Integration of Engineering Education and the Humanities: Global Intercultural Perspectives: Proceedings of the Conference Integration of Engineering ... (Lecture Notes in Networks and Systems, 499) 3031114345, 9783031114342

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Lecture Notes in Networks and Systems 499

Zhanna Anikina   Editor

Integration of Engineering Education and the Humanities: Global Intercultural Perspectives Proceedings of the Conference Integration of Engineering Education and the Humanities: Global Intercultural Perspectives, 20–22 April 2022, St. Petersburg, Russia

Lecture Notes in Networks and Systems Volume 499

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. Indexed by SCOPUS, INSPEC, WTI Frankfurt eG, zbMATH, SCImago. All books published in the series are submitted for consideration in Web of Science. For proposals from Asia please contact Aninda Bose ([email protected]).

More information about this series at https://link.springer.com/bookseries/15179

Zhanna Anikina Editor

Integration of Engineering Education and the Humanities: Global Intercultural Perspectives Proceedings of the Conference Integration of Engineering Education and the Humanities: Global Intercultural Perspectives, 20–22 April 2022, St. Petersburg, Russia

123

Editor Zhanna Anikina Research Centre Kairos Tomsk, Russia

ISSN 2367-3370 ISSN 2367-3389 (electronic) Lecture Notes in Networks and Systems ISBN 978-3-031-11434-2 ISBN 978-3-031-11435-9 (eBook) https://doi.org/10.1007/978-3-031-11435-9 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 This work is subject to copyright. All rights are solely and exclusively licensed 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 Integration of Engineering Education and the Humanities: Global Intercultural Perspectives (IEEHGIP 2022) held on 20–22 April 2022. It was organized by Peter the Great Saint Petersburg Polytechnic University (Saint Petersburg, Russia) in collaboration with Research Centre Kairos (Tomsk, Russia). The event met almost 200 delegates who discussed a variety of issues in relation to the key topic of the conference.

Conference themes • • • • • •

Linguistic direction of integration Technical and technological direction of integration Sociological direction of integration Psychological and pedagogical direction of integration Cultural direction of integration Information and communication direction of integration

In parallel, involvement in the conference allowed the participants to gain publication experiences, thus offering additional opportunities for their researcher development. We thank all the participants who took part in the IEEHGIP 2022 conference and look forward to seeing them again. Zhanna Anikina

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Organization IEEHGIP 2022

Programme Committee Chair Nadezhda Almazova

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

Co-chairs Ludmila Khalyapina Tatiana Baranova

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

Scientific Committee Vitaliy Sergeev Larisa Aronin Natalia Galskova Sergey Kulik Alfred Nordmann Victor Pavon James Roger Tamara Serova

Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Oranim Academic College of Education, Tivon, Israel Moscow Region State University, Moscow, Russia 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

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Elena Tareva Alexey Vdovichev

Organization IEEHGIP 2022

Moscow City University, Moscow, Russia Minsk State Linguistic University, Minsk, Belarus

Organizing Committee Daria Aleksandrova Anna Bolshakova Alexandra Dashkina Ksenia Girfanova

Liubov Goncharova Mariia Iuzhakova Svetlana Koltsova Olga Kvashnina Natalia Fersman Anna Rubtsova Andrei Shakurov Irina Sharapova Natalya Spiridonova Fatima Valieva

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

Reviewers Daria Aleksandrova Natalia Anosova Oksana Anossova

Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Peoples' Friendship University of Russia (RUDN University), Moscow, Russia

Organization IEEHGIP 2022

Irina Avkhacheva Maya Bernavskaya Marina Bovtenko Nadezhda Bulankina

Olga Chalova Irina Chesnokova Klavdiya Erdyneeva Zoya Fedorinova Maria Fedorova Ksenia Girfanova

Liubov Goncharova Viktoriia Gorbaneva Tatiana Gorbunova Yulia Karmanova Alena Kavaliova

Irina Khoutyz Anna Khvostenko Elena Komochkina Irina Korenetskaya Denis Kovrizhnykh Tatiana Krepkaia Anna Krundysheva Yuliia Lobanova

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Perm National Research Polytechic University, Perm, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Novosibirsk State Technical University, Novosibirsk, Russia Novosibirsk Institute of Professional Skills Improvement and Vocational Retraining of Education Workers, Novosibirsk, Russia National Research University “Moscow Power Engineering Institute”, Moscow, Russia Tomsk Polytechnic University, Tomsk, Russia Far Eastern Federal University, Vladivostok, Russia Tomsk Polytechnic University, Tomsk, Russia Omsk State Technical University, Omsk, Russia Tomsk State University of Architecture and Building, Tomsk, Russia; Research Centre Kairos, Tomsk, Russia Tomsk Polytechnic University, Tomsk, Russia; Research Centre Kairos, Tomsk, Russia Herzen State Pedagogical University of Russia, Saint Petersburg, Russia Irkutsk National Research Technical University, Irkutsk, Russia Research Centre Kairos, Tomsk, Russia Mozyr State Pedagogical University named after I. P. Shamyakin, Mozyr, The Republic of Belarus Kuban State University, Krasnodar, Russia Novosibirsk State Technical University, Novosibirsk, Russia Moscow Region State University, Moscow, Russia Pskov State University, Pskov, Russia Volgograd State Medical University, Volgograd, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Saint Petersburg State University of Architecture and Civil Engineering, Saint Petersburg, Russia

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Oksana Ladosha Alena Martynova

Elena Melekhina Leila Mirzoyeva Natalia Nesterova Olga Obdalova Ekaterina Osipova Elena Pokrovskaya Anna Prokhorova Yuliya Ridnaya Elena Rodionova Maria Romanova Alexey Shimichev Olga Shtern Ellina Sidelnik Marina Sinyakova Valentina Spiridonova Nataliya Sverdlova

Fatima Valieva Alexandra Vanichkina Polina Vasileva Olga Voiku

Organization IEEHGIP 2022

National Research University “Moscow Power Engineering Institute”, Moscow, Russia Saint-Petersburg State University of Industrial Technologies and Design, Saint Petersburg, Russia Novosibirsk State Technical University, Novosibirsk, Russia Suleyman Demirel University, Almaty, Kazakhstan Perm National Research Polytechnic University, Perm, Russia Tomsk State University, Tomsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Tomsk State University of Control Systems and Radioelectronics, Tomsk, Russia Ivanovo State University, Ivanovo, Russia Novosibirsk State Technical University, Novosibirsk, Russia Saint Petersburg University, Saint Petersburg, Russia Moscow State Linguistic University, Moscow, Russia Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia Tomsk State Pedagogical University, Tomsk, Russia Southern Federal University, Rostov-on-Don, Russia Ural Institute of State Fire Service of EMERCOM of Russia, Yekaterinburg, Russia Saint Petersburg Mining University, Saint Petersburg, Russia Irkutsk Scientific Centre of the Siberian Branch of the Russian Academy of Sciences, Irkutsk, Russia Peter the Great Saint Petersburg Polytechnic University, Saint Petersburg, Russia Moscow State Linguistic University, Moscow, Russia Saint Petersburg University, Saint Petersburg, Russia Saint Petersburg University, Saint Petersburg, Russia

Organization IEEHGIP 2022

Natalia Zaitseva Sergei Zhiliuk Artyom Zubkov

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Herzen State Pedagogical University of Russia, Saint Petersburg, Russia Saint Petersburg University, Saint Petersburg, Russia Novosibirsk State University of Economics and Management, Novosibirsk, Russia

Contents

Language Teaching and Learning Designing Engineering Content and Language Integrated Learning in Technical Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Galina Sorokovykh, Inna Shafikova, Evelina Root, Tatiana Shumeyko, and Ekaterina Vishnevskaya Adopting the Thesaurus Approach to Develop Textual Competence among International Students while Teaching a Language for Special Purposes: Experience from Russian and Belarusian Higher Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ksenia A. Girfanova, Elena V. Mihaleva, Liudmila V. Anufryienka, Alena V. Kavaliova, and Victoria V. Vorobeva

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Using MOOCs to Teach Foreign Language Writing to University Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Artyom Zubkov

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Using ICTs for Teaching General English and Professional English to Students of Technical Majors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Violetta V. Petrova and Michail Y. Kreer

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The Use of Grammar Models in Foreign Language Teaching to Non-Linguistics Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Julia N. Karyakina, Svetlana A. Korableva, Galina I. Pankrateva, Natalia A. Katalkina, and Nadezhda V. Bogdanova Interactive Technology in Teaching English Oral Academic Discourse to Master Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olga A. Obdalova, Olga V. Kharapudchenko, Aleksandra V. Soboleva, and Ludmila Y. Minakova

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Contents

Implementing Face-To-Face Driver Approach to Teaching a Professionally Oriented Foreign Language to Non-linguistic Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ekaterina Ivanova, Marina Polyakova, Maria Abakumova, and Anna Bolshakova

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Grammatical Competence as a Key Instrument of Oral Discourse Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lola K. Bobodzhanova and Alfiya F. Mamleeva

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TED Talks as a Means of Developing Public Speaking Skills at English Classes in Technical Universities. (Pragmalinguistic Aspect) . . . . . . . . . Ellina A. Sidelnik, Natalia S. Lutsenko, and Tatiana V. Germanovich

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Integrative Curriculum as the Basis of Course Design in Foreign Languages for Future Engineers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yulia Komarova, Elena Vinogradova, Lidia Agafonova, and Valeriy Aitov

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Online Foreign Language Interactive Tasks for University Engineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Elena V. Borzova and Maria A. Shemanaeva MOOCs as Resource for Content and Language Integrated Learning at University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Artyom Zubkov An Integrative Model for the Formation of Multilingual Communicative Competence and Professional Qualities in Future Intercultural Communication Specialists . . . . . . . . . . . . . . . . . . . . . . . . 120 Nikolay Baryshnikov and Oksana Ivanova Use of the Flipped Class Model in Teaching English to Master’s Students at a Technical University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Zhanna Demyanova Integrating YouTube Videos into an Introductory Professional Language Course for Engineering Students . . . . . . . . . . . . . . . . . . . . . . 138 Victoria Grigoryeva-Golubeva, Ekaterina Silina, and Elena Surinova Online Platforms as a Resource for Teaching Professional Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Leila Mirzoyeva Language as a Medium of Development The Assessment of a Multilingual Approach in the Context of International Educational Programs in English . . . . . . . . . . . . . . . . . 157 Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva, and Elena Tokareva

Contents

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The Content of Language Training of the Engineer of the Future in the Context of an Ecological and Social Approach . . . . . . . . . . . . . . . 168 Nadezhda Bulankina, Natalya Galskova, Nataliya Кoryakovtseva, and Zinaida Nikitenko Self-assessment Influence on Effectiveness of the ESP Teaching . . . . . . . 176 Olga Chalova, Natalia Zhurbenko, Olga Sheypak, and Elena Balyk Organization of Educational Communication for Primary School Students with Different Educational Needs as the Way to Achieve Meta-subject Results while Teaching a Foreign Language Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Olga V. Shtern and Svetlana I. Pozdeeva Embedding Cross-Cutting Technologies in LSP for Master’s Degree Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Alexandra Vanichkina, Maria Romanova, Irina Smoliannikova, Nadezhda Sukhina, and Anastasiya Khakhaleva Flipped Classroom Approach in Language Classes for Oil and Gas Engineering Master Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Elena A. Koltsova and Stepan A. Boyko Language Learning Strategies to Boost Critical Thinking of Students of Linguistic Faculties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Natalia Starostina and Ekaterina Sosnina English Medium Instruction and Teachers’ Training in a Foreign Language: Case of Physics Classroom at a Medical University . . . . . . . 224 Denis V. Kovrizhnykh Examining Plurilingual Training Principles in Teaching Foreign Languages to Engineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Liudmila Khalyapina, Ekaterina Shostak, Svetlana Koltsova, and Elena Vdovina Digital Multimodal Projects in LSP and CLIL Courses . . . . . . . . . . . . . 243 Marina Bovtenko, Svetlana Kuchina, Elena Panova, Dmitriy Shifman, and Ekaterina Barancheeva Developing Cognitive Competence in Students of Non-linguistic Specialties in the Course of Working with Social Media Neologisms . . . 253 Vera N. Varlamova and Daria S. Aleksandrova Assessment of Soft Skills Maturity of Engineering Students at Novosibirsk State Technical University (NSTU) . . . . . . . . . . . . . . . . . . . 262 Anna Khvostenko

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Contents

Nonlinguistic Faculty Challenges: Ways of Developing Critical Thinking Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 Olga V. Anisimova, Ksenia S. Kolobova, and Inna S. Makarova Soft Skills as a Component of Foreign Language Training of Engineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 Tatyana Klets, Irina Korenetskaya, Anna Kuzmichenko, Svetlana Vodneva, and Svetlana Matsevich Genre Competence as a Means of Developing Cognitive and Activity-Based Components of Research Competence of a Modern Engineer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 Yuliya Ridnaya and Nataliya Kolesnikova Game Technologies in the System of Teaching Engineering Students Socially Significant Genres of Professional Speech . . . . . . . . . . . . . . . . . 296 Natalia D. Desyaeva, Ekaterina A. Nikolaeva, Larisa A. Assuirova, Svetlana A. Aliullina, and Irina I. Volkova Educational Environments Learning Motivation of Students of Adaptive Learning Platforms . . . . . 303 Svetlana A. Kochurina, Olga O. Fedorova, and Konstantin P. Zakharov Assessment of Undergraduates’ Conflict Competence: Experimental Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Irina Rogozina, Natalia Buhner, Irina Zhernosenko, Margarita Starchikova, and Oksana Kozina On Studying Text Comprehension Strategy Using the “Counter-Text” Method: Case-Study on Humanities and Engineering Students . . . . . . . 320 Irina Avkhacheva, Irina Barinova, Anastasia Kotelnikova, Natalia Nesterova, and Olga Soboleva Methodological Prerequisites for the Integration of Modern Paradigms of Engineering and Humanities Education . . . . . . . . . . . . . . 329 Alvina Kuznetsova Multimodal Approach to Harmonize Arts and Sciences in the Digital Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338 Alla Minyar-Beloroucheva, Polina Sergienko, Olga Vishnyakova, Elizaveta Vishnyakova, and Oksana Anossova Legal Clinic in the System of Active Teaching Methods . . . . . . . . . . . . . 347 Vladimir Demidov, Ekaterina Dolzhenkova, Dmitry Mokhorov, and Anna Mokhorova

Contents

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Improving the Efficiency of Professional Education in the Context of the Fourth Industrial Revolution: Project-Based Approach . . . . . . . . 357 Aleksandra Dashkina, Alexander Dmitrijev, Aleksandra Kobicheva, Liudmila Khalyapina, Aleksandra Loginova, and Dmitrii Tarkhov To the Question of Humanistic Paradigm Synthesis in Innovative Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 Tamara Galushko and Natalia Zaitseva From Offline Learning to the Future: Subjective Assessment and Learning Outcomes when Using Different Formats . . . . . . . . . . . . . . . . 376 Yuliia I. Lobanova Subjective Well-Being and Coping Strategies of Students During Forced Social Isolation and Distance Learning . . . . . . . . . . . . . . . . . . . . 386 Marina V. Olennikova, Elena B. Gulk, and Olga O. Fedorova A Polytechnic University on the Modern Market of Online Education (the Case of Peter the Great St. Petersburg Polytechnic University) . . . 393 Ivan Aladyshkin, Svetlana Kalmykova, Maria Odinokaya, Inna Yudina, and Olga Fedorova Cultural and Sociological Studies Integrating STEM Education and Humanities for Fostering Students’ Cultural Awareness Through CLIL Methodology . . . . . . . . . . . . . . . . . 405 Viktoriia Gorbaneva and Ludmila Shramko “The Responsibility of Engineers is Boundless” – Professional Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 Alfred Nordmann and Karina Vida Basic Values Hierarchy of Students in Technical and Linguistic Field of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424 Oksana M. Ladosha and Anna I. Khlopova Design of a Competence-Based Model of a Professional in the Matrix of Personnel Marketing: Specific Nature . . . . . . . . . . . . . . . . . . . . . . . . 433 Andrei Shakurov, Anna Bolshakova, and Maria Abakumova Cross-Cultural Analysis of a Linguo-Cultural Text During Classes of Russian as a Foreign Language in the Formation of a Picture of the World of a Future Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443 Mikhail Krundyshev and Anna Krundysheva Exploring the International Students’ Adaptation Background in a Non-linguistic Educational Environment . . . . . . . . . . . . . . . . . . . . . . . . 451 Fatima Valieva and Ekaterina Ivanova

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Contents

Comparative Analysis of Phenomenology of an Artwork Perception: The Case of a Dispute on Physicists and Humanities Scholars . . . . . . . . 461 Olga Voiku, Ekaterina Ivanova, Mikhail Koryshev, and Maria Solovieva Formation of Integral Worldview of Humanities and Technical Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 Tatiana Zemlinskaia, Nataliia Fersman, Valentin Kobchikov, and Tatiana L. Holden Formation of Professional Qualities of Future Multicultural Mediators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478 Natalia A. Sukhova and Natalia A. Lebedeva Conflictological Competence of First-Year Technical Students as a Necessity of the Higher Engineering Education . . . . . . . . . . . . . . . . . . . 487 Sergey Luksha and Elena Volodarskaya Teaching English for Academic Writing: Citation Analysis Enhancing Intercultural Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495 Oksana Anossova, Alla Minyar-Beloroucheva, Polina Sergienko, Olga Vishnyakova, and Elizaveta Vishnyakova Linguistic Studies Manifestation of Phonetic Interference in the Speech of Students Learning German as a Second Foreign Language . . . . . . . . . . . . . . . . . 507 Marina Agafonova and Anna Starozhuk Intensity Patterns for Chinese Syllables of Different Information Load (Based on Commercial and Social Radio Ads) . . . . . . . . . . . . . . . . . . . . 516 Svetlana V. Androsova, Veronika G. Karavaeva, and Zianwen Zhang Characteristics of Scientific and Technical Texts in the Engineering Field of Modern English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 525 Liubov A. Goncharova, Zoya V. Fedorinova, and Faina L. Kositskaya Frequency Vocabulary and the Technique of Meaning Crystallization in the System of the Linguocultural World View Representation . . . . . . 533 Inna Cherkasova, Tatiana Reva, Irina Klimenko, Tatiana Lubimova, and Irina Presnukhina Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541

Language Teaching and Learning

Designing Engineering Content and Language Integrated Learning in Technical Universities Galina Sorokovykh1 , Inna Shafikova2 , Evelina Root3 Tatiana Shumeyko2(B) , and Ekaterina Vishnevskaya1

,

1 Moscow Teachers’ Training University, Moscow 105064, Russian Federation 2 Bauman Moscow State Technical University, Moscow 105082, Russian Federation

[email protected] 3 Moscow State University of Civil Engineering, Moscow 129337, Russian Federation

Abstract. In the article, the peculiarities of CLIL and ESP are considered, and some practical studies conducted by Russian scientists in this field are listed. One of the approaches is interdisciplinary one. The strategic objective is to design the CLIL-based model of teaching a foreign language to engineering students. In designing the model, CLIL principles were adapted and expanded. The major issues to be investigated are reading professional precedent texts, foreign language speech culture formation for professional discussion-enlightenment activity and efficient exchange of technical information. In the Result section, the authors’ experience correlating with the issues identified is presented. Two tables are provided: the first one highlights the types of schemata for teaching foreign language reading; the second one shows the integration of professional subjects content with foreign language grammar and vocabulary. The blocks of the CLIL-based model of teaching a foreign language to engineering students are described and the model itself is presented as a block diagram. In the last section, there are some conclusions the essence of which is that interdisciplinary integration creates optimal opportunities for future engineers and research engineers not only in mastering a foreign language, but also in its forming, on the basis of meta-knowledge discussion and enlightenment (educational) culture skills, technical communication skills, digital literacy, and techniques and strategies for effective reading of professional literature. Keywords: Engineering · CLIL · Reading · Speech · Technical

1 Introduction Content and language integrated learning (CLIL) is a relatively new approach to teaching foreign language (FL) for professional purposes to non-linguistic students in Russian higher education institutions. The term was first introduced by David Marsh [1] in 1994. The dualistic nature of CLIL is based on the interdisciplinary approach that differs significantly from the conventional English for Specific Purposes method widely used in Russian universities. First of all, these approaches have different aims: the goal of CLIL is the formation of professional competence, that is, the study of engineering discipline © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 3–13, 2022. https://doi.org/10.1007/978-3-031-11435-9_1

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G. Sorokovykh et al.

through the FL learning; the goal of ESP is the formation of language and communication competencies based on the engineering discipline. The second difference is the criterion for the competency assessment. Within the framework of the content and language integrated learning, the level of knowledge, skills and abilities in a special engineering discipline is assessed, and the assessment of linguistic knowledge, skills and abilities is secondary. The criterion for evaluating the result of ESP is the knowledge of engineering terms, features of grammatical structures and functions of the language. The content and language integrated teaching to engineering students is focused on students whose FL competency corresponds to B1 and above. CLIL contains both subject and thematic content. The thematic content is different for each discipline, reflecting the specifics of the specialist’s activity [2]. Currently, Russian universities are rapidly gaining experience in content and language integrated learning. This is evidenced by a number of studies: • pedagogical approaches to and models of integrated teaching of foreign languages and professional disciplines in Russian language teaching research [3]; • methodological principles of content and language integrated learning [4] and others. • intramural cooperation in the process of creating profession-oriented coursebooks for FL learning [5]; • adoption of content and language integrated approach to teaching professional communication at Russian universities [6]; • training teachers to implement content and language integrated teaching at Russian universities [7]; • modeling of content and language integrated teaching at an agricultural university [2]. Although there are some evident positive results achieved, the following issues related to introducing young specialists into international engineering discourse require further research: reading professional precedent texts, FL speech culture formation for the purposes of discussion-enlightenment activity and efficient exchange of technical information between the engineering discourse participants. From this, it follows that the aim of the research is to design the model of engineering and language integrated learning for technical universities. In order to fulfill the aim claimed, the following tasks have to be solved: 1. The principles of the model are to be determined, 2. The components of the model are to be developed, 3. The examples of integration of special subjects with foreign language course are to be developed and tested for particular fields of engineering. Thus, the relevance of the topic is revealed, and this allows us to state that the issue requires scientific theoretical and practical investigation. The results of the research will contribute to future engineers’ mastery of both FL and their professional field.

2 Methodology Engineering and language integrated learning in technical universities is based on the introduction of CLIL in teaching students FL in technical universities; interdisciplinary, which became the theoretical foundation of the strategic objective, that is to design the CLIL-based model of teaching a foreign language to engineering students; CLIL

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methodological principles [4]; the studies devoted to teaching technologies involving CLIL (listed in Introduction). In realizing CLIL, the efficient educational environment is created and it, in turn, stimulates the formation and development of discussion-enlightenment culture of foreign speech, the choice of the strategies for both identifying professional precedent texts and reading them, activation of cognitive abilities for written and spoken engineering communication. The main provisions of the interdisciplinary approach are as follows: (a) the main goal of CLIL is to teach a subject or a part of the subject “through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language” [1, p. 49]. (b) the professional component is primarily assessed, not the level of the FL proficiency [2, 6]; (c) the content acts as a system-forming component, determining the subject, goals and objectives of FL teaching [8].

3 Results The didactic basis for the effective engineering content and language integrated teaching is a model of this process, composed of a set of blocks representing teaching methods and techniques, and criteria to assess its effectiveness. Designing a model of engineering and language integrated teaching required a specialized algorithm, which contained several blocks, each reflecting a specific stage of the FL teaching process. Let us describe these blocks in more detail. The Aim block includes factors that influence goal setting (interests and needs of the state, new trends in the field of FL teaching and learning, requirements of the Federal State Educational Standards of Higher Education for the content of professional foreign language intercultural competence of future engineers), and the goal of the modeled process itself – the design of content, technology and assessment tools that directly affect the formation of the professional competence through FL learning. The aims of the model determine the specifics of the theoretical block. The Theory block contains the fundamental principles of the content and language integrated teaching of engineering students. We clarified, expanded and transformed these principles within the framework of this study. The model is created on the basis of the following universal, specific and author’s principles of teaching foreign languages: 1. Interdisciplinary coordination and expansion of engineering discourse. Future engineers are prepared for L2 communication in various professional contexts only when the subject-specific aspects of professional communication are included in L2 training. 2. Unique character and focus on professional aspects – a specialized L2 course is being developed for a particular professional area [9]. 3. Intercultural interaction in the engineering community, taking into account the specifics of cultures and languages. This principle enables the implementation of positive communicative behavior using a vehicular language in intercultural professional interaction [11].

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4. Conscious selection of communicative and cognitive strategies of content and language integrated learning. They are manifested through educational and professional communicative situations with a focus on enlightenment, simulating real-life professional activities [10]. 5. Form-and-content adaptation of the information presented [11] The system of principles for designing a CLIL model for engineering students allows us to clarify the Content block, which includes the components of integrative knowledge of the professional field and a foreign language, defining the goals, objectives and teaching techniques and methods. The development of the subject and thematic content of the course and teaching materials begins with an analysis of the interests and needs of a specific group of students. Taking into account that the theoretical and methodological basis for the preparation of the course is the interdisciplinary approach and the above mentioned principles, the CLIL training of engineering students is carried out for a specific direction of professional training. This model is focused on forming integrative knowledge in such disciplines as “Practical Course of a Foreign Language”, “Economics”, “Engineering Graphics”, “Fundamentals of Scientific Research”, and preparation and defense of the Master’s thesis. The Content block provides examples of the integration of the professional cycle disciplines and the FL course for a specific engineering field, taking into account intercultural interaction in this field of engineering. One example is teaching postgraduate students to read professional precedent texts in English. The significance of this type of texts is that, firstly, they acquaint the students with the context of international scientific research and intercultural business cooperation, and secondly, they can serve as the basis for doing their Master’s research work. The Schemata theory [12] is a methodological basis for teaching reading precedent texts in the field of science and technology. Schemata are understood as mental links that connect the new and background information. It is the activation of the schemata that ensures the effectiveness of reading, since the written text does not have meaning in itself, but provides guidance for readers on how to extract or create meaning based on their own background knowledge. There are three types of schemata: linguistic, formal and content [13]. Linguistic schemata comprise the language competence of the reader. It is obvious that the inadequate language competence will prevent the reader from decoding and comprehending the text. Formal schemata are the organizational and rhetorical structures of written texts. Content schemata include thematic, cultural and background knowledge (Table 1). Learning to read professional precedent texts with the help of the Schemata Theory involves the following stages: assimilation of a schema (incorporating new knowledge into a schema), accommodation of a schema (comparing existing theoretical knowledge with a practical example), activating a schema (using an existing schema during independent reading activity) [14]. When teaching reading professional precedent texts, we attach particular importance to formal schemata, in particular, communicative-rhetorical moves and steps that make up the structure of a research article [15]. The rigid structure of a scientific text imposes certain obligations on the author, while helping the reader to easily navigate an unfamiliar text written according to the format.

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Table 1. Types of schemata for teaching foreign language reading. Schemata Linguistic

Content

Formal

– Lexical competence – Grammar competence

– Thematic knowledge – Cultural knowledge – Background knowledge

– Text organization structures – Rhetorical moves and steps

Reading professional precedent texts and understanding rhetorical structure of a research article are the skills that find their application in those professional engineering contexts that are connected with international cooperation. The engineering activity involves communication with customers who are in turn are the representatives of other linguistic cultures, and every field of engineering involves some foreign countries, in other words, cultures that are the major business partners. In order to illustrate the statement, we consider RKT2 (Space aircrafts and rockets) of the speciality “Design, manufacture and exploitation of rockets and space complexes” at Bauman University. The professional situations of enlightenment character have been identified through the events in the space industry. State corporation “ROSCOSMOS” and rocket space corporation “Energia” are working in cooperation with NASA (the USA), the European Space Agency (Germany, Spain, France and others) and space agencies of China, Japan and Brasil [16]. While developing satellites and other space equipment, the leading engineers provide foreign customers with information and take part in discussions of enlightenment character. In order to train engineering students for these foreign speech activity, it is necessary to introduce some professional situations imitating communication of enlightenment character with foreign customers. In designing the models of engineering situations of enlightenment character, three main types were identified: 1. Informing customers while taking into consideration the peculiarities of foreign communicative behavior: engineers follow the points of the crossings of two cultures without imitating the foreign culture: engineering students present reports; 2. varying information and discussion depending on the customer’s speech culture: engineering students present reports and answer the customer’s questions applying their professional knowledge; 3. non-conflict discussion of enlightenment character: engineers answer the customer’s questions and ask clarifying ones in turn. In studying the module “Space Transportation Systems”, the situations are imitated on the basis of “Buran-Energia” (RF) and “Space Shuttle” (the USA). Informing and discussion are provided for two foreign cultures: Chinese and German. In the process of foreign language communication, students use the knowledge of such special subjects as quantum physics, theory of machines and mechanisms, space machinery engineering, special methods of formation, design and construction of spacecrafts, and assembling of space equipment. Within the dialogue of cultures, engineering students have to take into

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consideration the peculiarities of a foreign culture (German or Chinese) and exercise intercultural competence. Another example of the integrative competencies formation within the framework of FL is teaching technical foreign language communication skills in a digital environment to those pursuing a Bachelor’s degree in “Construction” at Moscow State University of Civil Engineering through communication activities. The activity task is to “prepare a work manual for technical staff who work for an engineering company”. That is, students need to translate a training text based on engineering discourse. First, preliminary work with the text is done in the classroom. Then the students are divided into several subgroups and given a part of the text as homework. Each subgroup starts a chat, for example in WhatsApp, to discuss the details of the text translation. The goal is to come to one translation version, appropriate for the work manual, while discussing certain suggestions of the subgroup members on the work done. The communication activity contributes to the training of both foreign language technical communication skills and cooperation in the digital environment resulting in the development of the engineer’s ability to use various digital means that allow communicating and receiving technical information in English in cooperation with other specialists. A modern global engineer spends a lot of time communicating in different professional situations, often in the digital space, especially at the present stage of the world order, for example, by joining a Zoom conference or a group chat in WhatsApp. When completing the task, a critical understanding of the information occurs, when the students reflect, that is, they hunt for additional evidence to either support the suggestion or make obvious its irrelevance. This reveals the potential for creative thinking as the ability of a specialist to generate new, sometimes non-standard ideas for solving professional communicative tasks. One more example is the task “Imitation of engineering communication”, that is, the production of their own speech products based on the text that has been translated in subgroups. For example, having studied the topic “Drawing types”, students discuss different types of views, and which drawings (plans, sections, elevations etc.) are needed to design the proposed product (a building, a park and other structures). Such a task contributes to the formation and development of cognitive skills necessary for the implementation of technical communication in a digital space, for example, for producing drawings for the proposed products using CAD or BIM systems, etc. To complete the task, knowledge of such disciplines as “Engineering Graphics”, “Descriptive Geometry”, etc. is used. Students search for information on the Internet and process it, thereby forming the competence “information and data management in English”, which is necessary for the implementation of technical communication. An engineer needs to learn how to process working documentation and read references, scientific and technical literature, which can often be found only on the Internet [17]. Relying on the “visual supports” of computer-mediated communication in the form of graphs, tables and drawings, students create products through foreign language activity in the form of report, statement, and presentation. “Visuality” contributes to the potential of cognitive abilities so necessary for future specialists to solve professional problems [9]. Another example of how the subject content can be integrated into a foreign language course is the English language course for the Department of Rocket and Space Composite

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Structures of the Bauman MSTU. The content of the engineering disciplines is taken into account when selecting lexical and grammatical structures (Table 2). Table 2. Proposed content of the ESP course in composite materials and technologies. Undergraduate major

Function

Vocabulary

Grammar

Technology of processing and modifying new materials

Explaining needs, problems and solutions; stating objectives

Composites manufacturing processes verbs

Modals, infinitives of purposes

Fundamentals of physics, chemistry, and fabrication of composites

Describing a process

Physics, chemistry terms

Conditionals

CAD basics

Explaining dimensions;working with drawings

Specifications of dimensions

History of research in composites

Sequence of events

Composite structures mechanics

Explaining forces

Principles of scientific research

Describing methods, giving definitions

Polymer composite structures development

Describing functions and applications;describing shape and appearance

Composite materials, properties; shapes of composite parts

Noun attributes

Technology of reusable space vehicles

Describing parallel processes

Stages in a composites fabrication process

Passive voice

Composite media mechanics

Describing motion, forces

Verbs to denote movement

Optimization of Expressing composite structures purpose;expressing and procedures strengths/ weaknesses

Past tenses Physical forces

Relative clauses

Processes sequence/ simultaneity; types of composites fabrication equipment

Purpose clause

It can be seen from the examples above that special disciplines and precedent texts (scientific articles in engineering), professional and communicative situations, and the requirements of professional standards serve as the basis for the CLIL courses. All this accumulating information is realized in the form of presentations, reports, argumentation and discussion in various training formats.

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The Technology block of the developed model contains the stages of the teacher’s work in managing the teaching and learning process. This block also includes the following groups of methods for forming integrative knowledge: a) methods for diagnosing the initial level of students’ knowledge (testing, surveys); b) methods of forming the components of integrative knowledge (search, problem learning, discussions, games and role plays, case methods, project activities); c) techniques for modifying information and techniques for imitating speech (for the development of the speaking skills); d) methods of teaching technical communication strategies, as a means of finding, creating and disseminating engineering and scientific information of various content and context to obtain a certain result or to solve a certain engineering problem; e) a method for assessment and self-assessment of the acquired content and language knowledge (testing, interviews, written surveys, language portfolio). The Assessment block of the model is aimed at determining the level of acquisition of the integrated content and language knowledge and professional intercultural communication skills. This block contains the necessary criteria and indicators. The criteria and indicators for assessing the formation of the professional intercultural communicative competence of future engineers and researchers are as follows: • conceptual criterion (cognitive indicators: depth, completeness and strength of knowledge) • operational criterion (activity indicators: the ability to transfer knowledge from one system to another, the ability to solve complex profession-oriented learning tasks); • personality criterion (motivational indicators: self-regulation in the acquisition, adjustment and modification of knowledge, self-awareness as a part of the world engineering community and a representative of the national professional culture); • reflexion criterion (the ability to analyze and critically reflect on the causes of mistakes and wrong decisions in the integrated learning process, analyze the experience of one’s intercultural activity and predict the further trajectory of one’s development). The use of these criteria and indicators allows us to identify the level of acquisition of the content and language integrated knowledge by the future engineers and researchers, assess the intercultural professional competence and establish the achieved practical results of the modeled process. The developed model of the engineering content and language integrated teaching of a foreign language is presented in Fig. 1.

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Fig. 1. The CLIL-based model of teaching a foreign language to engineering students.

4 Discussion The focus of the paper has been the discussion about designing engineering and language integrated learning in technical universities. While designing the model, the authors expanded the CLIL principles and took into consideration the peculiarities of engineering discourse, intercultural communication of engineers in their particular fields. The model presented is based on three approaches: CLIL, ESP and interdisciplinary one which supplement each other. ESP enables to increase grammar knowledge of students as well as widen their vocabulary within their field of engineering. CLIL allows students to study some professional topics in FL, and interdisciplinary approach gives the opportunities to cover the rest of engineering discourse and unite all its components, for example enlightenment activity as part of business engineering negotiations (business component) and the selection of speech strategies and the communication of technical information. The CLIL based model of teaching a foreign language to engineering students involves such an important peculiarity of engineering communication as adaptation of information for various addressees (Technology block). The principles identified, the examples of the model application and the model itself can be used for designing a CLIL based model of teaching a foreign language to the students of other specialities,

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as the authors have emphasized the major aspects which must be noticed: peculiarities of engineering communication, reading precedent texts and those countries (cultures) with which future engineers will deal in their professional activity. Illustrating the formation of interdisciplinary ties between special subjects and a foreign language as well as the realization of interdisciplinary knowledge in the imitated professional situations of enlightenment character contribute to the understanding how to introduce CLIL, ESP and interdisciplinary approach in higher school.

5 Conclusion This paper has considered the following key aspects of the implementation of CLIL in the engineering education contexts: the selection of the subject content of teaching a foreign language for professional purposes and the choice of a model for constructing an integrated course, and the requirements for educational materials. For the training to be effective, all of them should be considered as a system, in conjunction with each other. A theoretically justified and experimentally verified model of CLIL in the engineering education proves that the interdisciplinary integration creates optimal opportunities for future engineers and research engineers not only in mastering a foreign language, but also in its forming, on the basis of meta-knowledge, the discussion and enlightenment (educational) culture skills, technical communication skills, digital literacy, and techniques and strategies for effective reading of professional literature. The developed model proved that the establishment of interdisciplinary links between such subjects as a foreign language and specialized engineering disciplines is the basis of modern integrated education. The exchange of information between different disciplines or individual topics of special disciplines contributes to the formation of a holistic picture of the world and the professional culture of the future engineer specialist. This is especially important as engineers today must fulfill strict requirements: a broad scope of professional and humanitarian knowledge, effective methods and strategies of technical communication, a sense of social responsibility, time- and career-planning experience. All the requirements combined make engineering students ready to perform professional tasks.

References 1. Marsh, D.: Bilingual Education and Content and Language Integrated Learning. University of Sorbonne, Paris (1994) 2. Solomatina, A.: Obuchenie inostrannomu yazyku dlya professional’nyh celej na osnove modeli integrirovannogopredmetno-yazykovogo obucheniya v agrarnom vuze [Teaching a foreign language for professional purposes course on the basis of content and language integrated learning in an argricultural institution]. Vestnik Tambovskogo Universiteta 23(173), 49–57 (2018). (In Russian) 3. Almazova, N., Baranova, T., Halyapina, L.: Pedagogicheskie podhody i modeli integrirovannogo obucheniya inostrannym yazykam i professional’nym disciplinam v zarubezhnoj i rossijskoj lingvodidaktike [Pedagogical approaches and models of integrated foreign language and professional diciplines teaching in foreign and Russian linguodidactics]. YAzyk i kul’tura 39, 116–134 (2017). (In Russian)

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4. Sysoev, P., Zav’yalov, V.: Metodicheskie principy predmetno-yazykovogo integrirovannogo obucheniya [Methodological principles of content and language integrated learning]. Inostrannye yazyki v shkole 5, 30–39 (2021). (In Russian) 5. Popova, N., Almazova, N., Evtushenko, T., Zinov’eva, O.: Opyt vnutrivuzovskogo sotrudnichestva v processe sozdaniya professional’no-orientirovannyh uchebnikov po inostrannomu yazyku [Experience of intra-university cooperation in the process of creating professionallyoriented textsbook]. Vysshee obrazovanie v Rossii 29(7), 32–42 (2020). (In Russian) 6. Sysoev, P.: Diskussionnye voprosy vnedreniya predmetno-yazykovogo integrirovannogo obucheniya studentov professional’nomu obshcheniyu v Rossii [Controversial issues of the introduction of content and language integrated learning approach to teaching foreign language professional communication in Russia]. YAzyk i kul’tura 48, 349–371 (2019). (In Russian) 7. Sysoev, P.: Klyuchevye voprosy realizacii predmetno-yazykovogo integrirovannogo obucheniya inostrannomu yazyku i profil’nym disciplinam v rossijskih vuzah [Key concepts of content and language integrated learning at Russian Universities]. Inostrannye yazyki v shkole 5, 10–19 (2021). (In Russian) 8. Halyapina, L.: Sovremennye tendencii v obuchenii inostrannym yazykam na osnove idej predmetno-yazykovogo integrirovannogo obucheniya (CLIL) [Current trends in teaching foreign languages on the basis of CLIL]. Voprosy metodiki prepodavaniya v vuze 6(20), 46–52 (2017). (In Russian) 9. Root, E.: Interdisciplinary approach to teaching professional communication of engineers in a foreign language. Inojazichnoye obrazovanie 5(309), 62–65 (2021) 10. Shumeiko, T.: Communicative-cognitive strategies in interdisciplinary enlightenment communication of engineers. Aktual’nye problemy lingvistiki i lingvodidaktiki 2, 106–112 (2020) 11. Shumeiko, T.: Principles of teaching foreign language educational activities of future engineers. Sci. Sch. All-Russ. Sci. Ped. 5, 217–227 (2019) 12. Carrell. P.: Schema theory and ESL reading: classroom implications and applications. Mod. Lang. J. 68(4), 332–343 (1984) 13. An, S.: Schema theory in reading. Theory Pract. Lang. Stud. 3(1), 130–133 (2013) 14. Cho, Y., Ma, J.: The effects of schema activation and reading strategy use on L2 reading comprehension. Engl. Teach. 75(3), 49–68 (2020) 15. Swales, J.: Genre Analysis: English in Academic and Research Settings. Cambridge University Press, Cambridge (1990) 16. Roscosmos: https://www.roscosmos.ru/22888/. Accessed 2 August 2021 17. Tenopir, C., King, D.: Communication patterns of engineers. IEEE Trans. Prof. Commun. 47(3), 216–217 (2004)

Adopting the Thesaurus Approach to Develop Textual Competence among International Students while Teaching a Language for Special Purposes: Experience from Russian and Belarusian Higher Institutions Ksenia A. Girfanova1(B) , Elena V. Mihaleva1 , Liudmila V. Anufryienka2 Alena V. Kavaliova3 , and Victoria V. Vorobeva4

,

1 Tomsk State University of Architecture and Building, Tomsk 634003, Russian Federation

[email protected], [email protected]

2 Polotsk State University, Novopolotsk 211440, Republic of Belarus 3 Mozyr State Pedagogical University Named After I.P. Shamyakin, Mozyr

247760, Republic of Belarus 4 National Research Tomsk Polytechnic University, Tomsk 634050, Russian Federation

Abstract. The article addresses the issues of the textual competence formation using the thesaurus approach, and the importance of the textual competence development in foreign students who study in higher educational establishments in Russia and Belarus. It also posits that the textual competence is an important part of the communicative one. The thesaurus approach is proposed as a privileged tool when teaching international students to work with professionally oriented written and oral texts. The article proposes a set of steps (stages) to implement the thesaurus approach. It also introduces a framework of exercises and their types for each of the steps. The research is based on the data collected during English and Russian as a foreign language classes and is conducted in three universities of Russia and Belarus by means of observation, discussion, testing, and statistics analysis. Theoretical ground has been set for further research, focusing on the ways to assess the level of the textual competence development in students. Keywords: International students · Textual competence formation · Communicative competence · Thesaurus approach · Foreign language classes

1 Introduction A modern view on teaching a foreign language is mainly based on the development of communication skills. That is why more attention is put on the communicative competence formation, not taking into account the fact that without a proper level of the textual competence the communicative competence cannot be fully formed [1]. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 14–22, 2022. https://doi.org/10.1007/978-3-031-11435-9_2

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To form the textual competence a teacher needs to carefully choose approaches. This need exists due to certain peculiarities of teaching a language for a specific purpose to international students who are getting higher education in Russia and Belarus where the languages of studying majors is either Russian or English. However, among such a great number of existing approaches to teaching a language, it can be hard to evaluate those which can be the most appropriate. The purpose of the study is to determine the approach that will effectively form and develop the textual competence during a foreign language for a specific purpose classes to international students in Russia and Belarus. Thus, the implementation of the thesaurus approach results in a successful formation of the textual competence and of a successful usage of a foreign language [2]. In general, the approach will contribute to the methodology of teaching foreign languages to foreign students of higher education in Russia and Belarus, and students will be able to use the knowledge gained at foreign language classes when studying their majors. That will transform the modern model of education for international students into a more student-centered and relevant one. In order to imply the approach the authors of this article present its stages, the types of the exercises for each stage, and some examples of the exercises.

2 Literature Review 2.1 Theoretical Background: Communicative and Textual Competences Communication is defined as a person’s ability to interact, using different types of speech activities when there is a natural communication environment [3]. There is an opinion which states that “the success in personal and professional relationships depends on the communicative competence” [4, p. 3]. That is why in the scientific literature special attention is paid to the communicative competence development when teaching a foreign language [5–8]. “The 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, and listening) in accordance with existing communication aims” [9, p. 1]. At the beginning of the 21th century, Arango deduced that the communicative competence should include, among others, the textual competence [10]. We agree with the author that the communicative competence contains a series of underlying skills (sub-competences) that make possible the communicative competence development. From a linguistic point of view, the textual competence contains linguistic and speech knowledge as well as skills and positive experience of textual activity which are necessary for the perception, interpretation, or creation of texts; and ensure the readiness as well as the ability of a person to interact [11]. It is impossible to fully accept the definition because little is said about the vocabulary and its drilling as one of the important elements of the textual competence formation. From the methodological perception, the textual competence is the ability not only to apply the lexico-grammatical rules of a language in order to produce well-formed sentences, and not only to know when, where, and whom to address these sentences, but

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to know how to make the sentence play a role within a sequence that is eventually a part of a well-formed text, discourse, and genre [12]. From our perspective, this is true when considering the textual competence. The authors of the article define the textual competence as the ability to use lexical and grammatical rules of a certain language and to apply linguistic knowledge, as well as to show a rich vocabulary knowledge in a professional sphere in order to produce wellformed and correct sentences within a flow of speech and/or during the process of text creation in a written form. In general, this competence will help to form a terminological system and to systematize vocabulary in order to understand, perceive, and recognize professionally oriented texts. Unfortunately, the study of the textual competence is not paid its deserved attention as this competence is mostly associated with the translator competences [13]. Nevertheless, the ability to work with texts and to produce them is an important skill for a student, especially when dealing with specific purposes of language learning. Thus, the thesaurus approach can become a great tool for the formation and/or development of the textual competence. 2.2 Method Review One of the tasks for a foreign language teacher is to decode a student’s professional mental picture of the world and to form a professional lexicon in a student’s non-native language. We posit that one of the most effective ways for this is the use of the thesaurus approach. The thesaurus approach models natural cognitive mechanisms used to organize, preserve, and transmit mental experience by such means of a language as: the mechanism of associations, the inner speech, the deep predication, the mechanism of the internal/external design of the utterance, the mechanism of encoding/decoding information, the access to the image of the world taking into account the diverse output knowledge (encyclopedic and linguistic). From the methodological point of view of teaching a non-native language, it is important that the thesaurus approach is based on the use of universal psychological principles of recognition, categorization, on the use of various types of supports (functionality, dynamism, integration, code variability), on the principle of relying on signs and signs of signs, parallel relying on perceptual, cognitive, emotional-evaluative (verbal and nonverbal) experience, on the use of the principle of semantic substitutions, and on the use of the principle of the subjective equivalence. A thesaurus-type dictionary is a hierarchical structure in which the core is the most “valuable”, and common elements are recorded in a dictionary entry. The dictionary entry is a detailed concept in which one can find the totality of its relations: “if a person operates with a concept, then he or she operates with the entire system of concepts associated with it” [14, p. 7]. It reflects the associative links of words, both paradigmatic (synonymy, generic relations, antonyms) and syntagmatic (attributive, causal, functional, temporal, spatial, dynamic relationships, etc.). We believe it is vital to implement the thesaurus approach and to reevaluate the importance of the textual competence while teaching students a foreign language for a specific purpose. The inability to work with professional texts and to operate with

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the target language leads to the lack of creativity, understanding, and motivation in international students to learn and apply the language for professional purposes. Based on the theoretical analysis and on own experience, the authors of the article have outlined the stages which are needed for applying the thesaurus approach and the types of exercises which will help to form textual competence with the help of the thesaurus approach. These will enable a teacher to evaluate the competence formation and create better lessons.

3 Methodology The thesaurus approach has been analyzed using the principle of systematic presentation of linguistic material at all levels of language acquisition: lexical, grammatical, and syntactic. The research is based on the data collected during English and Russian as foreign language classes, and it has been conducted in three universities: Polotsk State University, Mozyr State Pedagogical University named after I.P. Shamyakin, and Tomsk State University of Architecture and Building. It is a documentary research on the basis of thematic analysis [15]. The methods which have been used are the following: 1) the observation method, 2) the discussion method, 3) testing and 4) the methods of mathematical statistics and data processing. According to the data processing, it is a qualitative approach [16]. All given methods are useful when one wants to trace, describe, and outline the process of the textual competence development, as well as to create tasks and exercises which can be used during Russian as a Foreign Language (RFL) and English as a Foreign Language (EFL) classes when applying the thesaurus approach. It is possible to implement the thesaurus approach in a class using the described stages. The given task-types and exercise examples allow teachers to create lessons based on the thesaurus approach. The research team interviewed 60 international students, who participated in RFL and EFL classes during the third semester of the second year of obtaining a Bachelor’s degree. We centered our observation on the international student cohort who was participating in foreign language classes. The international students who took part in the experiment were spotted in a natural setting, and it was vital to see how the natural setting could influence the students’ results. The discussion method proved its effectiveness at the stage of developing assignments and exercises. The participating universities agreed on the structure and on the content of the presented material. According to the curriculum of the disciplines, which are mostly identical in three universities due to the similarities of the education program and syllabi, the testing on the studied topics had been developed and used in all universities. With the help of statistics, the percentage and averages were calculated. The authors believe that the findings, which are provided here, will give some guidelines to teachers who want to better understand the importance of the textual competence development process in general and how to implement the thesaurus approach, in particular in order to form the textual competence.

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4 Results and Discussion A large number of people are taking an opportunity to study in Russia or Belarus. There are two languages students can study in these countries: Russian and English. This means that a foreign language is used not only for communication but also for obtaining a qualification where majors are given in either Russian or English, becoming second languages for international students. Thus, teachers of foreign languages need to adjust the educational process in such a way as to develop in the international students those competences and skills which will help them in their majors. For this reason, the knowledge of the specific vocabulary is of vital importance. And the thesaurus approach can easily help students create a professional lexicon. In general, our study is based on the assertion that “the thesaurus approach models natural mental mechanisms for the transfer of mental experience through the language” [17, p. 53]. In order to prove our standpoints, an experiment has been conducted. The study lasted three weeks. The international students were divided into two groups. A pilot group (30 international students) was using the thesaurus approach stages while learning a language (the Sect. 4.1) and the exercises that contribute to the thesaurus approach implementation (the Sect. 4.2). The other group (a monitoring group, 30 international students) was using other standardized methods of teaching professional vocabulary which are effective but are not aimed at developing textual competence as a part of the communicative one. In the end, the students were given a test (the same for both groups) to check the ability to use professional vocabulary in written form, to create professional written texts, to understand professional texts while reading, and to produce oral professional texts with the usage of the target language (after completing the test). The results of the second group (monitoring) showed that the international students could not remember the previously studied vocabulary and did not understand the grammar patterns and sequences in statements unless teacher’s instructions or hints. The Reading part required constant use of dictionaries; there was little understanding of the content. The Writing was the most difficult, and the written work did not correspond to general rules of academic writing. When speaking about communication, it was harsh due to the lack of professional vocabulary. The students shifted to their mother tongue to name the term (even though the teacher could not always understand the students’ mother tongue), but the students showed the signs of recognition when the teacher pronounced the words or terms. The pilot group could operate the target language much better, both in written and oral speech. Moreover, the pilot group students were able to create collocations and phrases, most of which corresponded to those learnt with the help of the thesaurus-type dictionaries. Summing up the numbers, the test results have shown that, on average, only 32% of students from the monitoring group coped with the test (received “excellent” and “good” marks), the rest got “satisfactory” and “failed”. On average, 68% of pilot group students completed the test with flying colors, the rest got “satisfactory”. None of the students failed. The average score in the pilot group is “very good”, while in the monitoring group it is “satisfactory”. The obtained results make it possible to conclude that the above-mentioned numbers from the monitoring group could come up from the methods that previous teachers

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had used, namely memorization and reproduction (traditional approach), and the lack of work with the professional lexicon. Oppositely, the pilot group shows a great shift to language acquisition. This is due to the correct usage of the approach that helps to perceive the target language better and more efficiently. The ability to produce, to work with and reproduce texts effectively proves the development of the textual competence in students. The ability to organize clear and comprehensive professional communication based on the texts reading, shows the development of the communicative competence. The obtained results will help to adjust the language course to the students’ needs of professionally oriented learning and to allocate adequate resources that will be effective for the teaching process. 4.1 The Stages of Implementing the Thesaurus Approach Typically, the process of working in the lesson on the basis of the thesaurus approach includes four stages: 1) the classification part with the logical-semantic structures of topics and subtopics; 2) the contextual part with definitions of key concepts; 3) the alphabetical index of words; 4) the ideographic part which presents the dictionary conceptual entries of the leading words - the concepts of the topic. The first step of implementing the thesaurus approach includes the vocabulary work. One should bear in mind, it relies on the usage of the material from the classification part, allows to update or to study individual lexical units of a terminological nature, and to master the term system. The next step includes the keywords from a specific subject area usually presented in an alphabetical order. Since it contains the fixed phrases and speech clichés, such material should be used to form stable syntagmatic connections and lexical compatibility at the level of phrases and sentences. The last stage is based on working with the context section, which contains the definition of key concepts. At this stage, contextual thinking is formed. Here, it is worth mentioning that the thesaurus approach in teaching a professional foreign language can be based on the existing thesaurus publications that have been developed by linguists and teachers, as well as on the logic of presenting material in these publications. On the other hand, it is more efficient to create your own thesaurustype dictionary as it will help to learn how to single out and to gain further knowledge of important professional vocabulary, to create word combinations and language units, to understand how language works, and it will also help students memorize the vocabulary faster due to a constant context reference. 4.2 Task Examples Based on the Thesaurus Approach It is worth reminding that a communicative approach in teaching a language is advisable for a teacher. That means an educator has a tricky task to create lessons that will help to develop communicative skills on the one hand, and to form textual skills which are based on individual work with professional texts and vocabulary, on the other hand. The privilege of the thesaurus approach is that a teacher can combine exercises and tasks, following the stages of the approach and in such a way, get students to exercise both rclosed tasks and the open ones.

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In order to develop the textual competence, using the thesaurus approach, we propose the following types of tasks and a few examples for each stage of the described approach. Stage 1 − To show generic relations (the lexical level): the compilation of the hierarchical system of the concepts; the classification of the concepts and terms; the process of defining the relationship of terms. To achieve this goal, the exercises which are related to the semantization and verbalization, as well as classification exercises, the exercises for creating matrices and mental terminological maps, plus logical exercises should be used by a teacher. The information or language exercises which allow consolidating the formal and semantic features of nouns; the exercises on the semantic observation, the comprehension of language units can also be applied. At this stage, the logical-semantic constructions can also be mastered in different versions like “what is what”, “what is the type of what”, “what refers to what”, “what includes what”. A teacher can use such exercises as “Find the odd one out”; “Cross the word out”; “Circle the word”; “Divide terms into groups according to the main features/topics/themes”; etc. Stage 2 – To combine terms (the syntactic level): the familiarization with the rules of terms compatibility, with the concepts that emerge inside the phrases. The exercises need to be aimed at helping students to learn the rules of grammatical sequences and part of speech sequences, as well as different types of syntactic connections, such as agreement and composition. In order to develop the skills of phrase forming (syntagmas) and sentences, a teacher should use operational and pre-speech exercises which are aimed at mastering the use of certain grammatical forms and models when building phrases from the proposed components. All kinds of substitution as well as transformational exercises and the imitative exercises for working out the grammatical forms; the drilling of the ready-made models; the exercises for making phrases from the proposed components; the exercises for comparison, agreement, grammatical and semantic compatibility; the substitutional and transformational exercises can be used. It is also possible to use games, for example, vocabulary lotto, cards, etc. Here a student includes the alphabetical order (Stage 3). The examples of the exercises can be the following: “Choose an adjective for a noun”; “Create a word combination”; “Find the missing word”; “Change the word combination into a phrase, using a model”; “From the given words create a word combination”; “Make changes needed in order to sequence the sentence/phrase”; etc. Stage 4 – The text level: the familiarity with the professional vocabulary on a particular subject, the usage of previously studied grammatical and lexical constructions; sharpening the lexical and grammatical skills in speech or in writing. Operational exercises, reproductive exercises, speech and motivational exercises, the exercises on reproducing/creating the missing part of the text; hypertext presentation of educational material with the help of graphics, formulae, mathematical notation, etc. should be used. For example, “Create a text, using a scheme/ a picture”; “Model the speech”; etc. The approach will allow teachers to create active, innovative, and efficient classes with benefits for both language classes and majors. The ability to use professional vocabulary will advance foreign students’ language levels, so students will be more competitive. As previously stated, the textual competence includes the abilities to work with texts and to gain knowledge on the vocabulary. In such a way, it will also allow students to create oral texts and operate with them freely, so the communication process will become

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more effective. As a result, it will lead to a better development of the communicative competence and its sub-competence (the textual competence).

5 Conclusion We state that the purpose of this study has been achieved: the effectiveness of the thesaurus approach has been proved and the stages for its application to teaching a professional foreign language have been determined. The usage of the thesaurus approach increases the effectiveness of teaching a professional foreign language to international students, as well as eliminates the difficulties in studying terminology. We posit that professional texts and the vocabulary, which is studied on the basis of the thesaurus approach, will enhance the abilities to better understand majors. This article makes it possible for teachers from all over the world to recreate the thesaurus-like lesson by using the given stages and to create or recreate the exercises which are presented in the article. Unfortunately, it is impossible to list all the exercises and it may be useless as every teacher is free in choosing tasks and exercises. Nevertheless, this article presents the types of exercises, so an educator can find their own tasks guided by the type. This will promote the formation and/or development of the textual competence in international students of Russian and Belarusian higher educational institutions. Furthermore, the article proves that the textual competence is an integrated and important part of the communicative competence; it does not belong to the translator competence only. This article is intended to set the theoretical ground for further research that will focus on the results obtained from using the thesaurus approach when forming the textual competence. In future, the tables of descriptors to assess the development of the textual competence using the presented information should be developed in order to be used with the thesaurus approach.

References 1. Rickheit, G., Strohner, H.: Handbook of Communication Competence: Handbooks of Applied Linguistics. De Gruyter, Berlin (2010) 2. Fterniati, A., Spinthourakis, J.: Implementing a text oriented approach to effect students’ textual competence. Int. J. Learn. Ann. Rev. 12(3), 309–316 (2006). https://doi.org/10.18848/ 1447-9494/CGP/v12i03/46727 3. Katyshev, P.A., Leshutina, I.A., Elnikova, S.I.: Modern Educational Strategies for the Training of Philologists in Higher Education. https://www.igi-global.com/book/assessment-testingmeasurement-strategies-global/236141#description. Accessed 22 September 2021 4. Wilson, S., Sabee, Ch.: Explicating communicative competence as a theoretical term. In: Greene, J.O., Burleson, B.R. (eds.) Handbook of Communication and Social Interaction Skills, https://www.routledgehandbooks.com/doi/10.4324/9781410607133.ch1. Accessed 20 September 2021 5. Widdowson, H.G.: Defining Issues in English Language Teaching. Oxford University Press, Oxford (2003) 6. Durga, S.S., Rao, C.S.: Developing students’ writing skills in English – a process approach. J. Res. Schol. Prof. Engl. Lang. Teach. 6(2), 1–5 (2018)

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7. Tarango, J., Machin-Mastromatteo, J.D.: The new profile of information professionals as scientific production and communication managers. In: Rikowski, R., Jones, G. (eds.) The Role of Information Professionals in the Knowledge Economy, pp. 71–96. Chandos, Oxford (2017) 8. Girfanova, K., Anufryienka, L., Kavaliova, A.: Adopting the discovery method to develop linguistic competence among international students: experience from Russia and Belarus. In: Anikina, Z. (ed.) Integrating Engineering Education and Humanities for Global Intercultural Perspectives (IEEHGIP 2020), vol. 131, pp. 138–148. Springer Nature, Cham (2020) 9. Litvinko, F.M.: Kommunikativnaya kompetenciya kak metodicheskoe ponyatie [Communicative competence as a methodological concept]. Kommunikativnaya kompetenciya: principy, metody, priemy formirovaniya 9, 1–6 (2009). (In Russian) 10. Arango, C., Las siete competencias comunicativas. https://nanopdf.com/download/las-com petencias-comunicativas_pdf. Accessed 22 September 2021 11. Vasyukovich, L.S.: Tekstovaja kompetencija v kontekste sovremennogo lingvisticheskogo obrazovanija [Textual competence in the context of modern linguistic education]. Teach. 21st Cent. 1, 185–192 (2015). (In Russian) 12. I¸linska, L., Ivanova, O.: Developing textual competence in the digital age. In: Ozola, I. (ed.) Riga Technical University the Word: Aspects of Research, pp. 302–313. LiePA, Liep¯aja (2020) 13. Nida, E.A., Taber, Ch. R.: The Theory and Practice of Translation. PACTE, Leiden (1969) 14. Serova, T.S., Shishkina, L.P., Kuz’mina, I.P.: Jekologicheskij nemecko-russkij leksikontezaurus [Ecological German-Russian Lexicon-thesaurus.]. Izd-vo Permskogo Un-ta, Perm (2004). (In Russian) 15. Nowell, L.S., Norris, J.M., White, D.E., Moules, N.J.: Thematic analysis: striving to meet the trustworthiness criteria. Int. J. Qual. Methods 16, 1–13 (2017). https://doi.org/10.1177/160 9406917733847 16. Bogdan, R., Biklen, S.K.: Qualitative Research for Education: An Introduction to Theories and Methods. Pearson, London (2006) 17. Zalevskaja, A.A.: Vvedenie v psiholingvistiku [Introduction into Psycholinguistics]. Rossijskij gosudarstvennyj gumanitarnyj universitet, Moscow (2000).(In Russian)

Using MOOCs to Teach Foreign Language Writing to University Students Artyom Zubkov(B) Novosibirsk State University of Economics and Management, Novosibirsk 630099, Russian Federation [email protected]

Abstract. This article explores the use of massive open online courses to teach foreign language writing to students at higher educational institutions. A list of competencies in the field of written communication in a foreign language, the formation of which is possible with the use of MOOCs, is made. A model for the purposeful formation of writing skills in a foreign language classroom using MOOCs has been developed and its description has been provided. As functional blocks of the model developed, the author proposes to use target, diagnostic, content, technological, reflective-final and resulting ones. The importance of taking into account the didactic, linguistic and motivational components of the model is noted. The process of the experimental work in the framework of this study is described. The conclusion about the effectiveness of using MOOCs for teaching foreign language writing to university students is made. It is concluded that the use of MOOCs for the development of types of speech activity in a foreign language has its research potential. Keywords: Massive open online course · Open education · Distance education · Digital technologies · English

1 Introduction The modern information society is constantly developing and the proficiency of specialists in a foreign language remains an integral part of the required set of professional competencies. In the context of the current pandemic, the digitalization of universities is gaining momentum, the design and implementation of the educational process in higher education requires new approaches and technical solutions. Such disciplines as “Foreign Language”, “Foreign Language for Specific Purposes” and the like are general professional disciplines and many credits are devoted to their acquisition at each of the levels of higher education. As the mobility of modern society grows, the need for written communication on the Internet for representatives of many professions increases and communication in a foreign language is no exception. The purpose of the research is to study the use of MOOCs to teach foreign language writing at university. The purpose designates its objectives: 1) to form the list of competences that can be formed via MOOCs; 2) to build the methodical model for the © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 23–31, 2022. https://doi.org/10.1007/978-3-031-11435-9_3

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formation of writing skills in a foreign language classroom, to define the components of the model and their content; 3) conduct experimental work and evaluate the initial and final levels of the formation of students‘ written skills in a foreign language.

2 Literature Review In the scientific, methodological and special literature numerous aspects of teaching writing at a university are widely covered. As for researchers, certain aspects of this issue are covered in the works of the following researchers who studied teacher-student interaction on wikis [1], the use of interactive technologies in the process of teaching foreign language writing [2], the flipped writing classroom in Turkish EFL context [3], independent work in the context of the formation of foreign language writing skills of master students [4], multimodal composing and traditional essays [5], features of the formation and development of students’ communicative competence in teaching writing and speaking in English classes in non-linguistic universities [6], blended learning approach to teaching writing [7], self-assessment and independence in the development of writing skills in a foreign language [8], using the study group blog in teaching a foreign language [9], trends in the development of foreign language education within a non-linguistic university [10], modern approaches to teaching writing in German [11], formation of grammatical speech skills of students majoring in Linguistics on the basis of wiki technology [12], theory and practice of integrated approach to teaching foreign language writing in a language university [15], promoting collaborative writing through wikis [16], the impact of computer-based instruction on the development of EFL learners’ writing skills [17]. After analyzing the scientific literature on the research theme, the positions of researchers can be divided into two certain groups. The focus of attention of domestic and foreign scientists of the first group is mainly general didactic principles of teaching foreign language written communication at various stages of higher education. The second group of researchers is focused on research in the field of using various technical teaching aids. At the same time, it is worth noting that the research on the use of MOOCs is poorly discussed in the scientific and academic community. In an information environment the MOOC phenomenon is more relevant than ever [13, 14]. Now more and more universities, scientific and cultural organizations are developing massive open online courses. In the context of forced digitalization, many universities, lacking the resources to launch their own online courses, integrate third-party MOOCs into their own training programs [18, 19]. The national online platform “Otkrytoe obrazovanie” is developing, which as of 2021 already places over 683 courses in various areas of training. Today, foreign language training remains one of the important components of training specialists of various specializations. In our study, we propose to consider the use of foreign language MOOCs for teaching writing as a type of speech activity in foreign language classes at a non-linguistic university. Despite a significant number of studies affecting various aspects of the formation of written skills in a foreign language, not enough attention is paid to some issues of using information and communication technologies. In this regard, it is proposed to consider the possibilities of teaching written speech in a foreign language at a university using massive open online courses (MOOCs).

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3 Methodology The first MOOCs appeared in 2012; the Coursera, Udacity and EdX platforms began to gain their popularity even then. On such platforms, most MOOCs are developed in foreign languages (mainly in English), which in its turn serves as the basis for us to consider the integration of such an educational service into the process of teaching writing in a foreign language. MOOC materials are more often developed by native speakers, experts in various fields of knowledge, who are professors of the world’s leading educational organizations, such as Ivy League universities etc., which guarantees us compliance with the principle of the authenticity of educational materials. The use of MOOCs for the formation of written skills in teaching a foreign language at a university can proceed in two directions: the use of MOOCs as a platform for the implementation of intercultural communication or as a content component of blended learning. In the first case, the foreign language teacher encourages students to use the comment area of educational materials, as well as the online course forum, where learners, curators and teachers carry out academic communication. The teacher can act as an independent source of knowledge and the forum acts only as a platform for practicing skills, a place where a student can use the necessary vocabulary and speech structures in the process of real communication tasks, entering into situations of foreign language communication. In the second case, the content basis of the MOOC is used. The teacher (or student) chooses an online course in a foreign language, dedicated to the development of writing skills in a foreign language, and at the same time, corresponding to the goals and learning outcomes, according to the syllabus of the campus discipline. Students study the materials of video lectures, methodological materials in the form of educational texts and perform tasks of continuous assessment. For a more effective formation of the declared skills, it seems to us expedient to use the directions of MOOC integration described above. It is necessary to consider the variety and criteria for choosing MOOCs for use in the educational process of the university. Let us turn to the Coursera MOOC platform, a recognized leader in the field of open education [20]. In the “Learning Languages” section, various online courses for studying numerous European and Eastern languages are presented – courses of various levels of complexity (“Chinese for Beginners”, “Advanced Academic Writing”), which allows to individualize the educational process in the context of the initial level of language proficiency among students; language courses for specific purposes (“English for Teaching Purposes”), the study of which will be useful for students of non-linguistic areas of training for immersion in a specific professional discourse; foreign language courses for its aspect-wise study (“Tricky American English Pronunciation”), which appears to be relevant when teaching philological students. Let us consider the educational potential of the Coursera MOOC platform in relation to teaching undergraduate students majoring in Economics (specialization “International Business”) the skills and abilities of writing in a foreign language. To implement this, it is necessary to highlight the competencies formed by university students from the Federal State Educational Standard of Higher Education (FSES HE), which, in our opinion, are related to the professional activity of international economists and the use of written skills in a foreign language in it. The curricula of this area of training traditionally imply in-depth language training, the study of at least two foreign languages. The activities

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of future specialists are usually associated with work in international companies, where communication (including written one), document management, preparation of reporting documents and preparation of various text materials are carried out in a foreign language [21]. Accordingly, a comparative sample of language MOOCs and formed general cultural, general professional and professional competencies of students are presented in Table 1. Table 1. Competencies of FSES HE formed with MOOCs. Take your English communication skills to the The ability to communicate in oral and written next level forms in the Russian and foreign languages for solving problems of interpersonal and intercultural interaction English composition

The ability, using domestic and foreign sources of information, to find the required information, analyze it and produce an information review and/or analytical report

Academic English: writing

The ability to build standard theoretical and econometric models, to analyze and meaningfully interpret the results obtained, based on the description of economic processes and phenomena

Writing professional email and memos

The ability to solve standard tasks of professional activity based on information and bibliographic culture, using information and communication technologies and taking into account the basic requirements of information security

English for business and entrepreneurship

The ability to document business transactions, keep records of funds, develop a working chart of accounts for the organization’s accounting and form accounting entries on its basis

Calls & messaging

The ability to use modern technical means and information technologies to solve communication problems

4 Results and Discussion For the effective teaching of written speech in a foreign language, a methodological model of the formation of skills in writing in a foreign language using MOOCs, consisting of 6 sequential functional blocks, was developed. Schematically, the methodological model of the formation of writing skills in a foreign language using MOOCs is demonstrated in Fig. 1.

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Fig. 1. Methodological model of formation of writing skills in a foreign language using MOOCs.

The target block sets goals dictated by the federal state educational standard of higher education and consisting in the formation of general cultural, general professional and professional competencies, in one way or another related to the use of a foreign language in the process of written communication; the preparation of written documents in the course of the professional activities of future specialists. The diagnostic block is aimed at determining the quality of the level of formation of writing skills in a foreign language at the pre-experimental stage and includes a diagnostic test toolkit of multiple-choice questions and creative written tasks with an open answer. The content block is a collection of MOOC training materials: micro lectures 4– 12 min long, reading materials, self-examination tests, information on the forum and samples of written works. The technological block includes a set of educational technologies and types of teacher-student activities. Most MOOCs do not involve a direct participation of the teacher and operate in a self-paced format (on demand), in which the educational process proceeds at a pace set by the student independently. Therefore, studying with MOOCs is independent and requires learning autonomy skills. During the course, each participant must evaluate the works of at least 3 fellow students according to the criteria proposed. The platform makes joint enrollment of students within the same group available, thus avoiding to some extent of a formal assessment by a randomly selected students out of many those who enrolled in the course around the world. The teacher’s advice will be necessary to clarify the incomprehensible points in the course content, and also due to the unequal level of foreign language proficiency among all students of the group, some of them will experience language difficulties, the removal of which will be the responsibility of the discipline teacher. To do this, it is proposed to develop language support tasks for specific courses of the platform, aimed at mastering the lexical minimum and grammatical structures that will be needed by students when learning MOOC materials independently.

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The reflexive-final block is aimed at the implementation of reflexive activities among students after completing massive open online courses and demonstrating their work done – defense of the project at the end of the online course. At this control event, students briefly present the studied material and their written works of various genres produced during the course – motivation letter, essays, comments, business plan, lesson plan, messages on the course forum, scenario, etc. It is possible to offer students a questionnaire that allows the self-analysis to give a qualitative and quantitative assessment of the work done during the course. The resulting block involves determining the quality of the final level of formation of writing skills in a foreign language at the post-experimental stage and includes a diagnostic test toolkit of multiple-choice questions and creative written tasks with an open answer, all materials are similar to the toolkit of the diagnostic block. When working with this methodological model, it is important to take into account its didactic, linguistic and motivational components. The didactic component takes into account the patterns of the formation of competencies in the blended learning mode, and also determines the structure and volume of training content. The linguistic component takes into account the peculiarities of the subject discourse studied, as well as the language of the user of the personal computer and the language of the online class. The motivational component is to stimulate students to receive additional points of the individual academic rating, as well as a continuous motivational work of a foreign language teacher, because the results of numerous studies show that the proportion of those completing their studies in massive open online courses is moderate. The experiment involved 114 undergraduate students of Novosibirsk State University of Economics and Management majoring in Economics. In order to get free and unlimited access to all course materials, as well as to receive a certificate of the course completion, students write a letter of motivation, which reflects how mastering this course will help in achieving their career goals. So, for example, the MOOC "Write Professional Emails in English" was chosen by one of the groups, in which students learn the structure of email, genres of email: introduction letter, announcement letter, request letter, apology letter, as well as cultural aspects of electronic correspondence. The course lasts 5 weeks, the recommended time for studying the course materials is 2–3 h per week. At the end of each week, students must complete a written assignment and provide a kind of assessment for their peers‘ written works, assignments are as follows: rewrite the email as required, finish the email according to the email structure, evaluate the email you wrote earlier and write a letter to yourself. Students independently studied the course materials at home, during foreign language classes the teacher gave advice to students experiencing difficulties in understanding the content or difficulties associated with the linguistic characteristics of the materials presented. As a result of the experimental work, students were involved in the following activities related to the development of writing skills in a foreign language: writing a motivation letter, writing emails of various genres, commenting on course materials, discussing materials on the course’s electronic forum, writing a review of the course passed. The test materials include checking the knowledge of grammatical and syntactic norms of a foreign language, checking spelling, adherence to the structure and design of a business letter, creative tasks test the ability to produce a foreign language written speech in the context of business e-mail. The results of assessing

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the level of formation of students’ writing skills in a foreign language in the control and experimental groups are presented in Fig. 2.

90 80 70 60 50 40 30 20 10 0

Control group

Experimental group

Fig. 2. The results of assessing the level of formation of students’ writing skills in a foreign language.

It was revealed that the level of formation of writing skills in a foreign language among students of the control group increased by 20%, while in the experimental group this indicator is higher by 29% in comparison with the pre-experimental stage. Comparing our findings with the results of other scholars who have studied the issues of teaching writing in a foreign language using other digital technologies, we can conclude that MOOCs, like Wiki technology [1, 12], flipped technology [3], interactive technologies [2], blog of the study group [9], computer-based instruction [17] contribute to improving the quality of the formation of foreign language written skills of university students. However, in the case of MOOCs, their advantage is also the authentic nature of the teaching materials, the possibility of real intercultural communication in the online course forum and beyond, as well as the possibility of real academic tasks. Correspondingly, in the course of the study, a survey of students of the experimental group was conducted to obtain feedback on the use of MOOCs in the process of teaching a foreign language at a university. Most of the respondents note their greater interest in the educational process in comparison with traditional models, of particular interest are the authentic nature of videos developed by native speakers, the opportunity to take an online course in a convenient place at a convenient time and control tasks and activities throughout the entire MOOC process. Absolutely all students expressed a desire to continue studying the discipline using MOOC materials, some respondents

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enrolled for several MOOCs, regardless of the study of the discipline of the curriculum for independent study and their own development.

5 Conclusion The teaching of written speech in a foreign language at the university can be organized from the point of view of various methodological approaches and using various technologies and information and communication teaching aids. The use of MOOCs as an additional element of teaching writing in higher education can be effective in organizing the educational process in accordance with the developed methodological model for the formation of writing skills in a foreign language using MOOCs. The prospects for studying the use of MOOCs in the process of professional foreign language training of university students are to study the effectiveness of using MOOCs for the formation of skills in speaking, listening, reading, vocabulary and intercultural communication skills. The results of this study may be of interest to teachers of foreign languages at universities, heads of departments of educational institutions of higher education, organizing the language training of university students.

References 1. Alghasab, M., Hardman, J., Handley, Z.: Teacher–student interaction on wikis: fostering collaborative learning and writing. Learn. Cult. Soc. Interact. 21, 10–20 (2019). https://doi. org/10.1016/j.lcsi.2018.12.002 2. Basalaeva, A. A.: K voprosu ob ispol’zovanii interaktivnyh tekhnologij v processe obucheniya inoyazychnoj pis’mennoj rechi [To the question of the use of interactive technologies in the process of teaching foreign language writing]. In: Professional goda 2019 Proceedings, pp. 70–72. Nauka i Prosveshhenie, Penza (2019). (In Russian) 3. Ekmekci, E.: The flipped writing classroom in Turkish EFL context: a comparative study on a new model. Turkish Online J. Dist. Edu. 18(2), 151–167 (2017). https://doi.org/10.17718/ tojde.306566 4. Khlybova, M. A.: Samostoyatel’naya rabota v kontekste formirovaniya navykov inoyazychnoj pis’mennoj rechi magistrov [Independent work in the context of the formation of foreign language writing skills of masters]. Baltiiskii gumanitarnyi zhurnal – Baltic Human. J. 2(31), 189–191 (2020) (In Russian) 5. Kim, Y., Belcher, D.: Multimodal composing and traditional essays: linguistic performance and learner perceptions. RELC J. 51(1), 86–100 (2020). https://doi.org/10.1177/003368822 0906943 6. Likhacheva, O.N.: Osobennosti formirovaniya i razvitiya kommunikativnoj kompetencii studentov pri obuchenii pis’mu i govoreniyu na zanyatiyah po anglijskomu yazyku v neyazykovyh vuzah [Features of the formation and development of the communicative competence of students in teaching writing and speaking in English classes in non-linguistic universities]. Nauchnye trudy KubGTU - 1, 209–214 (2016). (In Russian) 7. Mabuan, R.A., Ebron, G.P.: A blended learning approach to teaching writing: using e-mail in the ESL classroom. Asian EFL J. 2017(100), 80–103 (2017) 8. Melekhina, E.A., Vinnik, E.V.: Samoocenivanie i samostoyatel’nost’ v razvitii navykov pis’ma na inostrannom yazyke [Self-assessment and independence in the development of writing skills in a foreign language]. Nauchnyi dialog – Scientific Dialogue 1, 307–317 (2017). (In Russian)

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9. Plaskina, M.V.: Ispol’zovanie bloga uchebnoj gruppy v obuchenii inostrannomu yazyku [Using the blog of a training group in teaching a foreign language]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Bulletin of the Tambov University. Series: Humanities 7(8), 51–56 (2016). (In Russian) 10. Polubichenko, L.V., Kharlamenko, I.V.: Tendencii razvitiya inoyazychnogo obrazovaniya v ramkah neyazykovogo vuza [Trends in the development of foreign language education within a non-linguistic university]. Vestnik Moskovskogo universiteta. Pedagogicheskoe obrazovanie 1, 16–31 (2021). (In Russian) 11. Shaban, O.P.: Sovremennye podhody k obucheniyu pis’mennoj rechi na nemeckom yazyke [Modern approaches to teaching written language in German]. Aktual’nye problemy gumanitarnogo obrazovaniya. Belorusskii gosudarstvennyi universitet, Minsk (2018).(In Russian) 12. Sviridov, D.O.: Formirovanie grammaticheskih navykov rechi studentov napravleniya podgotovki “Lingvistika” na osnove viki-tekhnologii [Formation of grammatical speech skills of students of the direction of training “Linguistics” based on wiki technology]. Vestnik Tambovskogo universiteta. Gumanitarnye nauki 11, 22–28 (2015). (In Russian) 13. Titova, S. V.: Massovye otkrytye onlajn-kursy v rossijskom obrazovanii: mif ili real’nost’? [Massive Open Online Courses in Russian Education: Myth or Reality?]. Vestnik Moskovskogo universiteta. Lingvistika i mezhkul’turnaya kommunikatsiya 1, 53–65 (2016). (In Russian) 14. Titova, S.V.: MOOK v rossijskom obrazovanii [MOOC in Russian education]. Vysshee obrazovanie v Rossii 12, 145–151 (2015). (In Russian) 15. Vertogradova, L.A.: Integrirovannyj podhod k obucheniyu inoyazychnoj pis’mennoj rechi v yazykovom vuze: teoriya i praktika [An integrated approach to teaching foreign language writing in a language university: theory and practice]. Obrazovanie. Nauka. Innovatsii: Yuzhnoe izmerenie 3, 20–26 (2015). (In Russian) 16. Wang, Y.: Promoting collaborative writing through wikis: a new approach for advancing innovative and active learning in an ESP context. Comput. Assist. Lang. Learn. 28(6), 499–512 (2015). https://doi.org/10.1080/09588221.2014.881386 17. Zaini, A., Mazdayasna, G.: The impact of computer-based instruction on the development of EFL learners’ writing skills. J. Comput. Assist. Learn. 31(6), 516–528 (2015). https://doi. org/10.1111/jcal.12100 18. Zubkov, A.: Implementation of CLIL approach via Moocs: case study of Siberian Transport University. In: Manakov, A., Edigarian, A. (eds.) International Scientific Siberian Transport Forum TransSiberia – 2021, Lecture Notes in Networks and Systems, vol. 403, pp. 1002–1010. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-96380-4_109 19. Zubkov, A.: Increasing effectiveness of foreign language teaching of Transport University students in process of online learning. In: Manakov, A., Edigarian, A. (eds.) International Scientific Siberian Transport Forum TransSiberia – 2021, Lecture Notes in Networks and Systems, vol. 403, pp. 438–445. Springer, Cham (2022). https://doi.org/10.1007/978-3-03096383-5_49 20. Zubkov, A.: Teaching foreign language in Transport University using massive open online courses: pilot study. In: Manakov, A., Edigarian, A. (eds.) International Scientific Siberian Transport Forum TransSiberia – 2021, Lecture Notes in Networks and Systems, vol. 403, pp. 92–100. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-96383-5_11 21. Komkova, A., Kobeleva, E., Taskaeva, E., Ishchenko, V.: Foreign language learning environment: a case study of STU. In: Manakov, A., Edigarian, A. (eds.) International Scientific Siberian Transport Forum TransSiberia – 2021, Lecture Notes in Networks and Systems, vol. 403, pp. 429–437. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-96383-5_48

Using ICTs for Teaching General English and Professional English to Students of Technical Majors Violetta V. Petrova

and Michail Y. Kreer(B)

Saint-Petersburg Branch of the Financial University Under the Government of the Russian Federation, Saint-Petersburg 197198, Russian Federation [email protected]

Abstract. Information and Communication Technologies have traditionally been used to organise the process of distance teaching/learning. However, recently educators have resorted to employing ICTs for teaching various subjects in all possible forms and formats. The article aims to show how ICTs can be used to organize the system of adaptive teaching of foreign languages to students of non-linguistic majors (on the example of students majoring in ICT at the Financial university under the Government of the Russian Federation, Saint-Petersburg branch). There are no entrance requirements for the levels of foreign language competencies for students of non-linguistic majors, so the language levels of first-year students vary greatly, their professional and educational needs differ a lot as well. In order to meet the requirements of the State Educational Standards as well as take into account the needs and interests of the students, organize the teaching/learning process in an efficient way, the system of adaptive teaching is applied. With the help of ICTs students are provided with learning materials that suit their language levels and their learning and future professional needs, constructive feedback is given timely, quality assurance of the teaching/learning process is provided, and assessment procedures are held. The article also demonstrates how the use of ICTs can affect the development of learning skills and soft skills such as collaboration and communication skills. Keywords: ICT · Adaptive teaching systems · Digital QA procedures

1 Introduction The issue of increasing the efficiency of teaching a foreign language to students at all levels has always been of great importance both for researchers and practising teachers. Many of the methods, technologies, means and tools of language teaching developed recently aim at enriching the learning environment, improving students’ motivation and creating a positive attitude to the learning process. Highly-motivated students in a positive learning environment get more involved in the learning process, which leads to faster and easier acquisition of a foreign language and to developing skills and competencies © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 32–41, 2022. https://doi.org/10.1007/978-3-031-11435-9_4

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required for the future successful academic or professional careers, which, in turn, greatly contributes to optimizing the teaching process. To increase students’ motivation and involvement in the learning process, educators look for ways to better take into account students’ personal features, psychological characteristics, learning methods and techniques, interests and needs. Psychologists and researchers point out that the level of a student’s interest in a certain subject, topic or assignment or in a way of doing it directly affects the student’s performance in general and the quality of the assignment completion in particular [1]. Interests and needs of modern students are tied up to using Information and Communication Technologies. Nowadays ICTs help them to satisfy what Maslow [2] called physiological and interpersonal needs and move on to meeting cognitive, aesthetic and self-actualization needs. No wonder that the majority of learning methods and techniques adopted by modern students, especially students of technical majors, are linked to using ICTs as well. This was one of the reasons to start employing technology for teaching humanities—foreign languages, literature, history—when there was no obvious need to resort to it yet [3, 4].

2 Literature Review ICT is one of a wide range of terms that are encompassed by a broader and more inclusive term Educational Technology (abbreviated as EduTech, or EdTech). The Association for Educational Communications and Technology defined educational technology as “the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources” [5, p. 24]. Educational technology involves integrating technology into education in a positive manner that supports both teaching and learning [6], promotes more diverse learning environments that are able to integrate formal and informal learning [7, 8], and provides students with extra ways of learning how to use technology and of doing their common assignments in various course subjects [6]. Other numerous terms used in the similar context are e-learning, instructional technology, technology-enhanced learning, multimedia learning, computer-based instruction, flexible learning, web-based training, online education, digital education collaboration, computer-mediated communication, virtual education, virtual learning environments, m-learning, digital education, and the others. Many researchers agree that these terms are similar in concept or principle, and differences in terminological aspects can be explained by the fact that each of them emphasizes its own particular feature in approaches, components, or delivery methods [7]. For example, the term “m-learning” emphasizes mobility, which allows students to choose timing, location, accessibility and context of learning. “E-learning” emphasizes electronic means (the Internet, e-mail, schools’ own online systems) through which students receive, complete and submit their assignments. “Flexible learning” refers to the fact that, instead of strictly scheduled classes which have to be attended, students’ learning hours become flexible as students are free to choose the time when they listen to the pre-recorded lectures or do assignments in a LMS. The term “Virtual Learning Environment” draws attention to the fact that various aspects of courses of studies (resources, activities, stages of assessment) provided by an educational institution are presented with the help of a web-based platform. ICT

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is a term that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary software, that enable users to access, receive, store, transmit, understand and manipulate information electronically in a digital form [9]. All these examples show that the purpose and principles of the described technologies, tools, or processes are those of educational technology—facilitating and supporting teaching and learning through technological processes and resources integrated into education. Therefore, this, in our opinion, allows for the interchangeable use of these terms when certain aspects or features of an educational process need to be focused on. Researchers also point out that the extent to which EdTech can be used in an educational institution can vary greatly—from none to a complete replacement of other teaching or learning approaches [10]. This obviously depends on a combination of both external and internal factors ranging from medical restrictions imposed on certain groups and societies to individual medical or psychological issues preventing students from attending classes, from educational policies adopted in a particular educational institution to methods and techniques employed by a person teaching a certain course subject. Although a lot of benefits of using EdTech have been described, many experts admit that “technologies do not guarantee effective learning” [11, p. 206] and there is limited evidence to prove that EdTech and online learning improve learning outcomes for most students [6]. Therefore, things quite popular in some countries may not be of major concern in other countries or contexts due to the differences in socio-economic conditions and cultural issues [12, 13], inappropriate use of electronic devices due to low consideration of age, psychological or socio-cultural factors by either teachers or students may lead to failures and problems rather than to making greater progress in teaching or learning [14, 15], traditional instructional methods used in technology-enhanced environments may become less efficient [8]. That is why it is important to take into account as many examples of practical implementations of using EdTech as possible and draw conclusions on factors that have made them beneficial to teaching/learning processes. The idea of taking into consideration students’ personal features, psychological characteristics, interests and learning needs took shape in the development of personalized or adaptive teaching systems which have gained a lot of popularity recently. Adaptive/personalized teaching is a way of developing educational systems, curricula, teaching/learning contents and teaching/learning materials that meet the educational needs and interests of students. Such educational systems are needed when an educational institutions develops a compulsory general course subject for students with different entrance levels of knowledge in this subject and of various majors which, in turn, require different levels of proficiency in this subject at the end of the course. Students can choose a level of difficulty appropriate for their target major and get access to optional resources according to their interests [16]. Adaptive/personalized teaching systems are also necessary when teaching non-major related subjects such as Foreign Languages (General English, Business English, English for Specific Purposes) to students majoring in Sciences, Engineering, ICT, and the like. As there are no entrance requirements for the levels of foreign language competencies for students of non-linguistic majors in our country, language levels of first-year students

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vary greatly, their professional and educational needs differ a lot as well. Placement tests held at the beginning of the academic year for first-year students show 5–7 level difference in language knowledge according to CEFR among students [17]. E-learning materials developed at an educational institution allow the faculty to modify the teaching contents and the teaching materials to suit the entrance language level of students and help them to meet the requirements of the State Educational Standards by the end of the course of studies. E-textbooks and/or Learning Management Systems enable teachers to provide the students with specially designed class and home assignments (texts for reading assignments, audio and video materials for listening assignments, grammar assignments of various difficulty levels), the number and the amount of which depend on the progress of an individual learner, thus assisting students in reaching their learning goals at their own pace using different forms and formats of studying. After observing the activities students engage in when dealing with linguistic tasks, the faculty can also design class and home assignments that aim at developing particular receptive or production language skills as well as learning skills important for a successful completion of the language course. The e-format allows for fast and easy supplements to the core contents of the language course when necessary. To meet the students’ future professional needs, foreign language teachers have to build the language curricula around/or with clear consideration of students’ majors. The e-learning format allows alterations to the basic contents of the course subject to suit different majors within one educational institution. E-textbooks also allow educators to keep pace with the current scientific and technological trends in ICT, Engineering and Sciences by modifying the teaching contents or adding new teaching modules related to innovations in these spheres. Quality assurance should be an integral part of any teaching process, no matter what forms and formats are employed by educators. In production industries, QA is defined as a procedure to ensure the quality of products or services. In education, QA should include procedures to ensure the quality of the teaching process by checking the students’ progress at each stage—the level of knowledge acquisition or skill development in each class (on-line and off-line), mid-term assessment, and end-of-the-term exams. Special applications provide an opportunity for the teaching staff to develop mini tests to be held at every teaching session. Such tests can be held at different stages of a lecture or a tutorial—at the beginning of the class a test can help to draw students’ attention to the topic of the lecture/tutorial. Tests held in the middle of or at regular intervals during the class can serve various purposes—from physiological and/or psychological to educational ones. Periods of active attention are known to last about 15 min [18], so, in order to maintain students’ attention during the entire class, a teacher has either to switch attention to another topic or to change the type of activity students are engaged in. The necessity to timely submit a task by filling in a test or a questionnaire in Googledocuments or by sending it to the teacher’s e-mail account alerts the students, provides a change of activity and makes them work without wasting time and getting distracted on irrelevant issues. Research shows that tasks carried out on smartphones or other digital devices arise more interest in students than tasks carried out by paper and pen [19]. The teacher does not have to spend too much time checking such mid-class tests—special applications can register the number of correct answers or show tests with below-the-average results

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(parameters are to be set by a test designer). Mid-class tests, as a rule, are designed to show the level of understanding of the topic or to give students an opportunity to practise using the language units (grammar or vocabulary) presented by the teacher. An e-work submitted by a student can be also shared with a class electronically and discussed by the students. Mistakes can be identified immediately and ways of overcoming such mistakes can be found together with the teacher. End-of-class tests can also show the level of the understanding of the topic and provide the teacher with some information on how to design the successive class. A lot of researchers point out that the use of technology provides increased opportunities for cheating [16]. Therefore, for mid-term and end-of-term assessments mixed formats of assessment procedures are required—tests held in a digital form are followed by oral assessments (exams) held in a face-to-face format with a teacher or with the help of communication platforms like Skype, Zoom, and the others. QA procedures should be followed by constructive feedback. Researchers point out that the teaching/learning processes, assessment processes, feedback processes and improvement processes are interrelated and interconnected [20]. Knowledge acquisition does not take place when students listen to the teacher’s explanations. It happens only when students try to apply theoretical rules to solving practical tasks and their teacher comments on the correctness of their using the rules in a given situation. The feedback provided by the teacher shows the difference between the current level of the understanding of the topic and the target one. It also outlines the strategies which have to be employed by a student in order to reach the target level [21]. ICTs help educators to provide feedback to students’ works in an efficient and timely manner. Individual or group feedback can be given by email, in group chats or through personal consultation in Skype, Zoom, Voxy, or any other communication means or platforms. In order to develop skills necessary for future professional careers, it is suggested integrating elements of the project-based technology into teaching and task design. Project-based technology also helps to encourage creativity in students and contributes to developing soft skills such as collaboration and communication skills when students work on group projects [22].

3 Methodology To identify the factors that make the use of EdTech efficient and supportive for teaching/learning processes, the following questions had to be answered: – How much do the course curricula differ in contents/intensity (hours of studies) for various majors within the given educational institution? What is the ratio between the core components and the variable components of the course? – How much can the entrance level differences in a foreign language knowledge among students be reduced due to the use of adaptive teaching systems/materials? – How much do digital QA procedures affect the teaching/learning processes? – How much does digital feedback affect the teaching/learning processes? – What is the role of project work in the e-learning?

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To carry out the analysis of the efficiency of various factors, the authors employed a range of research methods at the Saint-Petersburg branch of the Financial University under the Government of the Russian Federation and the Department of secondary professional training of the Saint-Petersburg branch of the Financial University under the Government of the Russian Federation (college). In 2018–2021 they analysed the documentation—the course curricula and various educational resources for teaching subjects as “General English”, “Business English”, and “Professional English” to students majoring in Management, Economics, and ICT to find out the differences in contents and intensity and the ratio between core and variable components of the curricula; they used the method of testing to find out the language proficiency level and the competencies the students had at the end of the first year of studies. The existing data research method and the observation method were employed to find out how much digital QA procedures and digital feedback affect the teaching/learning processes. The observation method and the reflective writing method were used to evaluate the role of project work in the e-learning.

4 Results and Discussions 4.1 The Difference in Contents and Intensity Between the “General English”, “Business English” and “Professional English” Curricula for Students of Different Majors The analysis shows that the contents of the courses “General English”, “Business English” and “Professional English” vary for students of different majors due to the fact that competencies to be developed in students according to the course curricula differ as well. The contents can be identified as either core contents (used in every course) or variable contents (used for students of a certain major only). The ratio between the core contents and variable contents can be estimated as about 70% to 30%. The intensity of courses for students of different majors and of different years of admittance varies as well. The ICT students admitted to the university in the year of 2020 had 68 h of class studies per semester for “General English” in the first year of studies; however, students admitted in the year of 2021 have 54 h of class studies per semester in the first year. For students majoring in other subjects, the intensity of the course “General English” has remained the same so far. For students majoring in Economics and Management, the intensity of the course is 68 h of class studies per semester in their first year. This accounts for almost 30% difference in the intensity of the course. For students majoring in ICT, the intensity of the course “Business English” is 36 class hours; however, for students majoring in Management, the intensity of the course “Business English” is 100 class hours. This shows that teaching modules have to undergo significant changes to enable students to acquire the competencies required for the course. Considering the fact that changes in intensity of the language courses and a range of majors available for applicants each year are impossible to predict, the e-format seems to be the most suitable for developing teaching/learning materials and resources. Modules with variable contents can be easily replaced for each major and the intensity of the

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course can be easily altered as well by adding or reducing the number of units in each module. 4.2 Changes in the Language Level Proficiency Among Students at the End of the First Year of Studies Placement tests held at the beginning of the first year of studies show an immense difference (5 to 7 levels) in the levels of language knowledge among students of all majors. This difference can be reduced by about 2–3 levels by the end of the first year of studies with the help of extra assignments provided for the students of low levels. Students that had A1 or A1/A2 levels at the beginning of the course move on to A2/B1 level or B1 level. The progress of students at other levels is usually not so significant— they usually progress by 1 level only. Students that have very high levels of language proficiency (B2) do not often make any further progress at all unless they take a language course outside the university to get prepared for an international exam. These facts can be explained, mainly, by the type of motivation predominant among the students of non-linguistic majors. Students with low levels of language proficiency are driven to work harder, to achieve better results and to overcome their deficiency -complete or partial inability to master the course—by external factors including the desire to get satisfactory marks, be awarded a scholarship etc., so their motivation is extrinsic. Students with higher levels of language proficiency have no stimuli to make more progress in a non-major related subject. 4.3 The Effects of the Digital QA Procedures on the Teaching/Learning Processes in Different Formats Digital QA procedures affect the teaching/learning processes both in online and offline formats in a very positive way. The assessment system adopted in the university includes points given for attendance and points given for participation in various class activities. If there are no formal/digital QA procedures, participation is low. The ratio of participation to attendance is, on average, 1/3. This means that out of 15 or 18 students attending the class in an online or offline format there are usually 5 or 6 active participants; the others never volunteer to answer questions, give examples or share ideas on the topic. They explain their “silent participation” by the desire to “give floor” to active participants, shyness, inability to answer quickly, lack of understanding, etc. During online classes students switch to the online class with their cameras off so their virtual presence is registered by the platform. After that even the most diligent students sometimes do not feel obliged to take part in all the class activities and often “take breaks” on their own will. During offline classes students can get easily distracted by something not related to their class studies. Digital QA procedures gradually improve the situation—students have to be at their computers and submit their assignments on time to get extra points for participation during online classes; students have to listen to what the teacher has been saying to be able to do the test during both online and offline classes; they realize that the Internet is of no help because the needed information cannot be found there quickly enough. Students realize that postponing their own answer and “giving floor” to

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other students is a strategy that will no longer work. This results in about 50% growth in participation, so the ratio of participation to attendance becomes 2/3 on average. The majority of students have a positive attitude to digital QA procedures—they want their papers (mid-class works or tests) to be discussed in class. Very often there are a lot of volunteers to have their papers discussed in front of the others. Those who have had their works discussed in class usually do successive assignments better than those who have not received any feedback on their papers in class. 4.4 The Effect of the Digital Feedback on the Teaching/Learning Processes The results of the evaluation of the digital feedback are quite controversial—written feedback is considered to be very time-consuming and, so, difficult to provide by the faculty; oral feedback is considered easy to provide but less efficient as students are reported to follow oral guidelines only when these guidelines are given in the process of their fulfilling the task. Students consider written feedback to be more efficient than oral feedback because oral feedback is difficult to remember. However, on average, only about 80% of students are interested in seeing the mistakes in their papers corrected by the teacher, about 50% of students are interested in the feedback provided by the teacher, and only 30% of students correct their works according to the guidelines provided in the teacher’s feedback. 4.5 The Role of the Project Work in e-Learning Project work has been evaluated positively by both the faculty and the students. In the teachers’ opinion, project-based technologies contribute to the acquisition of both vocabulary and grammar items and improve production skills to be developed in students, namely writing and speaking skills. Project work eliminates the possibility of cheating as every project has to be different from the others. Students value project work as it gives them the opportunities to engage in a topic of particular interest and to express themselves in a unique manner although within the pre-set frameworks. However, the majority of students prefer doing their projects individually rather than in groups, no matter what format they have to communicate in. The most frequent reasons for students’ choosing individual work include inability to reach agreement on major issues such as the topic of the work or the manner of presenting the project, inability to rely on the quality of work presented by the other party. However, groups that have been formed in an offline period of studies remain the same as in an online period of studies. So, the format of communication has little effect on the development of communication and collaboration skills.

5 Conclusions The authors consider ICTs to be a powerful means that optimizes the teaching/learning process and assists educators and students in coping with certain challenges arising at various stages. ICTs help to facilitate the teaching process by preparing the teaching materials and resources to be provided for students in situations of uncertainty—changes

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in the number of students and in the levels of their language proficiency, and changes in the contents and intensity of course subjects. However, the e-format adopted by students for the purpose of satisfying their needs does not become a motivating factor that is able to drive them to achieving higher learning results. Motivating factors, both intrinsic and extrinsic, have to be developed outside the sphere of ICTs with (or without) their help. Digital QA procedures improve the education process due to the fact that they make assessment more formalized and transparent—students are able to see the minimum requirements (participation in the form of tests, questionnaires, written works) and to meet them by timely submitting their works. Students are well familiar with the idea that digital tools, means and platforms register every move they make, which helps them to manage self-discipline issues and organizational problems. Digital feedback practices and the attitude to digital feedback are not quite satisfactory. So, students have to be taught how to respond to their teachers’ comments and guidelines, no matter what format is employed for providing them. Project-based technologies prove to be a useful means of teaching in both face-toface and electronic formats as they allow for improvements in the acquisition of the language items and development of both language and learning skills, as well as better consideration of students’ interests and the development of creativity and culture of self-expression among them. However, no evidence has been found that ICTs affect the development of communication and collaboration skills in students. Definitely, ICTs are a powerful means of facilitating the teaching/learning process, but they cannot completely replace other teaching/learning approaches. Skills and attitudes important for successful knowledge acquisition and skill development are formed outside the ICT sphere and are not significantly affected by the use of ICTs.

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8. Kinshuk, N.-S.C., Cheng, I.-L., Chew, S.W.: Evolution is not enough: revolutionizing current learning environments to smart learning environments. Int. Artif. Intell. Educ. Soc. 26, 561– 581 (2016). https://doi.org/10.1007/s40593-016-0108-x 9. Murray, J.: Cloud network architecture and ICT. Modern Network Architecture (2011). http://web.archive.org/web/201709201338-00/http://itknowledgeexchange/techtarget.com/ modern-network-architecture/cloud-network-architecture-and-ict/. Accessed 5 Jan 2022 10. Bates, A., Poole, G.: Effective Teaching with Technology in Higher Education. JosseyBass/John Wiley, San-Francisco (2003) 11. Bransford, J., Brown, A., Cocking, R.R.: Technology to support learning. In: Bransford, J.D., Brown, A.L., Cocking, R.R. (eds.) How People Learn: Brain, Mind, Experience, pp. 206–230. National Academies Press, Washington (2000) 12. Ho, A.D., Reich, B.J.F., Nesterko, S.O., Seaton, D.T., Mullaney, T.P., Waldo, J.H., Chuang, I.: HarvardX and MITx: The First Year of Open Online Courses, Fall 2012-Summer 2013. HarvardX and MITx Working Paper 1, 1–33 (2013). http://nrs.harvard.edu/urn-3:HUL.Ins tRepos:11987422. Accessed 3 Jan 2022 13. Wei, L., Hindman, D.: Does the digital divide matter more? Comparing the effects of new media and old media on the education-based knowledge gap. Mass Commun. Soc. 14(1), 216–235 (2011). https://doi.org/10.1080/15205431003642707 14. Baby DVDs, Videos May Hinder, Not Help, Infants’ Language Development. UW Press Release (2007). http://www.washington.edu/alumni/uwnewslinks/200709/videos.html. Accessed 23 Dec 2021 15. Postman, N.: Technopoly: The Surrender of Culture to Technology. Vintage Books, New York (1992) 16. Chirtsov, A.S., Nikolskiy, D.Y.: Approbation of the digital support system for individualized education in the context of mixed full-time and distance learning. In: Proceedings of the XXVIIth International Scientific-Methodical conference on Modern Education: Contents, Technology, Quality 2021, pp.14–18. SPbGETU “LETI”, Saint-Petersburg (2021) 17. Petrova, V.V., Kreer, M.Y., Sosnilo, A.I.: Applying ideas of the instructional design to developing e-learning materials for university students. In: Proceedings of the TSNI-2021 Conference, pp. 0672–0685. Arpha Publishing, Sofia (2021). https://doi.org/10.3897/ap.e4.e0672 18. Nemov, R.S.: Psychology, vol. 1. Vlados, Moscow (2001) 19. Gerasimova, I.G.: Techniques of individualization in foreign language classes in technical universities aimed at increasing the efficiency of teaching. In: Proceedings of the IId International Scientific-Practical Conference named after E.N. Solovova, pp. 54–59. Titul, Obninsk (2021) 20. Blanchard, J.: Teaching, Learning and Assessment. Oxford University Press, Maidenhead (2009) 21. Petrova, V.V.: Personalization of education: personalized feedback on students’ work as a tool of personalizing the educational process. In: Proceedings of the XXVIIth International Scientific-Methodical conference on Modern Education: Contents, Technology, Quality, pp. 420–423. SPbGETU “LETI”, Saint-Petersburg (2021) 22. Petrova, V.V., Zorina, E.E., Kreer, M.Y.: Presentation of a job-related project in foreign language university classes. In: Proceedings of the 11th International Scientific and Theoretical Conference “Communicative Strategies of Information Society”, pp. 2–11. European proceedings, London (2019). https://doi.org/10.15405/epsbs.2020.03.02.10

The Use of Grammar Models in Foreign Language Teaching to Non-Linguistics Students Julia N. Karyakina1 , Svetlana A. Korableva1(B) , Galina I. Pankrateva1,2 Natalia A. Katalkina3 , and Nadezhda V. Bogdanova3

,

1 Emperor Alexander I St. Petersburg State Transport University, St. Petersburg 190031, Russia

[email protected]

2 Herzen State Pedagogical University of Russia, St. Petersburg 191186, Russia 3 Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia

Abstract. The article presents the testing results of methodological developments carried out by the foreign language teachers of the Higher School of International Relations of Peter the Great St. Petersburg Polytechnic University and the Department of “Russian and Foreign Languages” of Emperor Alexander I St. Petersburg State Transport University. The methodological developments represent algorithms for the translation of syntax models of German and English languages and are intended for students of non-linguistics specialities. The basis of this methodology are the grammar models which contain the main characteristics of sentence members (subject model, predicate model, attribute model, and adverbial modifier model), as well as models of syntax segments (Absolute Participle construction, Complex subject, Complex object). The grammatical structures of each model are summarized in tables with the columns: Mode of Expression, Translation, and Example. The content of the tables schematically and concisely describes the main features and peculiarities of the translation of different sentence members and syntax structures in German and English. This way of presenting grammatical material is suitable for non-linguistics students who have a good perception of the information presented in schemes and tables. By following the algorithm, students can independently translate and reproduce these models in oral and written speech. In addition, this compressed form of introducing grammatical structures contributes to the intensification of the learning process, which helps to stay within the established frame of classroom hours according to the educational programme and curricula. Keywords: Grammar models · Syntax models · Teaching grammar · Non-linguistics students · Foreign language teaching

1 Introduction Grammar gains its prominence in language teaching, particularly in foreign language teaching and teaching foreign language as a second one. Without good knowledge of grammar, students’ language skills development will be seriously restrained. In the context of a foreign language, teaching grammar has traditionally been dominated by a © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 42–53, 2022. https://doi.org/10.1007/978-3-031-11435-9_5

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grammar-translation method where the use of mother tongue is clearly important to elicit the meaning of target language by translating the target language into a native one. However, alternative approaches contribute to teaching grammar to foreign language learners: consciousness-raising, explicit and implicit knowledge, deductive and inductive. Additionally, grammar rules have been presented with the focus on use, meaning and form. Thus, the authors of the paper studied, analyzed the above-mentioned approaches and offered the use of grammar and syntax models for teaching foreign language grammar more efficiently. During the study, it was decided to practise the offered models with native Russian speakers, namely non-linguistics students who have always found foreign language learning and studying grammar rules challenging. In the process of learning a foreign language, it is essential for students to master the skills of individual work. Such type of educational work prepares students for independent activity in the future, self-guided research, analysis, and application of information. Individual work is designed to lead students to the process of unsupervised cognition, i.e. to self-education, including professional self-education, which forms the basis of development of professional competence as a component of “self-educating” specialist [1, 2]. Self-education training is an integral part of a future specialist’s education. Individual work implies mastering skills and knowledge under the guidance of a teacher, but without their direct participation. The teacher plans, coordinates and carries out the control of individual work. In modern conditions the amount of students’ individual work has increased in connection with a significant reduction in classroom teaching time for the study of a foreign language. The purpose of individual work is gaining fundamental knowledge, abilities and skills to solve educational and professional tasks, development of cognitive activity and self-education necessity. In our work, we used tasks for classroom individual work for a certain time. Such type of independent work is usually defined as controlled independent work [3].

