’, ‘apart’ + verbal affix-rïj (cf. ilbirij- ‘to fray’, ‘to turn to dust, to turn into porridge’) + affix of imperative voice-t. Also one can trace the Evenki influence on the Dolgan and Yakut Leipzig-Jakarta list (items 1, 19), e.g.: 1 ‘ant’ 3.817 dol. hirikte < even. hirikte < tu.-ma. [22]. Close relationship between the Evenks and Yakuts is proven by the borrowings from Yakut to Evenki in the Leipzig-Jakarta list (items 70, 76), e.g.: 70 ‘salt’ 5.81 even. (east), ev. (west, central) tūs [25, p. 222] < yak. tūs < turk. [24], etc. If one can find similarities of the Yakut and Dolgan Leipzig-Jakarta list, then it is expected to see resemblance in genetic content of the Yakuts and Dolgans as culture is passed through direct ethnical contacts. And this accordance was found. Genetically the Yakuts and Dolgans have one and the same haplotype N1c1 (NTatC) in Y chromosome but in different proportions 17%–36% (the Dolgans) [23] и 94% (the Yakuts) [26]. However, the difference lies in the fact that Dolgans show a significant proportion (24%–44%) of the Evenki haplotype (C3c (C-M86)) in Y chromosome (24%–44%), while the central Yakuts and Vilyuy Yakuts do not have this haplotype, or the proportion of the mentioned haplotype is insignificant (3%) in the

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northeastern Yakuts. About the latter one reflects the item 19 of the Yakut LeipzigJakarta list, where the Evenki loan word is traced, e.g.: 19 ‘to cry/to weep’ 16.37 yak. soŋо- < even. soŋo- < tu.-ma. [25]. In spite of the resemblance of the Yakut and Dolgan according to the LeipzigJakarta list, the different proportions of the N1c1 haplotype of the Yakuts and Dolgans were found. Also, among the Dolgans, Evenki C3c haplotype was revealed. Moreover, one can find the Evenki influence on the Dolgan Leipzig-Jakarta list. The latter ones allow to conclude that the origin of the Dolgans relates to the language and ethnose convergence of the Yakuts and Evenks, but not to the divergence of the Yakuts and the split of their language into different languages. From the historical documents we know that in the 17th century the Evenki tribe of the Dolgans inhabited in low reaches of the Vilyuy river [17]. It is found out that in 1636 Dolgans’ ancestors were written as the Yakuts [27]. This fact proves close relationship between the Evenki tribe of the Dolgans and the Yakuts. From the low reaches of the Vilyuy river the Dolgans migrated to the Olenyok river area due to smallpox epidemic, where they appeared in 1655 [27]. After that the Dolgans migrated to Taymyr, where they appeared in 1761, and their core spoke the Yakut language [27]. Other Evenki tribes came to Taymyr after 1768 [27]. All of the Evenki tribes came to Taymyr after the Yakuts and Russian old settlers. The first ones were registered in Taymyr in 1699 and the second in 1701. Furthermore, in 1727 the marriage between the Yakut and Russian was recorded [27]. So here we find two different processes of language contact between the Yakuts and the Dolgans (the former Evenks) & Yakuts and Russian old settlers. Because these contacts are not simultaneous, but they were distinguished in time in Taymyr. The language contact between the Yakuts and Russian old settlers appeared earlier in Taymyr, before the Dolgans (the former Evenks) came to this region. Besides, the language contact between the Yakuts and the Dolgans (the former Evenks) did not appear in Taymyr, but it appeared much earlier in the Vilyuy river area in the 17th century. But the result of the contacts was the same. In the 19th century the Dolgans of Taymyr were registered in scientific works as the Yakut speaking ethnos [28] and the Russian old settlers also changed their language from Russian into Yakut language [27]. So we can consider that a language shift of the Dolgans from Evenki to Yakut language begins in the 17th century in the Vilyuy river region and continues to the North-West from the mentioned district in Taymyr through the Olenyok river area according to historical documents. As the result of the language shift and convergence of the Yakuts and Evenks a new ethnos of the Dolgans is emerged in Taymyr in 18th century. Thus we disagree with Voronkin’s statement and support Shcherbak’s idea. The dialect data of the Evenki Leipzig-Jakarta list are homogeneous [11] while the Even idioms differ in two items (8, 70), e.g.: 8 ‘bitter’ 15.37 ev. (west, central) idara, idahri ˂ idarhi < tu.-ma. [22], ev. (central, east) got < tu.-ma. [22] etc. Comparison of the Evenki and Even Leipzig-Jakarta list shows the difference in 15 (4, 9, 10, 14, 18, 22, 23, 42, 51, 59, 70, 71, 76, 78, 87) items, e.g.: 4 ‘back’ 4.19 even. sogdone, cf. sogǯо ‘back (its low part)’ < tu. [25], ev. n’iri < tu. [22] etc.

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But careful analysis of the published materials reveals homogeneity of the Evenki and Even Leipzig-Jakarta list, e.g.: 4 ‘back’ 4.19 even., ev. arkan (< ar + -kan, here it is a diminutive affix that it seems to be morphological adaptation of Mongolian word) < tu. [22, p. 51] < mong.: mo. aru, kh. ar < *turk. ār [29] etc. As it is observed homogeneity of the Evenki and Even Leipzig-Jakarta list and it should be expected similarity of the genetic data of the language carriers. The similarity was found. Genetic analysis of the Evenks and Evens shows the haplotype C3c (M-86) in Y chromosome among the Stony Tunguska Evenks (70%), the eastern Evens (61,3%), the central Evens (50%) and the western Evens (4,5%) [26]. This haplotype is also found in the Oroqens, who live in China and speak closely related language to the Evenks and Evens. This haplotype combines the Stony Tunguska Evenks, the eastern Evens, the central Evens and Oroqens in one cluster. So this haplotype C3c is dominant and it is peculiarity of the Evenks and Evens. The second significant haplotype of the Evenks and Evens is N-P43. It is found in the Stony Tunguska Evenks (27,5%), the eastern Evens (0%), the central Evens (37,5%) and the western Evens (4,5%). The dominant haplotype of the western Evens is N1c1 (N-TatC) (90,9%). The western Evens are outliers who fall close to the Yakuts. About close relationship between the abovementioned western Evens and Yakuts prove the borrowings from the latter ones to Even in the Leipzig-Jakarta list (items 70, 76), e.g.: 76 ‘small’ 12.56 ev. (west) qïra, even. (east) kira [22] < yak. qïra, cf. *turk. qïr‘crush into pieces’ [20]. Linguistic and genetic data confirm that the Even and Evenki languages occurred as a result of a split of Tungus that took place due to Yakut invasion in the 14th century [12]. As for genetic data of the Yukaghirs one can find a colorful picture. The picture consists of different haplotypes: Tungusic M-86 (15.4%), Yakut N-TatC (30.8%) and original Q-P36 (30.8%) [26]. It should be noted that Yukaghir haplotype Q-P36 is not exposed in the Even Y chromosome and a share of the Q-P36 is insignificant (0,5%) in the Yakut gene pool [26]. At the same time, one item of the Leipzig-Jakarta list proves language influence of Yukaghir on Even, e.g.: 1 ‘ant’ 3.817 ev. (central, east) etärgen [25, p. 471] < yuk. etergen. On the contrary one can find numerous Yakut and Even borrowings in Yukaghir [30]. These loanwords indicate mainstream of haplotypes from Tungusic and Yakut to Yukaghir. This direction of gene flow is confirmed by historical documents. In the 17th century, matrilocal marriage dominated among the Yukaghirs in the North-East and the individual Even men could enter the Yukaghir families. Children of such families became Yukaghirs as they spoke the Yukaghir language [17]. So the analysis shows us absence of the convergent origin of the central and eastern Evens as the result of contacts between the Yukaghirs and the Tungus. However, it is not related to the Western Evens, who emerged as the result of the Yakut and Tungus convergence. According to this, we disagree with Tugolukov’s statement and support Doerfer’s idea.

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5 Conclusion Authors conclude that Dolgans and their language originated as the result of the convergence of the Yakuts and Evenks. Dolgans’ language appeared between the 17th and eighteenth centuries in the North-West of the Vilyuy river region. On the contrary, the Evens and their language occurred as the result of a split from of the Tungus language due to the Yakut invasion in the 14th century in Central Yakutia.

References 1. Erdal, M.: The Turkic-Mongolic relationship in view of the Leipzig-Jakarta list. In: Novgorodov, I. (ed.) Unpublished Proceedings of 2016 International Symposium “The Leipzig-Jakarta list of the Turkic languages as a source of the interdisciplinary comprehensive studies” (2016) 2. Janhunen, J.: The altaic hypothesis: what is it about? In: Novgorodov, I. (eds.) Unpublished Proceedings of 2016 International Symposium “The Leipzig-Jakarta list of the Turkic Languages as a Source of the Interdisciplinary Comprehensive Studies” (2016) 3. Vovin, A.: Koreo-Japonica: A Re-evaluation of a Common Genetic Origin. Hawai‘i Studies on Korea. University of Hawai‘i Press, Honolulu (2010) 4. Vovin, A.: Lexical and paradigmatic morphological criteria for the establishing language genetic relationships. In: Novgorodov, I. (ed.) Unpublished Proceedings of 2016 International Symposium “The Leipzig-Jakarta List of the Turkic Languages as a Source of the Interdisciplinary Comprehensive Studies” (2016) 5. Novgorodov, I.: Ustojchivyi slovarnyi fond Tyurkskikh yazykov [The Leipzig-Jakarta list of the Turkic languages]. SMIK, Yakutsk (2016). (in Russian) 6. Novgorodov, I., Gadzhiakhmedov, N., Ketenchiev, M., Kropotova, N., Lemskaya, V.: Chulym Turkic is a Uralian Kipchak language according to the Leipzig–Jakarta list. In: Anikina, Z. (ed.) Proceedings of the 2nd International Conference: Going Global through Social Sciences and Humanities. Advances in Intelligent Systems and Computing, vol. 907, pp. 411–419. Springer, Cham (2019) 7. Novgorodov, I.: Glagoly ustojchivogo slovarnogo fonda i spiska M. Svodesha v tyurkskih i mongol’skih yazykah [Verbs of the Leipzig-Jakarta list and roster of M. Swadesh in the Turkic and Mongolian languages]. In.: Stepanov, V. (ed.) Sovremennaya nauka: aktual’nye problemy teorii i praktiki: gumanitarnye nauki [Modern Science: actual problems of theory and practice». Series of “Humanities”], vol. 9–2, pp. 163–169. Publishing house Nauchnye tekhnologii, Moscow (2019). (in Russian) 8. Novgorodov, I.: Northern Altaic languages. In: Nuttall, M. (ed.) Encyclopedia of the Arctic, pp. 1479–1480. Routledge Taylor and Francis Group, New York (2005) 9. Vserossiyskaya perepis naseleniya [All-Russian Census]. http://www.gks.ru/free_doc/new_ site/perepis2010/croc/perepis_itogi1612.htm. Accessed 20 Oct 2019. (in Russian) 10. Ivanov, S.: Dialektologicheskij atlas yakutskogo yazyka [Dialectological atlas of the Yakut language]. Nauka, Novosibirsk (2010). (in Russian) 11. Novgorodov, I., Varlamova, G.: Ustojchivyj slovarnyj fond vostochnogo narechiya evenkijskogo yazyka [The Leipzig-Jakarta list of the eastern dialect of the Evenki language]. In: Shumilina, O. (ed.) Inostrannye yazyki: lingvisticheskie i metodicheskie aspekty [Foreign Languages: Linguistic and Methodological Aspects], vol. 45, pp. 163–168. Publishing house of Tver State University, Tver (2019). (in Russian) 12. Doerfer, G.: Mongolo-Tungusica. Otto Harrassowitz, Wiesbaden (1985)