2 Literature Review It is known that memory is sensitive to the relationship between words in a certain sequence, i.e. syntax patterns or models are remembered better, and pairs of words are remembered more clearly when the order of each pair corresponds to syntax rules [4, 5]. The use of grammatical structures for language acquisition has been, and continues to be studied in various aspects [6]. According to the postulates of many authors, all grammar is based on structures [7–9]. A structure is defined as a conditional matching or relation between form and meaning; this collation can be represented as patterns or schemes. Language learning often involves mastering certain grammatical structures [10–12]. It is most common to teach grammar through the conventional way of presentation—practice—production mode, with presentation taking focus on separate small-scale grammar points. No doubt the mode has proved efficient through many years of teaching practice worldwide [13, 16]. Considering a wide range of grammar points in detail requires plenty of classroom teaching time, whereas, in terms of foreign language teaching, Russian university

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non-linguistics curricula do not offer plenty of classroom time compared to linguisticsfocused ones. Thus, any teacher working in the field faces the problem of intensifying the curriculum via considering a range of grammar points within a limited amount of classroom time. A good way to compress the grammar material to be studied is to condense it via syntactical systemization. At this point the suggested grammar models approach seems rather efficient, offering a condensed and concise presentation of grammar material, convenient manual for language practice, and a handy tool for speech production while dealing with research and engineering discourse.

3 Methodology Types of learning activities designed for non-linguistics students in the acquisition of a foreign language are the following: reading, text translation, text abstracting, lexical and grammatical material for use in monologue and dialogue speech, writing essays, summaries, and business letters. The practical goal of teaching a foreign language is for students to master communicative skills both orally and in writing. To achieve this goal, mastery of foreign language grammar is a key aspect. Educational and methodical support for individual work, among other things, includes theoretical material, presented in the methodical instructions “Syntax models translation technique” and grammatical exercises in the "Collection of grammatical exercises for syntax models". Traditionally, there are two main approaches to teaching grammar: – Conscious (deductive), in which the teacher first introduces the grammatical material, after which the students practise it with exercises; – Imitative/inductive where students learn the rule by themselves on the basis of suggested examples [14]. Using only one of these approaches does not meet modern requirements, nowadays the use of the combined approach in the study of grammatical material becomes relevant [15, 17]. In the formation of grammatical competence of non-linguistics students, we propose to use the following algorithm: 1) presenting theoretical material for independent study, 2) doing grammatical exercises to consolidate the grammatical phenomenon, 3) using the studied grammatical structures in written and oral speech (though there remained a possibility that production stage of language acquisition might present some difficulties) [17]. The technique has been implemented for two languages, English and German, for the students of two engineering universities, Emperor Alexander I St. Petersburg State Transport University and Peter the Great St. Petersburg Polytechnic University. Examples for the English language are given here owing to its prevalence in the global academic discourse. This article provides examples of the grammatical material presented in schemes and tables: “The Attribute” and “The Adverbial Modifier” with the focus on reduced

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relative and adverbial clauses using participles, infinitives and gerunds, as well as noun + noun collocations. This choice is due to the fact that these syntax models are the most difficult for non-linguistics students to study. An example of such models is presented in Table 1. Table 1. The Attribute. Oppedelenie—vtopoctepenny qlen ppedloeni, otveqawi na voppocy «kako?», «qe?», «kotopy?». B ppedloenii oppedelenie ne imeet camoctotelnogo mecta. Ono vxodit v coctav togo qlena ppedloeni, kotopym vletc oppedelemoe im clovo, i zanimaet mecto cppava ili cleva ot nego Qem vypaeno

Pepevod

Ppimep

1. Ppilagatelnym Adj. + N N + Adj

Ppilagatelnym

A young man—molodo qelovek Information available—imewac infopmaci

2. Cywectvitelnym The method of construction—metod ctpoitelctva Cywectvitelnym v poditelnom c ppedlogom padee N + Pr + N 3. Cepoqka iz dvyx ili bolee cywectvitelnyx, ppimykawix dpyg k dpygy N + N… + N

Glavnym clovom v cepoqke vletc poclednee cywectvitelnoe, ono vletc oppedelemym clovom, i imenno c nego cledyet naqinat pepevod. Bce cywectvitelnye cleva ot nego vltc ego oppedelenimi. I pepevodtc: a) ppilagatelnym b) cywectvitelnym v poditelnom padee i) cywectvitelnym c ppedlogom

railway station—eleznodopona ctanci communication line—lini cvzi test device—ppibop dl tectipovani …railway construction history… …ictopi ctpoitelctva eleznyx dopog… …100 km long railway construction plan… …plan ctpoitelctva elezno dopogi dlino v 100 km…

(continued)

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J. N. Karyakina et al. Table 1. (continued)

Oppedelenie—vtopoctepenny qlen ppedloeni, otveqawi na voppocy «kako?», «qe?», «kotopy?». B ppedloenii oppedelenie ne imeet camoctotelnogo mecta. Ono vxodit v coctav togo qlena ppedloeni, kotopym vletc oppedelemoe im clovo, i zanimaet mecto cppava ili cleva ot nego Qem vypaeno

Pepevod

Ppimep

4. Participle I V-ing + N N + V-ing

Zanimaet mecto cppava ili cleva ot oppedelemogo clova Pepevoditc dectvitelnym ppiqactiem c cyffikcami: -yw, -w, -aw, -w, vx

Working students—pabotawie ctydenty Students working in the lab—ctydenty, pabotawie v labopatopii Students translating the text can use the dictionary Ctydenty, pepevodwie tekct, mogyt polzovatc clovapem

5. Gerund of / for + V-ing

Zanimaet mecto cppava ot oppedelemogo clova Pepevoditc cywectvitelnym v poditelnom padee

.… the method of designing… … metod ppoektipovani…

6. Participle II V-ed (V3 )

Pepevoditc ctpadatelnym ppiqactiem c cyffikcami: -ann, -enn, -em, -t

The translated text was not difficult ILI The text translated was not difficult Pepevedenny tekct byl ne tpyden

a) N + V-ed (V3 ) + Pr

Ppiqactiem c cyffikcami ann, -enn, -em, -t

The bridge constructed by our graduates—moct, poctpoenny naximi vypycknikami

b) N + V-ed—odinoqna fopma bez zavicimyx ot nego clov

Ppiqactiem c cyffikcami ann, -enn, -em, -t, ppiqem oppedelenie ctavitc peped oppedelemym clovom

The problem solved was important—pexenna ppoblema byla vano

(continued)

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Table 1. (continued) Oppedelenie—vtopoctepenny qlen ppedloeni, otveqawi na voppocy «kako?», «qe?», «kotopy?». B ppedloenii oppedelenie ne imeet camoctotelnogo mecta. Ono vxodit v coctav togo qlena ppedloeni, kotopym vletc oppedelemoe im clovo, i zanimaet mecto cppava ili cleva ot nego Qem vypaeno

Pepevod

Ppimep

v) N + V-ed + V-ed odinoqna fopma bez zavicimyx ot nego clov

Pepva fopma V-ed The problem solved simplified programming of pepevoditc computers—Pexenna ppoblema yppoctila ppogpammipovanie komptepov ppiqactiem c cyffikcami ann, -enn i ctavitc peped oppedelemym clovom. Btopa fopma V-ed pepevoditc glagolom ppoxedxego vpemeni

7. Infinitive N + to V

Pepevoditc oppedelitelnym ppidatoqnym ppedloeniem, naqinawimc clovami: …kotopy dolen… …kotopy bydet… …kotopy mono… …kotopy nyno…

The text to be translated is very interesting Tekct, kotopy nyno pepevecti, oqen intepecen The device to be tested—ppibop, kotopy dolen byt ppovepen

These syntax models were also used to compile both practice and test material. The sample items which can be used either for practice or testing are given below: • Bybepite ppavilny pepevod podqepknytyx clov. 1 Scanned documents are usually saved in PDF format. 2 The scanning head of this machine contains twelve light-emitting diodes. 3 The documents to be scanned contain texts and graphs. a) ckanipywi b) ckanipovanny

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c) kotopy dolen byt ckanipovan • Bybepite podxodwy fopmy ppiqacti. 1 The factors …… the company’s reputation have been carefully studied. 2 The company’s reputation …… by unsatisfied customers will take a long time to restore. a) affected b) affecting • Zakonqite cledywie ppedloeni. 1 …… the new locomotive prototype, the engineers started testing it. 2 …… the plant the company spent too much of its budget. 3 …… in the most expensive way, the house looks like a real castle from a distance. a) having been built b) having built c) building • Bybepite ppavilny pepevod podqepknytyx clov. 1) Marketing research terminology varies between Britain and the US. a) iccledovanie mapketingovo tepminologii b) tepminologi mapketingovyx iccledovani First- and second-year undergraduates studying for either a Bachelor’s or Specialist’s degree, as well as graduate students were offered the tables “The Attribute” and “The Adverbial Modifier” for individual study, followed by the translation of the corresponding grammatical structures from English into Russian. The study was conducted over a three-week period during the autumn term of 2021– 2022. The material presented in syntax models was provided for students to study independently in class. Thirty minutes of class time were allotted to study each table with syntax models at a time. The teachers did not explain the material, but acted as consultants, answering questions from the students. After studying the contents of the table, the students proceeded to practise exercises. On average, each student did four or five exercises on “The Attribute”, a total of 23–30 sentences, and three or four exercises on “The Adverbial Modifier”, a total of 20–28 sentences. When translating a syntax structure, students were required to find the corresponding item in the table and correctly translate the attribute or the adverbial modifier. “The Attribute” final test had 26 sentences and “The Adverbial Modifier”—24 sentences to translate. Students were given 60 min to complete the final test. Students could use the tables while doing the final test. Mistakes that did not affect the correct translation of syntax structures were not taken into account.

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4 Results “The Adverbial Modifier” table was presented for consideration to the 2nd year students studying for a Specialist’s degree (14 people) and to the 1st year students studying for a Master’s degree (15 people). It should be noted that all the students more or less coped with the translation of the grammatical structures, and 8 (out of 15) graduate students did not make any mistakes at all. The greatest number of errors was made in the translation of adverbial modifier presented by Participle I Perfect (having + V-ed/V3), Participle I Passive (being + Ved/V3) and Participle I Perfect Passive (having been + V-ed/V3). Among the 2nd year future Specialists there were no correct answers in the translation of these structures and among the undergraduate Masters 7 out of 15 students did the wrong translation. The second most difficult for self-studying was the structure of the adverbial modifier with Participle II (when/while/if + V-ed/V3), 7 out of 14 undergraduate Specialists made mistakes in it. Adverbial modifiers expressed by an adverb, a noun with a preposition, a gerund with a preposition, and an infinitive with the particle "to" did not cause any problems in translation both for future Specialists and Masters. Such structure as Participle I (V-ing or when/while + V-ing) was translated with mistakes by five out of 14 students studying for a Specialist’s degree (35.7%). Thus, 72.4% of all tested students (21 out of 29) made mistakes when translating Participle I Perfect (having + V-ed/V3), Participle I Passive (being + V-ed/V3) and Participle I Perfect Passive (having been + V-ed/V3). 24% of all the students (7 out of 29) translated incorrectly the adverbial modifiers expressed by Participle II (when/while/if + V-ed/V3). The translation of Participle I (V-ing or when/while + V-ing) was difficult for 17% of all students (5 out of 29) (see Fig. 1).

80 70 60 50 40 30 20 10 0

number of mistakes (%)

Fig. 1. The adverbial modifier: the number of mistakes made by the students tested.

“The Attribute” table was given to the first-year Bachelor-degree students (28 people) and to the second-year Specialist-degree students (14 people). All of the first-year

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Bachelors mistranslated the attribute expressed by Participle II (V-ed/V3), especially the N + V-ed/V3 + V-ed/V3 structure. They introduced subordinate clauses instead of translating by the passive participle, in some cases translating the attribute with a predicate. 13 future Bachelors out of 28 made mistakes in the translation of the adverbial modifier expressed by the infinitive with the particle “to” (to V), ignoring the input of the attributive subordinate clause. 2nd year future Specialists demonstrated the following results: 5 people carried out the task successfully, 9 people translated Participle II (V-ed/V3) using subordinate clauses or substituting the attribute by the predicate. 3 students made mistakes when translating the infinitive with the particle "to" (to V). Thus, 88% of all students (37 out of 42) failed to translate Participle II (V-ed/V3) independently, especially the N + V-ed/V3 + V-ed/V3 structure. And 38% of the students (16 out of 42) made mistakes in the translation of the infinitive with the particle “to” (to V). All other attributive structures did not cause difficulties in translation, neither for Bachelors, nor for Specialists (see Fig. 2).

100 80 60 40 20 0

number of mistakes (%)

Fig. 2. The attribute: the number of mistakes made by the students tested.

5 Discussion The results indicate that the fewest mistakes were made in the cases in which syntax patterns of both languages (foreign and native) are similar, that is simple active ing-forms (Participle I and Gerund, meaning action in progress and process respectively). The difference in the number of mistakes in the case of Infinitive used as an attribute and an adverbial modifier can be explained via the same syntax pattern similarity. When used as an adverbial modifier, it syntactically resembles the corresponding Russian use, clearly meaning the purpose, thus making no difficulties for native Russian speakers. Whereas used as an attribute, it does not clearly manifest its meaning of the future action (i.e. action to be performed) for native Russian speakers who expect to use a different syntax model to express the same idea by means of their mother tongue. The same principle can be applied to explain a relatively significant number of mistakes in the case of Participle II used as an adverbial modifier. To a native Russian

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speaker, the corresponding Russian syntax model using subjects in both the main clause and the subordinate clause looks different from the English one and is perceived as confusing. It was grammar model tables that allowed students to compare the language structures being studied to the ones in their native language and differentiate between the two, thus facilitating both teaching process and foreign language acquisition. The significant number of mistakes in the case of analytical forms of Participle I used in the function of adverbial modifier (Participle I simple Passive, Participle I Perfect Active and Passive) can be accounted for their use of auxiliaries to produce verb forms and their relatively rare use in every-day English. It takes students time and effort to learn the aspect. Once they have had enough practice in within the written discourse, they start to recognize these structures more easily. The greatest number of mistakes accounted for the use of Participle II as an attribute seems to lie in the difference of corresponding syntax pattern in Russian, on the one hand, and grammatical homonymy of the verb forms of Past Simple Active and Participle II of regular verbs in English, on the other. Syntax models technique proved rather effective at such stages of teaching process as presentation and practice, though it was quite difficult at the production stage. Since an undergraduate curriculum requires a great amount of students’ self-study and does not provide plenty of time in the classroom, the syntax models also proved highly effective for use in electronic learning environment as they provide clear and logically structured presentation of target grammar material and a convenient instrument for both practice and testing. The number of exercises and tests done by the students in the classroom and at home was approximately equal, though it can be varied both ways if necessary. Syntax models proved highly effective when compiling sets of grammar exercises and tests, including those to be used in electronic learning environment. Generally, comparing and contrasting grammatical and syntactic structures while teaching adults a foreign language has proved effective.

6 Conclusion The experiment was carried out by the foreign language teachers of the Higher School of International Relations of Peter the Great Saint-Petersburg Polytechnic University and the Department of “Russian and Foreign Languages” of Emperor Alexander I St. Petersburg State Transport University. The results proved that this way of presenting grammar material is suitable for non-linguistics students. The students admitted that the information presented in the form of tables was easy to acquire as it was clearly and concisely given. We intend to continue implementing the syntax model technique since it proved timesaving, easy for the Russian-speaking up-to-intermediate-English students to understand, convenient for the students to use while dealing with research, engineering and academic discourse, and highly effective for the application in electronic learning environment. It appears to be the most beneficial for teaching written comprehension and production which constitute an important aspect of academic English.

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Acknowledgements. The Foreign languages department at Emperor Alexander I St. Petersburg State Transport University has been practising the mode of arranging teaching and test material via syntax models for many years. The authors would like to express thanks of gratitude to I.D. Fadeeva, N.G. Bubneva, V.N. Vladimirova who developed the syntax model tables and N.P. Yur’evskaya, I.M. Pavlova, I.S. Strezheleckaya who developed exercise and test format to match.

References 1. Balikaeva, M.B.: Teoriya formirovaniya inoyazychnogo professional’nogo samoobrazovaniya studentov VUZa [Theory of building foreign language-for-specific-purposes self-study process with university students]. In: Materialy dokladov regional’noj nauchno-prakticheskoj internet-konferencii «Samostoyatel’naya rabota studentov v usloviyah perekhoda na dvuhurovnevuyu sistemu VPO», pp. 6–8. RIC «Studiya razvitiya liderstva», Saratov (2012). (In Russian) 2. Brezhneva, T.B.: Metodicheskoe obespechenie samostoyatel’noj i samoobrazovatel’noj raboty studentov v processe obucheniya inostrannym yazykam v neyazykovom vuze [Methodological support for non-linguistics students’ foreign language self-study]. In: Aktual’nye voprosy uchebno-metodicheskogo obespecheniya processa obucheniya inostrannomu yazyku v neyazykovom vuze: Tezisy vystuplenij uchastnikov mezhvuzovskogo kruglogo stola, pp. 10–15. Orenburgskij institut (filial) Moskovskogo gosudarstvennogo yuridicheskogo universiteta imeni O. E. Kutafina, Orenburg (2016). (In Russian) 3. Pusenkova, G.A.: Samostoyatel’naya rabota studentov pri obuchenii anglijskomu yazyku [Students’ self-study in ELT]. In: Professional’noe lingvoobrazovanie. Materialy chetyrnadcatoj mezhdunarodnoj nauchno-prakticheskoj konferencii, pp. 309–331. NGLU, Nizhnij Novgorod (2020). (In Russian) 4. Jones, T., Farrell, S.: Does syntax bias serial order reconstruction of verbal short-term memory? J. Mem. Lang. 100, 98–122 (2018) 5. Kelly, M.A., Ghafurian, M., West, R., Reitter, D.: Indirect associations in learning semantic and syntactic lexical relationships. J. Mem. Lang. 115, 104153 (2020) 6. Franck, J., Rotondi, I., Frauenfelder, U.I.: Learning structure-dependent agreement in a hierarchical artificial grammar. J. Mem. Lang. 87, 84–104 (2016) 7. Goldberg, A.: Constructions at Work: The Nature of Generalization in Language. Oxford University Press, Oxford (2006) 8. Michaelis, L.: Making the case for construction grammar. In: Boas, H., Sag, I. (eds.) SignBased Construction Grammar, pp. 31–69. CSLI Publications, Stanford (2012) 9. Hoffmann, T., Trousdale, G.: The Oxford Handbook of Construction Grammar. Oxford University Press, Oxford (2013) 10. van der Spuy, A.: Construction morphology and inflection. Lingua 199, 60–71 (2017) 11. McKoon, G., Ratcliff, R.: Meaning through syntax: language comprehension and the reduced relative clause construction. Psychol. Rev. 110(3), 490–525 (2003) 12. Mak, W.M., Vonk, W., Schriefers, H.: Discourse structure and relative clause processing. Mem. Cognit. 36(1), 170–181 (2008) 13. Milivojˇcevi´c, M.: A Customized Approach To Learning German Grammar For Trainees In Technical Professions. In: INTED 2019 Proceedings, pp. 1110–1114. IATED, Valencia (2019) 14. Nasretdinova, R.R.: Problemy obucheniya grammaticheskomu aspektu yazyka [Grammar teaching issues]. In: Aktual’nye voprosy uchebno-metodicheskogo obespecheniya processa obucheniya inostrannomu yazyku v neyazykovom vuze: Tezisy vystuplenij uchastnikov mezhvuzovskogo kruglogo stola, pp. 88–94. Orenburgskij institut (filial) Moskovskogo gosudarstvennogo yuridicheskogo universiteta imeni O. E. Kutafina, Orenburg (2016). (In Russian)

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Interactive Technology in Teaching English Oral Academic Discourse to Master Students Olga A. Obdalova1,2

, Olga V. Kharapudchenko1 , Aleksandra V. Soboleva1(B) and Ludmila Y. Minakova1

,

1 Tomsk State University, Tomsk 634050, Russia

[email protected] 2 Tomsk Scientific Center SB of RAS, Tomsk 634055, Russia

Abstract. Modern educational paradigm based on the principles of learners’ initiative, focus on competences, computer-aided instruction requires designing of appropriate educational technologies that promote accomplishment of up-to-date top priority objectives of foreign language education. In the framework of this study, the authors examine and describe an interactive educational technology that aims at engagement of learners in the process of their professional activity integrated with the context of foreign language communication in the newly emerged forms by appropriate means of interaction. The paper focuses on specific features of the interactive technology that define content, approaches, methods and principles of teaching. The problem of determining the aspects of learning and teaching activities is discussed. The teachinglearning algorithm developed on the basis of the interactive technology is proposed. The algorithm involves application of several interaction-based methods, namely the project-based learning, tandem method, event-based learning, cooperative learning, and includes 12 steps. The major specificity of the teaching model manifests itself in the new-type nature of the teaching-learning process which takes place in the project-based research coworking. The results of the approbation have demonstrated that the interactive educational technology is characterized by a number of features, such as integrality, eventfulness, productivity, contextuality, contributing to the actualization of the subject position of Master students and their active verbal interaction. The results of experimental teaching have proved the effectiveness of the interactive educational technology in developing new types of communicative skills in Master students aimed at their ability to perform the function of confident interlocutors in academic communication. Keywords: Interactive educational technology · Project-based research coworking · Foreign-language science discourse · Context-based linguodidactic environment

1 Introduction Nowadays, carrying out research activities within global scientific community is impossible without mastering oral foreign-language scientific discourse as an effective means © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 54–63, 2022. https://doi.org/10.1007/978-3-031-11435-9_6

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of communication and promoting science and scientific results in various formats in the international arena by all subjects of research activities, of which graduate students become an active part. As it is claimed in [1], the reform of EFL Master students’ teaching needs complex methodology based on the recognition of such requirements as learner-centeredness, context-involvement, and discourse-integrated perspective. On top of this, researchers are ever more expected to clearly communicate in English not just within the scientific community but also with society as a whole. For several years great effort has been devoted to the study of teaching foreignlanguage discourse to undergraduate students. The focus of research has been on the discourse analysis phenomenology in foreign-language education [2–5]; specifics and quality of teaching professional communication [6–8]; didactic, psychological, pedagogical, organizational and methodical specificities of the educational environment design [9, 10]; the specifics of designing and developing educational technologies, the selection and evaluation of learning technologies [11–13]; theoretical aspects of multilevel foreign language training [14, 15]. The purpose of this article is to scientifically substantiate and present a methodology for teaching Master students an oral foreign-language scientific discourse based on an interactive technology. In the framework of this study, the authors examine and describe an interactive educational technology that aims at engagement of learners in the process of their professional activity integrated with the context of foreign language communication in the newly emerged environments, such as coworking, by appropriate means of communication. 1.1 An Interactive Technology The ultimate goal of teaching Master students a foreign language scientific discourse using an integrative technology is to develop their ability to use a foreign language as a means of implementing scientific research tasks. The core of the interactive technology is the concept of “interaction”. It implies joint behavior of people to pursue some goal. The purpose of interaction is to achieve the goal in cooperation with interested partners. We have developed a partner model based on interaction between Master students, undergraduate students, and a foreign language teacher (an EFL teacher) in grasping oral scientific discourse and skills of effective academic communication [16]. The suggested teaching framework is characterized by: 1) purposefulness (the desire of teachers and students to achieve a common goal); 2) motivation (active, interested attitude to joint activities); 3) structuredness (clear distribution of functions, duties, responsibilities); 4) consistency (coordination of the actions of the teacher and students at different stages of training); 5) organization (high organization of joint educational work of participants in the educational process; 6) effectiveness (the ability to achieve a result; 7) mutual responsibility for the results of educational activities. Another important feature of a novel-learning environment is that learning should be activated by engaging in real-world and personally meaningful context. Bringing real-life context and technology to the EFL curriculum is done through a number of ways. One of the ways is engagement of project-based learning (PBL). According to the foundations of the project-based method [17–19], project activities always result in creating a real product via cooperation [20] aimed at creating a specific product

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of collective project activities. In our study, we highlight the following key products: conducting an excursion to the laboratory, participating in a science slam, conducting an anti-lecture, delivering a popular science presentation for bachelor students, and reporting at a scientific conference. Thus, cooperation is carried out not only between students and an EFL teacher, but it also engages other actors, such as researchers, students of other groups and courses, who are interested in the theme. The next opportunity in implementing interactive technology is the use of tandem method [21]. Tandem language learning is known as a method of language learning based on mutual language exchange between tandem partners [22]. The tandem partners include the following individuals or groups as “an EFL teacher - a team of graduate students”; “an EFL teacher – students’ scientific supervisors/scientists of research laboratories”; “a Master student - a Master student”; “a Master student - a team of Master students”. According to this kind of learning organization, an EFL teacher guides the teaching in groups, individualizes the learning process, and helps Master students to interact with each other to achieve the planned goal. An EFL teacher also helps to create a comfortable psychological atmosphere in the group. The main functions that an EFL teacher should adopt in the new learning environment is that of a manager, consultant, facilitator, and moderator. At the same time, and EFL teacher continues to fulfill such functions as planning, monitoring, and assessment, which are considered traditional. In this case, the supervisors of students or lecturers of specialized disciplines act as consultants and experts. On the one hand, still another major characteristic feature of the developed teaching framework is its activity-related nature. The essence lies in engaging learners in doing and excavating knowledge, not just getting ready-made knowledge [23]. It helps to envisage the following characteristics to the learning environment: authenticity (students find themselves in a situation that reproduces real professional activity); problematic character (students need to solve a problematic professional task that requires interdisciplinary knowledge and the formation of various competencies); creating conditions for revealing the personal and creative potential of students (stimulating creative thinking due to the need to independently make decisions in real conditions of professional activity); the productive nature of educational activities. An interactive technology is integrative since it involves each participant in communication in a foreign language, when different types of speech activity are in demand; the actualization of speech activity is influenced by the context of scientific activity, the situation of communication and the personal tasks of each Master student within the chosen project [24, 25]. The specificity of the suggested EFT teaching framework is organization of a scientific-communicative foreign-language environment. Let us describe this kind of educational environment. Classroom and independent work is carried out in a scientific and project coworking space. Coworking is a specially organized environment with an open access for various research partners. The educational environment also includes two basic services, Moodle (learning management system) and VKontakte (online social media and social networking service) group. Importantly, the project-based research coworking space has all the necessary equipment, Internet access, and a comfortable

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setting for personal interaction. Subjects can stay in the scientific project coworking as long as it is required to solve the assigned tasks. The organized environment has an event-oriented character as well. It means that EFL teaching is handled as a series of events. In event technology, seven phases are distinguished, which encompass the design and implementation of the event process: “initiation start; preparation, start-up, action; aftermath and summing up” [26, p. 39]. Event-driven EFL learning within the suggested EFL framework involves participation in several scientific events in English, namely, a science slam, an anti-lecture, an excursion to a research laboratory, delivering presentations for bachelor students, and a scientific conference. A science slam is a new mode of science communication. It is organised as a stand-up battle between two scientists. This form of communication allows an easy introduction to the key scientific breakthroughs of our time. At the same time, it serves as a perfect way for disseminating knowledge [27]. Each speaker has only ten minutes to present his/her ideas in the most clear and short way. The audience will reward the most interesting and the wittiest presentation with the loudest round of applause. Conducting an anti-lecture aims at popularizing various fields of science. This is also a new form of science communication in the format of an audience-friendly talk, when a speaker conveys the significance of research to many users outside the field of research. Delivering a popular science presentation for bachelor students is an invaluable way to provide information about one’s research and the results achieved. This form of science communication requires a well-written, easily understandable popular science presentation, useful input regarding content, structure, and proper language. A final event of the teaching framework is delivering a report at a scientific conference. This form of science communication is well known and has been used in ESP teaching for a long time. The peculiarity lies in the fact that all the preparation for this talk is being done in an appropriate tandem using the coworking opportunities. The designed complex of events and learning factors enhances the learners’ possibilities to communicate in the professional, linguistic, personal, and environmental contexts. Summarizing what has been said, the interactive technology is defined as an integrative, contextual, event technology aimed at the formation of discursive skills that are part of the discursive foreign language oral scientific competency (hereinafter referred to as DFLOSC), through the embedding of a foreign language into the practice of scientific research work of Master students and using it as a means of joint activities of students and other participants of activity or event. The learning framework is based on engaging learners in the formed scientific and communicative foreign language environment, which is characterized by a high level of learner-centeredness and collaboration. The design of the educational process is done via a basic procedural component - an algorithm, based on productive purposeful activity contributing to the achievement of the planned results, which is described in detail in the next section. 1.2 Learning Algorithm Based on Interactive Technology The algorithm combines 12 steps into four stages: 1) preparatory, 2) search and research, 3) presentation (holding events), and 4) reflective. These stages represent a sequence of joint activities of the subjects of the educational process to master oral foreign-language

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scientific discourse and teach it on the basis of cooperation. Let us consider each of the stages. Stage 1 begins with updating knowledge (step 1). Classroom work in scientific project coworking is devoted to the analysis of actual discourse. At this stage, we apply the collaborative learning method. The next step (step 2) is planning a scientific event. Here students are offered a choice of two tracks. One track involves participation in project activities as part of a team of undergraduates, and the second - work based on individual project activities (step 3a). In the first case, group work is assumed based on the problem method and the project method. In the case of choosing an individual project (step 3b), the discussion takes place in tandem with a foreign language teacher and\or a supervisor. Stage 2 (search and research) involves drawing up and discussing a plan of project activities (step 4), searching and processing information (steps 5–6). Later, as a work in groups, an approximate plan of the event is recorded. When creating a product, students synthesize information. This stage involves the use of collaboration technologies. During classroom lessons in groups, students master the culture of mutual assistance, discuss important topics, evaluate each other’s knowledge. One of the most important parameters of team success is the individual contribution of each team member. At this stage, classes in a scientific project coworking with a group of students and their independent work are planned. From the point of view of event-based learning, advertising and PR (drawing attention to the event of the general public) of the event are important (step 7). One of the tasks that develop the skills and abilities of representing oneself and one’s organization in the international arena is to create an advertisement for one’s university, faculty and department in a foreign language. The beginning of the presentation stage (Stage 3) is the submission of the product of joint activities of graduate students with experts in relevant fields and an English teacher - in the form of a presentation and a presentation text in the Moodle system for verification by the supervisor and mutual evaluation by students (step 8). The next step is to speak in front of the group in which the student is studying (step 9). In the format of a general discussion, the results obtained are discussed, points of view are argued, and subsequently a common opinion is formulated. The next step is to present the product to different audiences (experts or undergraduate students) (step 10). Students are encouraged to pay special attention to the use of paralinguistic means of communication (at the preparation stage, a master class is held). At the stage of project presentation, final control is carried out. The work is evaluated by experts, undergraduate students, an English teacher as an equal member of the group, as well as representatives of other project teams. The fourth stage (Stage 4) is reflection. In scientific and project coworking, the difficulties of project implementation are discussed, strengths and weaknesses are considered (step 11) and the products are posted publicly (step 12). The instructor is only a member of these discussions. The assessment of the activity is given by the students themselves.

2 Methodology In order to test the technology, experimental training was organized on the basis of the faculty of Radiophysics at Tomsk State University (TSU). Experimental work was carried

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out in the 2019–2021 academic years in a real educational process. The verification of the developed EFL framework took place in the form of a teaching experiment in four groups (each divided into two subgroups) of Master students. The following methods of statistical analysis were used to test and confirm the hypothesis: the Student’s t-test when checking the hypothesis about the equality of means with different variances, the F-test of the hypothesis about the equality of variances, the Kolmogorov-Smirnov test controlling the hypothesis of data homogeneity, criteria for testing the normality of Cramer-Mises, Kolmogorov, Shapiro-Wilk, Lilliefors. 2.1 Participants In approbation of the developed methodology, 150 students of magistracy took part. 73 Master’s degree students participated in the experimental training. During the first year of experimental training, 17 students made up the experimental group (EG) and 17 students - the control group (CG) (34 students in total). During the second year, 20 students were involved in the experimental group and 19 students in the control group (39 students in total). The training of students from the experimental and control groups was different, while the data collection in the experimental and control groups was performed consistently.

3 Results The control cross-section was aimed at checking the level of formation of a discourse foreign language oral scientific competence and was fulfilled on the basis of descriptors of the discursive skills formation levels (1 - low, 2 - medium, 3 - high), presented in the “Common European Competencies of Knowledge of a Foreign Language: Study, teaching, assessment” [28]. The assessment was made for three groups of discursive skills: cognitive skills (the ability to create and understand scientific texts of different genres); communication skills (the ability to present the results of research activities verbally and interpret scientific information); interactive skills (the ability to conduct a discussion on scientific and professional topics; the ability to work in a team). The objects of control in experimental teaching were the selected groups of skills. The experimental learning results were statistically processed using the Microsoft EXCEL program. Table 1 shows the average values of the indicator of discursive foreign language oral scientific competence (DFLOSC) formation for 2 years of experimental training in control and experimental groups. The results of calculating the p-value and the accepted hypotheses about the difference between the mean a at the beginning and at the end of training, delivering p-value > 0.05, for the control and experimental groups of all years of training are shown in Table 2. According to the data obtained, using the teaching methodology based on interactive technology gave almost a twofold increase in DFLOSC in EG students compared to those in the CG both in the first year (an increase in DFLOSC of 0.690 points in the CG versus 1.240 points in the EG), and the second year of the experiment (0.643 versus 1.195

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O. A. Obdalova et al. Table 1. Average values of the indicator of DFLOSC formation.

Period of training

Group

The beginning of training

The end of training

Difference between the means

First year

Control

1.428

1.942

0.514

Experimental

1.442

2.543

1.102

Control

1.425

1.909

0.484

Experimental

1.460

2.545

1.085

Second year

Table 2. The results of calculating the hypothetical difference between the mean a and delivering p-value of t-criterion Period of training

Group

Hypothetical difference between the mean a expansion of average values of the indicator of DFLOSC formation

p-value

First year

Control

0.690

0.05

Experimental

1.240

0.05

Control

0.643

0.05

Experimental

1.195

0.05

Second year

respectively) with the same starting levels of DFLOSC for all groups by years of study. The resulting difference in indicators changes proved to be significant. We also studied the relationship between the initial and final levels of DFLOSC in students of control and experimental groups for both years of the experiment using the Shapiro-Wilk test (k) based on the construction of linear regression models of the form and checking their quality: DFLOSbeginning ≈ k · DFLO Sending + b

(1)

It was found that the final level of DFLOSC in the experimental groups is higher than in the control groups, moreover, in the control groups, the increase in DFLOSC was 35.9% in the first year of the experiment (coefficient k = 1.359) and 34.1% in the second year (k = 1.341), while in the experimental groups in the first year of study this increase was already 75.2% (k = 1.752), and in the second year - 73.1% (k = 1.731), hence the proposed methodology made it possible to almost double the learning outcome and the development of the selected skills. Statistical analysis proved that a higher level of DFLOSC formation is demonstrated by students of the experimental group in comparison with those of the control group, which were trained according to the traditional EFL teaching framework. It has been reliably established that a significant increase in quality indicators for all target groups of skills of discursive foreign language oral scientific competence is observed in the EG as a result of the use of teaching framework based on the designed interactive technology.

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4 Discussion This study can be of great interest to the professional community, since it raises and solves important tasks caused by the need to transform EFL education in the new conditions of technologization and digitalization of all types of activities. Considering that universities are restructuring their activities taking into account new development goals, according to the Priority 2030 Program [29], the training of graduates should contribute to increasing the scientific and technological potential of Russian universities to create new technologies, industries and competitive products; expanding interinstitutional networking; integrating university science with scientific organizations and the real sector of the economy; developing international cooperation. The teaching methodology, built on the basis of attracting a socialized open flexible well-organized infrastructure - scientific-project coworking, as shown by the results of experimental research, uses innovative flexible forms of socialized professional activity, which expand the formal framework of communication between learners and educators making the infrastructure of scientific communication more diverse. It establishes the personal meaning for a student and his/her success in a professional activity, which increases his/her motivation for learning a foreign language. Such a specially organized educational environment provides active co-organized activity of all the participants of the learning process involving cognitive, communicative and creative resources of the students’ personality. It is interesting to note that both the EG and the CG showed an increase in the level of developing all types of discursive skills (cognitive, communicative, and interactive) and discursive foreign language oral scientific competence in general. This can be explained by the fact that all undergraduates enrolled in their professional training programs are highly motivated to obtain a positive result of their education. On the other hand, a wellorganized system of foreign language training of TSU undergraduates also has a positive impact. However, at the same time, the experimental groups demonstrated the level of each group of skills and integrative DFLOSC formation much higher than in the CG. We explain this fact by the intervention of the interactive technology. Based on the results, we suggest that the interactive technology can contribute to the EFL teaching methodology and find practical application in teaching a foreign language science discourse to Master’s students.

5 Conclusion The creation of new active context-based communicative foreign-language environments based on interactive technology that promotes active professionally conditioned interaction is a new subject of research that is of considerable interest. Our research has clearly shown that this new type of educational environment forms a complex of organizational and educational conditions, contributing to the development of students’ professional competencies, inextricably linked with the ability and willingness to use a foreign language for the implementation of their research tasks. It extends the potential of the application of CLIL [1, 24, 25], project-based method [11], integrated learning [6], and tandem method [7, 21, 22] within a new interactive technology. The focus of our

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technology contributes to the involvement of students in foreign language communication bound with their scientific research, cognitive activity and mastery of oral foreign language scientific discourse. This new EFL teaching framework utilizes new genres of scientific communication, event-driven activity and situationally conditioned speech in English. This technology qualitatively changes the educational process, introducing various forms of joint activities into it that are in demand in the modern globalized scientific community. Further study of the issue is concerned with extending the research to the students of other majors and obtaining a larger dataset from a higher number of participants. Acknowledgements. This study was supported by the Tomsk State University Development Programme (Priority-2030).

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Implementing Face-To-Face Driver Approach to Teaching a Professionally Oriented Foreign Language to Non-linguistic Students Ekaterina Ivanova(B) , Marina Polyakova, Maria Abakumova , and Anna Bolshakova Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russian Federation [email protected]

Abstract. The paper is focused on one of the models of blended learning and its application in foreign language teaching. The Face-to-Face Driver model involves using various electronic resources, creating online courses as a backup tool in teaching a foreign language; at the same time, the main emphasis is placed on practical classroom activities. Electronic resources act as additional material for consolidating and expanding knowledge on a particular topic of face-to-face studies. Such course organization meets the requirements of teaching a professionally oriented foreign language, allowing students to master professional vocabulary in order to be engaged in professional communication. Implementing the Face-toFace Driver model helps to eliminate such difficulties as multi-level groups and a limited number of classroom hours. The paper describes the design of the blended Business English course specifically created on the basis of this model for teaching undergraduate students majoring in economics; it also provides data on the experiment conducted in pilot study groups. The results of the final testing conducted in the pilot and control groups showed that the students receiving tuition under the Face-to-Face Driver model coped with the test more successfully than the students under traditional training, proving the efficiency of blended leaning compared to conventional methodology. Keywords: Blended learning · Foreign language teaching · Professionally oriented foreign language · Face-to-Face driver

1 Introduction In modern higher education, the transition to new educational technologies using the capabilities of the computer environment is recognized as a priority. The concept of modern education considers e-learning as an integral part of the Russian higher education system. The experience of using distance educational technologies, in particular, blended learning, in Russian universities brings positive results, which proves the effectiveness of development in this direction [1–3]. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 64–73, 2022. https://doi.org/10.1007/978-3-031-11435-9_7

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One of the options for introducing e-learning into the university educational environment is blended learning. With blended learning, the integration of traditional forms of full-time education (lectures, seminars, laboratory classes) and e-learning takes place [4]. Blended learning is the preferred model for higher education, since it allows us to use the main advantages of the traditional and technological approaches and eliminate their weaknesses [5, 6]. In foreign language teaching, a blended model helps to boost students’ motivation for language learning [7, 8], to implement a learner-centered approach to learning [4], and to increase the responsibility of students and their interest in the learning outcome. It makes the learning process flexible and mobile, as students get access to training materials at any time convenient for them, without time restrictions for completing assignments, and in a convenient environment [6]. Students’ independent study becomes the prevailing type of activity, and in the classroom, the emphasis shifts from the teacher’s activities to the speech activity of students [9]. A variety of combinations of traditional teaching methodology and e-learning are applied in educational institutions. Analyzing the practice of blended learning in higher education, Horn and Staker [10] categorized different approaches into six models in accordance with an ICT integration level, classroom and distance work balance, and the range of control testing: Face-to-Face Driver, Rotation, Flex, Online Lab, Self-blend, Online Driver [10]. The Face-to-face Driver model implies that traditional face-to-face teaching prevails, and the majority of the curriculum is delivered through classroom teaching, whereas technology is used to supplement course material [11]. The purpose of this research is to verify the effectiveness of the Face-to-Face Driver model for teaching a professionally oriented English course to non-linguistic students majoring in economics. We focused on this particular model in order to make sure that it can fully meet the needs of students and language instructors. In comparison to general English course, Business English is more challenging for students because the content of the discipline and business vocabulary are relatively new to them; therefore, more teacher’s assistance is required. Due to this, in the Institute of Industrial Management, Economics and Trade (IIMET) at Peter the Great St. Petersburg Polytechnic University, the Face-to-Face Driver model was chosen as basic for a blended Business English course. The paper reports on the results of this pilot project.

2 Literature Review There is a number of studies on blended learning worldwide. Blended learning is now widely applied to foreign language teaching in the university environment. Such aspects of EFL as General English [12, 13], Academic English [14], Translation, Business English [15], and English grammar in context [16] are taught through this technology and report of better learning achievements and increased motivation of students. In this paper, we focus on teaching a professionally oriented English language to non-linguistic students. For Business English students, learning goals comprise not only practical English language competence but also intercultural business communication competence, extensive knowledge of professional business vocabulary, mastering the basics of oral and written business communication. Moreover, as modern professional

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communication requires extensive use of technology (e-mail, video-conferencing, presentations, etc.), blended learning can help to improve students’ computer literacy and prepare them for efficient communication in business environment [17]. Educationalists devise various approaches to Business English teaching through blended learning. Liang [18] applied a three-stage methodology with pre-class, in-class, and after-class activities, according to which students are introduced to learning materials online and via study apps, then discuss the topic and improve their knowledge in class, after this the Internet environment is used for knowledge transfer – students participate in discussions, study additional materials, their skills and knowledge are assessed [18]. A similar method was used by Yang and Gao [19], with the addition of an e-portfolio enabling teachers to monitor students’ learning achievements and enhancing students’ self-initiative [19]. However, such approach would be appropriate for study groups with sufficient level of language training. Often in Russian universities groups are comprised of students with higher and lower language proficiency; besides, sometimes professional disciplines follow the course of professionally oriented foreign language later in the curriculum. Therefore, it is vital that new vocabulary is introduced in the classroom, with teacher’s support and commentaries, whereas online activities should be introduced after this stage. Bykonia et al. [20] implemented a combination of ‘flipped classroom’ model, implying that theoretical concepts, grammar and vocabulary activities, web-based research etc. are presented to learners before classes in electronic form, whereas interactive, problemsolving, team work are performed face-to-face, and a specifically designed multimedia textbook. Experimentally proven results showed a substantial increase in students’ learning progress, business communication competence and motivation [20]. With such approach, the focus of Business English teaching shifted from conventional memorizing business vocabulary and grammar rules to solving cases based on real business situations and acquiring language skills related to students’ future profession. Yet, it could be argued that such organization of the learning process could have disadvantages, as some students could find it difficult to master theoretical material and vocabulary by themselves. Studies devoted to analyzing various model of blended learning are not numerous. Blinov et al. [21] reviewed academic research and practical application of blended learning models in Russian education and came to the conclusion that most Russian researchers take the Horn and Staker classification as a basis, selecting certain models from it, modifying and supplementing them with their own elements. In the papers on the practical implementation of blended learning in university teaching, the most frequently mentioned are the Rotation, the Face-to-Face Driver and the Flipped Classroom models [21]. However, this study is centered on statistical data and does not provide us with a detailed description of these models. Grechushkina [22] provided a comprehensive classification of models for integrating online courses into higher education, taking into account the typologies of Russian and foreign researchers. As a distinctive feature of the Face-to-Face Driver model, she points out the constant support of the teacher delivering the full-time course of the discipline. Other blended learning models are characterized by the periodic or partial support of a teacher or tutor in the form of consultations [22]. A teacher can choose the most

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optimal model depending on the goals and objectives of the discipline, the level of students’ knowledge and skills, as well as learning conditions. In Russian universities, when implementing blended learning for foreign language teaching, the Face-to-Face Driver and Rotation models are preferred, since they are most effective for the formation of communicative and information competence [23]. Despite the fact that there are some publications on blended learning models, they are mostly aimed at creating classifications, providing statistics, and developing theoretical basis. There is a lack of detailed practical studies showing how a particular model can be adjusted to specific purposes and how the learning process can be arranged. At present, when most universities have been forced to switch to distance and blended learning due to the Covid-19 pandemic, sharing practical experience would help to find an optimum solution.

3 Methodology The analysis of potential ways to adopt the Face-to-Face Driver model while teaching a foreign language made it possible to apply the given scheme in the discipline ‘Foreign Language: Professionally-oriented course’ for students at Peter the Great Polytechnic University. In accordance with this idea of a gradual transition to incorporating online activities into the curriculum, we developed a blended Business English course based on the Face-to-Face Driver model for the students of the Institute of Industrial Management, Economics and Trade (IIMET). The blended course was designed on the basis of the correlation between the study sections of the work program of the discipline and the needs of students to develop their skills in professional business communication. As part of the course design, validation and adoption, we have made an attempt to solve some of the significant problems we deal with in teaching the subject: study groups of students with different levels of language proficiency; a limited time of classroom work; a lack of parallel teaching of special subjects in foreign languages; the shortage of updated teaching materials covering narrow scientific fields and profiles peculiar to the institution. The course lasts for two terms, each one providing 72 h of classroom work. The distance learning course has been developed, tested and successfully used for each term. The curriculum covers four basic topics on Business English. Accordingly, the distance learning course for each semester includes four basic modules consisting of three sections: Vocabulary Skills, Reading Skills, Listening and Writing Skills. The Vocabulary Skills section is equipped with a glossary, which includes basic words and phrases related to the module’s topic. Students are to perform the following types of tasks: matching the words with their meanings; multiple choice; filling the gaps; word formation practice. The course is designed to study new material and fill knowledge gaps. Advanced students can improve their knowledge by completing more challenging tasks on various topics. So, for example, in this section students are to study idioms on the topic for further speech practice. In the classroom, students are encouraged to use this vocabulary in speech. In the classroom, the language instructor invites students to prepare presentations, make up dialogues, and discuss a problem in mini-groups. The online course helps to

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optimize the learning process, present similar and monotonous tasks in a computerized test form as part of an online course, and turn classroom exercises into interesting discussions. An online course allows students to prepare better for classroom work. In case of multi-national groups, a course can feature a file or page element with the next classroom agenda. This helps students to plan their activities and leads to better preparation and more active students’ classwork. In the Reading Skills section of each module, students are supposed to read texts related to a certain business topic. All the reading activities are relevant to students’ level of language proficiency. In the classroom, students are asked to exchange their opinions on issues covered in the texts. They can also work in small groups. Each group reacts to the content of the passage and reports to other groups with a summary of their findings followed by further class discussion. The third section focuses on developing listening and writing skills. It includes a wide range of monologues and dialogues on the topic under study, samples of various documents: reports, memos, formal letters, agenda, and so on. The online course provides the possibility to upload authentic examples of such documents.

4 Results To check the efficiency of implementing the Face-to-Face Driver model within blended learning, the research of control and pilot groups was carried out in IIMET of SPbPU in the first semester 2020–2021 academic year. Within a semester, 3 groups of the 2nd year students were under the traditional classroom approach (58 students), while other 3 groups (61 students) also used the distance learning course. The students were selected to have the same language skills corresponding to B1–B2 Intermediate Reference Level. Both the control groups and pilot groups were trained in the traditional mode of 4 h a week. However, the control group received the conventional homework. These students were expected to complete various tasks according to the course book: work with the text, do exercises to consolidate vocabulary or grammatical structures, or perform Internet research on the topic under study. The pilot groups were recommended to work with some sections of the distance learning course. Within each section, the language instructor could ask a student to complete a certain set of tasks, the choice of the task depending on the student’s level of language proficiency. There has been a trend to increase the number of hours working over the distance learning course. In the first week, the average amount of online work time was 1 h, and in the following weeks, online work time was gradually increasing. After 6 weeks, it peaked at 6 h. The curriculum of the course in the fifth semester provides for the study four basic topics, 18 h were allocated for the study of each one. After studying each module, the control and pilot groups were tested. Three pilot groups of (61 students) did the test online. Three control groups (58 students) took the test in the traditional paper form. Students were given only one attempt to pass the test; the test lasted for 45 min; students were not allowed to use any reference and training material. As a result of testing after each module, the following data were obtained. The threshold for successful result was 60%. Figure 1 shows module test results for the pilot

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and control groups. As it can be seen in the chart, the pilot groups passed the test more successfully, which indicates the effectiveness of working with the distance learning course and better learning.

Fig. 1. Module test results for pilot and control groups.

At the end of the semester, students were bound to take a final test in all four topics studied. Testing requirements were the same as for module tests. The threshold for successful result was 60%. The test assessment scale was 60–79% of correct answers – satisfactory, 80–90% of correct answers – good; 90–100% of correct answers – excellent.

Fig. 2. Final test results for pilot and control groups.

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As it can be seen in Fig. 2, 4 students of the pilot groups and 7 students of the control groups failed the test, 50 students of the pilot groups and 36 students of the control groups were able to achieve good and excellent results. Thus, comparing the results of the pilot and control groups, we can conclude that the students of the pilot groups succeeded in studying the course and showed a better result. Most students of the pilot groups managed to pass the threshold level and achieved sufficiently high results in final testing. When testing the control group, there was no trend towards a steady increase in test results. Accordingly, the Face-to-Face Driver model proves its effectiveness in teaching English for specific purpose.

5 Discussion The Face-to-Face Driver model in foreign language training has proved to be quite effective. A number of factors need to be taken into account at the stages of design, testing and adoption of online courses for this discipline. Moreover, there are some advantages of using the Face-to-Face Driver model in teaching ESP under a multicultural educational environment. Yang and Gao [19] claimed that the blended learning approach provides constant monitoring of students’ activities, and also contributes to the organization of independent students’ work. Bykonia et al. [20] specify the fact of optimizing the educational process through the use of different blended learning models. Blinov et al. [21] assert that some models of blended learning are easy to adapt in the shortest possible time to the needs of a specific student group. Thus, the following benefits of the Face-to-Face Driver model can be defined: – optimization of the educational process. The modern curriculum devotes a significant number of hours to self-study work, while the number of classroom hours is reduced. The distance learning course allows us to provide effective self-study work, make it interesting and effective. – flexibility of the learning model. The distance learning course involves asynchronous work, respectively, a student chooses the place and time of work with the course, as well as the duration of the studying process. – effective organization of self-study work. The educational platform Moodle provides the language instructor with a huge potential to organize students’ self-study work directly. A wide range of elements allow a language instructor to create different types of test assignments in order to maintain students’ interest. – maintaining constant feedback with the language tutor. The availability of advisory assistance is an essential part of the learning process. Maintaining contact with their language instructor is very important for foreign students, because a student can ask for clarification of any specific issue. – availability of effective tools for managing the educational process. The language instructor can carry out a systematic control of the students’ work, to test students with automatic verification. As all the results are posted in the distance course, students can always monitor their progress.

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Hence, indicated advantages of the Face-to-Face Driver Model require further discussion and development based on designing and testing an on-line course on a professionally oriented foreign language to non-linguistic students.

6 Conclusion As part of the Face-to-Face Driver model adoption, traditional classroom practical exercises are not replaced by online exercises. The language instructor uses online resources as backup means to organize individual students’ work. This lets us claim that this is the traditional learning model enriched by on-line learning elements. The model can be used to teach a foreign language in a non-core university. The research has shown that the Face-to-Face Driver model helps students with a lower language qualification overcome knowledge gaps in the discipline, whereas students with better language skills are able to expand their skills and improve their competence. Thus, those with a higher level of language proficiency can continue their studies at a faster pace. While the model provides vivid advantages, there is a drawback we cannot help mentioning. When teaching a foreign language in a non-linguistic university through a Face-to-Face Driver model, language instructors increase their burden of preparing for classes, because to design the course and upload tasks online takes considerable time. In order to achieve a result, a language instructor must always assess a student’s performance while taking an online course. It should be noted that the author of the course must constantly monitor the relevance of the tasks placed. This is the nature of a foreign language that makes the vocabulary and other language resources become obsolete very quickly, and there is a need to constantly update the course. Blended learning approach remains popular and continues to develop, partly due to the situation with Covid-19. The results of the study revealed that a specially designed course on the Face-to-Face Driver model is very effective in teaching non-linguistic students. Thus, the data obtained are of interest to the developers of such courses on a professionally oriented foreign language not only in Russian, but also in foreign universities. The analysis of the results received during the testing of online courses can form the basis of a global theoretical study on the Face-to-Face Driver Model.

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Grammatical Competence as a Key Instrument of Oral Discourse Development Lola K. Bobodzhanova(B)

and Alfiya F. Mamleeva

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

Abstract. The paper embraces a range of issues how to enhance oral discourse while teaching foreign languages to students majoring in linguistics. The provided analysis is based upon contemporary approaches related to oral discourse theories and methods developed. This research deals with the concept of teaching grammar to develop powerful students’ oral discourse and the ways of its efficient enhancement across all areas. It is often argued that incorrect grammar in oral speech could hinder the intended meaning, make powerful words less influential and vague, and sometimes completely distort the image of the speaker. The work discusses various reasons how correct grammar may become an indispensable tool for favorable outcomes and why correct grammar patterns are able to help to achieve reciprocity in various types of discourse by enhancing cohesion and coherence. It focuses on grammatical competence that is considered as a part of soft skills development since it is essential to provide assurance of leading abilityand help to develop a habit of logical and clear thinking. In should be noted that successful teaching grammar requires taking into consideration cultural values and culture-specific communicative behavior of the representatives of the corresponding linguoculture. Teaching grammar in cross-cultural context may help to avoid the hidden traps of intercultural communication. The conducted research explores the works of contemporary scholars in the fields of grammar, oral discourse, intercultural communication and critical thinking. The valuable strategies and techniques to strengthen and master students’ public speaking skills have been identified and analyzed. Keywords: Grammatical competence · Teaching grammar · Oral discourse · Public speaking skills · Cross-cultural context

1 Introduction No doubt, contemporary ways of teaching and learning grammar in its various forms have become an integral part of the process of acquiring foreign languages for students majoring in linguistics. Current approaches and methods to teaching and learning grammar are dramatically changing; thus, they have become the key instrument to develop communicative and professional competence. Contemporary tendencies within the new teaching paradigm demand taking into account the fact that correct grammar should be considered as a part and parcel of sophisticated rhetoric in the framework of foreign © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 74–83, 2022. https://doi.org/10.1007/978-3-031-11435-9_8

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language learning [1]. Due to the accessibility of different Internet tools, an education process has changed significantly, and many different toolboxes become available to enhance different stages of the teaching and learning activities. The new teaching paradigm established in the framework of globalization also presupposes critical thinking boosting which in its turn implies the reference to the old practices of teaching grammar and logic as well as bearing in mind culture-specific communicative behavior of the representative of different linguocultures [2, 3]. The specific objectives of the study are as follows: to analyze the peculiarities of the English and Russian linguocultures based on the examples of the use of various grammatical phenomena; to show why it is important to be aware of such idiosyncrasies to master public speaking skills; to prove why acquiring correct grammar is essential for oral discourse development based on critical thinking and logic [4, 5].

2 Literature Review Rhetoric that taught “to create and organize thoughts” has played an important role for many centuries. The idea of a close connection between grammar and logic goes back to the works of ancient grammarians. Even in the works of Aristotle, methods of producing fair judgments by means of language are discussed [6]. The history of grammar in the Middle Ages is marked by the time when logic began to penetrate grammar. The period of the end of the 13th century shows the synthesis between logic and grammar; modes of thought are managed by the formal structure of the language that serves to express them [7]. The full correspondence of the categories of logic and grammar is the basis for the Port-Royal grammar and the works of Buslaev [8]. Representatives of logics drew a parallel between the categories of subject, object, predicate, concept, judgment, inference, and the corresponding notions of a language. The narrowing of grammar to mean ‘the rules of a language’ came late in the 17th century to the study of English, and in the 19th century the words went their separate ways. Later, teaching grammar again became the integral part of rhetoric and logic. One of the most useful ways of speech and grammar development was chria. It was considered as a particular combination of one of the “common places” present in any literary work [9]. When preparing for a speech, a speaker would accurately work out the construction of the speech on the examples of chria. Reasoning aims to explain, prove or refute the initial thesis. In modern rhetorical studies, chria is a reasoning that explains or proves any position, thesis or statement. Teaching grammar implies a strong connection between learning grammar and developing logics. This close tie underlies the notion that good argumentation and success in speaking are impossible without proper wording and understanding the function of each word in a sentence. Such knowledge is a part and parcel of successful oral discourse enhancement. Many scholars note that there has been a significant interest in teaching and learning grammar taking into account various culture-based grammatical structures produced by native speakers [10–14]. A lot of research dealing with linguocultural issues demonstrate that teaching and learning grammar should include knowledge that the national mentality and national character have a great impact on grammatical structures performed by representatives of different linguocultures [3]. The consideration of grammar with

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the purpose of revealing the nationally conditioned correlations between a language, ways of thinking, a set of values, and behaviour patterns was repeatedly undertaken by Whorf, who wrote about the links between cultural norms and various grammatical phenomenon [8]. Without knowledge of foreign linguoculture, it will be impossible to carry out successful communication in the context of a modern dialogue of cultures, which involves understanding ourselves as the subject of national culture and the representative of a multicultural world society [15–18]. Accordingly, increasing intercultural knowledge as well as developing the skills of accommodation in intercultural contexts result in successful intercultural communication [19]. The contemporary oral discourse has changed dramatically since cross-cultural component is regarded to be the integral part of the successful development of the communicative competence. To compare the English and Russian grammar, it is very interesting to mention some grammar phenomena that illustrate how grammar is connected with national thinking as well as particular characteristics of communicative behaviour. For instance, using modal verbs and the imperative mood demonstrates the attitude to personal freedom and autonomy. Individualistic worldviews are reflected in the categories of the article, gender and various diminutive-hypocoristic suffixes. It is also possible to trace some cultural differences in punctuation and the strictly fixed order of words as well as in the structures of grammatical sentences that are dominated by nominativelike and dative or dative-like constructions [11]. The syntax of languages also reflects peculiarities of the mentality and various cultural assessments. Such various grammar phenomena demonstrate particular ways of thinking, cultural values, as well as the specific communicative behaviour of the representatives of the English and Russian linguocultures. Let us consider some particular examples that demonstrate how the knowledge of linguocultural aspect is reflected in the use of various grammar phenomena. While comparing the features of the English and Russian linguocultures, it is important to focus on the usage of various grammar phenomena that contain rich information dealing with particular ways of thinking, various cultural values, national character, and the specific communicative behavior [3, 4]. According to the comparative analysis of the syntax by Wierzbicka, the Russian and English languages are based on diametrically opposite cultural values. The syntactic typology of languages supposes two approaches to life: one can consider human life from the position “what I do”, i.e. adhere to an agent orientation, and the other can approach human life from the position “what will happen to me”, following a patient (passive, patient-related) orientation. Thus, the English language is regarded to be an agent-oriented language while the Russian language is a patientoriented language [5, 10]. Modality is expressed in Russian impersonal utterances by means of dative and dative-like constructions. Such constructions indicate the collectivism of the Russian linguoculture within the syntax. Using impersonal constructions is preferable, and the semantic subject is expressed as a rule by an objective case. Within the Russian linguoculture, the concept of collectivism is mainly presented by impersonal sentences since the subject is expressed implicitly. The structure of the Russian sentences may be explained by national mentality, some sort of fatalism and the passive perception of the surrounding world that mostly prevails in the Russian linguoculture [11]. In fact,

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the representatives of the Russian linguoculture perceive the world in such a way that all events occur without their interference and people cannot control them; therefore, impersonal sentences and passive constructions are not only considered to be the norm but also take a dominant position. Moreover, in oral and written discourse such structures are very productive. In its turn, the obligation and impossibility in the English language are transmitted in the English utterances through various personal nominative and nominative-like models [11]. It is explained by the fact that in English, most events are presented in such a way that people control them; thus, their expectations and hopes are within their power. Such a discourse demonstrates that the English egocentrism is vividly manifested in the authentic syntactic constructions [2, 11]. Many syntactic constructions contain cognitive structures, which makes it possible to consider them as one of the ways to express the language picture of the world and associate the choice of any syntactic structure with the national and cultural values of the representatives of a particular linguoculture [20]. The worldview based on respect for personal autonomy and the right of every individual to independence is clearly manifested in the use of some English modal verbs. For this very reason, such a fundamental cultural value as personal autonomy can be violated by their incorrect use; for example, not all grammars indicate the fact that the use of the second person pronoun in the combination with a modal verb, even with a modal verb “should”, indicates that the speaker perceives his or her position as allowing him or her to dictate the behaviour of the hearer [5]. While enhancing grammar competence, it is possible to trace some cultural differences in the punctuation rules of the English and Russian languages; namely, the use of an exclamation mark that much more often used in Russian than in English. An exclamation mark is placed in the Russian utterances after addressing people in business, private, official correspondence, while in English there is a comma in these cases. It may also indicate a greater emotionality of the representatives of the Russian linguoculture [11]. However, these differences in written discourse may lead to some misunderstandings, even to cultural conflicts, since the representatives of the English linguoculture may not understand such using of exclamation marks, especially with regard to business correspondence; therefore, the use of the exclamation mark instead of the usual comma may seem offensive and even disrespectful. The exclamation mark is used in English less often, since the representatives this linguoculture are not inclined to demonstrate their feelings [4]. Cultural and linguistic peculiarities of the English and Russian oral discourses are indicated in the examples of using the imperative mood. Some scholars consider that using the imperative mood allows influencing the distribution of communicative roles in different ways. It may even initially put the speakers above their interlocutors, and therefore it must be used very carefully [11]. The Russian discourse is characterized by a higher vertical distance, the lack of personal autonomy, etc.; thus, the imperative mood is frequently used, and the desirability and undesirability are formulated in regulations or prescriptions. In its turn, the representatives of the English linguoculture tend not to demonstrate their superiority. Equality and respect for personal independence is expressed in the desire to reduce any impact on their interlocutors. In English, negative

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constructions are regarded as the reflection of positive thinking, and it demonstrates socio-cultural values and the culture specific communicative behavior [4]. The grammatical category of gender, using articles and diminutive-hypocoristic suffixes demonstrate a different level of emotionality of the representatives of the English and Russian linguocultures. For instance, diminutive-hypocoristic suffixes allow expressing the necessary subtleties and nuances in the authentic Russian speech. Such suffixes as a rule show love, respect, and friendly attitude to the people and the surrounding world [21]. In the English language, the use of diminutive-hypocoristic suffixes is the exception rather than the rule. It may create some cultural misunderstanding in translating, since it is sometimes extremely difficult to find the corresponding equivalents in the English language and convey all the shades of meanings that they express. The rare use of diminutive-hypocoristic suffixes in the English discourse does not encourage expressing emotions and prefers showing restraint, self-control, etc. [5]. In its turn, the grammatical category of gender that is presented by three cases (masculine, feminine and neutral) in the Russian grammar and using indefinite and definite articles in English is another key difference in the expression of emotions in the linguocultures discussed [3, 5]. Using articles demonstrates the central place of the individual in the English linguoculture: they are necessary for the English discourse in the same way as the category of the gender for the Russian one. The grammatical category of the article in English is obligatory and unchanging. Articles do not allow singling out or pointing to one specific person, place or thing without indicating their sign, meaningful for the representatives of the English linguoculture [5, 21, 22]. All these peculiarities lead to a lot of problems with teaching the use of English definite and indefinite articles and the Russian diminutivehypocoristic suffixes, as well as the use of the gender in both languages. Consequently, teaching and learning grammar in cross-cultural context not only help to produce correct grammar patterns and avoid the hidden traps of intercultural communication but also to enhance grammatical competence and develop successful oral discourse. As the result, it may be concluded that differences between the English and Russian communication behavior are not at all accidental but quite regular. They depend on the type of culture, values, understanding of politeness and politeness strategies [4, 22]. English culture-specific communicative style can be described as person-oriented, indirect, nonimposing, and expressive. In describing Russian culture-specific communicative style, it is necessary to note that it is status-oriented, close, emotional, moderately expressive, and imposing.

3 Methodology Today, a range of various methods of oral discourse development aimed at the enhancement of students’ rhetorical competence is used, so that they can carry out effective communication in oral form. Persuasive speaking is necessary in various situations such as performing public speeches, taking part in arguing, etc. Thus, rhetoric is the key to develop effective public speaking skills where logic and coherence of the speech are obligatory [23]. Practical classes of oral discourse include various forms of work: communication and speech trainings (development of spontaneous speech, modeling and

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acting out various situations of communication); rhetorical games; speech technique trainings; delivering various types of public speeches (entertaining, informing, arguing) and their analysis and introspection; analysis of video recordings of public speeches in films and TV programs, speaker competition, etc. Modern higher education institutions are supposed to prepare young people for constant self-improvement, inspire them to desire and be ready to delve into permanent self-educational activity, and equip them with the necessary skills and abilities. Contemporary requirements for the communicative competence presuppose consistency in teaching and knowledge systematization, and long-term training in the acquisition of skills [1]. According to Thombury, the grammatical competence is the level of mastering the basic code of a language – its grammatical rules, word formation, sentence structure, and vocabulary [24]. Bim notes that grammatical competence is the ability to produce linguistically correct sentences and statements in an unlimited number [25]. Thus, grammatical competence may be considered as the ability to communicate expediently and situationally adequate use of foreign language grammatical knowledge, skills and abilities in order to implement one’s speech behavior in a given foreign language in the process of communication. Grammatical competence presupposes the formation of a linguistic personality’s readiness and ability not only to understand, but also independently express a certain meaning, in the form of phrases and sentences, using the system of grammatical rules. However, it is believed that speakers are created only in real practice. Koshansky argued that in order to speak well one must write and read well, and those who have not practiced composing educational essays will neither be firm in the syllable nor write coherently [9]. Logics and grammar play an important role in the development of oral discourse. Since the judgments of logic express the attitude of our thoughts to reality and they are characterized as true and false, logic has priority in rational argumentation [26]. The most convincing arguments are facts, but they must be properly worded and phrased, and this can only be achieved with the help of grammar. Good argumentation is achieved through logically correct reasoning, in which conclusions are inferred or supported by true premises. It is necessary to highlight that applying effective approaches and methods of teaching grammar and their implementation into the teaching process are crucial for the development of oral discourse, since it helps to create sophisticated public speaking skills, as well as it may be considered as a cornerstone for mastery of argumentation and logic [23]. Developing the skills of public speaking has become an integral part of the contemporary teaching paradigm and teaching foreign languages, in particular. Since grammar is a powerful tool that helps to construct persuasive, convincing and well-organized patterns, enhancing grammatical competence is needed to facilitate oral discourse development while teaching and learning grammar in the framework of oral discourse development and the implementation into the teaching process. Rhetoric, being the key instrument to develop effective public speaking skills, allows producing logical and coherent public speeches [23]. Thus, special strategies and techniques are necessary to develop and strengthen students’ public speaking skills, as well as to master a habit of logical and clear thinking.

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4 Results and Discussion It should be noted that enhancing grammatical competence helps to develop powerful students’ oral discourse in all content areas. Incorrect grammar in oral speech might extremely hinder the intended meaning and even distort the image of the speaker. Using correct grammar rules may help to avoid clumsy constructions and ambiguity in utterances [27, 28]. Thus, acquiring good grammar skills may become an essential tool for favourable outcomes, and proper grammar patterns might assist to achieve reciprocity in various types of discourse by enhancing cohesion and coherence [16]. In addition, well-developed grammatical competence is crucial to provide logical and clear thinking. Being the art of argumentation, rhetoric is closely connected with correct grammar, since it is impossible to produce persuasive messages to convince the audience [1]. Today, classes on developing public speaking skills have become far less common, but the need for these skills in everyday life has never diminished. In the era of YouTube, this need has only increased; if we want to share our message, we must be able to present ideas in front of an audience with clarity and ease. When speaking, one should bear in mind that the audience will only have one chance to understand what we say. It is critical for our speech to have a clearly articulated argument and be well-organized [1]. The speech should also have a clear structure, with “signal phrases” that let the audience know when the speaker is moving from one idea to the next: thus, correct grammar is a key to a successful utterance. In addition, it is necessary to note that when the audience represent the different linguoculture, constructing utterances demand observing cross-cultural differences of various grammar phenomena and culture-specific communicative behavior [4]. In intercultural communication style, differences may lead to some communicative misunderstandings and failures: one of the reasons is that people from different cultures perceive the process of interaction within the framework of their own culture and expect similar behaviour from others [11, 22]. Obviously, a person who has a poor command of the foreign language, and those who have just learned its grammatical foundations, can perform a speech action. It is enough for them to communicate with approximately correct grammatical structures, while observing the elementary rules of speech behavior. The statement will be unnatural, but it will still take place [29]. The categories of rhetorical stylistics are not represented in every utterance, and the composition of the utterance may simply coincide with the grammatical form of the sentence. One of the most effective, persuasive and strong tools to develop public speaking skills is chreia or chria [30]. By means of this tool, it is possible to construct well-organized and clearly expressed utterances that are extremely needed to create eloquent public speeches. Chria has a great potential in the contemporary education system, as it can easily show how to create good speeches with strong logics, good argumentation, and correct grammar. Creating chrias can help to develop critical thinking, as beyond clarity and propriety, they suggest brevity. The analytical approach, which is essential for critical thinking development, begins with a general overview followed by gradual decomposing of a concept, breaking it into parts. It is the synthetic level that starts from the indivisible copulating parts and goes back to the common beginning. While analyzing and creating chrias, it is essential to be able to decompose the parts, first the main ones, then the secondary ones, and finally, disassemble them to the smallest ones. Here the knowledge of correct grammar is indispensable. According to

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Koshansky, the science of rhetoric identifies the following parts in the chria: introduction, cause, opposition, similarity, example, evidence, conclusion [9]. Thus, chria is a certain set of techniques to develop the proposed topic. Used for educational purposes, the collections of chrias were popular. The main requirement in its creation is to make a clear and concise thesis, which will subsequently be revealed and proven or refuted [31].

5 Conclusion Grammar possesses high stylistic potential both on the level of morphology and syntax, in particular, it is fulfilled by means of figures of speech; thus, acquiring correct grammar is a powerful instrument to craft public speech. Good oral discourse displays grammatical and rhetorical properties. It is important to apply special strategies and techniques to develop and strengthen students’ public speaking skills, as well as to master a habit of logical and clear thinking. Correct grammar may become an indispensable tool for favourable outcomes, and proper grammar patterns are able to help to achieve reciprocity in various types of discourse by enhancing cohesion and coherence in students’ oral speech. One of the powerful tools for developing the habit of strong oral discourse development is chria that is the speech which contains the sequence of the main rhetorical arguments. Created for pedagogical purposes – to teach the student to make a complete set of arguments and arrange them in the most appropriate order – it may be regarded as one of the most effective ways to construct a strong argument. Chria is essential for the development of oral discourse, critical thinking and grammar competence, as it presupposes closely connected analytical and synthetic activities, as well as deep penetration into linguacultural issues, which are vital for the creation of powerful speeches in the modern globalized world. It should be added that successful teaching and learning grammar in cross-cultural context allow producing correct grammar patterns, as well as the competence and consciousness of cultural differences help to avoid the possible misperception and the hidden traps of intercultural communication. The nature of the grammatical material can exert a great influence on the reciprocal perception of the representatives of various linguocultures. Therefore, effective teaching grammar requires taking into consideration cultural values, national character and specific communicative behavior of the representatives of the corresponding linguoculture. Teaching grammar within cross-cultural context may become an indispensable tool for favourable outcomes, and the ability to produce correct grammar patterns may help to achieve reciprocity in various types of discourse by enhancing cohesion and coherence. Knowledge of peculiarities of culture-specific communicative styles is a vital component of the grammatical competence required to function successfully within cross-cultural contexts. All this contributes to the concept of teaching and learning grammar to enhance the level of the grammatical competence and develop successful oral discourse, as well as the ways of its efficiency enhancement and development across all content areas.

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References 1. Chernyavskaya, V.E.: Cultural diversity in knowledge dissemination: linguo-cultural approach. In: Proceedings of the 3rd. SGEM International Multidisciplinary Scientific Conference on Social Sciences and Arts, pp. 443–450. Albena, Bulgaria (2016) 2. Gladkova, A., Larina, T.: Anna wierzbicka, words and the world. Russ. J. Ling. 22(3), 499–520 (2018) 3. Maslova, V.A.: Kharakter kak rezul’tat vzaimodejstviya lichnosti, naczional’nogo yazyka, czennostej I ustanovok kul’tury [Character as a Result of Interaction of Personality, National Language, Values and Cultural Attitudes]. Vestnik Moskovskogo gosudarstvennogo oblastnogo universiteta. Seriya: Lingvistika 2, 6–15 (2021). (In Russian) 4. Larina, T.: Culture-specific communicative styles as a framework for interpreting linguistic and cultural idiosyncrasies. Int. Rev. Pragm. Commun. Styles Genres 7(2), 195–215 (2015) 5. Larina, T., Ozyumenko, V., Kurteš, S.: I-identity vs we-identity in language and discourse: anglo-slavonic perspectives. Lodz Pap.Pragm. 13(1), 109–128 (2017) 6. Furley, D.J., Nehamas, A.: Aristotle’s Rhetoric: Philosophical Essays. Princeton University Press, Princeton (2016) 7. Visser, J., Lawrence, J., Reed, C., Wagemans, J., Walton, D.: Annotating argument schemes. Argumentation 35, 101–139 (2020) 8. Mangenot, F.: Writing and social media: which website types for which scaffolding? In: Plane, S., et al. (eds.) Research and Writing: Multiple Perspectives, pp. 401–413. The WAC Clearinghouse, Fort Collins, Colorado, and Centre de Recherche sur les Mediations, Metz (2016) 9. Koshansky, N.F.: Ritorika [Rhetoric]. Russkaya panorama: Kafedra, Moscow (2013). (In Russian) 10. Wierzbicka, A.: Ponimanie kul’tur cherez posredstvom klyuchevyh slov [Understanding Cultures through Their Key Words: English, Russian, Polish, German, Japanese]. Oxford University Press, New York (1997) 11. Visson, L.: Russkie problemy v anglijskoj rechi. Slova I frazy v kontekste dvuh kul’tur [Where Russians Go Wrong in Spoken English. Words and Phrases in the Context of Two Cultures]. R. Valent, Moscow (2015). (In Russian) 12. Elizarova, G.V.: Kultura i obuchenie inostrannym yazykam [Culture and Teaching Foreign Languages]. KARO, St. Petersburg (2005). (In Russian) 13. Leontovich, O.A.: Russkiye I amerikantsy: paradoksy mezhkulturnogo obshcheniya: Monografiya [Russians and Americans: Paradoxes of Intercultural Communication, monograph]. Gnozis, Moscow (2005).(In Russian) 14. Ter-Minasova, S.G.: Vojna I mir yazykov I kul’tur» Voprosy teorii i praktiki mezh’yazykovoj i mezhkul’turnoj kommunikacii [War and Peace of Languages and Cultures]. Slovo, Moscow (2008).(In Russian) 15. Whorf, B. L.: Science and linguistics. landmarks of american language and linguistics. In: Smolinsky, F. (ed.) A Resource Collection for the Overseas Teacher of English as a Foreign Language. US Information Agency, Washington (1993) 16. Abrams, Z.: Intercultural Communication and Language Pedagogy: From Theory to Practice. Cambridge University Press, Cambridge (2020) 17. Fisenko, O., Belous, A., Vukolova, E., Sycheva, I.: Developing grammatical competence at the stage of pre-higher education training. Propósitos y Representaciones 9, 100–103 (2021) 18. Akopova, M.A., Chernyavskaya, V.E.: Evaluation of academic science: perspectives and challenges. J. Eval. 2, 348–357 (2014) 19. Holliday, A.: Understanding Intercultural Communication: Negotiating a Grammar of Culture. Routledge, London (2013)

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TED Talks as a Means of Developing Public Speaking Skills at English Classes in Technical Universities. (Pragmalinguistic Aspect) Ellina A. Sidelnik1

, Natalia S. Lutsenko2(B)

, and Tatiana V. Germanovich3

1 Southern Federal University, Rostov-on-Don 344006, Russia

[email protected]

2 Moscow Institute of Physics and Technology, Dolgoprudny 141701, Russia

[email protected]

3 Moscow University of Civil Engineering, Moscow 129337, Russia

[email protected]

Abstract. The paper discusses issues related to the analysis of TED Talk speeches in English. During English classes, students of technical universities work in the genre of oratory in front of a targeted audience with the presentation of their scientific idea. In achieving this goal, it seems relevant to work at the level of the text itself and a small predicative unit (SPU). The analysis of the speech based on the pragmalinguistic aspect of the author’s emphasis on the utterance elements by special speech means is viewed as accentuation. The analysis based on the author’s formation of the text recipient’s attitude to the speech utterance is viewed as expectation. Both influential strategies are implicit and conative. One of the tasks of the addresser of a Ted conference is the impact on the text recipient when implicit intentions of the author of the text are realized. We analyzed a TED Talk according to the implicit influential strategy: the text was divided into SPUs, analyzed for the presence of markers of the strategy under consideration. The results obtained, summarized and analyzed, allow us to deduce the average speech-genre behavior of the speakers and their individual speech behavior. Thus, students, due to the pragmalinguistic experiment, can evaluate the typical behavior of the speaker. This experience can be used to prepare students to create their Ted conferences for educational purposes and develop students’ skills in handling influential speech tips. Keywords: Public speech · Pragmalinguistic aspect · Ted Talk · Influential strategy · Accentuation · Expectation

1 Introduction Learning a foreign language has undergone many changes in recent years. Currently, there is no need to convince students of the importance of learning a foreign language to such an extent that they can use it as a means of communication. Such a need arises in the natural course of events in the life of students: online communication, participation in © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 84–90, 2022. https://doi.org/10.1007/978-3-031-11435-9_9

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international events (conferences, festivals, grants, competitions, trainings, internships abroad, etc.), short-term and long-term study abroad. With the necessity of language learning in an online format, the issue of providing students with communication skills using Internet technologies is especially acute. The Internet is becoming a regularly used resource for implementation of the main aspects of education. In the current situation of forced non-contact education, it is necessary to approach the use of the Internet resource creatively, methodically and competently, and apply all available technologies that help preserve and increase students’ interest in the discipline. The current situation in the educational environment, on the one hand, and almost unlimited possibilities for university students in working with technical means, on the other hand, lead to the need of finding such teaching methods that will help in the formation of communicative competence using the creative potential of both students and teachers. The communication style of students as a whole dictates the development of necessary skills: the ability to speak in public, involving listeners in your story, and demonstrating persuasive skills, is becoming increasingly important. The article presents a pragmalinguistic analysis of one of the English-language TED Talks from the point of view of the author’s emphasis on the utterance elements by special speech means and the author’s formation of the attitude of the text recipient to the speech utterance. A TED Talk is an author’s presentation with an impactful (influential) speech in the field of economics, education, science, technology, culture, etc. The main goal of a TED conference is to spread unique unbiased ideas. We consider one of the tasks for a text author is influencing the recipients of the text, their thoughts, feelings, perceptions, and attitudes. Thus, the author forms the attitude of the text recipients to their speech. The maximum communicative effect is achieved by focusing the attention of the text recipient on the most significant elements of the statement from the author’s point of view. The speaker forms the recipient’s attitude to their text by using special means. In most cases it is done intuitively and unintentionally. The implementation of implicit intentions of the speaker at the moment of utterance takes into account not only the grammatical structure of sentence, but also the pragmatic articulation of utterance. Both influential strategies (the author’s emphasis on the utterance elements by special speech means and the author’s formation of the text recipient’s attitude to the speech utterance) are implicit and conative.

2 Literature Review The choice of Ted Talks for analysis is not accidental. In teaching English, this is a popular source of information and an example of the public speaking genre: it is accessible, free, and diverse. TED talks are lectures given by the smartest and most famous people on the planet since 1984. The decoding of this abbreviation sounds like Technology, Entertainment Projects, Design. The first letters of these words gave the name to the event. The main motto of these conferences is “ideas worth spreading”. If we want to find information on any topic, it is enough to type TED and keywords on the topic of interest in a search engine. TED ED is a separate educational project from TED.com (the official TED website). TED lectures attract students because TED lecturers are brilliant public speakers, extraordinary individuals who are experts in a particular field.

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Here are some of the benefits of TED conferences for classroom work with students: 1. They are short, which is important for today’s youth, who know how to value their time and were brought up in a culture of memes, viral videos, list articles, etc.; 2. Lecturers speak a simple and understandable language, take their time; their task is to convey a unique idea to the audience without spilling the nuances of meaning; 3. Interesting facts are given that students did not pay attention to in everyday life; 4. Non-trivial presentation of the material; 5. The use of visibility, which is an important point for visuals; 6. Illustration of an idea using an example from one’s own experience, i.e. practical approach; 7. Interactive communication with the audience even on the other side of the screen; 8. Authenticity of the material; 9. Motivating students to create their own TED Talks. Many linguists and other stakeholders have analyzed the structure and content of Ted conferences [1–12]. Most experts recognize Ted conferences as a unique opportunity to convey thoughts to the audience, to gain practical public speaking skills. When publishing Ted conferences in the media, the authors of the text, including students of technical universities, receive feedback in the form of comments. If we consider the format of these conferences for teaching English, then the use of the Ted speech appears as a starting discussion of the topic in the audience with the participation of listeners as a type of learning activity after the speaker’s speech. The speaker also gains skills in working with a presentation of an academic orientation. When answering questions after the speech, the author demonstrates the skills of spontaneous speech, quick reaction, the ability to emerge victorious in the proposed circumstances. This is a good training of both prepared monologue speech (TED speech) with a demonstration of moderate academicism in speech and acceptable spontaneity (the text is not read, but reproduced with little or no reliance on prompts), and the practice of unprepared spontaneous speech when answering questions.

3 Methodology This article presents a pragmalinguistic analysis of English-language TED Talks from the point of view of the author’s emphasis on certain elements of the utterance and the author’s formation of the recipient’s attitude to the speech utterance. Both influential strategies reveal the art of oral speech and give the clue to understanding the best oratory techniques. This analysis makes it possible to present the merits of the TED conference from a linguistic point of view. Students in such a study feel linguistic nuances, learn to navigate in a foreign text, comprehend influencing strategies. The maximum communicative effect is achieved by focusing the text recipient’s attention on the most significant elements of the statement from the point of view of the author. In order to realize the implicit intentions of the speaker, the utterance is arranged taking into account not only the grammatical structure of sentence, but also the pragmatic articulation of utterance. By emphasis (accentuation) we mean the selection of text elements using special speech

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means. It is aimed at a specific audience in order to establish a relationship between the speaker and the listener. An important role in accentuation is played by the actual division of the sentence or division into theme and rheme [13]. The traditional theme-rheme arrangement is not diagnostic from the point of view of the speaker’s communicative intention. In its turn, the inverted order of utterance – the rheme-theme – is a diagnostic aspect and is subject to analysis. The problem of accentuation is considered by us within the framework of an implicit influential strategy “emphasis by the author of the elements of a speech utterance” [14, p. 125]. This strategy considers 3 aspects: 1) focus of attention of the addressee on the beginning of a small predicative unit or small syntactic group (MSG); 2) accentuation by the author of the utterance elements with special speech signals; 3) accentuation of the statement elements at the end of the MSG. With the help of a pragmalinguistic experiment, we previously identified the markers of the above strategy aspects: 1) For the first aspect: a common subject, a common indirect object, an emphasis on some details of a speech utterance, clarifications expressed by adjectives and adverbs, an interrogative word, changing the order of words in a sentence and placing the predicate in the first place, using the imperative, using appeals; 2) For the second aspect: the use of infinitive groups and phrases that attract the recipient’s special attention, participial and adverbial phrases, the use of various explanations and clarifications, introductory constructions highlighted by the author of the text, the absence of one or both principal parts of the sentence, an insufficient number of subordinate parts of the sentence, amplifying means: demonstrative pronouns, repetitions, emotional affirmation, emotional denial, emotional enumeration, figures of speech, use of analytic forms instead of morphological ones, modal words, rhetorical questions and superlatives of adjectives and adverbs; 3) For the third aspect: the rhythm of the text arrangement, in which repetitions occur, negation at the end of the small predicative unit (SPU), adverbs, participles, adverbs, adjectives at the end of the SPU, a rheme at the end of a sentence is presented by a noun. When considering the implicit influential strategy “formation by the author of the attitude of the recipient to the speech utterance” (expectation), it is assumed that the author formulates his/her statement, focusing on the recipient. Each author has an image of his/her audience. Information about the author’s attitude to the text is available in each SPU. To analyze the speech at the Ted conference, let’s take the scale of value concepts of Arutyunova and Paducheva “bad/neutral/good” [15, pp. 13–15]. Events, objects, the reality that surrounds us are evaluated by us with the help of elements of speech utterance. For example, Dan Barber in his talk “How I Fell in Love with a Fish” characterizes the farm under consideration in his talk as follows: ‘The farm is ‘incredible’ [16, the Internet]. The listener trusts the opinion of an authoritative speaker and accepts his point of view. The word ‘incredible’ has a positive connotation and creates a positive

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image of the farm for listeners. This is an example of a connotative (expressive) meaning. The author described himself as a self-righteous foodie - a self-satisfied, pious gourmet (interpreted in Russian by Nika Brut). This is a rather ironic definition, which can be attributed both to a positive assessment (connotation) and to a negative one at the same time. He expressed his attitude towards one of the fish he ate as “romantic love with a new fish” – the listener develops a positive image of the fish and the listener feels sympathy for both the fish and the author of the text. In the strategy “formation by the author of the recipient’s attitude to the speech utterance” (expectation), it is customary to distinguish 3 aspects: 1) The formation by the author of a positive attitude of the addressee to the speech event, 2) The formation by the author of a neutral attitude of the addressee to the speech event, 3) The formation by the author of a negative attitude of the addressee to the speech event. When using one or another aspect, the author actualizes a personal attitude to a particular speech event. The evaluation component that the author chooses, corresponds to his/her stereotypical behavior. The recipient of the text accumulates evaluative speech units and forms an attitude to the utterance. The recipient learns the value system of the text sender. Actualization of the author’s attitude to his/her statement occurs automatically, which can also serve as markers of the speaker’s speech behavior.

4 Results In our pragmalinguistic experiment, Dan Barber, a famous US culinary chef, was analyzed at the TED conference called “How I Fell in love with a fish”, the study of which is included in the student’s curriculum. The speech, lasting 19 min, was divided into SPUs (small predicative units) [17]. All SPUs were analyzed according to the three aspects of emphasis (accentuation) strategy. The following results were obtained: the accentuation aspect at the beginning of the SPU is implemented in 19.3%, the accentuation aspect with special speech signals - in 42.3%, the accentuation aspect at the end of the SPU - in 38.4%. Also, this speech by Dan Barber was analyzed according to the implicit influential strategy “formation by the author of the attitude of the recipient of the text to the speech event”. All SPUs from Ted “How I Fell in love with a fish” were analyzed according to 3 aspects. The results were as follows: the author implements a positive attitude aspect in 36% of SPUs, a neutral attitude aspect – in 52%, a negative attitude aspect – in 12%. The obtained indicators are diagnostic and give information about the personality of the author. The speaker is a restrained person, full of irony and self-irony, rather straightforward and subtly sensitive to the nuances of meaning, which demonstrates the rhetoric skills of an intelligent person with a certain experience in public speaking. The conducted analysis of the TED conference can be used in teaching students for preparing their TED-style speeches for educational purposes and developing students’ skills to effectively operate with special influential speech means typical of this genre

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of public speaking. Students can develop the skills of forming the attitude of a text recipient to their statement, which can be attributed to some manipulation techniques used by politicians and public figures [18–20]. Understanding the peculiarities of speech arrangement can give a competitive advantage while presenting the ideas of your own.

5 Conclusion This analysis will make it possible to draw conclusions about some features of speech behavior of the speaker, and to draw up a speech portrait of the text author. The results obtained characterize the author (Dan Barber) as a subtle, ironic person who resorts in his speech to emotional repetitions and predominant emphasis by special speech means, uses of vocabulary with an exaggerated positive connotation for description. A relatively small percentage of emphasis at the beginning of the statement speaks of the author as a detailed person, accustomed to the logical structuring of his activities. The author is a model of a well-arranged speech statements that students of the B2-C1 level need to study. Deep linguistic/pragmalinguistic analysis of speeches like TED Talks enables students to master the skills of public speaking, acquire the art of using figures of speech and literary devices appropriately. It can help in understanding the role of the speaker and the recipient in the process of public speaking.

References 1. Robinson, K., Aronica, L.: Creative Schools. Penguin Books, New York (2016) 2. Saakyan, A.E.: Materialy TED-konferencij kak effektivnoe sredstvo obucheniya inoyazychnoj monologicheskoj rechi studentov pedagogicheskih vuzov [Materials of TED-conferences as an effective means of teaching foreign language monological speech to students of pedagogical universities]. Molodoj uchenyj 47(285), 42–46 (2019). (In Russian). https://moluch. ru/archive/285/. Accessed 11 May 2022 3. Anderson, K.: TEDTALKS. Slova menyayut mir: pervoe oficial’noe rukovodstvo po publichnym vystupleniyam [Words Change the World: The First Official Guide to Public Speaking]. Eksmo, Moscow (2016). (In Russian) 4. Zhernovaya, O.P.: Pogruzhenie v anglijskij s TED [Dive into English with TED]. Nizhegorodskij gosuniversitet, Nizhnij Novgorod (2016).(In Russian) 5. Izhmyakova, M.I.: Preimushchestva ispol’zovaniya veb-resursa «TEDTalks» v obuchenii govoreniyu studentov [Benefits of using the TED Talks web resource in teaching students to speak]. In: Lingvodidactika I mezhkul’turnaya kommunikatsiya: aktual’nyye voprosy I perspektivy issledovaniya. Sbornik nauchnykh statey, pp. 175–178. Chuvashskiy gosudarstvennyy pedagogicheskiy universitet, Cheboksary (2018), (In Russian). https://www.elibrary.ru/ item.asp?id=35054925. Accessed 11 May 2022 6. Koptyaeva, N.N.: Ispol’zovanie videomaterialov TED pri obuchenii anglijskomu yazyku v akademicheskih celyah [Using TED Videos in Teaching English for Academic Purposes]. In: Yazykovoye obrazovaniye segodnya – vektory razvitiya. Materialy VI mezhdunarodnoy nauchno-prakticheskoy konferentsii-foruma, pp. 69–72. Ural’skiy gosudarstvennyy pedagogicheskiy universitet, Yekaterinburg (2015), (In Russian). https://elibrary.ru/item.asp?id= 26276693. Accessed 11 May 2022 7. Mallinder, M.: Teaching English using TED talks. EFL Magazine (2016). https://eflmagazine. com/teaching-english-using-ted-talks/. Accessed 11 May 2022

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8. Wolfe, J.D.: The TED World List: an analysis of TED Talks to benefit ESL teachers and learners. University of British Columbia, Canada (2016). https://viurrspace.ca/handle/101 70/864. Accessed 11 May 2022 9. Caliendo, G.: The popularization of science in web-based genres. Lang. popularization Theor. Descriptive Mod. 3, 101-132 (2012) 10. Coxhead, A.J., Walls, R.: Ted talks, vocabulary and listening for EAP. TEZOLANZ J. 20, 55–67 (2012) 11. Donagly, K., Xerri, D.: The Image in English Language Teaching. Gutenberg Press, Malta (2017) 12. Mombiot, G.: TED ideas worth spreading. The new political story that could change everything. https://www.ted.com/talks/george_monbiot_the_new_political_story_ that_could_change_everything. Accessed 11 May 2022 13. Kovtunova, I.I.: Sovremennyj russkij yazyk. Poryadok slov i aktual’noe chlenenie predlozheniya [Modern Russian language. Word order and actual division of the sentence]. Prosveshchenie, Moscow (1976). (In Russian) 14. Moiseenko, L.A.: Rechevoe povedenie avtorov voennyh memuarov i diagnostirovanie ih individual’nyh svojstv [Speech behavior of the authors of military memoirs and diagnosing their individual traits]. Diss. kand. filol. nauk. Pyatigorsk State Linguistic University, Pyatigorsk (2000).(In Russian) 15. Arutyunova, N.D., Paducheva, E.V.: Istoki problemy i kategorii pragmatiki. [The origin of the problem and the categories of pragmatics]. In: Paducheva, E.V. (ed.) Novoe v zarubezhnoj lingvistike. Lingvisticheskaya pragmatika, vol. 16, pp. 21–38. Progress, Moscow (1985). (In Russian) 16. Barber, D.: How I fell in love with a fish, Special to CNN. http://edition.cnn.com/2010/OPI NION/05/17/barber.fish.farming/index.html. Accessed 11 May 2022 17. Matveeva, G.G., Lenec, A.V., Petrova, E.I.: Osnovy pragmalingvistiki [Fundamentals of pragmalinguistics]. Flinta, Moscow (2015).(In Russian) 18. Kiseleva, L.A.: Voprosy teorii rechevogo vozdejstviya [Questions of the theory of speech impact]. Leningradskogij Universitet, Leningrad (1978).(In Russian) 19. Uštulica, D.: Language, thought, and manipulation. UNRAVEL 13 (2018). https://unravelli ngmag.com/articles/language-thought-and-manipulation/. Accessed 11 May 2022 20. Wadi, S.I., Ahmed, A.A.: Language manipulation in media. Int. J. Stud. Engl. Lang. Lit. (IJSELL) 3(7), 16–26 (2015)

Integrative Curriculum as the Basis of Course Design in Foreign Languages for Future Engineers Yulia Komarova1(B)

, Elena Vinogradova2 and Valeriy Aitov3

, Lidia Agafonova1

,

1 Herzen State Pedagogical University of Russia, 191186 Saint Petersburg, Russian Federation

[email protected], [email protected] 2 Pyatigorsk State University, Pyatigorsk 357532, Russian Federation [email protected] 3 Bashkir State Pedagogical University named after M. Akmulla, Ufa 450008, Russian Federation [email protected]

Abstract. In this paper we outline the research which highlights the issues of curriculum integrative strata. We show how the integrative design of curriculum provides its special organization in terms of both statics and dynamics. We also suggest that integration of elements within the curriculum of the course in foreign languages for future engineers can be implemented according to several directions: a) multidimensional mastering of the content of education, that is, the possibility of forming communicative competence within a certain system of academic disciplines; b) the presence of interrelated disciplinary cycles, repeated further at a more complex level; c) reliance in teaching on interdisciplinary connections and several integrated syllabi and special courses; and d) solving general educational problems within the disciplines of all taught complex of academic subjects. In the paper we prove that in order to achieve the qualities of integrity, continuity and consistency of the curriculum, the integration of its elements can be carried out by using four main strategies: fusion, insertion, correlation and harmonization. Then we present an illustrative study from IT engineering department. The study was carried out in January-May 2019. Students of both control and experimental groups dealt with the same subject area, but they were involved in different curriculum modes, which supposed different target skills orientation, learning material and techniques. The conclusions on the effectiveness of integrative educational curriculum were made on the basis of the result analysis, performed after initial, intermediate, and final stages of the experiment. Keywords: Integrative design of curriculum · Study of foreign languages · Communicative competence formation · Interdisciplinary course connections

1 Introduction A curriculum is known to be the form of fixing the content of education, which is structured in such a way as to be included in the educational process in the most effective © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 91–100, 2022. https://doi.org/10.1007/978-3-031-11435-9_10

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manner. In addition to the above fact, it should be noted that curricula can be considered in their broad sense, that is, from administrative and regulatory perspectives. These two aspects make it possible to regard a curriculum as a regulatory document that guides the activities of the teacher and the learner and inspires the creative activity of designing textbooks and teaching aids for the educational process. Besides, curricula serve as a means of controlling the activities of both the teacher and students of the higher education institution, in our case - engineering students. The area of research is chosen because the implementation of tasks of professionally oriented foreign language teaching in the training system requires the development of new educational curricula of a different quality than before. This, in its turn, requires the necessity of new theoretical studies and practical solutions. Modern learning environment demands developing a new curriculum of foreign language acquisition, within which there will be integrated didactic, psychological, linguistic, socio-cultural and methodological means that contribute to a successful formation and development of the foreign language competence. The target of this paper is to investigate potential advantages of applying a new integrated curriculum to the process of teaching English as a foreign language to future engineers. This target allows to formulate the following research questions for the study: • What are the main linguistic and didactic factors which should be taken into consideration while developing an effective foreign language acquisition curriculum? • What is the best approach to the development of foreign language acquisition curriculum, and what are its basic provisions? • What productive models of integrative structuring of foreign language acquisition curriculum can be used within the system of training future engineers?

2 Literature Review During last decades the problems of curricula design, in general, and of FL curriculum design, in particular, have been the focus of the scholars’ numerous theoretical and practical researches [1–8] the results of which, undoubtedly, are relevant for developing educational programs for the FL vocational teaching at different levels. However, the survey of the modern approaches to language curriculum and syllabus design described by the scholars (e.g. linear, ‘aims-and-objectives’ and ‘process’ or ‘developmental’ [5]; linear, modular, cyclical and spiral/matrix [3]; forward, central and backward [9]; etc.) shows that all of them are mainly applied to the arrangement of the content material in units and to the regularity of the content material repetition in new contexts. We name such approaches as vertically arranged and hold the view that an approach to FL vocationally oriented curriculum design is a two-dimension – vertically and horizontallyoriented process due to the need of considering other important components that are to be integrated in the curriculum design process [10]. The conducted theoretical research allowed to make a number of theoretical conclusions regarding the methodological essence of modeling and designing the foreign language curricula for the students of master’s degree departments. In particular, it was

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found out that while designing the curricula the following requirements for their structural and content components should be taken into account: 1) completeness and representativeness, which implies the inclusion in the program of all necessary and sufficient for the implementation of the educational goals of the educational content components having their own features, characteristics and interrelations [5, 11, 12]; 2) concreteness, which allows to present the elements of the learning content in a systematic and logically structured form and also defines the ways of implementation of the selected content in the educational process [9]; 3) content relevance of the learning materials and their perceptiveness, which implies the course learning materials orientation towards modern achievements and development prospects of the chosen professional field [1, 13]. We hold the view that the main approach in developing the curriculum is the integrative-differentiated approach, the basic criteria of which are: continuity, consistency; integration and differentiation [10]. In relation to the current article, the listed above features of the curriculum are used in the following meanings. Continuity characterizes the organizational consistency of: a) the linguistic components of the syllabus (communication domains, themes, communication situations, the scope of language to learn, texts and activities, etc.); and b) psycholinguistic elements of the curriculum (skills, knowledge, abilities, capabilities, etc.), the acquisition of which is the main target of teaching aimed at forming the professionally-oriented foreign language competence of future engineers. The mentioned criterion means that in the educational process the content elements of the educational program are used again, but at a higher and more complex level [6]. Thus, the continuity becomes the main factor of the vertical structure of the curriculum. Due to the fact that any curriculum is implemented in a set of separate subjects, which, in their turn, are distributed by the levels of study, we can talk about several vertical subject lines. Within these lines the formation of the target knowledge, skills and abilities should take place, resulting in the formation of future engineers’ professionally-oriented foreign language competence. Consistency concerns the notion of content and structural continuity; however, it implies sophistication of the acquired foreign language experience. The presented criterion emphasizes the importance of using the acquired foreign language knowledge and skills as the basis for forming other deeper knowledge and more complex skills [5, 14]. Thus, the consistency does not duplicate learning experiences, but rather develops them. Integration and differentiation are the criteria that allow the development of the curricula in a variety of ways taking into account different levels of complexity in acquisition of foreign language materials [10]. It is the mentioned criteria that allow creating organizational variations within the framework of a single curriculum. Firstly, it is the organization and implementation of the interdisciplinary links while maintaining the content specificity of each discipline. Secondly, this is the organization of the curriculum centered around topics, thematic blocks, problems that go beyond one discipline and exist in the supra-disciplinary framework. It’s also necessary to underline that the above mentioned structural units are differentiated accordingly in each discipline. Thirdly, it is the creation of an integrated course of study, which combines two or more disciplines into one, qualitatively new, discipline.

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Speaking about the establishment of connections between the discrete elements of a curriculum in order to achieve the qualities of integrity, continuity and consistency, a number of researchers [2, 7, 11, 15–17] offer to use certain strategies of such integrating. For instance, Case generalizes four ways of doing it: fusion, insertion, synchronization and harmonization [15]. Fusion involves combining the content components of the curriculum, which are inherently diverse and multistructural, into a single whole. An example of such an activity could be fusion of linguistic and professionally oriented learning content aimed at developing future engineers’ professionally oriented foreign language competence [13]. Insertion implies a form of integration in which a single element of the learning process is added to or dissolved in a larger set of similar elements [18, 19]. An example of an insertion might be the introduction of workshops with native speakers in varied forms into professionally oriented foreign language teaching course. Accordingly, the integrity and basic structure of this element remain unchanged despite the insertion made. Correlation and synchronization are based on setting up the links and parallels between the separately studied subjects [13, 20]. The method of synchronization is most frequently used in the situations where knowledge and skills acquired within the framework of one discipline are immediately used in mastering the content of another discipline, for example, simultaneous study of passive tense forms (which are frequent in the professional speech of engineers) in the context of such subjects as Practical Grammar of Professionally Oriented Foreign Language Speaking, Oral and Written Practice, Laboratory Practicum, etc. Harmonization consists in planning separate parts of the curriculum as compatible components complementing each other [21]. Although harmonization implies certain changes, there is no merging of some elements with others or insertion of some of them into others. Harmonization is the main way of integration, although it is quite appropriate to choose other ways as well. For example, transfer of knowledge and skills to another subject will contribute to the effectiveness of learning if the ways and means of this transfer are methodologically correct. The classical curriculum, which does not take into account the mentioned above characteristics, is becoming ineffective nowadays. And this can be attributed to its main disadvantages and investigation gap. However, the integrative-differentiated approach realized by means of the described strategies contributes to: a) integrating of separate disciplines into a single professionally oriented course, b) investigating of the interrelation between separate objects studied at the same time, c) unification of the requirements to the formed skills and capabilities of engineers for conducting professional activity in a foreign language. Thus, integration and differentiation can be presented as criteria of horizontal and vertical organization of the curriculum. As a factor of horizontal organization of learning, integration provides a transversal interconnectedness of learning experiences at a definite moment of the learning process. As a vertical organizing factor, the named criterion provides integration of learning experience from the elementary level to the advanced level throughout the curriculum. The differentiation factor provides special forms and ways of building up such experience.

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3 Methodology It is obvious that the specificity of the professional field in which the students major and the learning context are the important factors that should be taken into account when designing curricula targeted at the students’ foreign language competence development. These factors define the specific features of the curriculum and the requirements to its contents. Consequently, while determining the conceptual basis and the curriculum designing strategy for future engineers, the following important requirements for its contents should be taken into consideration: 1) practicability (i.e. defining of learning objectives according to the specialists’ real communication needs in a specialized field of engineering and orientation of the teaching process towards the implementation of the objectives defined); 2) communicative sufficiency (sufficiency of the language scope and of the speech activities development level to realise the speech acts in professional communication). The level of communicative sufficiency is determined by the minimum of language materials necessary for successful engineers’ professional interaction with their foreign colleagues (writing messages, sharing experiences, carrying on joint professional activities, participating in discussing professional questions, etc.); 3) functional appropriateness (appropriateness of language and speech skills to the fields of communication, situations and communicative intentions typical for engineers’ professional activities, in general, and for specialized engineers, in particular); 4) reasonable limitation (consideration of the communicative sufficiency and students’ actual capabilities when selecting learning materials and determining the target development level of the speech skills in a professionally oriented foreign language). The requirements described above determine the instrumental nature of the educational programs, which implies a curriculum design where the teaching content is arranged in accordance with a concrete educational process structure. An important issue of creating a curriculum is determining the units of its design. For the purpose of foreign language teaching to university engineering students the optimal arrangement of the learning material is macro-units, i.e. thematic units. They provide for the organization of the curriculum contents according to complex thematic sections, which include both professionally oriented topics, identified by researching the professional field of engineers, and language and speech materials that can ensure the acquisition of the thematic material in the given learning conditions. When building a foreign language teaching curriculum for future engineers, it is important to correctly define the sequence of thematic units, determine their components and contents, as well as identify their limits and boundaries. In general, thematic units contribute to: a) the creation of learning conditions in accordance with the current and pressing problems and issues of the modern engineering professional environment; b) the creation of linguistic and extralinguistic conditions under which motivation to use various knowledge, skills and abilities increases; c) the demonstration of the types and nature of the interrelations between the components of the curriculum. We hold the view that in the context of Russia’s higher education when developing an integrated foreign language curriculum it’s necessary to take into account not only the content of the national educational standard of higher education in a particular field

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of study, but also the content of the relevant professional standards, which formulate the main purpose of professional activities and the specialist’s labour functions implemented in the process of a particular type of professional activity. The research described was conducted with the future IT engineers. According to Professional Standard 06.015 Information Systems Specialist, they should be able to create (to modify) and support information systems. One of the generalized job functions that is to be performed by an IT specialist is managing the IT support services and the projects on creating (modifying) information systems that automate the organizational management tasks and business processes. This function is performed by means of a large number of specific job functions, viz., in 57 (fifty-seven) functions, each of them involving a range of specific actions, based, in their turn, on the relevant for them knowledge and skills. It’s noteworthy that, according to the above professional standard, many of the following specialist’s functions cannot be effectively performed without the knowledge of a foreign language on an international level: communicating, negotiating, conducting business correspondence, reading professional literature, developing procedural documentation, making workflow and formal approvals, managing relationships with foreign partners and customers, etc. The development of the curricula within the framework of the ongoing research began with goal-setting, formulation and clarification of the objectives, and defining the functions of each level. These activities included: a) establishment of qualification standard requirements for the training of future engineers at each educational level; b) defining of a specialist’s foreign language professional activity field at every educational level and defining the contents of the foreign language thematic fields; c) specifying the professional tasks that can be solved using the foreign language means on a definite educational level; d) ensuring the continuity of the content and of the technology of forming foreign language thematic fields and defining a transition mechanism from acquiring one field to another. All the above mentioned issues make up the meaningful content of a comprehensive didactic and methodological problem of selecting and organizing the curricula content of foreign language teaching of future engineers aimed at forming of their foreign language competence. The study was carried out in January-May 2019 at IT Department of Herzen State Pedagogical University of Russia. Convenience sampling was used to select the participants of the study. A total of 42 students (females: 16 and males: 26), who were enrolled in the department, voluntarily participated in the study. 22 participants were first-year students and 20 participants were second-year students. The sample of subjects was allocated to 2 experimental and 2 control cohorts, which constituted control and experimental groups. The focus group included 21 IT Department students, taking their first and second year courses. And the control group also included 21 students. We dealt with the learners who took a course of English for IT engineers within the frames of the university Master’s program. The English for IT engineers’ university course was aimed at developing their foreign language communicative competence in the spheres of professional, academic, and administrative-related matters. Students of both control and experimental groups dealt with the same subject area, but they were involved in different curriculum modes, which supposed different target

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skills orientation, learning material and techniques. In teaching the experimental groups there was used integrative curriculum and integrative model of instruction, in teaching the control groups there was used the traditional methodology, predominantly focused on developing the students’ communication skills by means of reading and writing activities. The conclusions on the effectiveness of integrative educational curriculum were made on the basis of result analysis, performed after initial, intermediate, and final stages of the experiment. At the first stage of the experiment there was conducted a special test in both experimental and control groups, so that to identify real standard of English of the students: their volume of knowledge, skills and abilities. Tasks were formulated in the way so that to be performed in writing and orally. These tasks included testing the ability to work with texts; to make use of algorithms of interdisciplinary studies; to make professionally-oriented presentations; to perform reflection, self-evaluation and self-correction. In order to identify the ability to work with text materials the students were offered the exercises on abstracting and annotation of the professionally-oriented text. Level of possession of interdisciplinary study skills was tested by modeling stages of miniresearch and choosing the appropriate content for a specially chosen topic of interdisciplinary character. Maturity of skills of producing professionally-oriented presentations was determined by the oral slide presentation of the results of the work done. Possession of skills of reflection, self-evaluation and self-correction was checked by analyzing the personal portfolio of the students, which included job introspection, self-examination and self-correction of the educational activities. In addition to the tasks presented, there were used some other experimental materials, which made it possible to highlight the level of proficiency in the English language. For this purpose, test materials were used, tasks for compiling texts based on termschemes, tasks for identifying logical parts in texts, tasks for developing and completing given communicative situations, tasks for translating professionally-oriented texts from Russian into English and vice versa.

4 Results Oral and written statements of students were analyzed in terms of the parameters which corresponded to the structure of the foreign language competence. Oral and written statements of students were analyzed in terms of the parameters which corresponded to the structure of the foreign language competence (linguistic, strategic, socio-cultural, compensatory, discursive and pragmatic subcompetences) and were assessed in percentage (0–40% low level; 41–75% sufficient level and 75–100% high level). After the experiment the results of the qualitative analysis showed the increase of the index of the foreign language competence of the students (Table 1). After the exam session, the questionnaire was administered to the students. Without any consultation among themselves, they completed the anonymous survey and also gave consent for data collection. The result analysis also highlighted students’ satisfaction with the new integrated curriculum.

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Y. Komarova et al. Table 1. Index of foreign language competence of the students.

Groups

Level of competence Low level (%)

Sufficient level (%)

Groups High level (%)

Level of competence Low level (%)

Before the experiment

Sufficient level (%)

High level (%)

Before the experiment

Ex-1

64.2

32.7

3.1

Con-1

66.8

27.1

6.1

Ex-2

74.4

20.1

5.5

Con-2

71.0

25.1

3.9

After the experiment

After the experiment

Ex-1

33.6

47.7

18.7

Con-1

47.4

39.2

13.4

Ex-2

42.8

36.1

21.1

Con-2

51.6

36

12.4

5 Conclusions The selection and organization of the learning content undertaken within the study on the grounds of scientific reasoning, continuity and consistency criteria allows to methodologically and competently determine the communicative minimum to be acquired in the learning environment and to further develop the basic teaching strategy and apply definite tactics aimed at the formation of the engineering students’ foreign language competence in the most efficient way. In general, the stage of educational activity planning includes the identification of qualitative and quantitative characteristics of the necessary and sufficient learning content to implement the set objectives, as well as the selection of ways and means of teaching effect. During the planning stage it is important to determine the training systems, the stages of acquisition assessment of the selected learning content, forms of control and ways of its using. In conclusion, we note that future development of the described ideas will lead to new effective structuring of the material, which will be no longer determined by the logic of a particular discipline, but by a set of professional tasks. In connection with these activities there will appear prerequisites for the transition from the subject principle of constructing the content of education to the creation of integrated training courses that fully reflect the picture of professional activity. And in this context an important factor ensuring the integrity and unity of curricula will be the use of integrative and differentiated approach the value of which is, on the one hand, in integrating the curriculum and syllabus components and, on the other hand, in providing a systematized differentiated strategy for their formation.

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Online Foreign Language Interactive Tasks for University Engineering Students Elena V. Borzova

and Maria A. Shemanaeva(B)

Petrozavodsk State University, Petrozavodsk 185000, Russia [email protected]

Abstract. The article focuses on characteristics of interactive tasks in foreign language education in general and their application in online teaching English to university engineering majors. The key concept that underlies a variety of communicative and collaborative tasks widely described by researchers is interaction. Educators regard interaction as one of the basic prerequisites for learning and development. People acquire knowledge, enhance their cognitive, metacognitive, and social skills and thus grow as agents and personalities through interacting with the world and others. In foreign language education interactive tasks have always been used as an essential tool for developing learners‘ communicative competence, being the main goal and simultaneously one of the 21st century soft skills. Nowadays, interaction in teaching and learning also occurs through computers. The authors explore the potential and peculiarities of online interactive tasks analyzing related literature and one English language online course intended for engineering majors. The target tasks in the course under analysis are classified in accordance with the instructional design strategies of interaction. The practical study also includes an analysis of the engineering students‘ answers to questionnaires conducted by the authors. The survey revealed a limited range of interactive tasks in the course aimed at engineering majors. The conclusion is that university foreign language teachers need to create and incorporate into related online courses more tasks based on human-to-human interaction which could promote the realization of the task teaching and learning potentials in this context. Keywords: Foreign language education · Engineering students · Online interactive tasks

1 Introduction Foreign language education has undergone considerable changes lately [1]. Part of the reason is related to a shift to a greater variety of its formats which extend the possibilities of interaction for learning goals that may unfold both online [2] and offline. Teaching English as a foreign language to university engineering students has been explored by a lot of researchers in ESP and CLIL methodology [3–10]. Based on the needs analysis, it is generally acknowledged that foreign language competence is an important goal of modern engineer university training. It considerably expands the boundaries of the professional environment and the specialist‘s outlook, providing numerous opportunities © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 101–111, 2022. https://doi.org/10.1007/978-3-031-11435-9_11

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to keep up with the fast changes in the field of the profession and to engage in collaborative projects and team work. Meanwhile, employers “interpret the gap between the outcomes of engineering education and the demands of engineering practice in terms of a lack of communication and management skills” [11, p. 11]. It is common knowledge that the foreign language teaching and learning conditions in the context under study are far from being favourable [12–15]. Researchers mention overcrowded classrooms, a limited and obviously insufficient classroom time, a low initial foreign language proficiency level of the majority of the target students, and mixed-ability groups. In the first year of their studies when students get familiar mostly with few professional subjects of a general character, there is a very weak connection between their content and the students’ future profession. Due to this factor and the learners‘ low foreign language proficiency levels, “reading and speaking in a foreign language may easily turn into primitive quasiprofessional communication” [16, p. 7]. Given all the factors and constraints mentioned above, it is evident why a lot of university engineering students have unclear ideas of why they should learn foreign languages and how the foreign language course is related to their future career. It is also understandable why a lot of foreign language university teachers and researchers give priority to practicing reading and writing skills in this context [17, 18]. Our assumption is that one possible direction of the research in this field can be aimed at searching for characteristics of ESP materials and techniques which focus on engineering students‘ professional needs, on the one hand, and, are based on the General English skills, promoting their transfer and adaptation to any communication environment as well as professional contexts. According to the Federal University Education Standards in Russia, all bachelor students are supposed to be able to communicate in professional and academic contexts both orally and in writing using Russian and foreign languages [19]. Simultaneously, they are expected to enhance their universal competences (general competences, or soft skills) such as critical thinking and abilities to do project work, collaborate, process information, and interact [19], called for in any real life situation including their perspective professional activities. Keeping the integrated goals in mind, we set out to explore foreign language interactive tasks intended for university engineering students that relative online courses contain. The grounding idea of the research is that foreign language interactive tasks are required for effective engineering education because they actively involve learners in the discourse dialogue which allows to enhance their language sub-skills, skills, and their soft skills as well, thus laying the basis for successful workplace communication. We focus on answering the following questions: a) what is the educational potential of foreign language interactive tasks? B) Do online ESP courses offer such tasks to university engineering students to simultaneously develop their foreign language communicative competence and universal competences (soft skills)?

2 Literature Review The literature review below is aimed to argue in favour of interactive tasks as one of the principal tools of university engineering foreign language education due to their

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considerable educational potential. Modern educators consider interaction as one of the basic prerequisites for learning [20]. “Interaction” implies contact which entails “mutual or reciprocal action or influence” [21]. Consequently, people acquire and foster versatile experiences as well as values through interacting with the world and others which is associated with varied forms of oral and written communication both offline and online. Due to the nature of language and its functions in human life, the idea of interactional learning is critical for effective educational outcomes in foreign language teaching and learning [22–27]. Wilga Riverse underlined that, while interacting, students are focused on conveying and receiving authentic messages [22]. More than thirty years later, the authors of the latest version of CEFR place the co-construction of meaning in interaction at the centre of the learning and teaching process because interpersonal interaction is considered to be the origin of language, with interpersonal, collaborative, and transactional functions [1, p. 27]. Researchers underline that nowadays the professional discourse is becoming more team-based and dialogic [27, p. 229]. Communication permeates engineering practices in a great variety of professional situations which require spoken skills: discussing team work and reporting, supporting company’s product or service to a client, sharing experiences, and peer training [27, 28]. Therefore, a significant goal of engineering education is “the development of students’ skills in oral communication, especially in a number of speech acts critical for interacting at the interprofessional level, such as exposition, description and discussion” [27, p. 227] enhancing genre diversity of spoken business communication strategies. Meanwhile, in any communicative situation communicative language competences are always combined with general competences (universal, or soft skills) in order to complete a task [1, p. 29]. Therefore, it makes sense to describe the university graduates‘ abilities as a combination of soft skills, both social (communication, interaction, collaboration, and team work) and cognitive (critical, systems, and divergent thinking), and related “hard skills” as part of the foreign language communicative competence which all together enable university graduates to efficiently communicate in professional and academic contexts. Hard skills, in their turn, suggest usage of General English and ESP appropriate to a specific profession or job [29, p. 5]. GE skills and sub-skills will be called for in professional contexts, functioning as the basis for professional discourse. That makes urgent the need to develop flexible, transferrable, and integrated General English language skills and sub-skills adjusted to varied content and situations from the very beginning of university FL education. Interactive speaking practices in General English lay the foundation for “a shift from simple social exchanges… towards a broader range of competences encompassing professional and educational discursive interaction” [1, p. 85]. The role of speaking in foreign language education is based on the assumption that verbalization promotes clarification of thoughts and consequently of their better understanding, better retention of meaning and language [30–32], helping “learners to plan and coordinate thoughts and actions, which, aided by self-regulation, enhances learning and cognitive foreign language development” [33, p. 2]. Thus, it is evident that interactive speaking is not only a goal of education. It can and must be effectively used as a means of skill and sub-skill reinforcement.

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Some researchers extend the idea of interaction linking receptive and productive activities for learning goals [34–37]. In view of the Interactive Hypothesis, interaction “connects input (what learners hear and read); internal learner capacities, particularly selective attention; and output (what learners produce) in productive ways” [34, p. 451].Thus, a chain of interactive tasks aimed at foreign language acquisition in any educational context begins with interaction with language and content through texts and with the teacher (input) promoting intake (internal interaction for understanding). Then follow the tasks aimed at verbalizing one‘s ideas (output) in conversations or in writing which all together facilitate foreign language acquisition. The interactional link between input and output is evident in the instructional design strategies for online learning when “humans act on computers and computers influence humans” [2, 38] which proved its importance and strength for increasing achievement outcomes [39].

3 Rationale Summing it all up, interaction appears to be one of the goals as well as a significant means and condition to achieve the planned outcomes in foreign language teaching and learning. Interactive tasks in university engineering foreign language education are characterized by: • a student contact with objects, phenomena, texts, or people both face-to-face or via machines which entails input, intake, and output; • an “action” orientation which implies influencing one another; • using the foreign language in the content-centered actions of reception (listening to or reading texts) and production (talking/writing to establish relationships, exchange information, negotiate meaning, and work collaboratively) with a focus on the latter; • student cognitive and emotional engagement to provide a high degree of agency in interaction. The effective interactive tasks develop adaptable speech mechanisms and flexible language sub-skills which will allow learners to transfer General English vocabulary to engineering discourse situations, combine General English words with professional terms, and use all of them grammatically correctly. Foreign language interactive tasks in university engineering education are highly likely to facilitate the achievement of integrated goals providing flexible and simultaneously sustainable links between soft and hard skills, reception and production as well as General English and ESP. Thus, the more intensive interaction takes place involving cognitive and social domains, the better the language performance will be, the closer to a second language acquisition our students are [37, p. 51].

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4 Study 4.1 Methodology The research was aimed to find out. • (a) interaction patterns present in a foreign language online course; • (b) the proportion of tasks with the highest degree of foreign language interaction in the online course analyzed in the study; • (c) the potential of the foreign language online course analyzed to build languagespecific and soft skills. 4.2 Research Design and Methods During the research the data were obtained by means of quantitative and qualitative methods: (a) through the analysis of the online course in terms of using various interaction patterns in foreign language university education for engineering students in particular; (b) through conducting a questionnaire among the engineering student participants in the project (46 respondents) which was designed to find out their opinions about the potential of different interaction patterns used in foreign language distance learning. 4.3 Research Materials During the first stage, we conducted a questionnaire among technical university students on their experience of online learning and the use of different online learning platforms. We emphasized online learning because it is a relatively new format of education that came to the fore under the pandemic. Conventional offline foreign language learning cannot be easily transferred online without taking into consideration some essential peculiarities inherent in online learning interaction patterns. The questionnaire included the following questions: 1. What online platform/ apps have you used in your online foreign language learning? 2. Which platform/apps do you consider to be the best for online foreign language learning? 3. Rank from 1 to 5 (not important at all - has some importance but not essentialimportant- very important– extremely important) the importance of the following: 4. Platform/app interface 5. Course content (texts, files, exercises) 6. Interaction with other learners 7. Interaction with your teacher/instructor 8. Interaction with the community of practice Engineering students ranked the importance of different types of interaction in online learning in the following way (Table 1):

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Platform/apps interface

1

2

3

4

5

0

9%

23%

23%

45%

Course content

0

0

4%

14%

82%

Learner-teacher/instructor interaction

0

4%

0

50%

46%

Learner-learner interaction

9%

22%

27%

22%

20%

Learner-community of practice interaction

27%

14%

46%

4%

9%

During the second stage, we analyzed two online course units to single out the interaction patterns offered by the authors. The results of the analysis are presented in Table 2. Table 2. Online intermediate course task characteristics. Student Activity

Number

Total number of tasks

31

Oral reception (Video/ audio)

12

Reading texts

8

Completing tests

8

Doing peer review

2

Answering discussion questions

1

Using self-study materials

8

The target interactional tasks that the course under analysis may potentially contain were classified in accordance with the instructional design strategies suggested by Moore [2] and partly extended by researchers of the Center for Language & Technology and National Foreign Language Resource Center (M¯anoa University of Hawai‘i) [40, pp.16– 17]: learner-content interaction, learner-instructor interaction, learner-learner interaction, and learner-community-of-practice. The analysis reveals the following foreign language task types used online (Table 3). Table 3. Online interaction task type classification and task distribution. Task types

Task examples

Learner-Interface direct

Access to all the tasks is provided through the platform interface

100% (continued)

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Table 3. (continued) Task types

Task examples

Learner-content direct

Assignments (written or oral reception and production): Watch the video Study the vocabulary (flash cards) Read the text and answer the questions Article analysis

90%

Learner-learner indirect

Indirect interaction: peer review (checking and providing feedback on other students’ written tasks; assessment criteria are provided)

10%

Learner-teacher/instructor indirect

There is no direct teacher’s assistance Language-focused tests checked automatically

25%

Learner-community of practice indirect

Interaction on online forums and chat-rooms: 10% topical discussions

5 Discussion Based on the literature review, it is evident that interaction is a way of human life, work, and education. As research claims, offline and online learning is best accomplished when learners participate and collaborate [23–25, 27] interacting with each other as well as with information from numerous sources. Our questionnaire was aimed to find out if engineering students are aware of their experiences of online learning and the benefits of the use of different online learning platforms for educational goals. The results revealed a variety of online platforms and applications used by foreign language teachers of engineering students. The most popular platforms turned out to be Zoom (95%), social networks (77%), email (68%), Blackboard (54%), Moodle (72%), and Google services (68%). Among the best solutions for online learning, engineering students named Zoom (81%) and social networks (54%). All the other platforms and apps got from 5 to 22% of the votes. According to the questionnaire results, 93% of the engineering students mentioned the importance of the platform/apps interface. Our study showed that the foreign language online course is based on the use of an online platform which implies direct interaction with the learner and 100% of the tasks are completed through Learner-Interface direct interaction pattern. But the necessity to be constantly interacting with the course interface can be inhibiting in some cases as it takes time and effort for students to become familiar with the online platform. If not familiar or user-friendly, the interface can turn out to be a barrier and thus complicate the learners’ academic progress. The content of the course appears to be important for 100% of the engineering student respondents. Learner-content interaction pattern tasks (90%) dominate in the online course. Learner-Learner interaction is believed by many researchers to be essential for language- and subject-specific competences as well as soft skills development [7, 16, 22,

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23]. This interaction pattern creates a context for an exchange of ideas and negotiation of meaning providing student intellectual and emotional engagement and output. This opinion is supported by the questionnaire answers, as 69% of the respondents highlighted the importance of this kind of interaction. Nevertheless, 31% of the respondents consider this kind of interaction unimportant. It can supposedly be explained by the low level of the students‘ foreign language communicative competence development. The online course offers only 10% of tasks based on learner-learner indirect interaction. They require student written production of a text which should be posted online and reviewed by another student (peer-review). In fact, this type of interaction promotes only student’s feedback based on the offered criteria. No further communication or interaction is expected. 96% of the respondents regard learner-teacher interaction as very important and extremely important in online learning. Meanwhile, the learner-teacher/instructor interaction pattern in the online course under analysis is not offered at all. There is a “frequently asked questions” section where learners can look for some information. The tests in the course (multiple choice) are checked automatically, no open-ended questions are used. This kind of interaction appears to be indirect and is presented in the form of written instructions before every task. It may not be sufficient for some learners due to their need for more personalized contact or more detailed instructions. This interaction pattern can work well for self-study and be used as an additional source of information based on the learners’ previous language-learning experiences. Learner-community of practice-interaction tasks are considered by 59% of the respondents to be important, while 41% of the engineering students believe them to be neither important nor essential at all. This outcome can be accounted for by the students‘ unclear ideas of the future engineering profession. The foreign language online course offered 10% of such tasks. In sum, the Learner-Content direct pattern of interaction significantly prevails in the online course. Therefore, foreign language materials intended for engineering students are characterized by an emphasis on input at the expense of the student output which may negatively affect the quality of target competences. Then, the course under study does not contain a sufficient number of interactive tasks aimed at communicative sub-skills enhancement which can obviously hinder the transfer of the sub-skills into varied reallife situations. The dominance of language-focused assignments when General English and ESP language units are solely practiced and tested in non-communicative contexts do not promote flexible foreign language sub-skills development. An evident downside of the analyzed online course is a limited variety of interactive tasks on the whole as well as a lack of the Learner-Learner direct interactive tasks which inhibits the development of both foreign language communicative competence and soft skills. Thus, designers of online foreign language courses for engineering students should create interactive tasks with an “action” orientation focusing on content, receptive and productive foreign language use as well as on real-life community links to promote students social, cognitive, and emotional engagement to achieve the integrated education goals in the long run.

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6 Conclusion Interactive tasks are essentially necessary while developing both foreign language communicative competence and soft skills in any educational context. However, the online foreign language course analysis has revealed a number of weaknesses in the tasks used. The tasks offered online to engineering students are mainly focused on input rather than output and mostly aim at knowledge base building rather than foreign language communicative competence and soft skills development. The dominance of learner-content interaction, no variety of speaking tasks with a limited range of Learner-Learner interaction modes as well as a shortage of Learner-Community of practice pattern tasks do not promote the fulfillment of the foreign language interactive task potential. Therefore, teachers must bridge the gap and offer more foreign language interactive tasks to university engineering students. Meanwhile, we are aware of the limitations of the study scope as the authors analyze only one online course which is widely used in online English language learning. Further study is necessary to explore specific interactive tasks and techniques which can make online learning a viable alternative to conventional offline foreign language learning in terms of language-specific, professional, and soft skills development.

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MOOCs as Resource for Content and Language Integrated Learning at University Artyom Zubkov(B) Novosibirsk State University of Economics and Management, Novosibirsk 630099, Russian Federation [email protected]

Abstract. The article explores the theoretical and applied issues of using massive open online courses for teaching a foreign language at a university within the framework of content and language integrated learning. An innovative method for teaching a professionally oriented foreign language based on the CLIL approach using MOOCs is proposed. The criteria for the selection of MOOCs for their subsequent integration into the learning process have been developed. The result is also the development of a methodological model for the formation of professional foreign language competence, which is based on the author’s methodology and application of the CLIL principles and the didactic principles of the integration of digital technologies – massive open online courses. A survey of students and teachers who participated in experimental learning regarding the effectiveness and convenience of using MOOCs for content and language integrated learning was conducted. The author concludes about the effectiveness of using massive open online courses as a resource for content and language integrated learning. Keywords: Massive open online course · Foreign language · CLIL · Higher education · Integration

1 Introduction Knowledge of at least one foreign language (most often English) remains a significant trait of the professional culture of a specialist with a higher education. A foreign language as a discipline is an obligatory component of curricula at the universities of the Russian Federation [1]. As a rule, the content of disciplines in a foreign language at a university is based on the student’s subject area. Thus, the foreign language curriculum for specialists in the field of business and information technology contains topics that reveal the description of economic and technical processes, a special vocabulary for the names of technical devices and business concepts [2]. Numerous studies in the field of language for specific purposes, content and language integrated learning, English as a medium of instruction and the efforts of practicing teachers are aimed at developing students’ deep subject knowledge and competencies in a foreign language. However, the level of professional foreign language competence among graduates of Russian universities (especially regional ones) remains low [3]. This can be explained by the low © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 112–119, 2022. https://doi.org/10.1007/978-3-031-11435-9_12

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motivation of students, the lack of a language environment, insufficiently formed subject competence of a foreign language teacher, insufficient opportunities for academic mobility and other external or internal factors. Consequently, pedagogical science and society as a whole needs new approach and means for professional foreign language training at the university. The purpose of this study is to look at the use of massive open online courses for content and language integrated learning at the higher education level. The aim determined the objectives of the study: 1) to determine the potential of MOOCs for the CLIL-based teaching of a foreign language at a university and to formulate criteria for selecting MOOCs for teaching a foreign language within the framework of the CLIL approach; 2) to develop a methodological model for the formation of professional foreign language competence; 3) conduct experimental training according to the model developed and evaluate its effectiveness.

2 Literature Review In the scientific, methodological and special literature numerous aspects of content and language integrated learning at university are widely covered. As for researchers, certain aspects of this ussie are covered in the works of the following researchers who studied innovations and challenges in CLIL materials design [4], evaluation of students’ engagement in integrated learning model in a blended environment [5], the place of CLIL in bilingual education [6], classroom anxiety and enjoyment in CLIL and nonCLIL learning environment [7], effects of CLIL on a second language learning [8], analyzing students’ content-learning in science in the CLIL and non-CLIL programs [9], the effectiveness of content and language integrated learning online assisted by virtual laboratory [10], EFL and CLIL instructional program results in oral communicative competence [11], the impact of CLIL on the English language competence in a monolingual context [12], CLIL as a way to multilingualism [13], the effect of content and language integrated learning programs’ intensity on English proficiency [14], exploring translanguaging in CLIL [15], the use of the L1 [16], the effects of CLIL on L1 and content learning [19], the impact of CLIL on language outcomes [20], learning strategies in CLIL classrooms [21], the impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting [22]. Despite a significant number of studies affecting various aspects of content and language integrated learning, not enough attention is paid to some issues of using digital technologies. In this regard, it is proposed to consider the potential of teaching foreign language in the framework of the CLIL approach at university using MOOCs.

3 Methodology The first MOOCs appeared in 2012 and today they are breakthrough technologies in the field of open, non-formal, distance, higher and additional education [1, 17, 23]. Subject MOOCs in a foreign language are an array of language material with a pronounced professional orientation. Online platforms offer a wide variety of MOOCs: English for STEM, Technical Writing, Applied Data science, Excel Skills for Business, Key Technologies for Business. The described set of online courses allows us to vary the degree

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of CLIL from soft to hard in the implementation of interdisciplinary integration within the discipline “Foreign Language” when teaching students specializing in business in the field of information technology [17]. LSP MOOCs allow students to get acquainted with professional vocabulary and features of technical and economic discourses while watching video lectures, reading professionally oriented articles in a foreign language, discussing MOOC materials on the course forum, as well as taking tests and evaluating the work of fellow learners. Subject MOOCs provide a meaningful basis for the interdisciplinary integration of MOOCs into a CLIL-based approach to teaching a foreign language at a university [18]. In the course of the study, we identified the distinctive features of MOOCs that can bring benefits to university students within the framework of CLIL activities, and built a methodological model for the formation of professional foreign language competence using LSP and subject MOOCs. A sequence of courses – professional disciplines, foreign language disciplines and MOOCs – was also developed. Experimental training was carried out on the basis of the Novosibirsk State University of Economics and Management with students majoring in Applied Information Technology. A qualitative assessment of the formation of professional foreign language competence of students was carried out. A survey of students and teachers of a foreign language who participated in experimental learning was implemented. As research methods, the following methods were chosen: the method of generalization of pedagogical experience, content analysis, information retrieval, pedagogical modeling, experimental learning and survey.

4 Results and Discussion To consider the potential of MOOCs in relation to content and language integrated learning, a methodological model for the formation of professional foreign language competence using LSP and subject MOOCs was developed. The requirements for foreign language training of university students are dictated by the federal state educational standards of higher education: knowledge of the native language and at least one foreign language in a volume sufficient to perform professional tasks; ability to choose linguistic means depending on the communication situation, following the traditions of a particular society; ability to organize communication, taking into account the behavior characteristic of native speakers of the target language, etc. EFL teachers and undergraduate students interact with each other as subjects of the educational environment. The educational environment is organized according to the flipped classroom and blended learning technologies. As the main tools for the implementation of content and language integrated learning, CLIL student’s book “Infotech. English for Computer Users”, as well as LSP and subject MOOCs were chosen. The organization of the educational process is the observance of the sequence of educational courses, mastered in the form of seminars and independent learning. The result according to the model, along with low and high order thinking skills, is the formed professional foreign language competence of students. The model developed is demonstrated in Fig. 1.

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Fig. 1. Methodological model for the formation of professional foreign language competence using LSP and subject MOOCs.

When selecting MOOCs for interdisciplinary integration in this study, it was decided to be guided by the following principles: • the course was developed by a native speaker; • it is possible to include subtitles in the foreign language studied; • the content of the MOOC selected should correspond to one of the disciplines of the curriculum of students; • there is the opportunity to communicate on the forum and the ability to comment on video lectures to develop writing skills; • the pedagogical design of the course makes students turn to the discussion forum; • the complexity of the language material of the course is slightly higher than the level of formation of the professional foreign language competence of students; • students should already be familiar with the basic concepts and concepts of the content of an online course while studying an identical discipline, but in their native language; • the online course must meet the principles of science and modernity; • such additional educational materials as video lectures with subtitles, presentations, abstracts and links to additional literature should be presented; • practical tasks among the elements of the course should be presented, the methodology for their performance should be presented in detail; • among the forms of control, the current, final and control for each module should be presented; • additional materials are available for download or viewing and are not redundant; • there are no errors in the course materials.

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For experiential training, a time sequence of educational courses has also been developed to ensure that the principles outlined above are followed. The discipline “Foreign language” is studied by students for 2 years. Professional disciplines are taken from the curriculum of students majoring in Applied Information Technologies, whose future professional activity is related to the use of information technologies in the enterprise economy. The time sequence of educational courses is presented in Table 1. Table 1. Time sequence of educational courses. I term

II term

III term

IV term

Professional discipline

Economic theory

Information security

Business planning

__________

EFL discipline

English. part 1

English. part 2

English. part 3

English. part 4

MOOC

___________

English for business and entrepreneurship

Introduction to Cybersecurity tools & cyber attacks

Social business model and planning for social innovation

Before the start of experimental training in the control and experimental groups, an assessment of the level of formation of professional foreign language competence using test materials with tasks of various types to assess the skills and abilities of speaking, listening, reading and writing was made. A foreign language teacher conducted an introductory seminar, revealing the features of the functioning of the Coursera MOOC platform. The authors of the MOOC in their video lectures, the pedagogical design of the course, as well as the teacher of a foreign language encouraged students to comment on the learning materials on the course forum, the system of training and control tests, additional points of the academic rating in the studied discipline, as well as the possibility of obtaining a certificate of completion of the course, were motivating factors for students. Language support tasks developed by a foreign language teacher in advance were also actively implemented. These tasks, designed in the form of a textbook, were aimed at classroom and independent study. These educational materials are aimed at mastering professional terminology, the formation of reading, writing, listening and speaking skills in the context of the studied professional disciplines and MOOCs [24]. At the final stage of experimental training, students of both groups were offered a comprehensive test consisting of 5 parts: Listening, Speaking, Writing, Reading and Professional Vocabulary. The test results are demonstrated in Fig. 2.

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100 80 60 40 20 0 Speaking

Listening

Wring

Experimental group

Reading

Professional Vocabulary

Control Group

Fig. 2. The results of the final testing in the control and experimental groups.

As can be seen from the results of the final testing in the control and experimental groups, students demonstrate a more significant increase in professional foreign language competence when implementing content and language integrated learning using MOOCs than when using only a student’s CLIL-oriented book. More illustrative is the effectiveness of using MOOCs to develop listening skills. This can be explained by a large number of micro-lectures in video format and the degree of student involvement, since MOOC materials contain up-to-date scientific knowledge and a summary of the best world practices. The difference in the level of formation of reading skills and professional vocabulary is less significant, probably due to the fact that traditionally domestic and foreign professional foreign language textbooks are aimed at dealing with professional texts and special vocabulary. However, when implementing the approach used in the study, it is necessary to pay attention to a more thorough formation of writing skills. These relatively low completion rates were obtained due to the fact that MOOCs are not directly aimed at teaching how to build sentences and link them into a single text in various genres. Comparing our findings with the results of other scholars who have studied the issues of CLIL materials design [4], the place of CLIL in education [6], the effectiveness of CLIL online assisted by virtual laboratory [10], the effect of CLIL programmes’ intensity on English proficiency, we can conclude that MOOCs can be an effective tool for improving skills in foreign language activities in university classroom. A survey of students regarding the use of MOOCs for teaching a foreign language at the university gave positive feedback. Students note greater involvement in the process of studying materials, the opportunity to go beyond traditional approaches, a chance to get acquainted with the educational paradigm of a foreign university. As for the teachers participating in experiential learning, they highly appreciated the authentic nature of the educational material, the pronunciation of native speakers – the authors of MOOCs, the professional and subject orientation of the training content, but at the same time they negatively noted the increased labor intensity and the need to master digital technologies.

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5 Conclusion In general, more effective formation of professional foreign language competence in the framework of content and language integrated learning using MOOCs can be explained by their linguistic and methodological potential, terminological richness, novelty of the teaching format, the degree of student involvement, the interest of the teacher, the possibility of intercultural communication on the course forum and beyond, etc. However, it is worth noting the need to supplement this approach with seminars in the language classroom. Due to the independent and massive nature of the educational process, some productive skills are formed to a lesser extent (speaking and writing). It is also worth considering the different level of initial knowledge of a foreign language within a group of students. Language support tasks should be developed for preliminary study work, which in the future will contribute to a more effective formation of the declared professional skills.

References 1. Volegzhanina, I.S., Chusovlyanova, S.V., Adolf, V.A., Bykadorova, E.S., Belova, E.N.: Knowledge management as an approach to learning and instructing sector university students in post-soviet professional education. J. Soc. Stud. Educ. Res. 8(2), 39–61 (2017). https://doi.org/10.17499/jsser.360863 2. Komkova, A., Kobeleva, E., Taskaeva, E., Ishchenko, V.: Foreign language learning environment: A case study of STU. In: Manakov, A., Edigarian, A. (eds.) International Scientific Siberian Transport Forum TransSiberia - 2021, vol. Volume 403, pp. 429–437. Springer International Publishing, Cham (2022). https://doi.org/10.1007/978-3-030-96383-5_48 3. Zubkov, A.D.: Professional foreign language competence of technical students: Content, structure and formation. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 503–510. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-47415-7_53 4. Ball, P.: Innovations and challenges in CLIL materials design. Theory Pract. 57, 222–231 (2018). https://doi.org/10.1080/00405841.2018.1484036 5. 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:// doi.org/10.3390/educsci9020138 6. Coyle, D.: The place of CLIL in (bilingual) education. Theory Pract. 57, 166–176 (2018). https://doi.org/10.1080/00405841.2018.1459096 7. De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., Van Mensel, L.: Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Stud. Second Lang. Learn. Teach. 8, 47–71 (2018). https://doi.org/10.14746/ssllt.2018.8.1.3 8. Feddermann, M., Möller, J., Baumert, J.: Effects of CLIL on second language learning: Disentangling selection, preparation, and CLIL-effects. Learn. Instr. 74, 101459 (2021). https:// doi.org/10.1016/j.learninstruc.2021.101459 9. Fernández-Sanjurjo, J., Fernández-Costales, A., Arias Blanco, J.M.: Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain. Int. J. Biling. Educ. Biling. 22, 661–674 (2019). https://doi.org/10.1080/13670050. 2017.1294142 10. Firmayanto, R., Heliawati, L., Rubini, B.: The Effectiveness of content and language integrated learning (CLIL) online assisted by virtual laboratory on students’ science process skills in acid-base materials. J. Phys. Conf. Ser. 1918, 052061 (2021). https://doi.org/10.1088/17426596/1918/5/052061

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11. Agudo, J.D.D.M.: 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). https://doi.org/10.1016/j.linged.2019.04.008 12. Agudo, J.D.D.M.: The impact of CLIL on English language competence in a monolingual context: a longitudinal perspective. Lang. Learn. J. 48, 36–47 (2020). https://doi.org/10.1080/ 09571736.2019.1610030 13. Merino, J.A., Lasagabaster, D.: CLIL as a way to multilingualism. Int. J. Biling. Educ. Biling. 21, 79–92 (2018). https://doi.org/10.1080/13670050.2015.1128386 14. Merino, J.A., Lasagabaster, D.: The effect of content and language integrated learning programmes’ intensity on English proficiency: A longitudinal study. Int. J. Appl. Linguist. 28, 18–30 (2018). https://doi.org/10.1111/ijal.12177 15. Nikula, T., Moore, P.: Exploring translanguaging in CLIL. Int. J. Biling. Educ. Biling. 22, 237–249 (2019). https://doi.org/10.1080/13670050.2016.1254151 16. Pavón Vázquez, V., Ramos Ordóñez, M.D.C.: Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. Int. J. Biling. Educ. Biling. 22, 35–48 (2019). https://doi.org/10.1080/13670050.2018.1511681 17. Zubkov, A.: Teaching foreign language in transport university using massive open online courses: Pilot study. In: Manakov, A., Edigarian, A. (eds.) International Scientific Siberian Transport Forum TransSiberia - 2021. TransSiberia 2021. Lecture Notes in Networks and Systems, vol. 403, pp. 92–100. Springer, Cham (2021). https://doi.org/10.1007/978-3-03096383-5_11 18. Zubkov, A.: Implementation of CLIL approach via moocs: Case study of siberian transport university. In: Manakov, A., Edigarian, A. (eds.) International Scientific Siberian Transport Forum TransSiberia - 2021:, vol. Volume 1, pp. 1002–1010. Springer International Publishing, Cham (2022). https://doi.org/10.1007/978-3-030-96380-4_109 19. Pérez Cañado, M.L.: The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learn. Instr. 57, 18–33 (2018). https://doi.org/10.1016/ j.learninstruc.2017.12.002 20. Pérez Cañado, M.L.: CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes. Porta Linguarum Rev. Interuniv. Didáctica las Lenguas Extranj. (2018). https://doi.org/10.30827/Digibug.54022 21. Ruiz de Zarobe, Y., Zenotz, V.: Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time? Int. J. Biling. Educ. Biling. 21, 319–331 (2018). https://doi.org/10.1080/13670050.2017.1391745 22. San Isidro, X., Lasagabaster, D.: The impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting: A longitudinal study. Lang. Teach. Res. 23, 584–602 (2019). https://doi.org/10.1177/1362168817754103 23. Zubkov, A.: Increasing effectiveness of foreign language teaching of transport university students in process of online learning. In: Manakov, A., Edigarian, A. (eds.) International Scientific Siberian Transport Forum TransSiberia - 2021: Volume 2, pp. 438–445. Springer International Publishing, Cham (2022). https://doi.org/10.1007/978-3-030-96383-5_49 24. Zubkov, A.D.: MOOCs in blended English teaching and learning for students of technical curricula. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 539–546. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-47415-7_57

An Integrative Model for the Formation of Multilingual Communicative Competence and Professional Qualities in Future Intercultural Communication Specialists Nikolay Baryshnikov and Oksana Ivanova(B) Pyatigorsk State University, Pyatigorsk 357500, Russia [email protected], [email protected]

Abstract. The article deals with a set of issues related to the theoretical understanding, development and implementation in educational practice of professional training of future intercultural-communication specialists who study four foreign languages in parallel and sequentially, and integrated methodology for the formation of professional multilingual communicative competence and professional skills. Taking into account the latest achievements of domestic methodological science in integrated teaching of foreign languages and professional disciplines, the concepts of foreign linguodidacts, CLIL (Content and Language integrated learning), and ILCHE (Integrating language and content in higher education), the authors theoretically substantiate an integrated approach to the processes of forming students’ professional multilingual communicative competence and the development of key components of their professional ability to realize an equal status intercultural dialogue with potential foreign partners, including such productive skills as: listening to a partner, controlling emotions, making concessions, reaching consensus, focusing on positive, etc. The authors substantiate the thesis that one of the most important qualities of intercultural communication specialists is communicative resourcefulness, the development of which is qualified as a competitive advantage in an equal status intercultural dialogue. As a result of an objective analysis of the process of integrated teaching multilingualism and the basics of professional intercultural communication to linguistics students, the authors determine the difficulties of its implementation, among which the most significant are organizational and psychological difficulties, as well as options for their elimination. Keywords: Variants of integrated models · Professional multilingual communicative competence · Communicative resourcefulness · Trainings

1 Introduction Modern language education is focused on the formation of a multilingual, linguistically interesting personality with an adequate understanding of the worldview diversity and © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 120–127, 2022. https://doi.org/10.1007/978-3-031-11435-9_13

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the interconnection of its visible and invisible elements. In this regard, in the methodology of teaching a foreign language an integrated approach is of particular relevance, the implementation of which ensures the intensification of the mastering foreign language competence process by students, the integrity and consistency of the educational process, contributes to its enrichment, which leads to the increase in language professional training effectiveness [1]. The practicability of an integrated approach in modern linguodidactics is theoretically argued, and it is widely used in the educational practice of teaching foreign languages in many Russian universities. In this regard, this article has a practice orientation, the purpose of which is to present different variants for an integrated model used for the formation of the professional multilingual communicative competence (PMCC) and some professional qualities, which are necessary for a future specialist in intercultural communication. At the present stage of civilizational process development, the foreign-language communicative competence possession is a “business card” of any profile specialist and is an indicator of a high level of professional training. In the 21st century, declared by UNESCO as the century of multilingual personalities, linguistic diversification and multilingual training of future specialists in intercultural communication are of particular relevance, providing wide opportunities for interaction with representatives of different languages and cultures. Each studied foreign language gives a new perception of the world, helps to realize one’s cultural uniqueness, and at the same time changes and expands its boundaries through the acquisition of new cultural experience [2]. Luke Jones who is the author of the book on doing business in Russia and CIS countries “Why Russians Don’t Smile”, in this regard he writes: despite the fact that English is everywhere and it is difficult to avoid it, a new language opens up new doors and with it a sea of new experiences and opportunities, especially in terms of communication skills [3]. The purpose of teaching multilingualism to future specialists in intercultural communication is to develop their professional multilingual communicative competence. Many domestic and foreign scientific studies are devoted to multilingual communicative competence issues (Baryshnikov [4], Vartanov [5], Shostak [6], Abendroth-Timmer [7], Hennings and Coste [8], Moore and Castellotti [9], Schjerve and Vetter [10], Weber [11], Weinert and Franz [12]). Despite the fact that the interpretation of the concept of “multilingual competence” may be difficult because of different points of view on this term understanding [13], we consider multilingual communicative competence as a set of individual abilities to implement effectively communicative intentions in four or more foreign languages in interpersonal communication and in the field of professional intercultural polylogue [14]. The high level of professional training of future specialists in intercultural communication is ensured by an integrated approach to the processes of their multilingual communicative competence and key professional skills formation, during the implementation of which “the most important process of interdisciplinary interactions of a foreign language and professional disciplines takes place in training, on the basis of

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which students are included in the so-called simultaneous achievement of educational goals in two subjects [15].

2 Methodology The development of an integrated model of teaching professional multilingual communicative competence is based on the methodological concept of teaching multilingualism set out in the article “Multilingual didactics” [16], which later became the basis for the development of the didactics of multilingualism; the principle of integrativity developed by Krylov, and the concept of integrated teaching of a foreign language and professional disciplines (Content and language integrated learning) by foreign scientists Coyle, Hood, and Marsh [17]. The conception is based on the philosophy of pluralism postulates, which provides for the use of a variety of techniques, methods and cognition models, which allow formation of the structure of professional multilingual communicative competence not in isolation, but as an integrative language education, implemented simultaneously and alternately. An essential element of the research methodology is the principle of integrativity elaborated by Krylov as the basis of pedagogical activity carried out in an interdisciplinary content field in the context of the future specialty, taking into account the features of the academic disciplines studied jointly within the framework of a unified approach in terms of the structure of educational material and types of educational activities [18]. This principle is the basis for the formation of students’ readiness to solve professional problems in the field of intercultural communication in the four studied languages, using the acquired knowledge and acquired professional skills. Simultaneous mastery of a foreign language and professional skills is the basis of the concept of integrated teaching of a foreign language and professional disciplines CLIL (Content and language integrated learning). When developing an integrated model for teaching professional multilingual communicative competence, the basic principles of the CLIL concept were taken into account, including the integration of subject disciplines in situations of oral and written communication, the use of a wide range of cultural contexts and interaction in other cultures through teaching in the languages of these cultures [19]. An integrated approach to the formation of professional multilingual communicative competence and professional skills of future specialists in intercultural communication, having been implemented at Pyatigorsk State University for many years, fully justifies itself. However, it should not been schematized and considered that for integration, aimed at a dramatic increase in the level of students’ professional training, it is sufficient to mechanically combine two academic disciplines. This is far from true. Each specific integration variant requires a comprehensive theoretical understanding and an adequate methodological solution.

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3 Results and Discussion The peculiarities of the integrated model of professional multilingual communicative competence formation and individual professional skills are its flexibility and mobility specified by the periodic change of academic disciplines integrated into the process of the PMCC formation and the regular updating of didactic units. In fact, our training model is based on doublet integration and academic disciplines variation. If the academic disciplines variation does not need additional comments, then let us explain the meaning of doublet integration, whose essence consists in its name. It means that within the integrated approach, another round of integration is implemented in the form of a methodologically optimal option for integrating each specific academic discipline, including “Fundamentals of professional intercultural communication”, “Multilingualism Practice”, and “Intercultural Communication Practice”. Thus, an integrated model for the formation of the PMCC and professional skills of a specialist in intercultural communication is implemented within the framework of teaching the three academic disciplines mentioned above, and the main attention is paid to the development of the following professional qualities and skills of a specialist in intercultural communication: the ability to listen to a partner, the ability to control emotions, the ability to go on concessions in the negotiation process, the ability to focus on the positive, which are divided into three academic disciplines. A separate task relevant to the integration of the PMCC course with all three academic disciplines is the development of communicative resourcefulness in future professional specialists in intercultural communication. The integrated model of the formation of the PMCC with the study of the course “The Fundamentals of Professional Intercultural Communication”, which is taught according to the textbook with the same name [20], involves the implementation of several variants: Variant 1. An integrated model for the formation of the PMCC and professional skills to listen to a partner in the intercultural dialogue and control emotions in the intercultural dialogue. Basic methodological tools: a) a conditional multilingual polylogue, in which it is required to demonstrate the professional ability to listen to a partner in four languages (questions to an imaginary partner, emotional reactions, summarizing the received information are indicators of productive listening). b) etudes from the textbook for the development of professional skills. For example: The French anthropologist Azzopardi claims that the majority of communicators perceive only 25% of the information that they are told. Comment on this fact in a foreign language (at the student’s choice) [21]. Variant 2. An integrated model for the formation of the PMCC and professional skills to make concessions in the negotiation process; focus on the positive, without focusing on disagreements. Basic methodological tools: development of projects such as “Dictionary of differences in the emotional behavior of foreign communicants”; etudes similar to those given in variant 1. For example: Observing a conditional multilingual conversation, rate the

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ability to control their emotions by representatives of different languages and cultures (in the language of the student’s choice). Variant 3. Integrated model for the formation of the PMCC with the study of the training course “Multilingualism Practice”. In this variant of the integrated model, all tasks, etudes, and trainings are compulsory performed in all studied foreign languages in the context of a conditional multilingual polylogue. The main purpose is to form the ability of future multilingual specialists to “switch” from one studied foreign language to another one without any psychological and speech difficulties. Variant 4. An integrated model for the formation of the PMCC with the study of the training course “Intercultural Communication Practice”, which is carried out at the final stage of professional training of future specialists in intercultural communication. In the process of improving the PMCC, students simultaneously acquire the professional skills of conducting an equal status intercultural dialogue in each foreign language separately (English, German, French, Spanish) and in all foreign languages at the same time. In this variant of the integrated model, multilingual communicative trainings are mainly used. The example of such trainings is based on the use of the case method: a) familiarize with the situations and based on them act out dialogues in English/German/French/Spanish using direct questions and options for responding to them. Situation 1. Your partner in intercultural communication claims that for successful professional intercultural communication it is enough to know only one foreign language – English. Be interested in what your interlocutor’s statement is based on. Situation 2. You are having a business conversation with your partner in intercultural communication and you do not understand clearly his point of view on the discussed issue. Clarify ambiguities that may cause misunderstandings between you and your colleague. b) demonstrate on the basis of the given situations the ability to switch from one foreign language to another one by asking questions in English/German and answering them in French/Spanish. Variant 5. An integrated model for the formation of the PMCC and the development of students’ communicative resourcefulness as the most important quality of a high-class professional specialist in intercultural communication. Communicative resourcefulness is understood as the ability instantly, concisely, unexpectedly and accurately to respond to the verbal and non-verbal actions of a partner in intercultural communication. We qualify this ability as a competitive advantage in an equal status multilingual polylogue. In this regard, this variant of the integrated model in the educational practice of teaching multilingualism belongs to the priority category. The main tools of implementing this integrated model are multilingual universal communicative situations, mastering of which ensures communicative resourcefulness. As a result of communicative use of situations, the experience of independent successful

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replicas production is gained. The main tools of developing communicative resourcefulness are trainings and etudes, including those which were borrowed from the mentioned textbook: “Demonstrate your masterful possession of communicative resourcefulness in an imaginary intercultural dialogue”. Situational tasks: - Prepare five communicative situations that can be used in a witty improvisation in foreign languages. - Make a list of communicative situations of refusal or disagreement in a positive form in English/German/French/Spanish. In the process of implementation of this variant of the integrated teaching multilingualism model and the development of communicative resourcefulness, students accumulate a certain stock of successful communicative situations in four foreign languages, the use of which at the initial stage of professional activity provides an effortless multilingual polylogue. As an illustration of the above, we will give several examples of universal communicative situations in four foreign languages constituting the multilingualism of future specialists in intercultural communication: - How could you come to such an unexpected point of view? - Sie benehmen sich wie eine Axt im Walde! Nur so kann ich eine echte deutsche Eiche wie Sie fällen! -Ne dites jamais “jamais”. - ¡Al comunicarse con Ud, se puede aprender mucho! However, it should not be assumed that various variants of the integrated model are implemented easily and simply. In the educational practice, there are significant organizational and psychological difficulties. Organizational difficulties: a) the absence of the department of multilingualism as a specialized scientific and methodological center for the development and improvement of the multilingualism didactics; b) insufficient staffing of the multilingualism department with pedagogical staff able to teach four foreign languages at the same time, and as a result, sequential foreign languages teaching prevails in the process of forming the PMCC, constituting the didactic coordinative multilingualism of students, especially at the initial stage; c) insufficient harmonization of the basic and optional parts of the curriculum in the field of study 45.03.02 Linguistics “Theory and practice in intercultural communication” (four languages: English, German, French, Spanish). Psychological difficulties in implementation of the integrated model of the formation of the PMCC and professional qualities of a specialist in intercultural communication are primarily associated with the students’ frustration, i.e. their mental state, which is characterized by internal stress.

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The training, situational task and etude implementation requires psychological emancipation, inner freedom, and self-confidence. Twenty-year experience in training multilingual specialists in intercultural communication has shown that not every student possesses these qualities. In conclusion, we note that we are carrying out a purposeful work aimed at improving the integrated model variants for the formation of the PMCC and professional skills, improving organizational and pedagogical conditions, and overcoming and eliminating the mentioned difficulties in the implementation of this project.

4 Conclusion The mastering of professional multilingual communicative competence by specialists in intercultural communication and other professional areas, whose functions are associated with the use of foreign languages, is one of the most important conditions for increasing their competitiveness in the modern labor market. At the same time, the implementation of an integrated model for the formation of professional multilingual communicative competence and professional qualities in future specialists in intercultural communication is a complex and laborious process, at the same time productive and promising, despite the existing difficulties. Thus, the general conclusion can be formulated in the following way: the developed variants of the integrated learning model are effective and correspond to the current level of development of higher education pedagogy and multilingualism didactics. However, since pedagogical learning technologies have the ability to become outdated, it is necessary to intensify the scientific search for productive models of integrated subject-language learning.

References 1. Borlakova, H.M.: An integrated approach to teaching a foreign language. Kant 2(27), 23–26 (2018) 2. Mayr, G.: Building bridges between languages: How students develop crosslinguistic awareness in multilingual learning settings. In: Pinto, J., Nelia, A. (eds.) Multilingualism and Third Language Acquisition: Learning and Teaching Trends Acquisition, pp. 165–184. Language Science Press, Berlin (2021) 3. Jones, L.: Why Russians Don’t Smile, 4th edn. Intermark Relocation, Moscow (2020) 4. Baryshnikov, N.V.: Obuchenie mnogojazychiju: Ot nauchnogo zamysla k obobshheniju opyta [Teaching multilingualism: From scientific design to generalization of experience]. Foreign Languages at School 12, 6–12 (2020). (in Russian) 5. Vartanov, A.V.: Mnogojazychnaja kommunikativnaja kompetencija kak celevaja dominanta professional’noj podgotovki uchitelja mnogojazychija [Multilingual communicative competence as a target dominant of professional training of a multilingualism teacher]. Theory and Pract. Teach. Foreign Languages Cultures: Achievements, Problems, Prospects 22, 227–235 (2020). (in Russian) 6. Shostak, E.V., Methodology for the Formation of Multilingual Competence Among Students of a Multidisciplinary University: Abstract of Dissertation. Candidate of Pedagogical Sciences Peter the Great St. Petersburg Polytechnic University, St. Petersburg (2021)

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7. Abendroth-Timmer, D., Hennig, E.M.: Plurilingualism and Multiliteracies: International Research on Identity Construction in Language Education. Peter Lang International Academic Publishers, Frankfurt am Main (2014) 8. Coste, D.: Competence à Communiquer et Competence Plurilingue” en Notions en Questions, vol. 6, pp. 191–202. ENS Editions (2002) 9. Moore, D., Castellotti, V.: La Compétence Plurilingue: Regards Francophones. Peter Lang, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien (2008) 10. Schjerve, R.R., Vetter, E.: European Multilingualism: Current Perspectives and Challenges. Multilingual Matters, Bristol (2012) 11. Weber, J.J.: Multilingualism, Education and Change. Peter Lang, Frankfurt am Main (2009) 12. Weinert, F.E.: Competencies and key competencies: Educational perspective. In: Smelser, N.J., Baltes, B. (eds.) International Encyclopedia of the Social and Behavioral Sciences, pp. 2433–2436. Elsevier, Amsterdam (2001) 13. Stavans, A., Hoffmann, C.: Multilingualism. Cambridge University Press, Cambridge (2015) 14. Vartanov, A.V., Bagiyan, A.Yu.: Mnogojazychnaja kommunikativnaja mezhkul’turnaja kompetencija kak bazovaja kategorija didaktiki mnogojazychija i ee celevaja dominanta [Multilingual communicative intercultural competence as a basic category of didactics of multilingualism and its target dominant]. Foreign Languages at School 12, 22–28, Moscow (2021) (in Russian) 15. Almazova, N.I., Baranova, T.A., Khalyapina, L.P.: Lingvodidakticheskaja harakteristika otlichitel’nyh osobennostej professional’no-orientirovannogo obuchenija inostrannym jazykam i integrirovapnnogo predmetno-jazykovogo obuchenija [Linguistic and didactic characteristics of the distinctive features of professionally oriented teaching of foreign languages and integrated subject-language teaching]. In: Khalyapina, L.P. (ed.) Integrated Teaching of Foreign Languages and Professional Disciplines. Experience of Russian universities, pp. 53–73. SPbPU, St. Petersburg (2018). (in Russian) 16. Baryshnikov, N.V.: Mul’tilingvodidaktika [Multilingual didactics]. Foreign Languages at School 5, 19–27 Moscow (2004). (in Russian) 17. Coyle, D., Hood, P., Marsh, D.: CLIL: Content and Language Integrated Learning. Cambridge University Press, New York (2010) 18. EG Krylov 2016 Integrative Bilingual Teaching Foreign Languages and Engineering Disciplines in Technical University Abstract of Pedagogics doc. diss. Ural State Pedagogical University Yekaterinburg 19. Khalapina, L.P., Yakhieva, K.M.: Soderzhanie i jetapy realizacii metodicheskoj modeli integrirovannogo obuchenija inostrannomu jazyku i professional”nym disciplinam na osnove cifrovyh tehnologij [The content and stages of implementation of the methodological model of integrated teaching of a foreign language and professional disciplines based on digital technologies]. Foreign Languages at School 5, 56–63 (2021). (in Russian) 20. Baryshnikov, N.V.: Osnovy Professionalnoy Medzkulturnoy Kommunikatsiyi [The Fundamentals of Professional Intercultural Communication]. Infra-M, Moscow (2013). (in Russian) 21. Azzopardi, G.: Manuel de maîtrise de soi: pour déjouer les manipulations et prendre le dessus!, 1st edn. Editions Générales First, Paris (2009)

Use of the Flipped Class Model in Teaching English to Master’s Students at a Technical University Zhanna Demyanova(B) National Research University Moscow Power Engineering Institute, Moscow 111250, Russia [email protected]

Abstract. During the past decade, the number of teachers trying to use active methods such as the Flipped Class model in teaching foreign languages has increased significantly. However, little research has been carried out to determine the effectiveness of Flipped Class at a Technical University while teaching English. The aim of this study was therefore to investigate the effectiveness of teaching English for engineering students in a Flipped Class course. Limited classroom time, lack of modern teaching materials, mixed-ability classrooms in nowadays universities made the study urgent. Two groups of Master’s students of Moscow State Power Engineering Institute were taught English using different methods: one group (N = 19) was taught in a traditional classroom, while for the second group (N = 20) a teaching method was based on the principles of Flipped Class using I-net resources along with traditional textbooks. The resources such as TED talks, TEDEd, smartphone applications for language learning, and others were included. Both groups were assessed in the same way after a ten-week period. Questionaries, language tests, observations were used in the course of our research. The analysis of the results obtained proves the efficiency of a Flipped Class Model in all aspects of assessment. Besides, the perception questionary shows the second group students’ motivation towards English learning increased to a great extent. Students became involved, and the Flipped Class Model encouraged communication and collaboration. The outcomes of the study suggest the implementation of Flipped class technology can be recommended for at least some part of an English teaching course. Keywords: Flipped Class Model · Master’s Students · Teaching English · Technical University · TED

1 Introduction 1.1 Context Foreign Language Proficiency is getting more and more important for a specialist. In the modern time of great variety of new educational technologies and Internet resources prevailing in our life it is important to use their opportunities in education, so teachers are trying to do their best in finding ways for efficient teaching of foreign languages. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 128–137, 2022. https://doi.org/10.1007/978-3-031-11435-9_14

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The flipped classroom model (FCM), suggested by teachers of chemistry Bergmann and Sams in 2007, is getting more and more popular. Bergmann and Sams define the flipped classroom as a concept where the workload shifts from in-class to homework and vice versa. That is, the activities traditionally done during class are done at home instead. [1, 2]. So, the main principle of the Flipped model is that new information is given to students online prior class time and when the students attend the class, they use what they’ve learned online by engaging in face-to-face discussions, activities and collaboration, thus deepening and expanding their knowledge [3, 4]. In the EFL (English as a Foreign Language) context, the flipped classroom model is supposed to solve the most common problems of English language learners, such as lack of participation and autonomy, communication, interaction, lack of sufficient feedback, and low proficiency levels [5–8]. As for Internet resources there are online resources that present ready-made educational materials, for example, the British Council or Project Britain. The Internet resources that are increasingly useful in learning a foreign language include the TED media service. TED refers to a modern phenomenon in education called Edutainment based on the concept of “education and entertainment”. The TED educational project (abbreviation from the English Technology, Entertainment, Design) is one of the most useful resources for those interested in unique ideas and discoveries in the field of art, culture, science, and technology. All materials are freely available for viewing on the conference website, and if necessary, they can be downloaded by contacting YouTube video hosting. It is known that modern Internet resources have a huge potential in the field of teaching a foreign language [9]. At the same time, the problem is students do not often have necessary information on existing resources or they are unable to use them correctly and a huge number of existing resources makes it difficult to make the right choice and effective use. 1.2 Problem The problem is, however, that very little research has been carried out to determine the effectiveness of Flipped Class Model at a Technical University while teaching English to engineering Master’s students. Limited classroom time, lack of modern teaching materials, mixed-ability classrooms in nowadays non-linguistic universities made the study urgent. Thus, the purpose of this study is to investigate the effectiveness of the Flipped Class Model (FCM) in teaching English for Master’s Students of a Technical University using Internet-resources such as TED Talks, Ted Ed and Quizlet app. The research questions are: 1. Can FCM be effective when used in teaching EFL to Masters’ students of a technical University?

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2. Can FCM be accompanied by employing available resources such as TED Talks, Ted Ed and Quizlet be useful in solving the urgent problems of EFL in nonlinguistic university: limited classroom time, lack of modern authentic teaching materials, mixed-ability classrooms, lack of interaction and participation during ordinary classes? 3. Will the engineering students’ perception of FL model for teaching English be positive?

2 Literature Review A lot of researches on Flipped Class model impact on EFL teaching have been made during past decades. According to ˙Ilter Ogün, most authors study Flipped Class Model in context of the language skills or aspects taught in flipped learning implementation [10], e.g., grammar (35%). Thus, A. Warden investigates the impact of Flipped approach to grammar input in EFL university education [11]. Al-Harbi and Alshumaimeri investigate the Flipped Classroom impact in grammar class on EFL in Saudi secondary school education [12]. Most of the above-mentioned researchers agreed that if grammar is taught outside the classroom, the classroom time can be used to perform communicative and language use activities in line with communicative approach. Flipped Classroom Model and its effect on Indonesian EFL students’ writing ability across and individual differences in learning is the subject study of Afrilyasanti, Cahyona and Astuti [13]. Developing writing skills through student-created digital videos in FCM is explored by Engin [14]. Students’ perception in EAP writing context in a Flipped Classroom is exposed by Pavanelli [15]. Besides, the effects of FCM on vocabulary teaching strategies in the Flipped Classroom are exposed by Zhang, Jiao, Ma, and Guan [16]. EFL students’ oral performance in context of the Flipped classroom using Facebook as the platform is studied by Lin Chi-Jen and Hwang [17]. The impact of FCM on students’ gaining of reading skills was also investigated. Thus, reading comprehension through a flipped cooperative classroom was studied by Chavangklang and Suppasetseree [18]. Among the tools of EFL teaching are traditionally named textbooks, study aids, study guides and novels [19]. Despite the prevalence of printed methodological resources, they may also include audiovisual materials, computer and internet simulators, actual objects and realities / case studies of professional activity area [2]. A case study of the flipped classroom in a Korean university for general English course based on teacher’s self-recorded lecture videos for university students was presented in Choe and Seong research [20]. Code Academy, Learners TV, TED Talks and a new branch of the TED organization called TED-Ed as well as YouTube, Teacher YouTube, Vimeo, itunesU, and PBS media are also used [21–24]. In sum, most of English language educators find FCM implementation in forming language skills rather effective and their students’ attitude towards this technology mostly

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positive [7], though there are some difficulties as students not being accustomed to the model or unprepared to the class regularly [25–27]. Although the FCM impact on learners EFL competence is proved to be positive in general and different skills and language aspects respectively there are no studies in the context of using the Flipped Class Model when teaching Master’s Students English at a Technical university. So, we think that the current study on FCM use in teaching English to Master’s Students at a Technical University on the base of media platform TED (TED Talks, TEDEd) and smartphone app Quizlet will have a great contribution to fill this important gap and facilitate the identification of unexplored scopes of the flipped classroom method in foreign language education research.

3 Methodology Two groups of Master’s students of Moscow State Power Engineering Institute were taught English in different methods: one (control) group – CG (N = 19) was taught in a traditional classroom, while for the second (Experimental) group – EG (N = 20) the teaching method was based on the principles of Flipped Class Model using Internet resources along with traditional textbooks. The resources, such as TED talks and TEDEd, smartphone application Quizlet were included. Both groups were assessed in the same way before and after a ten-week period. Questionaries, language tests, observations were used in the course of our research. TED Talks videos and TEDEd animated videos were implemented in addition to printed textbooks in the curriculum frame of the experimental group. 34 lectures of various content and time duration (0–6, 6–12, 12–18 and 18+ minutes) in Technology section of the Design sub-section and 13 lectures in Cyber security sub-section were available at the time of conducting the experiment. Before starting the experiment, its purposes were explained to the experimental group of students, the TED media service was demonstrated and Quizlet smartphone application was presented. At the beginning of the experiment, a placement test was completed by both the experimental and control groups to determine whether their English Language proficiency levels were quite equal. The placement test was designed by the researcher, according to entrance level of Master’s students’ level (B1- B2). The test incorporated grammar (30 multiple choice items), listening comprehension (3-min audio with 6 multiple choice items) and vocabulary (an original text fragment with 10 missing words and 12 options to fill the gaps) assignments. The results of a placement test did not show any significant differences between the experimental and the control groups in the regard of their EFL proficiency (see Table 1).

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Z. Demyanova Table 1. Placement test results for the groups’ EFL proficiency test.

Group

N

Grammar (%)

Listening comprehension (%)

Vocabulary (%)

Total mean (%)

EG

20

45

33

43

40.3

CG

19

46

37

41

41.3

Starting from the second week of the semester for a 10-week period, TED Talks and TEDEd videos and animated videos closely related to the curriculum and textbook material were offered for the experimental group and additional tasks were organized. According to the curriculum, there was one English class for half an hour a week. Every week the students were supposed to watch one video and do the interactive tasks (the “Think”, “Dig deeper” and “Discuss” blocks) TED offered prior to class. Thus, for example, the TEDEd Lesson animated video “Building the world’s largest (and most controversial) power plant” (https://ed.ted.com/lessons/building-the-worlds-largest-and-most-controversial-power-plant-alex-gendler#watch) can be used as an additional material to the main textbook on the topic of power plants. The following exercises were offered as additional tasks prior to class to the above video: Exercise 1. Translate the words: dam, cables, electrical networks … Exercise 2. Say the words: hydroelectric power plant, turbine, source, circulating, everywhere … Exercise 3 Create a vocabulary for a video (10 words). Exercise 4 Write a short summary for the video. Exercise 5 Tell your classmates what the video is about. Exercise 6 Voice the animated video for your group-mate. etc. Within the framework of the textbook for Master’s degree students in 7.04.04 Management in Technical Systems, 01.04.02 Applied Mathematics and Computer Science, 09.04.01 Computer Science and Computer Engineering, the following lectures were used for Unit 3 From the history of cybernetics (Table 2):

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Table 2. An example of a hotlist of TED Talks video lectures on a unit. Topic of the discipline “Foreign (English) language”

TED talks video

Time range

Unit 3. From the history of cybernetics

1) Johnny Lee Free or cheap Wii Remote hacks/Posted Apr 2008

5.40

2) Daniel Garrie Defining cyberwarfare… in hopes of preventing it/Posted Aug 2013

3.35

3) Lorrie Faith Cranor What’s wrong with your pa$$w0rd?/ Posted Jun 2014

17.41

Writing in an Online Forum (TED “Discussion”) / Writing assignment prior to class (Vocabulary, Summarizing, Essay) / Speaking assignment prior to class (Short Retelling, Video-based Presentation/” Recommend a video”)/ Pronunciation assignment prior to class (say the words; voice the video (video part) usually with TEDEd) tasks were introduced. As for Grammar material the students were offered a video or a PPT before a class to study or were to read the material in their text-book and prepare a PPT for their group-mates. The examples of an additional prior-to-class grammar video from TEDEd may be the following: 1) How many verb tenses are there in English? https://ed.ted.com/lessons/how-manyverb-tenses-are-there-in-english-anna-ananichuk (4.27 min) with a Guided discussion (There are 27 responses for). – The task may be to choose the best opinion among 27 and prove it is the best. 2) The 5 types of text structure: https://ed.ted.com/best_of_web/2empo8y9 (3.5 min) –the task may be to write down the elements of text structure and corresponding clue-words. The video is very useful for academic wring skills formation. The main criteria for selection of TED animated videos and video lectures during the experiment include the following: 1) compliance with the thematic plan, 2) time range (timer), 3) relevance and novelty, 4) compliance with personal and professional interests and needs of students, and 5) compliance with the level of linguistic competence of the trainees. The main FCM principle should be “no work without a check or feedback”. To lessen the amount of teacher’s work and to increase the students’ interaction, peer-review and collaboration were employed. Quizlet was strongly recommended for practicing new words, mostly professional vocabulary in different modes (Flash Cards, Gravity, Write, Spell, Match, Live). Students were encouraged to exchange their flashcards. The two-part (quantitative and qualitative) Student Perception of FCM Questionnaire used after the experiment aimed to evaluate the students’ perceptions of FCM. The

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quantitative part consists of 6 close-ended questions, scored using strongly agree - agree - neutral – disagree - strongly disagree Likert scale. The qualitative section was composed of one open-ended question. The questionnaire was to explore the students’ perceptions of communication and collaboration in the FCM while learning English, besides it helps to reveal their attitudes towards the FCM in English learning process.

4 Results The post-exp test was organized in the same manner as the preliminary one and showed the following results (Table 3): Table 3. Post-exp test results for the groups’ EFL proficiency test. Group

N

Grammar (%)

Listening comprehension (%)

Vocabulary (%)

Total mean (%)

EG

20

65

60.5

70

65.2

CG

19

60

40

50

50

The two-part (quantitative and qualitative) Student Perception of FCM Questionnaire used after the experiment reveals mostly positive attitude towards educational process in the Flipped Class Model using TED (TEDEd animated videos and TED Talks video lectures). The most common answers to the second part question of the Questionnaire on TED perception were like “I am fond of watching animated videos of TEDEd at home and take part in class discussions. TED Talks are also great.”; “TED helps me understand the course material better and I like I can do it on my own prior the class”; “I sometimes watch TED on my own apart from class program now”; “I think TED is very helpful. I wish I knew about it before.”; “I like I can watch TED from my phone on my way home or University. I like I can do it several times.”; “Some of TED Talks lectures are not easy to catch but I like I can watch them at home as much as I need”; “I like TED Talks. It’s great to watch, listen to, and understand authentical English.”; “At first, TED Talks were not easy to catch but now I got used to and they are quite interesting. Besides, I can use the subtitles”; “I like watching TED and I like the exercises too.”; “My favourite is a “Discuss” section. I like it when we discuss the stated questions in class. It’s exciting to speak English and be able to share your opinion in a foreign language.”; “I like I can decide when, where, and at what pace to watch the videos”. Attitude towards using Quizlet – “Quizlet has helped me a lot to improve my academic performance, makes my studies productive and exciting.”; “It used to be very difficult for me to memorize professional vocabulary. And now I have moved to this university, where I was told about Quizlet. I can learn vocabulary in Quizlet.”; “Quizlet helped me understand how important and interesting it is to learn! This academic year I am learning all the terms in Quizlet and already feel much more confident.”; “Quizlet is a great way to practice outside the class for a few minutes a day between times. I told my friends about it, and now they use it too.”

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5 Discussion The flipped classroom model (FCM) occupies an important place amidst great variety of new educational technologies in teaching English. It is studied by many authors in connection with developing different language skills (grammar, vocabulary, writing and speaking abilities) using various educational tools such as textbooks, study aids, study guides, novels, and Internet resources, though there is little research in using FCM in teaching Master’s students English at a technical university employing available resources of TED (TED Talks and TEDEd) and Quizlet app. The aim of this study was therefore to investigate the effectiveness of teaching English for engineering students in a FCM and to answer the research questions if 1) the FCM can be effective when used in teaching EFL the Masters’ students of a technical University, 2) the FCM accompanied by employing available resources such as TED Talks, Ted Ed resources and Quizlet app can be useful in solving the urgent problems of EFL in non-linguistic university environment (limited classroom time, lack of modern authentic teaching materials, mixed-ability classrooms, lack of interaction and participation during ordinary classes), 3) the engineering students’ perception of FL model of teaching English will be positive. The given research confirmed the hypotheses that the FCM can be quite effective and motivating when used in teaching EFL the Masters’ students of a technical University. The analysis of the data presenting in the result chapter proved the efficiency of FCM with using TED Talks, Ted Ed resources and Quizlet app in teaching Engineering Students in Technical University in all aspects of assessment (Grammar, Listening Comprehension and Vocabulary). The post-exp assessment results were better in the experimental group. The total mean of the experimental group is 15.2% higher with the biggest increase in listening comprehension (25.2% higher) and vocabulary (20% higher). The better results of Listening Comprehension and Vocabulary tests of the experimental group can be explained by the fact that experimental group students listened to authentic English and practiced vocabulary a lot during their independent work out of class. The post-exp Student Perception of the FCM Questionnaire answers were mostly positive. The Questionnaire showed students satisfaction with the method itself and TED (TED Ed animated videos and TED Talks video lectures) resources using in particular. It also showed positively increased motivation towards further EFL learning. 80% of students using Quizlet felt their academic performance had improved.

6 Conclusion The outcomes of the study suggest that the implementation of FCM (Flipped class model) can be recommended for at least some part of an English teaching course at a technical university and gives the way to improving students’ EFL proficiency. FCM is effective when used in teaching EFL to Masters’ students of a technical University and employing available resources such as TED Talks, Ted Ed and Quizlet help solving the urgent problems of EFL in non-linguistic university: limited classroom time, lack of modern authentic teaching materials, mixed-ability classrooms, lack of interaction and participation. Students’ perception of using TED Talks, TEDEd and Quizlet in FCM

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of teaching English is mostly positive and the gained skills of working autonomously open the perspective to the long-life learning model using these skills. Limitations: nonmotivated students with low English proficiency may feel it more difficult studying in the FCM class and sometimes require more control and guidance. Proper Video adoption and selection considering students English Language proficiency for the FMC class is an important but time-consuming issue. Implications for further research: The idea of hotlists of videos and the kinds of exercises may be improved further and applied to any other stage and profile or educational course. The results of this research can be viewed as a starting point for further studying the opportunities of using FCM in teaching English.

References 1. Bergmann, J., Sams, A.: Flip Your Classroom: Reach Every Student in Every Class Every Day, 1st edn. ISTE, Washington (2012) 2. What is Flipped Learning? Flipped Learning Network (2014). http://www.flippedlearning. org/do-main/46. Accessed 21 Oct 2021 3. Büyükalan, F., Benzet, A.: A content analysis of the studies on the use of flipped classrooms in foreign language education. World J. Educ. 8(4), 72–76 (2018) 4. Johnson, L., Renner, J.: Effect of the flipped classroom model on secondary computer applications course: student and teacher perceptions, questions and student achievement. Doctoral dissertation. University of Louisville, Louisville (2012). https://theflippedclassroom.files.wor dpress.com/2012/04/johnson-renner-2012.pdf. Accessed 21 Oct 2021 5. Basal, A.: The implementation of a flipped classroom in foreign language teaching. Turk. Online J. Distance Educ. 16(4), 99–110 (2015) 6. Obari, H., Lambacher, S.: Successful EFL teaching using mobile technologies in a flipped classroom. In: Helm, F., Bradley, L., Guarda, M., Thouësny, S. (eds.) Proceedings of the 2015 EUROCALL Conference, pp. 433–438. Padova, Italy (2015) 7. Strayer, J.F.: How learning in an inverted classroom influences cooperation, innovation and task orientation. Learn. Environ. Res. 15(2), 171–193 (2012) 8. Sung, K.: A case study on a flipped classroom in an EFL content course. Multimedia- Assist. Lang. Learn. 18(2), 159–187 (2015) 9. Akbari, O., Razavi, A.: Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. Int. J. Res. Stud. Educ. 5(2), 105–116 (2015) 10. ˙Ilter, O.: Thematic and Methodological Trends in ELT Master’s Theses and Doctoral Dissertations on Flipped Learning. In: Biruni University 1st International English Language Teaching (ELT) Conference “Catchy Trends in ELT"2021, pp. 163–182. Biruni University, Biruni (2021) 11. Warden, A.: Investigating the use of a Flipped Approach to Grammar Input in an English as a Foreign Language Classroom. Unpublished Doctoral Thesis. The University of Chichester, Chichester, West Sussex (2016). https://www.teachingenglish.org.uk/sites/teacheng/files/mda 2017_university_of_chichester_nile_alexandra_warden.pdf. Accessed 25 Oct 2021 12. Al-Harbi, S., Alshumaimeri, Y.: The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. Engl. Lang. Teach. 9(10), 1123–1129 (2016) 13. Afrilyasanti, R., Cahyona, B., Astuti, U.: Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. Int. J. Engl. Lang. Linguist. Res. 4(5), 65–81 (2016) 14. Engin, M.: Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. J. Sch. Teach. Learn. 14(5), 12–26 (2014)

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15. Pavanelli, R.: The flipped classroom: A mixed methods study of academic performance and student perception in EAP writing context. Int. J. Lang. Linguist. 5(2), 16–26 (2018) 16. Zhang, H., Li, J., Jiao, L., Ma, W., Guan, C.: The adjustment and effects of vocabulary teaching strategies in flipped classroom. Creat. Educ. 7(14), 1966–1973 (2016). https://doi. org/10.4236/ce.2016.714199 17. Lin, C.-J., Hwang, G.-J.: A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Educ. Technol. Soc. 21, 205–219 (2018) 18. Chavangklang, T., Suppasetseree, S.: Enhancing Thai EFL university students’ reading comprehension through a flipped cooperative classroom. People Int. J. Soc. Sci. 4(3), 238–261 (2018) 19. Aleshchanova, I., Frolova, N., Zheltukhina, M.: Teaching resources in professionally oriented foreign language learning. IOP Conf. Ser. Mater. Sci. Eng.483, 234-242 (2019). IOP Publishing, Volgograd 20. Choe, E., Seong, M.: A case study of the flipped classroom in a Korean university general English. J. Pan-Pacific Assoc. Appl. Linguist. 20(2), 71–93 (2016) 21. Khanbalaeva, S., Antonova, E.: Using ted talks in teaching English at university level. In: Gómez Chova, L., López Martínez, A., Candel Torres, I. (eds.) Proceedings of the 15th International Technology, Education and Development Conference 2021, pp. 9031–9036. IATED Academy, Valencia (2021) 22. Kostka, I., Brinks, L.R.: What’s on the Internet for flipping English language instruction? Electron. J. Engl. Second Lang. 19(2), 1–12 (2015) 23. Saad, H.A., Haider, A.S., Al-Salman, S., Hussein, R.F.: The use of YouTube in developing the speaking skills of Jordanian EFL university students. Heliyon (2021). https://doi.org/10. 1016/j.heliyon.2021.e07543 24. Yuksel, P.: Ten TED Talk Thinking Tasks: Engaging College Students in Structured SelfReflection to Foster Critical Thinking (2017). https://www.researchgate.net/publication/317 017422_Ten_TED_Talk_Thinking_Tasks_Engaging_College_Students_in_Structured_S elf-Reflection_to_Foster_Critical_Thinking. Accessed 21 Oct 2021 25. Herreid, C.F., Schiller, N.A.: Case studies and the flipped classroom. J. Coll. Sci. Teach. 42(5), 62–66 (2013) 26. Sohrabi, B., Iraj, H.: Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Comput. Hum. Behav. 60, 514–524 (2016) 27. Lebedev, A.V., Pinkovetskaia, I.S.: Implementation and peculiarities of English for specific purposes course design at Ogarev’s Mordovia state university. Univ. J. Educ. Res. 8(1), 178– 182 (2020)

Integrating YouTube Videos into an Introductory Professional Language Course for Engineering Students Victoria Grigoryeva-Golubeva , Ekaterina Silina(B)

, and Elena Surinova

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

Abstract. Technical university graduates have to be equipped with welldeveloped skills in comprehending both written and oral professional discourse, and since now English is an indispensable tool for gaining and communicating information about the latest advances in engineering sphere, examples of such discourse must make an essential part of the programme. In this respect, YouTube videos may serve as a rich source of material, meeting both the requirements of professional content and scientific discourse features. However, while these videos are abundant, they are not designed for EFL learners, who need extensive scaffolding to facilitate listening comprehension. What makes the challenge even greater is that students who choose tertiary engineering courses often demonstrate rather poor level of language acquisition, having devoted more attention to their major subjects. In our case, the course in English is unfortunately quite short: we have only two terms of 72 classroom hours each, the first for more general topics, the second for introducing professional ones. Consequently, the work on developing the students’ listening skills has to start at the very beginning and include authentic video materials accompanied by a thoroughly constructed series of exercises so that the students could get accustomed to this type of learning resource. The paper describes an attempt to devise such specialized language course at St.Petersburg State Marine Technical University. Keywords: YouTube videos · Scientific discourse · Listening comprehension · Engineering students · Professional language course

1 Introduction Nowadays, English has become a universally recognized language of academic discourse, many scientific and technological achievements being communicated in English. This makes it an indispensable tool for learning about the latest advances in most professional areas, which is important for meeting the demands of the present job market. This fact is fully relevant for technical university graduates, who often find themselves at an even greater disadvantage than professionals from the sphere of humanities, since considerably less attention is paid to mastering foreign languages at both secondary and tertiary levels [1]. Nevertheless, it is obvious that those majoring in engineering subjects © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 138–146, 2022. https://doi.org/10.1007/978-3-031-11435-9_15

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have to be equipped with well-developed skills in comprehending both written and oral professional discourse, and examples of such discourse must make an essential part of a foreign language programme. Students should be trained to read technical papers, write summaries, give presentations and discuss various issues within their professional area, which requires carefully devised courses providing learners with relevant material for practicing not only language but also high order skills. It should be noted that unlike such specialisms as economics or computer science, available English textbooks for those taking engineering courses are not abundant [2], and finding one which could meet the requirements of both naval architects’ and marine engineers’ professional areas and the limited amount of classroom time assigned for the studies of English at our university, turned out to be impossible. As a result, we have had to construct our own course, packing all the necessary material into the two allotted terms of 72 classroom hours each; the second of them is devoted to professionally oriented topics, the first one serves to prepare the students for them. The course is traditionally structured around a series of topics organized into units, which consist of several parts presenting their own aspects. Each unit includes texts for reading and one or two videos accompanied by exercises, which help the students to activate their schemata knowledge [3], develop their listening strategies, check comprehension and prepare a talk on the topic studied. Although traditional language courses may include both audio and video recordings, suitable audios that are not part of an existing language course are rather difficult to find. On the contrary, videos are quite numerous and legally available on YouTube. In addition, they are more effective due to their visual component illustrating technical processes or natural phenomena. Composing texts for reading has presented no great difficulty for the course authors since materials on most topics can easily be found and adopted for first-year students; videos have proved more complicated in this respect. YouTube channels offer a wide choice of authentic videos on various engineering issues, including the area of shipbuilding, which provide good examples of scientific discourse features; however, these videos often present content difficulties for first-year students, who have not yet mastered their professional disciplines, and thus have to be selected with care. Another aspect to be taken into consideration is that the Internet videos are designed for teaching professional issues, not the English language, so EFL learners need extensive scaffolding to help them through the material. The two factors – that these videos do not admit of adaptation and that out of the four basic language skills the listening skills are known as taking the longest to form – make the challenge really great.

2 Literature Review Historically, although practical classroom activities had long been based on thoroughly developed instructional methods, listening skills began to receive researchers’ attention much later than the other three modalities, probably due to their least explicit nature, thus earning them the title of Cinderella skills [4]. At present, listening is viewed as an active process, extremely complex and many-faceted, comprising neurological, linguistic, semantic and pragmatic processing levels [5]. This implies that adequate comprehension of oral information is based on both bottom-up and top-down listening skills,

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of which the latter include among other things predicting and inferencing to match the language input to existing background knowledge [3]. In addition, studies conducted in recent decades provide evidence to the effect that improvement in listening abilities greatly facilitates the emergence of all the other language skills [6], putting forward their importance for effective language acquisition. The outcome of present-day research in the field of cognitive science suggests that contrary to the long-standing assumption, listening skills are not picked up by themselves, and their effective development requires shifting the focus of traditional classroom academic activities from checking comprehension to strategies to deal with difficulties [7]. Distinguishing between the top-down and bottom-up skills has led to devising two different sets of tasks aimed at training the student in these two areas separately [8]. This helps students, teachers and researchers to analyze the difficulties encountered and choose strategies to deal with them. For technological reasons, videos became an integral part of language courses later than audios, widening the scope of teaching goals and classroom activities as they possess such pedagogical values as motivation, visual support of comprehension, and culture acquisition [9]. The material becomes better framed due to the advantage of all the video presentation potential including motion, sound, colours, etc., which allows the students to activate their priority perception channels [10, 11]. Moreover, videos bring an array of extra possibilities into the language instruction, as the present young generation is very adept at using technology. A considerable number of publications describe various learning activities devised for both videos specifically designed for language teaching, and authentic videos in great amounts present on YouTube, as well as certain teaching experiences of employing the latter with students. Nevertheless, these papers mostly refer to the cases when YouTube videos are watched at intermediate and advanced levels, and serve as additional material without being directly incorporated into a language course. Furthermore, they are usually used in the teaching of either general English or the sphere of non-technical disciplines [12, 13]. The cases of integrating such videos into engineering language courses are rare. For us however, this has been the principal goal. What is more, our task was complicated by the professional course content and comparatively low initial level of the students’ language acquisition (around A2).

3 Methodology As traditionally the first-year university curricula mostly consist of foundation courses covering general knowledge aspects, during the first term we try to employ a systematic and historical approach, forming a link between students’ prior learning experience and on-coming professional English studies. During the second term students are introduced to some basic vocabulary of their careers and study general descriptions of their professional areas, responsibilities and duties. Since we consider the videos to be an integral part of the course, our first task was to select suitable ones to pursue the educational objectives set. After a prolonged and extensive search, we have come up with the following criteria concerning the material content and delivery: (1) relevance for the topic, introduction of another aspect; (2) the sequence length (preferably not exceeding 5 min of speaking, the video sequence may

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be longer in certain cases); (3) academic discourse (speaking style); (4) comparatively easy-to-follow pace; (5) normative pronunciation of the speakers. Applying these criteria has allowed us to choose a number of videos fitting the course, both for the second term, which is devoted to professional topics and for the first one, where more general material is studied. We start with more clearly structured and consequently easy-to-follow videos and move on to more intricate narration and description, which require greater analysis and synthesis skills to process knowledge and context [7]. Fortunately, some of the selected videos have enabled us to combine the language teaching objectives with emotional, historical, cultural, patriotic, aesthetic goals. The following table demonstrates how the selected videos [14–17] have been woven into the course structure (Table 1). Table 1. The course outline. Course topics (units)

Videos

Objectives

The autumn term Student Life university (SPbSMTU) and faculties’ names, curricular and extra-curricular activities in Russia

Studying at Merton Comparing typical ways of types of classes, tutorial studying in the two countries system, curricular activities at Oxford university

Higher Education Mind the Grad academic degrees in the frame routes to UK universities, of Russian classical system academic degrees in the UK and the Bologna system, enrollment for university courses in Russia

Comparing types of courses and their duration

Biographies the university history, biography of a famous scientist (A.N.Krylov)

Cruiser Aurora – Naval Widening the students’ Legends historical knowledge, the life story of a famous ship narrating past events

The City on the Neva foundation, culture and industries of St.Petersburg

The State Hermitage the museum description St.Petersburg Travel Guide the city’s tourist attractions

Widening the students’ cultural knowledge, describing sights

Naval Architects and Marine Engineers professional duties and personal qualities Electronics Engineer professional duties and personal qualities

Describing the area of professional training at a given faculty and future career

The spring term My Future Profession engineering, engineering areas in shipbuilding and professional training at the SMTU

(continued)

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Course topics (units)

Videos

Objectives

Ship Classification types of ships and vessels

Warship Classes – World of Comparing different ship Warships classes types of warships

Unusual Ships ship attributes: an aircraft-carrier, an ice-breaker, a hydrofoil

50 Years of Victory Describing ship particulars – Journey to the North Pole and functions around the ship, ship power plants

Shipbuilding Industry the industry structure

the United Shipbuilding Describing different stages of Corporation ship construction current trends in shipbuilding

Each unit consists of three or four parts, of which the first one always introduces the topic through various texts for reading, accompanied with some warm-up activities and vocabulary practice. This part is followed by the part based on the video, exploring another aspect of the same topic. The videos are provided with the full set of tasks for the pre-viewing, while-viewing and post-viewing stages. The first of them includes the introduction and activation of key vocabulary along with related background knowledge, as well as making predictions about the video contents. This work is greatly facilitated by the reading and speaking practice which takes place during the previous part of the unit. Such practice helps to compensate for the sometimes criticized lack of balance between the amounts of working at these three stages with greater stress on the first and the last at the expense of actual listening [18] by including the videos into the general stream of the topic, thus compressing the pre-viewing stage. Due to the material complexity, the while-viewing stage requires special attention. The speakers’ high pace often necessitates lowering the recording speed to facilitate the students’ perceptual activity. What is more, they have to watch the video several times pursuing different objectives, which increase in demand for precise understanding. The first group of tasks is aimed at practicing top-down skills and contains typical listening comprehension tasks such as answering questions, multiple choice exercises, true / false statements, filling gaps etc. The second group focuses on bottom-up skills and includes studying transcripts, reading parts of them aloud and practicing pronunciation of difficult phrases. This work is completed by a final viewing to restore the material cohesion and continuity, which gives the students a sense of achievement as they get a clear-cut idea of the video content. The post-viewing stage is mostly devoted to various kinds of summarizing, such as completing tables and restoring jumbled texts based on the transcripts, prepared by the course authors and aimed at giving the students examples of text compression and interpreting information. On completing the unit, the students use the key ideas of both the videos and the reading material to make their own reports on the topic studied.

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4 Results The course devised was employed during one academic year in the practical teaching of several groups of first-year students. During this period, a number of problems concerning both bottom-up and top-down skills revealed themselves. The critical analysis of our teaching experience led us to drafting a list of possible challenges the students had to meet. To compare our own ideas with our students’ impressions, we used this list to compose a questionnaire, which the students filled in on completing the course. They were to evaluate their difficulties and assign a number from 1 to 10 to each item indicating its difficulty degree (1 – the lowest, 10 – the highest) (Table 2). Table 2. The questionnaire results. No Difficulty aspect

Average degree

1

Absence of clear mind map of necessary background information

2.36

2

Excessive number of details in the listening text

3.33

3

Limited ability to distinguish the key elements from the rest, to see the 3.36 cause and effect relations

4

Too much unknown vocabulary

4.44

5

The presenters’ manner of speaking

3.21

6

The speakers’ pace

4.67

7

Effects of different genres on comprehension (narration, interview, advertising …)

2.87

As these self-assessment results show, the greatest difficulty is caused by the presenters’ speaking pace and rich vocabulary, which could be expected in students majoring in non-linguistic disciplines; however, we have grounds to believe that low scores for items 1–3, which refer to general cognitive processes, require more detailed analysis, which will be provided in the Discussion section. In addition to the aspects covered in the questionnaire, the majority of the respondents commented that they did not feel any lack of practice exercises for making sense of the material; 35% admitted that they used the chance to watch the videos at home in a more comfortable setting compared to the classroom atmosphere, which supports the conclusion of other researchers [19]. Many students mentioned that the presence of videos within the course encourages interest and helps to enlarge their vocabulary and improve their speaking skills as well as widen their general knowledge.

5 Discussion The results presented outline the students’ point of view, which does not always coincide with that of the teachers, providing grounds for deeper methodological analysis. No great effect of different genres on comprehension could probably be explained by the students’ already existing rich experience of watching various types of video

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materials on their own; on the other hand, little problem with the presenters’ manner of speaking may rather be ascribed to a special care the videos were selected with, as when doing so, we deliberately avoided any cases of marked accent and unclear pronunciation. As far as the native speakers’ pace is concerned, it obviously presents considerable difficulty for EFL learners, for most of whom the only English-speaking medium is the classroom twice a week at best. Fortunately, modern technology permits lowering the pace for teaching purposes (down to 90%, or even 80% of the original speed) for achieving better comprehension, which turned out really helpful in our case, improving the students’ perceptual activity. This points to the necessity of working at the students’ bottom-up skills on a regular basis (for example, during classes, they often complained that nearly half the words were missing when the recording was played at 100% speed, while they could hear full sentences when the speed was lower). Regrettably, the limited classroom time forces us to provide students with a set of such exercises to be done on their own, restricting classroom work to practicing reading parts of transcripts aloud. After the recording has been dealt with in class, students have a chance to watch it on their own as well, and use subtitles on YouTube for additional practice to compensate for the lack of bottom-up skills. The fact of too much unknown vocabulary hindering comprehension most probably again refers to poorly developed bottom-up skills, as students often fail to recognize even familiar words in the flow of speech. Unlike the items already discussed, the figures for positions 1–3 refer to the students’ reasoning and critical thinking which should enable the intake of the information presented. Despite comparatively low values here, the teachers’ experience in working with the videos suggests that these figures do not point to real lack of difficulties, but rather to the fact that most students do not realize their inability to cope with the material analysis, rooting in certain confusion of perception, discontinuous memories and the fragmentary nature of background knowledge. These difficulties negatively affect the use of top-down listening skills, including prediction, inference, using prior knowledge, etc. Thus, the objective of developing students’ skills of structuring information and constructing the necessary mind map becomes of particular significance, especially at the tertiary level. However, it should be noted that within a language course these skills are developed not by listening only, but to a large extent by reading and communicative activities as well.

6 Conclusion Overall, the course has proved quite successful, including its part based on the video materials. It is common knowledge that for modern young people such materials belong to a very familiar medium, enthusing and encouraging them to make more effort for their language acquisition. Moreover, while at the previous technological stages employing authentic listening materials for B1 students was next to impossible, at present they may find much wider applications due to both easier technical control over the playing speed and greater student learning autonomy as the videos have become more available for personal use and they are often supplied with subtitles and transcripts. However, while technology offers considerable advantages, making access to the material easier, the material perception and analysis require much effort as many students start university courses having poorly developed high order skills and lacking the

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ability to apply reasoning and critical thinking necessary for the information intake. This suggests putting a greater emphasis on teaching the students to organize facts into a system and build links between the material under study and their prior knowledge. In a technical university, a language course has true potential for focusing on these specific aspects, working on topics related to both the students’ professional sphere and its cultural and historical context, thus employing interdisciplinary approach. This contributes to students’ personal development, and helps to shape their view of the world and turn them into broadly educated professionals in the best of Russia’s tradition.

References 1. Krepkaya, T., Simon, A.: Razvitie proffesional’noi kommunikativnoi kompetentsii u studentov tekhnicheskikh spetsial’nostei [Professional Communicative Competence Development of Technical Specialization Students: Technical Speed Dating]. In: Proceedings of the I Methodological Training Conference “Innovative ideas and approaches to integrated teaching of foreign languages and professionally-orientated subjects in high education”, pp. 236–238. Izdatel’stvo Politekhnicheskogo universiteta [Polytechnic University Press], St.Petersburg (2017). (in Russian) 2. Vanicheva, M., Sosnina, M.: Analiz potrebnostei uchaschikhs’a pri razrabotke professional’no-orientirovannykh program obucheniya inostrannomu yazyku v neyazykovom vuze [Learners’ Needs Analysis for Development of Study Programs in Language for Specific Purposes in a Non-Language University]. In: Proceedings of the I Methodological Training Conference “Innovative ideas and approaches to integrated teaching of foreign languages and professionally-orientated subjects in high education”, pp. 106–108. Izdatel’stvo Politekhnicheskogo universiteta [Polytechnic University Press], St.Petersburg (2017). (in Russian) 3. Blinova, O.: The challenges of developing listening comprehension: Evidence from popular EFL course books. In: Proceedings of the INTED2021, pp. 317–323. Moscow State Institute of International Relations, Moscow (2021). https://ssrn.com/abstract=3806731. Accessed 23 Dec 2021 4. Vandergrift, L.: The Cinderella of communication strategies: Receptive strategies in interactive listening. Mod. Lang. J. 81(4), 494–505 (1997) 5. Rost, M.: Teaching and Researching Listening, 2nd edn. Pearson Education, Edinburgh (2011) 6. Astorga-Cabezas, E.D.: The relationship between listening proficiency and speaking improvement in higher education: Considerations in assessing speaking and listening. High. Learn. Res. Commun. AIEP Inst. 5(2), 34–56 (2015) 7. Vardergrift, L., Goh, C.: Teaching and Learning Second Language Listening. Routledge, New York, London (2012) 8. Nemchinova, E.: Teaching Listening. Gasch Printing LLC, Odenton, Maryland (2013) 9. Ardiansyah, L.D.S.: Using videos in the teaching of listening. JIME 4(1), 290–304 (2018) 10. Grigoryeva-Golubeva, V., Silina, E., Surinova, E.: The multiple intelligences theory as an efficient method of teaching professional english to students of mathematics. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 110–118. Springer, Cham (2020). https://doi.org/ 10.1007/978-3-030-47415-7_12 11. Grigoryeva-Golubeva, V., Silina, E., Surinova, E.: YouTube English video lectures as a basis of CLIL classes for students of mathematics. J. Phys: Conf. Ser. 1691(012045), 1–5 (2020) 12. Timkina, Y.: Obucheniye ponimaniyu inoyazychnyh professional’no orientirovannyh videomaterialov [Teaching Foreign Language Comprehension via Professionally-Oriented Video Content]. Mezhdunarodny nauchno-issledovatel’sky zhurnal [Int. Res. J.] 12(102/4), 113–116 (2020). (in Russian)

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13. Ignatenko, N.: Podkasty angloyazychnogo radio v samostoyatel’noy rabote studentov na prodvinutom etape obucheniya inostrannomu yazyku [English Language Radio Podcasts in Individual Work of Advanced Foreign Language Students]. Yazyk i kul’tura [Language and Culture] 1(33), 148–159 (2016). (in Russian) 14. Video: Studying at Merton. https://www.youtube.com/watch?v=wMKMkcUN9-M. Accessed 03 Jan 2022 15. Video: The State Hermitage. https://www.youtube.com/watch?v=m53NP_ydpmY. Accessed 03 Jan 2022 16. Video: Naval Architects and Marine Engineers., https://www.youtube.com/watch?v=445nfa A6gdI. Accessed 03 Jan 2022 17. Video: Warship Classes – World of Warships. https://www.youtube.com/watch?v=274Kxu n6VGA. Accessed 03 Jan 2022 18. Achkasova, N.: Obucheniye audirovaniyu na zanyatiyah po angliyskomu yazyku v vuze na sovremennom etape [Teaching Listening Comprehension to University Students in the Present-Day Classroom]. Universum: Psihologiya i obrazovaniye [Universum: Psychology and Education] 2(32), 4–7 (2017). (in Russian) 19. Popova, N., Gavrilova, A., Kuzmina, A., Popova, E.: Psikhologicheskiye osobennosti audirovaniya angloyazychnykh videomaterialov studentami tekhnicheskogo vuza v rezhime operezhayushchey samostoyatel’noy raboty [Psychological Features of Listening Comprehension of English-Language Video Materials by Technical University Students in Flipped Classroom Mode]. Vestnik Tambovskogo universiteta: Gumanitarnye nauki [Tambov University News: Humanities] 25(185), 41–55 (2020). (in Russian)

Online Platforms as a Resource for Teaching Professional Terminology Leila Mirzoyeva(B) Suleyman Demirel University, Almaty 050057, Kazakhstan [email protected]

Abstract. The article discusses principles of using online platforms in terminology learning while teaching English for professional purposes, e.g. English for power engineering specialties. The main goal of the work is to consider opportunities provided by the Internet platform Proprofs.com considered as a learning tool allowing teachers to replace the routine process of mechanical memorization of professional terms by creative work with the game elements. The application of inductive method (eliciting students’ answers, selection and analysis of the teaching material starting from the elementary and continuing with more complicated one) makes it possible to show the variety of techniques used in online platforms, and significant motivating potential of the learning resource. The research experiment included both ascertaining and formative assessment. The respondents in experimental and control groups were from IT department. Our experiment presupposed application of Proprofs.com in experimental group for the purposes of learning specific terms related to IT sphere, whereas in control group the traditional teacher-centered methods were used. Six vocabulary games designed by the author have been placed on the platform Proprofs.com. To sum up, educational games can be beneficial for both students and teachers. In gamification, rules and rewards can stick to higher school programs; also, vocabulary games (the ready-made ones, and created personally by teachers) can be used during the lesson as well as for homework and for students’ self-study, and the application of those platforms is not a time-consuming process. One of the benefits of online platforms is a variety of brain games that a teacher can create. Keywords: Gamification · Online platforms · Teaching English for professional purposes · Motivation

1 Introduction Nowadays, we consider our students as digital natives, so they need different approaches to be motivated, as well as teachers should use new ways to motivate their students. In our opinion, those teaching techniques lie in the field of digital games which should be used in addition to and not in lieu of any others. Statement of the problem is that the efficacy of online platforms application, especially in the process of teaching professional terminology has not been realized yet in © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 147–154, 2022. https://doi.org/10.1007/978-3-031-11435-9_16

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higher education institution. In fact, online games (both ready-made and self-designed) can be considered as an effective tool or good addition in teaching vocabulary. Main purpose of the research is to compare traditional teaching techniques, on one hand, and use of online gamification platforms on the other hand to identify the effectiveness of the aforementioned tool and to implement it to ESP program. This purpose presupposes the following research questions: 1. To what extent use of online gamification platforms is more efficient than traditional techniques in teaching professional terminology? 2. How can vocabulary platforms (for instance, ProProfs.com) be implemented into ESP program?