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13. Voronkin, M.: Dialektnaya sistema yazyka sakha [The dialect system of the Sakha language]. Nauka, Novosibirsk (1999). (in Russian) 14. Shcherbak, A.: Vvedeniye v sravnitelnoye izucheniye tyurkskikh yazykov [Introduction to the Comparative Study of the Turkic Languages]. Nauka, St. Petersburg (1994). (in Russian) 15. Tugolukov, V.: Etnicheskie korni tungusov [The ethnic roots of the Tungus]. In: Gurvich, I. (ed.) Etnogenez narodov Severa [The Ethnogenesis of the Peoples of the North], pp. 152– 176. Nauka, Moscow (1980). (in Russian) 16. Tadmor, U.: The Leipzig-Jakarta list of basic vocabulary. In: Haspelmath, M., Tadmor, U. (eds.) Loanwords in the World’s Languages: A Comparative Handbook, pp. 68–75. Mouton de Gruyter, Berlin (2009) 17. Dolgix, B.: Rodovoy i plemennoy sostav narodov Sibiri v XVII veke [Tribal composition of the peaples of Siberia in the 17th century]. Izdatel’stvo Akademii nauk SSSR, Moscow (1960). (in Russian) 18. Pakendorf, B., Novgorodov, I.: Loanwords in Sakha (Yakut), a Turkic language of Siberia. In: Haspelmath, M., Tadmor, U. (eds.) Loanwords in the World’s Languages: A Comparative Handbook, pp. 514–515. Mouton de Gruyter, Berlin (2009) 19. The World Loanword Database (WOLD). http://wold.clld.org/meaning. Accessed 10 Oct 2019 20. Levitskaya, L., Dybo, A., Rassadin, V.: Etimologicheskiy slovar tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie leksicheskie osnovy na bukvy “K” [Etymological dictionary of the Turkic languages. All-Turkic and cross-Turkic lexical stems starting with letter “K”]. Yazyki russkoy kultury, Moscow (2000). (in Russian) 21. Novgorodov, I., Fedorenkova, V.: Ustojchivyj slovarnyj fond zapadnogo narechiya evenskogo yazyka [The Leipzig-Jakarta list of the eastern dialect of the Even language]. In: Shumilina, O. (ed.) Inostrannye yazyki: lingvisticheskie i metodicheskie aspekty [Foreign Languages: Linguistic and Methodological Aspects], vol. 45, pp. 168–174. Publishing house of Tver State University, Tver (2019). (in Russian) 22. Gorcevskaya, V., Kolesnikova, V., Konstantinova, O., Novikova, K., Petrova, T., Cincius, V., Bugaeva, T.: Sravnitel’nyj slovar’ tunguso-man’chzhurskih yazykov. Materialy k etimologicheskomu slovaryu [Comparative dictionary of the Tungus-Manchuric languages. Materials for an etymological dictionary], vol. I. Nauka, Leningrad (1975). (in Russian) 23. Fedorova, S.: Geneticheskie portrety narodov Respubliki Sakha (Yakutiya): analiz linij mitohondrial’noj DNK i Y-hromosomy [Genetic portraits of the peoples of the Republic of Sakha (Yakutia): analysis of mitochondrial DNA lines and the Y chromosome]. Publishing House of the YaNTS SB RAS, Yakutsk (2008). (in Russian) 24. Sevortyan, E.: Etimologicheskiy slovar tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie osnovy na bukvy “V”, “G”, “D” [Etymological dictionary of the Turkic languages. AllTurkic and cross-Turkic stems starting with letters “V”, “G”, and “D”]. Nauka, Moscow (1980). (in Russian) 25. Gorcevskaya, V., Kolesnikova, V., Konstantinova, O., Novikova, K., Petrova, T., Cincius, V., Bugaeva, T.: Sravnitel’nyj slovar’ tunguso-man’chzhurskih yazykov. Materialy k etimologicheskomu slovaryu [Comparative dictionary of the Tungus-Manchuric languages. Materials for an etymological dictionary], vol. II. Nauka, Leningrad (1977). (in Russian) 26. Pakendorf, B., Novgorodov, I., Osakovskij, V., Stoneking, M.: Mating patterns amongst Siberian reindeer herders: inferences from mtDNA and Y-chromosomal analyses. In: Ruff, C. (ed.) American Journal of Physical Anthropology, vol. 133, pp. 1013–1027. WileyBlackwell, Hoboken (2007) 27. Dolgix, B.: Proiskhozhdenie dolgan [Origin of the Dolgans]. In: Dolgix, B. (ed.) Sibirskij etnograficheskij sbornik [Siberian Ethnographic Collection], pp. 92–141. Izdatel’stvo Akademii nauk SSSR, Moscow (1963). (in Russian)

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28. Anderson, D.: Tundroviki: ekologiya i samosoznanie tajmyrskih evenkov i dolgan [Ecology and Identity of the Taimyr Evenks and Dolgans]. Publishing house of Siberian Branch of the Russian Academy of Sciences, Novosibirsk (1998). (in Russian) 29. Shcherbak, A.: Sravnitelnaya fonetika tyurkskih yazykov [Comparative phonetics of the Turkic languages]. Nauka, Moscow (1970). (in Russian) 30. Piispanen, P.: Additional Turkic and Tungusic borrowings into Yukaghir III. In: Uçar, E. (ed.) Journal of Old Turkic Studies, vol. 3/2, pp. 321–371. DergiPark, Prague (2019)

Cultural Characteristics in the Public-Service Advertising Texts in China Claudia Fedorova1(&)

, Anna Ikonnikova1

, and Soon Ye2

1

2

North-Eastern Federal University, Yakutsk 677000, Russia [email protected] Shanghai Shouhuo Rubber & Plastic Co. Ltd., Shanghai 201206, China

Abstract. The article is devoted to the study of cultural characteristics of public advertising, which is aimed not only at the commercial promotion of commodities and services, but also at the promotion of morals in a society. The thematic categories reflecting the most pressing problems of modern China have been analyzed. Thus, the problems of ecology and environmental protection, family relations, care for seniors and children in families form the focus of public advertising. According to the research, a significant and inseparable part of public advertising is the one based on traditional culture. It helps people to improve the quality of life and provide the sustainability of Chinese traditional culture now and in the future. Of great interest are the texts formed by game of Chinese characters (hieroglyphs) producing a special effect due to the peculiarities of Chinese writing and creating rich imaginative series. The research material consists of 78 social advertising texts reflecting the principles of philosophical and religious teachings and the texts based on traditional Chinese culture. The authors of the article believe that public advertising texts reflect the characteristics of Chinese culture and can serve as a guideline for the upbringing of the spiritual ideal in modern China. Keywords: Advertising


Creolized text
Culture
Themes

1 Introduction The problems of correlation between language and culture as well as study of the cultural aspects of ethnic groups remain the focus of linguists, psychologists and those who study culture. Advertisement belongs both to culture and society and reflects not only the desire for the commercial promotion of goods and services, but also directs consumers to value ideas about the ideals of their society, thus transferring an ideological meaning. If commercial advertising is aimed at promoting goods for profit, then the purpose of public advertising is to attract public attention to a particular problem, for example, the problem of family relations, the problem of the revival and transfer of old cultural traditions. The audience of purely commercial advertising is clearly defined, while in public advertising there is no one addressee. Its audience is much larger, and its effectiveness should be evaluated by such indicators as public recognition of a particular social phenomenon and a change in public attitude towards it. The purpose of © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1117–1123, 2020. https://doi.org/10.1007/978-3-030-47415-7_120

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the article is to show how the topic of public advertising reflects moral guidelines, ethical values that characterize modern China, and what problems are currently relevant for modern Chinese society.

2 Literature Review A public advertising text is understood as a semantically complicated text aimed at influencing a potential consumer in order to change his worldview, influence his opinions and attitude, transfer certain ideology, change public behavior patterns and draw attention to society’s problems [1–9]. Currently, the role of public advertising is being widely discussed in China by academics [10, 11]. Evidently, public advertising, like advertising in general, has a function which is to sell material commodities to us. But it also creates structures of meaning which stand for “ideology” [1], thus focusing on the values of consumers. In this regard, it plays a huge role in the creation and production of moral and spiritual values, an incentive that makes people not only notice a social problem, but also adjust their social behavior [4, 12–14]. Comparing various concepts of advertising public services, we can conclude that there is a close relationship between public advertising and public services. As a rule, the sources of public advertising are mainly state, public or non-profit organizations. Their focus of public advertising is obvious – to draw the attention of citizens to a socially significant problem. The state is interested in the formation of a certain ideology, for example, the education of its citizens in certain values and moral principles. Therefore, the information contained in public advertising is related to the interests of the public and stimulates changes in society – it fosters a civilized ethical spirit embodied in all models of civil morality and moral features of the society in China. Advertising texts in each society have their own specific ethnic and cultural code [15, 16]. In light of this, it seems promising to study the influence of different languages on the structure as well as semantic and pragmatic aspects of an advertising text, compare advertising texts created in different cultures, i.e. stylistic choices, syntactic structures, different persuasive strategies, and other preferences in this type of texts. The research into how ideology responds to social changes (e.g. in Russia before and after 90s of the XX century) might also contribute to the study of advertising.

3 Materials and Methods The material used in the study is based on 78 public advertising texts selected from the database of advertising of the 2017 Central Public Broadcasting Station (China) consisting of 240 advertisements [17]. The criteria for selection the public advertising texts include the tasks performed by social advertising (shaping public opinion, changing public behavior patterns and drawing attention to society’s problems) and advertisers, which are mostly state, public or non-profit organizations [18]. The main function of public advertising texts is to influence the audience’s knowledge, relations and intentions, to involve them in cognitive information processing. Thus, they trigger mental images and mental models, in other words, ideology

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hidden in its language and pictures [1, 5]. Image and verbal components are semantically connected and complement each other creating a complex unity. Let us consider an example of a public advertisement example.

Fig. 1. The old people and the empty house.

Currently in China the number of old people who remain at home without their sons and daughters is increasing. Usually the government supports them sufficiently. However, old people experience loneliness, a sense of being redundant, and exclusion from society. In advertising text (Fig. 1) (kongchaolaoren). The old people and the empty house), we can see a hand with an expensive diamond ring on it in the foreground and a lonely figure of an old man who is slowly walking away along the path. His stooping back, grey head and the stick he is leaning on convey his loneliness, while the hand with a diamond ring in the foreground tells us about the wealth and prosperity of his children supporting him materially. Is it enough to make an old father happy? The image draws the attention and prepares the addressee for the information expressed by the verbal part of the advertisement which is very short: (old parents need your attention). This advertisement belongs to the so called “creolized” texts, in which the image supplements the verbal text to convey the hidden message: old parents need attention from children, grandchildren, they need to spend time with their relatives. The image not only illustrates the verbal text, but also carries an additional meaning, making advertising socially significant. Thus, the advertisement provokes an emotional response to change the attitude and social behavior. This interpretative method was applied to the analysis of selected advertising texts in this research.

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4 Results and Discussion The subject matter of public service advertising reflects the most urgent demands of modern society in China (environmental issues, cultural heritage and traditions). For instance, the image in Fig. 2 creates a background that conveys a peaceful, harmonious life with flowering meadows, clean air and endless blue sky with green paper planes soaring in the air. White buildings are seen in the distance, and in the foreground little colorful men are holding carefully our green planet in their hands. Young cyclists are looking at the horizon with the hope. Unfortunately, if humanity does not protect nature, this beautiful world will disappear. The verbal part of the text “Everyone has the responsibility to protect our earth” emphasizes the main idea of the advertising text.

Fig. 2. Everyone has the responsibility to protect our earth.

The second priority is given to family relations, caring for the elderly and children. For China the problem of lonely children is typical, young parents leave their homes to work in big cities while their children stay at home with their grandparents. Usually they return home once a year on Spring holiday (Fig. 3).

Fig. 3. Mom and Dad, I miss you.

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In this creolized text the visual component is strengthened by short inscriptions in a child’s drawing addressed to his parents 留守儿童-爸爸妈妈,我想你们了(Mom and Dad, I miss you). The simple drawing expresses expectations and desires of a child and makes his implicit dreams clear. Childhood is the happiest period in the life of a person filled with love, friends, games, tasty food, and enjoyment. We do not see the face of the child as he represents the collective image of lonely children left at home while their parents work far away. The advertisement conveys their hidden hope that their Moms and Dads will come home soon. The dissemination of traditional culture is an important and inseparable part of the public advertising subject matter. Public advertising with these themes helps people to improve their quality of life and allows them to preserve Chinese traditional culture now and in the future (Fig. 4).

Fig. 4. Paper cutting is not just art but it is also culture.

Paper cutting is a popular art integral to everyday lives in China. A few years ago this kind of art belonging to the intangible cultural heritage of the world was under the threat of extinction. However, when the texts advertising paper cutting (Paper cutting is not just art, but it is also culture) were placed in public transport, community centers, newspapers and television programmes, young people learned more about traditional art thus providing cultural sustainability. It is interesting that some advertising texts make use of traditional art to highlight environmental threats which can undermine natural balance. For example, Chinese national painting or guóhuà ( guóhuà) originated in ancient times. Over its long history, guóhuà has developed main symbols, e.g. shanshui (mountains and waters), huaniao (flowers and birds). The combination of shanshui (rivers and mountains) and elements of modern civilization (excavators, trucks and lorries) make the pollution threat from exhaust gases, industrial plants and factories much more serious. A Chinese person sees in the advertisement not just the threat to the environment and nature, but also the threat of destruction to the centuries-old culture of his ancestors.

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The rest of the advertising texts were grouped under the title “others” as they represent different individual advertisements reflecting “incorruptible government”, “respect to life”, “honesty”, “kindness”, “voluntary blood donation”, etc. (25.64%) (Fig. 5). Figure 5 presents the main topics of public advertising characteristic of modern Chinese society in 2017.

Fig. 5. Distribution of socially significant topics in advertising discourse of China.

5 Conclusion Thematic categories in the analyzed public advertising texts reflect the most significant and pressing problems facing contemporary China. The most significant thematic group of public advertising texts focuses on ecological issues and environmental protection: overpopulation, limited water, forest and other natural resources, and the threat to their century-old tradition. The Chinese are aware of the seriousness of environmental issues. Such texts make up 25.64%. The second priority is given to the thematic category reflecting family relations, caring for the elderly and children. This category makes up 17.95% of all studied texts. Chinese traditional culture is an inseparable part of the subject-matter in public advertising discourse. It contributes to the spiritual life of the Chinese people and provides sustainability of traditions. This category makes up 16.67% of the texts. Smaller groups are connected with healthy lifestyles and road safety that reflect new priorities in modern Chinese society, i.e. the development of the economy and improving of the material well-being of citizens. These groups make up 7.69% and 6.41% respectively.