2 Literature Review Learning of professional vocabulary for prospective use of foreign language for professional purposes is essential. Vocabulary serves as a means of speaking, and especially for reading and writing special texts. Nevertheless, there are a lot of problems in learning and teaching vocabulary. Thus, as it was stated by Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga, “students may recognize a word in a written or spoken form and think that they already “know the word”, but they may not be able to use that word properly in different contexts or pronounce it correctly” [1, p. 22]. There are a lot of arguments which can support the idea of how vocabulary is important. That is why almost all the books for English for Specific Professional Purposes (ESP) contain vocabulary lists related to specific topics which should be adopted by students. So, in order to overcome those problems language teachers should use the appropriate techniques, and to some extent it refers to usage of online platforms and “gamification”. Harviainen [2, p. 13] argues that “successful deployment of games and game elements as learning tools is first and foremost an issue of checks and balances, between educational content and playability, between too little and too much challenge, between insufficient and excessive enjoyment”. Also, it was stated by Lee and Hammer [3, p. 1] that “today’s schools face major problems around student motivation and engagement. Gamification, or the incorporation of game elements into non-game settings, provides an opportunity to help schools solve these difficult problems”. As it was highlighted by Richard-Amato [4], Schultz and Fisher [5], Chen Liu, Huang, [6], games play an important role in decreasing learning anxiety as an ice-breaker and entertain students; whereas Ishaq, Mat Zin, Rosdi, Jehanghir, Ishaq, Abid [7], emphasized that “gamification concepts … incorporate play and fun elements to inspire and attract the learner”, so learning vocabulary becomes less monotonous comparing to traditional way. Nowadays, online platforms are considered as one of the most effective gamification tools (see [8–11]); mapping of learning mechanics shown by Akchelov, Galanina [12] also proves that. As it was stated by OECD [13, p. 3], “online platforms have some important things in common, including the use of information and communication technologies (ICT) to facilitate interactions between users, the collection and use of data about those interactions, and network effects”. As our students, especially those of them who study IT, are digital natives, use of online platforms fits the main purposes of teaching vocabulary in ESP. It is also necessary to point out that students have their own

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preferred ways and styles of learning new words. Therefore, educators have to create suitable conditions for learning vocabulary that will best meet everyone’s needs. And in the century of hi-tech the best choice is to use educational online games.

3 Methodology 3.1 Research Population There were 2 groups, Control and Experimental ones, involved in the experiment, 46 Intermediate level students in total, 21 of them in the Experimental group, and 25 of them in the Control group. The results of Pre-experimental test were almost equal in both groups (see Results and Discussion). Definitely, some special terms related to the aforementioned topics were familiar for students before the experiment had been started, so there are some good results. Also, this test found out which of words should be considered the focus of attention. Comparing those results with the Post-experimental test grades (as both ascertaining and formative assessment types were applied in our experiment), I have found that they demonstrate a considerable progress in Experimental group whereas the dynamics in the Control group was not so good (see below). 3.2 Experimental Procedure The research experiment lasted for 6 weeks in the second semester, 2020–2021 academic year. The first week was an introductory one, and several classes including one-hour test were given in both Control and experimental groups. In the first group I used a traditional methods of teaching which is more teacher-centered, aimed at memorizing vocabulary from the books, introducing new words by using traditional meaning-pronunciation-form sequence (as well as in the second group) and in some cases (if possible) visualization, drawing or using illustrations; so students were able to catch the main meaning of words through the images they see. Next one, eliciting; a simple way of memorizing new words from a list which was given. One of them, drilling; as the teacher pronounces new words for the first time by asking pupils’ attention on that, further they can recall this word from the memory by pronouncing it. The process of introducing those new words to the learners was simple, lessons were managed in traditional ways; first of all, to give a correct pronunciation of a word, secondly, to show its meaning in a different context by adding different part of speech to this word, also to show the change in the word by adding prefixes, suffixes. Starting from the first week of an experiment, I wanted to see students’ attitude towards online games on the platform ProProfs.com in the classroom. So, at the beginning of the first lesson I announced the game “Hangman” for memorizing vocabulary. The learners’ reaction was very positive as they wanted to mix their lessons with some new emotions, especially in learning vocabulary. In addition, it should be pointed out that some of the learners were familiar with this game, so that they led an absolute behavior to try this game in the classroom. On the other hand, some learners had never tried this game before, so they were curious to try it too. Step by step, learners started to notice that they work with new words much better in the reading or

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writing exercises aside from online games exercises. Also, the author had designed 6 vocabulary games placed on the platform Proprofs.com taking into account the results of Pre-experimental test and choosing the words which were not familiar for students. There are different types of games on this platform, both ready-made games and templates which can be used to create the game appropriate for your own purpose (Word Search, Crossword Puzzle, Sliding Puzzle, Jigsaw Puzzle, Hangman, Word Scramble, and Brain Teasers). However, not all of them should be applied in teaching vocabulary (thus, Sliding Puzzle and Jigsaw Puzzle do not fit for vocabulary training because both of them are aimed at picture composing, so it is impossible to apply those games for vocabulary skills improvement). Other types of games mentioned before were implemented successfully and motivate our students to learn professional terms. Vocabulary games were related to six modules such as People in IT, Hardware, Devices and Gadgets, Cyber Security, Cyber Crime, Trends in IT; each game included a number of terms from 8 to 12 (depends on the complexity of topic). The pictures below show different types of games dedicated to those topics – from the easiest one (Hangman, Word Scramble Games) to much more complicated types (for instance, Brain Teaser). All those games improve word recognition and spelling skills of our students; also, they change the process of material retention for better and can be considered as student-centered teaching technique (Fig. 1).

Fig. 1. Software: Hangman Puzzle. Self-designed. https://www.proprofsgames.com/ugc/wordgames/hangman/software-28/

There is one more Hangman game dedicated to the same topic, and it is possible to state that this game can be considered as one of the most popular among youngsters. This is a classic letter-guessing game aimed at guessing the appropriate letters to disclose the word. This game is neither logical nor aimed at critical thinking development; otherwise, it helps the teachers to avoid routine procedures in teaching vocabulary. The letters should be picked from those displayed on the right; (Fig. 2).

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Fig. 2. Cyber crime: Word Scramble Puzzle. Self-designed. https://www.proprofsgames.com/ ugc/word-games/word-scramble/cyber-crime/

Word Scramble Puzzle is a very popular type of word games, where the learners need to guess the word whose letters are given in random order. The game has one hint which can help learners to find out the word. So, it also enhances students’ motivation to learn the new words related to professional topics and develops their logical skills (Fig. 3).

Fig. 3. People in IT: Word Search Puzzle. Self-designed. https://www.proprofsgames.com/ugc/ word-search/people-in-it/

*This type of game, first of all, aimed at the word recognition; also, it develops students’ skills in spelling. As it is stated in professional blogs, “word searches provide a recognition of English letters. Plus, they can reinforce spelling through “decoy” words, or words that almost look like the real word but have some letters out of order. The search for decoy words helps students develop an understanding of context clues in other subjects, as well” [14].

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Also, such peculiar features as providing variety to educational exercises, customizability and enhancing creativity are mentioned here. In is also necessary to point out that a timer is embedded in the game structure, and it also motivates students for quick and correct word search (Fig. 4).

Fig. 4. Cyber Security: Crossword. Self-designed. https://www.proprofsgames.com/ugc/crossw ord/cyber-security-3/

An online crossword maker on the ProProfs.com platform gives teachers the opportunity to create their own crossword puzzles related to the certain topic. Those crosswords allow both teachers and students to show their creativity; also, it is possible to conduct a collaborative group work and a contest between several groups using crosswords and other types of puzzles (Fig. 5).

Fig. 5. Trends in IT: Brain Teaser. Self-designed. https://www.proprofsgames.com/brain-teasers/ edit/trends-in-it/

In our opinion, towards this type of online games (actually, the most complicated among the games provided by ProProfs.com platform) students get a chance to develop their imagination as well as creative thinking. While discussing the learning potential

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of brain teasers, the site anglicancare.com says: “Brain teasers can help keep the mind stimulated by encouraging it to think and act in new and novel ways. Lateral thinking keeps us feeling fresh, creative, on our toes, so to speak, when tackling new problems. And we aren’t often given the opportunity to exercise lateral thinking in our day to day lives” [15].

4 Results and Discussion The results of the research showed that approximately 80% of participants like digital vocabulary games that employ English most. Another result showed that about 90% of students agreed that the element of competition in games motivated them to study and do better. More than 80% of students admitted that games like “Hangman” and “Crossword Puzzle” were useful for them. Overall, the answers demonstrated what was expected to reach, participants were able not only to learn new words, but to choose interesting games which can be useful for them in the future learning process (as it was also stated in [6, 12]). According to open questions, before the experiment only 22% of participants used digital games in learning vocabulary, others did not use them at all. The thirteenth question showed that before implying gamification students had to learn new words using traditional methods such as: drilling (18%), just rewriting words in a dictionary (24%). The summative assessment was conducted in accordance with the discipline program. The same test was given to both groups. Thus, vocabulary part consisted of 15 questions and a small essay on the basis of new words. The results were different, thus, Experimental group was able to do the test better (the average points in Experimental group is 13.4, comparing to 11.2 in Control group), essay showed the similar tendency (the average points in Experimental group is 4.9 whereas in Control group it is 4.0). In summative assessment, 1 point is given to each correct answer, and 1 point is given to each requirement in the essay (6 points in total).

5 Conclusion According to conducted experiment, observation and questionnaire, I identified that implementing gamified vocabulary learning tends to be more effective than traditional teaching methods. The results showed not only progress in learning and retention of vocabulary but also engaging involvement of students in the learning process. Summing up the provided work, I can claim that the aim of this study was reached. The usefulness of gamification was proved by higher results of the Experimental group in summative assessment while students of the control group managed to do the test too but not as successfully as students from the Experimental group. As the concept of gamification is directed to increase students’ involvement and increase motivation, the researchers tried to provide students with appropriate conditions and reach the final result of the gamified learning. Second research question was proved by adapting online games to ESP program. Adaption was reached due to online games generators, so all the educators are able to apply free online platforms to motivate their students and make the process of professional terminology learning less difficult and routine.

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References 1. Huyen, N.T.T., Nga, K.T.T.: Learning vocabulary through games. the effectiveness of learning vocabulary through games. Asian EFL J. 5(4) (2003). https://www.asian-efl-journal. com/main-editions-new/learning-vocabulary-through-games-the-effectiveness-of-learningvocabulary-through-games/index.htm. Accessed 20 May 2022 2. Harviainen, J.T.: Critical challenges to gamifying education: a review of central concepts. In: Harviainen, J.T., et al. (eds.) Proceedings of the Game On! Conference, pp. 12–19. RUDN, Moscow (2014) 3. Lee, J., Hammer, J.: Gamification in education: what, how, why bother? Acade. Exch. Q. 15(2), 1–5 (2011) 4. Richard-Amato, P.A.: Making It Happen. Addison Wesley Publishing Group, New York (1996) 5. Schultz, M., Fisher, A.: Interacting in the Language Classroom. Games for All Reasons. Addison-Wesley Publishing Company, Reading (1988) 6. Chen, C.-M., Liu, H., Huang, H.-B.: Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: a case study of Taiwanese EFL learners. ReCALL 31(2), 170–188 (2019). https://doi.org/10.1017/S0958344018000228 7. Ishaq, K., Mat Zin, N.A., Rosdi, F., Jehanghir, M., Ishaq, S., Abid, A.: Mobile-assisted and gamification-based language learning: a systematic literature review. PeerJ Comput. Sci. 7, e496 (2021). https://doi.org/10.7717/peerj-cs.496 8. Bourekkache, S., Kazar, O.: Mobile and adaptive learning application for English language learning. Int. J. Inf. Commun. Technol. Educ. 16(2), 36–46 (2020). https://doi.org/10.4018/ IJICTE.2020040103 9. Mehmood, E., Abid, A., Farooq, M.S., Nawaz, N.A.: Curriculum, teaching and learning, and assessments for introductory programming course. IEEE Access 8, 125961–125981 (2020). https://doi.org/10.1109/ACCESS.2020.3008321 10. Ishaq, K., Azan, N., Rosdi, F., Abid, A., Ali, Q.: Usability of mobile assisted language learning app. Int. J. Adv. Comput. Sci. Appl. 11(1), 354–363 (2020) 11. Kim, B.: designing gamification in the right way. Libr. Technol. Rep. 51(2), 29–35 (2015) 12. Akchelov, E.O., Galanina, E.V.: Novyj podhod k gejmifikacii v obrazovanii. J. Wellbeing Technol. 1(32), 117–132 (2019). (in Russian) 13. OECD: An Introduction to Online Platforms and Their Role in the Digital Transformation. OECD Publishing, Paris (2019). https://doi.org/10.1787/53e5f593-en 14. The Educational Value of Word Searches According to Teachers (2018). A blog about word puzzles from a word search maker. https://blog.mywordsearch.com/blog/educational-valueof-word-searches-according-to-teachers/. Accessed 23 Oct 2021 15. Let’s Take Brain Activities. https://anglicancare.com.au/letstalkbrain/. Accessed 23 Oct 2021

Language as a Medium of Development

The Assessment of a Multilingual Approach in the Context of International Educational Programs in English Tatiana Baranova , Dmitriy Mokhorov , Aleksandra Kobicheva(B) and Elena Tokareva

,

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

Abstract. Currently, universities are actively implementing international educational programs in English. Students of different nationalities come together in groups and study both professional disciplines and foreign languages. In this study, we consider the possibility of using a multilingual approach in the context of the implementation of international educational programs. The study involved 3rd year students enrolled in the international educational program in English “International Business”. A model was proposed for the implementation of a multilingual approach to the study of professional disciplines using the EMI method. The purpose of the article is to assess the effectiveness of the multilingual approach from the point of view of students and teachers, as well as to determine the impact of such a model on the learning outcomes of students in a professional discipline. For our research, we used qualitative and quantitative data: testing in professional disciplines (“International Marketing and International Management” in English) at the end of the course, a survey of students and interviews with teachers about the effectiveness of the proposed learning model. The experiment involved two groups (experimental and control) of students (N = 23 and N = 25). The students of the experimental group showed higher results in the study of a professional discipline. According to the survey results, students noted the multilingual approach as effective and progressive. Teachers noted an increase in students’ interest in the learning process. The experiment confirmed the effectiveness of the multilingual approach in the context of international educational programs in English. Keywords: Multilingual approach · Learning outcomes · Foreign languages · EMI

1 Introduction In line with the internationalization of higher education, the design and implementation of international educational programs with a multicultural orientation are becoming increasingly important. These programs are created by higher educational institutions of various countries on the basis of bilateral and multilateral agreements, or as a part © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 157–167, 2022. https://doi.org/10.1007/978-3-031-11435-9_17

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of project consortia. The main goals of these programs are creating joint educational products, expanding academic mobility of teachers and students, improving the quality of higher education, as well as increasing the competitiveness of partner universities in the international market of scientific and educational services. Joint international educational programs in their most general form can be characterized as educational programs implemented in two or more countries by two or more universities on the basis of jointly developed curricula. Such programs “can represent a wide variety of academic training schemes, starting with the implementation of individual training modules in a foreign language within the framework of a certain joint program, ending with programs that provide for diplomas of two universities” [1, p. 264]. These programs are implemented at various levels of higher education - at the bachelor’s, master’s, and postgraduate level. A very promising direction for the internationalization of higher education and the international activities of Russian universities is the implementation of interuniversity educational international programs with the issuance of diplomas of two states. These programs have significant pedagogical potential, since they allow the students participating in them to significantly expand the range of acquired competencies through immersion in a foreign language environment, comprehension of the features of general, professional and educational culture, as well as academic traditions of partner universities. In the arsenal of means for the internationalization of higher education and European integration, various tools have been developed to compare the educational achievements of students from different countries, bring national education systems closer together, conduct final certification procedures and issue documents that legalize the educational results of joint interuniversity programs. The most known tools for legalizing such results are, firstly, the issuance of a joint degree or a certificate of higher education with a single European supplement (diploma supplement), and, secondly, the issuance of two diplomas confirming higher education in various countries in accordance with their current regulatory documents and educational standards [2]. International educational programs in English allow uniting students from all over the world, resulting in the formation of multilingual groups of students. Most often, teaching is based on the EMI methods (English as a medium of instruction), as a result of which students and the teacher use only one language - English. A growing number of countries around the world, including Europe [3–5] and Asia [6–9], implemented language learning initiatives in schools and universities to promote multilingualism and positive multicultural attitudes among the younger generation. There are many reasons for encouraging multilingualism. For an individual, multilingualism can provide better job prospects, a wider circle of friends and acquaintances, and even lead to therapeutic and neurological benefits [10]. For a country, a multilingual population can strengthen its international reputation by helping it forge multifaceted partnerships with other countries and increase its competitiveness in global trade. In Norway, for example, the foreign language school curriculum states that we need to communicate in multiple languages in a globalized world and that formal and informal communication at the local, national and international levels requires language skills and knowledge of other cultures and lifestyles [11]. In the United Arab Emirates, the government, in an effort to meet the growing demand for multilingual people in a globalized world, has implemented a dual

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learning environment in Arabic and English in some public schools, while students have the opportunity to study multiple foreign languages in numerous private schools in the country [6, 12]. In Central Asia, the governments of Russia, Kazakhstan and Uzbekistan have sought to promote multilingualism and positive multicultural attitudes among their populations by implementing secondary and tertiary education policies that require students to learn at least three languages [8, 13]. 1.1 Literature Review Although multilingualism has several definitions [14], in this study it is defined as a person’s knowledge and use of more than one distinct language (i.e. national or official language). This definition accurately reflects the concept of multilingualism promoted by various governments through language learning initiatives in schools and universities around the world [5, 7], including Russia, Kazakhstan and Uzbekistan [8, 15]. As mentioned, most studies have examined how multilingualism helps students learn new languages more effectively [16, 27]. However, multilingualism can also be used in teaching professionally relevant disciplines. There is evidence from some research that the linguistic diversity of learners is often perceived by teachers as a challenge that learners must overcome to achieve their educational goals [18–20]. Even when teachers are positive about the linguistic diversity of students, they are not always ready to perceive the students’ languages as a resource for their learning [21]. The growing literature on the benefits of expanded language practice for students and the contradictory persistence of monolingual teaching in many educational institutions creates a need to find ways to gradually move towards a wider use of multilingualism. At the same time, research on multilingualism as a pedagogical resource is scarce in some countries. For example, a study in Norway focused on teachers’ beliefs and practices regarding multilingualism in schools [22], providing only partial indication of their use of multilingual educational practices. What is interesting for our study is that in Norway in 2019 a new national English curriculum came into force that promotes multilingualism in language teaching and learning [23]. The updated curriculum now emphasizes the relevance and value of multilingualism [23]. The learning outcomes of the new curriculum also emphasize the development of language awareness of different languages and the use of the languages spoken by students to search for similarities at different language levels, from vocabulary and expressions to more complex language similarities and differences [23]. In addition, since multilingual users are expected to use different languages in different situations for different purposes, they may need to use all components of communicative competence, however, there is often an asymmetric development of these components, that is, they do not necessarily develop all competencies in each of these languages at the same level [24]. Therefore, the successful learning of a foreign language requires the ability to correctly select and use communication strategies from the language repertoire [25]. Appropriate language learning strategies are tools that are thought to encourage learners to take responsibility for their own learning and lead to improved language proficiency and greater self-confidence [25].

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However, while several countries have introduced language learning initiatives in schools and universities to promote multilingualism and positive multicultural attitudes among their populations, several gaps remain in our knowledge of how students and teachers have responded to these initiatives, including how this training affects the results of educational activities. First, most of the research on the promotion of multilingualism is focused on the European context [26], while the amount of research in other regions of the world is less [27]. And while research shows that learners tend to view multilingualism as an advantage [6, 28], they rarely delve into specific benefits (e.g. social, professional, etc.), which students associate with the knowledge of several languages. Second, most studies have examined how multilingualism can improve the ability of students to learn additional languages [16, 29], without paying attention to how it can affect their attitude to the educational process, and also little attention is paid to the study of the opinions of teachers. Third, many studies tend to be monolingual projects, mainly focusing on learning English, even though students learn one or more languages alongside English as part of government initiatives to promote multilingualism [12, 26, 30]. The result is not enough to draw a valid conclusion of the language learning experience of students participating in such initiatives and their attitudes towards multilingualism.

2 Materials and Methods The third-year students (aged from 21 to 22) of the international educational program “International Business” at the Peter the Great St. Petersburg Polytechnic University take part in our research (Table 1). This program is designed to prepare bachelors. The aim of the program is to prepare highly competent bachelors of management for effective professional activity in the field of international business, as well as to develop students’ personal qualities necessary for organizing and developing their own business or for performing managerial functions in international companies carrying out cross-border operations. The language of the program is English. All disciplines of the program are implemented in English. Thus, the EMI technique is widely used in the classroom within this program. Partner universities are universities in Finland - Saimaa UAS and Seinäjoki UAS. Every year the Finnish partner universities Saimaa UAS and Seinäjoki UAS provide the opportunity to obtain a second degree for students of this program. At the moment, students from 27 countries of the world are studying on the program. The program requires learning of 2 foreign languages (English is the first foreign language, Spanish is the second one). Table 1. Demographic profile of students (N = 107). Demographic variables

Number

Percentage

Gender

Male

43

40.18

Female

65

59.82

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Figure 1 shows a model of teaching undergraduate students of the department of International Business in the disciplines “International Marketing” and “International management”, taught in English.

Fig. 1. Learning model for the disciplines “International Marketing” and “International management”.

The first stage of the work consists in the independent work of students with new theoretical material on the topic. Students need to learn the new vocabulary and, if necessary, translate it into their native language before the classroom session (“flipped classroom”). The electronic educational platform Moodle is used for providing theoretical materials. In the classroom (2nd stage) students are offered various tasks to practice the previously studied material. During the lesson, students discuss all theoretical information, including professional terminology in English that is incomprehensible during independent study (face-to-face classroom), make up definitions for basic economic terms on the topic. The basis of the 3rd stage is teamwork. Students are encouraged to independently study the theoretical material of case study. It is necessary to divide the group into 3–4 small subgroups of students according their native language, each of which studies the proposed section from theoretical material. Then, during the classroom session, students talk to other groups about the material they have learned in English. At the end of each block of theoretical material, questions for thought and analysis are presented (e.g. Twenty years from now we will have seen a huge global market emerge for standardized consumer products. Do you agree with this statement? Justify your answer.). The whole group is invited to collectively answer the questions posed (team work). The Moodle contains video and audio materials in English on the topics studied, which make it possible to better understand the theoretical material. The final 4th stage consists of project work. Each topic ends with a final task (case study). Students are offered a task in the format of a case with questions (e.g. case about the hiring policy applied by Lenovo). The assignment is presented as a text in English describing a problematic situation in business. Questions are attached to the

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text to provide a solution to the problem. After studying the case, students prepare a presentation either in their teams or individually in English about the proposed solution to the problem and answer questions (project-based classroom). When solving case problems, students take into account the cultural aspect of their country. Working in an intercultural team, taking into account multilingualism, students look for a solution, taking into account the cultural characteristics of each other and studying additional information in their own language. As the goal of the study was to assess the effectiveness of the multilingual approach from the point of view of students and teachers, firstly, we compared the professional disciplines’ testing scores in control and experimental groups. It gives us the opportunity to reveal whether the proposed educational approach has a positive, neutral or negative influence on students’ outcomes. Secondly, we conducted an online survey to reveal the effect of the multilingual approach on students’ multilingual and multicultural competencies, motivation, satisfaction and general efficiency of the course. Totally the survey consisted of 12 statements (Table 2), which were evaluated according to the following scales: 1-strongly disagree, 2- disagree, 3-unsure, 4-agree and 5-strongly agree. Thirdly, we interviewed the teacher of the professional disciplines’ courses. It was semi-structured interview with 3 main questions: • What is your overall impression of multilingual education in your discipline? • Do you think that a multilingual approach is effective for studying professional disciplines among students of an international educational program? • How does the use of a multilingual approach in teaching a multinational group affect the motivation of students?

Table 2. Survey items. Multilingualism

I can interact with foreigners using all my language repertoire I can switch from one language to another in the course of communication

Multiculturalism

I can communicate with people from different cultures I can communicate with culturally diverse people, be tolerant of them

Satisfaction

I am satisfied enough with this course to recommend it to others My understanding is improved compared to similar courses I studied before I am satisfied with the quality of interaction between all involved parties (continued)

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Table 2. (continued) Motivation

I have a desire to continue learning on this educational program My attitude toward my field of learning is positive I am sure that knowledge I receive will help me in the future

Efficiency

The current learning model can give more advantages rather than disadvantages to my academic achievement The current learning model helps to make my lesson more effective compare to traditional learning model

3 Results 3.1 Testing in Professional Disciplines The results of learning the professional disciplines (International Marketing; International Management) are presented for both groups in Table 3. Table 3. Professional disciplines’ testing results. Testing results

Group

Mean

SD

t-value

p-value

International Marketing

Experimental

73.44

6.13

1.7

0.187

Control

71.87

5.72

Experimental

72.08

5.69

1.8

0.132

Control

70.17

5.98

International Management

* p < 0.05; ** p < 0.01; *** p < 0.001

According to the results of professional disciplines’ testing, experimental group students passed the test better, but the difference in the results is not significant. Besides we can confirm a positive effect on professional disciplines’ learning outcomes (the proposed educational model, based on the multilingual approach, has a higher efficiency than the traditional one). We can conclude that the proposed learning model can be used for professional disciplines learning purposes as well. 3.2 Students’ Survey We conducted an online survey to reveal the influence of multilingual approach on students. The results of the survey are shown in Table 4.

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Testing results

Group

Mean

SD

t-value

p-value

Multilingualism

Experimental

4.09

0.60

2.67*

0.041

Control

3.97

0.67

Multiculturalism

Experimental

4.27

0.63

4.33**

0.0064

Control

4.03

0.62

Experimental

3.98

0.59

2.44*

0.046

Control

3.87

0.60

Motivation

Experimental

4.02

0.57

4.15**

0.0083

Control

3.79

0.64

Efficiency

Experimental

3.99

0.62

4.17**

0.0078

Control

3.76

0.72

Satisfaction

Results of the survey showed that students perceive the proposed learning model as effective and more productive in comparison to traditional learning model. What is more, from their perspective it helps to develop multilingual and multicultural competencies and give more advantages rather than disadvantages to their academic achievements. The results of the survey of experimental and control groups showed significant difference on all indicators considered. 3.3 The Teachers’ Interview Teachers of the professional disciplines “International Marketing” and “International Management” (N = 2) took part in an interview at the end of the course to share their opinion on the application of the multilingual approach for students of the international educational program. The teachers were asked to answer 3 questions about the application of the multilingual approach. The overall impression of the application of the multilingual approach is positive. The faculty indicated that they would like to continue this approach in the future. The teachers identified several advantages of using a multilingual approach to study professional discipline within the framework of an international educational program: • the course became more extensive due to the fact that students could use the information available in their native language and present it to the audience in English, telling the features of professional activity in their country, taking into account the culture of this country; • students study the discipline not only in English, but also gain knowledge about the subject and in their own language, since studying the material in the native language of students is welcome; • the course helps to develop the multicultural aspect of the study of professional disciplines, which is especially important for the international educational program.

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However, the teachers noted some of the following shortcomings of the course: • insufficient training of teachers, as students’ knowledge of the cultural characteristics of their side is deeper than the teacher’s knowledge; • students cooperate in groups based on their native language and reduce communication with representatives of other language systems; • lack of time to study more information. Speaking about the impact of the multilingual approach on student motivation, teachers noted that students were more active, showed more interest and felt more comfortable, as they had the opportunity to use their native language in learning.

4 Conclusion For the purposes of internationalization of university programs, we proposed an educational model based on multilingual approach to study professional disciplines using the EMI method. Implementing the research, we revealed that the proposed model had a positive impact on students’ professional disciplines outcomes (students from the experimental group wrote the final test better than students from the control group). Moreover, online survey results showed that after the courses based on multilingual approach students indicated quite high level of multilingual and multicultural competencies development. Also, the survey confirmed high level of students’ motivation and satisfaction with the course as well as efficiency of the multilingual approach from students’ perspective. Teachers also noted in the interview that the use of a multilingual approach to the study of professional disciplines in the international educational program has a positive effect on the learning outcomes of the discipline, and also helps to increase student motivation. It is important to note that this study has a number of limitations, namely, a short study period and a small number of participants in the experiment. For a future study, it is planned to increase both indicators for greater reliability.

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The Content of Language Training of the Engineer of the Future in the Context of an Ecological and Social Approach Nadezhda Bulankina1(B)

, Natalya Galskova2 , Nataliya Koryakovtseva3 and Zinaida Nikitenko4

,

1 Novosibirsk Institute of Professional Skills Improvement and Vocational Retraining of

Education Workers, Novosibirsk 630007, Russian Federation [email protected] 2 Moscow Region State University, Moscow 141014, Russian Federation 3 Moscow State Linguistic University, Moscow 119034, Russian Federation 4 Moscow Pedagogical State University, Moscow 119991, Russian Federation

Abstract. National Language Didactics is known for its potential which reflects a high status of a foreign language for personal development of the student. This paper aims at some new findings from the perspective of integrating engineering and language education to show ecological and social provisions. A descriptive cognitive research design is to investigate current academic scholarship on professional language training of students for specific purposes. A value-oriented approach to the content of professional language education in terms of goals and principles of an ecological and social approach to the language education of a future specialist, modeling of communicative situations in the mode of project methods for creation of a developmental educational space are used to reveal the parameters of the ecological and social approach to provide a synergetic effect of both professional Knowledge Content and Pedagogy/Didactics for communicative skills development by a future specialist; to constitute a set of subjective and social elements of the educational eco-spaces, to ensure an effective group-work of students in their joint activities aimed at achieving new educational results of language education, i.e. the ability to effectively interact in a team, a system of research skills, problem-solving skills, critical thinking, creativity, morality and responsibility. In conclusion, the statement of a contribution of the Foreign Language as an academic discipline concerns the solution of the problems of the integration of engineering education and humanities in the light of linguistic educational values and preferences that have ecological and social significance. Keywords: Engineer of the future · Personal potential · Values · Foreign language education · Ecological and social approach

1 Introduction The Ecological and Social Approach (the ecosystem or context and social spaces) to foreign language training and learning in professional settings has become one of the © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 168–175, 2022. https://doi.org/10.1007/978-3-031-11435-9_18

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major impulses in the study of practical issues of professional communication and language education in terms of Language Didactics (LD) [1–6]. Although national LD has a long-established tradition in scientific scholarship on higher engineering education in regard to FL training and learning, the challenges of the current society, within the communicative, discursive, spiritual, educational, and other spaces, require filling the gap in the Knowledge Content of the professional language training of a future specialist in terms of new approaches to “learning”. Based on the empirical array and academic research in different spheres of the Humanities and Arts, the target approach is arguably the most important, but it is by far one of the most underestimated of the language education categories at the professional level [6–12]. This paper concerns the transition to the competence-based approach of the Federal State Educational Standards 3 ++ that leads to finding some new ways to achieve integrative results in engineering university education. As never before, the value dominants remain the number one problem of the national public school education, both higher and general [6, 9–13]. First, in the scientific discourse and in the scope of the implementation into the space polyphony of engineering university education this aspect of activities remains relevant to the system of continuous adult education, and In-Service educational institutions for the professional development of education workers based on the results of national didactics [6, 9]. These aspects cover Knowledge Content for Models of Environmental and Cultural influence based on the cognitive-developmental and learning theories. In regard to this, researchers explore factors and conditions, ways and devices of prior importance for socio-humanitarian knowledge within the educational environment of an engineering university [1–9, 12–15]. Second, the lack of theoretical justification of these parameters in Pedagogy and Language Didactics does not contribute to sustainable leadership of higher engineering education and professional career of a personality. Analytics on the social continuum development [1, 3, 5, 8, 9, 11] based on the information and human communication components, gives grounds to think of the professional training of a university graduate as a comprehensive project system of both high professional qualifications and high motivation to make the outmost of FL learning in professional setting for intercultural communication [1–3, 6–9, 11–15]. Third, the humanitarian training via languages as mediators in professional settings plays a key role in intellectual development, in the formation of cultural tolerance and universal ethics; the efficacy of this training at a technical university is designed to ensure the Ecological and Social approach to education in terms of its strategic focus on ecological culture. The latter is to connect the man and ecosystem in terms of moral and spiritual grounds [1, 6–15]. Currently, socio-cultural settings of higher education are far from creating an educational environment for the development of a language culture personality by an engineer and their self-realization in full. The purpose of this paper is seen in the survey of novel findings in terms of the dominant values of the integration of engineering and language education as the basis for ecological and social provisions of sustainability and leadership in the society.

2 Methods The Ecological and Social Approach (the ecosystem or context and social spaces) based on the main principles and Knowledge Content of Language Didactics is identified in

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this article as a trend which suggests coping the FL training and learning, its basic methodology and didactics of Knowledge Content and Technology, with the scope of environmental impact of professional programs. For further clarification and verification, three sub-categories are identified, including Context, Content and System. Therefore, it becomes crucial to clarify and to define other factors, means and devices for improving the national public school system of higher and general education, where the target approach chosen to ensure the norms of moral and ethical order, science and practice, and the development of educational and virtual spaces in the aspect of basic dominant values is to be coupled with the axiological approach to linguistic education, the central category of which is the “value” category [7–9, 11–15]. In the context of this approach the authors of the paper consider a current situation characterized with the desire to widen the boundaries of the university educational space via application of the novel design of Knowledge Content, Pedagogy, IT facilities and other means for training and fostering a value attitude to the learning process in future engineers [1–3, 5, 7]. This methodological statement is seen as an axiom for the system of continuing education of a specialist – the training, professional development, self-training and self-education, retraining, i.e. for cultural self-identification and humanitarian self-determination of a personality [10]. Procedures of data collection and learning analytics cover the concept and methodology of the study based on the empirical array of a corpus of literature texts on the models of environmental influence in the frames of the Ecological or context and Social Approach. The Research Area covers the main stages of the developmental educational environment exported into the educational process of recurrent and lifelong learning of an English Language educator at Refresher Courses (2018–2021). Modeling the system of learning activities and developmental tasks constitutes one of the Modules of the professional educational programs based on the axiological and holistic approaches to clarify the functions of the novel educational events. The method design focuses on the survey aimed at analytical reflection of the system of linguistic and professional training of engineers as an integral, multi-level organized phenomenon that manages the process of mastering a foreign language and culture by future specialists, and on this basis, the formation of their ability to use IT as a means of professional communication, the formation of personal qualities and values necessary for professional communication with representatives of another culture. The design of the professional programs (on-line and off-line routine) concerns theory and pragma of intercultural communication and generalization issues of significance in the aspect of language learning for specific purposes as well as problem-solving activities and learning tasks focused on the system of a) the provisions of the action-oriented approach, revealing the relationship between personality and activity, defining the key concepts for language education as “the personality of the future engineer”, “development”, “activity” and “polyculture”; b) the provisions of the axiological approach, emphasizing the relationship between the value orientation of the individuals and the productivity of the students’ activities, and c) the provisions of the ecological approach to education which determine a developing personality.

3 Results and Discussion In regard to these tasks and realities, a multi-level and multi-component value model of scientific and methodological support of students threefold in purpose is structured for

Theoretical and methodological

Theoretical and methodological

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Methodology of ecosystem, activity and axiology approaches Theory of language education A set of provisions defining the construction of the system

Purpose: to develop the personality of the future engineer and his language and professional competence

Principles

Effective diagnostic

Theoretical and methodological

Content

Foreign Language Acquisition Technologies Methods and Techniques

Target effect of personal and professional development of the students and their knowledge of the A1 at the C2 level Acquisition of cultural, moral and professional values and qualities; Educational and cognitive interest, motivation, and reflection Diagnosis of educational results

Fig. 1. The level character of the system of linguistic and professional training of the engineer of the future.

approbation and clarification of the specifics of the target Ecological and Social Approach in the era of rapid technological changes and personal moral shifts. The survey reflecting on the target frames of the Ecological and Social Approach is of prior significance for the authors’ project under consideration. This research problem statement concerns the following questions of a priority: What are theory and methodology priorities of this approach? What is a set of perspectives of the target approach? The target value-dominant model of environmental impact is aimed at the basic scope of didactic principles and measures, communication-oriented and personalized, to create environmental influence of the Engineering University activities in full. The frameworks of the target Model based on the polyphony of varied languages of the university engineering education spaces, verbal and non-verbal expressive means of national and international culture as prior instruments for communication and mechanism of cooperation, are focused on

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establishing the developing polylingual information and education environmental input to sustain a system of professional, social and communication skills of a FL learner. For this purpose, a foreign language textbook of problem-solving tasks based on the students’ knowledge and reflection of dominant values is designed in professional settings, the same goes in regard to the chosen texts (Fig. 1). 3.1 The Ecological and Social Approach as an Intellectual Mission FRAME I (ONE) reflects the ecological and social approach as an intellectual mission designed to provide a synergetic effect through a combination of professional knowledge and skills formed on the basis of native and foreign languages, with the students’ developed need for a new worldview, applicable to the development of modern socio-humanitarian spaces. Hence, the importance of forming the moral personality of the future engineer, building an environmental education system at the university implements the ideas of integrating engineering education with social and humanitarian knowledge a) to form a new worldview among future specialists applicable in modern humanitarian and linguistic spaces, b) to include virtual ones, as well as socio-cultural environment, c) to provide equal opportunities and responsibility for practical actions in the professional field. Thus, we emphasize the importance of preserving and developing the humanistic traditions in education, despite the currently noted “transhumanization of modern education”, associated, in particular, with the information ‘boom’, changes of the attitudes to knowledge and information, and other trends of “dehumanization” and “transhumanistic trends” in domestic and foreign education. In modern interpretation of the humanitarization of education, there are general, cultural, value and cognitive aspects. 3.2 The Sustainable Development of an Individual as the Central Element of the Ecological and Social Approach FRAME II (TWO) considers the essence of the sustainable development of an individual as the central element of the ecological and social approach, and the interrelation of these components is provided, first of all, by the cognitive dominant. In the characterization of the cognitive component of the Humanities and Arts in technical education settings, it concerns the conditions which ensure the personal functions of self-determination and self-realization as a cultural norm are the possession of so-called cultural methods of activity - situation analysis, task setting, action planning, an idea of awareness of possible results and risks, search, analytical, research strategies, self-control and reflexive self-assessment of the actions. These cultural methods of activity form the basis of the innovative activity of a specialist - the activity of resolving a certain problem situation aimed at improving or creating a new product and promoting it. The basis for solving the problem situation and making the necessary decision is design-search, design-analytical, and design-research activities. It is obvious that within the framework of the Ecological and Social approach, a foreign language performs the same function as a native language – it is a means for solving professional tasks. Thus, integration of the humanitarian component into foreign language training in professional settings involves inclusion of the purposeful development of foreign language strategies and skills of

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information-analytical and projective research activities into the content of training, as a prior component, to ensure the sustainable professional and personal development of a specialist. The ecological and social approach designed to provide a new level of modern education of engineering personnel contributes to the achievement of sustainable development of education and society as a whole includes and demonstrates the level character of the system of linguistic and professional training of the engineer of the future. The system of linguistic and professional training of the engineer of the future, substantiated in the article, is open to function in the educational environment, surrounded by other systems connected directly or indirectly. 3.3 The Educational Environment of a Higher Educational Institution: Functions FRAME III (THREE) concerns the concept of the educational environment of a higher educational institution that serves as a link between a simple empirical idea of an educational institution and the idea of it as a complex organized system with its own socio-cultural specifics. The theoretical analysis carried out, coupled with long-term observation, allowed us to project the results of the research on the context of higher technical education and to identify the following components of the target environment: value, information, subject, communicative activity and event. The value component of the educational environment implies a set of dominants, spiritual, moral and professional, which have developed in a higher educational institution characteristics of its agent-agent relations as leadership sustainability. The communicative-activity component reflects the established features of communication of participants, namely: the nature of teacher-student interaction and the style of communication. The co-existence component includes the interaction of the participants within the important events (conferences, forums, concerts, etc.) and contributes to a successful self-actualization of future engineers and their integration into the professional community both in Russia and overseas. The external environment of the system under consideration is a set of factors (socio-cultural, pedagogical and methodological) and its functioning. One of the dominant characteristics of the environment is its environmental friendliness, which meets the requirements of the socio-ecological approach based on intellect, sustainability and leadership in full. To sum it up, the informative function of the educational environment is implemented through the transmission of foreign-language socio-cultural and professional information (real events and cultural facts related to the country of the target language, to the native country, region and to the educational institution itself) in the aspect of interactive/collaborative learning methods. The information validity of the educational environment is created by an interior design of classrooms, on the walls of which posters illustrating grammatical rules, types of native land and countries of the studied language, products of students’ project activities can be placed. The motivational function of the educational environment is to stimulate the personalized and creative nature of students’ activities to master the AI. This function supports the students’ educational, cognitive and social motivation, their need to communicate with people in this cultural environment and representatives of another culture, their need to learn more about another language and another culture. So, this contributes to the

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expansion of their linguistic and cultural professional field. The socio-integrative function of the environment contributes to the cultural and professional self-identification of the students’ personality and enrichment of their “linguistic picture of the world”.

4 Conclusion In sum, the theory and pragma statement covers the internal environment of the higher education system, where students acquire knowledge content considered as a sociocultural space as well as a polylingual environment for their professional and personal development purposes, is a priority. The research area of topical aspects of spiritual, moral and civic education of students is more extensive than ever before in the light of the novel educational values of current education in Russia. The learning system needs to cope with the target tasks of education, i.e. to create real learning situations for life in a modern society and professional activity within current information and communication spaces. A promising approach to solving these goals, and to creating the innovative educational space reflects on a new methodology focused on the novel models of FL learning, intercultural communication and generalization. The latter could ensure the achievement of an educational standard that meets current challenges and requirements. As is the case, the principal novelty of the target Ecological & Social Approach to professional training of future engineers is the formation of new goals and values, related to a dialogue-oriented way to unite future specialists, nature and society, language and culture on the basis of conscious and cautious attitude to them. For the first time foreign language education in Scientific Scholarship is treated as the main factor to achieve this integration. In this context language education fulfills three functions: the main strategic factor of economic, ecological and social progress; an important instrument of investment attraction for particular specialists (engineers) who have acquired not only professional competence but also ecological culture and capacity for dialogical thinking as a significant resource of personal, social, cognitive, and professional development of the personality through the system of opportunities for integration of the Content, Forms, Methods and Activities of the ecological and social value in professional training. At the same time this statement needs further scientific consideration and verification in terms of the educational environment as a set of elements that has a vital impact on the students’ professional and language training, in particular, in the aspect of making the outmost of the functions mentioned in this research to widen the boundaries of the event and environment research at Region Destination and at Engineering (different technical specializations) Universities. The functions of the educational environment highlighted in this research are to contribute to the upbringing, development and professional formation of a future engineer, and correspond to the goals of linguistic and professional training that make up the environment for integration of the language training system into the educational process at higher educational institutions, and for creating the situations and events focused on the formation of moral, cultural and professional values of the future engineer in harmony. The solution may be seen in the activities focused mostly on the intellectual mission of a FL training in the frames of the humanitarian educational environment influence (learning analytics, critical thinking, project technology, etc.) on life in the era of rapid technological changes, and the shifts of the moral development of a personality.

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References 1. Bhatia, V.: Analyzing Genre: Language Use in Professional Settings. Longman, London, New York (1994) 2. Bokova, T., Malakhova, V.: Postmodernism as the dominant of education development in the information society (2019). https://www.elibrary.ru/item.asp?id=41813790. Accessed 20 Dec 2021 3. Bulankina, N.: Communicative competence of a pedagogue as a dominant value: post-modern context. Educ. Psychol. Polycult. Space 1(53), 37–44 (2021). https://doi.org/10.24888/20738439-2021-53-1-37-44 4. Dalton-Puffer, C.: Discourse in Content and Language Integrated (CLIL) Classrooms. John Benjamins Publishing Company, Amsterdam (2007) 5. Galskova, N., Nikitenko, Z.: Foreign language textbook as a methodological and didactic and technological phenomenon: axiological dimension. In: ARPHA Proceedings of the TSNI 2021 Conference, pp. 310–319. ARPHA, Moscow (2021). https://ap.pensoft.net/article/22735/ 6. Horn, K.: Profession, professionalization, professionality, professionalism historical and systematic remarks using the example of German teacher education. Br. J. Relig. Educ. 38(2), 130–140 (2016) 7. Kestel, M., Korkmaz, I.: The impact of modernism and postmodernism on teachers. Turquoise Int. J. Educ. Res. Soc. Stud. 1(1), 28–33 (2019). https://eric.ed.gov/?id=ED596101. Accessed 20 Dec 2021 8. Kovaleva, M.: Juvenile frame references and their alterations nature in modern Russian society. Siberian Teacher 6(133), 29–32 (2020) 9. Lopatukhina, T., Bulankina, N., Mishutina, O., Asten, T.: English language education theory: frameworks, text-centered technique, paradigms: In.: Proceedings of the 14th International Conference on Technology, Education and Development (INTED-2020), pp. 7420–7423. IATED, Valencia (2020). https://doi.org/10.21125/inted.2020.1984 10. Marsh, D.: Content and language integrated learning: the European dimensions - actions, trends and foresight potential (2002). http://europa.eu.int/comm/education/languages/index. html. Accessed 20 Dec 2021 11. Nikitenko, Z., Bulankina, N.: Pre-school and primary foreign language education: value determinants and continuity. Sib. Teach. 6(133), 30–40 (2022) 12. Revyakina, N., Sakharova, E.: Psychological and pedagogical support of the educational process: synergetic approach. In.: Proceedings of the INTERAGROMASH 2021 Conference, Article 12124 (2021). https://doi.org/10.1051/e3sconf/202127312124 13. Spratt, M: Comparing CLIL and ELT. In: Proceedings of the Conference on Content and Language Integrated Learning (CLIL) in Teaching English to Young Learners, pp. 9–19. City Press, Jagodina (2012) 14. Torres-Rocha, J.: EFL teacher professionalism and identity: between local/global ELT tensions. HOW 26(1), 153–176 (2019) 15. Vygotsky, L.: Pedagogicheskaya psikhologiya [Pedagogical psychology], 2nd edn. Pedagogy, Moscow (1991). (in Russian)

Self-assessment Influence on Effectiveness of the ESP Teaching Olga Chalova1,2(B)

, Natalia Zhurbenko2

, Olga Sheypak2

, and Elena Balyk2

1 National Research University “Moscow Power Engineering Institute”, Moscow 111116,

Russian Federation [email protected] 2 Moscow Aviation Institute (National Research University), Moscow 125993, Russian Federation

Abstract. Teaching students English for specific purposes at all stages of higher education, a teacher should collect information about the students to create a program that would consider the individual characteristics of students to ensure the efficiency of the educational process. Student’s own opinion about his/her successes and achievements remains unaccounted for. The literature review showed that in the list of parameters taken into consideration there is no selfassessment. The teacher creates a training program and an individual educational approach based only on the objective information, without considering the student’s self-assessment. The discrepancy of views on the training program and on the individual learning approach reduces effectiveness. Our research is based on the introduction of a system using an individual approach technology for teaching ESP. The results of the experimental training turned out to be contradictory: the system was embraced by the first-year master’s and postgraduate students, but within the bachelor’s program, it did not find full support. Our team had the information about new first-year students of all levels of higher education, and then collected objective information about the level of proficiency, using the system adopted by the European Council – a total of more than 300 students – to find the elements to make the system effective. The data helped to reveal the correlations between the student’s selfassessment and their educational positive results in case it is considered while creating their individual training ESP approach. The results of our research can be used by the ESP teachers in technical universities. Keywords: Self-assessment · English for specific purposes · Levels of proficiency · Individual educational approach · Objective assessment

1 Introduction A rocketing increase of volume of scientific and professional information characterizes the modern society and modifies educational aims. In these conditions, a new type of a professional is needed, capable of active and creative mastery of knowledge, able to respond to a changing situation and predict the development of events quickly and © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 176–183, 2022. https://doi.org/10.1007/978-3-031-11435-9_19

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adequately. A significant role in the upcoming reorganization of education is given to updating its content, bringing it in line with the requirements of the time and the prospects for the development of society. The attempt of learning individualization in terms of designing individual educational paths for students becomes significant in the educational process and proves the relevance. Teaching English for specific purposes to students at all stages of higher education, a teacher should collect information about the students in order to create a program that would consider their individual characteristics and to ensure the effectiveness of the educational process. A review of the literature showed that in the list of parameters taken into consideration there is no self-assessment. However, when formulating the goals, students often rely on their subjective views. The teacher creates a training program and an individual educational path based only on objective information, without considering the student’s self-assessment. The discrepancy of views on the training program and on the individual learning path reduces effectiveness. The purpose of this study is to determine the influence of self-assessment on the effectiveness of ESP teaching in order to introduce an individual learning path pedagogical technology. To reach the purpose, we had to consider the concept of “self-assessment” in psychology and pedagogy; determine students’ ability to self-evaluate; consider the level of proficiency of students according to the European Assessment scale, based on self-assessment; assess the real level of students’ knowledge; and give recommendations on introduction of individual learning path technology into the teaching process. Teaching ESP will be more effective if we focus on the students’ subjective assessment of their knowledge to implement a system based on individual learning path technology. This will give us opportunities for more effective planning and conducting classes, as well as the development of skills.

2 Literature Review We based our research on the introduction of a system using an individual learning path technology for teaching ESP. The language, from the point of view of further usage and content, taught at institutions of higher education is often characterized as professional. ESP is treated as a pedagogical concern, and one that can be met by changing teaching materials rather than teaching methods [1]. Lately, text and discourse analysis have been a part of the ESP research [2]. Though the content based on the lexical ESP approach is still predominant [3], basing on the ideas of text and discourse analysis, we consider foreign language analytical skills to be the most important for professional development. When teaching a foreign language to students we often come across the fact that students of different foreign language proficiency levels study in the same group. The division of students into groups according to the level of language proficiency is not always possible due to various circumstances. Trying to achieve the best possible results teachers use methods of differentiated teaching [4, 5], developed within the problembased learning approach [6]. Considering the given situation, we introduced a system based on the implementation of individual learning path technology. Student-centered learning systems are widely introduced nowadays. Teachers note benefits of teaching in a student-centered classroom and differences from traditional classrooms [7], high motivation and interest for an individual scientific work [8].

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To reach the most effective application of the individual learning path technology, we need not just to give an objective assessment of students’ knowledge. It is extremely important to consider their subjective self-assessment. Knowing how the students evaluate their knowledge, we can adjust the training, paying attention to the skills that they need to develop. The analysis of psychological and pedagogical literature shows that the problem of self-assessment and the role of self-assessment in the process of teaching a foreign language needs investigation. Self-assessment concept calls for clear definitions. The term self-assessment has been used to describe a diverse range of activities, such as assigning a happy or sad face to a story just told, estimating the number of correct answers, using a rubric to identify strengths and weaknesses in one’s persuasive essay, writing reflective journal entries [9]. Self-assessment is an assessment by a person of him/herself, his/her capabilities, abilities, qualities, and place among other people. Self-assessment refers to the fundamental formation of personality. It largely determines the activity, the attitude of the subject to him/herself and other people [10]. Psychologists consider self-assessment as one of the most important personal attributes that regulates a person’s behavior and activity. The functioning of self-assessment as an intellectual, social, and moral-ethical action gives it a deep reflexive character. Student self-assessment most generally involves a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products [11]. In real educational activities, selfassessment functions both on a verbally conscious and intuitive levels. It is much more difficult for a person to evaluate him/herself than to evaluate the facts and phenomena of the surrounding reality. Working with self-assessment is often considered by psychologists as one of the ways to solve psychological problems in a team [12], but self-assessment has never been used as a way of improving the implementation of a pedagogical technology. Empirical evidence says that the impact of self-assessment on academic achievement can be huge, the mechanism for this impact is understudied [13]. Accuracy of self-assessment should be specially noted, as inaccuracy can influence the results, but there are no techniques but privacy [14].

3 Methodology In this study, 77 first-year bachelor and 51 first-year master students took part. The sample has more males (n = 73.57%) than females (n = 55.43%) between the ages of 18 to 19 (bachelors) and between the ages of 21 to 24 (masters). All participants were of Russian nationality. All of them successfully finished school which implies at least 8 years of formal English learning. In the Tables 1 and 2 you can see the fields of training, all the fields are in the framework of engineering education, and the corresponding number of students in all groups.

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Table 1. Fields of training and number of first-year bachelor students. №

Field of training (bachelors)

In total

Male

Female

1

Aircraft testing

16

15

1

2

Aircraft engines

9

7

2

3

System analysis and management

6

4

2

4

Material science

9

4

5

5

Applied informatics

22

15

7

6

State municipal administration

8

4

4

7

Metallurgy

7

5

2

Table 2. Fields of training and number of first-year master students. №

Field of training (masters)

1

Design and technology of electronic devices

2

Metallurgy

13

8

5

3

Technosphere safety

4

0

4

4

Aircraft production

6

4

2

5

Material study

6

2

4

6

Quality management

6

4

2

7

Innovations

8

4

4

In total 8

Male students

Female students

7

1

This paper employed a qualitative design of research where observation with field notes is used as the instruments. The researcheres used a questionnaire and language proficiency tests. The questionnaire method is one of the main research methods in all fields of activity. This method allows you to get the necessary information using a system of questions, each of which is logically related to the purpose of the study [15]. The data collected were then analyzed thematically. The pre-research stage played an important role as the whole work was designed to improve the previously tested technology based on individualization of teaching ESP. We started working with a detailed collection of information about students enrolled in the first year of bachelor’s, master’s studies. We asked all these first-year students to fill out two questionnaires. From the answers to the questions asked in these two questionnaires, we learned the specialty, age, education, gender composition, level of foreign language proficiency of our students. All the information received gave us a subjective characterization and assessment of students’ knowledge and their curricula for studying at our department. At the second stage, we solved the issue of an objective assessment of the level of readiness of students in the language. We used the PanEuropean Scale of Language Competence (CEFR) and checked reading and writing proficiency. Having received subjective and objective information about more than 100

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first-year students, we proceeded to its detailed analysis. Comparing self-assessment with the objective data, we managed to formulate recommendations for introducing a system of teaching ESP, based on the individual learning path technology.

4 Results Self-assessment is associated with one of the central needs of a person – the need for selfaffirmation, which is determined by the ratio of actual achievements to what a person claims, what goals they set for themselves. In the process of forming a personality’s self-assessment, one’s own assessment is correlated with the public and the assessment of those members of the collective whose opinion is significant [16]. In Table 3 you can see the results of Self-assessment and testing of the first-year students getting bachelor’s degree. If we compare the level of skills of bachelors received purely by their self-assessment and the level of skills assessed by the students with the help of CEFR descriptors, we see that basically these levels coincide (from A1 to A2B1). However, starting from level B1 and above, the difference between these indicators increases, and at level B1 we observe that students underestimate themselves (since the level is higher for descriptors than for self-assessment), at level B2 students tend to overestimate themselves. Table 3. Self-assessment and test results (bachelors). The level of proficiency

Self-assessment

Self-assessment according to the descriptors of CEFR

Objective test reading

Students did not start the test

14

A1 students

5

7

A2 students

23

23

A2–B1 students B1 students B1–B2 students B2 students

9

11

21

29

4

3

14

4

C1 students C2 students

Objective test writing

16 19

22

23

19

18

6

14 1

3

As we can see from Table 3, many bachelors have the level of reading skills – B1 (30%), as well as a significant proportion of students have B2 (23%). Also, most of the students (25%) have an A2 level. Most bachelors have the level of writing skills – A2 (28%) and B1 (25%), as well as a significant proportion of students have A1 (21%). And only 8% of bachelors have this skill developed at the B2 level. The level of proficiency

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in perceptive reading is higher than in productive writing. Moreover, starting from the A2 level, the level of writing begins to decline and drops noticeably at the B2 level. The students overestimate their productive skills. Table 4. Self-assessment and test results (masters). The level of proficiency

Self-assessment

Self-assessment according to the descriptors of CEFR

Objective test reading

Objective test writing

Students did not start the test

23

Students did not meet the volume requirement

3

A1 students

7

10

3

3

A2 students

18

12

8

11

16

5

19

3

A1–A2 students B1 students

1 12

21

B1–B2 students

6

1

B2 students

7

7

C1 students

3

Table 4 shows how masters evaluate their knowledge within the A1-B2 range. From A2 to B1, we have the maximum gap between the indicator “self-assessment” and “self-assessment according to the CEFR descriptors”. Most students have the level of reading skills development B2 (39%) and B1 (33%). 40% of the masters have the level of writing skills from A2 to B2, with A2 accounts for the majority (23%). Both bachelors and masters have writing skills developed to a much lesser extent than reading skills. Masters have the smallest gap between the level of reading and writing - in the A1A2 range. Starting from level B1, there is a significant decline in the level of writing proficiency. We asked the students opinion about the level of development of different skills. The first choice was Reading (35 and 24 students, respectively), the second most developed skill was Writing (9 and 7 students, respectively). When compared with the objective assessment obtained from the tests, we really see that the level of formation of reading skills is higher than writing. That is, students’ self-assessment is generally quite correct.

5 Discussion Having information about what skills students want to develop themselves, as well as considering the subjective and objective assessment of knowledge, it is possible to

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build the most effective individual learning path and motivate students to learn foreign languages. It is possible to build classes more competently, paying attention to the development of exactly those skills that a particular student needs to develop, because then the student’s personal potential will be realized to the maximum possible. To apply an individual learning path technology, it is important to understand not only what areas each student needs to develop, but also basic information about him/her as a person is needed. The student forms a personal educational path, sets goals and objectives. A lot of responsibility already falls on the shoulders of the student when applying this approach: it requires to be responsible, strive for self-development, conduct self-analysis, adequately assess their knowledge, and understand which areas and aspects need to be given more time and attention. We can highlight the following results of our experiment, which should be taken into consideration while building a foreign language teaching system using an individual learning path technology: • self-assessment results show that the less skills are developed, the more adequately students can identify problems and set learning goals; • students tend to think that receptive skills are easier as their experience of developing reading skills is positive; • self-assessment questionaries showed that listening skills are not considered important at all, though the importance of speaking is overestimated in comparison with other skills; • students do not realize the importance of writing skills; • students at all stages of learning with low and adequate self-assessment tend to study more and are ready to follow teachers’ advice; • the first-year bachelor engineering students with high self-assessment are inclined to spend less time and effort studying English, and they need precise clarification of objectives for every learning task; • the first-year master engineering students with high self-assessment are ready to work for a certain limited amount of time but studying professionally-oriented skills.

6 Conclusion The data collected helped to reveal the correlations between the students’ self-esteem and their educational positive results, in case it is considered while creating their individual ESP training path. The results of our research are practically significant and can be used by ESP teachers in technical universities. It should be noted that building a foreign language teaching system using an individual learning path technology is a multifaceted process that is designed to ensure the development of independence and initiative of the student, the possibility of the fullest realization of their personal and cognitive potential in the educational process, to help them gain experience in choosing goals, upcoming activities, independent organization of activities, and self-assessment. The process of adequate self-assessment ensures the development of the ability to perceive shortcomings and gaps in activity, in knowledge, to identify their problems,

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to find ways to solve them, and to consciously choose learning models. The formation of self-esteem in the learning process is one of the components of the process of selfimprovement, self-actualization, and self-realization in the future profession. This study may assist educators and researchers to better understand the complexity of self-assessment in relation to learning process.

References 1. Whyte, S., Sarré, C.: Introduction to new developments in ESP teaching and learning research. In: Whyte, S., Sarré, C. (eds.) New Developments in ESP Teaching and Learning Research, pp. 1–12. Research-publishing.net, Voillans (2017). https://doi.org/10.14705/rpnet.2017.css w2017.742 2. Paltridge, B., Starfield, S.: Research in English for specific purposes. In: Handbook of Research in Second Language Teaching and Learning. Wiley-Blackwell, Sydney (2013) 3. Bakirova, H.: Development of lexical competence based on content-based approach in ESP teaching. Ment. Enlight. Sci. Methodol. J. 2021(5), 204–214 (2021) 4. Handa, M.: Leading differentiated learning for the gifted. Roeper Rev. 41(2), 102–118 (2019) 5. Zhurbenko, N.L.: Problematic approach to teaching secondary texts creation on the basis of foreign language professionally oriented primary texts. World of Science. Pedagog. Psychol. 1(8), 1–9 (2020) 6. Kovalevskaya, E.V.: Problem-Based Learning: Approach, Method, Type, System. MNPI, Moscow (2000) 7. Keiler, L.S.: Teachers’ roles and identities in student-centered classrooms. Int. J. STEM Educ. 5(1), 1–20 (2018). https://doi.org/10.1186/s40594-018-0131-6 8. Kang, J., Keinonen, T.: The effect of student-centered approaches on students’ interest and achievement in science: relevant topic-based, open and guided inquiry-based, and discussionbased approaches. Res. Sci. Educ. 48(4), 865–885 (2017). https://doi.org/10.1007/s11165016-9590-2 9. Andrade, H.: A critical review of research on student self-assessment. Front. Educ. 4, 1–13 (2019) 10. Sorokoumova, E.A.: Pedagogical Psychology: A Short Course. Piter, Saint Peterburg (2009) 11. Panadero, E., Brown, G.T.L., Strijbos, J.-W.: The future of student self-assessment: a review of known unknowns and potential directions. Educ. Psychol. Rev. 28(4), 803–830 (2015). https://doi.org/10.1007/s10648-015-9350-2 12. Balyaev, S.I., Burkova, D.A., Nikishov, S.N.: The development of ethnic tolerance among university students through training. World of Science. Pedagog. Psychol. 2(8), 1–13 (2020) 13. Yan, Z.: Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assess. Eval. High. Educ. 45(2), 224–238 (2020) 14. Brown, G., Andrade, H., Chen, F.: Accuracy in student self-assessment: directions and cautions for research. Assess. Educ. Princ. Policy Pract. 22(4), 1–26 (2015) 15. Thwaites, B.D., Murdoch-Eaton, D.: Questionnaire design: the good, the bad and the pitfalls. Arch. Dis. Child. Educ. Pract. 101(4), 1–9 (2016) 16. Burns, R.B.: The Development of the Self-concept and Education. Holt, Rinehart and Winston London, New York (1982)

Organization of Educational Communication for Primary School Students with Different Educational Needs as the Way to Achieve Meta-subject Results while Teaching a Foreign Language Communication Olga V. Shtern(B)

and Svetlana I. Pozdeeva

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

Abstract. The article considers an issue of organization of educational communication for primary school students with different educational needs in a foreign language lesson. Nowadays there is a tendency that children with different educational needs (neurotypical children (developing according to their age norm), children with special educational needs (SEN), non-native Russian speakers, and gifted children) study within one class. Therefore, every teacher is faced with the problem of effective educational interaction of such students. The purpose of the research is to identify, substantiate and experimentally test the productive ways of interaction and conditions for educational communication organization for students with different educational needs and abilities in a foreign language class. The researcher defined the characteristics of educational communication; specified the communication features for each group of learners; empirically identified the productive communication types for learners with different educational needs and conditions (psychological, pedagogical and methodological) for educational communication implementing. Also, the model of educational communication was developed. Testing of the model and productive types in schools, analysis of the sociometric survey, analysis of the subject performance dynamics of learners, and the statistical survey analysis showed that organization of educational communication when teaching interaction in a foreign language leads to achieving subject and meta-subject results. The results of the research may be also useful for effective teaching of engineering students with different educational needs and different levels of a foreign language acquisition. Keywords: Educational communication · Different educational needs · Collaborative activity · Productive types of communication · Teaching a foreign language communication

1 Introduction Currently we observe a progressing trend of co-educating children with different educational needs and abilities in one classroom: neurotypical children, children with special © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 184–196, 2022. https://doi.org/10.1007/978-3-031-11435-9_20

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educational needs (SEN), gifted, and non-native Russian speakers, that is children whose families immigrated to Russia from neighboring countries. Due to necessity of co-education of children with different educational needs, the teachers must structure the learning and nurturing process in a such way that every learner could reach personal, subject and meta-subject results. The Federal Educational Standard for Primary Education acknowledges a crucial role of not only the contents of education but the methods of learning activity organization and participants’ interaction in the student’s personal, social and cognitive development [1]. To achieve the subject and meta-subject results in a foreign language class, it seems reasonable to organize the co-educational activity, which will provide the opportunity for students to develop speaking skills (have a conversation) and learn about the culture of communication in a foreign language at the elementary level. However, in case of teaching a diverse group, teachers face challenges of organizing the educational communication of children in the classroom, because they lack sufficient knowledge as to how to form productive groups, subgroups, pairs, so that each participant of interaction, no matter their personal peculiarities and educational needs, could cope with the learning objective set. Moreover, in a modern world the communicative skills are an essential condition for an individual’s success in social life (interpersonal communication, such social institutes as family, education, and activities) [2]. According to the Federal Educational Standard for Primary Education, development of communicative universal learning skills (ULS) is defined as a necessary component for a student’s personal development (for raising a harmonious personality). Communicative ULS include a respective attitude towards a different point of view; willingness to listen to and hear an interlocutor; ability to logically structure and formulate an utterance; ability to argue one’s own opinion; and ability to solve conflicts by means of cooperation, discussion and constructive interaction [1]. Since educators use interactive forms of teaching the class in order to meet the Federal Standard objective when organizing communication between children and adults, children’s communication, it is important to mention that here communication becomes the main teaching method [3]. It means that students do not simply learn to communicate, have a dialogue and conversation, but they learn through communication [4]. Thus, organization of a productive communication for different groups of learners becomes the priority task. In this context it is important to understand features of each children’s category and the specifics of interaction. It is reasonable to point out that research and studies are dedicated to children, developing according to their age, children with SEN, gifted learners and children who are non-native speakers of Russian. Still, there is an insufficient number of pedagogical research on peculiarities of children from various groups interacting with each other, including educational activity in class and out-of-class activities. Works of the following researchers were studied and analyzed: Dautova [5], Doroshok [6], Karpuk [7], Krasnova [8], Matyash [9], Primchuk [10], Shutenko [11], who studied educational communication as a complex of methods for information delivery and transformation within the educational process, as a social communication form, as an interactive activity of individuals, and as a constructive dialogue.

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2 Methodology To investigate the educational communication of students with different educational needs, we used the data obtained by several methods. Theoretical methods of the research included analysis of philosophical, psychological, pedagogical and methodological literature, study of the problem’s historical background, modeling, and comparative analysis. Empirical methods were pedagogical observation, analysis of educational interaction situations in microgroups (to define the productive types of communication), a questionnaire survey of students and teachers; a pedagogical experiment (to identify difficulties in the process of educational communication organization and get a feedback); analysis of pedagogical experience and activity results, as well as diagnostic methods. The method of mathematical statistics for results analysis was used to provide the reliable results.

3 Results and Discussion 3.1 Results of the Theoretical Analysis of the Notion “Educational Communication” For a better understanding of the idea of educational communication, we determined common features for the concept of communication: – communication in a general sense – message, delivery; – communication as the main aspect of social life activities [12]; – the pragmatical units of communication are communicative acts (intentions), which are performed using speech acts for solving specific communicative problems; – communication is always purposeful (information exchange, message delivery); – communication can have impact on views and opinion of communication participants [13]; – the communication result is interpretation of the delivered message; and information learning. Applied to the context of general education, the following features of the educational communication were defined: – interaction of participants takes place during in-class and out-of-class educational activity in a specific subject area; this activity is intended to achieve the subject, meta-subject and personal results; – comprehension and learning of the studied program material within a certain subject area occur in the process of a collaborative activity between teacher and students through communication (discussion, articulation, and exchange) [3, 14]; – participants of educational communication can be the following: teacher ↔ student; student ↔ student; microgroup of students ↔ microgroup of students; – implementation of educational communication means engagement of learners in the collaborative activity during class, i.e. participating in the activity and having effect on it; that is to be engaged in it means to be inside the process and influence it.

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Thus, within our research we define educational communication applied to teaching a foreign language to primary school students as a collaborative activity between teacher and students, and among students, organized with consideration to specific features of the subject and personal characteristics of children (cognitive, speech, etc.). A child, as a party to communication, is engaged in the collaborative activity through building various interpersonal contacts when solving educational (subject) problems during class. 3.2 Results of Theoretical Analysis of Heterogeneous Groups of Learners According to the federal standard for primary education, the main educational program for primary education must consider the type of school, as well as educational needs and interests of children. Therefore, diversity of learners is the prerequisite of different educational needs [1]. Thus, children, developing according to their age norm (neurotypical children), children with SEN, non-native Russian speakers, and gifted children are co-educated in one classroom. Features of their interaction we consider with regards to foreign language classes in primary school. Hence, it is important to mention that modeling (organization) of the communicative process is considered an essential aspect for EFL teaching. Therefore, it is reasonable for a teacher to reconstruct the situation of a real speech communication, interaction and cooperation. One of the main objectives in a foreign language teaching is formation and development of communicative skills at any stage of learning, for any category of learners, and for all age groups [15]. Thus, each group of children we considered, based on their ability to cooperate, communicate in co-education and specified the features of children’s interaction in different groups (Table 1) [16]. Table 1. The comparative characteristics of students with different educational needs. Group of children

Group features

Peculiarities of communication with the teacher and other children

Neuro-typical

– active physical body growth; – an increased fatigability occurs along with the physical growth, outpacing the neuropsychic development; – arbitrariness; – reflection; – identification of the social status – a school student; – leading activity – studying; – shifts in relationship with parents, peers (need for collective interaction); – strengthening of internal I-position

– they come in contact with the teacher/classmates; – exchange ideas, views (in case of a stable internal position, are able to defend them and argue); – try to establish positive relations using speech and emotional forms; – are ready for a collaborative work in pairs and group (some students take the leader or initiator position, the other act as doers) (continued)

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Group of children

Group features

Peculiarities of communication with the teacher and other children

Children with SEN

– disorder of reception, processing, storage and use of information; – disorder of speech mediation; – longer period for forming ideas and notions about the real world; – a high risk of social-psychological misadaptation; – chronic stress; – frequent behavioral and communication disorders

– they initially come in contact with the teacher unwillingly (with distrust); – sometimes only with the teacher’s help (interference) they come in contact with classmates; – face communicative barriers when interacting with peers; – are often passive, detached while making contact with a classmate/classmates during pair/groupwork

Non-native speakers of Russian

– Russian is not their everyday language; – need (enforcement) for cultural and language adaptation; – high probability of interpersonal conflicts with classmates due to misunderstanding

– often have distrust contacting with teacher/classmates; – rarely initiate interaction; – when there is need (enforcement), then work in pairs and in a group; – are passive, lacking initiative during collaborative activity

Gifted

– ability to work with a large body of information, at a high processing rate; – ability to focus on the task (developed self-regulation); – attention to details; – developed linguistic memory; – linguistic hunch

– they come in contact with the teacher; – some of them easily contact the classmates, the others avoid communication, – enter into relations when necessary; – express their opinion, viewpoint, can give reasons for their position; – are often ready for collaborative activity in pair or group (become leaders, or initiators of the process)/during collaborative group and pair work, they can work through mediation and individually

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3.3 Results of the Analysis of the Empirical Experience Considering the specifics of communication of children with different educational needs, by analyzing the educational situations of interaction in a foreign language class in primary school, the following types of communication were identified: – Productive type – a mode, when communication is effective for all members of the group, each one participates in the activity, the program material is successfully learnt, each group member is engaged in the collaborative activity; – Unproductive type is when one, both or all group members do not show the initiative, do not come in contact with an interlocutor, no emotional interaction, and conflicts arise. It means the participants are not engaged in the activity; – Neutral types – when communication is more productive for one member, an interlocutor is hardly active, does not show the initiative, that is unstable engagement of group members in the activity is observed. Example of a group composition for productive communication: – Neurotypical child – Neurotypical child (productive for both parties: the learnt material is practiced); – Gifted child – Neurotypical child (who is active, learnt the program material well) (it is productive for both parties: the learning material is drilled, a desire to go deeper into the subject); – Non-native Russian speaker child – Child with SEN (productive for both parties: nonnative Russian speaker takes more initiative, becomes active and facilitates learning of the program material by the child with SEN); – Gifted child – Child with SEN (productive for a child with SEN, as a gifted child engages them in interaction and explains the material); (productive for both parties, when the child with SEN can spark the gifted child’s cognitive interest, inspire the latter to have a better look at some phenomenon). As our research is intended to study and analyze the communication of children with different educational needs in a foreign language class of the primary school. The school grades with high indicators of positive interpersonal relations were selected, the teachers of which had been previously interviewed by the author and their pedagogical activity as EFL (English as a Foreign Language) teachers had been analyzed. Thus, it was possible to determine the conditions of educational communication organization for learners with different educational needs, which encourage the positive dynamics of developing relations among group members [15]:

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Psychological conditions: – Application of techniques for emotionally communicative engagement of children in the collaborative activity during class; – Prediction and correction (resolution) of interpersonal conflicts through talks, interactive games and reflection; – Forming groups of various composition, organizing the ‘meeting’ for children with different abilities. Pedagogical conditions: – Interrelation between in-class and out-of-class activities using uniform methods and forms of educational communication organization (group work, projects, and creative assignments); – Constant feedback and informative reflection on the communication process among children; – Implementation of the teacher’s dual position as an organizer and a participant in the collaborative activity during class to engage children in the communication, i.e. participate and perform various actions. Methodological conditions: – Cooperation with other subject teachers, exchange of methods and experience of the productive interaction organization; – Selection of special learning assignments, refreshing simultaneously both subject skills and communication skills; – Organization of interactive work forms for refreshing the learned material in speech interactions. Having combined the set of conditions and the data, obtained by phenomenological description and defining of the productive communication types for children from different groups, we developed a model of educational communication organization for children with different educational needs and abilities (See Fig. 1). Implementation and testing of the model and productive types of educational communication took place in 4 educational institutions in three cities of Russia (Tomsk - 2 schools, Kazan – 1 school, and Khimki – 1 school.)

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Fig. 1. Model of educational communication.

3.4 Results of Educational Communication During Diagnostic Classes After six months of model testing in all grades in 2019–2020 academic year, there was a diagnostic lesson held to determine the success level of educational communication for learners with different needs while teaching a foreign language, which was evaluated by experts. Only work of diverse groups was evaluated. Thus, 42 groups were formed, consisting of children with different educational needs. Table 2 shows the final outcome

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for diagnostic classes (namely, degree of formation of the communicative universal learning skills). Table 2. The final outcome for diagnostic classes. Educational institution

Average percentage of the successful educational communication, according to analysis of expert evaluation cards

School No.11, Tomsk

88.9%

Grammar School No.13, Tomsk

83.1%

School-Lyceum No.26, Kazan

80%

Private educational institution Ametist, Khimki

85.1%

Total average result for all schools

84.27%

As can be seen from the table, the outcome for all educational institutions is above average that can be considered a significant result of the model testing. 3.5 Results of Sociometry Analysis In 2016–2017 and 2019–2020 academic years the sociometric survey was held (for groups studying English): 76 students (among them 83% developing according to the age norm, 7% - children with SEN, 5% - children who are non-native Russian speakers, 5% - gifted children). The method of sociometry was used to define a social status for each learner in the group. By means of the repeated sociometric measurement in the same grade, the dynamics of relations development among children was identified. The results show that the most significant positive changes occurred in the group of gifted children, and in the group of children with SEN. Hence, it is evident that changes inside these groups had effect on the positive dynamics of relations development in class in general. Evaluating the dynamics, we can come to the conclusion that classmates started getting along better, found common language, children who develop according to the norm became more tolerant to children with special needs, as a consequence, all children easier and more often entered into interaction [16]. 3.6 Results of the Reflective Questionnaire Also, a reflective questionnaire was done for teachers, participating in the experiment. Results analysis demonstrated the following: – Organization of educational communication has a positive effect: a) it allows engaging each child in the process, and makes lessons more productive; b) encourages increase of motivation to learning a foreign language and active work in class; c) helps every child to realize that tasks are within their powers, experience the success situation; d) facilitates development of tolerance;

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– 90% of interviewed teachers mentioned positive changes in their pedagogical activities, such as: a) shift from anxiety to a relative confidence when organizing collaborative activities in the group of diverse composition; b) more trust to children on the teacher’s part; c) shift of work from teacher-centered instruction to mainly collaborative and group work, which had been episodical. In the end of 2019–2020 academic year analysis of performance for school terms was carried out. It demonstrated the performance gain for the subject. The results reliability is proven by the statistical survey of the effect from model implementation and productive types of educational communication on performance of learners with different educational needs in the stated schools in 2019–2020 academic year. 3.7 Results of the Statistical Analysis The test of data homogeneity was carried out for subject results (performance), depending on the school term, by Pearson’s chi-squared χ 2 . Table 3 gives the results of statistical 2 and respective values of the achieved level of significance of p-value calculations of χcm for considered grades and schools. Table 3. The results of statistical calculations. School/Grade

2 χcm

p-value

Decision about homogeneity of marks distribution

SCHOOL No.11 named after Smirnov, Tomsk 2A

5.689

0.018

No homogeneity, different distributions

2B

8.992

0.003

No homogeneity, different distributions

2C

5.153

0.077

No homogeneity, different distributions

2D

13.954

0.001

No homogeneity, different distributions

3A

10.284

0.006

No homogeneity, different distributions

3B

7.645

0.022

No homogeneity, different distributions

3C

12.9

0.002

No homogeneity, different distributions

4A

5.2

0.075

No homogeneity, different distributions

GRAMMAR SCHOOL No.13, Tomsk 2A

6.933

0,00846

No homogeneity, different distributions

2B

0.391

0,532

Homogeneity

2C

0.105

0.745

Homogeneity

2D

3.571

0.058

No homogeneity, different distributions

2E

7.267

0.027

No homogeneity, different distributions (continued)

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School/Grade

2 χcm

p-value

Decision about homogeneity of marks distribution

SCHOOL LYCEUM No.2, Kazan 2A

0.556

0.457

Homogeneity

2B

0.244

0.622

Homogeneity

3A

0.295

0.588

Homogeneity

3B

0.65

0.421

Homogeneity

Based on the analysis of subject performance rates and expert evaluation of diagnostic classes, it is possible to find a consistent connection between the success rate of educational communication in a foreign language class and the performance gain for the Foreign Language subject.

4 Conclusion Testing of the model and productive types of interaction revealed that educational communication organization in foreign language classes in primary school promotes achieving the results for the subject. The outcome of the model and productive types testing are as follows: a) average performance indicator for the Foreign Language subject showed an increase of 4.12%; the statistical survey showed that a statistically significant growth of performance was found in half of the grades in School-Gymnasia No. 13, Tomsk, and a statistically significant growth was observed practically in all the grades in School No. 11 named after V. Smirnov, Tomsk; b) a high level of communicative universal learning skills was formed, which made on average 84%; the sociometric survey showed that the percentage of children, whom classmates do not wish to come in contact, decreased by 5%; children, whom classmates avoid to contact, decreased by 7%; number of children, predominantly having authority increased by 11%; c) 95% of teachers mentioned a successful interaction of different children in classes and a high level of engagement in communication; d) positive changes took place in professional activity of 90% of educators. Therefore, educational communication as a collaborative activity between a teacher and students with different educational needs and among students, which is organized with consideration to a subject-specific material and personal features of students, facilitates the positive dynamics of changing relations inside the group, the positive dynamics of subject performance, high level of communicative universal learning skills, as well as positive changes in the professional pedagogical activity. The research contributes to solving the problem of co-education of children with different educational needs. Research can be carried on further in this direction of an effective interaction of learners with different educational needs within educational process. Acknowledgments. The reported study was funded by RFBR, project No. 19-313-90016.

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15. Kruglova, L.V., Shtern, O.V.: Preodolenie kommunikativnih trudnostey pri obuchenii inoyazychnomu obshcheniyu detey s osobennostyami psihofizicheskogo razvitiya [Overcoming the communicative challenges in teaching a foreign language communication to children with special needs in primary school]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta [Tomsk State Pedagog. Univ. Bull.] 4, 45–49 (2017). (in Russian) 16. Shtern, O.V., Pozdeeva, S.I.: Designing effective collaborative work between primary school students with various educational needs: the case of a Russian school. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 28–38. Springer, Cham (2020). https://doi.org/10.1007/ 978-3-030-47415-7_4

Embedding Cross-Cutting Technologies in LSP for Master’s Degree Students Alexandra Vanichkina , Maria Romanova(B) , Irina Smoliannikova , Nadezhda Sukhina , and Anastasiya Khakhaleva Moscow State Linguistic University, Moscow 119034, Russia [email protected]

Abstract. Proliferation of ‘cross-cutting technologies’ (artificial intelligence, robotics, Big Data, cloud technologies, augmented and virtual reality, etc.) in the contemporary environment has revealed new educational potential for LSP teaching efficiency. The competence of employing cross-cutting technologies in the professional and daily context is a competitive advantage on the digital labour market. Hence, the embedding of cross-cutting technologies into master’s degree education involves formation and practical application of the core skills of interdisciplinary collaboration and project management. The selection of cross-cutting technologies for our educational purposes was based upon the experimental LSP model aimed at developing academic writing and communication skills on the master’s level. The selected cross-cutting technologies included Jamboard, Trello, Google docs, Google presentations, and Mindomo. The objective of experimental education of 24 master’s degree students was to test the efficiency of cross-cutting technologies application in LSP. The second objective was to check the relevance of embedding cross-cutting technologies into the educational process of master’s degree students to form digital soft skills essential for their professional life. The experiment resulted in the educational progress of the testees (by 40%) against the control group accompanied by the increase in students’ motivation and commitment in the learning process, and a productive transfer of the developed skills of managing cross-cutting technologies into their professional and daily life context. Keywords: LSP · Cross-cutting technologies · Educational process · Academic and professional skills · Master’s level education

1 Introduction The recent world trend of rapid technological development, which gained momentum due to the COVID-19 pandemic, has led to the massive change in the educational paradigm. The reasons for that are connected not only with the necessity to stay home for teachers and students but also with the tectonic changes in the contemporary labour market, business organization and management that have undergone digital transformation. At the same time, educational tools remained conventional being employed through the digital channels, which disrupted the relevance and efficiency of the learning process. In the course of the online educational process in 2019–2020 we clearly observed the © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 197–206, 2022. https://doi.org/10.1007/978-3-031-11435-9_21

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above-mentioned irrelevance and inefficiency specifically while teaching English LSP for master’s degree students who experienced the urgent need for application of the acquired linguistic skills in the digital professional environment. It was empirically discovered that modern specialists interact in the digital environment by means of crosscutting technologies, which presupposes formation and practical application of the core skills of interdisciplinary collaboration and project management. Thus, we hypothesized the relevance of creating an LSP model aimed at developing academic writing and communication skills on the master’s level via cross-cutting technologies. The aim of our research consisted in the theoretical grounding of the elaborated model relevance and practical experimental testing of its efficiency and sustainability. The evolution of the educational environment into digital or hybrid has been preconditioned by several factors. The first was the appearance of the new generation of students-zoomers. The cognitive, psychological and physiological characteristics of the generation of these students are considered in papers of Russian and foreign authors [1–4]. Prensky refers to today’s students as Digital Natives and lays emphasis on their way of thinking and processing information via hypertexts and graphics [3]. Romanova points out such features of Digital Natives as mosaic thinking and inability to perceive and process linear sequence of information [4]. Butsyk in his research speaks about their immersiveness in cyberspace and predominant format of virtual communication [1]. Nechaev mentions the high speed of acquiring information and mosaic thinking that is typical of Generation Z [2]. These specific characteristics of digital learners have spurred the productive blending of conventional education with cyberspace, following zoomers’ patterns of life, interests, motives and needs. In addition, the factor of the digital economy and market requiring a new set of digital and soft skills essential for the competitiveness of any contemporary specialist also preconditions the transformation of the educational sphere. The new skills are centered around the ability to participate in the teamwork realized by means of IT telecommunication, since this format of work organization allows a business to be flexible, agile and sustainable, thus, to be highly competitive in the times of uncertainty [5]. These factors are in the focus of e-didactics, the newly emerged pedagogical science aimed at designing educational processes in line with digital transformation of societal life [6–8]. It adapts the conventional notions and principles of didactics to the digital format of education, while putting special emphasis on the following aspects: • connectivism - approach to educational environment as a platform for crossactions of students staying in one or distributed locations with the potential to create new knowledge or master new skill via digital interaction [9, 10]; • Information technologies that enable the educational process in the digital format, with the selection and employment of those that simulate real-life tasks and activities relevant for digital learners [6]; • the new role of a teacher as a designer of the educational process [11], instructor and an expert [10], mediator between digital and real world and a tutor [6]; • the new format of information delivery via infographics in contrast to the conventional narration with detailed explanation of the learning material [6, 12].

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One of the key elements of the system of digital economy and digital transformation is cloud computing technology, which provides access to storage, files, software, and servers through the internet-connected devices [13, 14]. Studies reveal the increasing popularity of cloud-based technologies in different spheres, including the educational one, and the opportunities that their application may offer [15, 16]. Cloud computing serves as a powerful basis for the implementation of other cross-cutting technologies such as artificial intelligence, machine learning, robotics etc. which constitute the basis for the future technological paradigm. Therefore, mastering this technology represents one of the key competencies for specialists, which is stipulated by the Federal project “Human Resources for the Digital economy” [17]. Defining the notion of cross-cutting technologies it should be admitted that in the English discourse a more general term “digital technologies” is applied, while in Russia since 2016 the term “cross-cutting technologies” has evolved due to the government initiatives to develop the knowledge-intensive industries [18, 19]. Thus, acknowledging this divergence we consider the term “cross-cutting technologies” to be applicable and more effective for the present research as it involves not only the technical side of the notion but rather socio-economic and pedagogical aspects. It has been noted by many authors that implementing digital technologies in teaching a foreign language mostly has positive effects, especially as a means of fostering students’ learning motivation. For instance, Alotebi points out that with application of technologies students tend to show a more reasonable approach to learning, enjoy the learning process and value their achievements [20]. There is a direct connection between motivation and the ability to practically employ the newly-acquired knowledge [21], thus performing a real-life task. The term “real-life task” is defined in the CEFR as “chosen on the basis of learners’ needs outside the classroom, whether in the personal and public domains, or in relation to more specific occupational or educational needs” [22]. Vanichkina and Romanova consider cross-cutting technologies potential in training learners to perform real-life tasks by developing their key competences of professional communication as well as soft skills of team collaboration in the digital context [23, 24].

2 Methodology In order to determine the relevance of using cross-cutting technologies in the educational process and their efficiency in LSP for master’s degree students, the method of pedagogical modeling was employed. Pedagogical modeling determines the possibilities of clarifying the used scientific knowledge by teachers in the system of lifelong education and creating new scientific knowledge as a product of theorization, development of anthropologically determined relationships and focused on innovative and productive functioning of environments [25, 26]. The strict requirement for the pedagogical modeling implementation is to work out a set of criteria, which determine the efficiency of the elaborated model of education. The criteria for our experiment included [26]: • productiveness of the educational model, which is reflected in the increase of the testees’ linguistic proficiency as well as progress of the targeted competences;

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• satisfaction of all the participants of the educational process, which is reflected in their reviews and expressed opinions; • compliance and relevance with the current educational paradigm and the strategy of the university, which is reflected in the growth of the efficiency of the educational process in terms of time and effort input, as well as the approval of the experiment from the university administration. All the above-mentioned criteria were employed during the experimental teaching [27, 28]. The method of experimental teaching was chosen to test the relevance of introducing cross-cutting technologies into master’s degree linguistic education as well as the possibility to develop their core skills of interdisciplinary collaboration and project management in the digital environment. The group of testees was selected among masterlevel students majoring in Information Security and studying ESP at Moscow State Linguistic University (MSLU) with the C1 level of linguistic proficiency (24 students). One group of the same level students (7 persons) was assigned as a control one: the learners of this group did not participate in the experimental teaching and their results were observed to track the progress of education in the group of testees. The testees were especially selected among the students of master’s level to meet the requirement of being practically involved in the professional context in order to potentially transfer the acquired skills of cross-cutting technologies management into their professional routine. The empirical method of surveying [29, 30] was selected to meet the criterion of the participants’ satisfaction. The questionnaire was organized via the survey administration software Google Forms. The questions of the survey were formulated to reflect the key objectives of the experimental teaching and required to evaluate the introduction of the cross-cutting tools efficiency on a scale from 1 to 5, where 1 is absolutely ineffective, 5 – very effective, which can be observed by following the provided QR-code. In order to meet the requirements of creating a productive educational process, the following cross-cutting technologies were selected: digital whiteboard “Jamboard”; cloud-based project management tool “Trello”; online real-time collaborative editors for documents and presentations “Google docs”, “Google presentations”; collaborative mind and concept mapping and outlining tool “Mindomo”. The choice of the digital tools employed in the experiment was made upon their relevance in terms of user-friendliness, convenience and availability of their free use by teachers and students.

3 Results and Discussion Meeting the criterion of productiveness for the educational model of cross-cutting technologies application in LSP presupposed testing it by experimental teaching of the selected 4 groups of master’s degree students. The experiment was divided into 4 parts: analyzing a scientific article; processing and acquiring professional scientific terminology; writing an analytical essay on the studied issue with its consequent peer reviewing; collaborative preparation for the panel discussion and participation in it. The

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experimental teaching took place in November 2021 at the Institute of IT Science and was aligned with the university development strategy to foster MSLU scientific and academic activity in the domain of IT, cyber space and technological innovations [31]. Thus, the criterion of compliance and relevance with the current educational paradigm and the strategy of the university was met. The first stage presupposed skim reading of a scientific article on a professionally relevant topic. During this activity, the students had access to the shared online board (Jamboard). While reading, they were to use stickers as a tool to write out the key notions and terms they find the most relevant for the understanding of the article. The testees worked individually but could see the results of their peers’ work and compare with their own. The work on the lexical material was based upon the terms suggested by the students and, if necessary, by the teacher. They were to provide definitions to the terms and explanations to the concepts on the board and to group them moving around the stickers in the logical order. As a result of this activity, the students demonstrated a very fast acquisition of the new vocabulary and terminology at the initial stage of the experiment, which was proved by a short quiz and the use of the new lexical units in their speech. The control group results showed the gap in the time of acquisition of the vocabulary and terminology and lower results of the quiz (the average mark within the experimental group was 4.8, while in the control group it was 4.1). The second stage involved the work on the structure of the article by the means of a collaborative mind and concept mapping and outlining tool (Mindomo). The objective was to teach the students how to structure different pieces of scientific writing, thus, the assignment required to collaboratively construct a concept map of the article under consideration. As a result, they managed to visualize the structural pattern of the article, the main scientific concepts and ideas it was based upon. Then, the elaborated concept map was used by students for their article presentation. Their presentations were assessed based on the following criteria: logics, structure, signposting, professional opinion on the ideas expressed in the article, and the use of the terminology (the average mark within the experimental group was 4.9, while in the control group it was 4.3). The third stage dealt with the creation of an argumentative essay connected with the topic of the scientific article under consideration and its subsequent blind peer reviewing. The choice of the topic was autonomous for the students so that they could investigate the issue from the perspective of their own scientific master’s degree research. The minimum volume of the content for the essay was about 350–400 words. Upon writing the students were to anonymously allocate their works in the commonly shared Google document for the peers’ commentaries. Then, the students were assigned to improve their essays taking the given peers’ advice and criticism under consideration if they found it relevant. Subsequently, the final version of the essay was to be sent to the teacher who allocated them in separate Google documents with one essay in each. The access to each essay was granted only to the peer-reviewers who had been assigned by the teacher. Each student was to perform a peer review of two essays following the criteria provided by the teacher. Finally, the teacher checked and reviewed the essay and the peer reviews. The control group underwent all the above-mentioned activities without the commentary part. Hence, all the groups including the control one were assessed for their essays and

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two peer reviews (the average mark within the experimental group was 4.9, while in the control group it was 4.1). The last stage of the experiment consisted in the preparation and the subsequent participation in the panel discussion on the scientific topic “User profiling in online social networks”. As a means to simulate a scientific conference with a panel discussion each student was assigned to choose one aspect of the topic and to prepare a public talk accompanied by a presentation. To develop the skill of participating in a scientific panel discussion, the testees were challenged to connect all their presentations into one making links between the parts and giving word to each other. To facilitate their collaborative work, they were offered to use either Jamboard or Google presentations. Another cross-cutting technology that was introduced at this stage was project management tool Trello for coordinating the students’ efforts during the preparatory activity. This tool allowed the students to manage their work and track down the readiness at every stage of their performance. Trello also provides a teacher with a non-intrusive instrument of supervision of students’ activeness. At the end of the panel discussion the students were to make a written resolution of the discussion in their group. The oral and written performance was marked based upon the criteria for the individual performance and for the participation in group work. The individual performance was assessed by linguistic criteria (professional terminology, vocabulary, grammar, use of English), rhetorics (the use of rhetoric tools to influence the audience), professional component (relevance of the topic, scientific validity, scientific discussion) and participation in the common discussion. The group work included criteria for the efficiency of the joint presentation, active participation in the discussion and the activity in collaborative writing of the resolution. The control group prepared conventional individual presentations and were also supposed to collaborate and make a joined panel discussion resolution, which turned out to be the most challenging task for them, as well as to initiate a productive discussion. We assume that without cross-cutting collaborative tools they were more focused on their personal performance and were unable to switch to the joined work. Their discussion as well as their resolution were more formal. At the same time, all the 4 experimental groups demonstrated deep involvement and a very eager discussion with a lot of issues to be covered further (the average mark within the experimental group was 5, while in the control group it was 4.4). The next stage of the elaborated model approbation involved the activities targeted at meeting the criterion of the participants’ satisfaction, which was realized via the testees’ surveying. The following results can be observed by using the QR-code provided: • The highest level of efficiency (79.2%) of introducing cross-cutting technologies in the educational process was marked for peer editing and reviewing of written documents. This can be explained by intensive interaction among the testees while commenting and complementing one another’s piece of writing in the regime of commentaries. We tend to link the increase in the students’ writing performance efficiency with the introduction of peers’ correction and assessment via cross-cutting technologies.

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• The indicator “very effective” was also chosen for the application of cross-cutting technologies in processing lexical and terminological minimum of the studied text. We interpret this result by (a) the increase in the students’ autonomy in the process of lexical items and terms selection; (b) the shift from monotonous routine of working with the vocabulary in the individual format onto interactive team collaboration with the use of infographics creation; (c) the appearance of creativity in the process. • A relatively stable indicator of 66.7% of high efficiency was marked for using crosscutting technologies in preparation for oral academic activities (panel discussion and public presentation), while the appearance of the testees’ evaluation as “moderately effective” (12.5%) we attribute to personal preference of some students to work on tasks individually, avoiding group collaboration. • The indicator of “absolutely ineffective” was chosen for every question of the survey and represented 4.2% of the testees. This can be explained by the lack of these students’ motivation to be constantly collaborative, self-disciplined, and highly involved in the educational activity. Overall, the experimental teaching has revealed the efficiency and sustainability of the elaborated model of applying cross-cutting technologies in LSP. Besides, a number of positive side-effects have been revealed in the form of enhanced motivation of the testees, commitment to teamwork and the high level of involvement throughout all the stages of the experiment. In general, the testees found working with cross-cutting services convenient, sometimes challenging, but useful and applicable to their future profession. Thus, we can state that students’ motivation increases when they employ cross-cutting technologies in their linguistic education, while the whole learning process gets contextualized, more real-life tasked and linked to the person’s experience, which is also marked in the relevant scientific studies [15, 16, 20, 21]. The experiment also demonstrated a practical quality shift in the role of the teacher from the instructor and knowledge translator to a designer of the educational process and mediator between the digital and the real-world [6, 11]. The increased students’ autonomy in processing the learning material as well as preparing productive outcomes in the form of a presentation or essay with peer review has led to a decreased teacher’s involvement in the learning process. The set of educational operations for a teacher was mostly limited to designing the main theme of the lesson, assisting in mastering academic activities as well as navigating in the use of cross-cutting tools. Moreover, the amount of time spent on the linguistic component acquisition was reduced in comparison to the traditional learning process. Due to the introduction of cross-cutting technologies in the educational process, the students revealed their creative potential using different mind maps, pictures, photos, charts and diagrams, which made the process less formal, more entertaining and efficient. Though the use of cross-cutting technologies such as application of visual components might seem as an entertainment or edutainment, the fact is that the created content in the form of infographics represents the effective format of information transmission and perception, especially for Digital Natives [2–4]. Here we go in line with Bicen and Beheshti [12] in considering it to be a highly productive tool to develop a learner’s analytical and critical thinking due to mastering the skill of distinguishing patterns and trends of the studied professional issue.

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4 Conclusion All in all, the performed experimental teaching has not only revealed the efficiency of the introduction of cross-cutting technologies in LSP for master’s degree students, but also exposed the following challenges that are to drive the educational transformation in the digital future: 1) The adjustment of the educational environment to real-life tasks [22, 24]. In order to meet the contemporary evolving challenges, learners should apply their language skills in digital space, resolving the communicative issues via digital channels of interaction. In this respect, the educational tasks meeting these conditions should be based upon real life situations that are relevant for the learners in their digital communication, in other words - real-life tasks. 2) Transformation of the role of the teacher, which will require a high level of a teacher’s IT proficiency. Due to the psychological characteristics of the new generations of Digital Natives who, on the one hand, deny the authorities and do not accept the imposing of ideas or knowledge on them, and, on the other hand, are really prone to cooperation in a horizontal interaction, it becomes vital nowadays to move away from the teacher’s role as knowledge translator to a designer of the educational process and mediator between the digital and the real-world. 3) The transformation of the students’ role as the center of crossactions [10], via which new knowledge is generated, acquired and shared. It is especially true for higher education and Master’s programmes where learners are adults with a certain professional background, who are ready to not only perform tasks but to contribute to the in-class communication while enriching it with their professional vision and ideas. As for the prospects for future research, it is crucial to investigate the harmonization of cross-cutting technology employment in LSP with offline education, since it raises the issues of new organization formats for lessons, new designs for lessons planning, and psychological readiness of both the teacher and students to mix digital cooperation format with offline. This will require a high level of physical sustainability of all the participants involved.

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Flipped Classroom Approach in Language Classes for Oil and Gas Engineering Master Students Elena A. Koltsova(B)

and Stepan A. Boyko

St. Petersburg Mining University, Saint Petersburg 199106, Russian Federation [email protected]

Abstract. The paper considers the practical application of flipped classroom methodology to training engineering master students. The paper presents the results of the pedagogical experiment conducted in classes with master students majoring in oil and gas industry. The experiment aims to propose the efficient methods of acquiring and developing the key language competences through the flipped/inverted classroom approach. The paper covers the academic achievements and possible drawbacks of the applied methodology in training engineering students. The research included several stages revealing the level of student satisfaction and self-reported progress prior and after the experiment. The short-term outcomes clearly indicate the flipped classroom efficiency and increased engagement while the long-term results can lead to self-motivated pursuit of knowledge for either personal or professional reasons. The formative and summative assessment demonstrated a significant increase in students’ academic achievements while promoting their engagement in the education process. The attempt of introducing lifelong learning idea in language classes within tertiary education is implemented. Keywords: Flipped classroom model · Inverted classroom · Lifelong learning

1 Introduction The university requirements for training engineers in mineral resources sector suppose the development of various professional skills alongside the acquisition of a foreign language communicative competence which allows students to achieve autonomy in research activity, science and information literacy, as well as to gain creative skills necessary for the independent research work. The ability to communicate effectively in the second/foreign language is viewed as the key competence for oil and gas engineering graduates nowadays as it guarantees employability, long-term career prospects and competitiveness on the job market. Besides, there is an ongoing demand for higher education to train specialists able to continually enhance their knowledge and abilities in the occupational domain as well as their transferable and cross-cultural communication skills. These aims and objectives can be accomplished through implementing new education paradigms focusing on the development of the requisite skills for the changing © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 207–215, 2022. https://doi.org/10.1007/978-3-031-11435-9_22

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labour market. Having said that, the didactic systems based on the traditional approach to teaching modern languages to engineering students that implies offering ready knowledge are still widely used. To meet the up-to-date employment and education needs, the generation of ‘digital natives’ [1] require, to our mind, a different, more flexible, independent and student-centered approach to training. In this respect, the search for and the use of the educative methods providing the development of student autonomy as the key skill in self-education process is an important task of a foreign language instructor. To perform this task, it is necessary to use modern information technologies for training the would-be degree holders in engineering and developing their ability to use the modern communication technologies in academic and professional interaction in a foreign language. A number of research papers show that ICT in language classes can be an efficient tool to optimise students’ work, speed up the up-to-date information search, and make students more motivated [2–4]. Undoubtedly, the quality of such education and student’s success depends on multiple factors. They include the approach to the arrangement of the independent work, the study materials used by the educator, and the efficiency of their work. To achieve this, we propose to apply the flipped classroom educational model which is a form of blended learning. Being an example of a new approach to the education process, it suggests using the educational online platforms and Internet technologies alongside the in-class work.

2 Literature Review The ‘flipped classroom’ educational model was proposed by Lage [5] at the turn of the century and was further developed by the American professors Bergmann and Sams [6]. It was initially intended for the students who skipped classes and lingered over the fundamental material but subsequently it became more widely used, was expanded, and gained international acknowledgement. The current essence of the educational model is to change the roles of the main participants in the education process while using modern information technologies. It changes the approach to the arrangement and teaching classes allowing students to learn new topics in the form of video materials, audio lectures, graphic data, and textual materials at home, and to further practise the studied material under the supervision of the educator [7]. The independent studying outside the classroom enables students to pay more attention to sharpening their skills when seeking for additional specific information, and to practically applying the obtained knowledge in creative and research-oriented tasks [4]. Besides changing the role of students from the ones who obtain the ‘ready knowledge’ into the researchers who find it in the submitted material, the flipped classroom changes the role of the educator as well. Within the framework of this model, their task is to create favourable conditions for the new knowledge search, guiding and correcting mistakes [8]. They set the tasks guiding students towards the use of their creative potential and towards finding their research potential. It is important that the educator creates the conditions for sharing the obtained knowledge and points of view developed in the searching process, allowing them to expand and specify this information [9]. Reviewing the experience of educators, some major peculiarities, advantages and drawbacks of this pedagogical model can be distinguished [10]. The main benefits cover

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the transformation of the role of the educator in the education process (transition to the interaction with the students who independently learn new information and the educator who coordinates and organises their learning); the optimisation of the in-class time (faceto-face classes are used to practise language skills and acquired knowledge) and the outof-class time allocated for independent learning (each student learns at a comfortable pace); the higher responsibility of the student for the education process (involvement in the process of preparation for classes makes students more motivated and active); the use of modern multimedia technologies in the education process (use of online platforms, search systems, video hosting, and online conference on electronic and mobile devices). The major disadvantages include the longer time spent by the educator while preparing for classes (selection of the necessary education materials); the acquisition of some specific professional skills (the transformation of lectures into video and audio formats, work with the Internet resources, organization of online conferences and interactive classes); the risk that the students may fail to perform the tasks intended for independent work (possible problems in understanding the new material for self-study and the impossibility to get an explanation from the educator makes the subsequent in-class work with the students less efficient); the students may have no necessary skills and be psychologically unprepared for the flipped classroom (poor time management, lack of skills for the use of multimedia technologies, as well as the absence of motivation for their use in the education process) [10]. The efficiency of the inverted classroom model has been profoundly studied [3, 11, 12]. Day [3] conducted experimental research over two semesters in Boston, USA in an attempt to compare the learning process and achievements of an experimental group (the one that applied the flipped approach) with those of a control group (the one that used the traditional lecture-based approach). He found that the flipped group performed significantly better in their final grades than the traditional group in both semesters [3]. Some researchers managed to prove that the flipped model provides an engaging learning experience while helping students learn the course content and increase their self-efficacy and learning independence [13, 14]. However, the flipped classroom model cannot be viewed as a universal tool and should be adapted considering the country and culture-specific features. The impact of flipped classrooms may vary depending on the cultural values and differences. The comparative study of the US and German students based on Hofstede’s cultural dimensions revealed differences in perceived learning outcomes in flipped classrooms that were attributed to cultural differences between German and U.S. students [15]. Moreover, the comparative research conducted by a group of educators at South Ural State University on the flipped classroom model for three undergraduate specialties showed that productive skills results did not indicate any difference in control and test groups while the receptive skills improved 0.5 according to the IELTS assessment system from 5.5 to 6.0 [16]. These facts enable us to hypothesize differences in perceived learning outcomes not only between cultures but between students of different occupation and specialties, which makes the undertaken research relevant and urgent.