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The rest of the advertising texts are grouped under the title “others” as they represent different individual advertisements reflecting “incorruptible government”, “respect to life”, “honesty”, “kindness”, “voluntary blood donation”, etc. These texts make up 25.64%.

References 1. Williamson, J.: Decoding Advertisements: Ideology and Meaning in Advertising. Marion Boyars, London (2005) 2. Arens, W., Schaefer, D.: Essentials of Contemporary Advertising, 2nd edn. McGraw-Hill, Irwin (2007) 3. Fairclough, N.: Language and Power, 2nd edn. Longman, Harlow (2001) 4. Fairclough, N.: Discourse and social change. Polity, Cambridge (2006) 5. Cook, G.: The Discourse of Advertising, 2nd edn. Routledge, London (2001) 6. Goddard, A.: The Language of Advertising: Written Texts. Routledge, London (2002) 7. Vaičenonienė, J.: The language of advertising: analysis of English and Lithuanian advertising texts. KALBŲ STUDIJOS 9, 43–55 (2006) 8. Xiào, B.: Zhōngguó xiào wénhuà gàilùn [Theory of Chinese Culture]. Beijing People’s Publishing House, Beijing (2012). (in Chinese) 9. Hovland, R., Wolburg, J.: Advertising, Society, and Consumer Culture. Routledge, London (2015) 10. Jiāng, X.: Yányǔ xíngwéi shìjiǎo zhòng de gōngyì guǎnggào yǔyánjiū [Study of Social Advertising in Speech Act]. Yunnan Normal University, Yunnan (2017). (in Chinese) 11. Chong, W.: Critical Discourse Analysis of Chinese Advertisement: Case Studies of Household Appliance Advertisements from 1981 to 1996. Changhai Jiao Tong University Press and Springer Nature, Singapore (2017) 12. Piskunova, M.I.: Social`naya reklama kak fenomen obshhestvennoj refleksii [Social Advertising as a Phenomenon of Public Reflection]. Mediaskop 1, 171–194 (2004). (in Russian) 13. Stepanov, E.V.: Social`naya reklama v Rossii: funkcional`ny`e i zhanrovo-stilisticheskie osobennosti [Social Advertising in Russia: Functional and Genre-Stylistic Characteristics]. Moscow State University, Moscow (2007). (in Russian) 14. Luō, J.: Wǒguó gōngyì guǎnggào de shèhuì wénhuà zuòyòng. Běijīng shèhuì kēxué [The Social and Cultural Role of China’s Public Service Advertising]. Soc. Sci. 6, 159–161 (2010). (in Chinese) 15. Mǎ, J.: Rújiā wénhuà duì wǒguó gōngyì guǎnggào de yǐngxiǎng. Xīnjiāng dàxué [The Impact of Confucian Culture on Public Service Advertising in China]. Xinjiang University, Urumchi (2016). (in Chinese) 16. Privalova, I.V.: Nacional`no-kul`turnaya specifika cennostny`x dominant reklamnogo diskursa [National and cultural peculiarities of value dominants of advertising discourse]. In: Krasnykh, V.V., Izotov, A.I. (eds.) Language, Consciousness, Communication 2003, vol. 25, pp. 97–101. Max Press, Moscow (2003). (in Russian) 17. CCTV Homepage. https://search.cctv.com. Accessed 2 Dec 2019 18. Guljaev, V.V.: Kriterii opredelenija ponjatija social’naja reklama [The criteria for definition of social advertising.] Bull. Russ. Univ. People’s Friendship: Lit. Journalism 1, 85–88 (2009). (in Russian)

Khakas as the Karluk-Uighur Language According to the Leipzig–Jakarta List Innokentiy N. Novgorodov1(&) , Safiyat A. Kukaeva2 , Aleksey E. Chumakaev3 , Nikolay N. Efremov4 , and Vladislav A. Borgoyakov5 1

4

North-Eastern Federal University, Yakutsk 677000, Russia [email protected] 2 Karachay-Cherkess Institute for Humanitarian Studies, Cherkessk 369000, Russia [email protected] 3 S. S. Surazakov Institute for Altaistics, Gorno-Altajsk 649000, Russia [email protected] The Institute for Humanities Research and Indigenous Studies of the North of the Siberian Branch of the Russian Academy of Sciences, Yakutsk 677007, Russia [email protected] 5 N. F. Katanov Khakassia State University, Abakan 655000, Russia [email protected]

Abstract. The article focuses on the relationship between the Khakas and the Turkic languages. The study deals with the issue to which of the modern Turkic languages Khakas is related. The Khakas, whose number is about 72 959, are the people inhabiting South Siberia. As research material for the study the words from the Leipzig–Jakarta list were used. The Leipzig–Jakarta list is a 100 word list to test the degree of the relationship between languages. Collocations were taken from dictionaries, publications and native speakers’ vocabulary. The main method used in the study was the comparative method. The quantitative method was applied to count the similarities and discrepancies in the Leipzig-Jakarta list of the Turkic languages. Khakas was previously considered to belong to the z (Khakas, mixed) group including Chulym Turkic, Shor, Saryg-Yughur, the northern Altai idioms according to widespread classifications of Samoilovich, Baskakov and Shcherbak. The Khahas language was included in the Kirgiz (Kipchak) group of the Turkic languages according to Butanaev. As a result, authors have come to the conclusion that the Khakas language is of the KarlukUighur language group origin according to the Leipzig–Jakarta list. Keywords: Languages Khakas


Leipzig-Jakarta list
Turkic
Karluk-Uighur


Abbreviations: Mar. mari


Mo. written mongolian
Tu. turkic

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1124–1132, 2020. https://doi.org/10.1007/978-3-030-47415-7_121

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1 Introduction In the article the study on the relationship between the mixed language group and other Turkic languages has been continued [1]. The present article focuses on the relationship of the Khakas language to the Turkic idioms. Aim of the article is to establish classification status of the Khakas language among the Turkic idioms. There are numerous publications on the Khakas and their language, for example: [2, 3]. The Khakas are the people who inhabit South Siberia and live along the Yenisei and the Ob rivers. The number of the Khakas is around 72 959 people in Russia [4]. The Khakas ethnos was declared on the 16th of November, 1922 by the resolution of the provincial administrative commission. At that time the ethnonym Khakas included the Sagays, the Beltirs, the Kyzyls, the Qachins, the Qoybals and the Shors. Khakas has two groups of the idioms: s/z and š/ž. The first one includes the idioms of Sagay and Beltir assimilated by it. The second group distinguishes the idioms of Kyzyl, Qachin and assimilated Qoybal, Shor closely related to the Shor language. To study the relationship to the Turkic languages, widespread classifications of Samoilovich, Baskakov and Shcherbak were taken into consideration. The Butanaev’s identification and the classifications of Mudrak and Dybo were recently published. It should be noted that Samoilovich does not distinguish the Khakas language, but considers the Beltir, Qachin, Qoybal, Kyzyl, Sagay idioms and combines them with the Saryg Uighur, Shor, Chulym (Küäric), Qamasin idioms in the z subgroup of Uighur group or the North-Eastern group of the Turkic languages. In general, Samoilovich identifies two branches of the Turkic languages: Bulgar (tagar) and all the rest (tokuz) [5]. The Khakas subgroup (including Khakas, Chulym, Shor, Saryg-Yughur and the northern idioms of Altai) of the Uighur group along with the Yakut language and ancient and modern Uighur-Tukuy subgroups can be distinguished according to Baskakov’s conception [6]. Baskakov divides the Turkic languages into two main branches: the western and the eastern Hsiung-nu (Xiongnu). The western one consists of the Bulgar, Oghuz, Kipchak, Karluk groups, while the eastern branch includes Uighur, Kyrghiz-Kipchak. The Khakas language is included in the mixed group along with Chulym Turkic, Shor, Saryg Uighur and the northern idioms of Altai according to Shcherbak’s opinion [7]. Shcherbak also distinguishes the Chuvash, Oghuz, Kipchak, Karluk, Urankhay and Yakut groups of the Turkic languages. Khakas refers to the Siberian languages including several groups as well: 1) the Altai, Kyrghiz, 2) the Khakas, Chulym Turkic, Shor, Saryg Uighur, 3) the Yakut, Tuvinian according to Mudrak’s opinion [8]. According to Dybo’s opinion, Khakas relates to the Siberian languages and has the close relationship with Shor [9]. In this group Saryg Uighur, Gornoaltajskij (former Altai) can be distinguished. The latter has the northern (Lebedinskij, Kumandinskij) and the southern (Ojrotskij, Tuba) dialects. Khakas is considered to belong to the Kyrghiz (Kipchak) group of the Turkic languages according to Butanaev’s opinion [2]. The classifications of Samoilovich and Baskakov regarding the kinship of the Bulgar Turkic branch with the Mongolian, Tungus-Manchu and Korean languages are

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obsolete. At present time there are no firm data on the language of Hsiung-nu. Mudrak’s and Dybo’s division of the Turkic idioms is a modernization of Samoilovich’s classification. Moreover, Dybo uses the Swadesh list, but the latter is based mainly on intuition. Butanaev’s opinion about Kipchak origin of Khakas has linguistic and historical reasons. From an overview of different classifications, it can be seen that Khakas is united with Chulym, Shor, Saryg Uighur and the northern idioms of Altai identified by Samoilovich, Baskakov, Shcherbak and Mudrak. It should be mentioned that Baskakov separates the Uighur-Tukuy and Karluk languages, the latter belong to the western Hsiung-nu. Butanaev unites the Khakas language with Kipchak. In our study Shcherbak’s classification has been used. This researcher rejects the kinship of the Altaic languages and does not consider the Hsiung-nu’s epoch and the ancient Turkic idioms. Grouping of the Turkic languages and idioms is made on the basis of modern existing data on phonetics, morphology and vocabulary. But this grouping has its own disadvantage. The problem is of relative chronology of the mixed group split from the Prototurkic language. To overcome the disadvantage, it is necessary to study the origin of the mixed group of the Turkic languages. We have already researched the origin of Chulym and come to conclusion that it is the Uralian Kipchak language [1]. Shcherbak identifies modern Chuvash (chuv.), Oghuz: Turkish (tur.), Gagauz (gag.), the southern dialect of Crimean Tatar (sctat.), Azerbaijani (az.), Khorasan (khor.), Turkmen (turk.), Khalaj (khal.), Kipchak: peripheral: the southern dialects of Altai (salt.), Kyrghiz (kyrg.), Uralian (Tatar-Bashkir): Bashkir (bash.), Tatar (tat.), Baraba Tatar (btat.), Kangly (Aral-Kaspian): Kazakh (kaz.), Karakalpak (kkal.), Nogai (nog.), Kuman: (Ponto-Kaspian): Karachay-Balkar (kbal.), Kumyk (kum.), Karaim (kar.), the northern dialect of Crimean Tatar (nctat.), Karluk: Uighur (uig.), Uzbek (uz.), Salar (sal.), Urainkhai: Tuva (tuv.), Tofalar (tof.), Uighur-Urainkhai (uur.), Yakut: Yakut (yak.), Dolgan (dol.), mixed: Chulym (chul.), Shor (shor), Khakas (khak.), the northern dialects of Altai (nalt.), Saryg Uighur (suig.). It should be noted that the Tuba (tub.), Kumanda (kuma.), Chelkan (chel.) idioms are distinguished in the northern Altai idiom. According to the Russian Federation Government Resolution on the 24th of March, 2000, number 255, the Tubalars, Kumandins, Chelkans were recognized as the separate Turkic peoples. The number of the Tubalars is 1965 people and that of the Kumandins & Chelkans - 2892 and 1181, respectively [4]. The Altais inhabit the area of the Altai Mountains. Shor has two dialects: z (Mrass) and j (Kondom). The Shors live along the Kondoma, Mrass and Tom rivers in the Altai range and the Kuznetsk Alataw. The number of the Shors is 12888 people [4]. Saryg Uighur has no clear dialects; the carriers of this idiom live in the Chinese province of Kansu. The number of the Saryg Uighurs is about 2,000 people.

2 Materials and Methods To study the relationship of Khakas to the mixed and other Turkic languages, the Leipzig-Jakarta list was taken into consideration.

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The Leipzig-Jakarta list is a 100-word list to test the degree of language relationship by comparing words that are resistant to borrowing [10]. Here, the Leipzig-Jakarta list is the data for the quantitative method adopted. It is used to count the similarities and discrepancies in the Leipzig-Jakarta list in order to reveal the degree of homogeneity of comparable objects, which is important in studying the relationship of different idioms. In this research the comparative method was used as the main method. Published and recorded materials provided by the Turkic native speakers were used in the present study as well.