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3 Methodology This paper presents the outcomes and findings of the educational experiment conducted in foreign language classes of the Saint Petersburg Mining University within a 6-month period (1.5 semesters). The experiment aims to reveal the factors affecting the students’ performance in language classes and propose the efficient methods of acquiring and developing the key language competences through the flipped/inverted classroom approach. The paper covers the academic achievements and possible drawbacks of the applied methodology in training engineering students. This educational research focuses on master students of oil and gas engineering. The reason underlying the choice of students of this specialty is determined by the specific and challenging working environment which is characterized by fierce competition on the international market and high level of internationalisation. This implies employment in multinational companies and rapid reaction to various economic, engineering, environmental and technological challenges. Thus, oil and gas engineers are supposed to continually enhance their knowledge and abilities in the occupational domain as well as to possess and constantly develop their cross-cultural communication skills. All things considered, the educational experiment aimed at revealing the effective methods for training oil and gas master students was carried out by implementing content and language integrated learning (CLIL) approach, i.e. combining foreign language studying with the specific professional domain. In language classes, studying various language aspects like grammar and vocabulary or training basic linguistic skills under the international examination framework can become tedious for most undermotivated students. Besides, different language level and studying background hinder the language classroom environment even further. According to the mid-semester questionnaire conducted on educational needs, some advanced students feel bored and underchallenged while students of lower language levels have to struggle hard to keep up experiencing unsatisfaction and demotivation. The common denominator in this situation, the way we see it, is the above-mentioned professionally related language learning, integrating general language classes with the established CLIL approach. This integration was carried out through flipped classroom methodology which is currently attracting progressively increasing attention. To achieve the set objectives, the blended course with online and face-to-face components was designed according to the ADDIE model [17]. The model offers a comprehensive system which allows the design of an individual learning path and encompasses the research of learning needs and aims followed by the development of a delivery system to meet those needs. The undertaken research project contained several stages. The first one was the questionnaire feedback revealing the level of student satisfaction and self-reported progress. Further, the educational experiment was conducted followed by the student feedback and formative and summative assessment (see Fig. 1).

needs assessment quesonnaire

educaonal experiment - flipped classroom approach

feedback and selfreported progress

Fig. 1. Research stages

formave and summave assessment

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The experimental stage consisted of two steps. The first one included the substitution of the traditional approach with the flipped classroom paradigm when the basic, fundamental part was studied out of class in a self-paced manner and involved interactive video presentations of the material, completion of various tasks and quizzes provided by the mentors. Problem solving, critical thinking and teamwork tasks were completed in class and monitored by the language instructor. The second step included a more advanced level, providing the autonomy in choosing the vocational text or video materials with the following in-class discussion and analysis. The authentic material choice was limited to relevant news and articles related to oil and gas industry found on professional websites and previously selected by the educators. This initial limitation was needed to control the language level of the authentic material. Having said that, this step allowed master students more freedom in choosing the information that suited their vocational interests from a massive amount of professional industry-related information. The vocational vocabulary and terminology were controlled by the instructors through a constant online assistance. The classroom activities included problem-related discussions, case-studies prepared by the educators yet based on the materials found and chosen by the students. This step was more advanced and challenging in terms of linguistic proficiency and imposed a considerable strain on the students of lower language levels. The final stage of the experiment was the end-of-semester questionnaire when the students were asked to assess their level of satisfaction, interest, prospective further learning in the second/foreign language, and their language competence on a 10-point rating scale. The formative and summative assessment was performed by their language instructors and adjusted to the 10-point scale as well. The key objective of the study was to analyse knowledge, skills, engagement, and the level of satisfaction before and after the implementation of the flipped classroom model. The research included 54 master students (18 females and 36 males) with the English language level B1–C1, i.e. from lower intermediate to advanced.

4 Results and Discussion The initial stage of our research project, i.e. the mid-semester feedback questionnaire on educational needs, showed that despite the general level of satisfaction, some more advanced students (B2-C1 levels on the CEFR scale) experience the lack of challenge and stimulation when textbook-based activities are performed or when they have to communicate with unengaged partners during language classes. On the other hand, the feedback questionnaire found disengagement and lack of satisfaction in upper B1 – lower B2 peer students who noted repetitive activities in text-books and lower language level which causes overwork and overload. Thus, working in traditional manner fails to adjust the classroom activities and conventional textbook exercises to students’ proficiency level. The educational psychology emphasizes emotional involvement and enjoyment among the pivotal elements of successful training process [7]. Hence, the key goal of our experiment was to stimulate engagement, interest, enthusiasm and effort among students of different language levels as well as improve their knowledge and skills in a second language.

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The two-stage experiment of the blended approach to training that incorporates the flipped classroom method combined with face-to-face classes was conducted during 1.5 semesters in compliance with the methodology and steps described in the Methodology section. The comparative results summary can be illustrated by the following diagram (see Fig. 2):

Fig. 2. Comparative results before and after the flipped classroom approach

The feedback at the end of the academic year demonstrated beneficial and encouraging results. Only 16% of respondents expressed the desire to return to the traditional model commenting that flipped classroom paradigm is very demanding and timeconsuming and requires considerable preparation time. 84% of master students also mentioned the increased amount of pre-class preparation as a major challenge but they indicated the enhanced motivation and engagement. The increased time for preparation turned out to be the only drawback of the flipped classroom methodology in our experiment which was mentioned by the participants. These findings agree with the results obtained by other researchers [10] and prove that the challenges of implementing this methodology are recurring. Nevertheless, the research has shown that the flipped classroom model presents a number of short-term and long-term benefits and prospects for language learning. Changing the role of the teacher and making learning more student-centred enables students to feel their own control and involvement in the training process. Integrating selfregulation principles and giving freedom in choosing the material to study, which was applied at the second stage of the experiment, develops cognitive, critical and analytical skills. The outcomes indicate that the students of lower language level feel more involved and motivated when they read the vocation-related texts and more relaxed when they speak in the professional sphere. The linguistic mistakes do not prevent them from speaking and discussing the topic, while the profession-related information allows the subject area to be mastered and stimulates interest in further reading and listening in the foreign language. It helps to intensify vocabulary learning and grammar and collocation training when students encounter these language phenomena in real unadapted texts or authentic speech of their choice. The short-term outcomes which can be evaluated through formative and summative assessment demonstrated a 40% increase in lower language level students’ results.

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Besides, the inverted classroom approach improved motivation and engagement. This fact has already been noted by other researchers [7, 13]. Our data revealed that the more advanced students stopped feeling underchallenged and bored in classes as well. The flipped classroom approach combined with the higher level of autonomy in choosing the material can enhance the students’ learning experience through increased emotional involvement and a sense of self-control of educational process among master students. This flipped methodology with the higher degree of freedom makes it possible to scaffold language learning in tertiary engineering education and obtain impressive results (see Fig. 3).

Fig. 3. Comparative results of formative and summative assessment before and after the flipped classroom approach

The anticipated long-term outcomes include developing lifelong self-motivated learning. The prospects of further learning and searching for new knowledge and information in the foreign language have doubled since the flipped classroom approach was implemented (see Fig. 2). Continuing education skills which are widely discussed in pedagogical literature as the major trend of the near future [14] should be trained in universities. Fostering autonomy, promoting higher self-efficacy and underpinning selfregulatory principles in postgraduate education are the effective steps supporting lifelong learning and professional development. The technology-mediated inverted classroom which enhances the learning-training process proves to be an efficient tool to achieve this ultimate goal.

5 Conclusion The application of the integrated approach to teaching some aspects of oil and gas engineering through the foreign language proved to be efficient due to the flipped classroom methodology. The engineering students’ engagement and motivation were increasing gradually during the semester and were followed by a number of project presentations in a foreign language at international conferences. The latter could have been triggered by the high level of independence and ability to choose the material themselves meeting the vocational needs, which was trained at the second stage of the experiment. Thus, the short-term results clearly indicate the flipped classroom efficiency and increased

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engagement while the long-term results can lead to self-motivated pursuit of knowledge for either personal or professional reasons. The promotion of reflective learning and learner autonomy is particularly vital for oil and gas engineering graduates who are to work in a highly dynamic environment with rapid technological advances. The limitation of the current research can be seen in the research group and their initial motivation in language learning. The chosen focus group of oil and gas engineering which is in high demand on the international market is likely to be more determined in acquiring foreign language knowledge and skills. Meanwhile, students of other occupations might demonstrate different outcomes in terms of second language skills, engagement, and satisfaction. Thus, the further study of the model implementation is needed. The flipped/inverted classroom model is one possible step towards a more customized training. This blended approach encourages students to move at their own pace and find the most efficient way of studying. Providing students with alternative ways of acquiring knowledge and skills is a successful strategy to promote personalized learning, sustainable self-development and research interest.

References 1. Prensky, M.: Listen to the natives. Educ. Leadersh. 63(4), 8–13 (2005) 2. Çevikba¸s, M., Argün, Z.: An innovative learning model in digital age: flipped classroom. J. Educ. Train. Stud. 5(11), 189–200 (2017). https://doi.org/10.11114/jets.v5i11.2322 3. Day, L.J.: A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. Am. Assoc. Anat. 11(6), 565–574 (2018). https://doi. org/10.1002/ase.1772 4. Ng, E.M.W.: Integrating self-regulation principles with flipped classroom pedagogy for first year university students. Comput. Educ. 126, 65–74 (2018). https://doi.org/10.1016/j.com pedu.2018.07.002 5. Lage, M.J., Platt, G.J., Treglia, M.: Inverting the classroom: a gateway to creating an inclusive learning environment. J. Econ. Educ. 31(1), 30–43 (2000) 6. Bergmann, J., Sams, A.: Flip your Classroom. Reach Every Student in Every Class Every Day. International Society for Technology in Education, Oregon (2012). 7. Ranellucci, J., Robinson, K.A., Rosenberg, J.M., Lee, Y.-K., Roseth, C.J., LinnenbrinkGarcia, L.: Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. Contemp. Educ. Psychol. 65, 101966 (2021). https:// doi.org/10.1016/j.cedpsych.2021.101966 8. Wang, F.H.: On the relationships between behaviors and achievement in technology-mediated flipped classrooms: a two-phase online behavioral PLS-SEM model. Comput. Educ. 142, 103653 (2019). https://doi.org/10.1016/j.compedu.2019.103653 9. Lai, H.-M., Hsieh, P.-J., Uden, L., Yang, C.-H.: A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms. Comput. Educ. 175, 104318 (2021). https://doi.org/10.1016/j.compedu.2021.104318 10. Akçayıra, G., Akçayır, M.: The flipped classroom: a review of its advantages and challenges. Comput. Educ. 126, 334–345 (2018). https://doi.org/10.1016/j.compedu.2018.07.021 11. Awidi, I.T., Paynter, M.: The impact of a flipped classroom approach on student learning experience. Comput. Educ. 128, 269–283 (2019). https://doi.org/10.1016/j.compedu.2018. 09.013

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12. Murillo-Zamorano, L.R., López Sánchez, J.A., Godoy-Caballero, A.L.: How the flipped classroom affects knowledge, skills, and engagement in higher education: effects on students’ satisfaction. Comput. Educ. 141, 103608 (2019). https://doi.org/10.1016/j.compedu.2019. 103608 13. Enfield, J.: Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends: Link. Res. Pract. Improve Learn. 57(6), 14–27 (2013). https://doi.org/10.1007/S11528-013-0698-1 14. Quadrado, J.C., Zaitseva, K.K.: New pedagogical approaches to induce sustainable development goals. Vysshee obrazovanie v Rossii – High. Educ. Russ. 28(3), 50–56 (2018). https:// doi.org/10.31992/0869-3617-2019-28-3-50-56 15. Lawter, L., Garnjost, P.: Cross-cultural comparison of digital natives in flipped classrooms. Int. J. Manag. Educ. 19(3), 100559 (2021). https://doi.org/10.1016/j.ijme.2021.100559 16. Yaroslavova, E.N., Kolegova, I.A., Stavtseva, I.V.: Flipped classroom blended learning model for the development of students’ foreign language communicative competence. Perspektivy nauki i obrazovania – Perspect. Sci. Educ. 43(1), 399–412 (2020). https://doi.org/10.32744/ pse.2020.1.29 17. Fink, D.L.: Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass, San Francisco (2003)

Language Learning Strategies to Boost Critical Thinking of Students of Linguistic Faculties Natalia Starostina(B)

and Ekaterina Sosnina

Ulyanovsk State Technical University, Ulyanovsk 432027, Russia [email protected]

Abstract. The paper deals with the problem of developing critical thinking of students at the university level in the frames of the certain academic curricula of the linguistic subject area. The authors choose the cognitive approach to language teaching as the research basis and describe language learning strategies used in teaching English to obtain foreign language competency. Distinguishing cognitive and metacognitive language learning strategies, the authors claim that this set of learning strategies could be used in the academic process to develop critical thinking skills of language learners. To verify this initial statement, the authors present an experiment with 210 students with a future major in Linguistics. In the preliminary stage of their study, the authors choose and apply the assessment system to measure the levels of critical thinking and the English language skills in the test and control groups of students. In the main stage of the experiment, the authors apply cognitive and metacognitive language learning strategies in the academic process with the test group of students. The reassessment of the variables and the statistic data of the final stage of the experiment show that the levels of critical thinking and English are higher in the test group of learners. The authors consider that these results are significant for further studies in Foreign Language Teaching and Applied Linguistics, and show that the levels of critical thinking and English language proficiency have an obvious correlation with the learning strategies used in foreign language teaching and learning. Keywords: Critical thinking · Foreign language teaching · Applied linguistics · Foreign language competency · Language learning strategies

1 Introduction Academicians and businesses worldwide realize that the current situation in global education, e-learning expansion, social and individual transformations referring to the digital environments actualize the traditional problem to develop the critical thinking of learners at each level of their education. Critical thinking skills of university students manifest in their ability to determine significant professional goals, navigate the ways to obtain relevant information, realize mistakes and design further professional prospects in their professional area. Implementation of these key tasks of the higher professional education contributes to the development of the orientation skills of students in their professional © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 216–223, 2022. https://doi.org/10.1007/978-3-031-11435-9_23

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environment, the ability of the young generation to integrate into the changing system of professional requirements, and the ability to modify the necessary professional knowledge. The studies considered in the paper deal with the authors’ research and approaches to develop critical thinking skills of students at the university level and in the frames of the certain academic curricula of the linguistic subject area. In our research, we studied whether it is possible to enhance critical thinking of students while teaching them English as a foreign language. We consider language practices to be the certain disciplinary discourse with the complex of learning strategies, tools and activities of the discipline. The research interests of our group correlate with the primary goal of university education not only to give essential academic knowledge to students and train their professional skills but also to teach how to realize their individual professional potential and to show the ways of their further professional development. In the paper, we focus on a cognitive approach to language learning. In this vein, we try to apply cognitive and metacognitive language learning strategies into the process of teaching English with the main purpose to develop the critical thinking skills of language learners. The survey of works in the field of our research in the applied linguistics domain has demonstrated certain gaps in the relative studies that discuss these aspects of our approach within language teaching and learning.

2 Literature Review Critical Thinking (CT) is one of the critical competencies necessary for the professional development of students during their education and their future employment as qualified graduates. In our previous work [1], we focus on the role of critical thinking in the professional development of linguists and discuss that critical thinking is the key professional competency of students, which correlates with their professional qualities. We have demonstrated that the level of critical thinking has an obvious correlation with motivational, reflective communicative qualities, and mostly with the cognitive ones. The cognitive aspects of CT development are its core feature, which was stated and discussed in earlier works, such as in the studies of Facione [2], Levy [3], and Halpern [4]. As Facione stresses, CT is a “purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as an explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based” [2, p. 2]. Levy [3] denotes critical thinking as a systematic cognitive strategy to examine, evaluate, understand, solve problems, and make decisions on a basis of sound reasoning and valid evidence. Halpern [4] explains critical thinking as the cognitive skills or strategies that increase the probability of a desirable outcome. We consider that despite numerous global studies of CT in the last decades, and even with the strict control of CT-competency as the compulsory one in the state standards of higher education, there is a notable lack of information about appropriate methods and means for CT development within the specific subject areas. McPeck’s definition of CT as the appropriate use of reflective skepticism within the problem area [5] also underlines the subject domain specificity of CT that is very

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important for educators who are concerned with the problem of teaching critical thinking in the specific subject area. In our projects, which deal with the linguistic domain [6, 7], we note that the specificity of the instruction also influences the implementation of the disciplinary discourse approach and the learning strategies in CT development. Language learning teaching and learning have also been successfully adopting the practice of CT application within their fields of research. This direction, which has been studied by the scholars such as Chamot [8], Davidson [9], Liaw [10], and others, has influenced the modern methodology of language didactics. A central concern in their work is the variable and open ways, methods and strategies to develop CT and linguistic competencies in the learning environments. Some authors more closely discuss the techniques to boost critical thinking in language learning and linguistic studies. Kusumoto [11] suggests that learners enhance their cognitive skills in active language integrated learning and these techniques have value for increasing critical thinking. Hughes [12] outlines the complex set of activities for promoting critical thinking in the language classroom. Feng [13] attempts to examine the nature and teachability of critical thinking and recommends using higher-order questioning to enhance EFL students’ critical thinking ability. CZhao [14] concludes that most CT teaching efforts give more priority to the “cognitive skill” perspective of critical thinking, and claims that “efforts have been made to seek appropriate ways to develop CT in various courses; although no single method has emerged as the best, some do seem to be effective when properly implemented”. We decided to base our research on the methods and means of the cognitive approach in language teaching, as advocated by Bruner [15], being one of the central approaches actively and efficiently used by scholars worldwide. As Ozdem-Yilmaz and Bilican [16] state, this discovery learning approach is a “cognitive constructivism” being one of the significant didactic methods. In our research that deals with developing critical thinking in foreign language teaching and with searching the effective learning strategies, we look through the didactic fundamentals to find out the certain language learning strategies (LLS) as the set of steps taken by students to develop and boost their professional competencies. As Ranjan, R. et al. [17] note, the experts in language pedagogy focus on the learners’ consciousness as an important attribute of any learning strategy and often discuss the use of language learning strategies in different learning contexts proving the set of LLS had a positive influence on language proficiency. In their surveys, Cohen and Macaro [18], Griffiths and Oxford [19], Pawlak [20] present different effects of LLS over last decades. At the same time, we suppose that the definite LLS may have a positive impact on the other cognitive competencies, and it may depend on the chosen set of LLS and learning objectives. In this vein, we decided to study and implement the complex of cognitive and metacognitive LLS in the context of our research and practice in critical thinking development. These types of LLS are thoroughly discussed in popular works, such as in Oxford [21], O’Malley et al. [22], and Cohen [23]. Oxford [21] classifies LLS into six groups, where the “cognitive strategies” assist with analyzing and reasoning, deduction thinking, translation, outside-language transfer, interlingual analysis, making notes, summarizing, underlining the most important information, and processing of messages,

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but the “metacognitive strategies” include gathering and organizing materials, monitoring mistakes, and evaluating success. The taxonomy by O’Malley and Chamot [22] also defines these major types of learning strategies as the executive skills that may involve planning, monitoring or evaluating the success of a learning activity (metacognitive strategies), and deduction, grouping, inference, contextualization and translation (cognitive strategies). We consider that the application of the cognitive approach and the observed strategies in teaching and learning foreign languages complies with the idea of developing critical thinking of students.

3 Methodology Our research group has been working in the CT research and development direction for about 5 years, and this paper focuses on our studies carried out in the period of 2020– 2021 at the Applied Linguistics Department of Ulyanovsk State Technical University, Russia. We supposed that the systematical use of cognitive and metacognitive language learning strategies while teaching English as a foreign language can boost the development of critical thinking of language learners. To verify this initial statement, we organized a didactic experiment at the Faculty of Humanities with learners studying theoretical and applied linguistic courses. The study involved 210 students attending the Practical Course of the English language (103 students in the test group, 107 students in the control group). At the preliminary stage of our experiment, we chose the assessment system and made the primary measurement of the variables in the test and control group of students. To measure the critical thinking level in the test and control groups, we used the Thinking Skills Assessment (TSA) Oxford Test for Psychology and Linguistics [24]. To make the experiments more valid, we supposed the level of English to be stable in all groups of the respondents, and we assessed it with the standard Cambridge Assessment English [25]. At the main stage of the research, we applied the chosen set of cognitive and metacognitive language learning strategies while teaching the Practical Course of English in the test group of students. At the final stage of the experiment, we reassessed the levels of critical thinking and English language proficiency in the test and control group. The measurement results were statistically confirmed with the standard Student’s t-test [26].

4 Results The first assessment of the variables at the preliminary stage of the experiment showed that the level of critical thinking (CT-1) and English language (EFL-1) in the test and control groups of students were not different (Fig. 1) and statistically confirmed. Figure 1 demonstrates the average results of the assessments. At the main stage of the experiment, we applied the set of cognitive and metacognitive language learning strategies in the work with the test group of students.

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The level of CT and EFL

We used the “problem-solving discussion” technique and implemented cognitive strategies of analyzing and reasoning, deduction thinking, translation, outside-language transfer, and interlingual analysis. During discussions students were asked to solve a problem-oriented situation in their subject area by analyzing the given problem in language subgroups. Having accumulated ideas, the first language subgroup presented their variants of solving the problem and listened to the reasoned criticism of their opponents (the second subgroup). The task of the second language subgroup was to find the pros and cons of presented variants of the first language group. Metacognitive strategies of gathering, organizing, and logical arranging of information were integrated into a “multi-level cascade knowledge map”. The “multi-level cascade knowledge map” technique is a traditional way to organize and structure knowledge visualizing relations between its structures. This technique is useful in determining the relation of a certain material, vocabulary, or topic to the system of all topics on the given theme, to show the relation of the studied material to grammar for a certain period. Metacognitive strategies, such as monitoring mistakes, evaluating task success and the success of the learning activity, were applied as an “oral essay” technique. The “oral essay” technique assumes an oral form of reflecting on a given problem and developing a personal position on ways to solve the given problem. It is logical to use this technique at the final stage of reflection when each student can make a subjective conclusion on the problem situation under discussion and evaluate task success. At the final stage of the experiment, we organized the second assessment of critical thinking (CT-2) and the English language (EFL-2) of students in the test and control group (Fig. 1). The second reassessment showed a higher level of CT-2 and EFL-2 in the test group of students. 80 70 60 50 40 30 20 10 0

62.05

70.1

62.1

73.85

Control group 20.64

21.23

20.84

CT-1

EFL-1

The preliminary stage

Test group

25.9

CT-2

EFL-2

The final stage

Fig. 1. The average CT and EFL levels of the test and control groups in the experiment.

Statistic data demonstrates the results of the assessment of CT skills in the control and test groups of the learners. The data presented in Table 1, empirical (Temp ), and critical (Tcr ) values of T-criteria, are measured by the Student’s t-test.

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Table 1. The significance of differences in the dynamics of CT development in the control and test groups of learners. Compared groups: test (TG) and control (CG)

Empirical values of t-criteria

The level of statistical significance (p)

Significance of changes

TG TG Temp = 12.9 (at the preliminary (at the final stage stage of the of the experiment) experiment)

>Tcr = 2.6 (p ≤ 0.01)

Significant

CG CG Temp = 1.1 (at the preliminary (at the final stage stage of the of the experiment) experiment)

0.05 in Mann-Whitney U test), and in skills of monologue speech on the physics content (1.15 times lower, p < 0.01 in the Kolmogorov-Smirnov test, p < 0.05 in Mann-Whitney U test). Group I demonstrate higher indicators of general understanding of the physics text as a whole (part 3 of test 2, 1.33 times greater) and detailed understanding of the content of the physics text (part 4 of test 2, 1.04 times greater, p < 0.01 in KolmogorovSmirnov test, p > 0.05 in Mann-Whitney U test). It should also be noted that, according to the results of test 2, students of groups I and II have a significant decrease in the indicators of monologue speech, which points to a clearly insufficient proficiency of EMI subject teachers in the methods of teaching physics in English. In group I, the indicators decreased by a factor of 1.48, in group II – by a factor of 1.14. An increase in the indicators in part 3 of test 2 indicates that the teachers of group I preferred to use written tasks, and a noticeable decrease in the performance of tasks in part 2 of test 2 indicates a significantly less amount of speech activity based on physics in the EMI class.

5 Discussion The presented data showed that the distribution of groups of international students among physics teachers with different levels of English language proficiency is random. Nevertheless, teachers with a lower level of English received groups of students who, on average, have better training in physics in English. That is, the decrease in the indicators in group 1 could not be influenced by the fact that the teachers were given students with obviously poor training, which allows us to discard this factor. The average value of the grades for the entrance exam in English for students from both groups was almost the same, that is, the influence of the level of students’ proficiency in English was excluded in this study. This suggests that the results of teaching physics to foreign students through an interim language were affected by the English language proficiency of EMI physics teachers. It is necessary to take into account that those teachers who studied English at the university, also learned physics in English. Additionally, at the time of the beginning of this study, those teachers had about a decade and a half of experience of teaching physics at a medical school in English. The teachers with a lower level of English did not have such training and work experience, so we can say that the decline in the final test in a certain sense could be expected. But what was unexpected was that the decline was relatively small. This can be explained by two factors – the high quality of the courses conducted by the Department of Foreign Languages of VolgSMU and the strict exams, and the fact that the teachers of group I used the teaching materials developed earlier by the teachers of group II. That is, the learning outcomes in group I are indirectly related to the results in group II and are not completely independent, which in a certain sense is a disadvantage of this research. It could be assumed that under independent conditions, the teachers with a lower level of English would show lower indicators of learning outcomes with statistically significant differences, but this certainly requires

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experimental proof. Thus, for greater objectivity, it would be advisable to investigate the differences in learning outcomes when from the very beginning the two types of teachers develop and implement training independently of each other, which in practice is not easy. Generally, the issue of training EMI teachers is important and significant all over the world [1, 6, 7, 13], and at the same time, it still remains a key and unsolved problem [12, 20]. There is not enough research on EMI teacher training [18], as well as EMI teacher training courses [13]. The results obtained in this study allow a deeper understanding of the range of problems in teaching physics through English, taking into account the level of language training of science teachers.

6 Conclusion This research is devoted to the study of teaching physics to international medical students based on the results of physics testing in English. The analysis of previous studies and the study under consideration allows us to conclude that the level of English proficiency of EMI subject teachers affects the results of studying through a non-native language, which has an even more significant impact on the results of EMI education than the level of foreign language proficiency of students. The research reveals not only lower learning outcomes for teachers with poorer English, but also insufficiently high results of education by teachers with better English. This highlights the necessity of the development, organization, and implementation of a support system for all EMI subject teachers. If an EMI subject teacher masters the didactic and methodical technique for providing the educational process in groups of students with various language and subject training levels, as well as in heterogeneous groups, then the results of EMI education should be improved. This is to be studied in the future works.

References 1. Belskaya, T.: In search of methodology for English medium instruction. Kul’turnoistoricheskaya psikhologiya 17(3), 42–50. (2021). https://doi.org/10.17759/chp.2021170307 2. Brown, H., Bradford, A.: EMI, CLIL, & CBI: differing approaches and goals. In: Clements, P., Krause, A., Brown, H. (eds.) Transformation in language education, pp. 328–334. JALT, Tokyo (2017) 3. Dafouz, E.: Crossing disciplinary borders: when English-medium instruction (EMI) meets English for specific purposes (ESP). Iberica 41, 13–38 (2021) 4. Dearden, J., Macaro, E.: Higher education teachers’ attitudes towards English medium instruction: a three-country comparison. Stud. Sec. Lang. Learn. Teach. 6, 455–486 (2016). https:// doi.org/10.14746/sllt.2016.6.3.5 5. Linn, A., Shrestha, P., Bezborodova, A., Hultgren, A.: Current Practice in English-Medium Education in Higher Education: Case Studies from Kazakhstan, Turkmenistan. Bangladesh and Nepal. British Council, London (2021) 6. Macaro, E., Curle, S., Pun, J., An, J., Dearden, J.: A systematic review of English medium instruction in higher education. Lang. Teach. 51, 36–76 (2018). https://doi.org/10.1017/S02 61444817000350

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7. Peng, J.-E., Xie, X.: English-medium instruction as a pedagogical strategy for the sustainable development of EFL learners in the Chinese context: a meta-analysis of its effectiveness. Sustainability 13(10), 5637 (2021). https://doi.org/10.3390/su13105637 8. Pun, J.K.H., Tai, K.W.H.: Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions. Int. J. Sci. Educ. 43(7), 1112–1139 (2021). https://doi.org/10.1080/09500693.2021.1902015 9. del Campo, C.: English medium instruction through the lens of a content teacher: challenges, adjustments, and opportunities. In: Dimova, S., Kling, J. (eds.) Integrating Content and Language in Multilingual Universities. EL, vol. 44, pp. 167–177. Springer, Cham (2020). https:// doi.org/10.1007/978-3-030-46947-4_10 10. Curry, N., Pérez-Paredes, P.: Understanding lecturers’ practices and processes: a qualitative investigation of English-medium education in a Spanish multilingual university. In: CarrióPastor, M.L., Bellés Fortuño, B. (eds.) Teaching Language and Content in Multicultural and Multilingual Classrooms, pp. 123–156. Palgrave Macmillan, Cham (2021). https://doi.org/ 10.1007/978-3-030-56615-9_6 11. Richards, J., Pun, J.: A typology of english-medium instruction. RELC J. (2021). https://doi. org/10.1177/0033688220968584 12. Uehara, T., Kojima, N.: Prioritizing English-medium instruction teachers’ needs for faculty development and institutional support: a best-worst scaling approach. Educ. Sci. 11(8), 384 (2021). https://doi.org/10.3390/educsci11080384 13. Volchenkova, K., Kravtsova, E.: EMI lecturer trainers: reflections on the implementation of EMI lecturer training course. Revista Alicantina de Estudios Ingleses 34, 185–219 (2021). https://doi.org/10.14198/raei.2021.34.06 14. Phuong, H.Y., Nguyen, T.: Students’ perceptions towards the benefits and drawbacks of EMI classes. Engl. Lang. Teach. 12(5), 88–100 (2019). https://doi.org/10.5539/elt.v12n5p88 15. Zhang, M., Pladevall Ballester, E.: Students’ attitudes and perceptions towards three EMI courses in mainland China. Lang. Cult. Curric. 35(2), 200–216 (2022). https://doi.org/10. 1080/07908318.2021.1979576 16. Syakira, S.: English as medium of instruction at physics international class program: a study of students’ perception. Indonesian TESOL J. 2, 15–28 (2020). https://doi.org/10.24256/itj. v2i1.1068 17. Lasagabaster, D.: Fostering team teaching: Mapping out a research agenda for Englishmedium instruction at university level. Lang. Teach. 51(3), 400–416 (2018). https://doi.org/ 10.1017/S0261444818000113 18. Pérez Cañado, M.L.: CLIL-ising EMI: an analysis of student and teacher training needs in monolingual contexts. In: Hemmi, C., Banegas, D.L. (eds.) International Perspectives on CLIL. IPELT, pp. 171–191. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-700 95-9_9 19. Kim, E.G., Kweon, S.-O., Lee, J.-A., Park, S.: Professional development for science and engineering professors offering English-medium instruction. Lang. Teach. Res. (2021). https:// doi.org/10.1177/13621688211020915 20. Sysoyev, P.V.: Podgotovka pedagogicheskih kadrov k realizatsii predmetno-yasykovogo integrirovannogo obucheniya v vuse [Teacher Training for Content and Language Integrated Learning at the University]. Vysshee obrazovanie v Rossii [Higher Education in Russia] 30(5), 21–31 (2021). (In Russian). https://doi.org/10.31992/0869-3617-2021-30-5-21-31 21. Al Zumor, A.W.Q.: Challenges of using EMI in teaching and learning of university scientific disciplines: student voice. Int. J. Lang. Educ. 3(1), 74–90 (2019). https://doi.org/10.26858/ ijole.v1i1.7510

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22. Kovrizhnykh, D.V.: Contribution of English as a second language to preparedness of international medical students in physics in interim language. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 349–356. Springer, Cham (2020). https://doi.org/10.1007/978-3-03047415-7_37

Examining Plurilingual Training Principles in Teaching Foreign Languages to Engineering Students Liudmila Khalyapina , Ekaterina Shostak , Svetlana Koltsova(B) and Elena Vdovina

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Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251, Russia {halyapina_lp,koltsova_sv,EVdovina}@spbstu.ru

Abstract. Having been published in 2018, the Common European Framework of Reference for Languages (CEFR) broadens the scope of language education (CEFR, 2018) and includes some innovative ideas aligned with global trends. One of them - plurilingual education and development of plurilingual competence is of special interest to us and constitutes the central issue of our research. This article starts by describing the concept of plurilingual competence as well as the key components, or partial competences, which it comprises. We then focus on examining the main principles of plurilingual training in a non-linguistic university. The principles were selected in accordance with the demands of modern university community that encourages academic mobility among students and professors; didactics which explains in general the process of principles development; neuroscience, responsible for better understanding how the brain works when it comes to language acquisition; sociology and sociolinguistics helping us to distinguish the ways of hard and soft skills integration in foreign language learning; the theory of functional systems from physiology explaining the process of understanding the behavior of an organism in different situations connected with language learning. The outlined plurilingual training principles were supported by a pedagogical experiment conducted at Peter the Great St. Petersburg Polytechnic University. Out of 219 students involved in the research, two groups of students (40 participants belonging to various non-linguistic branches) took part in the experimental training described in this article. Thus, general recommendations on implementing the plurilingual training principles in higher education were provided based on the outcomes of the research and the experimental work. The presented materials are of value for higher educational institutions. Keywords: Plurilingual training · Principles · Learning strategy · Plurilingual competence · Plurilingual environment

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 233–242, 2022. https://doi.org/10.1007/978-3-031-11435-9_25

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1 Introduction Plurilingual education as one of the whole cluster of terms describing multilingual didactics refers to the process of studying several (more than one) languages and can be interpreted in a number of ways. The goal of the plurilingual training is the development of the plurilingual competence [1] that is characterised by volatility (it is able to change with time) and asymmetry (competences may be different, e.g. a person is able to speak fluent German and comprehend French as a basic language user). These two characteristics allow certain degree of flexibility. Thus, by the term plurilingual training in our research we mean language training in two foreign languages with the first foreign language at B1-B2 level (English) and the second foreign language at A1 level (Spanish). The goal of training splits into two sub-goals: the development of the language competence in the first foreign language (B2 level) and the development of the language competence in the second foreign language (A1 level). Initially, in our research, the development of the language competence in the first foreign language (B2 level) is linked to CLIL and ESP; in this paper, general plurilingual training principles are revealed. The objective of this research paper is to describe general plurilingual training principles that can be applied outside of the environment where the languages are spoken and inside the university educational environment that is characterised with a limited number of studying hours.

2 Theoretical Research As it is well-known, one of the leading documents of reforming the educational process in the sphere of language education in European countries is titled “Common European Framework of Reference for Languages: Learning, Teaching, Assessment” which updated some conceptual ideas, previously accepted in 2001. The concept of plurilingual education highlighted in this document reflects the principles of the process of globalization, integration and interdependence of the countries and societies. In this situation, the countries need the ever-growing amount of the specialists being able to communicate and collaborate with their colleagues from different countries. This new situation, which is supported by such trends in the educational environment as academic mobility and internationalization of education, creates new requirements to the system of education in general and to the system of language education in particular. It should be pointed out that a plurilingual approach to the language education is based on some other approaches, which are connected with bilingual and multilingual education. The origin of bilingual education in pedagogy was preceded by a multiethnic education period in the USA at the beginning of the 20th century. Multicultural elements were seen as a means of creating, establishing and developing harmonious relations between representatives of various ethnic groups. Education was conducted in the direction of studying the languages of different nations; however, due to the rapid processes of migration in the 70–80s (USA, Canada, Germany, etc.), multi-ethnic education was quickly transformed into multicultural. Colin Baker, one of the most prominent scientists in this field, suggests that sometimes this term is used when talking about the education of those students who are already

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native speakers of two languages, and in some cases - those who study additional languages. Many people who study foreign languages belong to the linguistic majority, but at the same time they can be immigrants, refugees, indigenous people, a linguistic minority, or even a majority learning a different language - the main language of the school [2]. Such scientists as Siguan and Mackey in the book “Education and Bilingualism” wrote that “bilingualism can be considered as the ability of the subject, his comparable competence in the field of the mother tongue system and, also, in the field of another; the ability to use one or the other of them with similar effectiveness in any circumstances” [3]. In this definition, the authors imply balanced bilingualism. It states that bilingualism must equally possess two language systems, therefore, bilingualism is considered to be a measure of balance located in the middle between two language systems. Since the beginning of the 21 century, a new stage has begun in the development of a bilingual approach to education, the essence of which lies in the search for combination of several languages in one and the same educational process. Both the European Union and the Council of Europe have supported the position that all European citizens should learn two additional languages in addition to their first language. It was the Council of Europe that initially defined the difference between multilingualism as a social phenomenon and plurilingualism as an individual characteristic of individuals. Therefore, the European Union is multilingual as a supranational body, but its citizens should be plurilingual [4]. It should be noted that plurilingual competence is now viewed as a set of different competencies in each language, as opposed to balanced bilingualism. In plurilingualism, the focus shifts to flexible use of the languages, fulfilling different functions, to meet specific communication skills. As a result, one of the main characteristics of plurilingual competence is unevenness, or imbalance [1]. We agree with Larissa Aronin who is sure that in today’s globalized world a single named language – no matter how “big” it is (English, Norwegian or Spanish) – cannot account for the multitude of communication practices in business, education or any other area of human life [5]. According to the Council of Europe, plurilingualism could be viewed as both an intrinsic capacity to learn and use more than one language, and an educational value with a focus on linguistic tolerance [4]. It should be noted that the majority of the references in the CEFR refer to ‘plurilingual and pluricultural competence’ as they usually go hand-in-hand [6, p.31]. This article will focus on examining the main principles of plurilingual training and leave the pluricultural aspect out of the scope of the study. Admittedly, as was stated above, it is impossible to study a language separately from the culture, so the pluricultural component is undoubtedly present in the process of the model of plurilingual training proposed in this article. However, we do not aim to develop a plurilingual and pluricultural competence in its entirety due to the restrictions of teaching English (L2) and Spanish (L3) to non-linguists. As it was mentioned at the very beginning, the plurilingual education is now becoming increasingly popular, focused on the formation of a plurilingual personality that has partially formed competencies in different languages. For example, researchers such as Coste, Moore, and Zarate “Plurilingual and pluricultural competence” [1] and Lüdi

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“The Swiss model of plurilingual communication” [7] say this, in particular. In this case, one of the peculiarities of plurilingual training is focused only on the selective development of the types of speech activity and functional differences - the ability to conduct everyday conversation in one language and conversation on professional topics in another language. In other words, the considered ideas of multilingual and plurilingual learning, despite some differences, generally solve the same important problem the preservation and development of linguistic and cultural diversity as opposing the policy of the globalizing influence of the unipolar orientation of society in one of the world languages (English). Yet, at the same time the theory of plurilingual education is at the very beginning of its detailed investigation and methodological development. However, the analysis of publications allows us to conclude that the plurilingual sphere of methodology is not fully investigated. There are still some questions which appeared in the situation of academic mobility and internationalization of education and which demand their decision. These questions are as follows: What sciences can be used as giving main concepts for the development of the main theoretical ideas in the forms of principles for the future methodologically developed implementation of the plurilingual education?; What plurilingual training principles would be the most effective for realization of this approach? This study addresses all these questions.

3 Methodology In the research, we employed the following methods: literature analysis, an observational method, a survey method, a pedagogical experiment and quantitative analysis. Literature analysis in the fields of didactics, foreign language acquisition and neuroscience and observation of language classes at Saint-Petersburg Polytechnic University were used to put forward the plurilingual training principles [8]. In the research, we have proposed a set of plurilingual training principles applicable to university environment. To verify the plurilingual training principles, a pedagogical experiment has been conducted. Out of 219 students involved in the general research, two groups of students (40 participants belonging to various non-linguistic branches) took part in the experimental training described in this article. Students with no command of L3 and with an intermediate command of L2 were selected (although L2 was not tested before the experiment but it was taken for granted since the students previously had been studying under the same university curriculum). At the end, an assessment was elaborated (a test with multiple choice and open-ended questions for L3 and L2 separately accompanied with an oral interview where both languages interact – a student must switch from talking on a professional topic in L2 to talking on a general topic in L3). The study can be reproduced in other settings or different participants.

4 Experimental Results and Discussion In practice, the goal of plurilingual training (development of the plurilingual competence) splits into two sub-goals: the development of the language competence in L2 (B2 level) and the development of the language competence in L3 (A1 level). The third

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sub-goal that is not apparent but inalienable is the formation of the integrative competence that serves as a basis for integration of the above-mentioned ones. The integrative competence synchronizes the language competences in L2 and L3 making the blended competency (not the sum of languages but a qualitatively new category) as a final product of plurilingual training. Obviously, L1 (being the Russian language, since all the participants were Russian speakers) plays a huge role, but in the framework of this research our attention was focused on L2 and L3 only. It should be noted that by the language competence in L2 we mean professionally orientated language competence, which is determined by the university educational standard. A number of plurilingual training principles were elaborated for the stated goal. The principles presented below can be applied outside of the environment where the languages are spoken and inside the university educational environment that is characterised with a limited number of studying hours. Integration Principle. In this particular research paper, only two kinds of integration are considered: (1) the integration of two foreign languages and (2) the integration of soft and hard skills. (1) As for the parallel study of two foreign languages, such ideas as mixing them in one manual or studying them simultaneously in class might seem to be logical and consistent with the plurilingual ideology. Especially, when students demonstrate a good command of English (L2), the idea of explaining L3 (Spanish) by means of L2 (English) looks quite reasonable. However, if neuroscientific data on how our brain works and restrictions of the learning environment are to be taken into account, mixing foreign languages in class might turn out to be ineffective. In our case, the learning environment has the following features: lack of native speakers, a small number of hours, lack of time for practice. According to neuroscience, our working memory capacity is limited to 3 or 4 intellectual objects [9–11], which means that we cannot effectively operate in mind more than four intellectual objects at a time. This rule is difficult to comply with even one foreign language; and if L3 is involved, the cognitive load becomes immense which leads to the reduction in efficiency. Also, to focus on one activity, our brain needs at least 23 min [12]. When switching constantly between two foreign languages, an individual is not able to concentrate on either of them, hence, it loses in effectiveness and an individual fails to acquire a new skill. Code switching being the major feature of a plurilingual person occurs as a result of well-developed competences in each language. Apparently, under the stated conditions it is more reasonable to separate two languages by allocating specific time and specific learning materials for each language. (2) As for the integration of hard and soft skills, conventionally learning a foreign language is confined to acquiring hard skills that are highly demanded. Soft skills are perceived as an extra feature. By integrating hard and soft skills, we mean the use of soft skills by students in the course of training for achieving better academic

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results. In other words, instead of monitoring their academic performance, students should supervise their class-to-class efforts on improving their language. Thus, the final point is not the language proficiency but the time-to-effort ratio. Soft Skill Principle. We suggest building the unit structure on soft skills, namely timemanagement, adaptability, communication and attention span. Attention span is the individual’s capacity to focus on learning material during a fixed period. It embraces all the learning actions that are executed successively and all the exercises that are done successively by students. In fact, an average unit consists of a sequence of exercises or activities that are supposed to be done one by one. In this regard, any manual or student book can serve as an example. Adaptability is the individual’s capacity to adapt to new environment. In the framework of didactics, new environment is equivalent to a foreign language. One cannot speak a foreign language unless the necessary level of expertise (or adaptability) is reached, i.e. unless the student becomes accustomed to expressing thoughts by means of another language. Adaptability requires recurring action on the part of a student. Consequently, there should be a set of exercises that is to be done regularly in class. Communication skills overlap with the concept of communicative competence; however, in this context we employ the term to denote activities that induce communication among participants. These activities may include a roleplay, a text discussion and interviews. Time-management is the ability to control time and prioritize tasks. Commonly academic performance is measured with one or a number of mid-term tests and a final test. Under such conditions a student has several deadlines and ought to be prepared timely. As an alternative to this common method, we suggest one activity at the end of each unit as a means of an intermediary control point that can be submitted by a student once he feels like doing it. It means that it is a student who schedules intermediary control points within the semester time limit. The flexibility allows the student to prioritize tasks, estimate risks and calculate time. The negative prospect of dealing with all the interviews at once at the end of the semester adds to the motivation. Basic Learning Strategy Principle. A basic learning strategy is a set of basic operations produced by a student to achieve a local goal. For instance, if the task is to learn a list of words, the basic strategy would be to create sentences with the words, create Table 1. Current stages of communication between a student and a teacher. 1

2

3

Task assignment

Procedure

Task submission

The teacher assigns a task, e.g. to learn the words and get ready for a test

The student executes the task, The student hands over the e.g. tries to learn the words or completed task (a test) finds someone who would help him at the test

Explicit

Implicit

Explicit

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flashcards, make use of a special application (e.g. Quizlet) and revise them regularly. The problem with the basic strategies is that even being aware of them students tend to ignore them. It happens due to a variety of reasons, such as lack of time and motivation. Communication between students and a teacher can be represented with three stages (Table 1). By the basic strategy principle, we mean making the second stage explicit and making the third stage implicit (expected result). One of the simplest ways to implement it is to allocate time during the class for applying basic learning strategies in pairs. Thus, the students will be able to correct each other, and the teacher will have the possibility to supervise the second stage first-hand. The third stage becomes implicit, as it is complicated to measure student performance under this approach. The graph in Fig. 1 shows a normal (Gaussian) distribution, where the majority of students (in total 89 students were interviewed before the experiment took place) evaluate the possibility of their doing some routine exercise regularly as a medium value that is slightly shifted to the left. Keeping in mind that self-appraisal is never fully reliable, we can make an assumption that in fact the mean value should be closer to the centre or even to the left side. Anyway, the result is quite illustrative – most of the respondents (55%) who appointed 5, 6 and 7 points rank such a possibility as of medium difficulty. Consequently, when the procedure of a student making himself do some routine exercises is implicit, there is a risk of failing to do it and this risk is medium (not low). By making the procedure explicit, we relieve them from this responsibility and mitigate the risk.

Fig. 1. Respondents were asked to evaluate whether they can make themselves do routine but useful tasks regularly. The x-axis: 1 – I cannot make myself do it; 10 – I easily make myself do it. The y-axis: 89 students interviewed.

Situational Afferentation Principle. By the situational afferentation principle we mean that the task, no matter how simple it might be, should be formatted in a straightforward, unambiguous way, so that a student at first glance could have a clear image of what he is supposed to do [13–15]. The situational afferentation principle refers mainly to the exercises that must be done regularly. The idea that any exercise should be done only once is taken for granted by everybody. The exercises that ought to be done regularly therefore should be formatted in a special way that makes it clear for everybody that these particular exercises are for regular revision. Reverse or Feedback Afferentation Principle. The reverse or feedback afferentation is another stage in the theory of functional systems that is performed after the action

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is done. At this stage, the brain calibrates the result of the completed action and the expected result (or original intention) in order to evaluate the success of the action. If the final result on the completion of the action corresponds to the expected result, the program of actions is perceived as a correct one. Otherwise, the system alters the program of actions in order to achieve a better result. This process continues until the desired result is achieved. The routine action of revising the same exercise will definitely give a result (it was proved long ago that by repeating the same action one ends up learning to do it automatically), but this result is delayed in time. The most challenging thing for a person is to keep repeating the routine action until the goal is attained. Once the goal is attained (e.g., the words are learned and turned into lexical, phonetical and grammar skills), the reverse afferentation gives a positive result followed by a feeling of satisfaction, which in turn motivates the person to employ the same strategy to attain a similar goal. By making students do the same exercise periodically in class, we remove the difficulty of getting started and make them experience satisfaction after a series of repetitions. Homogeneous Skills Reduced Interference Principle. The principle has been borrowed from Listvin [16] and is applied in the process of studying any language. According to the principle, homogeneous skills that interfere with each other should not be studied together. Each of them is trained separately until the performance of each skill can be qualified as automatic. Only upon the completion of training, they can be introduced together. For example, in English the present perfect passive construction (have been done) and the have-smth-done construction represent a good example of homogeneous skills, since the structures are similar and one has to learn to choose the right word order and to associate the right meaning with each construction. Hence, the constructions should be studied separately with a substantial time lapse between them. Based on these assumptions, the outlined plurilingual training principles have been formed and evaluated experimentally at Peter the Great St. Petersburg Polytechnic University. Two groups of students have been selected: a control group (where no such principles were used, 20 participants) and an experimental one (to test the outlined principles, 20 participants). Two languages (L2 and L3) were taught in the groups for one semester (16 classes for each language). At the last stage of the experiment, all the students were subjected to a written test and an oral interview, where they were asked to switch the languages. As seen in Fig. 2, the experimental group outperforms the control group in the formation of the integrative competence (12%) and the language competence in L3 (26%), which is a good result that allows us to conclude that the described below principles prove to be effective enough in terms of plurilingual training. The difference between the groups in the language competence in L2 is minor (only 2%), which might be explained by the fact that L2 is an obligatory language in the educational program, whereas L3 is optional.

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Fig. 2. The mean value for the three components of the plurilingual competence (the maximum taken as 100%).

5 Conclusion Requirements of the social development specify the changes in the situation of language education. On the one hand, it became clear that the educators should encourage students to learn more than one foreign language for being effective in international communication and at the same time to reduce the dominant position of English [3]. Examining of the plurilingual training principles in the foreign language education, first of all, proves the main ideas of plurilingual education to be a beneficial approach to fostering the tendency of learning and acquiring several languages not for keeping them in separated mental compartments, but in order to build up such a plurilingual communicative competence, in which different languages will interact. The research supports the hypothesis that the complex of principles would be effective and meaningful if it is developed on the basis of such background sciences as Didactics, Neuroscience, Sociology, Sociolinguistics and others. Also, the research supports the hypothesis that plurilingual training under the stated conditions is possible if it is organized in accordance with the principles. These principles have been designed for plurilingual training under the following conditions: outside of the environment where the due languages are spoken, lack of native speakers, insufficient amount of time. In other words, these principles are applicable to Russian universities or any other universities with a similar background. The data reveal the motivation of students to incorporate other foreign languages into their studies and confirm the feasibility of the above-mentioned principles. Moreover, since plurilingual training with the configuration presented in the paper implies that each language should be learned separately, some of the principles listed above can be employed for arranging monolingual classes, i.e. where one foreign language is studied. Further research lies in the field of student study behaviour patterns and in plurilingual competence reconfiguration in respect to other languages and professional branches.

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References 1. Coste, D., Moore, D., Zarate, G.: Plurilingual and Pluricultural Competence. Studies Towards a Common European Framework of Reference for Language Learning and Teaching. Reference Studies for the Council of Europe. Council of Europe, Language Policy Division, Strasbourg (2009) 2. Baker, C.: Foundations of Bilingual Education and Bilingualism, 5th edn. Multilingual Matters, Bristol (2011) 3. Siguan, M., Mackey, U.F.: Educación y bilingtiismo. Santillana, Madrid (1986). (In Spanish) 4. García, O., Otheguy, R.: Plurilingualism and translanguaging: commonalities and divergences. Int. J. Biling. Educ. Biling. 23(1), 17–35 (2020). https://doi.org/10.1080/13670050. 2019.1598932 5. Aronin, L., Vetter, E.: Dominant Language Constellation Approach. Springer, Cham (2021) 6. Council of Europe: Common European Framework of Reference for Languages: Learning, teaching, assessment. Council of Europe Publishing, Strasbourg (2020) 7. Ludi, G.: The swiss model of plurilingual communication. In: Thije, J.D., Zeevaert, L. (eds.) Receptive Multilingualism: Linguistic Analyses, pp. 159–178. John Benjamins Publishing Company, Amsterdam (2007) 8. Khalyapina, L., Shostak, E.: Principles of professional plurilingual training. In: Chernyavskaya, V.V., Kuße, H. (eds.) Professional Culture of the Specialist of the Future, European Proceedings of Social and Behavioural Sciences, vol. 51, pp. 970–979. European Proceedings, London (2019). https://doi.org/10.15405/epsbs.2018.12.02.105 9. Miller, G.: The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychol. Rev. 63(2), 81–97 (1956) 10. Cowan, N.: The magical number 4 in short-term memory: a reconsideration of mental storage capacity. Behav. Brain Sci. 24(1), 87–114 (2001). https://doi.org/10.1017/S0140525X010 03922 11. Cowan, N., Rouder, J.N., Blume, C.L., Saults, J.S.: Models of verbal working memory capacity: what does it take to make them work? Psychol. Rev. 119(3), 480–499 (2012). https://doi. org/10.1037/a0027791 12. Mark, G., Gudith, D., Klocke, U.: The cost of interrupted work: more speed and stress. In: Proceedings of the CHI 2008: SIGCHI Conference on Human Factors in Computing Systems, pp. 107–110. ACM, New York (2008) 13. Anokhin, P.K.: The Functional system as a basis of the physiological architecture of the behavioral act. In: Corson, S.A. (ed.) Biology and Neurophysiology of the Conditioned Reflex and its Role in Adaptive Behavior, pp. 190–254. Pergamon Press, Headington Hill Hall, Oxford (1974) 14. Sudakov, K.V.: Motivation and reinforcement in the systemic mechanisms of behavior: the dynamic engrams of reinforcement. Neurosci. Behav. Physiol. 26(5), 445–453 (1996). https:// doi.org/10.1007/BF02359406 15. Kurpatov, A.V.: Myshlenie. Sistemnoe issledovanie [Thinking. System research]. Kapital ltd., Moscow (2018). (In Russian) 16. Listvin, D.: Polnyj kurs nemeckogo yazyka [Complete Course in German]. AST, Moscow (2015). (In Russian)

Digital Multimodal Projects in LSP and CLIL Courses Marina Bovtenko1(B) , Svetlana Kuchina1 , Elena Panova2 Dmitriy Shifman3 , and Ekaterina Barancheeva4

,

1 Novosibirsk State Technical University, Novosibirsk 630073, Russia

[email protected], [email protected]

2 Università degli Studi Internazionali di Roma – UNINT, 00147 Rome, Italy

[email protected]

3 Kryachkov Novosibirsk State University of Architecture, Design,

and Arts, Novosibirsk 630099, Russia [email protected] 4 Novosibirsk State Pedagogical University, Novosibirsk 630126, Russia [email protected]

Abstract. Digital multimodal projects are widely implemented in foreign language curricula in different educational contexts, including language for specific purposes and content and language integrated courses. The article focuses on digital multimodal projects in academic settings and explores the projects as an integral part of LSP and CLIL courses, which could provide students’ participation in real life academic events in digital learning environment. The authors describe the ongoing project on integration of international students’ distance conferences into LSP and CLIL curricula. The project started in 2021 for learners of Russian and English as a foreign language for specific purposes in four universities: Novosibirsk State Technical University, Rome University of International Studies, Novosibirsk State University of Architecture, Design, and Arts, Novosibirsk State Pedagogical University. Because of the COVID-19 pandemic, the conferences and classes were conducted in online and distance modes, except for some hybrid conference sessions. There were two groups of conference participants: speakers – LSP students and listeners – CLIL students. RSP students prepared presentations and slides; ESP students created videos on major courses’ projects and presentations; the CLIL students participated in conference question and answer sessions and evaluated presenters’ multimodal products and public speaking skills. Both LSP and CLIL students had different Russian and English proficiency levels, digital multimodal products creation and academic public speaking skills; evaluation of learning outcomes was focused on the following most relevant for all participants aspects: meeting the academic digital multimodal genres requirements, quality of question and answer sessions, and efficient adaptation to online and hybrid conference modes. Keywords: Project work · LSP · CLIL · Digital multimodal project · Student online conference

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 243–252, 2022. https://doi.org/10.1007/978-3-031-11435-9_26

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1 Introduction Multimodal digital projects are widely used in education, including teaching foreign languages. In LSP and CLIL courses, the most common types of digital multimodal projects are projects on creation of research posters, infographics, presentations for conferences, videos, etc. The project work procedures require such obligatory stage as presentation and independent evaluation of the project outcomes [1]. Studies in the context of multimodal project work in digital environment include but are not limited to such areas as project work and project implementations in teaching languages [2–4]; assessment of students’ multimodal products [5]; learners and teachers digital and multimodal competencies [6, 7]. Studies on project work in education develop detailed classifications of project types, the stages of project work, and specific features of project work evaluation, and opportunities for development of students’ soft and hard skills in teaching various subjects at different levels of education [8]. Among the topical areas of project work implementation in language teaching is integration of projects into curricula. Researchers identify three main types of such integration: as a special project module in a course syllabus, as an integrated project which stages are included in all or several course units, as independent students’ out-of-class work [9]. For projects in foreign languages at university level, the second type of project work integration in LSP and CLIL syllabi seems to be optimal. It solves the problem of special language training for the project purposes (as necessary language is learnt within the syllabus) and combines learning and real communicative tasks on regular basis. Studies on multimodal literacies cover variety of spheres, aspects, and genres. It should be noted that such multimodal genres as conference and presentation are among most investigated [10–12], they are also presented in many relevant educational materials and courses, including materials for LSP and CLIL students. Studies of digital multimodal genres – online discussions, lectures, webinars, meetings, non-fiction and literary texts, audio- and video-production, live-streaming video, etc., – are among the most topical research trends [13–16]. Nevertheless, there is a gap between rapid development of digital technologies and updating multimodal options they offer and insufficient current educational scaffolding practices. It is revealed that though there are certain standards of digital competences, visual and multimodal literacies for students and educators and the use of multimodal digital tools and resources is an integral part of professional competences in different fields, the systemic development of digital multimodal skills is still not obligatory educational practice [17–21]. In current situation of shortening educational programs life cycle [22], it is important to develop efficient approaches to implementation of research in educational practices, define appropriate ways of teaching digital multimodal skills across curricula, and provide balanced and flexible syllabi for students, preservice and in-service foreign language teacher training taking into account subject specific areas. The purpose of this article is to explore the ongoing project on integration of digital multimodal projects into Language for specific purposes (LSP) and pre-service teacher training Content and Language Integrated Learning (CLIL) courses in the frame of interuniversity cooperation, and to answer the following research question: To what extent do university students’ digital multimodal skills meet the challenges of project work in foreign languages in distance and hybrid modes?

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2 Methodology 2.1 Participants The project participants were undergraduate, graduate and postgraduate students of LSP (RSP and ESP) and CLIL programs of four universities: Novosibirsk State Technical University (NSTU), Kryachkov Novosibirsk State University of Architecture, Design, and Arts (NSUADA), Novosibirsk State Pedagogical University (NSPU), and University of International Studies of Rome (UNINT). Students’ level of foreign language proficiency varied from B1 to C1, depending on the year of study – RFL students: B1– C1 (pre-university graduate and third year undergraduate students); ESL students: B1, B1 +, B2 (undergraduate second year students); CLIL graduate first and second year and post-graduate second year students: B2 – C1. For all students, it was the first experience of participation in the project of the kind. 2.2 Project Work RSP students worked on research projects on Russian business (businessmen/women and companies), ESP students created videos on architectural design projects (city park/cultural centre/shade canopy) they developed in the frame of their majors’ design course. UNINT and NSTU undergraduate students did project work in the frame of Business Russian and Russian for Specific Purposes (Humanities) courses, NSUADA undergraduate students of Architecture, Urban planning, and Design of architectural environment – in the frame of the ESP course. NSTU and NSPU graduate and post-graduate students of Education programs (Teaching foreign languages; Curriculum development in digital environment) took part in the project within the frame of CLIL Teaching foreign languages methodology courses and pedagogical internship. LSP projects were presented at online student conferences “Foreign Languages in Academic and Professional Communication” (FLDAPCOM: RSL and FLDAPCOM: ESL) held in NSTU in April and in December, 2021. CLIL students participated in the conferences as listeners and moderators of online and live-streaming sessions and took part in projects evaluation. NSTU international students, teachers of Russian as a foreign language and teachers of foreign languages were also participants of the conferences. 2.3 Digital Tools and Scaffolding Materials Digital tools for slides and video production were chosen by the participants. The online conferences were conducted in Zoom and supported by YouTube live-streaming; project evaluation and post-conference online questionnaires were created in Google Forms and were available in the corresponding sections of the conference website; question and answer sessions were explored with KWIC Concordance v.5.3; the conference website was built with landing module of the 1C-bitrix content management system. Scaffolding materials developed for students included recommendations on the number of slides in presentations (10–12 slides for RSP and 4–5 slides for ESP projects), video lengths (4–5 min), conference oral presentations and answer and question sessions

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time limits; obligatory project components (references, copyright information, students’ video narration and voice over); online surveys guides and efficient public speaking tips. 2.4 Data Collection and Analysis The collected data included RSP and ESP students’ MS PowerPoint presentations, ESP students’ videos; video recordings of both conferences; transcripts of conference question and answer sessions; LSP and CLIL students’ surveys and teachers’ comments to post-conference webinars. Qualitative and quantitative methods and systemic functional approach to teaching multimodal literacy [23], visual design [24–26], multimodal genres [27], and products creation [28, 29] and assessment [30] were used for data analysis. Students’ MS PowerPoint slides were considered as a type of visuals supporting oral conference presentation of research or design projects; student-created videos – as a video presentation of design projects. Conference question and answer sessions’ were studied in the frame of individual, pair and group project presentations and referred to the conversation turn-taking analysis [31], strategies for dealing with questions in oral presentations, references to visuals during the sessions, and adaptation language to learners’ language proficiency levels. Two surveys were designed for LSP and CLIL students in two languages: in Russian – for participants of RSP conference, and in English and Russian – for participants of ESP conference. The surveys included open-ended, multiselect questions, and multiple choice grid questions aimed at projects and project work evaluation and self-assessments in the frame of the courses learned.

3 Results and Discussion In total, 127 pre-university, undergraduate, graduate and post-graduate students of LSP and CLIL programs of four universities took part in the project in 2021. In the spring term, the project was designed for UNINT and NSTU learners of Russian as a foreign language; in the autumn term – for NSUADA, NSTU, and NSPU learners of English. Most students preferred pair or small group project work, but there were also students who worked on their projects individually. LSP students presented results of their project works at two online student conferences “Foreign Languages in Academic and Professional Communication” (FLDAPCOM: RSL and FLDAPCOM: ESL). NSPU and NSTU CLIL graduate and post-graduate students took part in both conferences as listeners. The conferences were defined as conference-workshops as they were designed for practicing project presentation and evaluation skills. As conference speakers and listeners were in different countries, cities and time zones, the project work, conference presentations, and post-conference class meetings were conducted in distance mode, some conference sessions were organized in hybrid mode. The number of LSP and CLIL project participants and group and individual projects are shown in Tables 1 and 2 Tables 3, 4 and 5.

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Table 1. Project participants. Courses

RSL

ESL

LSP

29

58

CLIL

20

20

Table 2. Group and individual projects. Courses

Group projects

Individual projects

RSP

10

7

ESP

16

5

Table 3. RSP conference presentations. Language slides. N of presentations

Contents

Biodata

Reference

Citation

Thank you for attention

%

90

60

90

70

60

Table 4. RSP conference presentations. Types of visuals. N of presentations

Tables

Charts/ Schemes

Pictures

Photos

Screenshots

Icons

Company logos

%

10

20

100

100

10

10

60

Table 5. RSP conference presentations. Visual components. N of presentations

Company color schemes

Contrast background/fonts

Fonts contrast

Image as slide background

1 image per slide

2–4 images per slide

Text over background image

%

30

90

100

70

100

80

50

Table 6. RSP conference presentations. Language-image relations. N of presentations

Concurrence

Complementarity

%

80

20

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Content and genre specific criteria were defined both for RSP and ESP presentations and videos. In case of presentations, they were: 1) use of the company’s brand style or its components; 2) uniform visual design of slides and video projects. In most Business Russian presentations, the company’s logos were used, but only three presentations used the brands color schemes. A uniform visual design of slides and video projects was applied in more than half of LSP presentations. Content of ESP videos required inclusion of images (sketches, maps), small-scale hand-made or computer-designed models, landscape or urban locations where architectural projects developed could be placed [31], and students’ recorded narration and voiceover. In this case, creative approaches to video recording and editing were revealed – choice of interesting indoor and outdoor locations, different techniques for demonstration of design process and model construction (high-motion shooting, animation, 3D-modelling), interviewing potential project end-users, etc. 3.1 Question and Answer Sessions Participation in question and answer sessions was one of the project tasks both for LSP and CLIL students, but taking into account that online conference mode allowed asking questions in written form and some questions could be repeated, the number of questions to be answered was limited to 3–6. Comparison of two conferences’ Question and answer sessions showed dependence between question types (follow-up or supplementary questions), turn-taking types (question-answer, commentary, question-answer, and question-answer-commentary) and participants target language proficiency. Follow-up questions and question-answer turn-taking were more typical of participants with lower levels of target language. Supplementary questions and commentary, question-answer turn-taking were typical of participants with higher levels of target language or native speakers. However, in case CLIL students could not adapt their language to the speaker’s level, the comprehensive input was not provided. As for references to the slides during the online QA sessions, neither RSP nor ESP conference speakers used this opportunity. 3.2 Surveys and Follow-Up Webinars Four surveys in two target foreign languages were answered by 21 CLIL and 53 LSP students. Two more surveys were developed for ESP students in their native language. The first one was a version of the survey in English and was aimed at more detailed students’ project experience evaluation; the second one was designed to provide ESP students projects’ assessment practice based on recorded conferences sessions. The number of respondents of these surveys was 41 and 32, respectively. Follow-up webinars were conducted by LPS and CLIL teachers to discuss students’ experiences gained, knowledge and skills acquired, analyze the conference video sessions, correct the mistakes, and compare self- and the audiences’ assessment results. The analysis of the surveys revealed as the most valuable positive project outcomes – creative team work and projects presentation in real life online conference, development of online public speaking skills, and communication with international audience. As

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points of growth and further development, students mentioned listening comprehension skills, general vocabulary and terminology knowledge, question and answer session strategies, and adaptation of the language used to the learners’ level. At the same time, students paid less attention to design shortcomings and some stylistic or genre inconsistencies in the multimodal products. The summarized data allowed defining the following current level of students’ digital multimodal skills necessary for project work in digital environment: 1) Students demonstrated sufficient level of operational digital skills in learning and cooperation in hybrid and distance modes – it should be taken into account that by the time of the project beginning all of them had at least a year experience of online distance work in academic settings, including ESP and CLIL classes. Operational digital skills for creation of multimodal products varied in proficiency: about 70% of PowerPoint presentations showed certain problems with editing visual elements (templates, image editing, and typography), but most of the video projects demonstrated creative use of shooting and editing techniques. 2) Students’ digital multimodal skills needed further development in such areas as visual design of presentations and audio, visual, and spatial modes relations in videos; foreign language listening comprehension and LSP vocabulary skills; adaptation of language to presenters’ foreign language proficiency levels; dealing with different types of questions (relevant/irrelevant/difficult, etc.) and managing questions and answer sessions in digital environments (for example, switching speakers during online group projects’ presentations); informed evaluation of digital multimodal projects. The discussion questions on the results obtained arouse in the following areas: syllabi revision of general digital technology, LSP/CLIL, pre-service and in-service teacher training courses for development of digital multimodal skills on regular basis; widening digital multimodal project themes and genres; implication of research based approaches to evaluation of digital multimodal projects in foreign languages; improvement of learners’ and teachers’ academic and professional bilingual (multilingual) communication skills in digital learning environment; efficient combination of real life online conference formats with learning purposes of digital multimodal projects.

4 Conclusion Students’ digital multimodal projects in LSP and CLIL courses were investigated in the frame of the following study design: 1) interuniversity cooperation (students of four universities from Russia and Italy took part in the project); 2) distance mode; 3) two groups of FL learners with different learning tasks and roles in the project – learners of Russian or English as a foreign language created digital multimodal projects in the frame of their LSP courses on business, humanities and architecture, and students of Education programs who took part in evaluation of the digital multimodal projects in the frame of CLIL foreign language teaching methodology courses and teaching internships syllabi; 4) presentation of student-created digital multimodal projects at online interuniversity conference workshops; 5) projects and project work independent evaluation and self-evaluation. Focus on two types of student-created digital multimodal products (videos and PowerPoint slides for oral project presentations at online conferences) and conference question and answer sessions allowed revealing students’ digital multimodal skills necessary

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for project work in foreign languages in digital environment. The study showed students’ sufficient level of general operational skills and need for improvements in such specifically digital multimodal areas as image editing, slides visual design (typography, language-image relations), and video editing and voiced presentation techniques. The study limitations was connected with the research focus chosen – student-created videos assessment, digital multimodal literacy standards, design of ESP/CLIL courses and internship syllabi, and online student conference-workshop presentations as multimodal products were not discussed in details, but these issues could be considered in further project development. The results of the study can be used for integrating digital multimodal projects in a variety of LSP/CLIL courses, developing new approaches to interuniversity project work in distance and hybrid modes, revising and updating students’ and teachers’ digital multimodal literacy standards, and improving criteria for formative and summative assessment of digital multimodal projects in foreign language learning and teaching at tertiary level.

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Developing Cognitive Competence in Students of Non-linguistic Specialties in the Course of Working with Social Media Neologisms Vera N. Varlamova

and Daria S. Aleksandrova(B)

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

Abstract. The paper concentrates on developing of a cognitive competence in students of non-linguistic specialties during foreign language classes. The article considers the concept of cognitive competence as a key component in the composition of foreign language communicative competence and analyzes its role in the activity-based approach to learning, in which much attention is paid to the autonomy of students. The paper addresses the issue of increasing the hours allocated for independent work of students at non-linguistic departments, which implies a more research-based nature of learning. The relevance of the article consists in finding ways to organize and motivate students’ independent cognitive and practical activities aimed at mastering the material. The article also touches upon the issue related to the fact that students of non-linguistic specialties have very little time scheduled for the word-building of a foreign language. The paper considers the possibility of forming cognitive competence, as well as deepening knowledge about word-forming models of the English language in the process of independent cognitive activity of students associated with the search for the meanings of social media neologisms and identifying their word-building ways. Neologisms are studied as a phenomenon, practicable ways of forming these language units, similar to the word-building models of standard words, are given. The vocabulary of social networks is viewed as a language layer relevant for the modern student. Educational potential of the Internet resources for students to work independently is studied. Keywords: Cognitive competence · Activity-based approach · Students’ independent work · Social media neologisms · Word-building models

1 Introduction The teaching process in a non-linguistic university is known to be aimed at training indemand specialists with knowledge of foreign languages. However, given the fact that information about the surrounding world is currently being updated very quickly, the model of teaching through knowledge, when the teacher acts only as a mentor, loses its significance, the emphasis is shifted to an activity-based approach, to education through research. This is also facilitated by an increase in the hours devoted to students’ independent work. To date, there is a problem of activating the thinking activity of students, their © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 253–261, 2022. https://doi.org/10.1007/978-3-031-11435-9_27

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desire for self-realization. The teacher in this situation acts as a coordinator, his/her task is to properly organize the students’ independent work, to find such ways of teaching that would provide an active cognitive position of students, motivate to independent practical activity in learning material, and form a functional search algorithm for solving educational, cognitive and professional tasks. Finding such ways determines the relevance of this study. All the above-mentioned skills and abilities are reflected in the concept of cognitive competence. We understand this competence as the ability to carry out independent intense cognitive activity, which is important in the process of training the competitive specialists. Forming cognitive competence implies, in particular, developing flexible thinking, a number of cognitive and general academic skills, readiness for continuous self-education and self-development, the ability to control one’s learning activities. Cognitive competence is also aimed at the formation of a conscious attitude of students to their educational needs, the desire to independently acquire missing information, work with it, and use the knowledge to solve educational and later professional tasks. This kind of activity allows students to better understand the learning process, to act as teachers for themselves, to work independently while searching for the necessary material in various sources, defining the goal, the sequence of actions, formulating conclusions, exercising self-control and self-assessment. Cognitive activity also contributes to the development of students’ critical thinking, which implies the use of cognitive techniques, strategies, skills that are justified and effective for a specific situation and the type of task being solved [1]. With the ability to think critically, students are able to work independently with information of any complexity, express their thoughts clearly (verbally and in writing), develop their own opinion based on the reflection of different experiences, ideas and perceptions, make deliberate decisions, and build constructive relationships with others [2]. In addition, numerous studies have shown that students who can think critically have better academic performance [3, 4], show higher rates of cognitive and psychological development [5, 6], and identity development [7]. The process of forming cognitive competence in non-linguistic students is certainly interdisciplinary, but we would like to pay special attention to the possibilities of its development in the classes of the “Foreign Language” discipline. This seems possible and relevant also because the purpose of this subject is development of the foreign language communicative competence, and, according to Bim, the cognitive component should be considered as an integral part of the indicated competence [8]. The experimental part of this research was carried out in the classes on the discipline “Foreign language. Basic course” for students of the Institute of Industrial Management, Economics and Trade (IIMET) at Peter the Great St. Petersburg Polytechnic University. We chose neologisms used in social media, as well as the ways of their formation, as material for students’ independent cognitive activity. Word-building is studied during the basic English course at this university, but, unfortunately, due to the reduction of class hours, too little attention is paid to it, in our opinion. The Internet, and social media in particular, have a high potential for independent cognitive activity, as it opens access to various materials, and makes it possible to learn a foreign language independently, providing new ways of access, interaction and communication with people and content. The language used on the Internet is often unique at certain websites. As people interact with each other on a

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regular basis using the same platform, they form new words within their social groups to communicate more effectively. Neologisms appear every day to describe new subjects, objects, and ideas. Thus, the purpose of this work is to substantiate the possibility of developing the cognitive competence in students of non-linguistic departments in the process of studying the English language neologisms used in social media, as well as the study of the ways of word-building of this vocabulary layer. A neologism (from Greek neo = “new” + logos = “word”) is a word, term, or phrase that is new within a particular language system at a given time. Neologisms are often formed to apply to new concepts or to transform old terms into a new linguistic form. They are especially characteristic of identifying inventions, new phenomena, or old ideas that have acquired a new cultural context. This study is based on the definition given by Professor of Linguistics Zabotkina, who believes that neologisms are “units that appear in the language later than a certain time limit assumed to be initial” [9]. This definition is the broadest and allows the category of neologisms to include almost all possible new trends and tendencies in the lexicological and semantic fields of language. Language experts debate whether neologisms are part of the language and whether to include them in dictionaries. Proponents of neologisms in English consider them useful, arguing that such words help the language to grow and change. In addition, the semantic precision of most neologisms, makes them easier to understand by non-native speakers. According to an English linguist Bussmann, if a word continues to be used in speech, it eventually loses its neologism status and enters the language, despite the objections of language experts [10]. Neologisms of social networks are subject to the same wordformation processes as standard English words [11], so we thought it relevant to pay attention also to the formation patterns of this lexicon layer.

2 Methodology Thus, the present study aims to address the question whether working independently with social media neologisms can not only shape language and information competence, but also motivate non-linguistic students to cognitive activities, i.e. contribute to cognitive competence. To address this issue, a theoretical literature analysis was conducted to define what cognitive competence is and its role in the process of teaching foreign languages, to define the concept of neologisms, and to explore the possibilities of Internet resources, particularly social networks in the process of independent work of learners. In addition, a pilot study was carried out involving a group of 1st year students from the Institute of Industrial Management, Economics and Trade (IIMET) at Peter the Great St. Petersburg Polytechnic University. The experiment involved three stages of work. At the first stage a diagnostic section was carried out, during which students were asked to recall the meaning of 28 social media neologisms. This stage made it possible to identify the initial knowledge associated with this vocabulary layer. In addition, at this stage the students, together with the teacher, considered the possible ways of forming neologisms of the English language in general. During the second stage of the experiment, the students, working with Internet resources, identified all the meanings of the previously proposed neologisms and their

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word-building patterns. They were also given a project task to choose individually neologisms from one of the most well-known social networks Twitter and, taking into account the material related to word-building discussed at the lesson with the teacher, to determine the word-building patterns of these neologisms, to analyze and summarize the data obtained, and to determine the most frequent patterns. All tasks of this stage involved independent research and project activities of students, during which the teacher acted only as a coordinator. After that at the lesson students presented the projects’ data and together with the teacher created a classification of the most common ways of forming social media neologisms. The third stage of the study consisted of a post-experimental cross-section in which students were asked to write the meanings of the neologisms they had worked with before, in a different order, within a limited period of time. All students were given the same bulk of the vocabulary. In addition, the students were given a questionnaire, the purpose of which was to reveal the degree of interest and motivation of students in the study of social media neologisms, and word-building of a foreign language.

3 Results The first stage of the experimental study showed that students knew 14–45% of the proposed neologisms. Such figures may be related, in particular, to the fact that this kind of vocabulary is quite relevant even for this contingent of students, that students encountered some neologisms in Internet resources, social networks, in personal correspondence with foreign-language speakers. However, no student showed knowledge of even half of the proposed lexical units. As a result of the students’ independent work on the project at the second stage of the experimental study, they created the following classification of the most common ways of forming social media neologisms: 1. One of the most productive and widespread ways to form neologisms according to the results of the students’ analysis is compounding. The constructions and systems of neologisms formation established in the language allow creation of new lexicological elements, preserving the information about the original objects [12]. The language of social media includes many compound words that have their own meaning, derived from the root words or completely new. The students identified the following examples of compounding: touch (v.) + screen (n.) → touchscreen; hard (adv.) + ware (n.) → hardware; down (adv.) + load (v.) → download; ego (n.) + surfer (n.) → ego-surfer, face (n.) + palm (n.) → facepalm, head (n.) + desk (n.) → headdesk. 2. According to the students’ research, the next one is affixation (derivation) – the formation of new words with the help of word-building affixes (prefixes and suffixes). The students identified the following examples of affixation: browse + er → browser; self + ie → selfie; anti + virus → antivirus; re + tweet → retweet. It should be noted that in modern English, neologisms have appeared with the component “i” which is considered as a prefix: iPod, iTunes, iPad, iBook, iCloud, iPhone (the names that Apple Corporation has given to its products). The prefix

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4.

5.

6.

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“i” did not previously exist in the English language and was invented to attract the attention of customers, and eventually became a corporate brand. Another productive model of word-building of social media neologisms is clipping, a word formation process in which a polysyllabic word loses one or more syllables while retaining its original meaning [13]. In social media, such words are formed to provide the fastest communication and are especially popular on the Twitter platform, as they allow users to fit most of the words in their messages without exceeding the character limit. Examples of such neologisms highlighted by the students are: adorable → adorbs; fabulous → fab; reputation → rep; favourite → fav; often → oft. The use of clipped words is often limited to informal style, colloquial speech or slang. However, some words formed this way, such as lunch (luncheon), pram (perambulator), movie (moving picture), are used much more often than the originals from which they are formed. Abbreviated forms can also change, replace, or extend the basic meanings of words. The students were also introduced to abbreviations based on spelling: acronyms and abbreviations. Acronyms consist of the first letters of a word combination, function as an independent word, and are one of the most common ways to form neologisms on the Internet. For a word to be called an acronym, in speech it must be pronounced as one word: BAE → before anyone else; AMA → ask me anything; Ofc → of course; IMHO → In my humble opinion. Abbreviations consist of the first letters of a word combination and are pronounced as in the alphabet. The students noted that abbreviations are widely used in technical and computer terminology: MT → Modified Tweet; FTFY → Fixed that for you; DM → direct message; NSFW → Not safe for work; AFK → Away from keyboard; BRB → be right back; IDKI → don’t know; JSYK → Just so you know; LMK → Let me know. The relevance of these word-building processes for communication in social networks, according to the students, is due to the various limitations of messages in the number of characters, as well as a significant increase in the speed of writing. Social media neologisms sometimes originate from already existing words, acquiring a new meaning in the presented context. Conversion as a technique of nonaffixation word-building is opposed to affixation. The word-building means in conversion is the morphological paradigm, that is, the ability of the paradigm and its constituent endings to convey the meaning of a certain part of speech. The notion of paradigm in determining the essence of conversion is put forward and substantiated by Akhmanova, “Conversion is the formation of a new word by transferring a given stem into another word-change paradigm” [14]. Conversion is especially productive for the formation of denominative verbs, as the English verb is poor in word-forming affixes. The students identified the following examples of conversion among the studied social network neologisms: google (n.) → to google (v.); e-mail (n.) → to e-mail (v.); skype (n.) → to skype (v.). Blending or contamination is a combination of clipping and compounding where new words are created by superimposing words or fragments of words on each other. A derived word is formed by merging the full stem of one word with the clipped stem of a second word, or by merging two clipped stems of different words.

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In blending, unlike compounding, a part of one or both words disappears, and the remaining parts are then combined into one lexical element. A classic example is “brunch”, which refers to a meal between breakfast and lunch, formed by telescoping from the words breakfast and lunch. The boundaries at which words are abbreviated are not arbitrary, they are always limited by syllable structure. As a rule, a derivative word is created by the process of mixing up no more than two parts of the original words. However, there are exceptions, such as musicassette or glastnostalgia. An important point is that some blendings serve as patterns to form new words of the same kind. For example: chocoholic is formed according to the workaholic pattern. Other examples highlighted by students are: slang + language → slanguage; chill + relax → chillax; don’t + know → dunno; I = am going to → amma; iPod + broadcast → podcast. The results of the post-experimental section are presented in the Table 1. Table 1. The results of the post-experimental section. Students

Pre-experimental data

Post-experimental data

Nadezhda V.

32%

86%

Ekaterina V.

25%

78%

Diana Z.

30%

78%

Ilya I.

14%

78%

Artem K.

32%

89%

Anastasia M.

30%

73%

Alina M.

50%

86%

Polina M.

37%

68%

Dmitriy M.

50%

89%

Anna N.

14%

77%

Valeria N.

50%

96%

Lada O.

25%

68%

Erica P.

44%

75%

Anastasia R.

39%

86%

Ekaterina S.

50%

78%

Diana T.

50%

89%

Polina H.

39%

62%

Diala H.

16%

52%

Zlata K.

50%

59%

As can be seen from the table, the independent work done on studying and analyzing social media neologisms, as well as summarizing data on their word formation, has led to a significant development in the knowledge of this layer of vocabulary.

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4 Discussion Working with Internet resources and social networks has shown the possibility of effective cognitive activity of students aimed at obtaining certain language knowledge, developing cognitive skills, such as the ability to obtain the necessary information, analyze it, systematize, compare, generalize, which certainly contributes to the formation of cognitive competence [1]. In addition, students have shown greater independence and autonomy in their learning activities, and the development of this quality shows greater readiness for lifelong learning, and the use of new technologies to acquire the missing knowledge and skills [2]. The study has shown that Internet resources have a high potential in educational activities in general, as well as in the process of developing cognitive competence, as they form motivation for independent cognitive activity even in weak and passive learners, provide the learning process with new, relevant and authentic materials, making it more visual. Social media, as an Internet resource, create an environment in which rapid communication and information exchange with a large number of people, in particular, the foreign-language speakers, takes place in various situations ranging from friendly to professional communication. Working with neologisms in social media helps motivate students to become familiar with this kind of vocabulary, understand what ways of word-building are used in English in general, and identify which of them are involved in the formation of new words. The study showed that this kind of activity not only helps develop linguistic and informational competence to a large extent, but also contributes to the formation of cognitive competence [8], as it enables students independently, or under the guidance of a teacher, to perform the bulk of tasks related to finding the meaning of neologisms, identifying their word-building patterns, summarizing data on the ways most commonly used to form English neologisms in social networks. The questionnaire data showed that all the students were interested in working with social media neologisms. They were enthusiastic about this kind of independent activity, supervised by the teacher. The students noted that the study provided them with an opportunity to learn modern vocabulary and to become acquainted with the characteristics of modern communication culture among young speakers of a foreign language. Knowledge and use of neologisms, according to the students, make speech more dynamic, advanced, natural [3, 4], and help keep up with the times, since it was the development of information technology, in particular, that led to the emergence of this kind of linguistic units. The students noted that studying such vocabulary helps connect with certain social groups of people, helps be on the same wavelength with them, feel similarities with representatives of other countries and cultures [7]. Neologisms, according to the students, are the basis of the language of online communication, so knowledge is necessary for them to avoid misunderstandings when communicating with foreigners on social media in the future, as well as to correctly interpret memes, podcasts and so on. In addition, the use of neologisms facilitates faster communication, both in the sphere of friendship, entertainment and travel, as well as in further professional communication. The students also noted that assignments in the form of independent cognitive activity gave them the opportunity to get acquainted with some Internet resources and dictionaries of modern vocabulary [5].

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5 Conclusion The current trend in teaching a foreign language to non-linguistic students is to pay equal attention to both classroom work and the organization of independent cognitive activity, development of basic cognitive skills and the cognitive competence in general. Students must learn to actively manage their learning activities, be able to learn independently, work with information, obtain the necessary data, set goals, plan, and analyze the results of their learning and, in the future, professional activities. It is of paramount importance for students to master such thinking skills well in order to foster learning [15, 16], leadership [17–19], and positive youth development [20, 21]. The task for the teacher is to competently organize and motivate students to this kind of independent cognitive activity. The use of Internet resources and social networks in the learning process makes a significant contribution to the development of independent cognitive activity, and therefore to the formation of cognitive competence, as they provide a large information base, help develop search skills, the ability to identify the necessary information and to process it. Besides, the language of social networks, in particular neologisms, is a relevant layer of vocabulary for modern learners, and, therefore, awakens students’ interest in independent cognitive activity, self-education and self-development.

References 1. Halpern, D.F.: Thought and Knowledge: An Introduction to Critical Thinking, 3d edn. Lawrence Erlbaum Associates Publishers, Mahwah (1996) 2. Prigozhina, K.B.: Organizaciya samostoyatel’noj raboty studentov sredstvami kompetentnostno-kognitivnogo podhoda [Organization of students’ independent work by means of competence-cognitive approach]. In: 4th International Scientific Conference Proceedings on Pedagogical Mastery, pp. 244–246. Buki-Vedi, Moscow (2014). (In Russian) 3. Lun, V.M.C., Fischer, R., Ward, C.: Exploring cultural differences in critical thinking: is it about my thinking style or the language I speak? Learn. Individ. Differ. 20(6), 604–616 (2010) 4. Phan, H.P.: Unifying different theories of learning: theoretical framework and empirical evidence. Educ. Psychol. 28(3), 325–340 (2008) 5. Zhang, L.F.: Thinking styles and cognitive development. J. Genet. Psychol. 16(2), 179–195 (2002) 6. Zhang, L.F.: Further investigating thinking styles and psychosocial development in the Chinese higher education context. Learn. Individ. Differ. 20(6), 593–603 (2010) 7. Zhang, L.F.: Thinking styles and identity development among Chinese university students. Am. J. Psychol. 121(2), 255–271 (2008) 8. Bim, I.L.: Lichnostno-orientirovannyj podhod – osnovnaya strategiya obnovleniya shkoly [A student-centered approach - the main strategy for school renewal]. Inostrannyye Yazyki v Shkole 2, 11–15 (2002). (In Russian) 9. Zabotkina, V.I.: Novaya leksika sovremennogo anglijskogo yazyka [New vocabulary of modern English]. Vysshaya shkola, Moscow (1989). (In Russian) 10. Bussmann, H.: Dictionary of Language and Linguistics. Routledge, London (2006) 11. Crystal, D.: Language and Internet. Cambridge University Press, Cambridge (2001) 12. Plag, I.: Word-formation in English. Cambridge University Press, Cambridge (2002) 13. O’Grady, W., Dobrovolsky, M., Katamba, F.: Contemporary Linguistics. Longman, New York (1997)

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14. Akhmanova, O.S.: Slovar’ lingvisticheskih terminov [Dictionary of Linguistic Terms], 4th edn. KomKniga, Moscow (2007). (In Russian) 15. Cheng, V. M. Y.: Teaching creative thinking in regular science lessons: potentials and obstacles of three different approaches in an Asian context. In: Asia-Pacific Forum on Science Learning and Teaching 2010, vol. 11, pp. 1–21. Hong Kong Institute of Education, Hong Kong (2010) 16. Cheng, V.M.Y.: Infusing creativity into Eastern classrooms: evaluations from student perspectives. Think. Skills Creativity 6(1), 67–87 (2011) 17. Chan, D.W.: Developing the creative leadership training program for gifted and talented students in Hong Kong. Roeper Rev. 22(2), 94–97 (2000) 18. Chan, D.W., Cheung, P.C., Chan, A.S.K., Leung, W.W.M., Leung, K.W.: Evaluating the Chinese university summer gifted program for junior secondary school students in Hong Kong. J. Second. Gift. Educ. 11(3), 136–143 (2000) 19. Gardner, H.: Leading Minds: An Anatomy of Leadership. Basic Books, New York (1995) 20. Sun, R.C.F., Hui, E.K.P.: Cognitive competence as a positive youth development construct: conceptual bases and implications for curriculum development. Int. J. Adolesc. Med. Health 18(3), 401–408 (2006) 21. Shek, D.T.L., Sun, R.C.S.: Development, implementation and evaluation of a holistic positive youth development program: project P.A.T.H.S. in Hong Kong. Int. J. Disabil. Hum. Dev. 8(2), 107–117 (2009)

Assessment of Soft Skills Maturity of Engineering Students at Novosibirsk State Technical University (NSTU) Anna Khvostenko(B) Novosibirsk State Technical University, Novosibirsk 630073, Russia [email protected]

Abstract. At the present time, characterized by dynamic informative processes, and the need to get education remotely during the pandemic, each graduate student must possess the set of soft skills for career promotion. The survey was conducted in order to assess soft skills maturity of engineering students at NSTU. They were asked the following questions: 1. What course do you study at NSTU? 2. Do you know what soft skills are? 3. Assess your soft skills according to the scale, where 0. The skill is not formed 1. The skill is used from time to time 2. The skill is formed The following soft skills were tested: time management, effective communication, conflict management, being a team player, stress management, problem solving, productivity, critical thinking, and adaptability. The number of students to be surveyed was 156, among them 100 – engineering students of the 1st, the 2nd years, 56 – Master of science students of engineering programs. The research results are that the both students of the 1st, the 2nd years and Master of science students experienced difficulty in giving an answer to the first question. The reason is that they know only the English version of “soft skills”. The level of soft skills maturity of engineering students and Master of science students differs significantly. Among the subjects or disciplines, which help the students to get mature in their soft skills, there were both technical and humanities. Keywords: Soft skills · Engineering students · Technical education

1 Introduction Living in the era of advanced technologies, which let us get any education we like and apply for the job of our dream, we realize that the amount of our professional knowledge and skills which we get and give to our students is not enough. We have to interact with each other productively, taking into account all the cultural peculiarities and traditions. What we need is to be flexible in our rapidly changing world. Moreover, we have to teach our students not only to be experts in the chosen field, but to be self-disciplined © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 262–268, 2022. https://doi.org/10.1007/978-3-031-11435-9_28

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(the pandemic times have proved this fact), possess such soft skills as time management, effective communication, conflict management, being a team player, stress management, problem solving, productivity, critical thinking and adaptability. All these skills are crucial in the epoch of globalization, which interconnects the employers and employees all over the world and gives the opportunity to study and work remotely at any geographical point. Taking into account social-cultural and geographical factors, it should be noted that the English language has become an integral part of educational process, which is highly important for engineering students. It is purposeful to teach both English and soft skills simultaneously [1], because there are a lot of tools at English classes to teach soft skills, e.g. projects, presentations, role plays, business games, and portfolios. Soft skills can be taught effectively at universities if integrated into curricula. At our university we have got such an experience of teaching soft skills at English classes for engineering students, as it is embedded into the curricula of some programs. The purpose of the article is to analyze the survey, which was conducted in order to assess soft skills maturity of engineering students at Novosibirsk State Technical University (NSTU). The number of students to be surveyed was 156, among them 100 – engineering students of the 1st , the 2nd years, 56 – Master of science students of engineering programs.

2 Literature Review A thorough analysis of soft skills maturity of engineering students can’t be done without clear understanding of the meaning of soft skills. The Oxford Advanced Learner’s Dictionary online [2] gives the following definition of the concept: “personal qualities that enable you to communicate well with other people”, Longman Dictionary of Contemporary English (LDOCE) online [3] states only “people skills” instead of “soft skills “and defines them as “the ability to deal with people well”. Generally speaking, we assume the soft skills to be the skills involving enthusiasm, team work, emotional intelligence, everything, which is necessary for building good relationships between people. These skills must be taught to children since gaining their ability to speak and through the whole life, since childhood to maturity. Cornalli [4], speaking about the Bologna Process as the initiative to harmonize programs of education by creating a common degree structure, introducing a common credit system and quality assurance mechanism, states that students must be prepared to complex needs of the contemporary workplace. She adds that there is no single understanding of this concept. Moreover, there are different definitions and categorizations of this notion. According to her study the “the name” of soft skills vary from country to country. Soft skills can be called “life skills”, “core skills” and “key skills” in The United Kingdom, “employability skills” or “generic skills” in Australia and New Zealand. In the USA they prefer to use “basic skills” and “necessary skills” instead of soft skills. There is no great contradiction in the definitions of soft skills as there is no great difference in their understanding. Many students characterize them as skills to plan their own personal and professional life, set their goals and achieve them by communicating effectively, using positive approaches. Most universities have introduced soft skills

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initiatives, but the curricula vary considerably in terms of students’ involvement. There are different ways of delivering soft skills to students from simply posting materials or videos on the university website or the preparation of coaching and tutoring programs. Some experts in higher education believe that soft skills should be taught in a specific or separate module. The others insist on the integrity of soft skills into disciplines of regular curriculum. In this case the academic institution should encourage the use of different teaching techniques and methods to develop graduate attributes in their students. Such approaches as learner-centered and problem-based ones should be applied. Moreover, educational activities such as work teams, simulations, case studies, project works and presentations should be used at classes. Teacher should also assume multiple roles, such as mentor, facilitator and evaluator, modelling the utility of possessing generic skills. In the past the education was only knowledge-oriented, but since the 1970s the focus shifted to skills. The first publication devoted to this issue was the well-known report of E. Faure [5, 6] “Learning to be”, where four major statements were discussed and among them a lifelong education, which can produce a kind of complete person the need for whom is increasing in today’s society. Friedman [7] in his “World is flat: the globalized world in the twenty-first century” discriminated between soft and hard skills. He believed that making the workforce more adaptable will keep it more employable. According to Cimatti [8], soft skills can be considered as a strategic element in any organization and at any level, because the quality of industry depends on soft skills possessed by personnel at any level. She splits them up into two categories: self- oriented or cognitive skills and other-oriented or social skills. So called cognitive skills involve planning and critical judgement, social skills are communication, net- working, problem solving, negotiation and others. The attempts to investigate the success of implementing project-based learning “Promoting Meaningful Language Learning for Workplace Skills” by Musa [9] have proved the idea that soft skills had to be taught during educational process. The authors of this project include problem-solving skills, communication skills, ability and willingness to learn and teamwork into soft skills. Tang [10], Pachauri [11] explored the soft skills acquisition process by lecturers and determined the importance of this process in the teaching profession, proving the idea of complexity of soft skills acquisition process, involving the abilities of both sides to educate and learn from mutual interaction. The same idea is supported by the authors of international project “Teaching and Assessing Soft Skills” done by Kechagias and others [12, 13] as a practical guide to the practitioners who want to get involved to teaching soft skills to disadvantaged groups of young people. The project showed that soft skills ability helped young people to adapt to working environment. Nevertheless, communication skills remain the key ones during our education and working life. Moreover, communication in English is essential nowadays. Therefore, a special attention is paid to teaching English to master of science students at NSTU. There are several master of science programs taught in English: Electronics and Nanoelectronics, Industrial Electronics and Microprocessor Technology, Power Engineering and Electrical Technology, Intelligent Electric Power Systems, Power Engineering and Electrical Technology, Mechatronics and Automation. Due to this fact, we as researchers

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are greatly interested in assessment of soft skills maturity of engineering students at Novosibirsk State Technical University (NSTU).

3 Methodology The current research is carried on mixed methodology, which applies a survey, descriptive method and a questionnaire for the focus group. Moreover, the methodology of the present research is based on the positivist ontology (the method of study, where factual knowledge is gained through observation and the role of the researcher is limited to data collection and interpretation in an objective way). The framework for the given research is based on the Social Cognitive Theory [14], according to which our knowledge is developed by observing others and imitating them, learning from them. Communicative Language Teaching is an approach used to language teaching that emphasizes both the goal and the means of teaching, therefore the key activities at English classes are role plays, interviews, group work, and opinion sharing, according to Richards and Rogers [15]. While teaching English or other languages in classes, we, as teachers, develop communicative competence of our students, because we initiate discussions and debates, some critical thinking situations (problem-solving or decision-making). Moreover, students develop their computer and presentation skills while preparing reports and presentations, leadership, teamwork and critical thinking skills when working on their projects. Previously mentioned skills are defined as non-professional ones, which can help students and recent graduates to form their own active and unique strategy not only for education but career promotion, taking into account their personal abilities. However, to possess the skills of such kind is urgent for the “working students”, because they have to have a good command of time management skill, distributing their time between studies and work. It should be noted that the majority of employers expect their future employees to possess a mix of hard and soft skills, but the students themselves do not always realize an urgent need in soft skills in their curricula. To tackle this problem and to find out about the situation with the soft skills maturity of engineering students, the research has been done. The survey was conducted in October 2021 at Novosibirsk State Technical University (NSTU). Engineering students of the 1st , the 2nd years and master of science students of engineering programs were involved into the research. It was delivered after classes and took 15 min of their time. Participation was voluntary for the students. Moreover, the students under research were informed that the given survey was anonymous and the obtained results wouldn’t be used against them. The engineering students at NSTU were asked the following questions: 1. What course do you study at NSTU? 2. Do you know what soft skills are? 3. Assess your soft skills according to the scale, where: 0. The skill is not formed 1. The skill is used from time to time

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2. The skill is formed 4. What subjects can help you in acquiring soft skills experience? Four questions were asked and the students had to: first, state their course of study for us to analyze the soft skills maturity according to the year of study, experience gained within the academic process; second, reveal their understanding or misunderstanding of the concept of soft skills for us to know about students’ awareness of this phenomenon and the third point was to give their direct assessment of the set of soft skills, which was given in the list. The list of soft skills was made by the method of random sampling. The fourth question was connected with enumeration of subjects in curricula which can help them with acquiring and mastering soft skills. 156 students participated in the research.

4 Results A thorough analysis was done and the following results were obtained. The results revealed that both categories: students of the 1st, 2nd years and Master of science students experienced difficulty in giving an answer to the second question about their awareness of soft skills phenomenon. The reason is that they only know an English version of “soft skills”, but as for Master of science students, a third of them (21 students) expressed the awareness of the soft skills concept. The level of soft skills maturity of engineering students and Master of science students differs significantly. The following soft skills were tested: time management, effective communication, conflict management, being a team player, stress management, problem solving, productivity, critical thinking, and adaptability. The obtained results are presented in the table. They were chosen by random sampling (Table 1). Table 1. The level of soft skills maturity of engineering students and Master of science students. Soft skill

Engineering students

Master of science students

Time management

10%

30%

Effective communication

5%

5%

Conflict management

10%

10%

Being a team player

30%

15%

Stress management

1%

3%

Problem solving

4%

4%

Productivity

10%

20%

Critical thinking

25%

12%

Adaptability

5%

1%

As for the time management, both categories of our tested students showed that their time management skill hadn’t been formed yet, though a half of the second category got their first job and they managed to combine their work and study.

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Surprisingly, but the second skill (effective communication) was assessed by both categories as the most difficult to be formed and the results were poor. Only 5% of Master of science students possessed this skill. The assessment of conflict management didn’t face any difficulties, but it happened to be used from time to time by the majority of both categories of engineering students. Such soft skill as being a team player, was highly ranked by the second-year students. Moreover, the majority of them supposed this skill to be the most important in both spheres: in their everyday life and working community. Master of science students were not so enthusiastic about this skill. Stress management skill appeared not to have been formed at all, because only 3% of Master of science students applied it and 1% of the second-year engineering students. A problem solving skill can be placed near the stress management skill with its 4% of usage by both categories of researched students. Productivity was assessed for 20% by Master of science students, because they could be highly productive, as they explained, when they were pressed for time by deadlines. The engineering students of the second year didn’t show such good results and these skills were assessed as used from time to time. Critical thinking took the first place as the most commonly used of all the soft skills, according to students’ opinion. A great deal of them supposed that skill to have been formed and used all the time. Adaptability was assessed as the formed one and crucial for all the students under survey, but Master of science students showed poor results in comparison with the second-year engineering students. Among the subjects or disciplines, which help students to get mature in their soft skills, there were both the technical ones and humanities. It should be noted that among the humanities, English was put at the first place, Psychology took the second place. As for technical or major subjects, Math and Mathematical Analysis were among the winners of the first place. It should be noted that such concept as soft skills must be taken into account for harmonizing the education programs by integrating a common degree structure, introducing a common credit system and quality assurance mechanism [4]. The idea states that students must be prepared for complex needs of a contemporary workplace. This issue is being paid great attention to and taken under consideration in the frame of tailoring the program of education at Novosibirsk State Technical University.

5 Conclusions The research revealed that students of Novosibirsk State Technical University had got understanding of the concept of soft skills. Moreover, both categories of them: engineering students of the 1st and the 2nd years and Master of science students realized the importance of using these skills in everyday life and work. The skills were formed differently, according to the category under survey. Unexpectedly for re- searchers, among the subjects which were named as highly important and crucial for students and which helped them to get mature in their soft skills, there were both technical and humanities,

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English classes, in particular, because they often suggested making presentations, taking part in discussions and role playing. Further research is needed on both institutional and state scales, concerning the formation and application of soft skills by engineering students as these skills are necessary for their study at university and their future employment. It is important for researchers to understand the principle of formation of students’ soft skills during education. It is necessary to bring the urgency of soft skills development to education policymakers, lecturers and students themselves. It is desirable to develop these skills from school times for students to be confident and successful in their education and future career.

References 1. Doghonadze, N., Zoranyan, M.: Development of soft skills while teaching English to master’s students. J. Educ. Black Sea Reg. 6(2), 137–147 (2021) 2. The Oxford Advanced Learner’s Dictionary online, https://www.ox-fordlearnersdictionaries. com/search/english/?q=soft+skills. Accessed 07 Jan 2022 3. Longman Dictionary of Contemporary English (LDOCE). https://www.ldoceonline.com/dictionary/people-skills. Accessed 27 Jan 2022 4. Cornalli, F.: Training and developing soft skills in higher education. In: Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18). Universitat Politecnica de Valencia, Valencia (2018). https://www.file:///C:/Users/1/Downloads/Training_and_dev eloping_soft_skills_in_higher_educ%20(1).pdf. Accessed 06 Jan 2022 5. Faure, E.: Learning to be. UNESCO, Paris (1972) 6. Faure, E., et al.: Learning to be: the World of Education Today and Tomorrow. UNESCO, Paris (1972) 7. Friedman, T.: The World is Flat: the Globalized World in the Twenty-First Century. Penguin books, London (2006) 8. Cimatti, B.: Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. Int. J. Qual. Res. 10(1), 97–130 (2016) 9. Musa, F., Mufti, N., Latiff, R.A., Amin, M.M.: Project-based learning: Inculcating soft skills in 21st century workplace. In: UKM Teaching and Learning Congress. Procedia: Social and Behavioral Sciences 59, pp. 565–573. Elsevier, London (2011) 10. Tang, K., Khon, K.: The importance of soft skills acquisition by teachers in higher education institutions. https: www. file:///C:/Users/1/Downloads/The_importance_of_soft_skills_acquisition_by_teach%20(1).pdf. Accessed 07 Jan 2022 11. Pachauri, D., Yadav, A.: Importance of soft skills in teacher education program. Int. J. Educ. Technol. 5(1), 22–25 (2014) 12. Kechagias, K.: Teaching and assessing soft skills. MASS Project, Thessaloniki (2011) 13. Kechagias, K.: Teaching and assessing soft skills. MASS Project, https://edresearch.nmsu. edu/files/2014/01/396_MASS-wp4-final-report- part-1.pdf. Accessed 06 Jan 2022 14. Bandura, A.: Social cognitive theory and social referencing. In: Feinman, S. (ed.) Social Referencing and the Social Construction of Reality in Infancy, pp. 175–208. Plenum, New York (1992) 15. Richards, J., Rogers, T.: Approaches and Methods in Language Teaching, 3rd edn. Cambridge University Press, Cambridge (2014)

Nonlinguistic Faculty Challenges: Ways of Developing Critical Thinking Skills Olga V. Anisimova1(B)

, Ksenia S. Kolobova1

, and Inna S. Makarova2

1 Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia

[email protected] 2 St. Petersburg State Institute of Technology (Technical University), St. Petersburg 190013,

Russia

Abstract. These days, teachers and students are coming up with an everincreasing volume of information which often needs to be properly verified and systematized. Skills that both sides need comprise good orientation in the information flow, ability to highlight the essentials, and the skill to verify facts. In this regard, critical thinking formation stands out as a crucial step to be made in teaching students, especially in terms of nonlinguistic faculty context. Considering this problem, one should clearly understand what these skills represent as a social-linguistic phenomenon. The second task to be solved is observing techniques developed for successful achievement of a set goal. Next is studying modern teaching materials elaborated for practical implementation of existing techniques in classroom environment. The following step is designing authentic questionnaire adapted for a given context in order to learn the students’ feedback on critical thinking skills formation. Finally, it is necessary to bring to practice what has been learned through theory and field research in the form of a series of various classroom activities. Critical thinking as an independent discipline included in the curriculum of a higher educational institution has already become a norm being characteristic of most foreign colleges as well as leading Russian academic establishments. Among the factors decreasing its outcome are large groups of students, rare classes, and limited courses. Striving for success in given conditions can only be beneficial if grounded on introducing project-based activities suggesting group involvement and rooted in genuinely creative interpretation of the suggested task. Keywords: Critical thinking · Nonlinguistic University · Analysis · Information · Communicative competence

1 Introduction Nowadays, teachers as well as students are constantly facing the ever-growing volume of information – sometimes unreliable and contradictory – which needs to be properly verified and systematized for further use. Skills necessary for working with such a kind of information comprise the skill of being at ease with the information flow, identifying the essential, and assessing credibility, usefulness and significance of information © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 269–277, 2022. https://doi.org/10.1007/978-3-031-11435-9_29

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pieces received. Among the disciplines studied in higher-educational institutions, it is the Foreign Language that largely promotes the formation of such skills. Foreign Language as an educative discipline has a powerful educational, instructive and developing potential [1]. Popova in her research highlights the fact that this discipline has great opportunities for forming critical thinking skills during studies, which is explained by its interdisciplinary and multifunctional nature [2]. One of the platforms on which critical thinking skills can be fruitfully formed and developed is critical reading which consists of not only understanding and acquiring what is given in the text but also its interpretation: “Critical readers thus recognize not only what a text says, but also how that text portrays the subject matter” [3]. In nonlinguistic universities teaching technical students this kind of activity is one of the most widely spread and includes reading and further discussion of abridged journal papers published in such open Internet resources, as, for example, Science Daily or Scientific American informing students of relevant scientific researches in a concise form easy for understanding even by elementary learners. The skill of isolating the essence of the text, characterize its structure, analyze the importance of a given research as well as comment on the author’s conclusions constitute the basics of a so called critical review, taught during first years of college studies. While teaching students the way to make a good critical review, trainers face plenty of challenges starting with poor students’ vocabulary preventing them from fluent reading and easy understanding of the main idea of even a short extract of a text (sites mentioned above usually introduce one-page long synopses of research papers) and finishing with the lack of the skill of evaluating ideas conveyed, which in its turn results from the lack of discussion skills especially when it comes to scientific issues. How to help students scan the text within a short period of time, how to simplify the understanding of its core, what techniques of involving into discussion can be most productive in case of the group having absolutely no communicative experience of such a kind – all these questions arise to teachers planning class activities. Especially burning this problem looks in educational institutions with a limited number of credits given to the Foreign Language discipline taught to ever-growing groups – up to 25 students each.

2 Literature Review “For over 30 years, the concept of critical thinking has gained currency in debates on the nature and future of post-secondary education.” [4, p. 231]. Reflecting on the problem of forming critical thinking skills, first of all it is necessary to refer to the definition of this notion. Generally, critical thinking is graphically described as being constituted of several interconnected components. The major ones are observation, analysis, evaluation, open-mindedness, problem solving and creativity. As for the verbal definition, Ennis [5], for instance, suggests seventeen alternative definitions, fourteen of which reflect philosophical understanding of critical thinking while three others can be classified as traditionally presented in dictionaries. Basically, experts agree on defining critical thinking as a cognitive process during which a person formulates an argumentative, logically reasoned and well-thought out statement. Paul and Elder consider critical thinking to be “that mode of thinking… in which the thinker improves the quality of his or her thinking by skillfully taking charge of

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the structures inherent in thinking and imposing intellectual standards upon them” [6]. The researchers elaborated the model now known as Paul-Elder framework of critical thinking [7]. In accordance with it, critical thinking stands for: – analysis of thinking by focusing on the parts or structures of thinking (elements of reasoning) – evaluation of thinking by focusing on the quality (intellectual standards) – improvement of thinking by using what you have learned (intellectual traits) Paul, Elder and Bartell claim the concept of critical thinking to be multi-dimensional and include intellectual, psychological, sociological, ethical, and philosophical aspects [7, p. 1]. Analyzing the nature of critical thinking Bailin [8] points out three basic features of this process, in particular: 1. It is done for the purpose of making up one’s mind about what to believe or do. 2. The person engaging in the thinking is trying to fulfill standards of adequacy and accuracy appropriate to the thinking. 3. The thinking fulfills the relevant standards to some threshold level. Dewey [9], in his turn, highlights five stages constituting the common pattern: 1. 2. 3. 4. 5.

Suggestions, in which the mind leaps forward to a possible solution. An intellectualization of the difficulty or perplexity into a problem to be solved. The use of one suggestion after another as a leading idea. The mental elaboration of the idea. Testing the hypothesis by overt or imaginative action.

However, there is another approach to defining the components of critical thinking process. So, Hitchcock [10] reveals eleven mental acts and mental events such as: observing, feeling, wondering, imagining, inferring, knowledge, experimenting, consulting, identifying and analyzing arguments, judging, deciding. The conceptual field of critical thinking notion in modern foreign studies is still expanding. The attempts to single out the key components of the notion under consideration are undertaken in the works by Cosgrove [11, pp. 17–22], Hale [12, pp. 44–62], Mason [13, pp. 2–12], Thomas [14, pp. 11–17] and others. Having defined the essence of critical thinking, let us consider the techniques that allow to form and develop its skills. In this regard, the methodology offered by Tatsumi [15], Cambridge ELT consultant, is of particular interest suggesting the expert’s view of critical thinking teaching problems. One of her pieces of advice is to start teaching students “use their brains as early as possible” [15]. Applying this advice to teaching critical thinking in non-linguistic universities eliminates the discussion concerning the necessity of developing these skills in junior students transferring critical thinking activities to the Master’s course when, as it turns, the formation of this competence can be challenged by already formed cognitive habits and significantly lower flexibility of thinking.

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Tatsumi also points out the importance of creating self-research conditions. In nonlinguistic university where there is plenty of difficulties students with poor level of English face regularly, allowing them to reflect on the question under consideration for some time often results in decreasing the time spent on other activities planned for one seminar. In such a case, the only right way out is quite obvious – looking for the right answer under the teacher’s supervision which, on the one hand, will reduce the time on solving the problem, on the other hand, will encourage the development of other skills connected with collaboration. Another important aspect mentioned by Tatsumi is asking and encouraging openended questions [15]. As the expert claims, in this case students will have to critically consider the issues discussed and perceive this way of asking questions as a model to follow. Besides, Tatsumi highlights the significance of creating that kind of working environment which will promote natural flow of discussion – within its course students will be motivated to ask questions both to their teacher and each other. According to Tatsumi, it is impossible to develop critical thinking skills in one seminar. Thus, the expert points out the necessity to support students doing this or that task aimed at information search, selection, analysis and evaluation – “so they can not only complete the task, but also have a sense of achievement, which is a great motivator to keep working” [15]. The teacher’s work on introducing other points of view during discussion is of great importance too. Other ways of evaluating some piece of information, a different prism through which it is possible to consider the problem, will help suggest more original ways of its solution. In this regard, one must remember about the so called intellectual empathy which means the skill of understanding your opponent’s thoughts and feelings. Attention paid by the teacher to this aspect can help students “become fair-minded, ethical thinkers” [15]. Tatsumi sums her overview of recommended techniques with the advice to integrate the skills developed while learning a foreign language into the interdisciplinary discussion – for example, combining mathematics, literature, history, social studies, etc. Being aware of referring to other spheres of knowledge using already acquired data from other fields will teach students to complete their current projects most fruitfully. Another source of assistance ELT trainers can use in their everyday routine is a set of books on critical thinking development by a well-known researcher in this field – Stella Cottrell [16]. The expert designed a questionnaire, answers to which can help students evaluate their skills in accordance with four variants of answer – from strongly agree to strongly disagree. As a result, they can see whether they need any help in further developing of critical thinking skills or they are already properly developed. Such a questionnaire seems to be a practically valuable handout recommended to use while teaching elementary Bachelor students. However, it appears to be especially valuable when it comes to teaching Academic English to Master students when critical thinking skills turn out to be most useful in terms of reading and evaluating journal papers, making hypotheses, preparing public speeches and participating in scientific debates. Implementing this questionnaire into your teaching activities can also be appropriate at the final stage of training students of any program when it is important to receive their feedback in order to know the level of the competence formation.

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The reason for which it might be necessary to elaborate our own questionnaire in terms of carrying out a given research is that each particular university is an independent case with its unique environment, syllabus, faculty and, certainly, students regarded as bearing different social, cultural, intellectual and professional background. So, to teach them such a specific set of skills as critical one needs clear understanding of, so to speak, inner ground.

3 Methodology Nowadays, the importance of developing critical thinking competence is no longer questioned, which is proved by the fact that a like-named discipline is already included in the syllabi of foreign and Russian universities. In Russia, this discipline is sometimes called Logics and skills of critical thinking (Tomsk Polytechnic University), Modern techniques of thinking (Ryazan’ State University named after S.A. Yesenin), Critical thinking technologies development (Kazan (Volga region) Federal University), Critical thinking (Volgograd State University, Higher School of Economics, Moscow State University), Language and thinking (St. Petersburg State University). In last four educational institutions this discipline is studied by Bachelor students while in others the subject is taught to Master students only. In its turn, in HSE the number of credits is significantly higher than a standard one (from 54 to 72 academic hours per one semester, 2 credits), and it is 228 academic hours spread in two modules during one year. In the majority of cases, this discipline is taught in Russian, by professors of Pedagogy, Philosophy and Sociology. In those universities where there is no such discipline in the syllabus it seems to be prospective to introduce some of its elements in ELT classes which will definitely promote successful completion of two goals: a) improving the skills of foreign language use in order to get relevant information and use it in a specific context; b) developing foreign language information selection and analysis skills which will automatically intensify similar skills in the native language context. While learning a foreign language, an important role is played by critical thinking competence when writing an essay or making a report. It is necessary to highlight that a teacher setting the goal of developing such skills in his or her students should start with formulating the topic. First of all, it should contain a debatable point or suggest mutually exclusive alternatives. In such circumstances students have to engage their cognitive abilities to make a reasonable choice between two statements and find convincing arguments or counterarguments defending their point of view. According to John Dewy, critical thinking appears only when the person reflects on a particular problem. Systematic concentration of students’ attention on problematic situations stimulates their natural curiosity and pushes to encourage critical thinking [9]. Working on a report, having chosen an interesting topic, students traditionally refer to such a popular Internet recourse as Wikipedia, well-known for its free access to a vast information content as well as a big number of mistakes contained, which needs a thorough fact-checking. When it comes to English-language recourses of information, there can be used such sites as Snopes, Washington Post Fact Checker, Associated Press Fact Check, BBC Reality Check and others [17] helping clarify the information received. At the age of information overload, in conditions of constantly multiplying information flow, critical thinking skills are getting more and more essential. As the American

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Press Institute reports, about 90% of so called millennials received information from Facebook [18]. At the same time, as Wall Street Journal states the Stanford study found that the majority of students cannot tell a fake news article from a true one [18]. The duty to teach students to sort the wheat from the chaff in a given context is put on their teacher. Now he or she is responsible not only for providing learners with various information resources but also for giving relevant instruments which will allow to quickly and effectively define the quality of a given information content at the same time verifying it. Among the most effective actions which can help to tell fake from true are as follows [18]: 1. Pay attention to the web address – some of them may really look odd like, for example, UnconfirmedSources.com or indecisionforever.com. 2. Examine the home page – does it look credible and simplistic? 3. Check the “About” page – read its content to make sure it is not satirical. 4. Do a Google search of a particular site with the word “fake”. 5. Check some reputable news websites for the same story – if the news is really true it will be introduced by the BBC, The Times, the Guardian, etc. 6. See whether the text contains a lot of capital letters, exclamation marks, spelling and/or grammar mistakes. 7. Perform some fact-checking to make sure certain viral news is true. In order to find out the way, each particular non-linguistic university succeeds in developing critical thinking competence at ELT classes, we recommend to design a questionnaire similar to the one suggested by Stella Cottrell but more specific. In these terms, the questionnaire elaborated for this research paper focuses on students’ awareness of this competence importance in terms of a particular university: its practical value, the level on which it is/not being formed during ELT classes and the sources familiar to learners which can help develop it (Table 1). Table 1. Critical Thinking Skills Development: the Case of SPBPU/SPBSIT (TU). #

Question

Answer

1

Do you know what critical thinking concept stands for?

Yes/No

2

Is critical thinking studied in your educational institution as an independent discipline?

Yes/No

3

Do you consider this discipline necessary for Yes/No being included into the university syllabus?

4

Do your professors of different subjects include critical thinking development techniques into their seminars?

Yes/No

(continued)

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Table 1. (continued) #

Question

Answer

5

Does your professor of English develop your Yes/No critical thinking skills at classes?

6

What can help develop critical thinking skills? (choose several options if necessary)

a. Debates b. Brainstorm c. Pair work d. Individual work e. Team games f. Role play g. Research h. Other (write what exactly)

7

Do you read/listen/watch any content devoted to critical thinking development (in any language)?

Yes/No

8

In your opinion, are there enough resources of information on critical thinking development techniques available today?

Yes/No

9

What do you think critical thinking skills can a. Understanding people better help you with? (choose several options if b. Studying better necessary) c. Broadening your horizons d. Building a more successful career e. Other (write what exactly)

10

Would you like to learn more about critical thinking?

Yes/No

As a result, there have been interviewed 43 of 2nd and 3rd year Bachelor students from SPbPU and 27 representatives of SPbSIT (TU): 17 of 1st year Master students and 10 of 2nd year PhD students.

4 Results and Discussion Questionnaires analyzed have provided us with the following results. Questions 3 and 5 in the given questionnaire have been answered positively by the majority of students. Though senior learners show more critical attitude towards including critical thinking as an independent subject into the university syllabus. The overall trend in responding to question 6 also seems to be clear enough: Bachelor students generally choose variants a, b and other variants almost equally, while Master students and PhD ones mostly stick to answers a and sometimes b. The tendency highlights better understanding of options available by senior students, while juniors tick almost all offered variants not fully realizing the difference between them. As for the other multiple choice question – #9 – the trend looks as follows: Bachelor students again choose different answers, while Master students and PhD students mostly mark b and c for the same reason. “A 2020 survey conducted by Dale Carnegie Training across 20 countries and territories also confirmed that critical thinking is among the top skills needed to succeed in a complex work environment”. [19] The data acquired shows quite a high level of SPbSIT (TU) and SPbPU students’ awareness of the critical thinking competence development

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during their ELT classes as well as their clear understanding of its practical value for both their studies and academic research and professional growth. As it stands, the research undertaken has added to the critical thinking skills panorama depicted in the works by Bellaera et al. [20], Karanja [4], Marone [19] and others highlighting the existing gap and high demand for clear instructions concerning the way information is processed by both junior and senior students. Hence, despite the fact that critical thinking as an independent discipline is still not included into the syllabus in both universities under consideration, implementing some of its major techniques into ELT classes activities may be productive and result in quite a successful feedback.

5 Conclusion Analyzing the problem of critical thinking skills formation and development at ELT classes in a non-linguistic university with a limited number of credits and large groups, it should be noted that the best results can be achieved by implementing game activities tailored for groups, such as a round table, mini-conference, business game, scientific debates, etc., in the study process routine. Being creative by their nature, motivating students to actions, they involve the maximum of students’ cognitive abilities. In both universities under consideration – SPbSIT (TU) and SPbPU – these activities are regularly held. In SPbSIT (TU), the most exemplary ones are the contest for the best multimedia presentation and the conference for young scientists. As for SPbPU, it organizes such events as the Young Researchers Academy and the Students’ conference “Polytechnic Spring”. All the above-mentioned encourage students’ intellectual capacity, develop their critical thinking skills, promote communicative competence and improve the skills of information selection, classification and further representation in a written or verbal form, thus proving that critical thinking is indeed “considered to be one of the primary learning outcomes of higher education” [20].

References 1. Klimenko, M.V., Filimonova, T.M.: Formirovaniye navykov kriticheskogo myshleniya studentov na zanyatiyah po inostrannomy yazyku na osnove problemnyh situatsyi [Formation of critical thinking skills at ELT classes based on problem solving]. Vestnik Bryanskogo gosudarstvennogo universiteta [Newsl. Bryansk State Univ.] 4(34), 305–310 (2017). (in Russian) 2. Popova, Ye.A.: Formirovanie kriticheskogo mishlenya studentov v kurse distsiplini “Inostrannij yazik” kak factor professionalnoj kompetentnosti [Critical Thinking Formation as a Factor of Professional Competence]. Vestnik “Istoricheskiye nauki I arheologiya” MGLU [Newsl. Hist. Sci. Archeol. Moscow State Linguist. Univ.] 668, 167–180 (2013). (in Russian) 3. Kurland, D.J.: What is critical reading. http://www.criticalreading.com/critical_reading.htm. Accessed 12 Jan 2022 4. Karanja, L.: Teaching critical thinking in a college level writing course. Online J. Educ. Teach. (IOJET) 8(1), 229–249 (2021) 5. Ennis, R.H.: Definition: a three-dimensional analysis with bearing on key concepts”. In: Bondy, P., Benacquista, L. (eds.) OSSA CONFERENCE 2016, pp. 1–19. University of Windsor, Ontario (2016)

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6. Paul, R., Elder, L.: The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking Press, Dillon Beach (2010) 7. Paul R., Elder, L., Bartell, T.: California teacher preparation for instruction in critical thinking: research findings and policy recommendations. California Commission on Teacher Credentialing, Sacramento, California (1997) 8. Bailin, S., Case, R., Coombs, J.R., Daniels, L.B.: Conceptualizing critical thinking. J. Curric. Stud. 31(3), 285–302 (1999) 9. Dewey, J.: Psychology and Pedagogics of Thinking. How we Think. Dover Publications, Mineola, New York (1997) 10. Hitchcock, D.: Critical Thinking. https://plato.stanford.edu/entries/critical-thinking/#DefiCr itThin. Accessed 12 Jan 2022 11. Cosgrove, R.: Critical thinking in the oxford tutorial. Thesis submitted to the University of Oxford in partial fulfillment for the degree of M.Sc. in Higher Education. Trinity, Oxford (2009) 12. Hale, E.S.: A critical analysis of Richard Paul’s substantive transdisciplinary conception of critical thinking. Ph.D. dissertation. Union Institute & University, Cincinnati, Ohio (2008) 13. Mason, M.: Critical Thinking and Learning: Educational Philosophy and Theory Special Issues. Wiley, Hoboken (2008) 14. Thomas, P.E.: Critical thinking instruction in selected greater Los Angeles area high school. Ph.D. dissertation. Azuza Pacific University, California (1999) 15. Tatsumi, A.: Teaching critical thinking in the language classroom. https://www.cambridge. org/elt/blog/2018/04/04/teaching-critical-thinking/. Accessed 12 Jan 2022 16. Cottrell, S.: Critical Thinking Skills: Effective Analysis, Argument and Reflection. Macmillan International Higher Education, London (2017) 17. Terrell, S.S.: 10 Resources to Teach Your Students How to Spot Fake News. https://americ antesol.com/blogger/fakenews/. Accessed 12 Jan 2022 18. Chong, C.S.: How to identify fake news. https://www.etprofessional.com/how-to-identifyfake-news. Accessed 12 Jan 2022 19. Marone, M.: Critical Thinking: An Essential Skill for 2021. https://trainingindustry.com/art icles/leadership/critical-thinking-an-essential-skill-for-2021/. Accessed 01 Jan 2022 20. Bellaera, L., Weinstein-Jones, Y., Ilie, S., Baker, S.T.: Critical thinking in practice: the priorities and practices of instructors teaching in higher education. Think. Skills Creat. 41, 100856 (2021). https://doi.org/10.1016/J.TSC.2021.100856

Soft Skills as a Component of Foreign Language Training of Engineering Students Tatyana Klets(B) , Irina Korenetskaya , Anna Kuzmichenko , Svetlana Vodneva , and Svetlana Matsevich Pskov State University, Pskov 180000, Russian Federation [email protected]

Abstract. The present period of higher education development is characterized by the need to improve the professional training of engineering students, as well as the demand for the formation of soft skills that contribute to successful professional activity and effective interpersonal and intercultural interaction. However, employers often point to an unsatisfactory level of analytical, interpersonal and communication skills development of technical universities’ graduates. The analysis of engineering students’ professional training process indicates the absence of established practices for the formation of metasubject skills. The relevance of this study is due to the need to organize a systematic and purposeful work on the formation of soft skills among undergraduate students of technical profiles. According to the authors, the discipline “Foreign languages” has significant potential for personal self-development and students’ soft skills improvement. The aim of this study is a theoretical substantiation and experimental confirmation of the effective use of productive linguodidactic technologies for the soft skills formation. The methodological basis of the research is the integration of competence, productive and communicative approaches, which ensure the formation of foreign language communicative competence of students at the level necessary for solving social and intercultural problems in the context of international scientific, educational and professional cooperation. The results of the experimental study indicate the effectiveness of these approaches and the implemented pedagogical technologies for the soft skills development. Keywords: Engineering students · Foreign language · Productive technologies · Soft skills

1 Introduction The implementation of the competency-based approach in higher education in Russia suggests that one of the main indicators of the quality of vocational education is the training of specialists with both professional and universal competencies. The world educational community in this context uses the terms “hard skills” and “soft skills”. These two types of skills are required to increase the level of personal effectiveness of a specialist. The former are professional, technical knowledge and skills associated with job responsibilities and manifested in the implementation of practical activities. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 278–286, 2022. https://doi.org/10.1007/978-3-031-11435-9_30

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Soft skills are universal in relation to the subject area and demonstrate the integrity and maturity of an individual, they are relevant for any educated person, regardless of the specific professional field of activity [1, 2]. Therefore, the process of training a technical specialist should be focused on such aspects that will meet the modern requirements of the labor market, employers, national and international standards [3, 5]. Teaching a foreign language involves the development of not only speech skills, but ultimately mastering soft skills [6, 7]. However, the analysis of the state of the research problem showed that the potential of the discipline “Foreign Language” is not sufficiently realized and implemented by university teachers. The relevance of the undertaken research is due to the fact that, despite an active discussion of the students’ soft skills development problem in domestic and foreign literature, the level of their development is rather low. In addition, the question of strategies and technologies for teaching a foreign language that ensures the effectiveness of the soft skills development remains open. In our opinion, productive pedagogical and information and communication technologies meet modern requirements for improving the quality of foreign language education and contribute to the personal development of students. Based on the foregoing, the purpose of our study is to theoretically substantiate the need to develop soft skills among engineering students in the system of language training, as well as to summarize the experience of using productive technologies in foreign language instruction of undergraduate students of Pskov State University, aimed at optimizing the development of their soft skills. The object of the research is the process of forming soft skills of engineering students in the system of language training at the university. The subject of the study is productive technologies as tools of soft skills enhancing used in the foreign language teaching of undergraduate students. Within the framework of the purpose, it is necessary to solve the following tasks: to consider the concept of soft skills in the context of professional language education at a university, to identify soft skills to be formed in students of technical fields in foreign language learning, to develop a methodology for the formation of students’ soft skills. The scientific novelty of the study is to develop a methodology for the soft skills formation in the process of professionally oriented teaching a foreign language to students of a technical university.

2 Literature Review Analysis of scientific sources on the problem under study showed that the term “soft skills” is one of the main trends in the modern world. The topic of soft skills is not new, it is widely discussed within the framework of the ideas of internationalization of education and a common European educational space and appears in the English-language academic discourse in the phrases “key competencies”, “soft skills”, “transversal skills” or “transferable skills” [8]. Content analysis of the definition of “soft skills” allows us to state that there is no single definition of this term. However, almost all of them give rather a description of

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the notion than a definition itself. That means that whatever the notion is popular it is still understood quite diversely. Most scholars agree that the development of soft skills is assessed as a process of continuous transformation of a person throughout life. Soft skills involve the formation of the ability to set priorities for future professional growth, manage oneself and one’s time, and work effectively in a team [9, 10]. The researchers emphasize that the role of professionally-oriented education becomes the basis for the development of specialists who possess professional competencies and are able to navigate freely in their future professional activity and independently make the right decisions at the professional level [11, 12]. The most universal, in our opinion, can be considered the definition of “soft skills” as a set of non-specialized, cross-professional, “cross-cutting” skills, qualities and attributes of a person that contribute to successful participation in the labor process and positively affect career and labor productivity. These are socio-psychological skills that will be useful to a person in most life situations. Despite the terminological diversity of the content of the concept of “soft skills” observed in science, it is quite consistent and allows us to single out the components that are of great importance for a successful professional activity of future engineers and production managers. At present, the scientific and professional community has identified the soft skills most in demand on the modern labor market and created various models of soft skills. Based on the analysis of scientific research, the authors of the article identified the most common taxonomy, according to which soft skills include the following leading categories: 1) social and communication skills that contribute to the development of relationships with people, help to maintain a conversation, to behave effectively in critical situations when communicating with others (communication skills, teamwork and cooperation, leadership, social intelligence, responsibility, ethics of communication, presentation skills, and business writing); 2) cognitive skills - effective thinking skills that help make life and work more systemic (cognitive flexibility, critical thinking, creativity, the ability to solve complex problems, self-education skills, information skills, innovative thinking, analytical skills); 3) managerial skills which help to effectively control one’s state, time, processes (time management, stress management, negotiating, delegation of authority, ability to work in a multitasking environment, planning, goal setting, energy, enthusiasm, initiative, use of feedback); 4) personality attributes and components of emotional intelligence (empathy, tolerance, optimism, motivation, ability to manage one’s own and others’ emotions).

3 Methodology The research methodology included studying the problems of developing soft skills, analyzing the requirements of employers and the labor market, identifying soft skills relevant for engineering students, as well as defining and testing methodological tools for optimizing the personal self-development of university graduates in foreign language education. As theoretical research methods, we used the analysis of scientific and pedagogical literature on the problem and modeling the process of teaching English on the basis of productive activity. The empirical part of the study consisted in generalizing, processing

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and interpreting the results of experimental teaching of the English language in order to form students’ soft skills. To achieve these goals, scientific methods of observation, interviews, questioning, teachers’ expert evaluation and analysis of the products of students’ speech activity were used. The optimal and promising methodological tools for improving foreign language communicative competence and boosting soft skills are productive educational technologies based on communicative-activity, productive and competence-based approaches [13–15]. The technologies implemented by the authors of this paper for integrating soft skills in EFL classroom were the following. 1. Collaborative learning, group work with discussions and debates, project work contributed to socio-communicative and interpersonal skills development. Students discussed ethical issues concerning professional life, particularly specific cases which might occur in a workplace (conflicts, misunderstandings, pressure, differences and similarities among the employees, accepting or rejecting hierarchy). SWOT activities also developed cognitive and critical thinking skills. 2. Role plays and business games simulated staff meetings, job interviews, work-place discussions and situations which involved ethical issues and dilemmas, as well as provided feedback to colleagues, subordinates and supervisors. These activities contributed to the development of students’ managerial skills, critical thinking and personality attributes. 3. Problem-solving activities involved meaningful, real-life cases, ethical issues and dilemmas, which were engaging and interesting for the students. Embedding these activities enhanced creative and critical thinking and resulted in team building. 4. Delivering oral and poster presentations on specific issues related to students’ professional orientation improved speaking skills when working on effective communication. 5. Writing appropriate Curricula Vitae, cover letters and e-mails, official requests, reports or complaints were the activities which required the students to implement their writing and communication skills. It should be mentioned that the implementation of these activities was accompanied by the widespread use of information and communication technologies. The process of soft skills’ formation provides for a phased construction of training and includes the following stages: conceptual and target stage, content-procedural stage, assessment and performance stage. This technology is reflected in modeling. In this paper, the modeling method is used to determine the main patterns in the soft skills development within foreign language education (Fig. 1).

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Fig. 1. Methodical model of soft skills development as a component of foreign language training of engineering students.

The effectiveness of the use of educational technologies in the process of teaching English in non-linguistic areas was revealed in the experimental work during the autumn semester of 2021/22 academic year in the educational environment of Pskov State University. 85 students of the 2nd year took part in the experimental training. These engineering students mastered training programs in the following areas of undergraduate studies: “Construction”, “Safety Engineering”, “Automobiles and Automotive Industry”, “Ground Transport and Technological Means”, “Computer Science and Computer Technology”, “Information Systems and Technologies”, “Mechanical Engineering”. It should be noted that a degree of mastering soft skills is difficult to track, verify and clearly demonstrate, since their formation is based mainly on the acquisition of personal experience. In this regard, at the ascertaining and formative stages of experiential learning, in order to obtain an assessment of the degree of manifestation of soft

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skills, we organized students’ reflection as an element of feedback. Among the students, a questionnaire was conducted on self-assessment of the development of the following categories of soft skills – social-communicative, cognitive, managerial, emotional intelligence and personality attributes. The teachers also gave an expert assessment of the development of the required skills at the initial and final stages of experimental training based on criteria-level indicators.

4 Results and Discussion The results obtained from the conducted pedagogical experiment were analyzed qualitatively and quantitatively in order to provide methodology for further enhancing soft skills in the process of learning English. At the ascertaining stage, in order to identify an understanding of the phenomenon under study, students were asked to answer the question: “Do you know what soft skills are?” 64% of respondents gave an affirmative answer. Students also had to give an interpretation of the “soft skills” concept. The following answers were received: the ability to communicate, the ability to work in a team, the ability to quickly navigate the situation, not conflict with others, quickly negotiate, get along with people, not show aggression, restrain emotions, etc. These interpretations indicate that students are quite well aware of the meaning of this concept. Later, during the implementation of the formative experiment, the teachers focused the attention of students on the need to demonstrate various soft skills when working together to create the final speech product. The effectiveness of the experimental work was proved by a comparative analysis of the data obtained at the initial stage of the study and at the end of its formative stage.

Soft Skills 50 40 30 20 10 0

Low level (Initial stage)

Low level (Final stage)

Average Average level level (Initial (Final stage) stage)

High level (Initial stage)

High level (Final stage)

socio-communicative cognitive managerial emotional intelligence and personality attributes Fig. 2. Dynamics of soft skills formation at the initial and final stages of the pedagogical experiment (%).

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The percentage of the development of four generalized types of soft skills presented in the article was calculated as the arithmetic mean of the results of expert assessment by teachers and self-assessment of students (Fig. 2). This comparative analysis of the data allows us to conclude that students have positive transformations of soft skills after undergoing experiential learning. Therefore, in accordance with the results obtained at the ascertaining and formative stages of the pedagogical experiment, it is reasonable to conclude that the use of productive technologies in foreign language education contributes to the development of soft skills necessary for the personal and professional growth of future university graduates. Self-assessment of soft skills’ development, made by students in the course of questionnaires, as well as surveys, turned out to be lower than the expert assessment of teachers. However, during the training period, teachers came to the conclusion that, despite the awareness of the need and importance of fostering soft skills, students do not own the mechanisms of self-development and are not motivated to actively improve themselves. As a result, it becomes obvious that only a purposefully built system can have a positive effect in the formation of soft skills. An important component of such a system is the methodological content of the process of teaching a foreign language, aimed at developing the skills that are in demand. The considered modern learning technologies have a number of advantages compared to traditional knowledge-based technologies. Joint group interaction of students, high motivation, a transformative learning process, a high proportion of self-study of the material, the widespread use of digital resources and the Internet with available authentic materials and digital recording of information not only ensure the formation of a foreign language communicative competence of engineering students, but also contribute to the achievement of a priority task of developing soft skills.

5 Conclusion The conducted research shows that Russian higher professional education is currently oriented towards the concept of “soft skills” as the basis of employers’ requirements, rapidly changing labor market and terms of professional activity for university graduates. The development of soft skills today is assessed as a process of dynamic transformation of a person throughout their life. Modern society sets high demands on the training of specialists of engineering fields who should be able to conduct successful foreign language interaction at a professional level, therefore, soft skills are of paramount importance. Current trends require specialists to be mobile, interact productively with the environment, be socially adapted and effective communicators. We consider purposeful work on the development of soft skills as a promising area of pedagogical activity in a technical university. Foreign language instruction is the basis for fostering soft skills of a specialist. The results of students’ survey aimed at determining the level of soft skills development proved the effectiveness of integrating modern productive technologies in foreign language training as the most optimal and promising tools for implementing the process of engineering students’ soft skills formation. The authors of the article see prospects for further research in expanding the technological approach in the practice of teaching a foreign language, actively using the

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potential of extracurricular activities in a foreign language and introducing a variety of learning formats (for example, blended learning, flipped learning) that will ensure the effectiveness of a wide range of tasks in educational, cognitive, social and professionally oriented activities, and will also best meet the expectations of the students themselves.

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Genre Competence as a Means of Developing Cognitive and Activity-Based Components of Research Competence of a Modern Engineer Yuliya Ridnaya(B)

and Nataliya Kolesnikova

Novosibirsk State Technical University, Novosibirsk 630073, Russian Federation [email protected]

Abstract. Research competence of future engineers is an integrative characteristic of a personality, which implies mastering methodological knowledge, research techniques and readiness to use them in professional activity. Research competence consists of the following components: motivational, cognitive, activity-based and reflective. The study focuses on the development of cognitive and activitybased components of the competence. The initial stage of the study involved an assessment of a scope of knowledge including theoretical basis and methodology, necessary for conducting research (cognitive component) and research skills. The skill-set included an ability to work with sources on the topic of research work, to write primary and secondary scientific genres, to prepare and give oral presentation (activity-based component) acquired by bachelor programs graduates who were starters of a master program. The next research stage was to evaluate the knowledge and skills relevant to the cognitive and activity-based components of research competence acquired by the master students who had completed the course on academic writing aimed at forming and developing genre competence in scientific sphere. The evaluation was carried out through respondents’ selfassessment questionnaire. The final stage of the study entailed a comparison of the outcomes of two questionnaires. The course content and structure are briefly described in the article. The findings of the study demonstrate an improvement in the respondents’ level of competence in terms of the studied research knowledge and skills that confirms the effectiveness of the course aimed at forming and developing genre competence in scientific sphere. Keywords: Genre competence · Research competence · Academic writing course for master students · English · Russian

1 Introduction Research competence of future engineers is an integrative characteristic of a personality, which implies mastering methodological knowledge, research techniques and readiness to use them in professional activity. The research competence becomes of great significance in the conditions of changes caused by modern society.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 287–295, 2022. https://doi.org/10.1007/978-3-031-11435-9_31

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A strong need for the development of master students’ research competence is supported by the requirements of Federal State Educational Standard of Higher Education 3++ [1] to be realized while training masters in engineering programs. Moreover, to help young researchers identify a set of competencies that they need for successful professional development in science and other areas, the Model of competencies in science and related spheres was developed and presented by Coordination Council for Youth Affairs in the Sphere of Science and Education under the Presidential Council for Science and Education at the national digital platform “scienceid.net” [2]. So, we can conclude that the development of research competence is in the spotlight of both educators and politicians and there is still a need for a specific methodology for the development of young researchers’ competences. The study focuses on the development of cognitive and activity-based components of research competence through forming and developing genre competence in scientific sphere of master students of engineering programs in Russian and a foreign (English) language in the framework of the integrated course on academic writing. The effectiveness of genre competence as a means of developing cognitive and activity-based components of research competence is evaluated through respondents’ self-assessment questionnaire.

2 Literature Review There is a large volume of published studies describing the role of research activity for further development of national economy. Much attention is paid in the literature to training modern engineers who are able to do independent research. Therefore, the issues of development of young researchers’ competences, namely research competence, is of great importance for educators. Moreover, the search for methodology aimed at forming and enhancement of the competence remains an acute issue for methodologists and university curriculum designers. To create objective conditions and opportunities for the formation of research competence in the educational process a preliminary work on theoretical analysis of the concept and its essential characteristics is necessary. We believe it is reasonable, constructive and correct to designate the central concept of the article, due to the fact that domestic pedagogy has not yet formed a unified understanding of the concept. A number of national researchers make an attempt to define research competence. Khutorskoy defines research competence as “a set of knowledge in a certain area, availability of research skills (to see and solve problems on the basis of proposing and justifying hypotheses, to set a goal and plan activities, to collect and analyze necessary information, to choose the most relevant methods, to perform an experiment, to present findings), an ability to apply this knowledge and skills in a specific activity” [3, p. 457]. Kachalov describes research competence as “a quality of personality, a comprehensive ability to assess problems objectively, transform them into specific tasks, based on the skills to conduct research work” [4, p. 29]. Efricheva et.al give the following definition to research competence: “It is a set of knowledge, abilities, skills and experience in conducting research, obtaining a certain new knowledge, a new intellectual product, creating a new project, a new solution to a problem; qualities and skills that a person

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should show conducting effective research on any issue” [5, p. 61]. A different point of view on research competence is presented in the work by Slepneva, who characterizes the concept as “a complex of personal formations, including basic knowledge of research methodology and individual style of research activity, personal value attitude to it and readiness to transfer the formed research competencies to future professional activity” [6, p. 57]. As for foreign researches, there is a growing body of literature devoted to the issue of development of research competence and to the evaluation of the level of the competence. The studies are mainly limited by the category of respondents, e.g. doctoral students [7], faculty members of the college of criminology [8] and prospective elementary school teachers [9]. There is also an attempt to propose a method for the enhancement of students’ research competence level through leading a class research project. The study is also limited to the undergraduate students of nutrition and dietetics course [10]. Thus, having analyzed the literature considering the concept of research competence it is possible to claim that research competence can be defined as ‘set of knowledge’, ‘personal quality’ and ‘an ability to creative and productive research activity’. We believe that the mentioned above facts, obtained as a result of theoretical research, indicate the complexity and multidimensionality of the concept of research competence and there is a need in the methodology for developing the competence. In our study we support the idea of research competence as an ability to productive activity, an ability and readiness to create new intellectual products. We correlate the concept of research competence with the concept of genre competence in scientific communication sphere that is 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 communicative task of intercultural scientific communication using appropriate language and stylistic repertoires” [11, p. 410]. Hence, we suppose that a course on academic writing aimed at developing genre competence in scientific sphere of communication may encourage the development or enhancement of research competence of graduates of the course.

3 Methodology The study is based on the analysis of domestic and foreign scientific and methodological literature on the issues of development of research competence, analysis of its structure and evaluation of the level of formed research competence, the development of universal models of learning and teaching and models as a means of teaching at the higher education level. To confirm the hypothesis proposed at the beginning of the study and to evaluate the effectiveness of the course aimed at developing genre competence, respondents’ selfassessment questionnaire was used. The respondents were master students of engineering programs at Novosibirsk State Technical University, Russia: ten students specializing in Aircraft Engineering, twelve students, whose major is IT, twenty students taking master program in Physical Engineering. The total number of respondents was fortytwo. The initial stage of the study involved an assessment of a scope of knowledge including theoretical basis and methodology, necessary for conducting research, e.g.

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knowledge of terminology on the topic of master thesis both in Russian and English, knowledge of main terms of research work and their content (aim, tasks, topicality, hypothesis, etc.), knowledge of stages of research work, knowledge of a variety of scientific genres to present the findings (cognitive component) and research skills. The skill-set included the following abilities: to work with sources on the topic of research work, to write primary scientific genres (article, abstract to conference, etc.), to write secondary scientific genres (summary, abstract to article, review, etc.), to prepare and give oral presentation both in Russian and English (activity-based component), the abilities acquired by bachelor programs graduates who were starters of a master program. The second stage involved teaching the master students the academic writing course aimed at forming and developing genre competence in scientific sphere in Russian and English. The third research stage was to evaluate the knowledge and skills relevant to the cognitive and activity-based components of research competence acquired by the master students who had completed the course. The final stage of the study entailed a comparison of the outcomes of two questionnaires.

4 Results and Discussion 4.1 Development of a Questionnaire As a result of theoretical study, we have developed a questionnaire for master students’ self-assessment of the level of the formed research competence. The criteria used in the questionnaire were selected on the basis of analysis of research competence components. So, it is worth considering the structure of research competence. The general structure of research competence is presented as follows: motivational, cognitive, activity-based and reflective components [12, 13]. Since the focus of our study is the methodology for developing knowledge and skills in scientific sphere that are necessary for successful young researchers’ activity, the cognitive component including basic knowledge of the essence and technology of research activity and activity-based one evolving navigating the subject area of research; planning research activities; collecting, analyzing, and interpreting findings were considered. To evaluate the level of development of cognitive component, the respondents were proposed to self-evaluate the acquired knowledge according to the following criteria: Terminology. This criterion includes the knowledge of terminology on the topic of master thesis both in Russian and English. Main Terms of Research Work and Their Content. This criterion means the knowledge of the main terms of research work, e.g. aim, tasks, topicality, hypothesis, etc. Stages of Research Work. This criterion means the knowledge of steps or stages of research work to plan the activity and to prioritize actions. Variety of Scientific Genres. This criterion includes the knowledge of variety of scientific genres (primary and secondary) used to present the results of research.

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To evaluate the level of development of activity-based component of research competence before and after the completion of academic writing course, master students (starters and graduates) evaluated the following acquired skills (criteria): Working with Sources on the Topic of Research Work. The skill means an ability to deal with different sources of information in Russian and English (articles, books, monographs, patents, reports, etc.) on the topic of master thesis. Writing Primary and Secondary Scientific Genres. This criterion includes the skills in academic writing, namely, an ability to create primary scientific genres, e.g. article, abstract to conference, etc., and an ability to write secondary scientific genres, e.g. summary, abstract to article, review, etc. Preparing and Giving Presentation. The skill means an ability to prepare and present the results of research work in oral form. The respondents were supposed to evaluate the level of their knowledge and skills using 0–5 point scale. 4.2 Brief Description of Academic Writing Course The academic writing course aimed at developing genres competence in scientific sphere of communication is included into the curriculum of master programs in engineering at Novosibirsk State Technical University, Russia. The aim of the integrated course is to develop master students’ writing skills in Russian and English. The course was designed on the basis of cognitive approach [14], genre approach, the Bakhtin theory of speech genres and using the Intergenre model of scientific text [15]. The course includes the following modules: Scientific Literature, Theoretical Backgrounds of Summarizing and Abstracting, Writing Secondary and Primary Scientific Genres. Let us describe the content of the modules above and teaching objectives that are supposed to be achieved within each of the module. Module ‘Scientific Literature’ involves dealing with different sources of information on the topic of master student’s thesis. The teaching objective of the module is to form subject knowledge and skills, that is idea of information contained in the corpus of scientific and educational-scientific texts of a master student’s subject area and readiness to use them. The work within the module includes the following activities: reading scientific articles, books, abstracts and patents in English and translation the texts into Russian, filling in Literature Review Charts of articles, making up glossaries and lists of terms in English and Russian on the basis of the read articles, and analysis of the structure of English scientific technical articles.

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Module ‘Theoretical Backgrounds of Summarizing and Abstracting’ aims to form an idea about Russian and English scientific styles, language of science, rhetoric types, categorical features of a scientific text (dialogueness, hypothetical character, intertextuality, prospection, retrospection, informative density, etc.), an idea of variety of secondary scientific genres and their structural characteristics and readiness to use them, to form an idea about language and stylistic repertoires and linguistic means in Russian and English for creating scientific texts, taking into account the sublanguage of the subject area and a particular genre, and to form readiness to use them. Module ‘Writing Secondary and Primary Scientific Genres’ is intended to form an idea of structural and compositional features, schemes/models of scientific texts of different genres (secondary and primary), a standard set of blocks, that in some types of articles become a stable compositional and speech scheme, and to form master students’ readiness to use them, to form an idea about the Intergenre Model of Scientific Text. The components of the model correlate with stages of communication and cognitive activity of a scholar: problem situation, problem, idea, hypothesis, hypothesis proof, and conclusion [15, p. 565]. Writing activity involves creating summaries on the basis of analyzed scientific article on the master thesis, creating abstracts to conference and preparing and giving oral presentation on the topic of master thesis. Thus, being designed to develop genres competence in scientific sphere of communication, the academic writing course may help to solve a number of teaching objectives concerning the development of master students’ or future engineers’ and researchers’ knowledge and skills relevant to research competence. 4.3 Comparison of Results of Two Questionnaires To perform the final stage of our study we have compared the outcomes of two questionnaires, one conducted among starters of a master program taking the course on academic writing described above, another conducted among the same group of master students having completed the course. Table 1 and Table 2 reflect the results of self-evaluation of level of competences in terms of acquired knowledge (cognitive component) performed by starters of the course and the graduates, respectively. The number of respondents who evaluated their level of competence on 0–5 point scale is given in percentage of the total number of participants of the questionnaire. Let us formulate a number of conclusions: – there is a sharp increase in knowledge of terminology both in Russian and English; – the number of respondents who evaluated their knowledge of the main terms of research work and understanding their essence as ‘5’ has more than doubled; – the number of respondents who evaluated their knowledge of stages of research work as ‘4’ has also increased twofold; – there have appeared the respondents who evaluated their knowledge of variety of scientific genres as ‘5’ and they amounted 10%.

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Table 1. Self-assessment of level of research competence (Cognitive component. Starters). Criterion (knowledge)

Level of competence (number %) 0 1 2 3 4

Terminology

5

Main terms of research work and their content (aim, tasks, topicality, hypothesis, etc.) Stages of research work Variety of scientific genres

5

5

15

15

15

5

15 20

55 50

30 In Russian 25 In English

45

30

20

40

20

20

50

20

Table 2. Self-assessment of level of research competence (Cognitive component. Graduates). Criterion (knowledge)

Level of competence (number %) 0 1 2 3 4

Terminology 10

15

Main terms of research work and their content (aim, tasks, topicality, hypothesis, etc.) Stages of research work

5

Variety of scientific genres

15

15

10

50

25

35

5 40 In Russian In English 15

15

40

45

20

40

35

25

35

10

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The outcomes of self-evaluation of the level of competences in terms of acquired skills (activity-based component) performed by starters of the course and the graduates, respectively, have been interpreted as follows: – the figures show that 60% of respondents remained successful at working with sources both in Russian and English; the number of respondents who evaluated this skill as ‘4’ and ‘5’ is the same before and after the course; – there is a slight increase in the number of respondents who evaluated their skill to write primary scientific genres as ‘4’ and ‘5’; – the number of respondents who rated their skill to write secondary scientific genres as ‘5’ unfortunately has decreased; we suppose such results are due to their deeper understanding the genres peculiarities; – the number of respondents who evaluated their skill to prepare and give oral presentation in Russian as ‘3’ and ‘5’ has increased by 10%; at the same time the number of respondents who ranked the skill as ‘4’ has decreased greatly. – the number of respondents highly evaluating their skill to give presentation in English has decreased; we believe it is because of respondents’ practice in public speaking and giving presentation as the skill had been overestimated. To conclude it is important to state that there is an improvement in the respondents’ level of competences (cognitive and activity-based components of research competence) that is defined through self-evaluation. Moreover, the proposed teaching methodology for developing research competence through forming and enhancing genre competence in scientific sphere is universal as it can be used to teach any category of students without considering their major in contrast to the researches described in [7–10].

5 Conclusion As a result of theoretical study, the criteria for evaluating the level of master students’ research competence have been distinguished and the questionnaire for self-assessment of knowledge (cognitive component) and skills (activity-based component) acquired by the graduates of academic writing course has been developed. The results of the questionnaire show an increase in the number of master students who evaluated their knowledge and skills as ‘4’ or/and ‘5’. This confirms the hypothesis of the study that the academic writing course aimed at developing genres competence in scientific communication sphere can be effective for the development of cognitive and activity-based components of research competence and genres competence itself can be a means of enhancement of research competence.

References 1. Portal of Federal State Educational Standards of Higher Education. http://fgosvo.ru. Accessed 12 Jan 2022 2. Science-ID. https://www.scienceid.net. Accessed 12 Jan 2022

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3. Khutorskoy, A.V.: Kompetentnostnyj podkhod v shkole: ot projektirovanija k realizatsii [Competence approach at school: from design to implementation]. In: Dialogue of Cultures and Partnership of Civilizations, VIII International Proceedings on International Likhachev Scholarly Readings, pp. 456–458. Izd-vo SPb GUP [Publishing house of Saint-Petersburg University of the Humanities and Social Sciences], Saint-Petersburg (2008). (in Russian) 4. Kachalov, D.V.: Formirovanije issledovatel’skoj kompetentsii magistantov tekhnicheskogo vuza [Formation of research competence in technical college postgraduates]. Rus. J. Educ. Psycol. 2(46), 26–36 (2015). (In Russian) 5. Efricheva, O.Y., Melnik, I.V., Mikhailyukova, V.: S: Issledovatel’skaja kompetentsija: jejo sushchnost’ i soderzhanije [Research competence: its essence and content]. Aktualnye Issledovaniya 14(41), 59–62 (2021). (in Russian) 6. Slepneva, K.A.: Issledovatel’skaja kompetentsija magistrov po napravleniju ‘pedagogicheskoje obrazovanije’: analiz ponjatija [Research competence of master in the field “pedagogical education”; analysis of concept]. Int. Res. J. 01(55), 56–58 (2017). (in Russian) 7. Ismail, R., Sabahan Mohd Meerah, T.: Evaluating the research competence of doctoral students. Procedia Soc. Behav. Sci. 59, 244–247 (2012). https://doi.org/10.1016/j.sbspro.2012. 09.271 8. Gomez, M.-J.S., Panaligan, C.: Level of research competences and satisfaction of the faculty members from the college of criminology. Asian Acad. Res. J. Soc. Sci. Hum. 1(14), 269–280 (2013) 9. Khan, N.N., Lumbayeva, S.Z., Karsybayeva, R.K., Nabuova, R.A., Kurmanbekova, M.B., Syzdykbayeva, A.D.: Evaluation of the program effectiveness of research competence development in prospective elementary school teachers. Int. J. Environ. Sci. Educ. 11(18), 12299–12316 (2016) 10. Davidson, Z.E., Palermo, C.: Developing research competence in undergraduate students through hands on learning. J. Biomed. Educ. 2015, 306380 (2015). https://doi.org/10.1155/ 2015/306380 11. Kolesnikova, N., Ridnaya, Y.: Linguo-didactic aspect of integrated courses design. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 408–415. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-47415-7_43 12. Tunyk, A.V., Novgorodov, A.S.: Formirovanije issledovatel’skoj kompetentnosti u studenta v period obuchenija v vuze [Formation of students’ research competence in the period of studying at a university]. Actual Probl. Hum. Nat. Sci. 9, 390–395 (2014). (in Russian) 13. Ismuratova, S.I., Slambekova, T.S., Kazhimova, K.R., Alimbekova, A.A., Karimova, R.E.: Model of forming future specialists’ research competence. Espacios 39(35), 24 (2018) 14. Baranov, A.G.: Kogniotipichnost’ teksta (k probleme urovnej abstraktsii tekstovoj dejatel’nosti) [Cogniotypicality of text (towards the problem of levels of abstraction of textual activity). Speech Genres 1, 4–12 (1997). (In Russian) 15. Kolesnikova, N., Ridnaya, Y.: The integrated model as a basis for teaching academic writing in context of globalization. In: Rocha, A., Isaeva, E. (eds.) Perm Forum 2021. LNNS, vol. 342, pp. 560–569. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-89477-1_54

Game Technologies in the System of Teaching Engineering Students Socially Significant Genres of Professional Speech Natalia D. Desyaeva1(B) , Ekaterina A. Nikolaeva1 , Larisa A. Assuirova1 Svetlana A. Aliullina1 , and Irina I. Volkova2

,

1 Moscow Pedagogical University, Moscow 129226, Russia

[email protected] 2 Peoples’ Friendship University of Russia, Moscow 117198, Russia

Abstract. The purpose of the article is to substantiate the expediency of game modeling in the process of teaching students professionally significant speech genres of role-playing expert behavior. Expert speech behavior in the article is understood as participation in communicative interaction in order to form a structured view of an event in the addressee based on its scientific explanation. A characteristic feature of expert speech behavior is the integration of special knowledge and social orientation. The authors clarify the traditional structure of communicative situations of professional communication, highlighting in them the task of modeling the social behavior of the addressee and the expert image of the author of the speech. Based on the methods of content analysis of professional statements, modeling of situations of expert communication, and expert assessments, the authors of the article substantiate the importance of introducing into the educational process gamification techniques that allow creating game conditions for the role-based problem solving, motivating students to choose an expert role (provocative prescription techniques, creating unstable communicative situations, specifying the image of the addressee, organizing an unsigned polylogue, etc.). These techniques make it possible to include special microgenres in the speech behavior of future specialists that were not previously noted in the special literature: the statement of special communication conditions, the forecast of variable development of events, algorithmizing of the social behavior of listeners, etc., which increases the interactivity of the simulated situation of professional communication (the main condition for improving the effectiveness of professional speech behavior). Keywords: Genres of professional speech · Expert speech behavior · Interactive game technologies

1 Introduction It is generally accepted in modern speech studies that professional discourse consists of components, the specificity of which is determined by the nature of its participants’ activities. The scientific analysis of teaching professional communication to future engineers © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 296–300, 2022. https://doi.org/10.1007/978-3-031-11435-9_32

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is traditionally carried out regarding the content of training [1, 2], the teaching methods [2, 3], and the selection of didactic materials [4]. At the same time, the communicativesituational approach to teaching professional speech to engineering students often lacks any recognition. Currently, the communicative-situational approach is considered to be the basis for teaching professional communication [6–9, etc.]. In modern society, a specialist, including an engineer, increasingly acts as a communicator in a wide social space. It is possible to effectively model such a space (modeling communicative situations being the most effective method of developing professional speech) only if we take the mobility of its structure into account [6]. The most efficient means of teaching speech behavior in mobile communicative situations is gamification, which allows, without changing the main structural connections of the simulated space, making it an area of activity and thereby increase the students’ involvement and motivation and allow them to show their personal qualities. Gaming techniques gain particular importance in teaching professional speech for social interaction, as they allow students to master various communicative roles. In the latter case, a specialist applies verbal behavior that demonstrates his or her mastery of expert communicative. The purpose of expert speech behavior is to assess the situation on the basis of special knowledge so that listeners could make a certain decision or choice. So far, the problem of teaching the genres of expert speech to students has only been stated [9–11]; however, in modern sources there is no gaming technology that simulates expert speech behavior. The purpose of the article is to present an argument for game modeling in the process of teaching professionally significant speech genres of role-based expert behavior.

2 Materials and Methods The choice of communicative-situational approach for teaching socially significant speech genres predetermined our selection of research materials. These include the utterances of engineering specialists addressed to the population, website publications (http://www.mchsmedia.ru/), and the answers in student questionnaires. The analysis of 20 leaflets of the Ministry of Emergency Situations, 24 website publications, and 63 student questionnaires was carried out. The analysis was based on the methods of content analysis, modeling the situations of expert communication and expert assessments, as well as questionnaires for engineering students majoring in life safety and security.

3 Results and Discussion The study of the use of gaming techniques in teaching socially significant genres of professional speech to engineering students involves identifying the specifics of the communicative situation in which the texts of these genres are produced, the genre features of these texts, the specifics of expert speech behavior, and the educational functions of such techniques that allow creating gaming conditions for a role-based solution of professional problems.

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When engineering specialists in the field of life safety communicate with general population, two goals are most frequent: popularizing their activities and preventing dangerous behaviors. Each of the two communication goals is achieved only if a certain image of the author is presented in the text: it is the image of an expert. Scientific research emphasizes the importance of expertise as a leadership quality [11]. As the survey shows, even seniors rate their own expertise quite low (within 3–5 points out of 10 possible), accompanying the assessment with comments, the general meaning of which can be presented as follows: “I know how to do it, but I cannot tell others what to do”. At the same time, the same group of subjects showed high results in mastering professional terminology selected from special literature [12]. Modeling professionally significant communicative situations in the learning process, of course, contributes to the development of the expert consciousness of students, since “the presentation of activity in external speech is a necessary condition for understanding the experience of this activity” [16, p. 64]. A characteristic feature of expert speech behavior is the integration of special knowledge and the social orientation of an individual within one discourse and one genre. The analysis of publications on the Emergency Control Ministry website allows us to see that special knowledge is represented in text fragments in the scientific style, which literally permeates every expert statement. The social orientation of the individual is actualized with the help of certain rhetorical strategies: persuasion, demonstration, prevention, as well as multidirectional strategies of objectivity and subjectivity. The analysis of the corresponding utterances makes it possible to single out some specific structural and semantic components of professional speech that were not previously noted in the special literature: the statement of special conditions of communication, the forecast of the development of events, the algorithmizing of the social behavior of listeners. The algorithmizing of the audience’s social behavior is carried out both in a “hard” form that does not allow any deviations from the algorithm, and in a “soft” form, using the genre framework of advice and even request. The subject of socially significant professional speech of engineering specialists in the field of life safety is expressed using two cultural concepts: threat and rescue. Going to the level of concepts allows us to address situations of the popularization of the profession in hypertexts, works of fiction and popular science. The selection of speech genres for teaching expert verbal behavior to engineering students is based on the characteristics of the genre most fully described by Shmeleva [14]. According to the researcher, “speech is cast only in genres and cannot be comprehended and studied outside genres… Speech genre is a concept that is necessary not only for a realistic study of speech, but also for practice-based teaching” [17, p. 62]. When describing socially significant professional genres, we consider it necessary to pay attention to the integrative nature of their communicative goal (CG), which includes the parameter of informing the population (CG is to inform the population about an event, situation), the imperative parameter (CG is to induce action), and the assessment parameter (CG is to correlate the situation to the categories of “good”, “bad”, “danger”, “threat” etc.). Researchers note that professional speech provides minimal opportunities for linguistic implementation [10, 15, 16]. However, analysis of the statements of engineering

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specialists shows that the minimality of speech implementation concerns only the masks of the genre. A good command of various genres is a prerequisite for effective verbal behavior of an engineering specialist. However, in learning conditions, such behavior can be practiced only in a special situation – in the game conditions of the role-based problem solving. Game techniques have been traditionally used for the development of a specialist’s communicative competence [17, 18]. For teaching professional speech to engineering students, it is important to select the techniques that allow the simulation of mobile communicative situations. These techniques are based on the description of communicative situations and motivate students to manifest not only special, but also communicative and rhetorical competencies. For instance, a provocative prescription adds conflicting conditions to the description of a professional communicative situation; a student then has to make an independent choice in favor of one of them.

4 Conclusion Expert verbal behavior is a necessary component of the communicative competence for engineering students in the field of life safety, which, as a global communicative situation, is characterized by the instability of its components and increased mobility. Interactive game technologies, which involve communication planning based on incomplete data, operating in constantly changing conditions and choosing the means of communication with the objective of integrating the special knowledge and social orientation of the individual in a single utterance, allow modeling such communicative situations in the process of teaching socially significant verbal genres.

References 1. Bulgakov, V.V.: Experience in implementing a multi-level training system at a departmental university of the State Fire Service of the Ministry of Emergency Situations of Russia. Psychopedagogy Law Enforc. Agencies 1(76), 87–93 (2019). (in Russian) 2. Ippolitov, V.V., Shchukin, S.N.: Professional competence of a specialist of the Ministry of Emergency Situations of Russia. Fire Saf. Probl. Prospects 2, 55–57 (2012). (in Russian) 3. Ilyushina, T.E.: Structural and functional model of the development of communicative abilities of employees of the State Fire Service of the Ministry of Emergency Situations of Russia. Scientific notes of the P.F. Lesgaft University, vol. 9, pp. 79–85 (2011). (in Russian) 4. Ilyushina, T.E.: Structural and functional model of the development of communicative abilities of employees of the State Fire Service of the Ministry of Emergency Situations of Russia. Scientific notes of the P. F. Lesgaft University, vol. 9, pp. 79–85 (2011). (in Russian) 5. Blended Learning: Across the Disciplines, Across the Academy (New Pedagogies and Practices for Teaching in Higher Education). Stylus Publishing, Virginia (2011) 6. Bogan, B., Ogles, M. R.: Blended learning: a course guide for mixing technology with instructions in all classrooms. TN: UCM Management, Murfreesboro (2016) 7. Desyaeva, N.D., Khaimovich, L.V.: The potential of an educational event as a means of organizing communication in an electronic educational environment. Sci. Res. Dev. Mod. Commun. Stud. 7(6), 42–46 (2018). (in Russian)

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8. Iskalin, V.I., Skibnevskaya, T.G., Tuz, N.V., Vasilyeva, L.V.: Method for identifying linear correlations between indicators of population life quality in regions of the Russian Federation and fire fatalities among children. Curr. Fire Saf. Issues 1(7), 20–27 (2021). (In Russian) 9. Archimuk, A.N.: Communication difficulties and communication barriers in the professional activity of employees of the Internal Affairs Bodies of the Russian Federation. In: Training of Personnel for Law Enforcement Agencies: Modern Trends and Educational Technologies. Materials of The Twentieth All-Russian Scientific and Methodological Conference, Irkutsk, pp. 294–297. (2015). (in Russian) 10. Ermolaeva, Zh.E.: Formation of professional speech of specialists of the Ministry of Emergency Situations by creating a terminological dictionary in the field of fire safety. Concept 12, 176–180 (2015). (in Russian) 11. Sergeeva, A.S., Kirillov, B.A., Voronina, E.: Automated identification of expert knowledge in professional virtual communities. Prospects Dev. Inf. Technol. 19, 59–61 (2014). (in Russian) 12. Puchkov, V.A.: Civil Protection: An Encyclopedic Dictionary, 3d edn. All-Russian Research Institute for Civil Defense and Emergency Situations of the Ministry of Emergency Situations of Russia, Federal Center for Science and High Technologies, Moscow (2015) 13. Deikina, A.D.: Axiological methodology of teaching the Russian language. Ministry of Science and Higher Education of the Russian Federation, Moscow Pedagogical State University, Moscow (2019). (in Russian). 14. Shmeleva, T.V.: Genre studies? Genristics? Genology?. In: Sedov, K.F. (ed.) Anthology of Speech Genres: Everyday Communication, pp. 62–67. Labirint, Moscow (2007). (in Russian) 15. Abramenko, E.V.: Formation of communicative competence of technical university students. Nizhnevartovsk State Univ. Rev. 4, 22–27 (2019). (in Russian) 16. Gilmanov, F.F.: Pedagogical conditions for the development of professional competence of employees of the State Fire Service of the Ministry of Emergency Situations of Russia. Review of the A.I. Herzen Russian State Pedagogical University, vol. 2, pp. 34–37 (2008). (in Russian) 17. Dorozkina, E.G., Kulakova, T.: Experience of activity-oriented teaching during formation of communicative competence of the students. Actual Probl. Time Sci. Soc. 2, 24–28 (2019). (in Russian) 18. Kalugina, Yu.V., Mustafina, A.R.: Analysis of the educational quest as a pedagogical technology. In: Teacher of the XXI Century, vol. 4, pp. 253–259 (2016). (in Russian)

Educational Environments

Learning Motivation of Students of Adaptive Learning Platforms Svetlana A. Kochurina(B)

, Olga O. Fedorova , and Konstantin P. Zakharov

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

Abstract. This article is devoted to the research of learning motivation of students studying at Plario - an adaptive learning platform developed by ENBISYS company in cooperation with Tomsk State University. The adaptability of Plario is due to the presence of an individual path of mastering skills, which is updated when students complete tasks proposed by the platform. The system of student motivation in Plario is built ambiguously. At the same time, reference to learning motivation of students is necessary for organizing effective educational process. Thus, the aim of this research is to diagnose the learning motivation of students, their attitude to the adaptive learning platform to improve the student motivation system in Plario. The target audience is the 1st year students, who study mathematics on this platform. The research was carried out in the format of an online survey using the questionnaires “Academic motivation scales” (Gordeeva T. O.), “Need for goal achieving” (Orlov Yu. M.) and the specially designed questionnaire to study the attitude towards learning on Plario. The obtained data on learning motivation were comprehensively studied taking into account the portrait of the research audience. Based on the results obtained, recommendations for development of Plario were drawn up. Keywords: Adaptive learning · Learning platforms · Learning motivation · Students

1 Introduction Adaptive learning is one of the leading trends in education due to new technologies involving big data and learning analytics. Such systems allow to adapt educational process taking into account a current learner performance in various aspects: emotional condition of the student, their motivation and, the aspect which occurs most often, a current level of knowledge [1]. It baselines adaptation model which determines the what and how should be adapted. Depending on the model for various systems, adaption objects are as follows: content (Smart Sparrow, MyLab, etc.), tasks (ALEKS, LearnSmart, etc.), and also the order of provided course materials (Knewton, Plario, etc.) [2]. In the latter case, to form individual educational path depending on the current knowledge level, the BKT algorithm can be applied. This approach is used in the adaptive platform © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 303–310, 2022. https://doi.org/10.1007/978-3-031-11435-9_33

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Plario – a product, developed by ENBISYS in collaboration with the Tomsk State University. Plario adaptability is provided by individual path of obtaining skills, which is updated when tasks are solved. Thus, educational process is a path from mastered skills to untrained ones in accordance to interdependencies between them. Target audience of the adaptive platform at university are first-year students which have different Math, Physics or Chemistry skills. It allows Plario to equalize the level of skills in disciplines. As a rule, curriculum modules completion is supervised by a professor from invitation to take a course to discussion of the end results. Hence, motivation of students to learn on the adaptive platform is mostly provided by university. The system of student motivation for using the Plario is built ambiguously, without relying on the results of student diagnostics and literature review data. Presently elements that support learning motivation include access to the system at any time and in any place, approving comments, virtual cups, and visualization of the skill levels. At the same time, reference to learning motivation of target audience is crucial when organizing an effective educational process [3]. Motivation is dynamic, which means that educational environment improvement, including the adaptive system, can contribute to motivation increase [4, 5]. To provide it, it is important to change the factors that make negative impact on learning motivation and implement new methods to maintain and develop it. Concerning this, the aim of the current study is the research of attitude towards the adaptive platform use in educational process and diagnosis of learning motivation of students. Data received will be the basis for recommendations on the Plario improvement.

2 Literature Review Learning motivation is a complex, multidimensional structure, which is also situational in the context of e-learning [6]. In this case, the most suitable theory of learning motivation is the Self-Determination Theory (SDT) [7]. In accordance with this approach, the motives of the activities performed, including learning ones, are differentiated into internal and external. In case of internal motivation, a person is directly interested in the performed activity, while in the case of external motivation, it is only a means to achieve other goals [8]. The literature contains examples of learning motivation studies in the context of e-learning. Thus, the level of internal motivation of students in distance and traditional learning [3], ways to maintain motivation in conditions of distance education [9], and, in particular, the use of contextual support for online learning in the framework of the SDT theory [7] were studied. The article [10] showed how various mobile-learning tools are related to motivation, basic psychological needs, and student’s achievements. In addition, the influence of e-learning on students motivation [11], as well as the nature of online learners motivation [6], is being studied. There are not many published studies on the learning motivation of students in the adaptive learning systems, as a form of online and distance education. This is due to the lack of practical material, since few universities apply such systems to the learning process [12]. A study of self-regulated learning skills, which also affect involvement in the learning process, was conducted among the students of the ALEKS adaptive system [12]. The diagnostic results showed that after 4 months of using the system, the

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overall assessment of students’ self-regulated learning skills inadvertently decreased significantly. The authors suppose that such changes may be associated with the lack of motivation, the complexity of tasks, and dissatisfaction with the interface, etc. The introduction of adaptive learning elements into the educational process and the study of their influence on learning motivation was described in [13, 14]. Updating the NanoTecLearn learning platform did not lead to a significant increase in learning motivation; for this purpose, the authors recommend considering alternative options for improving the system: integration of short educational videos, interactive tests or gamification [14]. At the same time, in the study on the adaptive system development for learning to play a drum kit, it is shown that tasks are generated in real time and feedback on the quality of performance has a positive effect on students motivation [13]. An increase in motivation due to the competitive mechanism in training using the ISCARE system was studied in [5]. It is shown that the negative emotions, that competition can create, can be reduced by combining students with a similar level of knowledge, using an adaptive algorithm. In its turn, to increase motivation, real-time updated ratings are offered, an assessment system that takes into account not only the correctness, but also the quality of assignments, etc. The Plario adaptive platform is rarely mentioned in publications [2], and there have been no studies of any personal traits of the system users before. In this case, this research has an unequivocal novelty and practical value.

3 Methodology Theoretical framework of this research is built on the Self-Determination Theory (SDT) in the context of instructional design [6, 7] and the concept of intrinsic and extrinsic learning motivation according to SDT [15], the recent research of motivation in e-learning [11, 16] and productive and discouraging factors for effective e-learning [3, 6]. The research carried out diagnostics of learning motivation of the Plario students for the purpose of instructional design of a motivation system. In addition, we take into account the opinion of students about the existing advantages and limitations of the adaptive platform using specially designed questionnaire. The obtained data analysis in this study contained both quantitative and qualitative analyses. The quantitative data analysis was run via IBM SPSS Statistics 28 using Spearman correlation, Student’s t-test and MannWhitney U comparative analysis. 69 first-year students of Tomsk State University (TSU, 66%) and Almetyevsk State Oil Institute (ASOI, 34%) studying Math on the adaptive platform Plario participated in the research as respondents. Students educational path is connected with the following disciplines – Programming Engineering (27%), Oil Industry (20%), Economics and Management (16%), Physics and Technics (15%), Chemistry (12%), and Math (10%). The age of 78% of students is 18 years old, the number of male and female students is almost the same (49% and 51%, respectively). The research was carried out in the format of an online survey using a Google form, which was integrated into Plario. Respondents completed an online survey upon completion of the training module. Due to a different speed of the material learning, data collection was conducted for almost 3 weeks at the end of the semester before the exams. The Google form included the questionnaires “Academic motivation scales” (Gordeeva

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T. O., Sychev O. A., Osin E. N.) [17], “Need for goal achieving” (Orlov Yu. M.) [18] and the specially designed questionnaire for the research of attitude towards learning on the adaptive platform Plario. The “Academic motivation scales” questionnaire was used to diagnose the dominant learning motives of students. The short version of the questionnaire contains 16 statements that are variants of answers to the question: “Why are you currently attending classes at university?” The degree of agreement with the reason is assessed according to the 5-point scale. The statements are grouped into four scales: 1) internal motivation for knowledge, which characterizes interest and pleasure in the learning process; 2) intrinsic achievement motivation, which describes the desire to achieve the highest possible results in studies; 3) external introjected regulation, which is caused by a sense of shame and a sense of duty to oneself and other significant people; 4) external extrinsic regulation, which is caused by the requirements of society [17, 19]. To diagnose the need and persistence in achieving goals, striving to improve their results, the questionnaire “Need for goal achieving” was used [18]. It is recommended for researching the impact that achievement motivation makes on the effectiveness of activities, including learning. The questionnaire includes 23 statements; the agreement is assessed by choosing an option “yes” or “no”. The more points the respondent gets in total, the more expressed their need for goal achieving is. To study the attitude to the use of Plario in educational process, there was created the questionnaire. including questions about the quality of learning on the adaptive platform, its advantages, limitations and development prospects, besides a block of socio-demographic characteristics of the respondent. Also, several questions of the questionnaire are devoted to the attitude to digitalization of education and the quality of disciplines studying, depending on their profile.

4 Results 4.1 Attitude Towards Learning on Plario The Plario users survey showed positive attitude to digital technologies at university (93%). Among the most effective ways of online education are online courses (65%), test programs (57%) and adaptive learning systems (57%). Students are quite satisfied with Plario actually, pointing out usefulness (78%) and usability (81%) of the adaptive platform. Math (62%), Physics (38%), Psychology (38%) and Programming (36%) are mentioned among the curricula student would like to continue. Among prospective areas for implementation were noted the following: identification of skilled students and their profiling based on the results of work on the platform (45%); a competitive game mechanism of student interaction on the platform (43%); 3Dvisualization of physical or mathematical concepts (42%), introduction of new subjects and modules (42%). Among the most significant learning opportunities on Plario are the availability of the necessary training materials in one place (99%) and platform accessibility at any time (96%). At the same time, the difficulties in working on the adaptive platform for the majority of respondents were associated with the huge amount of course materials (48%)

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and the difficulty of practical tasks completion due to the lack of teacher’s explanations (42%). Motivation-related question of the questionnaire was “How do you feel about studying non-major subjects at university in comparison to major ones?”. Most of the respondents noted studying all disciplines with the same quality (48%) or put effort only to get a good mark on the exam (36%). 14% of students put minor effort only to pass non-core-subject exams, and only 1% do not attend non-core subject classes at all. 4.2 Learning Motivation and the Need for Goal Achieving The results of the diagnosis of learning motivation and the need to achieve goals were comprehensively studied via the SPSS program. Descriptive statistics were computed for each of the four scales of the questionnaire “Academic motivation scales”, resulting in measures of motivation for knowledge (M = 16.41, SD = 3.09), achievement motivation (M = 15.06, SD = 3.63), introjected regulation (M = 12.96, SD = 4.97), and extrinsic regulation (M = 12.09, SD = 4.70). The level of internal motivation for knowledge and achievement motivation above the average was found in 26% and 30% of students, decreased – only in 7% and 6%, respectively. Increased values of external introjected and extrinsic regulation were found in 23% and 28%, respectively, below the average – 17% of students for each variable. The data were analyzed according to the audience profile. The Mann-Whitney test showed no significant differences in 4 scales of learning motivation for the male and female sample. However, depending on the university, there are significant differences in statistics: students of ASOI have higher values in terms of introjected regulation and extrinsic regulation, than students of TSU (Table 1). Table 1. External motivation depending on the university. Scale

Average ASOI students rank

Average TSU students rank

Mann–Whitney U value

Significance level

Introjected regulation

45.71

30.15

678.500

0.004

Extrinsic regulation

48.68

29.00

735.000

0.000

Descriptive statistics were computed for variable “need for goal achieving” (M = 12.49, SD = 2.25). The distribution for this indicator is normal. The Student’s t-test used for comparison showed no differences by gender and university. Spearman’s correlation showed no significant interdependence between the 4 scales of the “Academic motivation scales” and “Need for goal achieving” questionnaire. At the same time, a negative correlation was found between the scales “motivation for knowledge” (−0.396 with p = 0.001) and “achievement motivation” (−0.344 with p < 0.01) with the difference in students’ attitude towards the study of non-core disciplines as compared to major ones.

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5 Discussion According to the results of diagnostics of the Plario students, the values of academic motivation on 4 scales and the need to achieve the goal turned out to be within the average values [17, 18]. As a rule, this indicates the predominance of internal motives for learning over external ones within the studied group of students. This is indirectly evidenced by the fact that the majority of students qualitatively approach the study of both specialized and non-core disciplines. It should be noted that according to the correlation analysis, this is more typical for students with high rates of intrinsic motivation. This confirms that the learning motivation explains the degree to which learners pay attention to the learning requirements, or their engagement with learning [9]. Also, statistical methods for processing the results of diagnostics showed that ASOI students have more pronounced external learning motivation, compared to TSU students. This can be explained by the fact that the respondents from the ASOI, for the most part, study in the oil and gas field, which is often considered a guarantee of good wages. It is important to note that internal motivation for knowledge and achievement motivation have an increased value in almost a third of students. Since it is the intrinsic motivation that is the most important condition for academic achievement [8], we can expect good academic performance for at least this group of students. Correlation of the received data with the results of training on Plario is one of the directions for further research. In addition, in the future it is worth considering Plario in the context of theories of learning motivation [16] to identify the advantages and limitations of the adaptive system, and to identify directions for its development in this aspect. Based on the data obtained, we can discuss the recommendations for Plario improvement. The learning motivation of the Plario students should, first of all, be supported. On the part of the adaptive platform, this can be ensured by the quality of the interface, teaching materials, as well as the response to student feedback on the quality of learning on Plario. Thus, in accordance with the results of the survey on attitudes towards learning on Plario, the platform turned out to be useful for the majority of respondents. The materials provided allow students not to waste time searching for educational information and checking its correctness. In addition, the adaptive platform is available at any time, which also has a positive effect on the motivation to study on Plario. A negative factor can be called the influence of a large academic load in the conditions of independent study of the material. This may be due to an insufficient balance between skills and difficulty of presented problems [6]. In this sense, the way out can be to turn to research on this issue to find the optimal solution [6, 20], as well as the presence of a forum or an educational community on the platform for discussing problematic issues. Furthermore, the interaction of students can be carried out through competitive game mechanism. Other promising areas for Plario’s development can be the following: talent identification and profiling, visualization of the concepts being studied, and expansion of the network of interacting universities.

6 Conclusion Diagnostics of motivational formations is a crucial source to build an effective educational process. Current work contains the study of the learning motivation of the Plario

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students, as well as their attitude to the use of adaptive platform in educational process. Survey results identified the advantages, limitations and promising directions for the development of Plario, which are shared by the majority of students. Diagnostics of learning motivation showed that internal motivation prevails over the external one. According to the data obtained, recommendations for development of Plario were drawn up. First, maintaining a balance between skills and difficulty of the given tasks can support competence of students. Second, the presence of a forum or competitive game mechanism can provide an effective communication of students. A limitation of this work is a small number of respondents. This is primarily due to the order in which the questionnaire was submitted to the respondents: students received a link to the Google form directly on the platform immediately after completing any training module, however, the speed of the material learning is not the same. The study will continue with a change in the survey conditions. Acknowledgements. The research was carried out with the support of ENBISYS company. The authors are grateful to a Plario analyst for participation in creating a questionnaire for the study of attitudes towards learning on the adaptive platform and data collection.

References 1. Plass, J.L., Pawar, S.: Toward a taxonomy of adaptivity for learning. J. Res. Technol. Educ. 52, 275–300 (2020). https://doi.org/10.1080/15391523.2020.1719943 2. Vilkova, K.A., Lebedev, D.V.: Adaptivnoe obuchenie v vysshem obrazovanii: za i protiv [Adaptive learning in higher education: pros and cons]. National Research University Higher School of Economics, Moscow (2020).(in Russian) 3. Fırat, M., Kılınç, H., Yüzer, T.V.: Level of intrinsic motivation of distance education students in e-learning environments. J. Comput. Assist. Learn. 34, 63–70 (2018) 4. Monterrat, B., Lavoué, E., George, S.: motivation for learning: adaptive gamification for web-based learning environments. In: Proceedings of the 6th International Conference on Computer Supported Education (CSEDU 2014), Barcelona, Spain, pp. 117–125 (2014) 5. Muñoz-Merino, P.J., Molina, M.F., Muñoz-Organero, M., Kloos, C.D.: Motivation and emotions in competition systems for education: an empirical study. IEEE Trans. Educ. 57, 182–187 (2014). https://doi.org/10.1109/TE.2013.2297318 6. Hartnett, M.: Motivation in Online Education, 1st edn. Springer, Singapore (2016). https:// doi.org/10.1007/978-981-10-0700-2 7. Chen, K.-C., Jang, S.-J.: Motivation in online learning: testing a model of self-determination theory. Comput. Human Behav. 26, 741–752 (2010). https://doi.org/10.1016/j.chb.2010. 01.011 8. Gordeeva, T.O., Sychev, O.A., Osin, E.N.: Vnutrennyaya i vneshnyaya uchebnaya motivaciya studentov: ee istochniki i vliyanie na psihologicheskoe blagopoluchie [Internal and external learning motivation of students: its sources and impact on psychological well-being]. Voprosy Psihologii 1, 35–45 (2013). (in Russian) 9. Hartnett, M.: Motivation in distance education. In: Moore, M.G., Diehl, W.C. (eds.) Handbook of Distance Education, pp. 145–157. Routledge, New York (2019) 10. Jeno, L.M., Vandvik, V., Eliassen, S., Grytnes, J.-A.: Testing the novelty effect of an mlearning tool on internalization and achievement: a self-determination theory approach. Comput. Educ. 128, 398–413 (2019). https://doi.org/10.1016/j.compedu.2018.10.008

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11. Harandi, S.R.: Effects of e-learning on students’ motivation. Procedia Soc. Behav. Sci. 181, 423–430 (2015). https://doi.org/10.1016/j.sbspro.2015.04.905 12. Harati, H., Sujo-Montes, L., Tu, C.-H., Armfield, S.J.W., Yen, C.-J.: Assessment and learning in knowledge spaces (ALEKS) adaptive system impact on students’ perception and selfregulated learning skills. Educ. Sci. 11(10), 603 (2021). https://doi.org/10.3390/educsci11 100603 13. Konecki, M.: Adaptive drum kit learning system: impact on students’ motivation. In: Proceedings of the 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO), Opatija, Croatia, pp. 808–812. IEEE (2020). https://doi. org/10.23919/MIPRO48935.2020.9245239 14. Bauer, M., Schuldt, J., Krömker, H.: Evaluation of learning motivation within an adaptive e-learning platform for engineering science. In: Proceedings of the 12th International Conference on Computer Supported Education (Volume 2: CSEDU), pp. 64–73. SciTePress, Setúbal (2020). https://doi.org/10.5220/0009350600640073 15. Ryan, R.M., Deci, E.L.: Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemp. Educ. Psychol. 61, 101860 (2020). https://doi.org/10.1016/j.cedpsych.2020.101860 16. Prudnikova, T.A., Poskakalova, T.: Zarubezhnyj opyt primeneniya informacionno- kommunikacionnyh tekhnologij v celyah povysheniya uchebnoj motivacii [The experience of Application of Information and Communication Technologies (ICTs) as a Tool to Enhance Learning Motivation]. J. Mod. Foreign Psychol. 8, 67–82 (2019). https://doi.org/10.17759/jmfp.201908 0207. (in Russian) 17. Gordeeva, T.O., Sychev, O.A., Osin, E.N.: Oprosnik «Shkaly akademicheskoi motivatsii» [The Questionnaire «Academic motivation scales»]. Psikhologicheskii zhurnal [Psychol. J.] 35, 98–109 (2014). (in Russian) 18. Il’in, E.P.: Motivaciya i motivy [Motivation and Motives]. Piter, St. Petersburg (2006) 19. Utvaer, B.K., Haugan, G.: The academic motivation scale: dimensionality, reliability, and construct validity among vocational students. Nord. J. Vocat. Educ. Train. 6, 17–45 (2016). https://doi.org/10.3384/njvet.2242-458X.166217 20. Jansen, B.R.J., Louwerse, J., Straatemeier, M., Van der Ven, S.H.G., Klinkenberg, S., Van der Maas, H.L.J.: The influence of experiencing success in math on math anxiety, perceived math competence, and math performance. Learn. Individ. Differ. 24, 190–197 (2013). https://doi. org/10.1016/j.lindif.2012.12.014

Assessment of Undergraduates’ Conflict Competence: Experimental Research Irina Rogozina1 , Natalia Buhner1(B) , Irina Zhernosenko2 Margarita Starchikova3 , and Oksana Kozina4

,

1 I. I. Polzunov Altai State Technical University, Barnaul 656038, Russian Federation

[email protected]

2 Altai State Institute of Culture, Barnaul 656055, Russian Federation 3 Altai State Medical University, Barnaul 656038, Russian Federation 4 Altai State Pedagogical University, Barnaul 656031, Russian Federation

Abstract. This study examines the effects of conflict training on conflict competence. The conflict training was a 17-week Conflictology course introduced in the curriculum for electrical engineering undergraduates at I.I. Polzunov Altai State Technical University in 2019. The purpose of the study carried out in 2020 was to determine the dynamics of their conflict styles in response to the conflict training. The main tool of the study both at the pretest and posttest stages was a conflict resolution task followed by an open question. The responses to the question containing verbal markers of conflict styles served as a basis for tracking individual transitions from one conflict style to another. At the pretest stage, 60.3% of the responders used verbal markers that were indicative of conflict avoiding, while 35.2% produced the verbal markers of competing in their answers. Completion of the conflict resolution task at the posttest stage revealed no changes in the conflict styles of the responders who chose competing as the solution to the conflict resolution task. At the same time, the posttest data showed significant improvement in conflict competence of those responders who initially leaned toward avoiding (53.7%). Keywords: Conflict competence · Conflict style · Conflict training · Conflict resolution task · Verbal markers of conflict styles

1 Introduction Modern societies place increasing demands on the quality of engineering graduates. These demands are based on a special role played by integrating humanities into training engineering undergraduates. One of the important and expected results of the integration is further development of students’ conflict competence necessary for overcoming barriers to effective communication while ensuring dynamic teamwork to successfully meet the challenges of the upcoming professional activities. As employers are looking for conflict competent graduates, Russian technical universities are facing the challenge of providing their undergraduates with tools to develop © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 311–319, 2022. https://doi.org/10.1007/978-3-031-11435-9_34

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conflict competence. Teaching Conflictology at Russian higher technical educational establishments has a short history, which strengthens the call for gaining a better understanding of how to effectively train technical undergraduates in conflict resolution skills. As a result, it is critical that effective tools to assess the development of the required skills are worked out to ensure the students’ ability to use productive conflict resolution strategies and constructively manage conflict in their future workplace. The present study attempts to address this pressing issue.

2 Literature Review Research on conflict competence gives reason to consider it a dynamic mental structure that develops throughout an individual’s lifetime and undergoes changes depending on the most relevant tasks that are supposed to be solved at a certain stage of life. Although conflict competence starts developing from early childhood, it does not seem to become the focus of research most likely due to its lesser relevance for this age. In the bulk of research literature, the ability to resolve conflicts is regarded as an aspect [1–3], as well as a skill [4–8] of children’s social competence. Conflict competence as a term of its own has been used in relation to adolescents, traditional age university students, and adults. Development of conflict competence has been a topic of intense study for quite a few years. Researchers give definitions of conflict competence concerning their field of study [1, 7, 9–12], single out conflict competence components [13, 14], and work out its models [10, 15–17]. In addition, there are a significant number of publications focused on effective conflict management. They contain recommendations addressed to professionals specifying how they can develop conflict competence and how they can help students resolve conflicts [5, 18–21]. Applied research papers are centered on the assessment of conflict resolution skills in children, adolescents, traditional age undergraduate students, and adults. However, they are fragmented and lack consistency. Some researchers assess behavioral changes resulting from conflict resolution programs [6, 22]. Others, using the Thomas-Kilmann Conflict Mode Instrument, identify conflict handling styles that high school students [12] and school teachers [20] adhere to in conflict situations. Studying interpersonal conflicts, Kovalevskaya et al. rank conflict competence components in order of importance as adaptive-operational, cognitive, functional-active, personal regulatory based on a questionnaire, containing 16 statements which their responders (undergraduate students of humanities) rated on a 5-point scale [14]. Using a psycho-diagnostic questionnaire, Khudaeva determines levels of conflict competence in adolescents (ages 11–14) [23]. Leighton explores the impact of fear of negative evaluation (FNE) on conflict competence among undergraduates based on correlation analysis between FNE and conflict resolution styles [8]. Hence, the literature review indicates the need to work out tools to assess conflict competence as well as to expand empirical research on developing conflict resolution skills in individuals of different ages, including university undergraduates who are about to enter the workforce.

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3 Methodology Following the trend of integrating humanities into training engineering undergraduates, I. I. Polzunov Altai State Technical University introduced a course of Conflictology in the curriculum for electrical engineering bachelor students in 2019. As this study sought to explore whether the conflict training had an impact on conflict styles, the intention was to sample 68 electrical engineering undergraduates who took a seventeen-week Conflictology course in 2020. For the purpose of obtaining qualitative data, a conflict resolution task was used as the main tool of the study. The conflict resolution task included a description of a conflict situation and an open question that did not prevent the responders from giving detailed answers which were not limited by the assumptions of the researchers. As a result, the conflict resolution task made it possible to elicit responses containing verbal markers that represented the responders’ way of acting in conflict situations, i.e. their conflict styles. The study was conducted anonymously in two stages, and the same conflict resolution task was given before and after the conflict training to explore its impact on the responders’ conflict styles. The conflict resolution task was formulated as follows: “Suppose, there is a self-righteous person in your student group. He/she demonstrates his/her superiority and dictates what should and should not be done.” To get information on how respondents usually act in conflict situations, we formulated the pretest open question as follows: “What actions do you usually take toward such people?” The posttest question was slightly reworded to evaluate the impact of the conflict training course: “How would you act toward this person?”. In order to process the data obtained, content analysis was used as a research tool to determine the presence of key verbal markers corresponding to one of the five conflict styles chosen by each responder. Based on several explanatory dictionaries we created 5 pools of definitions, one for each conflict style. This tool was used as a basis for assigning the responders’ key verbal markers to the appropriate conflict style. The analyses and comparative procedures were performed upon the completion of the conflict resolution task at the pretest and posttest stages. To ensure the anonymity and validity of results as well as to track the dynamics of each individual’s conflict style the responders were asked to choose a code word, which they used both for the pretest and posttest stages.

4 Results To address the study’s primary question we, first, present the results of the pretest conflict resolution task. Based on the actions chosen by the responders to resolve the conflict situation as well as on the subsequent correlation of the verbal markers of conflict styles with their definition pools we have determined that the most preferred conflict style was avoiding, which confirmed the results of researchers who used other tools [19, 24]. The number of responders who chose avoiding was significantly higher than those who found other options more acceptable. Handling of the data obtained showed that over 60.3% (41 of the 68) of the responders used verbal markers that were indicative of conflict avoiding. It is noteworthy, that the verbal markers of the actions taken by the responders in conflict situations were not varied as they were limited to a few repetitive phrases

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like “I don’t pay attention to people like that.”, “I ignore such individuals.”, “I don’t take any actions.”, “I avoid socializing with such people.”, “I do not communicate with them.”, “I completely ignore them.”, “I just observe the actions of such a person on the sidelines.”, “I do not react in any way.”, “I try not to approach or make contact.”. The second most important for the responders conflict style was competing. The verbal markers of competing were found in the answers of 35.2% (24 of the 68) of the responders. The responses were significantly varied and contained such phrases as: “Sometimes I get into conflicts.”, “I put them in their place.”, “I mock at them to hurt their feelings.”, “I reprimand them.”, “I express my opinion about their behavior.”, “I don’t hold back and express my opinion about it.”, “I don’t pass by their actions, I always put a stop to such behavior.”, “I tell them to mind their own business.”, “I will not let people who are no better at anything than I am dictate to me the rules.”, “I explain to them that I do not need any rules to be dictated to.”, “I show that I am not a weak person who can be manipulated.”, “As a matter of principle, I don’t do what they say.”, “If they start to provoke a direct conflict, I will not silently watch.”, “I make it clear that I am a self-sufficient person and I can manage without anyone’s instructions.”, “If they start to overreact and point out all the mistakes, then in the extreme case, it may even come to a fight.”, “I do my best to prove that their behavior is incorrect.”, “I say right to their face what I think of them.”. The data show that at the pretest stage 95.5% of the responders refrained from following primary level conflict resolution strategies. Of the 68 responders, only 3 chose collaborating (1), compromising (1), and accommodating (1) including into their responses the following verbal markers “I try to negotiate with them.”, “I try to reach a compromise.”, “I try to talk to them and understand why they do that.”. The results are detailed in Fig. 1.

PRIOR TO CONFLICT TRAINING

Fig. 1. Responders’ conflict styles.

The data obtained as a result of completing the pretest conflict resolution task served as a basis for determining the impact of the 17-week conflict training aimed at providing the undergraduates with appropriate tools in developing conflict competence. The comparison data from completing the posttest conflict resolution task was made available at an interval of 19 weeks. The next step was to compare the pretest and posttest completed tasks using the code words the responders chose. Owing to the matching procedures we employed, we found certain shifts in conflict style choices (see Fig. 2).

Assessment of Undergraduates’ Conflict Competence: Experimental Research

P R E T E S T

A V O I D I N G

19 - AVOIDING

41

15 - COLLABORATING 6 - COMPROMISING 1 - ACCOMODATING

315

P O S T T E S T

Fig. 2. Responders’ shifts in conflict styles after the conflict training.

One of the two thought-provoking findings is that 53.7% (22 of the 41) of those undergraduates who utilized avoiding prior to the conflict training shifted to more productive styles of conflict resolution. The most notable changes were that 68.2% (15 of the 22) chose collaborating, while 27.3% (6) expressed their willingness to reach a compromise, and 4.5% (1 of the 22) turned out to be ready to make concessions in a conflict situation. As clearly evidenced by the shifts in responses, examples of which are shown in Table 1, part of the responders produced verbal markers of different conflict styles at the pretest and posttest stages. Table 1. Verbal markers illustrating conflict style shifts. CODE PRETEST RESPONSES WORD

POSTTEST RESPONSES

AVOIDING → COLLABORATING Tsar

“I don’t pay attention to people like that.” “I would try to engage in a constructive dialogue with them to understand who is right and why.”

Rap

“I ignore such individuals.”

“I think it’s worth finding out the reason for that sort of behavior.”

Nik

“I don’t take any actions.”

“I would talk to them as much as possible to understand their behavior through negotiations.”

Gorets

“I do not react in any way.”

“I would try to find out their true wishes, what motivates them when they display such behavior.”

Luna

“I completely ignore them.”

AVOIDING → COMPROMISING “I would reach a compromise with this individual.” (continued)

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CODE PRETEST RESPONSES WORD

POSTTEST RESPONSES

Kol

“In this situation, you will have to stay calm and find a solution.”

“I try not to approach or make contact.” AVOIDING → ACCOMODATING

Svet

“I ignore such people.”

“If I saw that their words made sense, I would thank them and do what they said.”

The other finding is that the responders (24 of the 68) who leaned toward competing prior to the training did not change the way they reacted to the conflict situation while completing their posttest conflict resolution task. This finding seems equally significant since it most likely reflects the rigidity of their thinking which probably requires more long-term and in-depth training. Content analysis, matching procedures employed to bring into correlation verbal markers and definition pools, conflict style identification based on verbal markers and definition pools, tracking individual transitions from one conflict style to another as well as the use of quantitative analysis at the pretest and posttest stages enable us to represent the changes in conflict styles after the training (see Fig. 3).

Fig. 3. Changes in conflict styles after training.

5 Discussion The present study represents an attempt to examine the effectiveness of the 17-week conflict training by assessing conflict competence based on changes in verbal markers produced by electrical engineering undergraduates. First, one of the strengths of this study is that it provides an assessment tool both for identifying conflict styles and determining the efficiency of conflict training. Several tools have traditionally been used to determine conflict styles [24, 25]. Their distinguishing

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feature is that they are somewhat predetermined by a finite number of statement choices, which might set limits on the course of cognitive processes and affect the validity of results, while the conflict resolution task tool combined with an open question removes these limitations and provides access directly to the thinking of each responder. Second, evidence from this investigation increases both researchers’ and educators’ understanding of how initial adherence to a particular conflict style correlates with the effectiveness of training. While individuals who leaned toward competing did not seem to be affected by the training in terms of drifting to higher level conflict resolution strategies, responders who initially chose avoiding, turned out to be more receptive to teaching and as a result, more capable of developing conflict resolution skills. In our opinion, the latter in contrast to the former improved in their understanding of conflict; increased their conflict competence as obtained via completing the conflict resolution task. However, the cumulative percentage of those who continued to stick to competing and avoiding after the training was 63.1%. Thus, on the one hand, research has indicated that more systematic conflict training is required to these individuals to assure more significant and sustainable results. On the other hand, it has proved to be relevant for educators who are expected to tailor training to the cognitive abilities of undergraduates. Finally, our data provide important information about the dynamics of technical undergraduates’ conflict competence in response to the conflict training and demonstrate that it can lead to improvements. Similarly, improvements in social competence and conflict resolution skills are identified by other researchers after the implementation of various intervention programs [4, 19]. Generalizing we can say that the results of the present study and other empirical investigations extend knowledge about some trajectories of change in prosocial behavior.

6 Conclusion While this study did not provide a strong correlative connection of conflict training to higher level conflict resolution styles, it did provide new insights around the potential of individuals with different conflict style preferences to develop and practice conflict resolution skills. In learning that conflict training may be more impactful for individuals initially leaning toward avoiding, future training could be tailor-made with a greater focus on this group of trainees. Another focus for future training could be a search of training tools that are impactful for individuals sticking to the competing conflict style. Research results could help work out a differentiated approach to undergraduates while developing their conflict competence. These insights help provide direction for future research which could be conducted to better understand through verbal markers the connection between training and conflict style changes among undergraduates. Efforts should also be made to obtain more conclusive data on the effectiveness of verbal markers as a reliable tool so that findings will be more generalizable and could be used by both universities and employers to assess undergraduates’ conflict competence as well as by undergraduates themselves who can gain a clearer understanding of how they resolve conflicts.

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On Studying Text Comprehension Strategy Using the “Counter-Text” Method: Case-Study on Humanities and Engineering Students Irina Avkhacheva , Irina Barinova , Anastasia Kotelnikova , Natalia Nesterova(B) , and Olga Soboleva Perm National Research Polytechnic University, Perm 614 990, Russian Federation [email protected]

Abstract. The paper presents one of the possible approaches to investigating mental processes underlying text comprehension. The methodological basis of the research, whose results are described in the paper, is the “counter-text” method proposed by N.I. Zhinkin and further developed by his successor A.I. Novikov. The method has been accepted as an effective tool for the analysis of text perception and comprehension processes which cannot be observed directly. The method is supposed to enable explication of the hidden mechanisms of text comprehension and, consequently, identification and verbalization of the “dominants” which exist in the minds of individuals in the moment of reading the text. A.A. Ukhtomsky defines the dominant as the nerve-centers integration for achieving a selected goal and therefore it is considered to be the basis for attention, substantive thinking and arbitrary action. The “dominants” formed as a result of a person’s previous experience and his/her background influence both the comprehension process and meaning formation. It is suggested that these dominants are reflected in the associations emerging in the mind of text readers. A psycholinguistic experiment undertaken with a view to identifying differences in comprehension strategies specific to humanities and engineering students and briefly described in the paper gives the idea of how the “counter-text” method can be applied for such purpose. The comparative analysis of the “counter texts” which were produced by the students of humanities and technical specialties allows us to suggest that there exists a certain “professional” dominant common to all subjects of the same profile. Keywords: “Counter-text” method · Text comprehension · Dominant · Psycholinguistic experiment · Comprehension strategies

1 Introduction The beginning of this century is associated, among other things, with the so-called 4th industrial revolution. The concepts of genetic engineering, biotechnology, robotics, artificial intelligence are given priority in the global scientific research. Augmented and virtual reality, cognitive computing, cyber-physical systems tend to blur the lines between the physical, digital, and biological worlds [1, 2]. Significant changes undergone by the © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 320–328, 2022. https://doi.org/10.1007/978-3-031-11435-9_35

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systems of higher education, such as integrated and distance learning, a hybrid format of education, immersive learning [3, 4] are only a few inevitable implications of this. As a result, when it comes to scientific studies and job application requirements attention is drawn to the interdisciplinary approach. To compete successfully in the labor market, university graduates must possess both technical mindset and humanitarian outlook, as well as open-mindedness. Many prominent entrepreneurs and business people are unanimous in the opinion that only a team of problem-solvers with both technical and humanitarian backgrounds are able to succeed in coping with pressing problems. Scott Hartley gives examples of successful tech and business leaders holding degrees in humanities: Stewart Butterfield, Slack, philosophy; Jack Ma, Alibaba, English; Susan Wojcicki, YouTube, history, and literature; Brian Chesky, Airbnb, fine arts [5], which can be regarded as an argument in favour of integrating the humanitarian component into engineering education. Despite recognizing the very fact of different psychotypes inherent in humanitarians and technologists and numerous studies on the problem, there are few works related to experimental verification of these differences. In our paper, we concentrate on the experimental study of the mechanisms involved in text perception, comprehension, and interpretation by different groups of subjects, namely, engineering students and students of humanities.

2 Literature Review There exist a series of studies by Russian and foreign authors that offeran in-depth analysis of various models and approaches related to text comprehension process: Novikov [6], Zalevskaya [7], Leontev [8], Rafikova [9], Johnson-Laird [10], Whitney [11], van Dijk [12], and others. Among them, the publication of Kintsch [13] is worth noting, in which the author presents his process-oriented model of understanding. The model is based on the approach which suggests that understanding of incoming information can be facilitated provided that it is integrated with the information the reader has already encountered. Zwaan and Madden in [14] suggest that nowadays there are two views of cognition in general and of language comprehension in particular. The traditional view is represented by Chomsky [15], Fodor [16], and Pylyshyn [17]. According to them the human mind can be compared to “a bricklayer or maybe a contractor who puts together bricks to build structures” [14, p. 224]. A different view is that “there are no clear demarcations between perception, action, and cognition. Interactions with the world leave traces of experience in the brain. These traces are (partially) retrieved and used in the mental simulations that make up cognition” [14, p. 224]. One of the representatives of this approach is Lawrence W. Barsalou, an American psychologist and a cognitive scientist, who emphasizes that some representations of the objects “are extracted from experience and stored in memory” [18, p. 577]. He applies such terms as selective attention, a common frame, proprioception, and introspection. In very general terms, scientists define comprehension as a complex mental process that involves understanding the text, sense or meaning-making, and interpreting information. It depends on a number of reader-related and text-related factors as well as situational aspects. What makes investigating the problem particularly difficult is the

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lack of ability to directly observe the processes in the human mind. Nevertheless, there are experimental methods that make it possible – at least, indirectly – to identify the mechanisms of content perception and factors influencing individuals’ understanding of the meaning of information conveyed by the message. We suggest that experimental study of the problem in the framework of an interdisciplinary approach may help to clarify some comprehension-related issues on which there is no consensus so far.