3 Results For the convenience of the analysis, the Leipzig-Jakarta list was given in alphabetical vocabulary order with a single lexeme for identifying each vocabulary sample. Before presenting materials of the Leipzig-Jakarta list, it should be noted that ‘11’ is the number of the Leipzig-Jakarta list item; ‘to blow’ – its meaning; 10.38 – the index number of the World loanword database available online at [11]; khak. –the abbreviation of Khakas; ür- – a word form; < tu. [12] – information about the origin and its source. The Khakas Leipzig-Jakarta list was published [13], to which some remarks are to be added (items: 11, 20, 26, 49, 83, 87, 95, 96), e.g.: 11 ‘to blow’ 10.38 khak. ür- (< tu. [12]); khak. übür- (< tu. [14]); 20 ‘to do’ 9.11 khak. it- (< tu. [12]; khak. isten- (< tu. [12]); 26 ‘eye’ 4.21 khak. xarax (< tu. [15]; khak. кös (< tu. [16]); 49 ‘to laugh’ 16.25 khak. kül- (< tu. [16]; khak. qatqïr- (< tu. [15]); 83 ‘sweet’ 15.35 khak. tadïlïc (< tu. [16]; khak. tamnïc, cf. tuv. taptïg; 87 ‘thigh’ 4.351 khak. put (< tu. [17]); khak. nan (< tu. [18]); 95 ‘wide’ khak. čalbax (< tu. [18]); khak. allïc (< tu. [12]; khak. innic ‘wide (about fabric)’ (< tu. [12]); 96 ‘wind’ 1.72 khak. čil (< tu. [18]); khak. salcïn (< mo. salkin id.)). Before presenting the Leipzig-Jakarta list of the Turkic languages, it should be noted that according to the data of published materials and language carriers of the Crimean Tatar (ctat.), it can be concluded that the latter are more similar to the Oghuz language group than to the Kipchak one [19]. The Leipzig-Jakarta list of the Turkic languages was published [20, 21], e.g.: 1 ‘ant’ 3. 817 tel. qüzürüm (< tel. *qusurum < *qumurs < *qïmïrs (cf. turk. qïmïrsa(< *qïmïrs + a-) ‘to creep, to swarm about insects’ (< tu. [22]) > yak. *qïmïrsakač (< qïmïrsa- + -kač) > yak. qïmïrdacas); alt. čïmalï (< mo.: čubali, čumali ‘ant’), cf. kyrg. qumursqa (< tu.), čimeli (< mo.), etc.

4 Discussion Preliminary analysis of the material has revealed the homogeneity of the northern Altai idioms (Tuba, Kumanda, Chelkanand the Kipchak languages), e.g.:

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1 ‘ant’ 3.817 kuma. čubalgï, šubalca (< *šubal-, cf. čubal- ‘to move one after another’ (< mo. čubu- id.) + -ga), but tub. čïvalï, chel. ščïvālï, cf. chul. , kyrg. čimeli (< mo. čubali, čumali ‘ant’ < čubu- ‘to move one after another in single file’) etc. Khakas and the northern Altai idioms differ considerably (4 items: 7, 32, 51, 67), e.g.: 32 ‘fly’ 3.83 khak. sек; tub. id., kuma. кücen id., chal. id. (< tu. [16]), etc. As for the relationship between Khakas and Shor, they also differ considerably in 7 items (4, 20, 32, 49, 67, 83, 87), e.g.: 4 ‘back’ 4.19 khak. arca (< tu. [12]); shor кöкsü ‘back (of a human being)’ (< tu. [16]), šacrïn ‘back (of a horse)’ (< tu. [18]), etc. Before discussing the Khakas and Saryg Uighur relationship, it should be noted that we cannot trace the item 1 ‘ant’ of Saryg Uighur. In spite of that, Khakas and Saryg Uighur differ in 12 items (7, 15, 18, 25, 30, 32, 39, 50, 61, 87, 95, 99), e.g.: 7 ‘to bite’ 4.58 khak. ïsïr-; suig. qap- (< tu. [15]), tiste- id. (< tu. [16]), etc. As the analysis has shown: a) Chulym is the Uralian Kipchak language, b) our present survey has revealed the homogeneity of the northern Altai idioms (Tuba, Kumanda, Chelkan) and the Kipchak languages, c) Khakas and the mixed language group (Shor, Saryg Uighur) differ considerably, so we have concluded that there is not enough evidence to support the opinions of those linguists who combine Khakas, the northern Altai idioms, Shor, Chulym and Saryg Uighur in one unity. As Khakas and the mixed language group have differences, we should address to other Turkic languages. Khakas and Chuvash have 31 differences (items: 1, 4, 5, 6, 7, 13, 14, 15, 16, 18, 19, 27, 28, 35, 44, 57, 60, 61, 63, 67, 68, 69, 71, 72, 74, 76, 83, 87, 88, 89, 99), e.g.: 1 ‘ant’ 3. 817 khak. xïmïsxa (< tu. [22]); chuv. (< mar. qïtqï), s’ ’an (word of unknown origin), etc. The distinctions of Khakas and Oghuz are also numerous (7 items: 11, 18, 41, 42, 50, 67, 99), e.g.: 11 ‘to blow’ 10.38 khak. ür- (< tu. [12]), übür- (< tu. [14]); tur. esmek (< tu. [12]), etc. Khakas and Urainkhai discrepancies could be found among 12 items (4, 11, 14, 16, 20, 35, 39, 51, 76, 87, 93, 99), e.g.: 4 ‘back’ 4.19 khak. arca (< tu. [12]); tuv. оrca id. (< tu. [12]), šacrïn ‘back (of a horse)’ (< tu. [18]), etc. Khakas and Yakut have 18 dissimilarities (items: 6, 14, 15, 16, 19, 20, 32, 35, 38, 46, 49, 50, 55, 72, 77, 83, 96, 98), e.g.: 6 ‘bird’ 3.581 khak. xus (< tu. [22]); yak. кötör (< tu. [16]), etc. Before discussing the Khakas and Kipchak relationship, it should be noted that Altai and Teleut are different languages, as well as Tatar and Siberian Tatar [21, 23]. As the analysis has shown, Khakas and modern Kipchak differ in two items (7, 32). To study the differences, we turned to previous stage of the Kipchak vocabulary evolution. We have found late cognates for Khakas words in Mameluke and Nogai Kipchak data. And now it is reasonable to consider these items as loan words from the Oghuz languages in Mameluke and Nogai as the Mameluke Kipchak idiom is influenced by

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the Oghuz languages [24, p. 75]. As for the Nogai Kipchak language, it has also the Oghuz influence on the Leipzig-Jakarta list, e.g.: 99 ‘yesterday’ (14.49) nog. tuʹneguʹn, kbal. tünene, kum. tünegün, kar. tünegin < tur. dün, turk. düjn, khor. tuna-kün (< tu. [16]). Based on the data, one can be observe the Oghuz borrowings in the Mameluke and Nogai Kipchak words in following references: Zajączkowski A. Bulgat I, II & Budagov I of “Etymological dictionary of the Turkic languages”, e.g.: 7 ‘to bite’ 4.58 khak. ïsïr-, cf. Zajączkowski A. Bulgat II ïsïr- id. (< tu. [12]); 32 ‘fly’ 3.83 khak. sек, cf. Zajączkowski A. Bulgat I sinäk, Budagov I sinek id. (< tu. [25]); Finally we addressed to the comparison of Khakas and the modern Karluk languages, as the latter ones have the close relationship to Kipchak [20]. In the Khakas and modern Karluk relationship we have found 4 differences (items 7, 32, 50, 87). To understand the discrepancy, it is important to address to Turkic comparative linguistics. According to Shcherbak’s and author of these lines’ opinion, modern Uighur and Uzbek emerged from the ancient Uighur language [26, pp. 9, 10, 27, pp. 153, 156–158]. So one can turn to the data of the ancient Uighur language, the outstanding Arabic-Turkic dictionary “Dīvān Lucāt at-Turk” by Mahmud Kāšcarī (1073 AD (MK)). Its materials are available in the famous “Ancient Turkic dictionary” [28]. Here we have identified the similarities (items 7, 32, 87) between Khakas and the ancient Uighur, e.g.: 7 ‘to bite’ 4.58 khak. ïsïr-, cf. MK ïsïr- id. [28] (< tu. [12]); 32 ‘fly’ 3.83 khak. sек, cf. MK siŋäk id. [28] (< tu. [25]); 87 ‘thigh’ 4.351 khak. put, cf. MK but id. [28] (< tu. [17]), khak. nan, cf. MK jan id. [28] (< tu. [18]). We have found only one item (50) of discrepancy between modern Khakas and Karluk, but in this case there is an innovation in Khakas as the meaning of the ‘leaf’ is derived from that of ‘leaf-bud’ and the latter is saved in the Khakas word pürčük ‘blossomed leaf-bud’ (< *pür ‘leaf-bud’ + -čük (the Turkic affix of diminution)). Besides, there are cognate verbs in Khakas and Karluk derived from the same root *pür ‘leaf-bud’, e.g.: 50 ‘leaf’ (8.56) khak. pür ‘leaf’ < pürčük ‘blossomed leaf-bud’ < tu. *pür ‘leafbud’ > MK bür ‘leaf-bud’ [28], cf. khak. pürge-, uig. pürki- ‘to wrap up’, cf. chul. pür ‘leaf’ (< tu. [14]). As the analysis has shown, the relationship between Khakas and Karluk is closer than that between Khakas and Kipchak. These facts prove that the Khakas and Karluk languages, including ancient Uighur, had close relationships in past. We know that before 840 the ancient Uighurs inhabited adjacent territories of Siberia and Mongolia [29]. After defeat from the ancient Kyrghiz in 840, the majority of ancient Uighurs migrated to Sikiang (Xinjiang). Now it is the Chinese province. Nevertheless, small groups of the ancient Uighurs population, as the old settlers, continued to inhabit Siberia and Mongolia. And judging from the language data, among the Khakas people we can find the descendants of the ancient Uighurs. So we disagree with Butanaev’s opinion about the Kipchak origin of the Khakas people. We do consider that the Khakas language is the Karluk-Uighur language in its origin.

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5 Conclusion There are wide spread classifications of the Turkic languages of Samoilovich, Baskakov and Shcherbak in Altaistics. The classifications of Samoilovich and Baskakov regarding the kinship of the Bulgar Turkic branch with the Mongolian, Tungus-Manchu and Korean languages are obsolete. At present time there are no firm data on the language of Hsiung-nu. Mudrak’s and Dybo’s division of the Turkic idioms is a modernization of Samoilovich’s classification. Moreover, Dybo uses the Swadesh list, but the latter is based mainly on intuition. In our study Shcherbak’s classification has been used. The researcher rejects the kinship of the Altaic languages and does not consider the Hsiung-nu’s epoch and the ancient Turkic idioms. Grouping of the Turkic languages and idioms is made on the basis of modern existing data on phonetics, morphology and vocabulary. But this grouping has its own disadvantage. The problem is of relative chronology of the mixed group split from the Prototurkic language. To overcome this disadvantage, it is necessary to increase the classification signs. From this point of view we use the Leipzig-Jakarta list as well as comparative & quantitative methods. Previously we used this approach to establish the classification status of the Chulym language which is classified as a Uralian Kipchak language but does not belong to the mixed group. In this article we set questions to which of the modern Turkic languages Khakas is related. The authors of the paper have come to the conclusion that the Khakas language is of the Karluk-Uighur language origin according to the Leipzig–Jakarta list. We are going to study classification status of other idioms of the mixed group using our approach.

References 1. Novgorodov, I., Gadzhiakhmedov, N., Ketenchiev, M., Kropotova, N., Lemskaya, V.: Chulym Turkic is a Uralian Kipchak language, according to the Leipzig–Jakarta list. In: Anikina, Z. (ed.) Proceedings of the 2nd International Conference Going Global Through Social Sciences and Humanities. Advances in Intelligent Systems and Computing, vol. 907, pp. 411–419. Springer Nature, Cham (2019) 2. Butanaev, V.: Ocherki istorii Hakasii (s drevnejshih vremyon do sovremennosti) [Essays on the Khakas history (from the ancient times to modern)]. Izdatel’stvo Hakasskogo gosudarstvennogo universiteta imeni N.F. Katanova, Abakan (2008). (in Russian) 3. Anzhiganova, O., Baskakov, N., Borgoyakov, M., Inkizhekova-Grekul, A., Patachakova, D., Subrakova, O., Beloglazov, P., Kaskarokova, Z., Kyzlasov, A., Sunchugashev, R., Chertykova, M.: Hakassko-russkij slovar’ [The Khakas and Russian dictionary]. Nauka, Novosibirsk (2006). (in Russian) 4. Vserossiyskaya perepis naseleniya [All-Russian Census]. http://www.gks.ru/free_doc/new_ site/perepis2010/croc/perepis_itogi1612.htm. Accessed 09 Nov 2019. (in Russian) 5. Samoilovich, A.: K voprosu o klassifikacii tureckih yazykov [On the classification of the Turkic languages]. Byulleten’ organizacionnoj komissii po sozyvu I-go vsesoyuznogo tyurkologicheskogo s”ezda [Bulletin of the organizing commission for the convocation of the I-th All-Union Turkological Congress] 2, 3–6 (1926). (in Russian)

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6. Baskakov, N.: Turkskie yazyki [The Turkic languages]. In: Vinogradov, V. (ed.) YAzyki narodov SSSR [The languages of the peoples of the USSR], vol. 2, pp. 7–16. Nauka, Moscow (1966). (in Russian) 7. Shcherbak, A.: Vvedeniye v sravnitelnoye izucheniye tyurkskikh yazykov [Introduction to the Comparative Study of the Turkic Languages]. Nauka, St. Petersburg (1994). (in Russian) 8. Mudrak, O.: Ob utochnenii klassifikacii tyurkskikh yazykov s pomoshch’yu morfologicheskoy lingvostatistiki [On the specifying of the Turkic languages classification using morphological linguostatistics]. In: Poceluevskij, E. (ed.) Sravnitelno-istoricheskaya grammatika tyurkskikh yazykov. Regionalnyye rekonstruktsii [Comparative and historic grammar of the Turkic languages. Regional reconstructions], pp. 732–737. Nauka, Moscow (2002). (in Russian) 9. Dybo, A.: Hronologiya tyurkskih yazykov i lingvisticheskie kontakty rannih tyurkov [Chronology of the Turkic languages and linguistic contacts of the early Turks]. In: Tenishev, E. (ed.) Sravnitel’no-istoricheskaya grammatika tyurkskih yazykov. Pratyurkskij yazyk-osnova. Kartina mira pratyurkskogo etnosa po dannym yazyka [Comparative historical grammar of the Turkic languages. The Proto Turkic language - the basis. A picture of the world of the Proto Turkic ethnos according to the language], pp. 766–817. Nauka, Moscow (2006). (in Russian) 10. Tadmor, U.: The Leipzig-Jakarta list of basic vocabulary. In: Haspelmath, M., Tadmor, U. (eds.) Loanwords in the World’s Languages: A Comparative Handbook, pp. 68–75. Mouton de Gruyter, Berlin (2009) 11. The World Loanword Database (WOLD). http://wold.clld.org/meaning. Accessed 07 Mar 2019 12. Sevortyan, E.: Etimologicheskiy slovar’ tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie osnovy na glasnye [Etymological dictionary of the Turkic languages. AllTurkic and cross-Turkic stems starting with vowels]. Nauka, Moscow (1974). (in Russian) 13. Novgorodov, I., Borgoyakov, V.: Proiskhozhdenie ustojchivogo slovarnogo fonda hakasskogo yazyka [The origin of the Leipzig-Jakarta list of the Khakas language]. In: Zamaletdinov, R. (ed.) Sohranenie i razvitie rodnyh yazykov v usloviyah mnogonacional’nogo gosudarstva: problemy i perspektivy: materialy Mezhdunarodnogo nauchnoprakticheskogo foruma [Preservation and development of the native languages in a multinational state: problems and prospects: materials of the International Scientific and Practical Forum.], pp. 129–132. Izdatel’stvo Kazanskogo universiteta, Kazan (2018). (in Russian) 14. Räsäsnen, M.: Versuch einen etymologischen Wörterbuchs der Türksprachen. Suomalais Ugrilainen Seura, Helsinki (1969) 15. Levitskaya, L., Dybo, A., Rassadin, V.: Etimologicheskiy slovar tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie leksicheskie osnovy na bukvy “K”, “Q” [Etymological dictionary of the Turkic languages. All-Turkic and cross-Turkic lexical stems starting with letters “K” and “Q”]. Yazyki russkoy kultury, Moscow (1997). (in Russian) 16. Sevortyan, E.: Etimologicheskiy slovar tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie osnovy na bukvy “V”, “G”, “D” [Etymological dictionary of the Turkic languages. AllTurkic and cross-Turkic stems starting with letters “V”, “G”, and “D”]. Nauka, Moscow (1980). (in Russian) 17. Sevortyan, E.: Etimologicheskiy slovar tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie osnovy na bukvu “B” [Etymological dictionary of the Turkic languages. All-Turkic and cross-Turkic stems starting with letter “B”]. Nauka, Moscow (1978). (in Russian)

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18. Sevortyan, E., Levitskaya, L.: Etimologicheskiy slovar tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie osnovy na bukvy “ǰ”, “ZH”, “Y” [Etymological dictionary of the Turkic languages. All-Turkic and cross-Turkic stems starting with letters “ǰ”, “ZH”, and “Y”]. Nauka, Moscow (1989). (in Russian) 19. Novgorodov, I., Efremov, N., Gainutdinova, A., Ishkildina, L.: Some notes on the LeipzigJakarta list of the crimean Tatar language. Crede Experto: Transp. Soc. Educ. Lang. 3(10), 72–82 (2016) 20. Novgorodov, I.: Ustojchivyi slovarnyi fond Tyurkskikh yazykov [The Leipzig-Jakarta list of the Turkic languages]. SMIK, Yakutsk (2016). (in Russian) 21. Novgorodov, I., Gainutdinova, A., Ishkildina, L., Tokmashev, D.: The Teleut language is of the Kipchak Turkic language Origin according to the Leipzig-Jakarta list. In: Filchenko, A., Anikina, Z. (eds.) International Conference on Linguistic and Cultural Studies LKTI 2017: Linguistic and Cultural Studies: Traditions and Innovations. Advances in Intelligent Systems and Computing, vol. 677, pp. 296–302. Springer Nature, Cham (2018) 22. Levitskaya, L., Dybo, A., Rassadin, V.: Etimologicheskiy slovar tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie leksicheskie osnovy na bukvy “K” [Etymological dictionary of the Turkic languages. All-Turkic and cross-Turkic lexical stems starting with letter “K”]. Yazyki russkoy kultury, Moscow (2000). (in Russian) 23. Novgorodov, I., Efremov, N., Ivanov, S., Lemskaya, V.: A relationship of Chulym Turkic to the peripheral and Uralian Kipchak languages according to the Leipzig-Jakarta list. In: Filchenko, A., Anikina, Z. (eds.) International Conference on Linguistic and Cultural Studies LKTI 2017: Linguistic and Cultural Studies: Traditions and Innovations. Advances in Intelligent Systems and Computing, vol. 677, pp. 286–295. Springer Nature, Cham (2018) 24. Nadzhip, E., Blagova, G.: Mamlyuksko-kypchakskij yazyk [The Mamluk-Kypchak language]. In: Tenishev, E. (ed.) Yazyki mira. Tyurkskie yazyki [Languages of the world. The Turkic Languages], pp. 75–81. Indrik, Moscow (1997). (in Russian) 25. Levitskaya, L., Blagova, G., Dybo, A., Nasilov, D.: Etimologicheskiy slovar tyurkskikh yazykov. Obshchetyurkskie i mezhtyurkskie leksicheskie osnovy na bukvy “L”, “M”, “N”, “P”, “S” [Etymological dictionary of the Turkic languages. All-Turkic and cross-Turkic lexical stems starting with letter “L”, “M”, “N”, “P”, and “S”]. Vostochnaya literatura RAN, Moscow (2003). (in Russian) 26. Shcherbak, A.: Grammaticheskij ocherk yazyka tyurkskih tekstov X-XIII vv. iz Vostochnogo Turkestana [Grammar sketch of the language of Turkic texts of the 10th-13th centuries from the East Turkestan]. Izdatel’stvo Akademii nauk SSSR, Moskva, Leningrad (1961). (in Russian) 27. Novgorodov, I.: Skhodstva i razlichiya ustojchivogo slovarnogo fonda drevneujgurskih pamyatnikov i yakutskogo yazyka [Similarities and differences of the Leipzig-Jakarta list of the ancient Uighur monuments and the Yakut language]. In.: Stepanov, V. (ed.). Sovremennaya nauka: aktual’nye problemy teorii i praktiki: gumanitarnye nauki [Modern Science: actual problems of theory and practice». Series of “Humanities”], vol. 10, pp. 153 – 158. Publishing house Nauchnye tekhnologii, Moscow (2019). (in Russian) 28. Nadelyaev, V., Nasilov, D., Tenishev, E., Shcherbak, A.: Drevnetyurkskij slovar’ [The ancient Turkic dictionary]. Nauka, Leningrad (1969). (in Russian) 29. Kamalov, A.: Drevnie ujgury VIII—IX vv. [The Ancient Uighurs. The 8th-9th centuries]. Nash mir, Almaty (2001). (in Russian)

Types of Perception in the Constructions with Simple and Continuous Infinitives After Predicates of Seemingness Tatiana Gorbunova1 , Elena Poskachina2(&) and Lena Zamorshchikova2 1

,

Irkutsk National Research Technical University, Irkutsk 664038, Russia [email protected] 2 North-Eastern Federal University, Yakutsk 677000, Russia [email protected], [email protected]

Abstract. At present, more attention is being paid by linguists to a subjective aspect of the language, to how a person understands and interprets the reality. Grammar and syntax appear to be the most underdeveloped in cognitive linguistics. Yet, grammatical constructions can be widely used and contribute to a more complete and adequate description of the surrounding reality. This article makes an attempt to look into constructions with simple and continuous infinitives after predicates of seemingness from the point of view of an observer and with regard to a type of perception (full or partial). When analyzing the texts from the British National Corpus, a conclusion was made that the continuous infinitive can be frequently used after predicates ‘seem’ and ‘appear’. Based on the word definitions and categories of seemingness and perception, predicates of seemingness are recognized as predicates of perception. So, there can be some relation between predicates of seemingness and different types of perception – full and partial. An infinitive construction after predicates ‘seem’ and ‘appear’ can be developed into a subordinate clause, hence there is some evidence that the continuous infinitive’s semantics can coordinate conventionally with the semantics of the finite verb’s continuous aspect form, while, correspondingly, the simple infinitive’s semantics – with the semantics of the simple aspect form. The finite verb’s continuous and simple aspect forms can be used by the speaker in different situations of perception, which evidently results in choosing a construction either with a simple or continuous infinitive after predicates ‘seem’ and ‘appear’. Keywords: Simple infinitive
Continuous infinitive seemingness
Perception
Observer


Predicates of

1 Introduction Due to the shift from the structural to the anthropocentric paradigm in linguistics, more and more attention has been paid by scientists and linguists to a subjective aspect of the language. Correspondingly, it is of a greater interest to study grammatical constructions through the prism of the speaker’s consciousness rather than grammatical constructions © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1133–1139, 2020. https://doi.org/10.1007/978-3-030-47415-7_122

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intrinsically, given that the speaker is at the same time the observer of both their own inner world and the reality around them. Thus, the objective of this research is to look into the constructions with simple and continuous infinitives in English which can follow predicates of seemingness and be related to the perception directly or indirectly (i.e. through the speakers cognizance). With this objective in mind, an attempt is made to identify and analyze these constructions within the framework of the cognitive linguistic theories which allow a broader view of such constructions not as sentence units, but rather in the context of cognizance and perception of the speaker. The constructions with continuous infinitive are considered and compared to those with simple infinitive.

2 Literature Review The way the speaker can perceive and make sense of the world will certainly result in further categorization and verbalization of this process with the help of language means. As Kravchenko argues, if we consider the speaker’s role as a certain function, it can be evidently justified by the observer, as cognitive interactions and certainly representations of these interactions cannot exist without a process of onlooking. Therefore, the primary factor of or the key to understanding how language is organized should only be sought in the observer and the descriptions of interactions which are operated by the observer by using means of language [1]. On the one hand, many dissertations and monographs have been published in the last decade [2–4] which study aspect and tense forms from the observer’s point of view. On the other hand, there are still theoretical and practical grammar books and guides, commenting on the usage of grammatical constructions, various verboid constructions in particular, based only on a situation without any observer. For example, simple and continuous infinitives are described as “non-perfect (simple) forms” which “express simultaneity or future with regard to the predicate or verb” [5, p. 193]. In this case, it might be concluded that an event verbalized by a notional verb is simultaneous with an event verbalized by an infinitive construction, though the event verbalized by the infinitive construction will occur later than the event verbalized by the notional verb. It should also be noted, the constructions with continuous infinitives are hardly ever mentioned in quite a few grammar books [6], or, if they are, they are considered from the perspective of the structural paradigm and structural approach to language [7, 8].

3 Materials and Methods In this article, we are trying to describe continuous infinitive constructions from the observer’s perspective and taking into consideration the observer’s perception of the real world [9, 10]. With this objective in mind, we used the British National Corpus of texts in this research to retrieve the constructions with simple and continuous infinitives and compare their usage after predicates of seemingness. The analysis of the fictional texts and publicistic writing of late 19th to early 21st century revealed that the predicates of

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seemingness (seem, appear) tend to use continuous infinitive, while simple infinitive can practically go with all lexical-semantic groups of predicates including the predicates of seemingness. According to the British National Corpus statistics, both continuous infinitive and simple infinitive are used with the predicate seem in 7688/2030 examples and with its synonym appear in 1750/827 examples, while other verbs, for example want, claim and others, number about 1000 examples with continuous infinitive and more than 1500 – with simple infinitive [8]. We can conclude from the data that the constructions with continuous infinitive and predicates seem and appear are prototypical constructions, i.e. they possess a certain set of features to make the speaker choose these constructions out of many others in order to categorize the real world situations [11]. We believe the observer and their attitude to the reality under observation to be the feature which differentiates between continuous infinitive and simple infinitive, since predicates seem and appear are classified as the means verbalizing the notion of seemingness [12] which, correspondingly, should have in their semantics all the features appropriate of the phenomenon. Arutiunova pointed out three indicators of a cognitive basis of seemingness: 1) ability to be two-dimensional or combine the real and seeming worlds, 2) presence of the observer or self-observation, 3) (sense) perception of the situation by the observer [2]. From these indicators we can conclude that predicates of seemingness represent a conceptual macrosphere of perception, though they refer to comprehension and interpretation, not to direct presentation of the reality. The overlap of perceptive and mental contents in statements of the mode of seemingness requires two types of features: observable features which are on the surface of the object and unobservable or intelligible features which reflect the impression formed in the agent’s consciousness [13]. The following structure was worked out by Kolesov based on the semantics of the verbs to seem and to appear which also suggests the observer’s presence: Y seems (appears) N (to X) where Y is an object of perception, N is a perceived situation, and X is an observer ‘behind the scenes’ who is implied in the predicate’s semantics [14]. It appears from this that sentences with the predicates of seemingness should be conceptually associated with the predicates of both perception and presumption and, as a consequence, with the semantics of hesitation and uncertainty. The statements with the verbs to seem and to appear signal that the speaker (being simultaneously the observer) forms an opinion relying on the response he has sensed. The verb to seem possesses a perceptive insight and consequently can convey all modes of perception, including visual and auditory comprehension, tactile and taste sense, etc., while the verb to appear only expresses the idea of appearance as a perceptual event. Nevertheless, these verbs are very much alike semantically [13]. Thus, the constructions with predicates seem and appear can be studied with regards to the syntax of the constructions categorizing perceptual situations. We can assume that under the influence of the mode of seemingness there may be interrelatedness between infinitive’s aspect forms, on the one hand, and aspect-and-tense forms used after the verbs of perception in a subordinate clause, on the other hand. Simple Tenses are not marked on grounds of ‘observability’ in English, hence are used by the observer (who is at the same time the speaker) to verbalize a perception connected with thinking to a larger extent – a full perception which lasts from beginning to end and encourages the

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observer to come to a definite conclusion about what is going on. Continuous Tenses marked by ‘observability’ can be used by the observer to verbalize a perception connected with thinking to a smaller extent – partial perception which did not last long or was complicated by some circumstances [15]. Based on this opposition between a finite verb aspect forms and operating the notions of ‘observer’, ‘observation’ and ‘perception’ we will analyze simple and continuous infinitive constructions in verboid structures with predicates seem and appear and try to explain the speaker’s (observer’s) line of thinking in the following examples of full and partial perception situations from pieces of fiction.