3 Theoretical Framework The aim of our research is to study text comprehension strategies used by different groups of students from the standpoint of the Professor Novikov’s ideas developed by his successors. To be precise, the research is to be done in the framework of the ‘text psycholinguistics’ paradigm. According to this theory [19], “comprehension and understanding are simultaneous processes of generating internal text or “counter-text” (the term introduced by Zhinkin [20] in a recipient’s mind as a response to an original text that acts as a stimulus” [21, p.35]. This method is similar to a “Think-Aloud Protocol” (TAP) that is used in a variety of research areas in which a person or a group of people are asked to verbalize their thoughts while completing a specific task which are then recorded on paper, audio, or video for further analysis. Sokolov, an outstanding Soviet psychologist, used a similar approach in his experiments aimed to study the mechanisms of comprehension of a foreign-language text in groups of subjects with different levels of language proficiency, which enabled him to come to the conclusion about the synthetic nature of the comprehension process [22]. As Zhinkin and Novikov suggested, the “counter-text” theory is based on the concept of a recipient’s active role in the comprehending process. Understanding different types of information is influenced by the recipient’s background, education, memory, experience, social position, and at the same time by the author’s style of writing, text complexity level, and the language it is written in. All these factors, combined with some “unstable aspects” as mood, health status, different feelings of a person at the moment of reading, contribute to the formation of the “counter-text”. In our study, we assume these factors to be regulated by the so-called sense dominant. Novikov compared it with the physiological dominant introduced by Ukhtomsky [23]. The theory of the dominant focus explains some of the fundamental aspects of human behavior and mental processes. Ukhtomsky described this principle in [23]. The scientist defines “a dominant” as “a more or less stable focus of increased excitability, evoked in whatever way, and stimuli newly arriving at the centers of excitation serve to amplify (reinforce) excitation in this focus, while in the rest of the central nervous system inhibition spreads widely” [23, p. 39]. The following statement by Ukhtomsky can be considered fundamental for revealing the basics of perception and understanding processes: “We seem to make decisions and act on the basis of how we imagine the state of things in the world, but in fact, we see the existing state of things in the world through the prism of our dominant” [23, p. 354]. The key points of Ukhtomsky and Novikov’s theories provide a basis for a psycholinguistic experiment we conducted with a view to identifying the so-called professional dominant. The description of the experiment procedure is given below.

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4 Methodology The procedure of the experiment comprised a series of steps arranged in the following way. The participants were asked to read the English text sentence by sentence, without getting ahead and writing down “everything that comes to their minds”. Literally, the wording of the task sounded like this: The text you are given is divided into sentences which are numbered. After reading each individual sentence following the order of its occurrence in the text, indicate your reaction to what you have read (i.e. write down what associations you have, what emotions you experience, your assessment of the information or ideas presented, or, assumptions, suggestions, visual images, sounds, and recollections associated with the sentence). As a result, a “counter text” - that is, a series of your reactions recorded in writing - will be generated. Participants Profile: Twenty students doing their master’s degree in humanities (Translation Studies) (HS) and twenty students studying for a master’s degree in engineering (TS) at Perm National Research Polytechnic University were selected to take part in the experiment. Since all the subjects were offered an English text to read for comprehension, a prerequisite for their participation in the experiment was the language proficiency approximately at the level of B1. To determine students’ language proficiency, they were given a standard Cambridge Assessment English test [24] to take prior to the experiment. Material: The text in English was supposed to act as a stimulus. When choosing the text, the following considerations were taken into account. Many researchers suggest a foreign language can be a sort of barrier that slows down the process of understanding, which allows us to trace some of the most characteristic manifestations of the comprehension process. Perez and Hansen studying the nature of information processing in the first and second language and the problem of comprehension claim that “native language processing is proactive in nature, whereas processing seems to be weaker in the second language. However, if a prediction fails because unexpected information is encountered, reactive processing is needed to revise previous information” [25, p. 930], which can also affect the rate of mental operations. The article “Microsoft’s Tech Can Make Your Hologram Speak Another Language” by Kristin Houser was adopted from the internet portal “Futurism” [26] which provides news about science and technology. The expressiveness of an advertising text combined with the terminological rigor could be also determined as factors influencing the comprehension process and strategies used by recipients. The text included description of the latest technology in the automatic translation field, so the topic was interesting and familiar to both groups of students (interpreters and engineers). The passage presented in a written form, with each sentence numbered separately, had no title so that to eliminate any possibility of “prediction and anticipation” and to ensure that students acquire information from the text gradually, sentence by sentence. As a result, we obtained 440 reactions and 40 counter-texts:20 from HSs and 20 from TSs, respectively. A few examples of the verbalized “counter-text reactions” to certain sentences are given below (Authors’ style and spelling are preserved).

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Sentence 1: You no longer need to speak another language to look like you’re fluent in it – to anyone, anywhere. HS: 1. Potomy qto  vezde mogy qyvctvovat ceb kak doma. [Because I can feel being at home everywhere]. TS: 1. Zaqem  dolen togo xotet? [Why should I want it?]. Sentence 2: On Wednesday, Microsoft executive Julia White took the stage at the company’s Inspire partner conference to demonstrate how it’s now possible to not only create an incredibly life-like hologram of a person but to then make the hologram speak another language in the person’s own voice. HS: 2. Fantactika! [Fantastic!]. TS: 2. Ppi qem tyt cpeda? Helz bylo ykazat daty? Gologpamma — nekoppektnoe icpolzovanie tepmina. Gologpamma ne moet govopit. [Why Wednesday? Couldn’t they give the date? It is not correct to use hologram in this context. The hologram cannot speak]. As we can see, the differences in the reactions to perceived information in HS group and TS group are quite obvious. Preliminary comparative analysis of the “counter texts” produced by students revealed a more emotional and enthusiastic reaction demonstrated by HSs, while TSs were rather skeptical about what they read. Moreover, quite evident was the similarity of reactions within the same group of participants.

5 Results and Discussion The “counter-texts”, when being subjected to qualitative analysis, made it possible to interpret students’ verbalized reactions and identify the different strategies of text understanding used by them. Thus, the comparative analysis showed the dependence of individual comprehension strategies on the student’s affiliation to one or another professional profile group. The results of the similar experiments conducted with the use of journalistic and fiction texts are described in [27]. Analyzing theresults of the experiment described here, we used the names of reactions proposed by Novikov [28]: associations, assessment, translation, generalization, paraphrasing, free response, inference, visual images, references, incorporation, statement, opinion, question, assumption, and anticipation. For the purposes of our study, it was decided to slightly modify the distribution types by combining some of them, or, vice versa, dividing into subtypes within other groups. For example, we assume that for the purposes of the experiment it is justifiedto divide the type of reactions “evaluation” and “opinion” into positive and negative ones. Examples from the “counter-texts”,along with an explanation,are given below. So, our study uses the following categories: Association (includes visual images, sound effects, recollections) – an idea or a memory that is suggested by somebody/something; a mental connection between ideas – is a reaction caused by a connection that does not follow directly from the content of a given sentence. (Hapominaet ictopi iz odno komptepno igpy; Uat v zelenom, obtgivawem koctme na fone zelenyx cten, c moqna komanda

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ctapaetc cdepivat cmex; Bcpominaetc, kak dedyxka qital mne ckazki na noq. [Reminds me of a story from a computer game; White in a green, skintight suit against green walls, the crew is trying to hold back their laughter; I remember how my grandfather used to read bednight stories to me]). Conclusion/Brief summary is the reduction of the content of a sentence to a more general meaning.(Ponimanie dpygogo zyka bez ego znani; to znaqit, qto my dae ne bydem zameqat paznicy v zykax, vce bydet pepevoditc avtomatiqecki. [Understanding another language without knowing it; This means that we will not even notice the difference in languages, everything will be translated automatically]). Opinion (agreement/statement and disagreement/critique) is, as a rule, the subject’s personal attitude to what is said in the sentence. (Hablda, kak pazvivaetc ickycctvenny intellekt, ctanovitc intepecno i nemnogo ctpaxno, qto cpocobnye ldi mogyt vocppoizvecti vnexnoct, mimiky i goloc cywectvywego ili necywectvywego qeloveka ppogpammo, napicanno za polgoda [Watching how artificial intelligence develops, it becomes interesting and a little scary that capable people can reproduce the appearance, facial expressions and voice of an existing or non-existent person with a program written in six months]). Question (A v izni to kak to bydet pabotat?; Poqemy bolxe ne nyno dobivatc cvobodnogo vladeni inoctpannogo zyka? Cvzano li to c kakim-to izobpeteniem? [Howwillitworkinreallife? Why is it no longer necessary to achieve fluency in a foreign language? Is it related to some invention?]). Estimation (positive and negative) is the reaction associated with the evaluation of what is said in the sentence (short answers, sometimes with an exclamation mark) (Zabavno!;

to kpyto!; to ye ploxa novoct [Funny! This is great! Bad news]). Translation/Paraphrasing is conveying of the content of a sentence by different linguistic means, as a rule, in a short form, which can be regarded as a semantic interpretation of a given sentence, in fact, an expression of its meaning; it is the original sentence retold “in one’s own words” (Ppedctavte, qto vy moete poclyxat mipovogo lidepa ili vydawegoc yqenogo ppmo y ceb doma na pontnom vam zyke; ta texnologi ybipaet mnogie bapepy medy dokladqikom i clyxatelem [Imagine that you are able to listen to a world leader or an outstanding scientist right at home in a language you understand; This technology removes many barriers between speaker and listener]). Prediction is a judgment about the future. The sentence may contain the words “probably”, “maybe” and could be presented in the form of a question (Kaetc, to v bydywem, zamenit cmaptfony, i ne nyno bydet poctonno nocit c cobo kyqy gadetov; Pepevodqik moet icqeznyt?; to novoe bydywee, v kotopom ne nado bydet vctpeqatc oqno, obwenie bydet ppoicxodit pocpedctvom gologpamm [It seems that it will replace smartphones in the future, and you will not need to constantly carry a bunch of gadgets with you; Can the translator disappear?; This is a new future in which there will be no need to meet in person, communication will take place through holograms]).

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For each of these types of reactions, quantitative indicators were obtained that characterize the percentage of their frequency in the entire set of available reactions. For the text “Microsoft’s Tech Can Make Your Hologram Speak Another Language”, the distribution of the types of reactions according to these quantitative indicators is given below (Table 1). Table 1. The distribution of reaction types between humanities (H) and engineering students (T)

As we have already mentioned, the “counter-text” method is an effective way to study both individual and common for any social or professional group mechanisms and strategies of text comprehension. Data obtained as a result of such experiments provide information about the “authors” of ‘counter-texts’, and, in particular, their social position, social-group membership, educational and cultural characteristics. Another perspective of using this method is to see if there is any dominant focus common to a certain group of subjects. The analysis showed that the dominant types of reactions in the group of humanities students are “conclusion/brief summary” and “translation- paraphrasing”. In our opinion, this can be explained by the fact that these recipients do not have profound knowledge of the topic. In case of engineering students, the dominant type of reaction is presented by “opinion”. Students tried to express their own thoughts (mostly negative as it is shown in the table) on the issue, i.e. they were skeptical about the advertising text and the ideas put forward in it. Such reaction can be associated with the sound understanding of the subject and expertise in this professional field. The data obtained allow us to draw a preliminary conclusion that, despite the purely individual nature of understanding, a person’s affiliation with a particular social or professional group predetermines the nature of their perception of the text, as Novikov

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suggested earlier in his studies. Thus, the analysis of secondary texts received in the course of psycholinguistic experiment with the use of the “counter text” method makes it possible to some extent to determine and analyze the mechanisms of understanding and semantic formation, as well as to identify the dominants (professional and individual) that influence these processes. The knowledge of peculiarities of information perception by different groups of students allows us to develop more effective teaching methods and nurture in-demand specialists in any field, either humanitarian or technological.

6 Conclusion The results obtained in the course of the experiment we conducted allow the following conclusion to be drawn. The “counter-text” method may be regarded as instrumental in revealing certain regularities (or, patterns) associated with meaning-making when reading the text and identifying the factors that influence the comprehension process on the whole. Novikov’s principle-of-dominance related concept proves to be very promising when it comes to doing research into those invisible mental processes that accompany text comprehension. Of great interest are the external manifestations of human thought in the shape of “dominants” verbalized by the subjects taking part in the experiment. Equally important is the fact of identifying common dominants among those belonging to different social and professional groups. The interpretation of the data obtained might provide grounds for further research in psycholinguistics. In particular, far reaching prospects for a profound study of psychological and linguistic personality of individuals are opening up. Also, the available information may be of use in determining gender peculiarities of perception mechanism. The study into mechanisms of comprehension is supposed to be a key to further findings in the area of artificial intelligence, natural language processing and development of more efficient techniques of text analysis while teaching humanities and engineering students.

References 1. Regulation for the Fourth Industrial Revolution: https://www.gov.uk/government/organisat ions/department-for-business-energy-and-industrial-strategy. Last accessed 14 Jan 2022 2. Philbeck, T., Davis, N.: The fourth industrial revolution: shaping a new era. Journal of International Affairs 72(1), 17–22 (2018) 3. Cummings, J., Bailenson, J.: How immersive is enough? a meta-analysis of the effect of immersive technology on user presence. Media Psychology 19(2), 272–309 (2016) 4. Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrovi´c, V.M., Jovanovi´c, K.: Virtual laboratories for education in science, technology, and engineering: a review. Computers and Education 95, 309–327 (2016) 5. Hartley, S.: The Fuzzy and the Techie: Why the Liberal Arts Will Rule the Digital World. Harcourt, Houghton Mifflin (2017) 6. Novikov, A.: Semantika teksta i ee formalizatsiia [Text Semantics and Its Formalization]. Nauka, Moscow (1983).(In Russian)

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7. Zalevskaya, A.: Vvedenie v psiholingvistiku [Introduction to Psycholinguistics]. Rossijsk.gos.gumanit.un-t, Moscow (1999).(In Russian) 8. Osnovy psiholingvistiki: Smysl [The Basics to Psycholinguistics]: Academia, Moscow (2005). (In Russian) 9. Rafikova, N.: Psiholingvisticheskoe issledovanie processov ponimaniya teksta [Psycholinguistic approach in text comprehension process]. Tver gos un-t, Tver (1999). (In Russian) 10. Johnson-Laird, P.: Mental Models. In: Polsner, M.I. (ed.) Foundations of cognitive science, pp. 469–499. MIT Press, Cambridge (1989) 11. Whitney, P., Budd, D., Bramucci, R., Crane, R.: On babies bathwater and schemata: a reconstruction of top-down processes in comprehension. Discourse Processes 20(2), 135–166 (1995) 12. Dijk, T., Kintch, W.: Strategies of discourse comprehension. Academic Press, New York (1983) 13. Kintsch, W.: Comprehension: A paradigm for cognition. Cambridge University Press, Cambridge (1998) 14. Zwaan, R., Madden, C.: Embodied Sentence Comprehension. In: Pecher, D., Zwaan, R. (eds.) Grounding Cognition: The Role of Perception and Action in Memory, Language, and Thinking, pp. 224–245. Cambridge University Press, Cambridge (2005) 15. Chomsky, N.: Syntactic Structures. Mouton, The Hague (1957) 16. Fodor, J.: Modularity of mind. The MIT Press, Cambridge, Massachusetts (1983) 17. Pylyshyn, Z., Demopoulos, W.: Meaning and cognitive structure: issues in the computational theory of mind. Praeger, New York (1986) 18. Barsalou, L.: Perceptions of perceptual symbols. Behavioral and Brain Sciences 22(04), 637– 660 (1999) 19. Novikov, A.: Tekst i ego smyslovye dominanty [Text and its semantic dominants]. Institut jazykoznanija RAN, Moscow (2007).(In Russian) 20. Zhinkin, N.: Rech’ kak provodnik informatsii [Speaking as a conductor of information]. Nauka, Moscow (1982).(In Russian) 21. Peshkova, N.: Language consciousness investigation based on modelling comprehension of different text-types. Cross Cultural Studies: Education and Science 1, 34–42 (2016) 22. Sokolov, A.: Psikhologicheskii analiz ponimaniia inoiazychnogo teksta [Psychological analysis of understanding a foreign language text]. Izvestiia APN RSFSR 7, 163–190 (1947). (In Russian) 23. Ukhtomsky, A.: Dominanta. Stat’i raznyh let [Dominant. Articles of different years]. Piter, Saint-Petersburg (2002). (In Russian) 24. Cambridge Assessment English: https://www.cambridgeenglish.org/test-your-english/gen eral-english/. Last accessed 14 Jan 2022 25. Perez, A., Hansen, L., Bajo, T.: The nature of first and second language processing: the role of cognitive control and L2 proficiency during text-level comprehension. Bilingualism: Language and Cognition 22(5), 930–948 (2019) 26. Houser, K.: Microsoft’s tech can make your hologram speak another language. https://fut urism.com/microsoft-hololens-hologram-speak-another-language. Last accessed 14 Jan 2022 27. Nesterova, N., Kotel’nikova, A., Pozdeeva, E.: Vstrechnyi tekst kak metod verbalizatsii dominanty retsipienta v protsesse vospriiatiia inostrannogo teksta [“Counter-text” as a method to verbalize recipient’s dominant in the process of foreign language text comprehension]. Voprosy psikholingvistiki 4(34), 50–63 (2017). (In Russian) 28. Novikov, A.: Tekst i “kontrtekst”: dve storony protsessa ponimaniia [Text and “countertext”: two aspects of comprehension process]. Voprosy psikholingvistiki 1, 46–76 (2003). (In Russian)

Methodological Prerequisites for the Integration of Modern Paradigms of Engineering and Humanities Education Alvina Kuznetsova1,2(B) 1 Peter the Great St. Petersburg Polytechnic University, Saint Petersburg 195251,

Russian Federation [email protected] 2 Novosibirsk State Pedagogical University, Novosibirsk 630126, Russian Federation

Abstract. The article presents an analysis of modern research aimed at improving existing and building new theoretical models of education. In the context of the industrial revolution “Industry 4.0” in science, along with the most common models, such as personality-oriented, engineering, etc., many other models are used that meet the specifics of education. The literature review also shows that innovation models are an improvement on one of the existing basic paradigms, which brings them closer and increases the possibility of subsequent integration. This indicates the relevance of the formation of a new holistic paradigm of education. The logic of scientific and technological progress also leads to the unification of engineering and humanitarian paradigms. A feature of the methodology of the 6th technological order (Glazyev) is that its key factors, in addition to technical sciences, are cognitive sciences and socio-humanitarian knowledge. The study confirms the need to include the humanities in the content of modern professional engineering education. As a result of the study, it was concluded that further productive technological development of society requires the unification of disparate educational models into a single modern educational paradigm. The fundamental prerequisites for combining models built on the basis of various theoretical directions are contained in scientific methodology, starting with the definition of a single goal of education. Keywords: Goals of education · Methodological foundations · Engineering education · Integration of educational paradigms · Scientific revolution

1 Introduction According to the historical concept [1], a paradigm is a methodological model that allows science to be in a state of constant renewal. In historical periods of “paradigm shift”, science is enriched with “new visions.” The renewal of science aimed at improving scientific knowledge and scientific methods is ongoing. Transformations of science are aimed at ensuring the conceptual correspondence of the model of science to the changing socio-historical reality. At the same time, the paradigm is a fundamental model containing the generally accepted and widespread knowledge of this science. The paradigm shift © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 329–337, 2022. https://doi.org/10.1007/978-3-031-11435-9_36

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is consistent with fundamental changes in science and its constituents. The emergence of many situational paradigms aimed at solving specific problems of education can be seen as the formation of elements of a “new vision”. Currently, the problem of transition from the existing scientific model to the conceptual description of a new unified and holistic paradigm of education is being actively discussed. To complete the construction of such a model, it is necessary to accumulate a sufficient amount of “new vision”. “New visions” continue to appear as elements of the development and improvement of the main paradigms of modern education. An increase in the number of new views on the educational paradigm is initiated by the industrial revolution “Industry 4.0” driven by digitalization. In the opposite direction, an argument that enhances the relevance of the integration of personality-oriented and engineering-technocratic paradigms is the civilizational transition to the 6th technological order according to “the theory of large cycles of economic conjuncture by Kondratiev” [2, p. 2]. At this level of development of science and technology, new key factors of economic development appear: cognitive sciences and socio-humanitarian technologies. Such changes in the foundations of the development of society impose new requirements on the specialist, introducing knowledge about a person and society into the content of professional engineering education. The relevance of the article lies in the need to focus on updating and improving the foundations of the general theory of modern education. To overcome the contradiction between the existing basic provisions of education and the real needs of society, innovative projects of the education system are being created. Creative rethinking of psychological and pedagogical theory is accompanied by the creation of a large number of models of education. Further progress in this direction makes it necessary to generalize the results of existing innovations. A critical analysis of the results obtained allows us to conclude about the conceptual and genetic correlation of the developed innovations and about the ideological readiness of their integration into a unified theory. The purpose of the article is to show that the currently available proposals for the transformation of paradigms contain the prerequisites for integration of the main conceptual directions in education, based on the analysis of the theory and practice of modern education. Specifically, the research topics reflect the need to improve the humanitarian component of the content of engineering education. For the personalityoriented paradigm of education, as a development, it is allowed to include elements of a competence-based engineering model into humanities education. The purpose of the article is to show the possibility of integrating these fundamental paradigms of education, subject to the choice of a common methodological goal of education. To answer the question about the possibility of combining projects of humanities and engineering scientific and technical education, it is necessary to find out the methodological goals of training, the possibility of combining them into a single goal - the formation of the personality of a competent specialist-citizen.

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2 Literature Review 2.1 Formation and Development of a Personality-Oriented Paradigm of Education The personality-oriented paradigm of education began to form in the second half of the twentieth century, and by the end of twentieth century it had become widespread as a modern conceptual model of education. It was based on the personality psychology developed by that time and the new philosophical concept of the humanization of education. According to this concept, the goal of education is to develop the personality. At present, the main provisions of this paradigm are widespread, but the paradigm does not cover all sections of education, which complicates its practical use in the context of vocational education. At present, the theory of education continues to actively discuss the possibilities of its development. Asmolov and Guseltseva, declaring a new view of education [3], create a model of education, working to improve the generally accepted personality-oriented paradigm of education. Interpreting the concept of a “new vision” on education as a “space” of freedom and opportunities, the study deepens the concept of “personality development”. The basis of the learning model is an individual approach and variability of the educational process. Further development of a personality-oriented direction in education as an intensification of tendencies towards personal improvement and upbringing of human dignity also constitutes the content of the concept of humanization. In order to establish such a paradigm of education, it is proposed to strengthen and expand the humanization of the social and educational space, which is a condition for the formation of a personality. The study confirms the dependence of the state and goals of education on the state, essence and goals of society. Redko, Tsvetkova, Seledtsova, and Golubev [4] offer their own research based on modern ideas about the personality-oriented paradigm of education. The purpose of their work was to form a new concept of personal development education, which they received through the transformation of the main paradigm. This phenomenon of the formation of a new concept based on the generally accepted model of the personality-oriented paradigm of education became a characteristic methodological movement at the end of the twentieth century. In this case, this is not a new paradigm, but an improvement on the existing one. What Redko et al. called the “new technological order” [4] is the result of the fruitful development and enrichment of the personality-oriented direction in education. Such a model, according to the historical concept of Kuhn, is a “new vision” within the framework of the previous paradigm. Shutaleva, Tsiplakova, and Putilova in their research proceed from the fundamental nature of the personality-oriented paradigm of education, since this paradigm affirms the principles of humanism and dialogism. The improvement of the personality-oriented paradigm of education is carried out by expanding the goals of education. In the study, we observe the methodological convergence of the main paradigm with the competence-based one, which contains the goals of project-based learning. Expansion of the goal occurs when the form of “project learning” is included in the personality-oriented educational paradigm. The goal of the main teaching paradigm is that the development of personality is transformed by improving the content of the concept of “personal development” of the student. As a result, the personality-oriented approach is presented not only as a recognition of the value of

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the individual, but also as the inclusion in the concept of “personal development” of tasks for the development of the cognitive abilities of university students. The personal development of a student is detailed on the basis of an individual approach [5]. These studies confirm the relevance and fruitfulness of the personality-oriented direction of education in modern conditions. The incompleteness of the educational paradigm can be explained by the dynamism of the transition period of society to the post-industrial type. At the same time, the demand for a new unified paradigm of education is growing in connection with the growing role of education in the life of society. 2.2 Improving the Engineering Paradigm of Education The engineering paradigm of education was created as a concept for the professional training of engineers. The engineering profession is historically conditioned by the technologicalization of society. History shows that the attitude of the state has always influenced the goals of education. Studies by Abrossimova, Bogdanova, and Snezhko [6] confirm that Wilhelm Humboldt’s “Ideal University” model took into account the student’s personal interests and the social needs of the state. It is shown that since the foundation of universities, the humanitarian and then engineering paradigms of education have been formed in them. In the era of technologization, the need for vocational education has increased. As a result, both paradigms, humanitarian and scientific and technical, are formed as fundamental ones under the influence of the state and the needs of society [6]. The development and mass character of vocational education also require compliance with the strategic goals of the modern information technology society. The characteristics of the engineering education paradigm, to a greater extent than in other models, are determined by the social role of the engineering profession, which in modern society is becoming more complex. In the study by Abrossimova et al., the need for a complex interdisciplinary mastery of knowledge is justified precisely by the social role of the engineering profession. The analysis of scientific publications confirms that in parallel with the work to improve the existing educational paradigms, research is being carried out on their integration. As a result, we observe various forms of transformation. In a number of studies, various concepts are combined: “The integrated approach towards quality involves the formulation of all related processes under the umbrella of a system view” [7, p. 20]. In the research by Rais, Rashid, Zakria, Qadir, Hussain, and Imran, the goals are approaching [7]. Problem and project areas of the study are investigated as ways of improving the engineering paradigm of education, as a movement towards ensuring the flexibility of the paradigm; the ability to methodological integration with the paradigms of other disciplines based on methods and concepts. In order to bring the goals closer to the personality-oriented paradigm in the vocational education system, additional tasks are posed: creating conditions for ensuring joint work, shaping a worldview, etc. Certain requirements are imposed on the model of engineering education: it must provide the education system with a result that meets the needs of the individual and society; the learning outcome should constantly improve, which indicates the development of the education system. In the formation of the paradigm of professional engineering education, quality control of education is important. A paradigm transformation can occur with the strengthening of the quality control function.

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Nose [8] showed that in order to achieve effective management of the system, the educational model must be reflexive. Reflexivity allows the system to carry out continuous analysis and quality control and provide effective feedback. Analysis of publications on improving the professional paradigm indicates methodological work with the content of concepts. Vasilieva [9] offers individual enrichment of trainees with the means of designing activities and constructing knowledge, the ability to independently organize an environment for collective thinking. As a result, the methodological goal of training – “personality development”– is considered in more detail. The unification of technocratic and humanitarian directions is planned in the development of McQuade, Ventura-Medina, and Wiggins, a model of socialization of students when they master the principle of self-government [10]. The integration of the classical professional education paradigm with the personality-oriented one occurs when the goals of problem learning include tasks for the personal development of students, their self-development and self-education. It is shown that such a transformation of the goal of education leads to an increase in the quality of the competence of students, due to their personal development [11]. This approach to convergence of goals leads to progress in the integration of personality-oriented and professional models. 2.3 Diversity of Educational Paradigms The nature of transformations in the education paradigm is influenced by the impact of the industrial revolution “Industry 4.0”. They are manifested in new demands on the education system from the digital society. The provisions of both competence-based and personality-oriented approaches are subject to change. Doroshenko, in order to approve the competence-based approach, suggests increasing the number of IT specialists, increasing their digital competence, and mastering digital modeling technologies, mastering digital teaching methods and forms of education management [12]. In the personality-oriented direction, digitalization leads to a change in the forms of interaction between teacher-student, student–teacher, etc. Currently, the changes concern mainly the development of mechanisms for mastering new digital technologies that do not violate stability, educational process and the foundations of the educational paradigm. In the study by Kozlovskij and Zhou, the new education model is named “University 4.0” and presented as a “diversity paradigm.” It reflects more deeply the impact of digitalization. The model is based on the concept that education is the sphere of reproduction of creative capital “the basic concept of managing the creative capital of an educational institution is the core function of the University 4.0 paradigm” [13, p. 180]. In the proposed model, the boundaries of the educational paradigm expand due to the development of the education management function “The primary task to implement the new university management paradigm 4.0 should be the creation of a management system using the creative management” [13, p. 180]. The expansion of the updated paradigm “University 4.0” is carried out on the basis of an innovative complex task consisting of “strategic and scientific and technological management that ensures the interaction of various sciences, the transfer of ideas and methods from one science to another, the practical implementation of innovations and the formation of creative capital as a new function” [13, p. 180]. The development of a paradigm is motivated by the national and economic interests of society [13].

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Fomichev and Fomicheva developed LM (SSOL-model) based on the actualization of the personality-oriented paradigm of education [14]. In the context of the historical development of science, the student self-orientation model is a “new vision” built on the basis of the existing educational paradigm. The model, at a certain level, combines the capabilities of the humanitarian and cognitive paradigms. The methodological goal of the model, created on the basis of a personality-oriented concept, is aimed at forming a view of education as a value; self-knowledge and self-development training; development of the ability for early socialization. LM (SSOL Model) is a new ad hoc learning model that does not claim to be universal. LM (SSOL-model) is useful for “self-knowledge” and “self-construction” of a student based on his own knowledge and life experience. “It is proposed to interpret this model as an effective paradigm of education in the knowledge society and strong support for an anthropocentric approach to education in the digital age” [14, p. 95]. As a result, we can talk about a certain level of integration of LM (SSOLmodel) into the already existing personality-oriented paradigm. Providing conditions for the development of students’ cognitive abilities, an innovative model of the vocational education system is combined with a person-centered concept. This model can be viewed as a path to a new integral paradigm of education, despite the fact that it is designed to solve a specific problem: the development of a new scientific discipline – “cognitonics” [14]. 2.4 Integration Direction in the Development of a New Paradigm of Education The current presence of numerous transformations of the educational paradigm increases the need to build an integral holistic model in the theory of modern education. In search of such a solution, Vostroknutov puts forward requirements for a new paradigm: this is the “leading concept of future education”, which should reflect both “a new style of thinking” and “new scientific traditions” [15]. When discussing the prerequisites and prospects for the formation of a new paradigm of education, the most general aspects of the problem are taken into account, starting with the role of education in the social, economic and political life of society. At present, the aspect of digitalization is becoming common [16]. Their project gives preference to the sustainability of the educational process based on the classical paradigm. In the model of the future, the desire for excellence in the quality of education is noted. The new paradigm is aimed at harmonizing global trends and national traditions in education. An important fundamental condition for updating the concept of education remains the alignment of the goals of education and society. This is true, since the goals of education are phenomenologically determined by the tasks of building and reproducing society. When studying the motives for building a number of new models of education, a contradiction in the system of vocational education between the country’s needs for creative personnel and the modern system of vocational education is revealed. This situation is clearly illustrated by the studies by Petrova, Syrova, Zimina, Abdullina, Krasheninnikova, and Depsames [17]. Such a contradiction with the needs of the country arises in the field of vocational education in cases where the goals of the education system do not coincide with the goals and objectives of society [17]. An innovative model of the education system is necessary to overcome the contradiction between the education system and the needs of society.

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3 Methodology Our study of modern models of education was carried out on the basis of the methodological concept of the historical development of the science of scientific revolutions (Kuhn). The material for the study was scientific works on the problem of integration of modern paradigms of education, the methodology of which is formed by such sciences as philosophy, psychology and pedagogy. The methodology of the philosophy of education made it possible to clarify the goals of research projects available in the scientific literature. Psychological concepts were used for a fundamental assessment of the concept of student-centered education and the possibilities of its development in projects of engineering scientific and technical orientation. The reflexive level of psychological research made it possible to find out the presence of direct and feedback links in the conceptual models of learning. The methodology of psychological and pedagogical research was used by us when comprehending specific projects for the modernization of existing models of education, their practical expediency. The historical method of cognition became necessary in the study to assess the state of the current model and projects of the future model of education, determine the initial foundations for its formation, and comprehend its changes in the historical context over the past hundred years that preceded the 6th technological order. The methodological basis of the analysis was Russian and foreign scientific publications, which make it possible to identify the current state of the problem.

4 Results and Discussion The analysis of modern scientific publications made it possible to single out among the proposals for the innovative creation of conceptual models of education, united by the nature of the transformations, several groups for further analysis: studies aimed at further formation and development of a personality-oriented paradigm of education; works united by the goal of improving the engineering paradigm of education; a group of developments in the integration direction in order to create a new paradigm of education. In most works, one of the two paradigms of modern education is taken as fundamental: personality-oriented [3–5] or competence-based (including professional and, in particular, engineering paradigm) [6–8]. The analysis shows the focus of researchers on the transformation and creative processing of existing projects. It can also be seen that the proposed innovations are mainly aimed at bringing together the main paradigms separated by goal setting. These main paradigms of education are considered as complementary, meeting the philosophical principle of complementarity in the process of integration. A number of studies discuss the need to combine existing paradigms [9–11] to create a new (updated) holistic education paradigm [15, 16]. The results of the analysis of modern scientific sources allow us to make an assumption about the ripening of the prerequisites for the formation of a single “new paradigm” for the education system in the theory of education.

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5 Conclusion The analysis of modern scientific publications made it possible to single out among the proposals for the innovative creation of conceptual models of education, united by the nature of the transformations, several groups for further analysis: studies aimed at further formation and development of a personality-oriented paradigm of education; works united by the goal of improving the engineering paradigm of education; a group of developments in the integration direction in order to create a new paradigm of education. In most works, one of the two paradigms of modern education is taken as fundamental: personality-oriented [3–5] or competence-based (including professional and, in particular, engineering paradigm) [6–8]. The analysis shows the focus of researchers on the transformation and creative processing of existing projects. It can also be seen that the proposed innovations are mainly aimed at bringing together the main paradigms separated by goal setting. These main paradigms of education are considered as complementary, meeting the philosophical principle of complementarity in the process of integration. A number of studies discuss the need to combine existing paradigms [9–11] to create a new (updated) holistic education paradigm [15, 16]. The results of the analysis of modern scientific sources allow us to make an assumption about the ripening of the prerequisites for the formation of a single “new paradigm of education” in the theory of education.

References 1. Kuznetsova, A.Y.: Improvement of the methodology of researching problems of education. European Journal of Natural History 6, 25–29 (2020). https://doi.org/10.17513/ejnh.34136 2. Glazyev, S.Y., Ajvazov, A.E., Belikov, V.A.: The future of the world economy is an integrated world economic structure. Economy of region 14(1), 1–12 (2018) 3. Asmolov, A.G., Guseltseva, M.S.: New view on education: from paradigm of technology to paradigm of value. The European Proceedings of Social & Behavioural Sciences EpSBS 64, 33–39 (2019). https://doi.org/10.15405/epsbs.2019.07.5 4. Redko, S.G., Tsvetkova, N.A., Seledtsova, I.A., Golubev, S.A.: Systematic approach to education of specialists for a new technological paradigm. Lecture Notes in Networks and Systems 95, 64–65 (2020). https://doi.org/10.1007/978-3-030-34983-7_63 5. Shutaleva, A.V., Tsiplakova, Y.V., Putilova, E.A.: Project-based learning in personal-oriented educational paradigm. Advances in social science, education and humanities research. In: Kerimov, A. (ed.) International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization 2020, PELSEG, 447, 336–341. Atlantis Press, Ekaterinburg (2020) 6. Abrossimova, L., Bogdanova, M., Snezhko, G.: Classical university crisis: new challenges and prospects of Russian higher education. Int. J. Cognitive Res. Sci. Eng. Edu. 3, 135–144 (2020). https://doi.org/10.23947/2334-8496-2020-8-3-135-144 7. Rais, R., Rashid, M., Zakria, M., Qadir, J., Hussain, S., Imran, M.: Employing industrial quality management systems for quality assurance in outcome-based engineering education. Education Sciences 11(2), 1–24 (2021). https://doi.org/10.3390/educsci11020045 8. Nose, T.N.: On the problem of humanization of education at the university. In: Collection of materials of the IV International scientific part-time conference 2021, pp. 579–583 (2021)

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9. Vasilieva, E.: Engineering education and a new paradigm of project thinking. Communications in Computer and Information Science. CCIS 1201, pp. 42–51 (2020). https://doi.org/10.1007/ 978-3-030-46895-8_2 10. McQuade, R., Ventura-Medina, E., Wiggins, S., Anderson, T.: Examining self-managed problem-based learning interactions in engineering education. European J. Eng. Edu. 45(2), 232–248 (2020). https://doi.org/10.1080/03043797.2019.1649366 11. Kuznetsova, A.Y.: Reflexive mechanisms of modern educational activity. European Journal of Natural History 3, 60–64 (2020). https://doi.org/10.17513/ejnh.34087 12. Doroshenko, T.N., Kalpinskaya, O.E., Makarova, E.A.: Digital university models in the process of modern transformation of higher education. In: Kanishcheva, N., Karmaeva, O., Lebedeva, G., Patturi, Y. (eds.) International Scientific and Practical Conference “Russia 2020 a new reality: economy and society” 2020, AEBMR, pp. 361–364. Atlantis Press, Veliky Novgorod (2021). https://doi.org/10.2991/aebmr.k.210222.071 13. Kozlovskij, V., Zhou, W.: The paradigm of the “university 4.0” concept: new dimension of higher education in the modern economy. In: Antonov, A., Audzeichyk, V., Barysenko, P. (eds.) The balanced development of national economy under the conditions of modern world transformations, pp. 176–186. Daugava print, Daugavpils (2019) 14. Fomichov, V.A., Fomichova, O.S.: The student-self oriented learning model as an effective paradigm for education in knowledge society. Informatica (Ljubljana) 43(1), 95–108 (2019). https://doi.org/10.31449/inf.v43i1.2356 15. Vostroknutov, I., Grigoriev, S., Surot, L.: Modern challenges of humanity and the search for a new paradigm of education. In.: Noskov, M., Semenov, A., Grigoriev S. (eds.) 4th International Conference on Informatization of Education and E-Learning Methodology: Digital Technologies in Education”, CEUR Workshop Proceedings, 2770, pp. 49–54. Publishing house of the Siberian Federal University, Krasnoyarsk (2020) 16. Kuznetsova, A..Y..: Didactic problems of the digitalization of education. European Journal of Natural History. 4, 17–21 (2021). https://doi.org/10.17513/mjeo.12059 17. Petrova, N.S., Syrova, N.V., Zimina, E.K., Abdullina, M.A., Krasheninnikova E.S., Depsames, L.P.: Training creative personnel as part of the arts education development in modern day. AD ALTA: Journal of Interdisciplinary Research 10 (2. S14), 70–73 (2020)

Multimodal Approach to Harmonize Arts and Sciences in the Digital Age Alla Minyar-Beloroucheva1 , Polina Sergienko1 , Olga Vishnyakova1 Elizaveta Vishnyakova2 , and Oksana Anossova3,4(B)

,

1 Lomonosov Moscow State University, Moscow 119991, Russia

[email protected]

2 Lev Tolstoy Tula State Pedagogical University, Tula 300025, Russia 3 Peoples’ Friendship University of Russia, RUDN University, Moscow 117198, Russia

[email protected] 4 Moscow Institute of Physics and Technology, Dolgoprudny 141701, Russia

Abstract. In the Digital Age, a multimodal approach involving different channels and sources of information constitutes a new way of harmonizing arts and sciences. Separately, having achieved the peaks of their accomplishments, arts and sciences have lost the connections with each other. To overcome the century-old discrepancies and bring arts and sciences to the primordial Aristotelian state of congruence, it is necessary to teach humanists to think as scientists and vice versa. The objective of this study is to find out the necessity of bridging the gap between arts and sciences as viewed by the STEM students demonstrating readiness to resort to lyrical means. The methods of the study include questionnaire, continuous sampling, analysis and synthesis accompanying the observation method. To achieve harmony between arts and sciences, it is vital to employ a multimodal approach assisted by digital technologies and create manuals, which embrace elements of different arts and sciences and do not concentrate on a single academic discipline. The results of the study show that STEM bachelor and master students, who participated in the investigation, in the main approve the multimodal approach aimed not only at IT technology, but including arts and sciences, with the view of the benefits provided by scientific and humanitarian fields taught simultaneously. The authors come to the conclusion that the findings illustrate the possible harmony of arts and sciences, especially in the digital age, promoted by the multimodal approach. Keywords: Multimodality · Information technologies · Arts and sciences · STEM students · Interdisciplinarity

1 Introduction Multimodality, a popular trend in contemporary education, including visual, audial, oral and written aspects of knowledge acquisition first became known at the dawn of the twentieth century, although it did not enjoy the proper attention at that time. At present, with the development of information technologies (IT), and mass adoption of electronic © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 338–346, 2022. https://doi.org/10.1007/978-3-031-11435-9_37

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means of information transfer, scholars employ the data and knowledge coming from different channels. The objective of the study is to demonstrate whether it can be rendered reasonable to harmonize arts and sciences within the education process regardless of the learners’ professional specialization. For this objective, a survey among STEM students was carried out, and the results were obtained and analysed. For understanding the premises of the investigation, it is vital to trace the notion of multimodality in education and research, as well as analyse the benefits, which can be achieved by harmonizing arts and sciences. The definitions of multimodality refer to the interplay of oral, visual and written channels of communication, learning and research fields [1, 2], which signifies that multimodality is a nexus of different semiotic systems. Multimodality has gained great attention since 2008, when IT became more accessible and was adopted by the general public to become a mature scholarly discipline by 2010. Originally understood as an interplay of different cultures and different semiotic systems, multimodality can also be expanded by embracing arts and sciences as a unified complex system, at the present stage facilitated by digital technologies. The Digital Age with its new technologies can narrow the difference between arts and sciences, since the multimodal approach as an inherent mode of education can contribute to the process of arts and sciences approximation, giving rise to numerous research in interdisciplinarity [3]. It was, as the authors mention, a real ‘Interdisciplinary turn’ [4], which is equal to Industrial or Agricultural Revolution of the previous century. Now it is applied to the educational process, which is all in all the nearest way to reconcile arts and sciences to merge them into a unique academic discipline, which could be taught and learnt as an inseparable part of professional education, for example, in the sphere of public relations (PR) [5], with special consideration to the lifelong learning factor [6]. Multimodality, first of all, owes its spread to the visual turn of the 1950s, as it is associated with the visual aid as a complement to the linear text. Lecturers during classes combine the traditional format of education and lectures delivery with the new ways of online classes and interactive computer programmes permitting students to get knowledge individually. At present, a multimodal approach to education is enhanced by the advantages of computer technologies and the spread of fast speed internet, turning it in fact into e-learning.

2 Literature Review The traditional poles of sciences, or cultures, identified by Snow in 1950s as the scientists and non-scientists (intellectuals), create polarization [7] detrimental to the existence of human knowledge. From the vantage point of the twenty-first century, the idea to combine arts and sciences is of great relevance, as multimodal learning (MML) increases the effectiveness of representation and communication of information via different modes [8]. Researchers, such as Phuong et al. [9] and Bouchey et al. [10] state that presenting information in the traditional way in class does not meet the present needs of the learners, as information technologies and multimedia involved allow for a wide communication and learning scope. The combination of arts and sciences assisted by digital mode creates the form of knowledge representation more integral, in the opinion of Jewitt [11] and Vishnyakova et al. [12], as well as promotes harmonization to different

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aspects of knowledge acquisition. The multimodal approach to education, thus, facilitates knowledge construction within the students’ environment. Multiple research has been conducted to establish the importance of learner-oriented approach within the multimodal environment, as suggested by Bezemer and Kress [13], Malyuga et al. [14] and Ryoo et al. [15] based on interactive learning and research methodologies. With the implementation of different modes and methods to achieve the educational goal, it has been justly shown by Leu et al. [16] and Peluso [17] that students do not have to conform to a specific style of teaching, but are engaged into the exciting multimodal learning environment and intersemiotic professional discourse. Multimodal learning, thus, provides multiple learning styles and educational trajectories, matching the effective content delivery with lively feedback from the students. Combining visual, audial, writing and sensory modes of information transfer, an educator achieves his professional goals. Moreover, the necessity of enriching the concept of multimodality in education was acknowledged by the United Nations. The UN seminal document of Council Recommendation of 22 May 2018 on key competences for lifelong learning stated that “In order to motivate more young people to engage in science, technology, engineering and mathematics (STEM) related careers, initiatives across Europe started to link science education more closely with the arts and other subjects, using inquiry-based pedagogy, and engaging with a wide range of societal actors and industries. While the definition of those competences has not changed much over the years, the support of competence development in STEM becomes increasingly relevant and should be reflected in this Recommendation” [18]. This idea is now being implemented at universities around the world. The essence of multimodality is to include different components, including arts and sciences, into a peaceful harmony with the idea of their mutual enhancement. The traditional modes of information transfer, including visual, audio, speech and sensory, are expanded by digital technologies contributing to the use of different channels of knowledge acquisition. Active students’ response is awaited from the trigger images, audio recording and video messages. A multimodal approach to education constitutes a new concept and implies the use of different modes to enhance the teaching and learning processes.

3 Methodology The methods of the study include questionnaire, observation, analysis, and synthesis. The method of questionnaire assisted by internet technologies was used to conduct a survey among master and post-graduate students of the Moscow Institute of Physics and Technology (MIPT) and Engineering Academy at Peoples’ Friendship University of Russia (EA RUDN University) in Moscow in September – November 2021. In total, 120 students were asked several questions to help researchers understand the validity of the hypothesis made in the study, which deals with advantages of multimodal reconciliation of arts and sciences; however, at some universities of Russia certain humanitarian faculties offer scientific courses besides arts, or non-scientific subjects. The same trend is seen in science faculties offering humanitarian subjects in addition to the mainstream subjects.

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For the purpose of proving the necessity of the introduction of the multimodal approach to education combining arts and sciences, the students of MIPT and EA RUDN University (120 in total) were asked the following questions (Qs) during their L2 (English language) classes: • Which format (in class or online) for learning/studying English do you prefer? Why? (Q1) • Would you agree/disagree with the point: “The ever increasing gap between arts and sciences is detrimental to both of them”? (Q2) • Would you support the point that “literature, art and cultural studies are as important for scientists as for scholars”? (= Natural and Engineering Sciences should get support from the Humanities cycle disciplines and vice versa). Provide 2–3 arguments to any point of view, pro or contra. (Q3) The answers of the students were collected and analysed to produce the following results.

4 Results and Discussion As a result of the analysis of the answers given by the students to the above questions, the following findings can be inferred: 1. The traditional multimodal education, including audio, visual and sensory modes, is complemented by computer technologies, which allows the expansion of distance education (e-learning) throughout the world. The best lectures of outstanding professors are recorded and hosted on the Internet platforms for public access. This fact facilitates lifelong sustainable education. 2. Not all the students are ready to study arts and sciences equally, supporting only optional and additional studies of off-mainstream subjects. 3. Multimodal academic education is a way to harmonize arts and sciences. At present, there is a need for universally educated specialists, who can easily cope with various issues concerning arts and sciences. There is a merger of arts and sciences into universal academic faculties with the preference of the prevailing mainstream subjects. Students at MIPT and EA RUDN University study English for Academic Purposes and receive a lot of information which may be identified as language and linguistics oriented; thus, they have a sufficient experience in merging the multimodal approach, the case was presented by Anossova in 2020 [19] in terms of academic English courses embedded into the STEM students’ curricula. According to the results received in autumn 2021, the number of science, technology, engineering and mathematics (STEM) students in both Universities, who support the traditional multimodal education attains 53,7%, the rest 23,3% do not support the multimodality on different grounds, and 23% do not consider the question. Those who estimate the gap between the Humanities and Sciences as existing account for 48%; about 23% find the balanced education mode satisfying

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the multimodality principles, about 23,3% do not support the suggested balance (the rest 5,7% do not consider the point or do not find it relevant or did not answer). Some students believe that that the gap should be abridged (71%), and some of the students are in favour of monomodality in technical/ engineering education as it is versatile. Master and post-graduate students at MIPT and EA RUDN University (L2 level from B1 to C1) in Moscow (Russia) were asked to provide their answers and support them with comments. The answers to the provided questionnaire were collected, systematized and analyzed, which yielded the following results. The first question concerning the student’s preference to in class or online learning (Q1) was asked as an illustration of the new trend to understand the multimodal approach to education at a new level, which combines, besides audial, oral, visual and sensory, also electronic mode of communication. The outcome can be illustrated by the Pie-chart (see Fig. 1).

Students' preferences to in class/online learning

Gave no answer 8% Make no difference between in class and online

Prefer in class learning 38% Prefer in class learning Prefer online class learning

Prefer online class learning 29%

Make no difference between in class and online learning Gave no answer

Fig. 1. Students’ preferences to in class/online learning – answers to Q1.

Figure 1 indicates that the amount of students opting for in class learning (38%) is still prevailing. The respondents mentioned the advantages of the main format for student’s engagement in the educational process and effective knowledge acquisition. Those respondents who answered in favour of online format (28%) supported their choice by certain circumstances, concerning their geographical position away from the university or the necessity to work fulltime. A number of respondents (25%) hesitated in choosing the preferred format and cited pros and cons for each of them. Among advantages of online format, they mentioned flexibility of the educational process, allowing them more freedom during the academic year. Moreover, a certain point should be made that online classes during the pandemic times guarantee greater safety and health to all the

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participants of the educational process. At the same time, they considered interaction with the fellow students as well as the teacher more efficient during L2 studies in class, when in small groups they can study most effectively. There were also students who gave no reply (8%), claiming they did not have a clear explanation or did not understand the question. In general, it can be stated that the majority of students prefer in-class learning, stressing the advantages of the traditional format of knowledge construction. The answers to Q2 and Q3 can be presented in Table 1. The answers to Q2 indicate that the gap between arts and sciences is fundamental. Almost 50% of engineering students do not consider arts and sciences as completely different spheres of human work. Here it is worth citing an example answer of the student to support their point of view: “I agree with this statement. I believe that many scientists, especially theorists, consider their work a kind of art. Thus, science benefits from arts and vice versa. For example, pure mathematicians work on abstract problems, which many of them regard as arts. Physicists, on the contrary, use these abstract mathematical results to solve real-world problems (First Year Master student, L2 – B2).”

Table 1. Results to indicate students’ answers to Q2 and Q3. Questions Participants Responded Avoided Supported Negatively Accept Did not The responding responded both think/no question variants ideas is unclear Q2

120

112

8

54

24

27

3

4

Q3

120

110

10

48

28

0

27

7

Those who disagree with the comment on arts and science separation to be detrimental consider that the differences between arts and sciences emphasize their particularities and create a special atmosphere. Among sample answers to support this vision, we may cite the following: “I disagree with this statement. I don’t think that there is a gap between arts and sciences. I am sure that there are no examples in the past when we can say that art could somehow help in research. Another thing is the spacious mind of each specific scientist. But it depends on the person. (Year 2 Master student, L2 – B1)” Most interesting are the answers to Q2, when students provided balanced answers trying to identify both, pros and cons of narrow orientation in arts and sciences. They claim that sciences operate with facts and logic, whereas arts are based on feelings. To include arts in sciences means to evoke an emotional response to communicate and to educate: “Sciences might get more complicated as years go by, but arts keep up in my opinion. These two areas get intertwined to allow one to comprehend the beauty

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and creativity that goes by. If arts were at a standstill, we would be unable to see what sciences have accomplished and comprehend scientific achievements (Year 1 master student, L2 B2).” To some extent, students regard Philosophy as the subject that has already re-conciled arts and sciences. The effect of arts without sciences is only decreasing as new ideas emerge only in sciences. Summing up the results of the survey, it should be underlined that the prevailing number of students support the ideas to reconcile arts and sciences in their curriculum. From the answers to Q3, we can infer that some students consider that to reconcile arts and sciences, it is necessary to change the curriculum, because so far every curriculum deals with either non-sciences or sciences separately. The overwhelming majority (40%) of respondents agreed with the point that sciences should be supported with the nonscientific disciplines and vice versa. Over one fifth of the students participated in the survey (23,3%) claimed they did not wish to ‘waste the time on irrelevant subjects’, such as literature and art, seeing no connection between humanitarian subjects and the sciences they specialized in. The respondents consider that undergraduates of sciences should be taught to carry out scientific research by specialists of their fields, and that scientists should communicate with other scientists to advance their spheres of research. Almost the same amount of answers (22,5%) expressed the opinion of respondents who did not think about the issue covered in the question (Q3) and had no particular idea about it. The survey also reflects the amount of respondents (8,3%) who avoided answering Q3 claiming they did not understand the essence of the matter, and those who answered that the question (Q3) was unclear (5.7%). In general, students, regardless of their level of education, opt for a learner-oriented approach to education by saying they want their freedom of choice to study exclusively what they want to specialize in. It can also be concluded that students mostly see a positive impact of studying different spectrum of scientific and humanitarian thought to educate their brain for developing a creative approach as well as for great achievements. Moreover, arts also contribute to the ethical and moral side of the future discoveries. The idea verbalized by Ch. Snow in the late 1950s to reconcile arts and sciences in the multimodal volatile and unstable world becomes relevant for the present-day education uniting the achievements of humanitarian and natural sciences. Considering the achieved results, a survey can also be carried out among STEM students in universities worldwide as well as among humanitarian students to find out whether the unification of arts and sciences and the implementation into the education system would help them in their future profession. The results of the future research can shed light to the necessity of the curricula, lecture courses and textbooks change.

5 Conclusion The results of the conducted survey can be interpreted as no obligation should be introduced to change the existing curriculum, be it aimed at studying general sciences or arts. The introduction of the multimodal approach should be viewed as optional and assisting the educators in the educational process.

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The present-day globalizing world sees the merger of arts and sciences and revisits the understanding of traditional fields of research. The study has proven that the means to understand the factors facilitating the bridge between arts and sciences is education, so that science undergraduates are able to employ humanitarian means, whereas arts can be enriched by scientific methods. Moreover, the digital instrumental channels in delivering and obtaining information are complemented by traditional multimodal multisemiotic elements. The survey conducted among students of RUDN University in Moscow (Russia) shows that the majority of students still adhere to the traditional in class education, especially what concerns L2 classes. The ever increasing gap between arts and sciences is regarded detrimental by the majority of respondents offering an optional merger of the two opposite spheres of human thought. The majority of respondents saw benefits for natural and engineering sciences from the Humanities cycle disciplines and vice versa. Thus, the century-old discrepancies existing between arts and sciences should complement each other to the benefit of the future universally educated specialists. An interdisciplinary approach, which is indispensable in studying different subjects at present, is one of the first steps to multimodal merger of arts and sciences.

References 1. Forceville, C.: Multimodality. In: Wen, X., Taylor, J.R. (eds.) The Routledge Handbook of Cognitive Linguistics, pp. 676–687. Routledge, Abingdon (2021) 2. Milton, M.: What is Multimodal Education and Why is it Important? In: Faith for Living (2021). https://michaelmilton.org/2021/03/09/what-is-multimodal-education-and-why-is-itimportant. Last accessed 30 Nov 2021 3. Ringvold, T.A., Nielsen, L.M.: Complexity, interdisciplinarity and design literacy. FormAkademisk - Forskningstidsskrift for Design Og Designdidaktikk 14(4) (2021). https:// doi.org/10.7577/formakademisk.4640 4. Minyar-Beloroucheva, A., Sergienko, P.: Linguistic approach to axiological particularities of PR discourse study as an interdisciplinary field. AMAZONIA INVESTIGA 10(45), 242–251 (2021). https://doi.org/10.34069/AI/2021.45.09.24 5. Sergienko, P., Minyar-Beloroucheva, A., Vishnyakova, O., Vishnyakova, E.: Academic conferences in professionally oriented language acquisition by public relations undergraduates. AMAZONIA INVESTIGA 10(42), 69–79 (2021). https://doi.org/10.34069/AI/2021.42.06.7 6. Nemejc, K., Smekalova, L., Kriz, E.: A reflection of the quality of education in the use of teaching aids and the importance of lifelong learning. In: Dislere, V. (ed.) Proceedings of the International Scientific Conference on Rural Environment. Education, Personality (REEP), pp. 94–103. Latvia University of Life Sciences and Technologies, Jelgava (2019). https://doi. org/10.22616/REEP.2019.012 7. Snow, C.P.: The Two Cultures and the Scientific Revolution. Cambridge University Press, New York (1961) 8. Blum, M., Barger, A.: The CASPA model: an emerging approach to integrating multimodal assignments. J Educ Multimedia Hypermedia 27(3), 309–321 (2018) 9. Phuong, A.E., Nguyen, J., Marie, D.: Evaluating an adaptive equity-oriented pedagogy: a study of its impacts in higher education. The Journal of Effective Teaching 17, 5–44 (2017) 10. Bouchey, B., Castek, J., Thygeson, J.: Multimodal Learning. In: Ryoo, J., Winkelmann, K. (eds.) Innovative Learning Environments in STEM Higher Education: Opportunities, Challenges and Looking Forward, pp. 35–54. Springer Briefs in Statistics, Springer (2021). https:// doi.org/10.1007/978-3-030-58948-6_3

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11. Jewitt, K.: Multimodality and literacy in school classrooms. Rev Res Educ 32, 241–267 (2008) 12. Vishnyakova, O., Minyar-Beloroucheva, A., Sergienko, P., Vishnyakova, E.: Harmonizing different cognitive styles through reading. In: Petkova, T.V., Chukov, V.S. (eds.) Proceedings of the 5th International e-Conference on Studies in Humanities and Social Sciences, pp. 17– 30. Center for Open Access in Science, Belgrade (2020). https://doi.org/10.32591/coas.econf.05.02017v 13. Bezemer, J., Kress, G.: Multimodality, learning and communication: a social semiotic frame. Routledge, New York (2016) 14. Malyuga, E.N., Akopova, A.S.: Precedence-setting tokens: Issues of classification and functional attribution. Training, Language and Culture 5(4), 65–76 (2021). https://doi.org/10. 22363/2521-442X-2021-5-4-65-76 15. Ryoo, J., Winkelmann, K.: Introduction. In: Ryoo, J., Winkelmann, K. (eds.) Innovative Learning Environments in STEM Higher Education. Opportunities, Challenges, and Looking Forward, pp. 1–16. Springer Briefs in Statistics, Cham (2021). https://doi.org/10.1007/9783-030-58948-6_1 16. Leu, D.J., Coiro, J., Kinzer, C., Castek, J., Henry, L.A.: New literacies: a dual level theory of the changing nature of literacy, instruction, and assessment. Special issue teaching and learning in the 21st century. J Educ 197(2), 1–18 (2017) 17. Peluso, M.: The functional approach, semiotics and professional discourse. Training, Language and Culture 5(2), 62–72 (2021). https://doi.org/10.22363/2521-442X-2021-5-262-72 18. Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance). Official Journal of the European Union C189, 1–13. https://eur-lex.europa. eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN. last accessed 30 Nov 2021 19. Anossova, O.: Key factors in teaching English for academic scientific purposes to non- linguists. Lecture Notes in Networks and Systems (LNNS), Springer IEEHGIP 2020. 131, 367– 375 (2020). https://doi.org/10.1007/978-3-030-47415-7_39. ISBN 978-3-030-47415-7_39

Legal Clinic in the System of Active Teaching Methods Vladimir Demidov , Ekaterina Dolzhenkova , Dmitry Mokhorov , and Anna Mokhorova(B) Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected]

Abstract. A significant problem of the educational process is to increase the level of practical application of theoretical knowledge, which is in demand within the framework of professional activities. It seems promising to use a practice-oriented interactive method – a legal clinic, which has shown its advantages in comparison with traditional approaches used in the course of educational activities. To study the influence of a legal clinic on the development of an educational program and the formation of a set of specialist’s key competencies, quantitative and qualitative methods were used to assess the effectiveness of the application of this method. The study is based on the materials of the practical activities of the legal clinic created at the Higher School of Law and Forensic Science of the Peter the Great St. Petersburg Polytechnic University. Considering the results of legal clinics application, it should be noted that the use of interactive methods of organizing educational activities contributes to an increase in the level of mastering theoretical skills of specific law branches within the framework of their application to resolve various disputes between civil society actors, and also directly affects the formation of professional competencies of graduates of legal faculties. Based on the objective realities of everyday reality, it can be assumed that the use of a legal clinic in teaching students is an important element of the comprehensive training of professional lawyers, which is extremely necessary in states that are in the stage of profound changes of a social, legal, political and cultural nature. Keywords: Legal clinic · Practical training · Legal education

1 Introduction Currently, one of the essential problems of training students majoring in law is to increase the level of practical application of theoretical knowledge acquired in specific academic disciplines [1, 2]. It is well known that the graduates of higher educational institutions in the field of law are faced up with the difficulties in practical application of the acquired theoretical knowledge in real life situations that develop in various spheres of public relations, since classical legal education does not develop such skills [3]. In this connection, using a practice-oriented interactive method – a legal clinic – in the training © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 347–356, 2022. https://doi.org/10.1007/978-3-031-11435-9_38

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programs in the field of law is quite relevant. The concept of a legal clinic has not been defined yet, which is primarily due to the lack of a clear research vocabulary in the field of law [4, 5]. The legal clinic should be considered as one of the most promising forms of the educational process. Applying this technique, students have a real opportunity to develop their practical skills and study the approaches to address the professional issues in the field of human social life. This approach is widely used in some educational institutions in the field of law as a response to the challenges currently faced by the specialists in this field (for example, there are 8 clinics in St-Petersburg, Russia). The method expands the boundaries of the creative abilities of students in relation to everyday legal situations. Law students become independent subjects of law-enforcement activity, and get the opportunity to assess their professional aptitude for solving legal problems. The aim of the study is to define the influence of a legal clinic on the development of an educational program and the formation of a set of specialist’s key competencies; quantitative and qualitative methods were used to assess the effectiveness of the application of this method.

2 Literature Review The use of a legal clinic as one of the most promising methods in the field of law is relevant today. This topic has also been developed in the works of foreign and national researchers. The researchers in this field [6–11] consider the use of a legal clinic in the learning process as a real opportunity for students to obtain practical techniques and skills necessary for their professional activity in the field of law. At the same time, the researchers analyze the impact of students’ activities in a legal clinic on solving the issues of protecting individual rights in the context of the modern statehood. Thus, the method of legal clinics can increase the effectiveness of the implementation of the human rights functions of various state and public structures. A number of international researchers engaged in the study of legal problems believe that, within the framework of the proposed method, law students can protect the interests of individual citizens or even small communities with low social status. They also believe that students participating in the legal clinic are professionally involved in the law enforcement process. Thus, the legal clinic provides practical knowledge, and students perform professional duties there. So, this method should be recognized as a very important aspect in the training of specialists highly demanded by society for resolving legal disputes in most areas regulated by law. The legal clinic is viewed as an effective teaching method that has absorbed the merits of modern approaches proposed by the leading specialists in the field of law and as one of the forms that comprises the interactive approaches to mastering legal disciplines. The Russian researchers [8] highlight the fact that students get broad opportunities for applying their theoretical knowledge when participating in the work of such clinics, which extends the scope of knowledge of specific disciplines that they need for further professional growth. A number of researchers highlighted the issue of the quality of training with the use of legal clinics [12, 13], dwelt on its place in the educational process [14], proposed

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the ways of improving the quality of education with the use of legal clinics [15, 16], and various activities for the development of practical skills of students [17–19]. It was proposed to use individual educational technologies [20], and develop the minimum requirements (standards) for the activities of legal clinics [21–23]. The national researchers believe that the development of legal clinics largely depends on the initiative of leading specialists in certain areas of legal knowledge, which determine the level of students’ competence [24–26]. This type of interactive learning is increasingly being used, which indicates the effectiveness of the advanced teaching methods in the training of highly qualified specialists in the field of law [27, 28]. Therefore, the development of techniques and methods for assessing the results of the use of a legal clinic in the educational process is quite relevant and allows us to determine the criteria for assessing the effectiveness of the method in the development of professional competencies in the field of law. This issue is considered in the article as one of the important factors in improving the system of legal education.

3 Materials and Methods The presented study is based on the materials of the practical activities of the legal clinic created at the Higher School of Law and Forensic Technical Expertise, the Institute of Humanities, Peter the Great St. Petersburg Polytechnic University, for the period from 2017 to 2021. The legal clinic was created, on the one hand, with the aim of implementing a competency-based approach in the process of teaching legal disciplines to students majoring in this branch of humanitarian knowledge, as a prerequisite for the successful professional activity of future graduates; and, on the other hand, with the aim of providing free legal assistance in the sphere of administrative, civil, labor and other branches of law. As part of the implementation of this interactive method for training legal experts, new approaches were widely used, allowing students to acquire complex skills for practical activities in the framework of their future profession. Training for professional activity was carried out on the basis of meeting the main objectives assigned to the legal clinic: assistance in the exercise of the rights and freedoms of citizens and fulfillment of their obligations stipulated by law, protection of their legitimate interests; provision of free legal assistance to all who applied; assistance in legal education of the population. During the study, we used qualitative and quantitative methods for assessing the level of knowledge and skills of future lawyers in mastering professional subtleties inherent in the use of legal regulators in the spectrum of administrative, civil, labor, family and other social relations.

4 Results In total, 196 students took an active part in the work of the legal clinic (3rd and 4th year students enrolled in undergraduate programs in the field of training 40.03.01 Law, and masters’ students of the 1st year in the field of training 40.04.01 Law). The clients

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of the legal clinic were citizens of the Russian Federation and foreigners living in St. Petersburg, who applied to the student clinic for free legal assistance without the purpose of making a profit, in the amount of 279 people. Analyzing the gender representation of the students trained in the legal clinic, we found that 41% were men and 59% were women. The average age of the students was 20.9 years. Table 1. Distribution of students in the legal clinic by years of study. Year of study

Number of students

2017–2018

18

2018–2019

41

2019–2020

69

2020–2021

68

Total number

196

According to Table 1, those participating in the activities of the legal clinic were distributed by years of study as follows: at the time the clinic started operating, the number of students wishing to use theoretical knowledge in practice was minimal, and subsequently their number increased exponentially, which indicates the interest of students to this type of training. To determine the influence which students’ activities in the legal clinic had on their professional competencies, we conducted a study on communication skills, legal writing, public speaking and other skills, and summarized the results. By observing the communication between the student and the client, it was found that some students experience significant difficulties in performing the communicative function. Their number was 71%, the rest of the students could quite successfully apply communicative skills. The observation was carried out on the basis of the established regulations for assessing the student’s actions during oral consultation. In the process of legal clinic teaching, we determined that 68% of the learners working in this clinic did not have sufficient skills to draw up legal texts in relation to specific legal situations. This figure was received by applying the content analysis of texts written by the students; the texts contained legal opinions on the issues stated by the clients. This technique was based on the following criteria: - general educational aspect, including the use of various speech patterns, the correspondence of the legal opinions language content to the questions posed by the clients, the originality of presenting materials; - legal and technological aspect, implying the use of special legal terms, practical knowledge of legal documents format, professional attitude towards persons who have applied for legal assistance.

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Table 2. Results of the analysis of skills to draw up legal texts in relation to specific legal situations. 196 students – 100%

General educational aspect

Legal and technological aspect

Speech patterns

Correspondence Originality of the content to the question posed

Special legal terms

The use of the correct format of legal documents

Professional approach

0–10% 1–68% 2–22%

0–24% 1–63% 2–13%

0–49% 2–51%

0–34% 1–52% 2–14%

Comply/do 0–13% not comply 1–71% with the 2–16% requirements (according to the scale 0–2, where 0 – absolutely do not comply, 2 – fully comply)

0–72% 1–14% 2–14%

It should be noted that students who scored 2 points on all criteria make up 4%, and those who did not receive 0 points on any criterion amount to 32%, including the students mentioned earlier (Table 2). The study of the content analysis data showed that at the initial stage of training in the legal clinic, both the general educational aspect and the legal and technological aspect are largely undeveloped, which negatively affects the level of legal competence. As a result of the observation research, we determined the psychological stability level of the future specialists trained in the legal clinic. We revealed a high level of psychological stability of the future lawyers in acute situations. In the course of the analysis, a connection was established between the period of participation in the legal clinic and the rate at which students made legitimate legal decisions on specific problems. As a result, we formed indicators that determine the speed of resolving legal issues with relation to the duration of students’ participation in the legal clinic. The above study results confirm a fairly high degree of effectiveness of applying the considered interactive method in the process of teaching legal disciplines at the Higher School of Law and Forensic Technical Expertise, Peter the Great St. Petersburg Polytechnic University. They allow us to draw unambiguous conclusions that the use of a legal clinic within the framework of mastering a higher education program in the field of law contributes to an increase in the level of acquired practical legal skills by university students. Moreover, the students’ participation in practical activities to provide legal services to civil citizens creates objective prerequisites for increasing the level of legal knowledge among the population of the state.

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Students, actively working in the legal clinic, acquire a fairly high level of practical techniques and methods within the legal framework for resolving conflicts that arise between members of society in everyday activities and are of significant importance for implementing the ideas of the rule-of-law state in social reality. Having analyzed the specific results of the legal clinic performance in the process of obtaining higher education, we can point out the following: Students from different gender groups took part in this form of interactive learning. A significant number of senior students have substantially improved their communication skills and techniques, which reflects their professional suitability as practicing lawyers (Fig. 1).

Основной Основной Основной Основной Основной

start Formed

Partially formed

Almost not formed

Not formed

finish

Fig. 1. Formation of professional competencies (start – professional competencies in the beginning of education, finish – professional competencies in the end of education).

5 Discussion The use of the legal clinic has enabled most of the students to acquire skills of working with legal documents. As follows from the paragraphs above, the legal clinic is the cutting-edge form of learning that provides ample opportunities for both faculty and students, thereby enabling them to bring significant impact on the education and expertise of the law school graduates. What is more, the implementation of clinics allows universities to facilitate the hands-on training for students to master various law concepts throughout the course. The idea of using the legal clinic as a tool to improve the graduate’s expertise implies the fact that students are engaged into the educational process together with the citizens who receive legal services. Subsequently, the methods introduced by the clinic influence different social groups and focus not only on the students.

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The interactive training methods used in the legal clinic enable students to apply the theoretical fundamentals in practice [29]. In this regard, the graduates gain a real competitive advantage in today’s labor market, which primarily values the skill to apply efficient techniques and methods in real life in order to bring about positive results for all participants of the law-regulated public relations. Studying law-related academic subjects via the legal assistance method creates conditions for the development of practice-oriented legal expertise in graduates, which is highly demanded among individual citizens, public institutions, work groups and officials [30, 31]. Consequently, the comprehensive positive effects can be produced on the overall structure of the essential provisions that the federal, regional and municipal legal acts contain. As a result, when the law graduates face some real circumstances outside the classroom, they can analyze and evaluate the prospects for applying certain provisions that make part of the specific legal acts regulating a wide range of public relations [32]. The legal clinic and its practice-oriented learning methods create profound grounds for the graduate’s successful professional activity, especially in terms of the current reforms of the state legal system [33]. In other words, the graduates become active and skilled participants of the legal relations who are able to respond to numerous modern challenges, thus contributing greatly to the positive changes in the democratic state of law. The graduates engaged in the work of the legal clinic gain invaluable experience that will significantly help them throughout their professional career in law. Except for the expertise in law, the legal clinic encourages the graduates to constantly improve their fundamental knowledge in specific legal areas in order to meet all the professional requirements imposed by the society and state. The hands-on training provided by this interactive learning tool gives the graduates an opportunity to effectively use their knowledge in the complex social and political situations, so that the acute conflicts between the representatives of different social groups could be prevented. The trends given above explain the fact that the graduates who work in the legal clinic gain the competitive advantage over other students, since they are ready to apply the legal mechanisms in the variety of social circumstances. While considering the legal assistance as one of the most advanced learning methods, it is vital to highlight the necessity to introduce the clinics in the universities that pay special attention to the development of professional competence in the faculty. It is worth mentioning that the faculty members who participate and supervise the work of the legal clinic are constantly improving their teaching skills. The legal clinic requires the faculty to work together with the law students, which helps the first to get familiar with the latest releases of the books on law, specialized manuals, or textbooks on methodology of law that represent the most progressive teaching strategies used by the leading world universities. Moreover, the faculty members may improve their individual skills that are mostly associated with acquiring new technology-related knowledge, which meets the current social and educational requirements.

6 Conclusion Based on the analysis of the effects of the legal clinic, as one of the leading forms of training, it is important to mention that the interactive methods used there help students

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to master their theoretical knowledge via the hands-on approach. What is more, the graduates can apply this high-quality professional expertise to resolve various disputes between the civil society actors. At the same time, the legal clinic is considered to be an important factor that improves the faculty competence, which is an indispensable condition for the successful training of the graduates with the use of comprehensive theoretical and practical teaching strategies that meet the requirements of the modern society. The effectiveness of the legal clinic is manifested by the fact that it creates the platform for the graduates to integrate their theoretical knowledge of various legal provisions in practice, thereby establishing the balance between the learning methods. In accordance with the current conditions, the implementation of the legal clinic can become an important tool to provide the comprehensive training for the prospective professional lawyers, which is a matter of an immense importance, especially in the countries undergoing profound changes in the social, legal, political and cultural levels.

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10. Walkden-Brown, J., Stevenson-Graf, L.: Preparing for practice: clinical legal education through the lens of legal education discourse. Aust. J. Clin. Educ. 3(1), 1–12 (2018) 11. Sitnikov, K.O., Kotrekhov, N.: Obuchayushchaya funktsiya yuridicheskoy kliniki [Training function of the legal clinic]. Nauchno-metodicheskiy elektronnyy zhurnal Kontsept 12, 1–10 (2017). (in Russian) 12. Jackson, J.T., Jones, S.R.: Law and entrepreneurship in global clinical education. Int. J. Clin. Legal Educ. 25, 85–90 (2018). https://doi.org/10.19164/ijcle.v25i3.769 13. Portyankina, S.P.: Yuridicheskaya klinika – metod yuridicheskogo obrazovaniya [Legal clinic – method of legal education]. Novyy universitet. Seriya: Ekonomika i parvo 6(64), 8–12 (2016). (in Russian) 14. Khudoykina, T.V.: Besplatnaya kvalifitsirovannaya yuridicheskaya pomoshch’ v Rossii: teoreticheskiye i prakticheskiye problem [Free qualified legal aid in Russia: theoretical and practical problems]. Zhurnal Sibirskogo federal’nogo universiteta. Ser. Gumanitarnyye nauki 6(14), 11–17 (2013) (in Russian) 15. Meghdadi, M.M., Erfani-Nasab, A.: The role of legal clinics of law schools in human rights education: Mofid University legal clinic experience. Proc. Soc. Behav. Sci. 15, 3014–3017 (2011). https://doi.org/10.1016/j.sbspro.2011.04.234 16. Duncan, N.J.: Ethical practice and clinical legal education. Int. J. Clin. Legal Educ. 7, 7–19 (2005) 17. Bartoli, C.: Legal Clinics in Europe: For a Commitment of Higher Education in Social Justice. Special Issue. Diritto & Questioni Pubbliche, Palermo (2016) 18. Barabino, G.S., Luiz da Silva Oliveira, C.: A formação do tradutor jurídico: análise da competência tradutora em tradução jurídica e proposta de programa formativo. Cadernos de Tradução 41(2), 512–531 (2021). https://doi.org/10.5007/2175-7968.2021.e76665 19. Du Plessis, M.A.: Clinical legal education: determining the mission and focus of a university law clinic and required outcomes, skills and values. De Jure 48(2), 312–327 (2015) 20. Dahl, C.L., Phillips, V.F.: Innovation and tradition: a survey of intellectual property and technology legal clinics. Clin. Law Rev. 25, 95–155 (2018) 21. Krupová, T., Zima, M.: Street law and legal clinics as civic projects: situation in the Czech Republic. Oñati Socio-Legal Ser. 7(8), 1647–1660 (2017) 22. Du Plessis, M.A.: Clinical legal education models: recommended assessment regimes. Potchefstroom Electron. Law J. 18(7), 2778–2802 (2015) 23. Madhloom, O., Antonopoulos, I.: Clinical legal education and human rights values: a universal pro forma for law clinics. Asian J. Legal Educ. 9(1), 23–35 (2022). https://doi.org/10.1177/ 23220058211051031 24. Shugrina, E.C.: Yuridicheskaya klinika v Rossii: novaya ili khorosho zabytaya? [Legal clinic in Russia: new or well-forgotten?]. Aktual’nyye problemy rossiyskogo prava 7, 898–906 (2013). (in Russian) 25. Ozernikova, T.G., Smirnova, I.G., Teterina, L.A.: Osobennosti razvitiya yuridicheskikh klinik v sovremennykh usloviyakh i ikh mesto v obrazovatelnom klastere [Specifics of development of legal clinics in today’s environment and their place in the educational cluster]. Izvestiya Baykalskogo gosudarstvennogo universiteta – Baikal State Univ. Bull. 2, 310–314 (2015). (in Russian) 26. Kotonya, A.: A review of the social justice function of clinical legal education in Africa. Afr. J. Legal Stud. 14(1), 93–115 (2022). https://doi.org/10.1163/17087384-12340088 27. Shanahan, C.F., Selbin, J., Mark, A., Carpenter, A.E.: Measuring law school clinics. Tulane Law Rev. 92(3), 547–586 (2018) 28. Koci, A.: Clinical education, the lessons learned from practical applications – Albanian issues, East Europe and the advanced international practices on clinical education. Acad. Int. Sci. J. 11, 154–161 (2015). https://doi.org/10.7336/academicus.2015.11.12

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Improving the Efficiency of Professional Education in the Context of the Fourth Industrial Revolution: Project-Based Approach Aleksandra Dashkina , Alexander Dmitrijev(B) , Aleksandra Kobicheva , Liudmila Khalyapina , Aleksandra Loginova , and Dmitrii Tarkhov Peter the Great Saint-Petersburg Polytechnic University, St. Petersburg 195251, Russia [email protected]

Abstract. The article describes the ways of improving the efficiency of higher education brought about by the Fourth Industrial Revolution. The professionals working in the new industrial conditions are supposed to be flexible and adapt to new technologies and disruptive innovations that come along. To this end they need to form transferable skills that can be acquired at university through interdisciplinary approach to teaching and learning, which has already been applied at different universities throughout the world and described in a number of works. It can be achieved by introducing the humanities component through both interdisciplinary approach to teaching and extracurricular activities. The paper proposes a model of the educational process, with the idea of developing and constantly functioning interdisciplinary teams. By taking part in economic activities, such teams can be instrumental in generating an income for the university, as well as for the students and teachers participating in them. The paper features an example of the interdisciplinary approach implementation that underlies the students’ project activities. The example illustrates the results of training a sample group of second year students at Higher School of Cyber-Physical Systems and Control (SPbPU). The article also describes the results of the survey aimed at finding out students’ attitude to interdisciplinary approach. The obtained results indicate that the students who participated in interdisciplinary projects at least once have assessed the project activity impact on professional skills development much higher than those who did not take part in any projects. Keywords: Interdisciplinary approach · Humanities component · The fourth industrial revolution · CLIL

1 Introduction The Fourth Industrial Revolution can be described as a wide range of such disruptive technologies as a large-scale integration of cyber-physical systems, the internet of things, digital twins and smart machines into manufacturing. The drastic changes brought about by Industry 4.0 will influence not only all areas of human activities, but also everyday life and even leisure. It will also be conducive to fundamental changes in education on © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 357–366, 2022. https://doi.org/10.1007/978-3-031-11435-9_39

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the global scale, because the conventional approaches to the training of specialists and human resource development will not be practical in the new economic, social, sociopsychological and geopolitical environment. The term “Fourth Industrial Revolution” was popularized by professor Klaus Schwab, a Swiss economist, founder and executive chairman of the World Economic Forum, [1]. According to Malinetsky, the leading expert at the Keldysh Institute of Applied Mathematics, such fundamental changes in education are certainly caused by the rapid development of production and technology, as well as the modern science in general, which is becoming more and more interdisciplinary and is now the driving force behind the conceptual paradigm shift [2]. One of the rapidly developing and increasingly popular theoretical bases for implementation of interdisciplinary integrated approach in the system of higher professional education is Content and Language Integrated Learning (CLIL). The theoretical foundations of CLIL were developed by a group of European researchers including Marsh, Coyle, Meyer, Ting, Pavon, Hook, et al. [3–6]. CLIL implies the “subject-language integrated learning”, which refers to any educational context that is focused on two subjects, and to a process that is focused on the mastery of a subject (content) along with language teaching. CLIL draws on the dual goal of students to acquire knowledge of a professional discipline and at the same time to develop their foreign language competence. These goals support and facilitate each other [6–8]. Students should be involved in such interdisciplinary research at the early stages of their education. They can collaborate in the course of working on a joint scientific project, and this experience can further be used in their graduation theses. It means that the studies they conduct in their own professional area should be complemented by the knowledge and experience they gain in different scientific fields [9]. Interdisciplinary approach to education allows addressing a complex problem from different perspectives, and one of them is to find a solution to the problem that students could not have solved if they had based their decision-making process on only one subject area [10–12]. This interdisciplinary approach to decision-making that they will develop while participating in a joint research at university will foster their employability since generalists will be in demand in the context of the fourth industrial revolution. By interacting with each other, such teams, which include both teachers and students, can implement the projects on a commercial basis. As it was mentioned earlier, the creation of cyber-physical systems can be seen as a key area for the implementation of such projects. One more factor in the context of Industry 4.0 is the rise in telecommuting. Remote teamwork is becoming increasingly important, often in international distributed teams [13]. It has become obvious that scientific and technological progress as the main way to solve the problems of our technological and technocratic civilization is moving into a qualitatively new state, determined by professional and ethical factors. Therefore, we are convinced that in the context of the fourth industrial revolution it is becoming vitally relevant to introduce to education the so-called humanities component, especially when it comes to engineering students. The humanities component is becoming increasingly

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important and cannot be considered in isolation from key technical competencies [14, 15].

2 The Example of Using Interdisciplinary Approach Below is an example of the interdisciplinary approach implementation that underlies the students’ project activities. The example illustrates the results of training a sample group of second year students at Higher School of Cyber-Physical Systems and Control, Peter the Great St. Petersburg Polytechnic University. In the second year of study students take the course “Project Management Fundamentals”. This course introduces students to the basics of project management. Undergraduate students are encouraged to choose their own project topic, split into teams, identify team leaders, and assign other roles to their participants. The developers of this course are a group of professors at the Higher School of Cyber-Physical Systems and Control, led by Professor Sergey G. Redko [16]. The course was launched three years ago. The students of the Higher School of CyberPhysical Systems and Control choose projects related to design, pedagogy, marketing, management, etc. At the same time, students from different institutes form teams. Thus, programmers and power engineers, economists and information technology specialists, designers and psychologists, etc. can participate in one project. Tables 1 and 2 show how from 2020 to 2021 the number of teams and the direction of projects (due to a team leader’s affiliation to a particular institute) changed for the students of the Higher School of Cyber-Physical Systems and Control, specializing in “Information Systems and Technologies” and “System Analysis and Control”. Table 1. Data on the number of teams and students. Year

Number of students Number of teams Average number of students per team (considering students of other higher schools and institutes)

2020 65

18

4–5

2021 91

28

6–7

Table 2. Data on the affiliation of teams (project managers) to institutes of Peter the Great St. Petersburg Polytechnic University. The Institute Name 1. Institute of Computer Science and Technology

Year 2020

2021

14

20

2. Institute of Humanities

2

1

3. Institute of Applied Mathematics and Mechanics

2

1

4. Institute of Biomedical Systems and Biotechnology

0

1 (continued)

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A. Dashkina et al. Table 2. (continued)

The Institute Name

Year 2020

2021

5. Institute of Machinery, Materials, and Transport

0

1

6. Institute of Civil Engineering

0

2

7. Institute of Physics, Nanotechnology and Telecommunications

0

1

8. Institute of Energy

0

1

Table 3 shows how the project subject areas were distributed. Table 3. Data on the affiliation of teams (project managers) to institutes of Peter the Great St. Petersburg Polytechnic University. Subject area of the project

Year 2020 2021

1. Applied information technologies. Smart cities

1

0

2. Applied information technologies. Navigation systems and Laser scanner data 2 processing, 3D models of buildings

1

3. Applied information technologies. Office work automation (e.g. time management; data base of partners)

2

2

4. Use of information technologies in the educational process, including educational games

4

7

5. Socially significant projects (e.g. ecology, first aid)

2

0

6. Human resource management

4

0

7. Socio-economic processes analysis. Creation of applications

1

1

8. Business plan for a small business

1

0

9. Engineering product design, including 3D printing

1

3

10. Marketing, public relations

0

4

11. Creating videos for social and educational projects of the SPbPU

0

3

12. Applied information technologies. Domestic services creation (e.g. cooking services; fitness services)

0

3

13. Applied information technologies. Biometric data processing

0

1

14. Applied information technologies. Robotics

0

1

15. Tourism

0

1

16. Training (educational) event preparation

0

1

Table 3 shows how the students’ preferences changed. On the one hand, in 2020, the students often chose project topics from the field of personnel management and

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other socially significant projects. In 2021, relatively many projects were in the field of marketing and public relations; students chose creative projects (for example, making videos). The subject matter of some projects is not relevant to the students’ main field of study, for example, a project dedicated to the development of a tourist route. In general, there were more diverse project topics in 2021. The situation related to the COVID-19 pandemic was probably conducive to the change in project topics. In 2021, mobile platforms were chosen as IT solutions in the vast majority of cases. In particular, the higher school teams developed three chat bots and several other mobile applications.

3 Materials and Methods The success of any project largely depends on its participants’ enthusiasm. In order to evaluate it, we conducted an online survey to reveal the students’ attitude towards interdisciplinary projects and whether these projects contribute to the development of professional skills from the students’ perspective. 95 students from the Department of Llinguistics took part in this survey, which comprised two parts: 4 questions about the attitude to projects and 5 questions about the influence of the project on development of professional skills (Communication competence, Teamwork skills, Leadership skills, Critical thinking skills and Problem-solving skills). In the second part of the questionnaire the students evaluated the influence of interdisciplinary projects on the basis of 10-point Likert scale. To analyze the data, we used a descriptive statistic method.

4 Results 4.1 Attitude Towards Interdisciplinary Projects According to the answers to the first question, 36% of the students already had experience of taking part in interdisciplinary projects in the course of their education at university, while 64% of them had no such experience whatsoever (Fig. 1). More than 47% of the students gave a positive answer to the question “Are you interested in working on an interdisciplinary project?” Only 15.8% said that they were definitely not interested in participating in interdisciplinary projects. This fact illustrates the potential of involving more participants in such kind of projects in the future (Fig. 2). The most common answers to the question “What project areas might you be interested in?” were the following: “psychology and linguistics, philosophy and linguistics, world economy and international communication, education, psychology and information technology”.

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Do you have any experience of parcipang in interdisciplinary projects? 36% 64%

yes

no

Fig. 1. The answers to the question “Do you have any experience of participating in interdisciplinary projects?”

Are you interested in working on an interdisciplinary project? 15.80%

10.50%

15.80% 36.80%

21.10% Definitely yes

Probably yes

Do not know

Probably no

Definitely no

Fig. 2. The answers to the question “Are you interested in working on an interdisciplinary project?”

According to Figs. 3 and 4, most of the students are confident that interdisciplinary projects attach more significance to the final results and contribute to a personal development of the project participants, which confirms the positive attitude towards interdisciplinary activity as a whole.

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Do you think that interdisciplinary projects deliver the most meaningful results? 2.50%

0.00%

26.30% 26.30% 44.80%

Definitely yes

Probably yes

Do not know

Probably no

Definitely no

Fig. 3. The answers to the question “Do you think that interdisciplinary projects deliver the most meaningful results?”

Are interdisciplinary projects, from your point of view, a way of successful personal development? 5.50%

0.00%

20.80%

31.60%

42.10% Definitely yes

Probably yes

Probably no

Definitely no

Do not know

Fig. 4. The answers to the question “Are interdisciplinary projects, from your point of view, a way of successful personal development?”

4.2 Impact of Interdisciplinary Projects from Students’ Perspectives We decided to analyze the results of the students who participated in the project and those who did not participate separately. The descriptive statistics for all the variables are presented in Table 4.

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A. Dashkina et al. Table 4. Descriptive statistics of the results obtained. PS* (N = 33)

NPS** (N = 62)

Indicators

ALL

ANOVA effects

M

SD

M

SD

M

SD

Communication competence

8.3

0.91

8.71

0.87

7.42

1.02

0.005

Teamwork skills

7.9

0.88

8.02

0.70

7.78

0.91

0.03

Leadership

6.8

0.82

6.87

0.78

6.75

0.84

0.23

Critical-thinking skills

7.2

0.79

7.14

0.82

7.23

0.73

0.34

Problem-solving

7.54

0.93

7.35

0.94

7.97

0.89

0.01

* Students who participated (PS). ** Students who did not participate (NPS).

The obtained results indicate that the students who participated in the interdisciplinary projects at least once assessed the influence of the project on development the of professional skills much higher than students who did not participate. The highest difference in the results was in communication skills development. This fact is consistent with the earlier data, for instance [17].

5 Conclusion Being the result of joint research, this paper draws on a lot of expertise on how to educate multi-faceted professionals capable of solving complex problems, looking at them from different perspectives. Since less challenging tasks will be performed without human participation, versatility and the ability to work in an interdisciplinary environment will be the basic requirements to the employee of the future. The experts who jointly participated in this research suggested a number of ideas aimed at adapting the vocational training to the challenges posed by the Fourth Industrial Revolution that can be implemented in tertiary educational institutions. One of the ideas consistent with the need to educate versatile professionals was introducing Content and Language Integrated Learning on a broad scale. Another example of interdisciplinary approach is involving students from different departments in collaborative research in the course of working on a joint scientific project. The example of interdisciplinary approach considered in this research paper is the projects conceived and carried out by the undergraduates doing the course “Project Management Fundamentals”. Interestingly, a significant number of the undergraduates chose the projects the subject matter of which was quite different from the key disciplines studied by them within their training areas. Overall, it can be concluded that participation in such projects helps undergraduates develop their own potential by working in interdisciplinary teams and exchanging ideas with their peers, familiarizing themselves with their experience, their knowledge and

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their types of cultural difference. At the same time, they learn to work together understanding that only this type of collaboration of representatives from different spheres – Technology, Mathematics, Ecology, Sociology, Communication – can develop our world in the direction of mutual understanding.

References 1. Schwab, K.: The Fourth Industrial Revolution. Currency, New York (2017) 2. Malinetsky, G.G.: Synergetics, interdisciplinarity and post-non-classical science of the XXI century. Preprints of IPM named after M. V. Keldysh 51 (2013). (In Russian). https://keldysh. ru/papers/2013/prep2013_51.pdf. Last accessed 29 May 2000 3. Coyle, D.: Meaning-making, language learning and language using: an integrated approach. Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education) 7, 235–258 (2015) 4. Lasagabaster, D., Sierra, J.: Immersion and CLIL in English: More differences than similarities. ELT Journal 64(4), 367–375 (2009) 5. Marsh, D.: Foreword. In: Ruiz de Zarobe, Y., Jimenez Catalan, R. (eds.) Content and Language Integrated Learning: Evidence from Research in Europe, pp. vii-viii. Multilingual Matters, Bristol (2009) 6. Ting, T.: CLIL and Neuroscience: How Are They Related? In: Ruiz de Zarobe, Y., Sierra, M., Gallardo del Puerto, F. (eds.) Content and foreign language integrated learning, pp. 75–101. Peter Lang, Bern (2011) 7. Serova, T., Krylov, E.: Integrative teaching foreign language for engineering graduates in context of specialty. Language and Culture 2(6), 50–57 (2011) 8. Khalyapina, L., Popova N., Kogan M.: Professionally-oriented Content and Language Integrated Learning (CLIL) course in higher education perspective. In: Proceedings of the 10th Annual International Conference of Education, Research and Innovation (ICERI), pp. 1103–1112. IATED, Seville (2017) 9. Khalyapina, L., Vdovina, E., Yakhyaeva, K.: Soft CLIL v.2.0: integrating a mobile app and professional content into the language training. In: IOP Conference Series: Materials Science and Engineering 940(1), 012140 (2020). https://doi.org/10.1088/1757-899X/940/1/012140 ˇ 10. Boboˇnová, I., Ceretková, S., Tirpáková, A., Markechová, D.: Inclusion of interdisciplinary approach in the mathematics education of biology trainee teachers in slovakia. In: Doig, B., Williams, J., Swanson, D., Borromeo Ferri, R., Drake, P. (eds.) Interdisciplinary Mathematics Education, pp. 263–280. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-110666_17 11. Repko, A.F.: Assessing interdisiplinary learning outcomes. In: Academic Exchange Quarterly Fall 2008, pp. 171–178 (2008) 12. Dashkina, A.I., Dmitriev, A.V., Tarkhov, D.A.: Humanitarian component of higher professional education in the context of the fourth industrial revolution. In: Proceedings of the XX international scientific and technical conference devoted to the 75 anniversary of the Victory in the great Patriotic war “Problems of Informatics in education, management, Economics and technology, pp. 236–239. Penzensky State Teacher Training University, Penza (2020) 13. Dmitriev, A., Kogan, M.: The role of corpus linguistics in the training of specialists in the field of computer language teaching. In: IEEHGIP 2020, Lecture Notes in Networks and Systems, vol. 131, pp. 511–520. Springer Nature, Cham (2020). https://doi.org/10.1007/9783-030-47415-7_54

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To the Question of Humanistic Paradigm Synthesis in Innovative Engineering Education Tamara Galushko

and Natalia Zaitseva(B)

The Herzen State Pedagogical University of Russia, Saint Petersburg 191186, Russian Federation [email protected]

Abstract. The article considers, in the context of civilizational synthesis, some possibilities for achieving the harmonization of engineering education in the innovative cultural and educational university space based on the synthesis of personality-oriented and humanistic-hermeneutic paradigms in order to substantiate the ontological and methodological status of hermeneutic pedagogy. The explication of heuristic and aesthetic experience is considered as a condition for modern humanistic and conceptual thinking, which is necessary in the era of digital technologies, which develops at the level of the cultural and educational space of the university through collaboration with cultural institutions and on the basis of humanistic and aesthetically oriented educational programs. On the basis of a humanistic paradigm synthesis, a dynamically developing range of competencies of future engineers is presented: the special competencies of engineers are supplemented not only by modern technological competencies, but also by universal competencies: hermeneutic culture, creativity, communication, value orientation of the visionary, strategic thinking, modeling, design, moderation; intercultural competencies: knowledge of foreign languages, the basics of intercultural communication, taking into account the peculiarities of ethnic culture and mentality; social competencies: conflict resolution skills, finding compromises, learning and teaching skills, coaching, feedback, empowerment; personal competencies: flexibility, tolerance for frustration and ambiguous opinions, empathy, self-reflection, honesty and authenticity; cultural and aesthetic competencies in literature, music, fine arts, as well as ethical and environmental competencies. Keywords: Hermeneutic · Aesthetic · Ethic · Competence · Humanities

1 Introduction 1.1 Civilization Transdisciplinary Synthesis in the Global Cultural Universe The methodological substantiation of the research is an important scientific achievement in the humanities of recent decades: phenomenology, hermeneutics, philosophical hermeneutics, and communication theory. The main direction, scenarios for the near future of education are transformed on this basis into a transdisciplinary intellectual multi-level space. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 367–375, 2022. https://doi.org/10.1007/978-3-031-11435-9_40

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At the level of training of engineering personnel, the strengthening of the humanistic orientation of education in order to develop the creative abilities of students is of particular importance to the hermeneutic method, which acquires an ontological and methodological status. Therefore, the humanities are in lack of intrinsic cohesion and humanist self-conception. Consequently, we need to consider what constitutes the humanities. It is not enough to be interested in how humanist scholarship is performed. According to Jørgensen [1], we have to reintroduce philosophical thinking into the humanities. As things stand today, there is too much theorizing and too little philosophizing. The dominance of synthetic and integrative trends in the modern era indicates the emergence of a holistic information and communication continuum based on system integrative concepts: it is a prerequisite for the humanities in order to help the surrounding world to understand the complexity of different matters, of e.g., a global, political and ecological nature [2]. Civilizational synthesis is including the synthesis of epistemology, ontology, logic, philosophy, hermeneutics, axiology, ethics, aesthetics, and the main types of art. In this case, the emphasis is on understanding, that can be defined as a measure of the quality and quantity of an idea’s relationship with an existing idea [3]. The level of understanding varies, understanding depends on the idea that has been owned and depends on making new relationships between ideas. Ontological, epistemological, and axiological issues underlie the multi-level architectonics of a competitive future educational space with metacognition skills, it means, that metacognition has been recognized by renowned human learning theories as the best candidate for learning to learn [2]. 1.2 Universal Hermeneutics Artistic and Aesthetic Thinking The creative nature of the humanities has an ontological potential and allows mastering not only analytical, but also artistic and aesthetic thinking, which is not conditioned by outward circumstances, but has its purpose in itself and is reflecting upon what this means. Without this thinking, we shall not be able to understand what is human about human beings and preserve the humanities by way of being humanities [1]. Universal hermeneutic practice allows revealing not only the attitude to the world but also the world itself through creative and intuitive knowledge, which leads to universal aesthetics and the universalization of aesthetics [4]. “Aesthetic thinking is, in and of itself, is a creative practice, by its own way of working demonstrating that the demands of applicability from the surrounding world are really needless” [1, p. 4]. In a complex, unpredictable world, the subject needs guidance through awareness of meaning. The phenomenal structure of meaning means its own subjective understanding, a meaningful event of meaning, which is achieved at the level of hermeneutic understanding of works of art with a clearly expressed aesthetic meaning based on expressive means of expression [5]. The meaning is not given but created and revealed in the dynamics of its perception, it cannot be explained by reducing it to an unambiguous logical formula but can be clarified by correlating it with the cultural heritage of a particular culture and world culture. From this follows the conclusion that educational movement, is guided by passion and principle to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action [6].

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The meaning is presented as an event of the phenomenal area, and, having already taken shape, it turns out to be an expressive event. And this system of expressiveness of art underlies artistic thinking [5]. All art is symbolic and subjective, the opposite of rational thinking. Artistic thinking is an intentional and directed on the basis of myth and symbol to expressiveness (music, poetry, architecture, visual arts, etc.) and to a phenomenal event. Cassirer defines the symbol as the basis of human culture [7]. Should be added, that symbolization is the starting point of all activity of the mind in the human sense and a phenomenon more general than thinking, fantasizing, or perceiving action. Experience is drawn into the stream of symbols that make up the human mind [8]. The language of art, music, poetry, architecture is the path from the original symbols through aesthetic meanings and aesthetic expression to phenomenal structures and as deep understanding. “The experience of beauty is the experience that something has a value of its own and of being part of something larger. It conveys the feeling of belonging to the world, and, consequently, it is an existentially important experience of cohesion and meaningfulness. The experience of beauty throws an unaccustomed light upon what is already given, it is hard to comprehend, and it is thought-provoking” [1, p. 4]. Aesthetic experience is a radical form of cognition, self-awareness and knowledge. Visual techniques, the pictorial form of a work of art induces understanding as the basis of being, a complex world, through the art form of creation one can understand the meaning, essence, truth, the power of art surpasses the power of man, but they, on the wave of transformation, effort, and elevation, allow one to practice the complexity and diversity of thought to become a personality. Aesthetic perception not only reveals such properties of things that are inaccessible to any other - in a non-aesthetic way but also enriches our experience of perceiving the external world and represents a radical form of self-consciousness [9]. Hermeneutic practice and the universal aesthetic turn are inseparable from ethics and ethical experience. It means, that one of the most promising keys to everything that is united by the concept of postmodern is simply a way of revealing the connection between ethics and aesthetics [10]. The path from the theory of understanding to hermeneutic practice and the universal aesthetic change should continue, as we assume, through the universalization of the ethical. This applies primarily to education, that including formal, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential. Education is critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective participation in decision making [11]. Reflection in education is needed, free, open and challenging. Communication as a social interaction and a space of intersubjective practice to achieve mutual understanding is an integral whole cognitive, aesthetic and ethical. Modern education is needed first of all, an aesthetic paradigm as a methodological basis: “Not everything that takes place is art, but art shows what everything is” [12, p. 113].

2 Literature Review To argue and substantiate the main provisions of the work, the methodological foundations of the universalization of hermeneutics and aesthetic experience are used based on the following theories:

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Hermeneutics. The theoretical basis of the study is the work on the philosophical hermeneutics of Hans-Georg Gadamer [3], dating back to the phenomenology and intentionality of Husserl, which represent not only an aesthetic turn in philosophy but also underlie post-metaphysical thinking, the work of Heidegger “The Origin of a Work of Art”, where the author connects art with questions about the essence of being, which leads to the universalization of hermeneutic issues and hermeneutic consciousness [13]. Universalization of the Aesthetic. Important for our study is the conclusion about the universalization of the aesthetic or universal aesthetics Gadamer [3], Welsh [14]. Our argumentation is based on the important concept of aesthetic turn and the transformation of the philosophy of Apel [15] The theory of communicative action in education and the pragmatic aspect of Habermas [16] expands the hermeneutic problematics, brings it to the socio-practical discourse, which is directly related to the problems of the educational process. Four corresponding claims to the significance of Habermas [16]: understandability, truth, sincerity, and correctness have a cumulative effect on the educational process. Hermeneutics as a Philosophy of Education. If Gadamer calls hermeneutics philosophy and practical philosophy [3], then it is possible to extrapolate this thesis as follows: hermeneutics is a philosophy of education, since hermeneutic experience significantly changes the semantic horizons of the world. Hermeneutics as Post-metaphysical Thinking in Education. Perspectives of philosophical hermeneutics as post-metaphysical thinking and the processes of transformation of hermeneutics are presented in the work of Inishev [4], cited in our work. We used references to works on modern general and particular problems of education and educational discourse by Russian-speaking authors and English-speaking authors, of which, first of all, we single out the works of Professor Peter Kommers of the University of Twente (Netherlands). “Learning is not a solitary task of memorizing information, but an interactive of cognitive processes in the transdisciplinary educational space” [2, p. 25].

3 Methodology The methodological foundations of education are integral and beyond the subject area of pedagogy, the problems of consciousness, worldview, critical thinking, on the basis of which the personality itself and its spiritual and moral potential are formed at the university level of education. The study of special disciplines is carried out at the level of the university cultural and humanistic space, in which the formation of an independent constructive consciousness of the individual takes place on the basis of the synthesis of professionally oriented and student-oriented education. The hermeneutic method acquires not only a conceptual meaning in culture, but also an ontological and methodological status in the educational space. A modern personality cannot be limited only by the ability to perceive, store and transmit information, it must strive for conceptual thinking and a depth of understanding of meanings and symbols.

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The expansion of the information space, which does not exclude information aggressiveness, generates network mechanisms for cognizing reality and the utility of technocratic thinking. Since the period of education is the period of maximum dynamic cognitive development of the personality and its socialization of the personality, the development of creative and critical thinking, carried out on the basis of the hermeneutic approach in innovative personality-oriented education, is of particular importance. Overcoming the stereotyping of thinking means strengthening the humanities component for the development of individual intelligence and creative abilities. Harmonization of the dialogue relation digitalization – humanization in modern innovative engineering education is considered by us on the basis of a humanistic paradigm synthesis and on the basis of the ontological and methodological status of hermeneutics. Future Human-centric Phygital and Digital education is a two-vector education: education is addressed to a person (ontological concern of society), and a person is turned to lifelong learning (ontological concern of a person about himself). Digitalization and humanization are seen as complementary paradigms with regard to lifelong learning: “Lifelong learning is essential to sustaining a civilized and cohesive society, in which people can develop as active citizens, where creativity is fostered and communities can be given practical support to overcome generations of disadvantage” [17, p. 49].

4 Results In the process of innovative education, the cognitive dominant is activated, including interpretation and understanding, reflection and self-reflection, development of creative abilities, critical thinking, theory and practice of argumentation. A personality-oriented personalized learning system means a change in the educational vector: from normative learning to an individual trajectory of the development of an authentic personality, the creativity of individual thinking. Digital technologies in modern education and humanistic traditions with the dominant cognitive-creative pedagogical interaction do not contradict each other, they are correlated in humanistic pedagogy as instrumental – essential, technological – intellectual. Within the civilizational correlation, the mechanisms of selforganization, transformational impact and recursiveness are switched on. Digitalization and humanization are seen as complementary paradigms. The main components of the humanistic orientation of the educational space are hermeneutics, communication and creativity. Creativity is hermeneutic and communicative in nature; communicativeness is conditioned by hermeneutics and creativity is born in it and vice versa: hermeneutics is totally creative and communicative in nature. Hermeneutics in education means a paradigmatic shift in overcoming the traditional boundary between art and reality, the dissolution of artistic space in the actual social space. Education is not only a social institution for training specialists, including them in various spheres of society and familiarizing with culture, but also an institution for shaping the consciousness of a person who is able to think and make decisions independently, therefore system engineering thinking and a new engineering culture are now in demand. The universal ontology of hermeneutic pedagogy seems to be based on interpretive, analytical, explanatory, constructive and representative functions.