4 Discussion Perception of the real world and its further interpretation is not always easy and might depend on different factors, time being one of them. To understand the situation appropriately and then digest the information received and sensed, the observer should be either a witness of the action from beginning to end or, if not the complete action but only part of it was observed, should have enough time to come to a correct conclusion. The duration of the space of time is to be determined by the observer because time is relative. In examples (1) and (2), it took the observers one hour to observe what was going on but the situations were verbalized with different forms of infinitive, for the observer had enough time for observation in one case, while in the other – had not. For each case and each observer, the same period of time can be either sufficient for full perception or miniscule. Thus, simple infinitive is used in the situations of complete perception when the speaker is confident of what he had seen and observed the situation from beginning to end. For continuous infinitive, on the contrary, there is a marked tendency to be used in the situations of partial perception when the speaker overlooked only a certain moment or part of action and, therefore, was not able to interpret the action completely and appropriately. In this analysis, we are not guided by the semantics of the words used in the constructions because some words can be replaced by new words, which would not change the purport of the situation. It is the situation as a whole that we are trying to focus on and explore. If we try to point out the elements of the situation of perception which could influence the speaker’s conscious choice of the forms of infinitive, we can infer the following. In example (1), an obviously sustained and well-thought perception is verbalized with the help of simple infinitive: (1) The drive from Narita airport took one hour, and Tanner was amazed by how Tokyo never seemed to change. In boom times and in depressions, the city always seemed to wear the same impassive face [16]. In this situation, the agent had enough time to digest what he had seen and draw the correct inference, which is evident from ‘the drive from Narita airport took one hour’, hence the constructions with simple infinitives seemed to change and seemed to wear are used. The situation from the real world verbalized in example (2) is similar to the one in example (1), but the perception of this situation by the observer is not identical: in both

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cases, the way from the airport to town took one hour, but in example (2), it is categorized in a different way – with the help of continuous infinitive. So, the speaker’s consciousness catches the difference between these two situations. (2) The ride from the airport into the center of Kiev took the Intourist bus one hour, driving along the newly built highway. It was Robert’s first time in Kiev, and he was impressed by the ubiquitous construction along the highway, and the large apartment building that seemed to be springing up everywhere [16]. In example (1), the fact that the main character has been to Tokyo before (which is indicated by the adverb always) results in only an hour sufficient to draw the correct inference that it has not changed, and one can even suggest that it was his first visit to Tokyo that caused his perception of the city. In contrast, in example (2), the character has never been to Kiev (It was Robert’s first time in Kiev) and consequently, one hour was not a sufficient space of time to make sense of the reality well enough – every minute there was something new and wonderful to see. In the following excerpts (3) and (4) from ‘Dracula’ by Bram Stoker, the novel written in an epistolary format, the doctor narrated about the events from the observer’s point of view. Despite the fact that the narrator tried to interpret everything that went on quite exactly and appropriately, it turns out that the mode predicates of seemingness seem and appear were in most cases followed not by simple infinitives to categorize situations of full and well-thought perception, but by continuous infinitives to categorize situations in the least connected with thinking, which shows that the observer did not perceive the action fully and/or appropriately. (3) Lucy has not walked much in her sleep the last week, but there is an odd concentration about her which I do not understand, even in her sleep she seems to be watching me. She tries the door, and finding it locked, goes about the room searching for the key [17]. In example (3), the finite verbs in the Present simple are used (is, do not understand, tries, goes) to illustrate the doctor’s full and cognitive perception of the events and enable him to take responsibility for his interpretation of what he has seen. On the other hand, the doctor uses the continuous infinitive to be watching to describe Lucy in her sleep. As sleep as a noun means a natural state in which you are unconscious for a time and implies that the sleeping person’s eyes should be closed, Lucy cannot watch the doctor (she seems to be watching me). The implied meaning of watching is that Lucy’s eyes are open at the moment, so hypothetically, she can watch the doctor. However, he hesitates to affirm that Lucy really sees and watches him, and the continuous infinitive used in this case might be interpreted as indication of the doctor’s failure to give an account of events. In example (4), a similar situation of a sleepy state can be observed with the difference that Lucy was sleeping in example (3) but was in a half dreamy state in example (4). The observer categorizes the situations identically – with the help of the continuous infinitive in both cases, though using appear in example (4) – another predicate of seemingness, synonymous to seem:

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(4) I slewed round a little, so as to see Lucy well without seeming to stare at her, and saw that she was in a half dreamy state, with an odd look on her face that I could not quite make out, so I said nothing, but followed her eyes. She appeared to be looking over at our own seat, whereon was a dark figure seated alone [17]. Another similar situation of sleepiness is described in example (5) from ‘Are you afraid of the dark’ by Sidney Sheldon, but it is categorized by the observer in a different way. (5) They both slept badly that night. Kelly was lying in bed, worrying. If my plan fails, we’re both going to die. As she was falling asleep, she seemed to see Tanner Kingsley’s face looking down on her. He was grinning [16]. It is interesting to notice the shift in the observers of the event: firstly, it is the narrator at the beginning of the excerpt; secondly, it is Kelly after the sentence “Kelly was lying in bed, worrying”, and then, the observer’s part is taken over by the narrator again. Such a shift in the observers is reflected in the finite verb tense shift from the continuous aspect (was lying) to the indefinite aspect (fails) and the reverse (was falling). In the sentence where “she seemed to see Tanner Kingsley’s face looking down on her”, the simple infinitive to see is used, though, logically and obviously from the previous examples, another continuous infinitive could have been used instead. This is because the significance lies not in the fact that Kelly was falling asleep, but in the fact that the observer formed his opinion on the ground of his observation. This, in its turn, is confirmed by the use of the simple infinitive and, what is more, by the sentence “He was grinning” which gives the description of the object perceived.

5 Conclusion In summary, it is reasonable to conclude that the quality of the observer’s perception (full or partial) can play a key role when choosing between a simple and continuous infinitive to use after predicates of seemingness seem and appear in a verboid construction for categorizing a certain situation observed. It can be deduced that if there are any factors to impede the way the observed situation is perceived (for example, a period of time, possibility or failure to grasp and decipher the occurrence, etc.) when the observer cannot draw an appropriate conclusion, the continuous infinitive is preferable in the verboid construction, whereas the simple infinitive seems more suitable if the process of perception is not complicated. It is worth mentioning that the research conclusions can be valid only for English, because in other Germanic languages, neither finite verbs nor verboids possess an aspect continuous form. Eventually, it would be interesting to research the constructions with simple and continuous infinitives used with other semantic groups of verbs (e.g. ‘want’, ‘see’ in the meaning of ‘perceive, understand’ and other predicates) which do not semantically appear to be connected with perception or cognizance but are likely to have relevance to them.

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References 1. Kravchenko, A.V.: Sign, Meaning, Knowledge: An Essay in the Cognitive Philosophy of Language. Peter Lang, Frankfurt/Main (2003) 2. Arutyunova, N.D.: Yazyk i mir cheloveka (Language and the World of Man). Yazyki russkoj kultury, Moscow (1999). (in Russian) 3. Kravchenko, A.V.: “Everything said is said by an observer”: the cognitive distinction between the infinitive/participle clausal arguments. In: Lapaire, J.-R., Desagulier, G., Guignard, J.-B (eds.) From Gram to Mind: Grammar as Cognition, vol. 1, pp. 287–304. PUB- Presses Universitaires de Bordeaux, Bordeaux (2008) 4. Meshcheryakova, E.M.: Figura nablyudatelya v vido-vremennoj semantike na material russkogo i anglijskogo yazykov (The observer’s character in aspectual and temporal semantics as exemplified in Russian and English). Ph.D. thesis. Moscow University, Moscow (2009). (in Russian) 5. Starshinova, E.K.: Prakticheskaya grammatika anglijskogo yazyka (Practical Grammar of English). Moscow State University, Moscow (1970). (in Russian) 6. Tescher, R.V., Evans, E.E.: Analyzing the Grammar of English. Georgetown University Press, Washington D.C (2007) 7. Eastwood, J.: Oxford Guide to English Grammar. Oxford University Press, New York (2002) 8. Quirk, R., Greenbaum, S., Leech, G.: A Comprehensive Grammar of the English Language. Longman, London (1985) 9. Chaudhuri, S., Bhardwaj, A.: Kinesthetic Perception. Springer, Heidelberg (2018) 10. He, K.: Semantic Perception Theory. Springer, Heidelberg (2019) 11. BNC – British National Corpus. http://corpus.byu.edu/bnc/. Accessed 15 Oct 2019 12. Gorbunova, T., Poskachina, E., Zamorshchikova, L.: Language means realizing the prototypical situation of expressing basic emotions in English. In: Proceedings of the 1st International Scientific Practical Conference “The Individual and Society in the Modern Geopolitical Environment” ISMGE, pp. 221–225. Atlantis-Press, Paris (2019) 13. Semenova, T.I.: Lingvisticheskij fenomen kazhimosti (The Linguistic Phenomenon of Seemingness). IGLU Publisher, Irkutsk (2007). (in Russian) 14. Kolesov, I.Yu.: Aktualizatsiya zritelnogo vospriyatiya v yazyke: kognitivnyj aspect (na material anglijskogo i russkogo yazykov) (Visual perception actualization in language: a cognitive aspect (as exemplified in English and Russian)). Ph.D. thesis. Barnaul University, Barnaul (2009). (in Russian) 15. Kravchenko, A.V.: Kognitivnye struktury prostranstva i vremeni v estestvennom yazyke (Cognitive structures of space and time in natural language). Russ. Acad. Sci. Lit. Lang. Ser. 55(3), 3–24 (1996). (in Russian) 16. Sheldon, S.: Are you afraid of the dark. http://webreading.ru/det_/thriller/sidney-sheldonare-you-afraid-of-the-dark.html. Accessed 15 Oct 2019 17. Stoker, B.: Dracula. http://artefact.lib.ru/library/stoker.html. Accessed 15 Oct 2019

Markers of Evidentiality in Chinese Scientific Discourse Nataliya N. Repnyakova1(&) , Uliana N. Reshetneva2 and Natalia V. Vataleva3 1

,

Siberian Transport University, Novosibirsk 630049, Russia [email protected] 2 Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected] 3 Evergreen Public Schools, Vancouver 98668, USA [email protected]

Abstract. Our study is devoted to the analysis of the category of evidentiality and the identification of its markers in Chinese scientific discourse. At the beginning of the article, we present a brief literature review of previous researches on a topic of evidentiality on the material of various languages in Russian, Western, and Chinese linguistics. The category of evidentiality refers to the linguistic category, which expresses an indication of the source of information. The study examines various interpretations of the category of evidentiality and its types, depending on the method of obtaining information and the source of this information. We consider the definitions of direct and indirect evidentiality. Further, the study analyzes in detail indirect evidentiality with the meaning of retelling, quotation, as the most demanded in scientific discourse. Evidential markers in the article are defined as linguistic means of expressing indirect evidentiality in Chinese, indicating the source of information, and their implementation in scientific discourse. In the process of analyzing the Chinese texts of the scientific discourse, we identify the following lexical components of various structures as markers of evidentiality: mental action verbs, speech act verbs, speech act verbs with prepositions, preposition + person identification structures, idioms chengyu. In conclusion, we emphasize the theoretical and practical significance of this study, outline the research prospects. Keywords: Category of evidentiality
Markers of evidentiality discourse
Source of information
Chinese


Scientific

1 Introduction In modern linguistics, the study of evidentiality as a category dates back to the description of the American Indians’ language at the beginning of the 20th century. For the first time, the term evidentiality was introduced by Boas [1]. After the work Shifters, Verbal Categories and the Russian Verb by Jacobson [2], the term was recognized by the academic community. Its active discussion as a language category had started in the © Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1140–1146, 2020. https://doi.org/10.1007/978-3-030-47415-7_123

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late XX - early XXI centuries. Especially after the release of the famous papers by Chafe and Nichols [3], evidentiality had immediately been recognized by typologists; it was included in the universal grammar set and began to be intensively studied [4]. Although the status of the category of evidentiality is verified on the material in different languages, its types are distinguished, grammatical and lexical means explicating the category are defined. At the same time some issues related to the category of evidentiality in Chinese have not been studied enough.

2 Literature Review In Russian linguistics, the category of evidentiality is considered in monographs, dissertation research, articles on Russian language material, and is also presented on the material in Western European and Eastern languages. The most important role of studying evidentiality belongs to the researches of Kozintseva [5] and Plungyan [4]. The range of evidential topics which are provided by the academic community is very wide and diverse. First of all, these are means of evidentiality expression. A detailed analysis of the available approaches to the category of evidentiality in various languages (with an emphasis on European and Turkic languages) is proposed in the article by Kadyrova [6]. Aspects of the category in Chinese are analyzed as part of the study of the Perfect [7]. The specific nature of the category of evidentiality is largely determined by its relationship with other functional-semantic categories: modality, mirativity, perfectivity. The boundaries between them are not clearly defined. Russian academics indicate that distinction between the categories of evidentiality and modality is determined by pragmatic and discursive tasks of a speaker [12]. In Western linguistics, there is fundamental research dedicated to the category of evidentiality [9]. The attention of international linguists is drawn to the realization of the category of evidentiality in Korean [10], Tibetan [11], Turkish [12], and Spanish languages [13]. In Chinese linguistics, some researchers define the category of evidentiality as yánjùxìng evidence and consider it based on English language material [14]. Other scholars define this category as chuánxìn fànchóu category of communication and analyze its functioning in Chinese [15]. The study of the category of evidentiality in Chinese linguistics is a relatively new direction. Therefore, scientists use synonymous concepts for it. Recently, the term chuánxìn fànchóu category of communication has become more widespread in the works of Chinese scientists. Approach to evidentiality as a category in Chinese has been the subject of study since the 1990s and continues until now. In 1994, Hu [16] published an article that analyzed what European scholars had done and offered his approach to Chinese markers of evidentiality. Ma [17] pays attention to the role of evidentiality in Chinese colloquial language. Yang [18] concludes that from the standpoint of discourse and genre, there is an insufficient study of the problem of evidentiality. Liu [19] draws on the experience of previous researchers, highlighting verbs as lexical indicators of evidentiality. Chinese researchers study evidentiality on the material of scientific articles in English and

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consider evidentiality as part of a comparative study of news discourse in English and Chinese [20]. Thus, the problem of identification and analysis of evidentiality markers in Chinese scientific discourse remains relevant.

3 Methodology Our research aims are to determine the means of indirect evidentiality expression. The subject of the study is lexical markers of indirect evidentiality in a discursive perspective (semantics and functions/semantic and paradigmatic levels). The object of the study is the category of indirect evidentiality in Chinese scientific discourse. We use the following research methods in the work: descriptive method and its components: observation, generalization, interpretation, classification, theoretical analysis, which includes inductive and deductive methods, as well as a contextual analysis and a discursive method. Research material: the main material for research is drawn from authentic scientific monographs and articles of Chinese linguists and literary critics, that is, academic texts written at the end of the XX - beginning of the XXI centuries. When analyzing discussion on determining evidentiality as a category, we take into account the point of view of Russian linguists, who study it and indicate that it is an area of frame values representing indication of the source of information [5] and believe that this category is an indication to the source of information about the situation reported [4]. In the present work, the category of evidentiality is meant as a linguistic category expressing indication of the source of information. Traditionally, depending on the method of obtaining information, linguists distinguish the following types of evidentiality: • direct evidentiality – obtaining information by the speaker through the senses receptors (sight, hearing, touch, and other senses or their combination), in other words, sensory evidentiality; the witness of the fact is the speaker directly; • inferred evidentiality – obtaining information by the speaker through his own mental activity; • reported evidentiality – obtaining information through evidence from someone else, not personally, that is, quotation and/or retelling. Chinese linguists also classify the category of evidentiality depending on the source of obtaining information and therefore distinguish the following three types: qīnshēn tǐyànde personal physical experience (visual), tīngshuōde rumors (hearsay), tuīcède conclusions (inference) [14]. In Russian linguistics, researchers distinguish several structural-semantic microgroups of indirect evidentiality: forms and constructions of retelling (quotation), auditive, inference, presumptive [21]. In this study, we address indirect mediate evidentiality with the meaning of retelling/ quotation, as the most popular in scientific discourse, therefore, its evidential markers are highlighted and considered. According to style-forming features, their application is considered typical for scientific speech and pragmatically determined [22].

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In academic literature, synonyms for the term evidential markers are used too. For instance, Plungyan [4] points to an evidential indicator by which the speaker informs how he has learned the information he reports. Chinese scholars in their works also refer to jùsù as evidentials, evidential markers [14]. We, in turn, assume that evidential markers are language tools that allow the speaker to point to the source of information. By markers of indirect evidentiality we mean the linguistic means of indirect evidence. In Chinese, indirect evidentiality is represented by certain lexical units.

4 Results Based on analysis of the texts of scientific discourse, we have determined that the lexical components of various structures are associated with the indirect markers of evidentiality. The most frequently used are mental action verbs. 4.1

Mental Action Verbs ( ) rènwéi to believe, to think

Tā hái rènwéi, lìshǐ jìrán zuòwéi zhěngtǐ, jiù yìwèizhe tā yǒu jièxiàn. He also believes that since history is integrity, it means that it has boundaries. 4.2

Speech Act Verbs (

)

shuō say, explain, tell…off Yǎsībèisī shuō, lìshǐguān gěi rénmende rènzhī tígōngle chǎngsuǒ. Jaspers said understanding history provided a place for human cognition. 4.3

Speech Act Verbs with Prepositions as for…, for…

Duìyú Yǎsībèisī lái shuō, tànjiù lìshǐ shì zhǎnwàng wèilái, xúnzhǎo zìshēnde jīchǔ. For Jaspers, studying history in depth means to look into the future, to seek the foundations of oneself.

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Preposition

+ Person Indication Structures

jù according to + person indication 1950 Jù wénxué shǐjiā Hóng Zichéng xiānshēng kǎozhèng, zhídào 1950 niándài hòuqí, wénxué jiède quánwēi jīgòu hé pīpíng jiā hái wèimíng míngquè “dāngdài wénxué” zhè yī shuōfǎ. According to the studies of the literary historian, Zicheng Hun, authorities and critics of the literary world did not clearly define the term contemporary literature until the end of the 1950s. 4.5

Idioms Chengyu ( )

Linguists point out productivity of evidential value realization through the phraseological units [22]. In the Chinese language, these phraseological units are common, for example, those, indicating indefinite source of information. háowú yíwèn doubtless, without question, without a doubt Háowú yíwèn, Yǎsībèisīde lìshǐguān shì diǎnxíngde xiàndàixìngde lìshǐguān, zhè zhǒng lìshǐguān zài hěn cháng shíjiān nèi zhǔdǎole xiàndàixìngde lìshǐ xùshì. Without a doubt, Jaspers’ view of history is a typical view of modernity; such an understanding of history prevailed for a long time in modern historical narrative (including historical writings and literacy narrative).

5 Conclusion and Recommendations Although the category of evidentiality is widespread in many languages of the world, forms of its manifestation are not the same. For indirect evidentiality of Chinese scientific discourse the following lexical markers are typical: mental action verbs, speech act verbs, speech act verbs with prepositions, preposition + person identification structures, idioms chengyu. Mental action verbs are in the majority of this list. This can be explained by the pragmatic orientation of the texts of scientific discourse. The author/speaker assesses the situation based on its results. It means that he makes inferences, trying to convince the interlocutor/reader. The use of other markers violates the ethical rules of scientific discourse and reduces its convincing power. Identified markers allow researchers to indicate the source of information in their works, which should be specific in scientific discourse. It is necessary to indicate the source of ideas when quoting the point of his view of any researcher. In this regard, objectiveness, reliability, and accuracy of the texts of scientific discourse are significantly increased. On the one hand, this paper has theoretical value for a comparative study of scientific discourse in Chinese and other languages. On the other hand, from a practical

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point of view, the results of this work can be used by scientists for successful international scientific communication in Chinese. The future directions of scientific research are to increase the range of scientific areas of the analyzed texts, to identify the reasons for the choice of language tools by the author of the message, the role of context and extralinguistic factors, the personality of the scientist. Work on the proposed topic can be continued towards a deeper and more detailed analysis of the ways of expressing the evidentiality of various types, in particular, indirect evidentiality in Chinese from the point of view of comparative linguistics and databases of the corpus of modern Chinese.

References 1. Boas, F.: Handbook of American Indian Languages. Bureau of American Ethnology, Washington (1911) 2. Jakobson, R.: Shifters, verbal categories, and the Russian verb. Harvard University, Cambridge (1957) 3. Chafe, W.L., Nichols, J. (eds.): Evidentiality: The Linguistic Coding of Epistemology. Ablex Publishing Corporation, Norwood (1986) 4. Plungyan, V.A.: Vvedeniye v grammaticheskuyu semantiku: grammaticheskiye znacheniya i grammaticheskiye sistemy yazykov mira [Introducing grammatical semantics: grammatical values and grammatical systems in the worldˈs languages]. RGGU, Moscow (2011). (in Russian) 5. Kozintseva, N.A.: Kategoriya evidentsial’nosti (problemi tipologicheskogo analiza) [The category of evidentiality (Problems of typological analysis)]. Voprosy yazykoznaniya 3, 92– 104 (1994). (in Russian) 6. Kadyrova, L.B.: Izuchennost’ kategorii evidentsial’nosti v zarubezhnom i otechestvennom yazykoznanii: traditsii i sovremennoye sostoyaniye [The study of the category of evidentiality in foreign and domestic linguistics: traditions and modern state]. Gumanitarnye nauki v XXI veke: nauchnyy internet-zhurnal 7, 60–71 (2016). (in Russian) 7. Schwartz (Khoroshkina), A.S.: Pokazateli perfekta v sovremennom kitayskom yazyke [Indicators of perfect in modern Chinese]. Acta Linguistica Petropolitana. Trudi instituta lingvisticheskikh issledovaniy 12(2), 587–609 (2016). (in Russian) 8. Kaksin, A.D.: O spetsifike vyrazheniya sredstv modal’nosti i evidentsial’nosti (na material khantyyskogo i russkogo yazykov [About specifics of means of expression of a modality and evidentiality (on material of the Khanty and Russian languages)]. Yazyki I fol’klor korennyh narodov Sibiri 1(35), 25–34 (2018). (in Russian) 9. Aikhenvald, A.Y., Dixon, R.M.W.: The grammar of knowledge. In: Aikhenvald, A.Y., Dixon, R.M.W. (eds.) A Cross-Linguistic View of Evidentials and the Expression of Information Source, pp. 1–51. Oxford University Press, Oxford (2014) 10. Papafragou, A., Li, P., Choi, Y., Han, C.: Evidentiality in language and cognition. In: Altmann, G.T.M. Cognition, vol. 103, no. 2, pp. 253–99. Elsevier, Amsterdam (2007) 11. de Villiers, J.G., Garfield, J., Gernet Girard, H., Roeper, T., Speas, M.: Evidentials in Tibetan: acquisition, semantics and cognitive development. In: Fitneva, S.A., Matsui, T. (eds.) Evidentiality: A Window into Language and Cognitive Development: New Directions for Child and Adolescent Development, vol. 125, pp. 29–47. Jossey-Bass, San Francisco (2009)

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12. Uzundag, B., Tasci, S.S., Küntay, A.C., Aksu-Koç, A.: Functions of evidentials in Turkish child and child-directed speech in early child-caregiver interactions. In: Scott, J., Waughtal, D. (eds.) Proceedings of the 40th Annual Boston University Conference on Language Development, pp. 403–416. Cascadilla Press, Somerville (2016) 13. Bates, C.F., Nebot, A.C. (eds.): Perspectives on Evidentiality in Spanish: Explorations Across Genres. John Benjamins Publishing Company, Amsterdam (2018) 14. Fang, H., Ma, Y.: Yanjuxing, zhuguang, zhuguanghua [Evidence, subjectivity, subjectivity]. Waiyuxuegan [J. Foreign Lang.] 4(141), 96–99 (2008). (in Chinese) 15. Le, Y.: Xiandai hanyu chuanxin fanchoude xingzhi he gaimao [General characteristic and nature of the evidentiality category of modern Chinese]. Yuwen yanjiu [Lang. Study] 20142, 27–34 (2014). (in Chinese) 16. Hu, Z.L.: Yuyande kezhengxing [Evidentiality in language]. Waiyu jiaoxue yu yanjiu [Foreign Lang. Teach. Res.] 1, 9–15 (1994). (in Chinese) 17. Ma, L.: Study on evidentiality in spoken Mandarin Chinese. In: 6th IEEE Joint International Information Technology and Artificial Intelligence Conference, ITAIC, vol. 2, pp. 283–287. IEEE Press, Piscataway (2011) 18. Yang, L.: Evidentiality in English research articles of applied linguistics: from the perspective of metadiscourse. J. Lang. Teach. Res. 5(3), 581–591 (2014) 19. Liu, Z.: Evidentials in Chinese. Int. J. Lingu. 8(2), 1–11 (2016) 20. Lai, Y.: Yingyu xinwen chuanshu bijiao yanjiu [A Comparative Study of Anglo-Chinese News Discourses]. Zhongguo shehui kexue chubanshe, Beijing (2016). (in Chinese) 21. Khrakovskiy, V.S. (ed.): Evidentsial’nost’ v yazykakh Evropy i Azii [Evidentiality in the Languages of Europe and Asia]. Nauka, St. Petersburg (2007). (in Russian) 22. Orekhova, Ye.N.: O sub’yektivnoy modal’nosti evidentsial’nosti [Evidential subjective modality]. Vestnik Moskovskogo gosudarstvennogo oblastnogo universiteta 2, 95–100 (2012). (in Russian)

Author Index

A Abakumova, Maria, 978 Abakumova, Maria V., 989 Afanaseva, Elena A., 267 Agafonova, Marina, 305 Akhidzhakova, Mariet P., 1041 Aladyshkin, Ivan V., 659 Alekhin, Igor A., 569 Aleksandrova, Daria S., 100 Alexeeva, Natalia, 57 Alikina, Elena V., 692 Almazova, Nadezhda, 39, 174, 760, 786 Alyabeva, Alexandra, 904 Ananyeva, Tatiana N., 578 Andreeva, Mariia I., 1075 Andreeva, Svetlana, 39, 848 Anisimova, Olga V., 199 Anisina, Natalia V., 709 Anosova, Natalia, 465 Anossova, Oksana, 367, 996 Anufryienka, Liudmila V., 138 Arkhipova, Elena I., 1092 Arkhipova, Maria V., 521 Artemiev, Ivan, 288, 603 Avkhacheva, Irina, 494

Barysheva, Tamara A., 891 Belova, Ekaterina E., 521 Berezin, Andrey, 914 Berezina, Nataliya, 914 Bernavskaya, Maya, 786 Bobodzhanova, Lola K., 199 Bobrovskaja, Natalia, 250 Bogdanova, Nadezhda V., 267 Bolshakova, Anna, 978 Bolshakova, Anna V., 989 Bolsunovskaya, Marina, 828, 848 Borbotko, Liudmila, 119 Bordonskaya, Lidia A., 871 Borgoyakov, Vladislav A., 1124 Bovtenko, Marina A., 439 Burakova, Anna A., 969 Burakova, Daria, 149 Bystrova, Tatiana, 595

B Baeva, Irina, 174 Bagmanova, Nargis I., 737 Barakhsanova, Elizaveta A., 864 Baranova, Tatiana, 39, 425 Baranova, Tatiana A., 795 Baranova, Tatyana, 760, 828 Barinova, Darina, 786 Barinova, Irina, 494

D Danilov, Andrew, 165 Dashkina, Alexandra, 465 Dmitrieva, Evdokiya, 1084 Dmitrijev, Alexander, 511 Dolinina, Irina, 727 Dolinina, Irina G., 632 Donchenko, Elena A., 838 Druzhinina, Maria, 1005

C Carter, Elena V., 1100 Chervenko, Yuliya, 396 Chiknaverova, Karine, 47 Chumakaev, Aleksey E., 1124

© Springer Nature Switzerland AG 2020 Z. Anikina (Ed.): IEEHGIP 2020, LNNS 131, pp. 1147–1150, 2020. https://doi.org/10.1007/978-3-030-47415-7

1148 Druzhinina, Maria V., 838 Dyakonova, Elena, 1049 E Efremov, Nikolay N., 1124 Eidemiller, Konstantin, 951 Emelianova, Zarmena, 57 Erdyneeva, Klavdiya G., 871, 1024 Eremin, Yuri, 174 Ereshchenko, Margarita, 914 Erickson, Sarah, 692 Evdokimova, Mary G., 558 F Falko, Kirill I., 692 Fedorova, Claudia, 1066, 1117 Fedorova, Elena, 1057 Fedorova, Maria A., 188 Fedoseeva, Ekaterina A., 838 Filatova, Elena V., 21 Filippova, Sargylana V., 1041 Fokina, Veronika, 828 Freese, Michael Dana, 449 G Galskova, Natalia, 313 Gavrikova, Yulia A., 521 Gerasimova, Svetlana, 119 Geykhman, Lyubov, 699 Girfanova, Ksenia A., 138 Glumova, Elena, 341 Gogoleva, Valentina V., 891 Goncharova, Natalia, 925 Gorbunova, Daria V., 549 Gorbunova, Tatiana, 1133 Goreva, Tatyana A., 387 Gorina, Evguenia, 1049 Gorokhova, Natalia V., 261 Gorskikh, Olga V., 685 Grigorieva, Anna, 323 Grigorieva, Ksenia, 165 Grigoryeva-Golubeva, Victoria, 110 Grishaeva, Elena, 933 Grodnikova, Vlada A., 989 Gubareva, Svetlana, 416 Guerin, Florian, 578 Gulk, Elena B., 795 H Herd, Gala, 222, 278 I Igumnova, Ekaterina A., 871 Ikonnikova, Anna, 1117

Author Index Ilyukhina, Galina I., 578 Ionova, Valentina N., 1100 Istomina, Olga V., 838 Ivanova, Aleksandra, 323 Ivanova, Polina, 149 Ivleva, Marina A., 745 K Kalmykova, Svetlana V., 659 Karabushchenko, Pavel L., 778 Karpova, Yulia A., 387 Karpovich, Irina, 641 Katalkina, Natalia A., 267 Kats, Nora, 174 Kavaliova, Alena V., 138 Kavardakova, Elena, 699 Kazakova, Ulyana A., 569 Kazantseva, Angela, 751 Kazantseva, Anzhela, 611 Kazantseva, Elena, 611 Khalyapina, Liudmila, 39, 357 Khamatnurova, Elena N., 632 Kharlamova, Olga, 250 Khatkova, Alica N., 1024 Khlebnikova, Marina, 727 Khlystenko, Victoria, 641 Khompodoeva, Maria V., 672 Khoroshikh, Valery V., 795 Khoutyz, Irina, 119 Khromova, Alina, 1005 Kleiman, Elina, 699 Klemenova, Elena, 914 Klyoster, Anna M., 942 Kobicheva, Aleksandra, 425 Kogan, Marina, 511 Kolesnikova, Nataliya, 408 Kolmakova, Olga, 611 Kolobova, Kseniya S., 199 Kolodeznikov, Stepan, 1057 Komochkina, Elena, 313 Kovalchuk, Nadezhda, 914 Kovalenko, Marina P., 387 Kovrizhnykh, Denis V., 349 Kozlovskii, Pavel, 812, 828, 848 Krainiukov, Sergey, 856 Krasnozhenova, Elena E., 778 Kruglikov, Viktor N., 586 Krundysheva, Anna, 416 Krupkin, Alexey, 652 Kubyshko, Irina N., 261 Kuchina, Svetlana A., 439 Kudryavtseva, Regina Elizaveta, 951 Kukaeva, Safiyat A., 1124 Kuklina, Svetlana S., 71

Author Index Kulik, Sergey, 951 Kulik, Sergey V., 659, 778 Kunina, Olga, 760, 848 Kunina, Olga O., 586 Kuznetsova, Olga, 357 Kysylbaikova, Marina I., 1041 L Lebedeva, Natalia, 883 Lebedeva, Natalia A., 159 Leonova, Olga N., 709 Li, Wu, 323 Linyuchkina, Eva G., 737 Liu, Feng, 1005 Lobanova, Yuliia I., 621 Lychkovskaya, Lyudmila E., 3 M Mahdi, Mohammed H., 341 Makarova, Inna S., 199 Makarova, Irina, 119 Makarova, Olga Yu., 549, 1075 Maksimova, Elena V., 891 Mamleeva, Alfiya F., 240 Matveeva, Nina A., 586 Melekhina, Elena A., 745 Melikov, Ibragim, 820, 1015 Melnichuk, Tatiana, 1049 Meszaros, Csaba, 1057 Mikhailova, Marina, 804 Minakova, Ludmila, 376 Mineeva, Olga A., 521 Mitina, Olga V., 1024 Molodtsova, Varvara A., 3 Morozova, Maja A., 439 N Nazmutdinova, Tatyana S., 1108 Nelunova, Elena, 603 Nesterova, Elena V., 1108 Nesterova, Natalia, 494 Nikolaev, Anatoliy, 288, 1084 Nikonova, Ekaterina, 250 Nikulina, Larisa P., 672 Novgorodov, Innokentiy N., 1108, 1124 Novitskaya, Irina, 925 O Obdalova, Olga, 376 Oblova, Irina, 804 Odinokaya, Maria, 786 Odinokaya, Maria A., 659 Olennikova, Marina V., 586 Olesova, Larisa, 57

1149 Olkhovik, Nataliya, 425 Ordakhova, Tuyaara, 323 Osipova, Ekaterina, 331 P Pankrateva, Galina I., 267 Parfenov, Evgeniy, 288, 603 Pavón-Vázquez, Víctor, 82 Pechinskaya, Larisa, 530 Perlova, Irina, 396 Permyakova, Tuyara N., 969 Petrenko, Victor F., 1024 Petrov, Aleksandr A., 1108 Pipchenko, Elena, 396 Plotnikova, Nailya F., 737 Pokrovskaya, Elena M., 3, 578 Polezhaeva, Zhanna, 883 Polushkina, Tatiana, 231 Poplavskaya, Irina, 925 Popov, Dmitrii, 812 Poptcov, Andrey N., 632 Poskachina, Elena, 1133 Pozdeeva, Svetlana I., 28 Prokhorova, Anna, 11 Prokopyev, Mihail S., 864 Pushmina, Sofia, 475 R Radnaeva, Ljubov, 288, 1066, 1084 Raitina, Margarita Yu., 578, 685 Rapakova, Tatiana B., 692 Razumovskaya, Veronica, 933 Repnyakova, Nataliya N., 1140 Reshetneva, Uliana N., 1140 Ridnaya, Yuliya, 408 Romanova, Maria, 483 Rubtsova, Anna, 174, 786 Rutskaya, Ekaterina A., 387 Ryabova, Marina Yu., 21 S Saburova, Natalya, 1066 Safonova, Alla S., 659 Salekhova, Leila, 165 Samylovskaya, Ekaterina, 951 Selezneva, Tatiana, 313 Semenova, Natalia, 883 Serebryakova, Svetlana S., 871 Serova, Tamara, 396 Shakurov, Andrei, 978 Shakurov, Andrei A., 989 Shevchenko, Anna I., 71 Shimichev, Alexey, 212

1150 Shnyakina, Natalia Ju., 942 Shramko, Ludmila, 449 Shtern, Olga V., 28 Shukaeva, Alla V., 672 Shumeyko, Tatiana N., 128 Sidorova, Liudmila, 57 Sigal, Natalya G., 737 Silin, Vadim, 595 Silina, Ekaterina, 110 Sinyakova, Marina, 652 Sishchuk, Julia, 804 Skorodumova, Olga, 820, 1015 Slanov, Valeriy, 978 Sleptsova, Galina N., 222, 278, 871 Smolnikova, Larisa V., 685 Snegirev, Nikolay, 812 Soboleva, Aleksandra, 376 Sorochinsky, Maksim A., 864 Sorokovykh, Galina V., 128 Sosnina, Ekaterina, 457, 770 Spiridonova, Natalia S., 240 Spiridonova, Valentina, 856 Starostina, Natalia, 770 Stroganova, Olga, 641 Sukhova, Natalia A., 159 Sun, Yanan, 1005 Surinova, Elena, 110 Suslova, Tatyana I., 685 Sverdlova, Nataliya, 611 T Tabolina, Anastasia, 760, 812, 828, 848 Tarev, Boris, 751 Tareva, Elena, 751 Tarnaeva, Larisa, 331 Tataurova, Ekaterina, 341 Tikhomirova, Evgeniya, 603 Tokareva, Elena, 149, 425

Author Index Tretyakov, Dmitrii, 812 Tretyakova, Tat’yana V., 864 Tsyguleva, Margarita V., 188 Turlo, Yevgeny, 904 U Ushnitskaya, Viktoria W., 222, 278 V Valieva, Fatima, 719 Varlamova, Vera N., 100 Vataleva, Natalia V., 1140 Vikulova, Larissa, 119 Vishnevskaya, Ekaterina M., 128 Vlasova, Elena Z., 864 Vlavatskaya, Marina V., 1092 Volodarskaya, Elena, 530 Vorobeva, Victoria, 925 Voronova, Larisa, 641 Voskresenskaya, Maria, 231 Y Yazykova, Natalia V., 296 Ye, Soon, 1117 Yudina, Inna, 760, 812, 828, 848 Z Zabolotskaya, Albina R., 737 Zakharov, Konstantin P., 795 Zaksor, Lyubov’ Zh., 1108 Zamorshchikova, Lena, 1133 Zaripova, Rinata, 165 Zherebkina, Olga, 250 Zhilyuk, Sergey, 92 Zubareva, Svetlana, 960 Zubkov, Artyom D., 503, 539 Zyabkina, Tatyana F., 891