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Hermeneutic pedagogy, as an opportunity to intensify the modern educational process, brings an emancipative and explicative effect to education at the level of universal and individual manifestations in the practice of education: the university cultural and educational environment, collaboration with various cultural institutions and the creation of cultural and educational integrative programs. On the basis of the concepts and paradigms presented in the synthesis, a system block of the core competencies of future engineers competency framework is proposed, which is a variable and dynamically constantly changing set of competencies at the level of multi-level architectonics. Paradigm polyphony in engineering education significantly expands the range of competencies: the special competencies of engineers are supplemented not only by modern technological competencies, but also by universal competencies: hermeneutic culture, creativity, aesthetic thinking, communication, visionary value orientation, strategic thinking, modeling, design, moderation; intercultural competencies: knowledge of foreign languages, the basics of intercultural communication, taking into account the peculiarities of ethnic culture and mentality; social competencies: conflict resolution skills, finding compromises, learning and teaching skills, coaching, feedback, empowerment; personal competencies: flexibility, tolerance for frustration and ambiguous opinions, empathy, self-reflection, honesty and authenticity; cultural and aesthetic competencies in literature, music, fine arts, as well as ethical and environmental competencies.

5 Discussion The problem is that the use of digital technologies means not only the cognition of reality and the technologization of thinking, but also alienation from consciousness: In the virtual computer world, there really is no consciousness, a person is not a subject, he does not think, but calculates, since an integral personality in he does not, he does not realize what and why he thinks. This is a person who has lost consciousness, that is, not realizing what and why to think. Shhedrovickij [18] emphasizes, that reflection is inextricably linked with consciousness. It means, knowledge arises in the upper part– in metatexts, or in texts about texts. The unique and autonomous hermeneutic experience becomes a universal hermeneutic experience, the experience of the hermeneutic dimension of being and experience, and further, the hermeneutic dimension of personal intellectual practice, educational and cultural and social space. Heidegger defines: “The source of artistic creation consciously, albeit implicitly, moves along the path of the question of the essence of being. The comprehension of what is art moves along the path of the question of the essence of being” [13, p. 190]. The phenomenon of the life world consists, according to Heidegger [13], in the following conclusion, that the world is not an object, the world is something in which one can live. Art moves along the path of the question of the essence of being. The meaning of being is determined from art. This implies a universal principle: the interpretation of the world is the basis of cognition, self-knowledge and self-understanding, and the cognition and articulation of social experience means ontological and creative potential, the potential of transdisciplinary intellectual activity. At the same time, Gadamer [3]

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emphasizes, that the language of art is distinguished by the fact that a separate work of art concentrates in itself and makes visible a symbolic character, which, from a hermeneutic point of view, befits everything that exists. The phenomenological knowledge necessary for intersubjective communication and creativity is hermeneutic knowledge-understanding, knowledge-dialogue, and knowledge-experience [19]. One of the main tasks of the pedagogical process is to create an intersubjective space of communication, since a personality is created on the basis of interpersonal relationships: “Understanding includes goals, behaviors, or responses that reflect some understanding of written messages contained in one communication. Therefore, students are required to understand or understand what is being taught, to know what is being communicated and to be able to use its contents without having to connect with other things” [17, p. 47] and means self-development and self-evaluation: it means, that self-evaluation learning strategy helps students to assess the degree of understanding, applying the content and perform task(s) accurately [20]. The communicative nature of the educational process implies creativity and creativity as a necessary condition for the realization and development of human potential, through which self-realization, self-disclosure of the individual in society takes place. We find a reasoned justification for the concept of creativity in Negus and Pickering: “Our knowledge of the world is formed and acquires significance precisely thanks to the act of creation, and our understanding of the world is realized through the process of communication … Giving form, meaning and value to experience occurs precisely through the process of expression (expression) and communication” [21, p. 53]. Knowledge needs development, interpretation, reflection and understanding of its depths for the integrity of practical and creative application. Creativity from the position of transferring human experience and the possibility of achieving communicative value is a way to come to a deeper understanding of the changing world based on hermeneutics. From this follows the conclusion in relation to education, that with the arrival of computer based instruction this cybernetic approach reached its apotheosis. As an antidote to this instructional paradigm, the constructivist approach evolved. Its attempt was to see learning mainly in its idiosyncratic nature, incidental prior knowledge and experiences make every student different. The recent is to use social media and web based communities to motivate students to invest in each other’s collaborative learning [22]. How can this approach be reconciled with the ongoing university regime where uniform test criteria are ruling? In addition, this strategy also checks on the overall mastery and accomplishment of the learning process. The key indicators of self-evaluation include: summarizing, reviewing, and self-explanation [23].

6 Conclusion The modern model of education, responding to the technological and social challenges of the time, is being transformed not only on the basis of the harmonization of traditional methods with innovative digital technologies, but also on the basis of the humanization of education. Instrumental rationality is becoming more technological and dominant, however, intellectual freedom and humanism based on the hermeneutic paradigm, in turn, are constructive, creative and aimed at mutual understanding and consensus in the

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discursive educational space, which means that digitalization and humanization do not oppose each other, but complement each other for the public good. Therefore, it is possible to designate the vector of education as follows: to abandon illusions and disappointments, hasty conclusions, to direct efforts towards the adequacy of the hermeneutic understanding of the complexity of processes in modern education. The more education becomes digital, rational and pragmatic, the more humanistic values are in demand in the educational space based on the hermeneutic paradigm and humanistic-paradigmatic transdisciplinary synthesis. The synthesis of hermeneutic-humanistic paradigms acquires not only a conceptual meaning, but also an ontological and methodological status in the educational space. A modern personality cannot be limited only by the ability to perceive, store and transmit information, it must strive for conceptual thinking and a depth of understanding of meanings and symbols. Innovative technologies in education and in engineering education based on transdisciplinary and multidisciplinary synthesis are in demand, as they cover a wide range of different disciplines and the necessary demanded competencies of students. Transdisciplinary synthesis is the dominant feature of educational discourse, which lays the existential basis of life experience and spiritual and moral potential, independent constructive consciousness of the individual based on the synthesis of professionally-oriented and student-oriented education. The transdisciplinary intellectual discourse of education is a competitive polyphonic space of humanistic and natural science paradigms, which opens up unique opportunities to solve general and particular educational problems at the level of autonomous experience. Understanding the creative nature of humanistic paradigms, namely the phenomenologization of artistic and aesthetic practice, is a way of understanding existential anthropological problems. The practical significance of the universalization of aesthetic and artistic paradigms is especially relevant for the training of engineers in the context of the digitalization of the educational process, as it allows leveling the costs of technologized social reality. Figal’s aphorism “Not everything that takes place is art, but art shows what everything is” [12, p. 113] opens the understanding of education as Future Human-centric Phygital and Digital education. The dominant of the conclusions is reduced to the thesis: aesthetic thinking as a common humanist concern. And on this path our impotent creed is perseverance. And on this path the main credo is personal morality.

References 1. Jørgensen, D.: Aesthetic thinking as a common humanist concern (2008). https://pure.au. dk/ws/files/86851398/Dorthe_Joergensen_Aesthetic_Thinking_as_a_Common_Humanist_ Concern.pdf. Last Accessed 15 Dec 2021 2. Kommers, P.: Metacognitive architectures for human roles in machine learning for analyzing multimedia data. Trans. Mach. Learn. Data Min. 12(1), 23–29 (2019) 3. Gadamer, H.G.: Wahrheit und Methode: Grundzüge einer philosophischen Hermeneutik. Mohr Siebeck Gmbh & Co, Tübingen (2010) 4. Inishev, I.N.: Chtenie i diskurs [Reading and Discourse]. EGU, Vilnus (2007).(In Russian)

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5. Lankin, V. G.: Smyslovaya struktura i smyslovoe soderzhanie kak istochnik yazyka iskusstva [Semantic Structure Structure and Semantic Content as a Source of the Language of Art]. Vestnik Moskovskogo Universiteta. Seriya 7. Filosofiya 4, 82–103 (2003). (In Russian). 6. Hiba, B.: When education becomes an empowering act: learning fallacies analysis. Am. J. Educ. Res. 8(9), 731–738 (2020) 7. Oreshkin, A.S.: Ernst Kassirer: simvol kak osnova chelovecheskoj kul’tury [Ernst Cassirer: Symbol as the basis of human culture]. Psiholog 1, 131–182 (2013). (In Russian) 8. Langer, S.: Philosophy in a New Key. A Study in the Symbolism of Reason. Rite and Art. Harvard University Press, Cambridge (1969) 9. Seel, M.: Ästhetik des Erscheinens. Suhrkamp Verlag, Frankfurt am Main (2003) 10. Maffesoli, M.: Okoldovannost’ mira ili bozhestvennoe social’noe [World Enchantment, or Divine social]. In: Vinokurov, V.V., Filippova, A.F. (eds.) Socio–Logos, pp. 274–283. Progress, Moscow (1991). (In Russian) 11. Manh, P.D., Le Cuong, P., Hung, P.M., An, N.N.: Using the competency framework according to employment position to assess the competence of university specialists. Am. J. Educ. Res. 8(5), 286–292 (2020) 12. Figal, G.: Der Sinn des Verstehens. Beiträge zur hermeneutischen Philosophie. Reclam, Stuttgart (1996) 13. Heidegger, M.: The Origin of the Work of Art. HarperCollins, New York (2008) 14. Welsch, W.: Grenzgänge der Ästhetik. Reclam, Stuttgart (1996) 15. Apel, K.O.: Towards a Transformation of Philosophy. Marquette University Press, Milwaukee (1998) 16. Habermas, J.: Moral Consciousness and Communicative Action. The MIT Press, Cambridge (1990) 17. Ayimoro, O.D.: Attaining a lifelong and equitable literate society: the challenges of national policies on education for all. Am. Int. J. Educ. Linguis. Res. 2(2), 46–54 (2019) 18. Shhedrovickij, G.P.: Myshlenie. Ponimanie. Refleksiya [Thinking. Understanding. Reflection]. Nasledie MMK, Moscow (2005).(In Russian) 19. Kutyryov, V.A.: Vremya Mortido [Mortido Time]. Aletejya, Saint Petersburg (2012).(In Russian) 20. Espaηol, ´ J.B., Barayuga, S.J.R., Tariga, J.N., Eraηa, ´ P.L.-L.C., Bautista, R.G., Mayoya, M.A.: Enterprising skills of hospitality management students. Am. J. Educ. Res. 9(2), 72–76 (2021) 21. Negus, K., Pickering, M.: Creativity, Communication and Cultural Value. SAGE Publications Ltd., London (2004) 22. Kommers, P.: Didaktika budushhego: kak cifra izmenit prepodavanie? [Didactics of the Future: How Digital Will Change Teaching] (2020). https://ismc.mephi.ru/lecture-future-did actics-how-will-digital-technologies-change-teaching. Last accessed 15 Dec 2021 (In Russian and English) 23. Kommers, P., Simmerling, M.: Editorial. Int. J. Continuing Eng. Educ. Life-Long Learn. 29(3), 149–150 (2019)

From Offline Learning to the Future: Subjective Assessment and Learning Outcomes when Using Different Formats Yuliia I. Lobanova(B) St. Petersburg State University of Architecture and Civil Engineering, Saint-Petersburg 190005, Russia [email protected]

Abstract. The article analyzes the perception and attitude of students of different generations and areas of training to different learning formats: online, offline and blended. The object of the study were students of three different faculties of a technical university. The subject of the study was a comparison of the assessments given by students to the characteristics of the learning process when conducting it in different formats: satisfaction with the educational results obtained, the manifestation of the state of monotony, the severity of the pleasure received, the information load. The academic performance of students in studying in different formats was analyzed separately. Hypotheses were tested regarding a more positive attitude of students to offline learning compared to online and mixed, as well as the absence of links between gender, age, direction of training and preference for a particular format. The results of the study showed that the marks of trainees practically do not change when changing formats, but subjectively trainees evaluate the learning process in an online format rather negatively: the pleasure from the learning process decreases, monotony increases, the degree of satisfaction with learning results decreases. The mixed learning format is subjectively perceived by the trainees more positively than online, and subjective assessments are more correlated with offline assessments. The conclusion is made about the formalization of the learning process during the transition from offline to online, about the difficulty of transferring and changing personal meanings, the formation of personal knowledge in an online format, which are the main criteria for learning. It is pointed out that it is necessary to search for a “formula” for blended learning and the development of learning technologies. Keywords: Learning formats · Online · Offline · Blended learning · Questionnaire · Grades · Satisfaction with learning outcomes · Monotony · Pleasure · Information load

1 Introduction Online education using various technologies has been used abroad for a long time, so that researchers in some countries allow themselves to conduct literary reviews on this © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 376–385, 2022. https://doi.org/10.1007/978-3-031-11435-9_41

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issue [1]. Studies that were conducted in pre-pandemic times showed that the attitude of trainees to the use of online learning among trainees was rather somewhat cautious, if not negative [2, 3]. So, back in 2012, attempts to use certain technologies, for example, videoconferencing, for teaching a foreign language, did not cause delight among students [2]. In Germany, they thought about the introduction of online learning when creating unique bachelor’s degree programs in the field of electrical engineering. Adults who had to combine training with work in the relevant industry had to study according to these programs. For more effective use of distance learning, the opinion of graduate students on using distance technologies was studied. But they turned out to be conservative in their preferences, leaning towards working with printed versions of textbooks and learning face-to-face with a teacher (offline) [3]. Since online learning was not used extremely widely before the pandemic era, the problem of satisfaction-dissatisfaction with its process and results, as well as the factors determining them, were clearly insufficiently studied [4–6]. Pandemic times have made both distance learning itself and research in this area relevant [7–15]. However, the widespread use of distance learning has shown that it can work with different efficiency in different subject areas. Thus, in the field of medical training, the possibilities of using technologies turned out to be limited, and satisfaction in the learning process arose only if there were results that correlated with the degree of training of teachers and trainees [16]. Of particular interest are the works devoted to the use of online technologies for teaching children (within the framework of school education). With the involvement of parents in the educational process and the use of various technologies, it has shown itself well [17]. In general, the pandemic has attracted the interest not only of practitioners in using the opportunities of online learning, but also of researchers in studying the factors affecting the effectiveness of learning. However, some aspects have clearly not been sufficiently investigated yet, namely: 1. The study of procedural characteristics and learning outcomes in different formats, as well as their comparative analysis. 2. Comparative analysis of the results and subjective perception of the trainees of different areas of training of different training formats. 3. Comparative analysis of objective results and subjective satisfaction of learning in different formats in the study of basic (profile) and general cultural disciplines. 4. Belonging to different generations as a factor of subjective perception of different learning formats. This paper focuses on the study of these aspects. In June 2020 (shortly after the transition of higher education to distance learning), the author of the article conducted a comparative analysis of the behavior of students of different ages when learning to use information and communication technologies. At that time, it was noticed that older students who were less technically advanced were happy to master both new learning formats and the opportunities they provided, while junior students (with better knowledge of ICT proper) behaved more passively during classes [11].

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In the course of further research, the features of distance learning were studied and it was revealed [12] that the main advantage of such training is to save time on fees and on the road (saving time and psychophysiological resources), and the main disadvantages were pronounced inactivity and a large load on the visual system. In the context of the ongoing pandemic, it has become obvious that digital and information communication technologies, e-learning are a step into the future, including the future of the educational process, but we need to seriously prepare for the onset of such a future. Participants of the educational process in Russia have so far insufficient experience in using different formats – before the pandemic, most educational institutions worked exclusively offline. And now it is urgent for all employees of the education sector to solve the problem – to conduct training in parallel and look for optimal platforms, programs, methods and means of training. The results of the research presented in this article are intended to help solve this problem.

2 Research Methods The object of the study were students of different areas of training of different years of a technical university, who received training experience in all formats when studying disciplines of both technical and humanities cycle. A total of 65 people were interviewed: 28 boys and 37 girls. The average age is 20.7 years. The trainees of three institutes (automobile and road, engineering and environmental systems and architectural) were interviewed, studying in 8 different areas of training, respectively. The subject of the study was a comparison of objective and subjective assessments of different learning formats based on (including) different information and communication (ICT) and digital technologies. Hypotheses tested in the study: 1. The majority of trainees perceive face-to-face (offline training) most positively, negatively perceiving the transition from offline to online training, both objectively and subjectively. 2. The attitude to individual training formats is not related to gender, age, or the direction of training of trainees. The empirical part is based on the analysis of data obtained using a questionnaire designed by the author (taking into account the results obtained in earlier studies). The questionnaire involves the analysis of assessments given by trainees to three training formats (offline, blended and online) for a number of characteristics, among which were: – emotions experienced (the intensity of pleasure from learning); – features of psychophysiological conditions: the severity of the state of monotony, the information load during training in a particular format and fatigue, respectively; – satisfaction with learning outcomes.

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A 9-point scale was used for these characteristics. Also, such an indicator was taken into account as the marks received (during training within a particular format) - the average score was taken into account, respectively, a 5-point scale was used.

3 Results At the first stage of working with the data, the study of the relationships between the assessments of individual characteristics of the educational process given by the trainees (when using offline, online and mixed learning formats) was carried out. Rank correlation analysis (Spearman’s coefficient) was used. The results are shown in Table 1. Table 1. Correlations between assessments of individual characteristics of the educational process (in the context of offline, mixed and online learning formats). The characteristics of the educational process evaluated by the trainees

Correlation between the grades given by the trainees to the educational process

Offline and blended learning

Offline and online training

Blended and online learning

Pleasure

Correlation coefficient

0.095

−0.081

0.197

The significance is two-sided

0.45

0.521

0.115

Correlation coefficient

0.51

−0.079

0.342

The significance is two-sided

0.000

0.533

0.005

Correlation coefficient

0.338

−0.113

0.434

The significance is two-sided

0.006

0.370

0.000

Correlation coefficient

0.589

0.100

0.516

The significance is two-sided

0.000

0.427

0.000

Correlation coefficient

0.744

0.455

0.737

The significance is two-sided

0.000

0.000

0.000

Energy costs

Monotony

Information load

Marks

(continued)

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The characteristics of the educational process evaluated by the trainees

Correlation between the grades given by the trainees to the educational process

Offline and blended learning

Offline and online training

Blended and online learning

Satisfaction with the results

Correlation coefficient

0.480

−0.103

0.335

The significance is two-sided

0.000

0.416

0.006

Sample of 65 people

The results obtained can be interpreted as follows: the estimates given by the trainees in offline and mixed formats for energy costs, information load and satisfaction with learning outcomes correlate more strongly with each other than the estimates of offline and online formats, respectively. Experiencing a state of monotony with a mixed format turned out to be closer to the state that occurs in an online format than with offline learning. In other words, blended learning is perceived by trainees closer to the offline format than to the online one. However, the pleasure that students experience in offline format does not correlate in any way with the emotions that are experienced in other formats. At the same time, the marks that the trainees received when studying in different formats have quite strong correlations with each other (that is, academic performance from a formal point of view practically does not change when switching from one training format to another). Conjugacy tables and criteria were used to study the relationship between gender, age and the focus of training. At this stage of the work, a number of assessments (the pleasure received from the learning process, the severity of the state of monotony and satisfaction with learning outcomes) given by trainees to different learning formats, in order to determine the ratio of the transition from offline learning to online, were processed as follows: – if the grades had positive dynamics (pleasure and satisfaction were higher, and monotony was lower), then the attitude to the online learning format was interpreted as positive (a value of 2 was assigned); – if the estimates had no dynamics (coincided) or the dynamics were contradictory, then the ratio was interpreted as neutral (the value 1 was assigned); – if the scores had negative dynamics (pleasure and satisfaction were lower, and monotony was higher), then the attitude was interpreted as negative, respectively (a value of 0 was assigned). The data presented in Table 2 and the obtained value of the Pearson χ-square (0.463) indicate that there is no relationship between the attitude to the training format and the

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gender of the trainees. In other words, the advantage of offline learning format is not determined by gender. Table 2. Attitude to training formats depending on gender. Attitude to the transition from offline to online learning

Gender

In total

0.00

1.00

Negative

0.00

19

12

31

Neutral

1.00

10

9

19

Positive

2.00

8

7

15

37

28

65

Total

The data presented in Table 3 and the value of the χ-criterion (0.939) they indicate that the age of trainees is also in no way related to preferences of a particular training format. Table 3. Attitude to learning formats depending on age. Attitude to the transition from offline to online learning

Age

In total

1.00

2.00

Negative

0.00

12

19

31

Neutral

1.00

8

11

19

Positive

2.00

4

11

15

24

41

65

Total

Due to the fact that students of three different faculties took part in the study (1 – architectural; 2 – environmental engineering and urban management; 3 – automobileroad), then when dividing the respondents into three categories (with a positive, neutral and negative attitude to the transition from offline to online learning), it was not possible in all cases to form groups that meet the requirements of the conjugacy tables and the Pearson test, therefore, the groups were redistributed: groups with a neutral and positive attitude were combined (the value 1 was assigned to groups with a positive attitude, 0 – with a negative one).

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Table 4. Attitude to different training formats depending on the direction of training (faculty). Attitude to the transition from offline to online learning Negative

0.00

Positive

1.00

Total

Faculty

In total

1.00

2.00

11

12

7 18

3.00 8

31

21

6

34

33

14

65

The data presented in Table 4 indicate that the direction of training in which students study, at a significant level, is not related to the preference for the format of training (although, in this case, some trend is already being traced – the value of the χ-square 3.498).

4 Discussion Despite the preservation and even improvement of academic performance during the transition from offline to online learning, the online format is perceived by students rather negatively than positively. If we recall that the learning process from the standpoint of the theory of personal constructs is largely the construction of new meanings and the reconstruction of existing ones [18–20], that learning is a process of achieving personal knowledge, and what is especially important is that in the process of learning, the learner and the learner need to exchange personal meanings [21–23], then it seems very likely that in online learning, the construction and exchange of meanings is difficult or impossible. Learning becomes more formal, and therefore, despite the increase in grades, satisfaction with the process (as well as a sense of pleasure from the learning process) decreases. Earlier, the author of the article has already written about the features of information deficit that occurs during online learning, noting that the main problem (even with the use of the most modern teaching tools) is that it is impossible to ensure full contact using nonverbal means (and even using webcams) when working with a group. Individual training can provide some kind of illusion of contact, but some of information is inevitably lost: changing the communication distance is often impossible for participants in the educational process entangled with headphones and microphone wires, changes in the pitch of the voice and its timbral characteristics (by which the emotional background of the student can be assessed when using a microphone are distorted. And eye to eye contact becomes an illusion – people are looking at the screen, not at each other’s face [12]. Perhaps this problem will be overcome by using special content. In principle, a detailed study of the role of electronic didactic learning tools is the next step towards improving e-learning in general and online formats in particular.

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The lack of a group atmosphere can already be partially filled by organizing communication in chat rooms. Another question is to analyze exactly how best to moderate this process. The future is behind information and communication and digital technologies and distance learning - due to their economic effect. At the same time, at this point in time, it is obvious that the pure online format is not ideal and it does not make sense to completely leave offline classes. There are two ways: – search for the optimal use of blended learning formats; – development of information and communication technologies and digital - up to the creation of immersive reality in the educational process.

5 Conclusion The first hypothesis of the study was confirmed: online learning is generally perceived by trainees more negatively than offline. The problem may be in the formation of certain stereotypes: the interviewees have been studying offline for many years, and in the imperfection of the organization of online training itself, and actually in the information and communication and digital technologies used during classes (it should be noted that most of the trainees are familiar only with the Moodle platform and the Teams program), and in the aforementioned difficulty of exchanging personal meanings, focusing only on external and formal meanings. The second hypothesis – regarding differences in the subjective perception of learning formats in connection with gender, age and area of students’ training was not confirmed. However, if the results obtained with respect to gender seem rather natural, then the data regarding age are somewhat surprising: the fact is that students belonging to different generations took part in the study (from the point of view of generational theory). What is more, it was assumed that features of the digital environment that surrounded the younger study participants from the earliest years would affect their preferences for learning formats. However, it was not possible to identify differences in attitude in the surveyed sample. As for the area of training, it is obviously necessary to expand the sample and continue the study (the results obtained can (with caution) be interpreted as indicating some trends). Someday artificial intelligence will learn to change, paraphrase information on a par with humans, changing meanings, but retaining meanings, and thereby achieve understanding…So far, it is probably too early to exclude a person (teacher), who is in live direct contact with a student, from the learning process.

References 1. Singh, V., Thurman, A.: How many ways can we define online learning? a systematic literature review of definitions of online learning (1988–2018). Am. J. Distance Educ. 33(4), 289–306 (2019)

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2. Duygu Candarli, H., Yuksel, G.: Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia – Soc. Behav. Sci. 47, 357–361 (2012). https://doi.org/ 10.1016/j.sbspro.2012.06.663 3. Muller, A.L., Kurz, R., Hoppe, B.: Development of distance learning concept for a Bachelor of Science in electrical engineering programme. In: 3rd World Conference on Learning, Teaching and Educational Ledership (WCLTA – 2012), Procedia – Social and Behavioral Sciences, vol. 93, pp. 1484–1488. Publisher, Location (2013) 4. Harsası, M., Sutawıjaya, A.: Determinants of student satisfaction in online tutorial: a study of a distance education institution. Turk. Online J. Distance Educ. 19(1), 89–99 (2018) 5. Lee, J.: An exploratory study of effective online learning: assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. The Int. Rev. Res. Open Distrib. Learn. 15(1), 38–42 (2014) 6. Sun, A.C., Chen, X.: Online education and its effective practice: a research review. J. Inform. Technol. Educ.: Res. 15, 157–190 (2016) 7. Dhawan, S.: Online learning: a panacea in the time of COVID-19 crisis. J. Educ. Technol. Syst. 49(1), 5–22 (2020) 8. Dzhangarov, A.I., Hanmurzaev, H.E., Potapova, N.V.: Digital education in the coronavirus era. J. Phys.: Conf. Ser. 1691, 012133 (2020) 9. Faize, F., Nawaz, M.: Evaluation and improvement of students’ satisfaction in online learning during COVID-19. Open Praxis 12(4), 495–507 (2020) 10. Kirscha, C., Engel de Abreua, P.M.J., Neumannb, S., Wealer, C.: Practices and experiences of distant education during the COVID-19 pandemic: the perspectives of six- to sixteen-year-olds from three high-income countries. Int. J. Educ. Res. Open 2, 100049 (2021) 11. Lobanova, Y.: Distant learning experience reflection during the pandemic of Covid-19 (on the example of teaching in the technical university). J. Phys.: Conf. Ser. 1691, 012152 (2020). https://doi.org/10.1088/1742-6596/1691/1/012152 12. Lobanova, Y.I.: Distance learning advantages and disadvantages: teaching experience analysis at the university with the basis on different informational-communicative technologies. In: Silhavy, R. (ed.) CSOC 2021. LNNS, vol. 229, pp. 499–506. Springer, Cham (2021). https:// doi.org/10.1007/978-3-030-77445-5_46 13. Kvashko, L.P., Aleksandrova, L.G., Shesternina, V.V., Erdakova, L.D., Kvashko, V.V.: Distance learning during self-isolation: comparative analysis. J. Phys.: Conf. Ser. 1691, 012013 (2020). https://doi.org/10.1088/1742-6596/1691/1/012013 14. Makarenya, T.A., Stash, S.V., Nikashina, P.O.: Modern educational technologies in the context of distance learning. J. Phys.: Conf. Ser. 1691, 012117 (2020). https://doi.org/10.1088/17426596/1691/1/012117 15. Orishev, A.B., Mamedov, A.A., Kotusov, D.V., Grigoriev, S.L., Makarova, E.V.: Digital education: vkontakte social network as a means of organizing the educational process. J. Phys.: Conf. Ser. 1691, 12092 (2020). https://doi.org/10.1088/1742-6596/1691/1/012092 16. Yarychev, N., Mentsiev, A.: New methods and ways of organizing the educational process in the context of digitalization. J. Phys.: Conf. Ser. 1691, 012128 (2020). https://doi.org/10. 1088/1742-6596/1691/1/012128 17. Bani Hani, A., et al.: Cross-sectional study e-learning during covid-19 pandemic; turning a crisis into opportunity: a cross-sectional study at the university of Jordan. Ann. Med. Surg. 70, 102882 (2021) 18. Polanyi, M.: Personal Knowledge. Progress, Moscow (1985) 19. Thomas, L.: Learning and meaning. Personal construct psychology 1977. In: Fransella, F. (ed.) Academic Press, London (1978) 20. Thomas, L.: Nothing more theoretical than good practice: teaching for self-organized learning. Issues and approaches in personal construct theory. In: Bannister, D. (ed.) Academic Press, London (1985)

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21. Cherubini, L.: Exploring prospective teachers’ critical thinking: case-based pedagogy and the standards of professional practice. Teach. Teach. Educ. 25(2), 228–234 (2009) 22. Harri-Augstein, S., Thomas, L.: Self-organized learning and the relativity of knowing: towards a conversational methodology. In: Stringer, P., Bannister, D. (eds.) Constructs of sociality and individuality, pp. 115–132. Academic Press, London (1979) 23. Dillon, P.: Creativity, integrative and pedagogy of connection. Thinking Skills Creativity 1(2), 69–83 (2006)

Subjective Well-Being and Coping Strategies of Students During Forced Social Isolation and Distance Learning Marina V. Olennikova , Elena B. Gulk , and Olga O. Fedorova(B) Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia {molennikova,egulk,kunina_oo}@spbstu.ru

Abstract. The article is devoted to the study of the subjective well-being and coping strategies of students during the quarantine period of 2020 and distance learning. The relevance of the study is due to the importance of deliberate reform of the process of training a future professional when faced with new social challenges; the need to develop programs of psychological and pedagogical support for the subjects of the educational process in the context of its active reform; insufficient knowledge of the impact of forced self-isolation and distance learning on the subjective well-being of students. The study involved 60 students (30 men, 30 women) of Peter the Great Polytechnic University. The following methods were used: questionnaire “Scale of psychological wellbeing”; questionnaire “Loss and acquisition of personal resources”; methodology “Overcoming difficult life situations”; the scale of basic beliefs; “Interpersonal Trust Scale”. The following correlates were revealed: coping strategies, resource index, basic beliefs and trust. The features of the reaction to the stress factor “forced self-isolation” were studied. Determination of these factors can serve as the basis for the development and implementation of new psychological and pedagogical programs to support the distance learning format and the formation of health-saving behavior skills among students of higher education. The results of the study can be used for expanding the possibilities of emergency psychological assistance to students who have faced the stress in conditions of self-isolation. This will increase the productivity of studies and the level of psychological health of students in general. Keywords: Coping strategies · Distance learning · Social isolation

1 Introduction The stressfulness of modern society and the multiple increase in the flow of information (including digital), the growing burden on the human psyche and nervous system, the intensification of communication links and the high pace of society’s life bring to the fore the problems of people’s health more than ever [1]. Psychological overloads turn into everyday reality with a constant lack of time to restore strength and one’s inner sense of well-being. Well-being is a prudential value or quality of life, refers to what is intrinsically valuable relative to someone. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 386–392, 2022. https://doi.org/10.1007/978-3-031-11435-9_42

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The problem of the subjective well-being of the individual in recent decades has become especially popular among scientists, not only in connection with economic and social changes, but also with the strengthening of the dynamics of life in general, and changes in the criteria-based assessments of life and activity in society [1–4]. The pandemic has determined an increase in the relevance of these studies, as the identified challenges have increased many times over. The organization of the process of preparing a future professional, built within the system of interpersonal communications, is undergoing a serious transformation, which increases the stressfulness of the situation for its subjects. All this determines the need to study the resources of stress resistance, internal and external, of the subjects of the educational process. The purpose of the study is to identify the correlates of the subjective well-being of students during the period of forced social isolation.

2 Literature review In research, the concept of subjective well-being is closely related to the concept of psychological well-being. A number of researchers consider these concepts as synonymous [1]. Other authors include subjective well-being in the structure of psychological well-being as one of its main components [2]. The concept of psychological well-being was introduced by Bradburn as a balance of positive and negative effects which represents a state of happiness [1]. Developing the theory of Bradburn, Diener introduces the concept of subjective well-being. The author includes in its structure: satisfaction, a complex of pleasant effects and a complex of unpleasant effects [2]. The works of these researchers, as well as those by Kahneman, are referred by Wright to hedonistic concepts [3]. Wright defines psychological well-being as a subjective and broad judgment that a person experiences maximum positive and, as a rule, minimum negative emotions or feelings. Psychological well-being is the ability of a person to feel content and function effectively regardless of the negative feelings that are usually a part of life [4]. Riff made a great contribution to the theory of psychological well-being. She distinguished the following main components of well-being: positive relationships with others, autonomy, competence, having goals, self-acceptance and personal growth [5]. Wright refers her research, along with the research of Waterman, to eudemonistic concepts. In these studies, the main factor of well-being is personal growth [6]. In further studies, a number of correlates were identified that can influence an individual’s experience of happiness and well-being. The structure was also complicated, and related concepts were studied, such as life satisfaction, happiness, and positive effect. In addition, there is a convergence of different approaches to the study of well-being, which is considered in the context of a comprehensive assessment [7, 8]. In Russian psychology, in recent years, research in this area has been carried out by Grishina, Zhukovskaya, Kulikov, Manukyan, Novak, Troshikhina, Fesenko and others [9–14]. The content and structure of the concept, and the ratio of psychological and subjective well-being were clarified. Researchers associate subjective well-being with the evaluation that different aspects of a person’s life receive from others [14]. In the list

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of the factors that destroy the state of subjective well-being, researchers include tension in interpersonal relationships, and social isolation [11]. Student age is associated with new challenges in personal development, the cognitive complexity of educational and professional activities increases, new interpersonal communications are established, and personal identity is formed. The study of Fomenko showed that up to 65% of students demonstrate an increased level of psycho-emotional stress during training [15]. In the pandemic period, it is more difficult for students to cope with these overloads: incomprehensible and unpredictable learning conditions, self-isolation, some of the students cannot go home due to the closure of borders and cities, lack of financial stability and confidence in the future, etc. At present, in the unsafe environment, the concern for the psychological well-being of students, as a component of their psychological health, comes to the fore [16]. A significant contribution to understanding the nature of the psychological stress and the individual characteristics of its overcoming was made by the study of the field of cooperative behavior (coping behavior) [17, 18]. Along with the coping strategies of the individual, an important component of maintaining subjective well-being is the resources of the individual. A resource is the most important psychological phenomenon that mediates the relationship between a person’s psychological state and stressful events. The studies of Ivanova, Kalashnikova, Leontiev, Rasskazova and others are devoted to the research of personal resources as an integral characteristic of personality [19, 20]. However, despite the knowledge of the correlates of the subjective well-being, the study of the resources and coping strategies of students that allow them to cope with the stress situation caused by the coronavirus pandemic seems relevant to us.

3 Methodology Object of the study: students of the Polytechnic University, 60 people (30 men, 30 women). Respondents were students of 1–6 years of study (bachelors and masters). The respondents took part in the study by their own consent. The study was conducted in individual form. Subject of the study: correlates of the subjective well-being of students in the period of forced social isolation (hereinafter referred to as PFSI). Research methods are as follows: theoretical – review of psychological and pedagogical literature; empirical – questionnaires, expert assessment, testing; methods of data processing – mathematical statistics methods. The following questionnaires and methodologies were used: • questionnaire “Scale of psychological well-being” by Riff (adapted by Shevelenkova, Fesenko); • questionnaire “Loss and acquisition of personal resources” (ed. by Vodopyanova, Stein); • methodology “Overcoming difficult life situations” (Yanke, Erdman, adapted by Vodopyanova); • the scale of basic beliefs by Yanov-Bulman (adapted by Kravtsova).

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During the study, the following problems were solved: 1. A theoretical review of the existing approaches to the study of the subjective feeling of well-being, problems of stress resistance and problems of students’ personal resources was conducted. 2. The level and structural characteristics of well-being, as well as personal resources of students were explored. 3. The relationship of indicators between psychological well-being and stress resistance resources, basic beliefs, ways to overcome life situations (coping strategies) and indicators of interpersonal trust was investigated.

4 Results The technique “Scale of psychological well-being” by Riff is intended for diagnosing the degree of severity of the main indicators of the psychological well-being of a person. The technique was adapted and validated by Fesenko and Shevelenkova. The questionnaire included 84 questions and 6 scales: “Positive relationships with others”, “Autonomy”, “Management of the environment”, “Personal growth”, “Goal in life”, “Self-acceptance”. The respondents filled in the questionnaires. The first option assumed an assessment of psychological well-being before PFSI, the second variant assumed a similar assessment during PFSI. Table 1 presents the results obtained for the average severity of each of the indicators and their statistical significance before and during PFSI. It should be noted that the average values of students’ indicators before the pandemic indicate, in general, their sense of psychological well-being and life satisfaction. At the level of significant differences among students in the situation after the introduction of the regime of forced self-isolation, indicators on all scales decreased, which indicates that they experienced frustration of the subjective idea of personal integrity and felt difficulties in maintaining control over life events. The students experienced a restructuring of the severity of the components that make up the profile of subjective well-being. During PFSI, the most pronounced were indicators of self-acceptance and positive relationships, which, probably, like “anchors”, allow maintaining a sense of subjective well-being. Table 1. Reliably significant differences in the indicators of respondents according to the “Scale of psychological well-being” method before and during PFSI

Before PFSI

Positive relationship

Autonomy

Environment Management

Personal growth

Purposes

Self acceptance

Psychological wellbeing

5.48

4.2

5.77

6.4

4

5.23

4.57

During PFSI

4.5

4

3.8

4.23

3.83

4.97

4.48

Reliabi-lity of differ-ences

0.005

0.578

0.001

0.001

0.005

0.439

0.341

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Thus, it can be argued that during PFSI, there was a decrease in almost all indicators of the subjective well-being of students. The most significant changes affected the ability to manage the environment, personal growth, autonomy and goal setting. At the same time, the presence of a high level of self-acceptance and the ability to maintain positive relationships with others should be recognized as supporting factors. The study of the “resource index” of students before and during PFSI, according to the questionnaire “Losses and acquisitions of personal resources” (authors Vodopyanova, Stein), did not reveal highly significant differences. The students did not demonstrate a significant decrease in the resource index during PFSI, which indicates a high level of adaptive potential and a low level of stress vulnerability. The technique “Overcoming difficult life situations” was used to diagnose the coping strategies used in stressful situations and during forced self-isolation, taking into account their subjective feelings during pandemic. The test allowed us to identify a set of coping strategies used by students in PFSI. The data obtained allow us to draw conclusions regarding the frequency of use of certain strategies and the prevailing types of strategies among the representatives of the studied groups. Students more often resort to positive strategies, which are manifested in distraction from stress, i.e., turning to positive situations and states that exclude stress: “Replacement”, “Self-assertion”, “Psychomuscular relaxation”, “Control over the situation.” Students resort to negative coping strategies much less frequently than to positive ones. The following strategies are used less often than others: “helplessness”, “self-pity”, “anticipatory behavior”. Many studies emphasize the passive nature of such strategies in a stressful situation. Thus, it can be argued that students during PFSI more often resort to positive, active strategies for coping with stress. The questionnaire “Scale of Basic Beliefs” (author Yanov-Bulman, adapted by Kravtsova) was developed within the framework of the cognitive concept of basic beliefs of an individual. In accordance with it, one of the basic sensations of a normal person is a healthy sense of security. According to the literature data, basic beliefs both about oneself and about the world around can differ significantly between people who have experienced a traumatic event and those who have not experienced one. The technique was applied to study the basic beliefs of the respondents during the pandemic. The results showed that students’ beliefs about a sense of security are based, first of all, on the belief that a person is able to seek and find the meaning of events in difficult periods of life and not to lose control over them. The belief that there is more good in the world than evil, that the world is kind to people, and that people are generally kind to each other are not determining in the structure of students’ basic beliefs. The conducted correlation analysis of the indicators of the used methods demonstrated strong bilateral relationships between the indicator of the feeling of subjective well-being and such indicators as self-acceptance, positive coping strategies (substitution, self-affirmation and psychomuscular relaxation) and controllability of the world. Students tend to deal with stress through positive coping strategies; active, conscious behavior to overcome stress and a high degree of self-control. An increase in the level

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of students’ subjective well-being is accompanied by maintaining self-control, selfaffirmation, turning to positive situations, the ability to relax, and the belief that the course of events must be controlled.

5 Discussion Thus, the results of the study showed that in the period preceding the pandemic, the level of subjective well-being of students was quite high. During the period of forced selfisolation, there was a decrease in almost all indicators of the subjective well-being of students. The most significant changes have affected the ability to manage the environment, personal growth, autonomy and goal setting. Russian students did not demonstrate a significant decrease in the resource index during the period of forced self-isolation, although such a decrease is noticeable at the trend level. It can be argued that students more often resort to positive coping strategies during the period of forced self-isolation. Students’ beliefs about a sense of security are based, first of all, on the belief that a person is able to seek and find the meaning of events in difficult periods of life and not to lose control over them. The belief that there is more good in the world than evil, that the world is kind to people and that people are kind to each other in general are not determining in the structure of students’ basic beliefs. An increase in the level of students’ subjective well-being is accompanied by maintaining self-control, self-affirmation, turning to positive situations, the ability to relax and the belief that the course of events must be controlled. Relationships between indicators of basic beliefs and social trust of respondents were determined. Trends in the use of coping strategies in stressful situations were also determined, which is of great practical importance for psychological work with students in self-isolation. Special properties were identified that ensure the maintenance of the level of subjective well-being in a stressful situation. The correlates of the subjective well-being of students are coping strategies, the level of social trust and basic beliefs.

6 Conclusion For the first time in Russian psychology, the study of subjective well-being, coping strategies, the level of resourcefulness and trust, beliefs and a sense of security of students under the influence of such stress factors as pandemic and self-isolation allow us to talk about its scientific novelty. Determination of the factors influencing the increase in the level of subjective wellbeing, and ways to overcome difficult life situations of students in pandemic and prolonged self-isolation, can serve as the basis for the development and implementation of new psychological and pedagogical programs. This will increase the level of subjective well-being, and will significantly increase the productivity of training of the future professional and the level of psychological health of young people in general. The results obtained can be used to develop tools aimed at assessing and maintaining the level of psychological well-being, which will contribute to the formation of a holistic

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view of the conditions, resources and factors of psychological health and health-saving behavior among students of higher educational institutions.

References 1. Bradburn, N.: The Structure of Psychological Well-being. ALDINE Publishing Company, Chicago (1969) 2. Diener, E.: Subjective well-being. Psychol. Bull. 95, 542–575 (1984) 3. Kahneman, D., Diener, E., Schwarz, N.: Well-being: The Foundations of Hedonic Psychology. Russell Sage Foundation, New York (1999) 4. Ryan, R.M., Deci, E.L.: On happiness and human potentials: a review of research on hedonic and eudaimonic well-being. Annu. Rev. Psychol. 52, 141–166 (2001) 5. Ryff, C.D., Keyes, C.L.M.: The structure of psychological well-being revisited. J. Pers. Soc. Psychol. 69, 719–727 (1995) 6. Waterman, A.S.: Reconsidering happiness: a eudaimonist’s perspective. J. Positive Psychol. 3, 234–252 (2008) 7. Kahneman, D., Diener, E., Schwarz, N.: Well-being: the foundations of hedonic psychology. Russell Sage Found 20, 3–25 (1999) 8. Keyes, C.L.M., Shmotkin, D., Ryff, C.D.: Optimizing well-being: the empirical encounter of two traditions. J. Pers. Soc. Psychol. 82, 1007–1022 (2002) 9. Vodopyanova, N.E.: Psychodiagnostics of Stress. Peter, St. Petersburg (2009) 10. Grishina, N.V.: Psihologicheskoe blagopoluchie v ekzistencial’nom ponimanii: empiricheskie osobennosti [Psychological well-being in existential understanding: empirical features]. Psychol. Res. 9(48), 10 (2016). (In Russian) 11. Zhukovskaya, L.V.: The scale of psychological well-being K. Riff. Psychol. J. 32(2), 82–93 (2011) 12. Kulikov, L.V.: Psychohygiene of the individual. Issues of psychological stability and psychoprophylaxis: study guide. Piter, St. Petersburg (2004) 13. Manukyan, V.R., Troshikhina, E.G.: Modern psychological concepts of psychological wellbeing and maturity of the individual: areas of similarities and differences. Bull. Perm Univ. Philos. Psychol. Sociol. 2(26), 77–84 (2016) 14. Novak, N.G.: Socio-psychological conditions of the psychological well-being of a person who has experienced a crisis event. Soc. Psychol. Soc. 4, 161–169 (2015) 15. Fesenko, P.P.: Meaningfulness of Life and Psychological Well-being of the Individual. MGPU, Moscow (2005) 16. Fomenko, L.A.: Evaluation of Psychosomatic Health of Students Based on Mathematical and Statistical Modeling According to Monitoring Data. Herzen University, St. Petersburg (2002) 17. Sorokin, M.Y., Kasyanov, E.D., Rukavishnikov, G.V.: Psychological reactions of the population as a factor in adapting to the COVID-19 pandemic. Rev. Psychiatry Med. Psychol. 2, 1–4 (2020) 18. Perret, M.: Stress and coping as factors of influence (2002) 19. Korneev, K.I.: Coping as a condition for human adaptation in the modern world. In: Man in the context of the era, pp. 128–133. OGPU, Omsk (2005) 20. Ivanova, T.Y., Leontiev, D.A., Rasskazova, E.I.: Functions of personal resources in situations of economic crisis. Psychol. J. High. Sch. Econ. 13(2), 323–346 (2016) 21. Kalashnikova, S.A.: Personal resources as an integral characteristic of personality. Young Sci. 31, 84–87 (2011)

A Polytechnic University on the Modern Market of Online Education (the Case of Peter the Great St. Petersburg Polytechnic University) Ivan Aladyshkin(B)

, Svetlana Kalmykova , Maria Odinokaya , Inna Yudina , and Olga Fedorova

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

Abstract. The article deals with the current situation and the prospects for changing the role of Russian technical universities on the domestic and world markets of online education. The study was carried out taking into account a number of relevant factors that determine the development of e-learning in leading Russian technical universities, in particular, the provisions of the “Priority 2030” program, as well as the introduction of distance and blended learning formats in the context of preventing the spread of COVID-19 in 2020–2021. The empirical base of the study is the results of processing the data from leading Russian and international online educational platforms, as well as published sociological surveys of teachers and students from Russian universities. The key conclusion of the study is in stating the need of revision of the development directions of a distributed e-learning system in Russian universities and the development/implementation of online programs. Moreover, the authors emphasize the need to increase the number and quality of online modules on domestic and international platforms, to master up-to-date online educational products and thoroughly renovate the content of the courses and programs being implemented, and to improve digital competencies and the involvement of the faculty in the development of e-learning. Keywords: Polytechnic university · Coronavirus infection · Online education market · Online courses · e-Learning

1 Introduction Today, the key players on the Russian market of higher professional online education include those universities that master the leading Russian and international online platforms as successfully as possible. The list of such leading universities, along with HSE (Higher School of Economics), MIPT (Moscow Institute of Physics and Technology), St. Petersburg State University, TSU (Tomsk State University), MEPhI (Moscow Engineering Physics Institute), NSU (Novosibirsk State University), ITMO (National Research Institute of Mechanics and Optics), also includes the largest university in the northern capital of Russia – Peter the Great St. Petersburg Polytechnic University (SPbPU). © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 393–402, 2022. https://doi.org/10.1007/978-3-031-11435-9_43

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Accordingly, the policy of SPbPU in the field of e-learning reflects the leading positions of higher polytechnic education in this area. Despite a noticeable increase in e-learning in Russia and the multiplication of areas for analyzing the online education market, the role of universities in it remains poorly understood. For a long time, the priority poles of research attention have been the dilemmas of introducing e-learning into the educational processes of Russian universities, the prospects for the development of distance learning technologies in higher education, and their advantages and disadvantages [1–5]. The commercial parameters of online education in Russian higher education, business models for the development of university e-learning systems, remain practically out of sight of Russian researchers. A different situation has developed with the understanding of the transition of Russian universities to remote learning in the context of the fight against the spread of coronavirus infection. Like their foreign colleagues, Russian researchers almost immediately responded to changes in the functioning of higher professional education. However, the attention of the authors of the lion’s share of studies turned out to be focused on particular nuances of the functioning of universities in the context of preventing the spread of coronavirus infection [6–9]. Another extreme of a significant part of the publications is the abstractness of the issues raised with the consideration of the most general principles for the use of distance learning technologies in higher education institutions [10–16]. The aim of the study was to identify the specifics of the position and prospects of the Polytechnic University on the domestic and global online education markets. The analysis was based on the experience of Peter the Great St. Petersburg Polytechnic University. The goal defines the objectives of the study: • to trace the key directions of the introduction and transformation of e-learning in the system of training highly qualified specialists; • to analyze the factors that determine the state of the market of higher professional online education, and the activity in the field of e-learning of the country’s leading universities; • to study the impact of the period of full and partial distance learning in Russian higher education in 2020-2021 on the development of e-learning in Russian universi-ties; • to identify relevant and effective areas of activity of Russian technical universi-ties on the online education market.

2 Materials and Methods When writing the article, the authors used an interdisciplinary approach that contributes to the synthesis of conceptual provisions on the specifics of the development of e-learning in technical universities from various fields of socio-humanitarian knowledge (primarily pedagogy, sociology, economics, management and marketing). The interdisciplinary approach turned out to be closely related to the concepts of the polyphony of scientific knowledge and the parity of different disciplinary interpretations of the object of research and the conclusions obtained, which are the basis of the research methodology. In addition to general scientific methods of cognition, the main methods in the study

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were data systematization, pedagogical diagnostics forecasting as well as evaluative and comparative analysis, especially in working with the content of courses presented on various online platforms. The study was conducted on a wide range of scientific, analytical, regulatory and statistical materials on online education in Russian universities. Data of various levels were used as empirical analysis material. A statistical analysis of online courses of Russian universities on leading domestic and foreign online education platforms was carried out, and data from the project initiated by the Ministry of Science and Higher Education of the Russian Federation: “Modern digital educational Environment in Russia” were also involved – https://online.edu.ru/. In the empirical material of the study, a special role should be given to data on the introduction of electronic forms of education in one of the leading technical universities in Russia – Peter the Great St. Petersburg Polytechnic University (statistical data on the number of courses, online platforms, their placement, the number of students in courses, local regulatory documents, etc.).

3 Results The Russian market of higher professional online education in the form in which it currently functions has developed literally over the past 5–7 years. This is a young segment of the educational services market. In Russia, initially the development of e-learning was implemented by state institutions, and the primary tasks of this development were far from market principles. It all started with developments in the field of distance learning systems (DLS), and in the new millennium, attention was focused on the desire for an up-to-date electronic addition to the educational process, transferring part of the educational material with enhanced accessibility to an online format, etc. It is in the light of these tasks in Polytechnic University in 2008, the first structures associated with e-learning are being created. Even with the beginning of the era of MOOC courses, Russian universities were by no means concerned with the commercial effectiveness of e-learning, but rather with the development of the LMS of the university, its image component, and the preservation of the intellectual heritage and pedagogical developments. Such non-entrepreneurial principles guided SPbPU when the Center for Open Education was created there in 2014, which is still a key element in the development of e-learning at the university. The intensification of the development of online education by Russian universities is fixed after the adoption of the Federal Law of December 29, 2012 N 273-FL “On Education in the Russian Federation”, in which Article 16 separately considered the implementation of educational programs using e-learning and distance learning technologies. Already in the next 2013, two new educational platforms appeared, built on the technologies of mass open online courses: “Universarium” and Stepic (since 2016 – Stepik), which were more focused specifically on the field of activity of higher education. The activation of Russian universities in the development of e-learning also turned out to be associated with a general renovation of Russian universities supported at the state level, including the principles of their funding. And one of the main directions for obtaining additional budgetary funds by many universities was participation in state programs for the development of education.

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For example, one of the key projects for Russian universities in the previous decade was the “Project 5-100”, which was launched in the same year as the Federal Law “On Education in the Russian Federation”, in 2012 (scheduled for completion in 2020). The project included a plan to bring at least five Russian universities into the top 100 according to a number of authoritative international rankings [17], and SPbPU became one of the 15 Russian universities that won the competitive selection of the ongoing project for the right to receive a subsidy from the Russian Ministry of Education and Science in order to increase their competitiveness [18]. The result was a forced increase in the number of foreign students and teachers at SPbPU, the renewal of the material and technical base, the formation of new laboratories and project offices, as well as a general rebranding of the university [19]. Realizing that ensuring the high quality of educational services at minimal cost for their provision largely depends on the organization of financial management of the university, the leadership of SPbPU decides on a qualitative restructuring of the university with the introduction of new forms of education, in particular, an extensive e-learning system [20]. For example, in 2017, the number of students in educational programs who completed online courses should have reached 30,000 people, in 2018 – 60,000 people, in 2019 – 70,000 people, and in 2020 – already 85,000 people. No less significant were the indicators of the planned number of online courses that needed to be prepared: in 2017 – 20 courses, in 2018 – 25 courses, in 2019 – 30 courses, and in 2020 – 35 courses. The actualization of e-learning was also associated with the general restructuring of the university, including the merger of faculties and departments, the consolidation of structural divisions, and staff reduction. Only after completing the basic tasks of optimizing the educational process of creating and testing distributed e-learning systems at the university, the desire to commercialize e-learning and achieve a financial return on online courses began to intensify. As a result, there is some shift in priorities from the development of SPOC courses for the intra-university digital environment, serving the needs of the university itself, to the multiplication of online modules on leading Russian and foreign online platforms. A qualitative change in the policy of leading universities regarding online education led to the fact that in 2015 the Higher School of Economics, together with 7 other Russian universities: Moscow Institute of Physics and Technology, Ural Federal University, Moscow State University, MISiS (Moscow Institute of Steel and Alloys), ITMO University, St. Petersburg State University and Peter the Great St. Petersburg Polytechnic University, initiated a project to create a National Platform “Open Education”, which today is the undisputed leader on the Russian market of higher online education. This platform turned out to be just another government project. Work on it was initiated by the Russian Ministry of Education and Science, and the Council for Open Education created in 2014, along with representatives of eight universities, included representatives of Rosobrnadzor and the Ministry of Education and Science of Russia, while Dmitry Livanov, Minister of Education and Science of the Russian Federation, was elected Chairman of the Council. For some leading universities, including Polytech, participation in the Association “National Platform of Open Education” was just an access to open educational platforms and initiated the launch of the first mass online courses.

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The pace of development of the online education market by a number of key universities in the country and the expansion of the range of educational services associated with the latter were fully supported not so much by the involvement of the teaching staff of universities and high demand among students, as by state policy, which permanently spurred the development of this sphere. Thus, in the Decree of the President of the Russian Federation No. 204 “On national goals and strategic objectives of the development of the Russian Federation …” dated May 7, 2018, a task was set to create a modern digital educational environment by 2024, ensuring high quality and accessibility of all forms and levels of education. In many ways, the growth rate of e-learning in the country’s leading universities is reflected in Chart No. 1, which shows the annual increase in the number of online courses on the National Open Education Platform since its foundation in 2015 (Fig. 1).

Fig. 1. Courses on the national open education platform.

The general research of the Russian online education market conducted in 2018– 2019 was expected to record a positive growth dynamics of e-learning in the higher professional education segment. The years 2020–2021 served as a contrasting example of a situation when a serious crisis, and such an emergency transition to distant forms of education of the entire education system of the country in the context of combating the spread of coronavirus infection, caused a rapid process of adaptation and development, which meant, first of all, the improvement and expansion of the use of distance learning technologies. Therefore, 2020 became a turning point for the Russian online education market, which is noted by many researchers and confirmed by the achievements of one of the leading technical universities in the country – Peter the Great St. Petersburg Polytechnic University. The electronic information and educational environment created at the university and its integral part, the distributed e-learning system, made it possible to successfully implement in 2020 a temporary transition to e-learning using exclusively distance learning technologies with effective testing of various models of learning (distance, hybrid, mixed – blended learning). The conditions of emergency distance learning have significantly increased the number of partner universities and customers of online services

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provided by the Polytechnic University, the number of students enrolled in its courses, and ensured international recognition of the high quality of online education at the university. It was in 2020 that Peter the Great St. Petersburg Polytechnic University was audited for the first time by the international rating agency QS Stars, which assessed the resources and potential of online education and the university’s readiness for distance learning. The Polytechnic University scored 93 points out of 100 possible and received the highest category – “5 stars”. The success of SPbPU in promoting its educational services on the Russian and global online education market over the past two years is not difficult to record according to the general data on the number of courses and students on the leading Russian and international online platforms. Figures 2 and 3 reflect the number of Polytechnic courses and their students on the largest National platform in the field of higher online education in Russia, “Open Education”.

Fig. 2. Dynamics of the number of St. Petersburg State University courses on the largest National platform in the field of higher online education in Russia, “Open Education”.

Among other things, the Polytechnic University took an active part in the formation of the content of the priority state project in the field of online education, the Federal portal “My Education”, where 91 university courses are currently available. In recent years, SPbPU’s own open platform, Open Polytech, has also proven itself. If we talk about the global market of higher online education, SPbPU has focused all its attention on the Coursera platform, which retains a leading place among other online platforms.

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Fig. 3. The number of students in the courses of the largest National platform in the field of higher online education in Russia, “Open Education”.

Total

English

Fig. 4. Courses on Coursera.

Comparing the data on the activity of SPbPU on two platforms (Figs. 4 and 5), it becomes obvious that in recent years the university has been reorienting from Russian to international educational platforms.

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Fig. 5. The number of participants on the Coursera platform.

4 Discussion The dynamics of the Russian online education market as a whole, which doubled in 2020 compared to the previous 2019, does not at all indicate commercial efficiency in this field of domestic higher education. Of course, over the past few years, Polytech and all leading Russian universities in the field of online learning have been increasingly purposefully trying to turn this area of their activities into a source of financial income, not costs. In 2021, the growth rate of the online education market did not decrease at all, but this by no means justifies the prospects for monetization of online products, increased profitability and direct commercial returns on the development of e-learning by Russian universities. However, Russian universities are not yet able to achieve the commercial effectiveness of online learning. SPbPU is no exception. What are the reasons for the current situation? There are many reasons for the commercial inefficiency of the modern market of higher online education, and they lie in the specifics of both the situation that has developed in recent years and in the principles of the development of e-learning in Russian higher education. Here we will have to recall again that the key players on the domestic market of higher online education are state universities, and in Russian realities this means strict regulation, rather narrow boundaries of opportunities and compliance with the priorities not of the market, but of the state policy in the field of higher professional education. It is the state authorities, far from market principles, that determine the nature of the functioning of the higher online education market in Russia, and the principles of financing universities push the latter to fulfill the indicators set “above”. The example of SPbPU in this context is very indicative, because for the university, the priority in the field of online learning is the fulfillment of the tasks of state programs and projects, such as “Program 5-100” or “Priority 2030”. The predominance of quantitative indicators in these projects leads to a kind of pursuit of quantity, sometimes to the detriment of the quality of online products.

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5 Conclusion The development of e-learning in Russian higher education institutions is focused rather on the implementation of basic indicators of state projects and programs for the development of higher education, the implementation of transformations of the educational process with the achievement of variability, accessibility and mobility of curricula with a continuing increase in the number of students. The creation of a number of open online platforms and the reorientation of Russian universities to the development of massive open online courses (MOOCs) have been closely linked with the aspirations to monetize e-learning and increase its commercial efficiency. Today, St. Petersburg Polytechnic University justifiably turns out to be one of the leaders on the domestic market of higher online education. Polytech, like some other universities in the country, is trying to solve the problem of commercial inefficiency of e-learning and find new reference points for further successful development of this area. The most promising areas of work, both for SPbPU and for those Russian universities that claim to be actively involved in the Russian and, especially, on the international online education markets, remain: – – – –

Increase in the number of courses on additional education programs (additional); Network implementation of educational programs (network consortia); Updating of new formats and models of online learning; Development of online courses in accordance with the key trends of the global online education market; – Development of digital services and modules for online learning.

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Cultural and Sociological Studies

Integrating STEM Education and Humanities for Fostering Students’ Cultural Awareness Through CLIL Methodology Viktoriia Gorbaneva1(B)

and Ludmila Shramko2

1 Herzen State Pedagogical University of Russia, Saint Petersburg 191186, Russian Federation

[email protected]

2 Saint-Petersburg State University, Saint Petersburg 199034, Russian Federation

[email protected]

Abstract. In today’s ever-changing globalized world the engineer’s professionalism requires not only technical excellence, but also the knowledge of human relationships and ability of intercultural communication in order to work effectively with foreign colleagues, and to be competitive in the labor market. The aim of the current research is to demonstrate the indispensable need of the humanities inclusion in engineering education. The authors advocate that literature belonging to the humanities can encourage foreign language students to discover a foreign culture. It is stated that foreign fiction, especially poetry, serves as a possible tool to familiarize foreign language learners with an author’s native culture, enables them to understand better cultural values, and fosters cultural awareness. The current research investigates the way of incorporation foreign fiction into STEM students’ curriculum. The results of the surveys of STEM students and ESL teachers prove the feasibility of such integration by means of the CLIL methodology that enables learners to develop cognitive skills, communicate in a foreign language, understand foreign cultures, and have the curricular subject progression. The authors also focus on how foreign fiction (specifically poetry) can be incorporated into the English language curriculum in the framework of applying the SOFT CLIL aimed at teaching topics from the curriculum as a part of an ESL course. The application of SOFT CLIL to teaching English STEM students will enable learners to understand cultural values from cultural insiders’ perspective and foster students’ cultural awareness, their ability to think critically, and to communicate in English efficiently. Keywords: Cultural awareness · CLIL · STEM students · Fiction · Integration

1 Introduction In the contemporary world, it is of vital importance to acquire the skills of adapting to any business environment that will consequently enhance your chances of finding a job. Modern approaches to foreign language teaching in general and the English language that will be specifically viewed in this paper have shifted from building linguistic © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 405–414, 2022. https://doi.org/10.1007/978-3-031-11435-9_44

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competence to forming intercultural communicative competence [1–3]. In professional intercultural contexts, it is essential to work effectively with other members of the team, to understand and accept the cultural values of the company. In other words, specialists should meet cultural requirements, which could indicate whether their values correspond to the corporate policies of the company they work for [4–6]. In order to work effectively in the international professional sphere, specialists should understand that, belonging to different cultures, all people see the world differently and use this perception as a guideline for communicating with others, without losing their own cultural identity. It is important to emphasize the fact that a perfect command of a foreign language does not automatically lead to effective and successful intercultural communication in the workplace [4–7]. It is generally recognized that one of the important goals of learning foreign languages is to achieve mutual understanding with foreign colleagues, and, obviously, it is difficult to participate in intercultural communication without knowing about the cultural values of a foreigner [7–9]. The studies have discovered that quite a lot of STEM students who are also, in the majority, English language learners do not see any connection between content input in the framework of English language courses and real intercultural communication [10]. Consequently, ESL teachers who teach STEM students face the challenge of helping their students to avoid this disconnection. In order to bridge this disconnection, English language teachers need not only to integrate content (literature/fiction) learning and English language learning, including English for specific purposes (ESP) across the curriculum with the purpose of fostering cultural awareness, but also demonstrate the connection between cultural values reflected in the authentic fiction and intercultural communication in professional settings [4–6, 9]. In this case, authentic fiction is viewed as a source of cultural values determining intercultural communication.

2 Literature Review Scholars in the area of foreign language education and intercultural communication have collected considerable data to verify the way a certain culture impacts human behavior and communication [4, 5, 7–9]. It is worth mentioning that speaking the same foreign language (for instance, English as lingua franca), they still act in different ways, even in terms of using linguistic tools and strategies. The aforementioned differences of behavior are determined and guided by cultural values embedded in the language. Regarding this fact, culture is a key factor in achieving understanding in intercultural contexts and foreign language teaching [4, 10]. In other words, students should be culturally aware. Cultural awareness is related to understanding cultural differences in terms of cultural values and attitudes. In the current article the researchers predominantly focus on the awareness of foreign cultures [4–7, 10, 11]. It is of crucial importance that foreign literature, undoubtedly, familiarizes foreign language learners with foreign cultural values. Many scholars including Carter, Elizarova and Paran noted the crucial role of reading literary texts in building and development of cultural awareness [4, 12, 13]. Studies highlight that foreign fiction is a source of cultural values, objective information about the world, the mirror of culture of every

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society. Many scholars assume, that fiction being a source of cultural values, has to be analyzed and interpreted from the point of view of the author’s culture [4, 12–14]. Nowadays more and more scientists have been highlighting the significance of the fact that STEM students should not just focus on their narrow fields. It seems necessary to view the reasons that are provided to support this generalist approach to education. Firstly, M.Turner, a prominent cognitive scientist and linguist, argues that individuals think with stories. Literary works are viewed as the most refined and complex versions of our natural way of thinking [15]. Secondly, it was proved that fiction readers are considered more creative as they do not limit themselves by only one viewpoint or idea [13, 15, 16]. Reading fiction enhances learners’ ability to imagine and think in a creative way, to feel empathy for imaginary characters. It is crucial to point out that empathy is rather important for successful intercultural communication and is the integral part of emotional intelligence (EI) – a core human competence. Additionally, reading fiction encourages readers to develop critical thinking [15]. Although literature (and fiction as its type) forms a core for many educational programs in the sphere of humanities, technical universities seem to unduly ignore this valuable subject in their efforts to provide their students with the profound knowledge in a specific area the students major at [17]. Still, as it has been already proved that it is absolutely impossible to be a successful professional without a well-built intercultural communicative competence and EI – the skills that can be easily mastered with the help of studying fiction and English as a tool for international communication in all spheres, including the technical ones [7, 17–20]. Thus, it seems of primary importance to find the possible ways of integrating fiction in the ESL programs of non-humanitarian educational institutions and faculties. In this respect the CLIL methodology seems to be the one that can solve the problem of linking literature and ESL in STEM education. The term Content and Language Integrated Learning (CLIL) first coined by Marsh in 1994 to describe the cases when teaching academic subjects or specific topics within them is conducted in a foreign language is now aimed at accomplishing two goals simultaneously: learning a foreign language together with the study of the subject content [21–24]. Scholars state that the purpose of training in this case is not just the study of new information, but also its practical application [21–23]. The content of the discipline is of vital importance, because it is used to illustrate the language structures you have learnt. Focusing on the premise that the subjects of the curriculum are studied and taught in a foreign language (e.g. English), the approach is characterized by the following: a language is viewed as a tool of studying the subject content and widely presented and used in the curriculum [20–24]. The critical analysis of scientific literature has shown that the CLIL approach has the following advantages: the use of cultural content, training students for real intercultural communication, including intercultural professional environment, learning of a rather vast range of different disciplines, building and development of foreign communicative competence, the content subject defines what language structures are necessary to study. Regarding the studies devoted to the CLIL methodology, we should mention that this approach is based on four interrelated fundamental components, the so-called “4C”: content, cognition, communication, and culture [21–23].

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The crucial importance of integration in the learning process the cultural component has been widely recognised by numerous scholars. The use of the cultural aspect of the content in the framework of CLIL makes it possible to consider and analyse topics from different cultural perspectives, focusing on the cultural differences and similarities. It has been stated, that the cultural aspect can be integrated in the framework of English language courses with the help of SOFT CLIL [21–23]. It is worth mentioning that scholars are deeply convinced that meaningful and challenging input is one of the cornerstones of foreign language acquisition, highlighting the need of careful selection of materials [24]. It is of paramount importance to mention that, according to numerous studies, comparing different CLIL-textbooks, the cultural component has not been properly exploited yet. In light of the dearth of intercultural components included in various CLIL textbooks, the authors of the current paper are deeply convinced that a source of the mentioned component could be foreign fiction, especially poems.

3 Materials and Methods The purpose of the current work is not only to elucidate connections between studying fiction and ESL course design in technical universities in general, but also to understand whether STEM students are actively involved in reading fiction both in the foreign language they study and in their mother tongue, to see their perception of the necessity and value of studying fiction for their general and professional development, and their readiness to adding fiction as an integral element of the ESL course. Also, it was important to gain information on what types of fiction students would favor as a part of the ESL teaching. Therefore, a survey was created via Google Forms. consisting of 7 open-ended questions distributed to students of Pridnestrovian State University named after T. G. Shevchenko, enrolled in the Architecture & Engineering and Industrial and Civic Construction educational programs (SPSU), and of the Financial University under the Government of the Russian Federation (Saint-Petersburg Subsidiary), the Business Informatics major students (FinU). The purposeful choice of the open-ended question form is explained by the idea that this question type presupposes some effort to be taken to answer and suggests that the students would take some time to contemplate their reply, thus minimizing purely mechanical or conformist answers. The students were provided the opportunity to complete the survey during a 5-week period in December 2021– January 2022. Participation was purely voluntary and all responses were anonymous. The results of the survey were further analyzed to identify whether STEM students are ready for the proposed integration of fiction (e.g. poetry) into the ESL program in the frameworks of the CLIL approach realization. Another concern was the willingness of teachers who are definitely used to ESP teaching to change the existing programs, their readiness to integrate poetry in ESL classes of STEM students, and the knowledge of methods and techniques of working with a poetic text. For these reasons a survey of 11 ESL teachers representing different higher educational institutions who work with STEM students was carried out. They were exposed to a set of multiple choice and open-ended questions that helped to identify the general attitude of ESL teachers to the proposed changes in STEM students’ language teaching, as well as the benefits and concerns they verbalized.

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The results of the abovementioned surveys, that will be further presented in the next section of the paper, determined a necessity to provide certain suggestions for the content part of the CLIL approach realization.

4 Results and Discussion The first survey was conducted among the STEM students. A total of 27 respondents completed the survey. First STEM students were asked to recall the 4 works of fiction that they have read recently (including the ones in a foreign language). The question aimed at understanding the general attitude of STEM students to reading fiction. About 50% of the respondents confessed that they could not remember reading any fiction book recently, specifying that the last time was too long ago. Moreover, 20% of this group especially emphasized having absolutely no experience of reading in a foreign language. Another half of the respondents remembered having read some fiction in the recent past. Among the books mentioned were Russian and foreign classical literature (works of A. Kuprin, M. Bulgakov, Ch. Bronte, E. Bronte, A. de Saint-Exupéry, R. Bradbury, etc.), modern Russian (e.g. The Heavy Tsar’s Crown by V. Maidurova) and foreign (by K. Liu, S. King, Ph. J. Farmer, Y. Martel, etc.) prose. The diverse choice of fiction works can be easily explained by the versatility of students’ interests and preferences although it might be also suggested that, being a part of the compulsory school literature course program, the books of the Russian classical literature could be read at school. Two other questions that were asked aimed at surveying the STEM students’ understanding of the reasons to read fiction in general and their personal experience of reading in a foreign language. The results obtained are presented in Fig. 1 and 2.

Fig. 1. Reasons to read fiction.

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Fig. 2. Personal experience of reading.

The acknowledgment of the positive effect of reading fiction by the vast majority of STEM students (as seen from the data presented in Fig. 1) is especially important in respect of this study, proving the correctness of the suggested hypothesis of the necessity of a fiction component in STEM education. The possible explanations of the received disappointing data suggesting the absence of reading-in-a foreign-language habit (see Fig. 2) can be the following: lack of interest to foreign fiction (the reason provided by about 10% of the respondents), lack of free time for reading due to a busy schedule of university studies (suggested in about 20% of the answers), and the most obvious and prohibitive one – insufficiently developed language skills (although not mentioned directly but still implied by the majority of the respondents). As for the preferences in the choice of foreign fiction the majority of students opted for prose with just about 20% of poetry lovers among the respondents. It corresponds to the data gathered from the replies to the 1st question of the survey where only 2–3 poetic works were mentioned. It can be explained primarily by the lack of information about the modern foreign poetic works and general unpreparedness of students for reading poetry due to its complex nature (rhythmical patterns, abundance of metaphorical language, symbols, and imagery, etc.). The analysis of the books that the students preferred shows that about 90% of the chosen works of fiction had popular screen versions (many of them even award-winning ones), which could definitely add to the general public awareness and become an extra stimulus for reading. Still, about 60% confessed that although they lack the practice of reading poetic works, they feel open for new experiences and would welcome it as an integral part of their classroom activities.

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In an attempt to find the possible motivational factors for reading fiction in a foreign language it seemed also reasonable to ask the students whether it is possible to use foreign fiction for studying cultural peculiarities of the countries it belongs to. More than 80% of the respondents considered foreign fiction as a valuable source of information about the culture of the countries of its origin and only less than 10% doubted its importance. It seems necessary to state that about 30% of the STEM students insisted on the necessity of a reasonable choice of books used for these purposes and suggested that literature should not be a single source for forming intercultural awareness. The obtained data can suggest that although most STEM students have the experience of reading fiction in the Russian language, the habit of reading in a foreign language still should be formed and developed. It is understandable and reasonable that the traditional foreign language teaching for technical professions (and in the framework of this paper we would specifically focus on the English language teaching, being an indispensable element of successful professional development in the modern intercultural society) is predominantly focused on ESP being an invaluable asset for building a successful professional career. Still, the authors of this paper believe that foreign fiction has the right to be a part of university education. The initial positive attitude of most surveyed students is a promising factor that adds to the feasibility of this project. Of course, the introduction of foreign fiction component to the ESL course for STEM students should be planned in a way that it should be dosed not to damage the ESP core elements but still adequate to convince the students that it can be helpful for developing intercultural awareness, enhancing their language skills and adding to the general motivation for studying. The results of the previously discussed survey and the obvious lack of foreign poems in ESL textbooks and learning resources determined the necessity to ask English language teachers to share their ideas about using poems in an ESL classroom. The obtained data allowed to conclude that 65% of the respondents stated that they were interested in using poems; 90% of the total number of ESL teachers who took part in the survey noted that all tasks connected to foreign poems included activities aimed at learning them by heart or just translating; 84% of the respondents pointed out that English language teaching resources lack foreign poems and 79% of them mentioned viewing poems as a source for gaining the culture awareness. The analysis of the teachers’ responses suggests that STEM teachers agree to use poetry as an element of their classroom practices in STEM students’ teaching. Still, many of them lack the necessary experience and should be specifically instructed in the ways of including fiction in ESP programs, the interactive techniques of working with the poetic text in class, and the peculiarities of the CLIL methodology. To illustrate our premise of the reflection of cultural values in fiction works, the analysis of one of the most prominent poems by R. Frost ‘’The Road Not Taken” can be suggested. The key idea of the poem consists in choosing the “untrodden path” (less travelled). From a poet’s point of view, who is a representative of the American culture, the key idea implies that life is viewed as unpredictable, more risky, it requires more effort from people to accomplish their goals. The poem presents the idea of Individualism, which is a rather prominent American cultural value, implying responsibility for

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an individual’s own decision and its consequences, the desire to do everything in life independently from others relying completely on your own effort [1, 2, 8, 11]. A meaningful input of cultural values to STEM students can be provided through a proper selection of authentic fiction. For example, with the above-mentioned key cultural value of Individualism, the English language teachers can offer the following poems: ‘’The Gift Outright” by R. Frost, ‘’The Goal” by E. Dickinson, ‘’You” by E. Guest; among prose we can name ‘’Moby-Dick” by H. Melville, ‘’The Adventures of Tom Sawyer” by M. Twain. Of course, it should be stated that the suggested list of the poems is not comprehensive, teachers can broaden it according to the specific needs of a certain language group. Another factor that can be a valuable reason for convincing STEM students of the necessity and importance to study fiction, is its contribution to applying cultural values reflected in the poems to intercultural communication in the professional setting. We can illustrate it by an example of the speech act of apology. Due to its frequency, the apology speech act occupies a significant place in intercultural interactions, including intercultural professional environment. The studies have discovered that the recognition of both meaning and intention of a particular speech act in a given culture is the core of effective intercultural communication in a professional environment [1–5]. The scientific research highlights that speech acts are culturally bound and cultural values impact and determine the selection of linguistic means. Being a frequent speech act, this utterance includes a set of linguistic strategies, typical for English culture: explicit (I am sorry…, I am afraid that…) and implicit. The last component encompasses acknowledgement of personal responsibility for what happened. For instance: It is my fault, I thought I had done it in the right way, I could not follow this deadline [25, 26]. This component is directly connected with one of the core values of the Anglo-Saxon culture—Individualism, in the light of that, as it was mentioned previously, personal responsibility and individual accountability for own actions – the key cultural values. It is important to note that both students and ESL instructors should keep in mind the idea that all text interpretation activities should be aimed at applying cultural values reflected in the poem in intercultural situations.

5 Conclusion The main conclusion that can be drawn is that integrating the STEM education and humanities for the purpose of fostering students’ cultural awareness is possible due to the SOFT CLIL approach, aiming at the simultaneous learning a foreign language and a subject. The conducted research enables the authors to conclude that advantages of the aforementioned approach encourage foreign language learners to develop their communication skills, cognitive skills, learn a new subject content, and discover the cultural aspect. The available evidence suggests that cultural awareness is an indispensable and vital aspect of intercultural communication, including intercultural professional settings. The conducted analysis proved the benefits of foreign poetry in fostering cultural awareness among STEM students and yielded the paramount importance of including this genre of literature into ESL teaching in the light of STEM education. The authors assume that viewing poetry as a source of cultural values that shape human behaviour

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will not seem abstract to STEM students due to the evidence that the content and language value of the selected poems will not lie outside practical application, encouraging STEM students to develop their soft skills, and enabling them to be efficient in the professional contexts, including intercultural professional settings; increasing their motivation, because students use a foreign language as a tool for learning new content (culture as a system of cultural values) and trace the practical application of the subject content and skills in intercultural professional environment, developing their empathy, a vital feature for being successful in intercultural communication, stimulating students’ creativity, and encouraging learners to be good thinkers. The authors suppose that the present results are consistent with the contemporary demands that the specialists of every professional sphere face with. The findings are considered the initial stage of the future research that could fruitfully explore the aforementioned issues further by practical application of the activities based on the selected poems among STEM students for the purpose of fostering their cultural awareness.

References 1. Elizarova, G.V.: Kultura I obuchenije inostrannym jazykam. RGPU im. A.I. Gertsena Publishing House, Saint Petersburg (2004).(In Russian) 2. Elizarova, G.V.: Kulturologicheskaya lingvistika:opyt issledovanija ponjatija v metodicheskih tseljah. Bel’veder Publishing House, Saint Petersburg (2009).(In Russian) 3. Lustig, M.W., Koester, J.: Intercultural Competence: Interpersonal Communication Across Cultures. Pearson, Boston (2006) 4. Aggarwal, S.: Essential Communication Skills. Anne Books private limited, New Dehli (2009) 5. Meyer, E.: The Culture Map Breaking through the Invisible Boundaries of Global Business. PublicAffairs, New York (2016) 6. Mishra, S.K.: Communication Skills for Engineers. Pearson Education, London (2011) 7. Neuliep, J.W.: Intercultural Communication: A Contextual Approach, 5th edn. SAGE Publications, New York (2011) 8. Samovar, A.L., Porter. E.R.: Communication Between Cultures. Wadsworth/Thomson Learning, Boston (2001) 9. Meier, A.: Culture and its effect on speech act performances. Speech Act Perform. Theor. Emp. Methodol. Iss. 10, 75–90 (2010) 10. Margot, K.C., Kettler, T.: Teachers’ perception of STEM integration and education: a systematic literature review. Int. J. STEM Educ. 6(1), 1–16 (2019). https://doi.org/10.1186/s40 594-018-0151-2 11. Grotjahn, R.: Cultural awareness. In: Byram, M. (ed.) Routledge Encyclopedia of Language Teaching and Learning, pp. 159–161. Routledge, London (2000) 12. Carter, R.A.: Literature and language teaching 1986–2006. Int. J. Appl. Linguist. 17(1), 3–13 (2007). https://doi.org/10.1111/j.1473-4192.2007.00130.x 13. Paran, A.: The role of literature in instructed foreign language learning and teaching: an evidence-based survey. Lang. Teach. 41(4), 465–549 (2008). https://doi.org/10.1017/S02614 4480800520X 14. Burns, A.: Thematic Guide to American Poetry. Greenwood, Santa Barbara (2002) 15. Turner, M.: The Literary Mind. Cambridge University Press, London (1998) 16. Fitton, L., McIlraith, A.L., Wood, C.L.: Shared book reading interventions with English learners: a meta-analysis. Rev. Educ. Res. 88(5), 712–751 (2018). https://doi.org/10.3102/ 0034654318790909

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17. Creese, A., Blackledge, A.: Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? Mod. Lang. J. 94(I), 103–115 (2010). https://doi.org/10.1111/j.15404781.2009.00986 18. Delaney, C., Kaspin, D.: Investigating Culture: An Experiential Introduction to Anthropology, 3rd edn. John Wiley, New Jersey (2017) 19. Khalyapina, L.: Modern trends in professionally-oriented and integrated foreign language teaching in Russian and European system of higher education. Lang. Cult. 10, 37–43 (2017). https://doi.org/10.17223/24109266/10/7 20. Khalyapina, L.P.: Integrirovannoe obuchenie inostrannym yazykam i professional’nym disciplinam. Opyt rossijskih vuzov [Integrated teaching foreign languages and professional disciplines. Experience of Russian Universities]. Peter the Great St. Petersburg Polytechnic University POLYTECH-PRESS, Saint Petersburg (2018). (In Russian) 21. Coyle, D.: Content and language integrated learning: motivating learners and teachers. In: The CLIL Teachers Toolkit: A Classroom Guide. The University of Nottingham, Nottingham (2007) 22. Marsh, D.: CLIL/EMILE –The European Dimension: Action, Trends and Foresight Potential, University of JyvKskylK, JyvKskylK (2002) 23. Mehisto, P., Frigols, M.J, Marsh, D.: Uncovering CLIL. Macmillan education, Oxford (2008) 24. Li, Y., Wang, K., Xiao, Y., Froyd, J.E.: Research and trends in STEM education: a systematic review of journal publications. Int. J. STEM Educ. 7(1), 1–16 (2020). https://doi.org/10.1186/ s40594-020-00207-6 25. Deutschmann, M.: Apologising in British English. Umeå universitet, Umeå (2003) 26. Yaseen, A., Yavuz, M.: Realization of the speech act of request and apology by Middle Eastern EFL learners. Eurasia 13(11), 7313–7327 (2017). https://doi.org/10.12973/ejmste/79603

“The Responsibility of Engineers is Boundless” – Professional Reflections Alfred Nordmann1(B)

and Karina Vida2

1 Department of Philosophy, Technical University of Darmstadt, Marktplatz 15,

64283 Darmstadt, Germany [email protected] 2 Technical University of Darmstadt, 64283 Darmstadt, Germany [email protected]

Abstract. The past several decades saw a profound transformation of engineering as a culture and profession. Engineers are supposed to be responsive to societal concerns, they are to sustain a safety culture, they need to reflect long-term impacts through the entire life-cycle of technologies. Accordingly, engineering education requires courses that promote societal commitments not as an added dimension but as integral to daily work. For example, the Department of Mechanical Engineering at Technical University of Darmstadt offers a mandatory course “Engineering Science and Society” for all students in their fifth semester of study, that is, at a fairly late stage of their education. Accordingly, this course does not seek to convey information or create awareness of ethical issues but treats future engineers as participants in an ongoing conversation, allowing them to practice their skill at speaking professionally in a societal context. The course is structured around four contestable statements. The last third of the semester is given over to the students to debate these statements among themselves: “Technology needs to be comprehensible,” “What can be done, will be done,” “People’s anxieties are the enemies of technology,” and “The responsibility of engineers is boundless.” At the beginning of the term, students are divided on each of the four statements, roughly half of them accepting it, half of them rejecting it. As the semester proceeds, the point is neither to reach consensus nor to deepen the division, but to encourage meaningful and productive discussion between promoters and critics of the various statements. Keywords: Engineering education · Philosophy of technology · Mechanical engineering · Engineering as a profession · Debating tools

1 Introduction When philosophers and other humanities scholars contribute to engineering education, they might do this in order to remedy a deficit. This deficit concerns the integration of engineering and the humanities in general, seeking to educate wider publics about the cultural significance of engineering and technology [1], and seeking to educate engineers about the societal dimensions of their work. Usually this takes the form of © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 415–423, 2022. https://doi.org/10.1007/978-3-031-11435-9_45

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teaching engineering students early on about ethics, civic duties and their responsibilities towards society and the environment [2]. However, there is quite another contribution philosophers and humanities scholars can make. Perhaps there is no deficit or gap to be filled, and perhaps there are no blind spots and no ignorance to be overcome by providing knowledge and information. Instead, there is a meeting of two cultures, each fully developed, each well-positioned in society, and instead of teaching and learning there is dialogue and critical exchange. And in the place of humanities professors talking to beginning engineering students, there are advanced engineering students in conversation with advanced humanities students. In the meeting between these cultures, everyone becomes more articulate, better able to reflect their own positions, more critical of themselves and others, and more effective at communication. In the following pages, we report about a course at a Technical University which adopts the second approach and proceeds from idealized assumptions: engineers and advanced engineering students know perfectly well who they are, they know what they stand for, what is expected of them, and what they might contribute. To be sure, however, engineers and advanced engineering students do not agree on these points among themselves. The dialogue with the humanities provides them a platform to explore the space of attitudes and opinions within their own community. Similarly, of course, philosophy and humanities students will appreciate that they are not the only ones who hold and defend philosophical ideas and that their role is neither to lecture to engineers nor to think and talk about what engineers are doing, but instead to speak with thinkers in a different field than their own, to develop and probe ideas together. If this is how things are ideally structured, what might a semester-long course on “Engineering Science and Society” look like?

2 Construction of the Course The mandatory course “Engineering Science and Society” is explicitly aimed at already experienced students and is deliberately placed in the fifth semester. Therefore, the module is not an introductory course – it is not about learning and reproducing what has been learned, but rather about reflecting on design principles, value questions, risk assessments, and responsibility from the perspective of future engineers. Consequently, the title of the course emphasizes that the lecture is not called “Ethics (or Philosophy) for Mechanical Engineers”, but “Engineering Science and Society” – indicating that it seeks a confrontation with a view from outside philosophy. As for the organization of the course, it consists of two parts and three discussion formats. In the first part, there is a lecture-format usually by two professors or experts in dialogue, and an accompanying seminar. During the last third of the semester, there are student-organized panel discussions of four propositions. These are purposely formulated to provoke the adoption of a reasonable position in favour or against the proposition: • • • •

“the responsibility of engineers is boundless” “Technology needs to be comprehensible” “People’s anxieties are the enemies of technology” “What can be done, will be done”

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With these propositions in the background as subject of the panel discussions at the end of the term, the lectures present a variety of special topics and the seminar consists of four bi-weekly tutorials for smaller groups of students. In the tutorials, the students explore the topic of the proposition they chose at the beginning of the course. Thus, they prepare a plenary discussion over the course of the semester. The panel finally takes place in front of the other students towards the end of the semester. In addition, students must submit a total of four papers for credit. These include two reflections on the topics of the special lectures, an essay, and a report on one of the panel discussions. Table 1 below summarizes the schematic structure of the course in the academic winter term 2021/22. Table 1. Schematic structure of the course in the academic winter term 2021/22. Week

Topic

Week 1

Introduction and Outlook

Week 2

Tandem lecture (philosophy and engineering): Design &Construction – The languages of mechanical engineering Tutorial seminar session I

Week 3

Tandemlecture: Sustainable Research – Civilian Ends and Dual Use

Week 4

Science and Engineering as a Vocation – What is a machine? Tutorial session II

Week 5

Tandem lecture: Accidents and Disasters, Risk and Danger

Week 6

Tandem lecture: Ergonomics, the Science of Labor,and the Human Factor Tutorial session III

Week 7

Two case studies: Technology transfer – intercultural dimensions

Week 8

Tandem lecture: Mechanism and Organism – mechanical engineering meets the human body Tutorial session IV

Week 9

Technology Assessment and Responsible Research & Innovation

Week 10

Ethics and Technology

Week 11

Tutorial Session V

Week 121

Panel Discussion I: The responsibility of engineers is boundless - ?!

Week 13

Panel Discussion II: Technology needs to be comprehensible - ?!

Week 14

Panel Discussion III: People’s anxieties are the enemies of technology - ?!

Week 15

Panel Discussion IV: What can be done will be done - ?!

1 The respective preparation tutorial takes place one week before the plenary debate.

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3 Debatable Propositions The four propositions represent questions that accompany students throughout the semester. Almost all of the special topic lectures touch on the different themes, even if they do not deal with them explicitly. Students are encouraged to gather arguments, examples, and considerations throughout the term to incorporate them into their final plenary debates. Contrary to the preconception that discussions about technology and society are always about ethics, the four propositions highlight four dimensions of engineering practice: 1. Ethics (and politics): the question of culpable causation, unintended side effects, precaution. (The responsibility of engineers is boundless.) 2. Design principles: the question of interface-design, transparency and opacity, black boxes, empowerment. (Technology needs to be comprehensible.) 3. STS (science technology society): the question of how to integrate technology push and societal demand pull, inclusion of users in the design process, achievement of socially robust technologies. (People’s anxieties are the enemies of technology.) 4. Historical dynamics: the question of technological determinism and the possibilities of steering or shaping technological development, are we free to shape technological development or are we at its mercy?(What can be done will be done.) Even though students choose one proposition for debate, they still encounter and deal with the others over the course of the semester. 3.1 The Responsibility of Engineers is Boundless This proposition sounds implausible at first, but it becomes plausible if one tries to set spatial, temporal, or topical boundaries and finds that none of these boundaries withstands closer scrutiny [3]. Responsibility does not stop at the walls of the laboratory or the confines of a company which markets a product or the boundaries of a nation. It includes the people along the supply chain which may reach far into other continents and includes those whose livelihoods are affected by a new technology. As with spatial boundaries, so with temporal ones: disruptive technologies and so-called game-changers impact people for many years to come, also, certain radiation or toxic features or simply the components made from plastics will persist for hundreds of years and still fall within the compass of engineering responsibility. Finally, it is difficult, if not impossible, to limit responsibility to the fulfilment of safety standards, or to confine it to the relationship only to one’s employers or clients. Instead, by way of environmental impacts, for example, it can include future generations in remote parts of the world. Taken together, one might say that every attempt to define a boundary fails, and therefore responsibility is boundless. However, one might also say that responsibility is meaningful only if it can be bounded. It is the role of politics and legislation to clearly define questions of culpability, liability, and responsibility, and thereby to reject excessive attributions of responsibility. The particular challenge of the boundlessness of engineering responsibility can be illustrated by the example of the Bhopal story. In 1984, probably “the world’s worst

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industrial disaster” [4, p. 1] in history occurred in Bhopal, India – caused, among other things, by inadequate safety measures on the part of the operating company Union Carbide. Approximately 15,000 dead, countless injured [5]. The factory was never reopened. In 2001, Union Carbide was taken over by Dow Chemical. Today, Dow Chemical is still under considerable pressure to accept responsibility for the accident – be it byapologizing to victims and survivors, be it by payment of damages. For some it may appear strange, even ridiculous to demand an admission of responsibility when the responsible party did not have a causal role. Others find confirmed that responsibility is and ought to be boundless and that one cannot escape responsibility simply by selling the company. For them, as long as memories linger, as long as survivors tell their story and health damages persist, the accident is not over. Depending on where one stands, this proposition involves different ethical lines of argumentation. For example, can and does a negotiation of value conflicts take place within the design process? Or, does technological standardization perhaps destroy cultural diversity of nations? Is the boundlessness of responsibility something scary because it overtaxes human capacities to imagine and anticipate consequences? Or is it a welcome appreciation of the significance of engineering, prompting the response of embracing the idea that engineers are willing to take responsibility when something goes wrong and requires a solution? It is in the nature of these student debates that they unfold in unique ways. It would not be appropriate to extract from them general conclusions. Only regarding the question of limiting or embracing responsibility, it is quite evident that the great majority seeks reasonable ways of drawing a line where the responsibility of engineers comes to an endin any given case. At the beginning of the term, the students are typically divided, about 35% agree with the proposition, the rest disagrees. After their panel discussion and debate, they are still divided but each side has presented thoughtful considerations which renders their position more plausible and credible. 3.2 Technology Needs to be Comprehensible This proposition can be viewed from two perspectives. On the one hand, there is the viewpoint of transparency. It endorses repair cafés, fab labs and hacker spaces and calls for robust low-tech solutions for infrastructurally and economically less developed parts of the world. All of this relies and insists on the intellectual comprehensibility of technical modes of operation. There are others, however, who will find this naively romantic. If less transparent technologies can be more efficient or adaptable, transparency is no longer an important criterion to judge their design. On the other hand, and at the same time, there is the perspective of opacity. Modularization, black boxes, electronic and networked systems, mechatronics and self-learning algorithms allow for the mastery of complex sociotechnical systems. The motto for opaque technology comes from science fiction author Arthur C. Clarke who inspired the movie 2001 – A Space Odyssey in which the computer HAL became a paradigm for 2001 technology: “Any sufficiently advanced technology will be indistinguishable from magic” [6]. One might argue that the very purpose of technology is to achieve rational mastery and control which is distinct from magic [7]. Is opaque technology really a progressive development of technology [8]? Some will point out that this technology

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can support us in the background without drawing attention to itself – it does not put demands on the user but works entirely on its own. Do we insist on transparency or do we accept opacity? This question concerns the design principles of engineering. The invention and creation of technical solutions can be oriented to the value of transparency. But is this still feasible in this day and age when, often enough, even the developers themselves do not fully understand the technical workings of their own devices? The students are thus confronted with the question whether there can be sufficient technical control without intellectual understanding. This leads to another challenge facing engineers with regard to the comprehensibility of technology as can be seen with the example of Explainable Artificial Intelligence (AI) [9]. The self-learning algorithms of AI generate reliable predictions and recommendations. Neither the developers nor the users of AI can know just how the prediction was generated. So, when the client of a bank wants to know why credit was denied by the AI system, or when a patient asks why some therapy was recommended, this is not at all obvious. The bankers and medical doctors are satisfied, perhaps, that the decisions and recommendations of the system are reliable, but they know nothing about the specific causal factors that prompted them. Because this is not satisfactory for human users, there are now attempts to develop another level of AI so that it provides plausible “human-sounding stories” [10] in addition to the prediction or recommendation. Even if the prediction was generated purely statistically, a matching story of causes and effects, backgrounds and consequences should be invented. On the one hand, this shows that the data-intensive control of complex systems cannot really be fully comprehensible to the limited human mind. At the same time, however, it also demonstrates that the demand for comprehensibility is absolute and indispensable and must be taken most seriously. The value of transparency – does technology have to be understandable or not? Initially the students are closely divided on this statement, 53% demanding comprehensible technology and 47% denying the proposition. Again, this division prompts a great variety of arguments that makes both sides of the debate look more plausible. 3.3 People’s Anxieties Are the Enemies of Technology The third proposition is mainly concerned with the social relations of science and technology: Can “irrational fears” increase the robustness of technology? Are better informed people more accepting of science and technology? Is technological progress hindered or delayed by public concerns and debates? Discussions of “risk” illustrate the dilemma. People are fearful because they consider a technology dangerous – in the worst case, something very bad might happen. For engineers, risk can be calculated. It is a product on the one hand of harm and hazard (what is the worst case), and on the other hand of exposure and probability that the worst case might happen. For engineers, therefore, a technology doesn’t pose much risk if there is a very low probability that something bad will happen. It would be irrational, they argue, to look only at what might happen and neglect the low probability. In the debate of the proposition, some will insist that even anxieties and fears have to be justified somehow, because irrational fears prevent urgent problem solving. But on the other hand, trust is also important, and one doesn’t gain trust by dismissing anxieties

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as irrational. Many fear that technology is not always in good hands with developers, companies or governments. They resent that they are expected to learn the science and listen to the scientists and then to accept the new technology [11]. Users, consumers, environmentalists are experts in their own right. They know about trustworthiness and how trust must be earned, and the scientists are well off learning about societies and the anxieties of people. Genome editing can be used to illustrate the fact that in the summer of 2019, a petition was published by researchers in synthetic biology stating that genome editing is not “genetic engineering”, but “precision breeding” [12]. They argued that there are no scientific grounds for distinguishing between organisms modified by genome editing and those modified by variation and selection. Because the results cannot be distinguished scientifically, one should not distinguish at all between various methods and intentional approaches. This argument serves the purpose of reducing regulatory hurdles. The rules and restrictions on genetic engineering should not apply to genome editing or precision breeding. However, this petition also stirs up mistrust against genome editing. The relabeling as “precision breeding” appears willful and contrived or as a misleading sleight of hand. The example shows how difficult it is for new technologies to dispel irrational reservations. However, it also shows how arrogant (engineering) science appears when it acts as if only “scientific reasons” are to be taken seriously. Again, no clear majority can be discerned in the student’s responses: 48% of the students believe that people’s anxieties are the enemies of technology, while 52% deny this proposition. To be sure, the debate of the proposition involves the relations between science and society as well as the design principle: Can one organize the design process in such a way that people’s anxieties are acknowledged early on and the device constructed in a way that addresses and even forecloses these concerns? 3.4 What Can Be Done, Will Be Done The last of the four propositions concerns the dynamics of technological development and raises questions that are often discussed by a philosophy of history: Where and when do trajectories originate, how and where are decisions made and switches set? Do citizens, funding agencies, researchers in the lab choose a technological future, or is there an inexorable logic inherent in technological development? If what can be done, will be done, we are not free to choose at all but technology itself determines what will and will not be. How then can we attain a free relationship towards technology? Thus, on the one hand, there is anintrinsic logic and a supply-driven development of technology according to the so-called linear model. First, principles are discovered scientifically, then implemented technically and finally appropriated by the public. Following this approach, innovation can be defined as creative destruction; the best inventions take place unplanned and unforeseen, the new ways crowding out the old ones. On the other hand, however, one needs to ask whether there is a role for politics and culture in actively shaping the future technologically: Can there be demand-driven technological development? Some may consider this illusory, but of course, our daily discussions about atomic energy, electric vehicles, and emission-levels assume that cultural traditions, regulations, incentives, ethical and ecological considerations, can shape, promote and constrain technological development [13]. Indeed, here one may find examples of what, perhaps, can be done but will not be done.

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This can be illustrated by an example from automobility. Not only in Germany there are many privately owned cars and, on average, these cars stand around some 23 h per day. Some consider this to be an undesirable development and even a reductio ad absurdum of individual transport. They will be looking for alternative concepts. At the same time, it already seems that autonomous electric vehicles will inevitably be the next step in the development. These will stand around in parking spaces for just as long, and yet they appear more sensible. So, is individual transport something given, something that is locked in and therefore can no longer be taken back or retracted? Why can we imagine alternative fueling systems but no alternative to individual or personal transportation [14]? The question of technological determinism appears also in familiar stories about the speed of technological development, that is too fast, that people cannot keep up with. One can critique this story as somehow implausible. How can technology get ahead of its users who are trying to keep up with the pace of innovation – after all, there is no technology without its users. The pace of selective uptake and appropriation, including the choice among different products, determines technology, and not the other way around. Here we encounter once again two divided camps among our students: while 65% do not believe that everything will be done that can be done, the remaining 35% endorse the inevitability of things that will come our way, sooner or later.

4 Conclusion We began by contrasting two approaches to the integration of humanities in engineering education. The approach recommended here does not involve much input from the humanities, and yet it demonstrates the need and the opportunity for the integration of humanities and engineering perspectives. No ethical theories, definitions of responsibility, philosophical interpretations of technology and its cultural significance are required to have the four student debates. Instead, the philosophical questions arise from the bottom up and from within engineering discourse. The field of philosophy and culture turns out to be the field where disagreements unfold, purposes are set, and self-understandings reflected. The practitioners turn out to be philosophers, inviting humanities scholars to learn from them, and engage with them. In the case of this course, this becomes manifest, quite literally, in the fact that some very small percentage of students – one or two per year in a class of 150 – eventually choose to study in a complementary Master’s Program “Technology and Philosophy.” From the point of view of a program in Mechanical Engineering, this course also agrees with and promotes its overall approach to engineering education as articulated by Peter Pelz [15]. According to Pelz, engineers mainly need to learn how to express themselves, that is, how to express engineering ideas – by paper and pen in a sketch, mathematically by calculating performance features, by producing articulated and annotated construction blue prints, by presenting the idea in conferences or to industrial developers, and by standing up for it in a societal context which encompasses ethical, economic, and ecological concerns. Learning to express oneself as an engineer is the non-trivial part of engineering that goes beyond the knowledge of putting things together and solving

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technical problems. The latter can be learned at any technical school, but the higher levels of expressiveness rely on a university setting which includes the humanities and a course like “Engineering Science and Society.”

References 1. Simondon, G.: On the Mode of Existence of Technical Objects. Univocal Publishing, Minneapolis (2016) 2. Swierstra, T., van der Burg, S. (eds.): Ethics on the laboratory floor. Palgrave/Macmillan, Houndsmills (2013) 3. Anders, G.: Die Antiquiertheit des Menschen [The Obsolescence of the Human Being]. Beck, München (1956) 4. Mandavilli, A.: The world’s worst industrial disaster is still unfolding. The Atlantic Homepage. https://www.theatlantic.com/science/archive/2018/07/the-worlds-worst-industrial-dis aster-is-still-unfolding/560726/. Accessed 28 Mar 2022 5. Britannica Homepage. https://www.britannica.com/event/Bhopal-disaster. Accessed 28 Mar 2022 6. Clarke, A.C.: Profiles of the Future: An Inquiry into the Limits of the Possible. Holt, Rinehart, and Winston: New York (1984) 7. Weber, M.: Science as a Vocation. In: Tauber, A.I. (ed.) Science and the Quest for Reality. MTMW, pp. 382–394. Palgrave Macmillan UK, London (1946). https://doi.org/10.1007/9781-349-25249-7_17 8. Humphreys, P.: Extending Ourselves: Computational Science, Empiricism, and Scientific Method. Oxford University Press, Oxford (2004) 9. Došilovi´c, F.K., Brˇci´c, M., Hlupi´c. N.: Explainable artificial intelligence: a survey. In: Proceedings of the 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), pp. 0210–0215. IEEE, Opatija (2018) 10. Podolny, S.: If an Algorithm Wrote This, How Would You Even Know? The New York Times. https://www.nytimes.com/2015/03/08/opinion/sunday/if-an-algorithm-wrotethis-how-would-you-even-know.html. Accessed 28 Mar 2022 11. Duran, J.R., Evans, G.A., Thomas, G.P.: The public understanding of science. Nature 340, 11–14 (1989) 12. Scientists call for modernization of EU gene-editing legislation. Max-Planck-Gesellschaft. https://www.mpg.de/13761643/scientists-call-for-modernization-of-the-european-geneticengineering-law. Accessed 28 Mar 2022 13. Jasanoff, S.: The Ethics of Invention: Technology and the Human Future. Norton, New York (2016) 14. Winner, L.: The Whale and the Reactor: A Search for Limits in an Age of High Technology. University of Chicago Press, Chicago (2020) 15. Pelz, P.F.: Good engineering design – design evolution by languages. Technol. Lang. 1(1), 99–102 (2020)

Basic Values Hierarchy of Students in Technical and Linguistic Field of Study (Comparative Aspect) Oksana M. Ladosha1(B)

and Anna I. Khlopova1,2

1 National Research University “MPEI”, Moscow 111250, Russian Federation

[email protected] 2 Moscow State Linguistic University, Moscow 119034, Russian Federation

Abstract. The purpose of the presented research is to comparatively analyze the hierarchy and content of basic values of undergraduate students studying in technical areas of training and students of humanitarian areas of training (linguistics), based on statistical analysis of a ranking experiment result. The working hypothesis of the study is that the hierarchy of personal values is significantly influenced not only by age and gender characteristics, but also by the professional activity of the individual. When ranking, the subject was presented with 35 stimuli words denoting basic values. The respondents had to arrange them in descending order of positive evaluativeness (1 – the highest grade, 35 – the lowest one). When establishing the incentive list, we relied on the proposed lists of basic values (Questionnaire by Schwartz, Ryabov / Kurbangaleeva) and identified recurring values in them. Based on the results obtained, a comparative analysis of the basic values hierarchy of technical university students and students of humanitarian universities is carried out using the nonparametric Mann-Whitney criterion. All measurements are carried out by methods of computer analysis using jamovi software. The results of the analysis make it possible to refute the hypothesis that statistically significant differences are traced in the basic values hierarchy of students in technical and humanitarian areas of training. Keywords: Associative experiment · Basic value · Psycholinguistics · Statistical analysis

1 Introduction Ideas about the differences in the cognition of people with a technical and humanitarian mindset belong to common stereotypes in society [1]. At the same time, it is of scientific interest to confirm or refute the presence of such a difference at a deep level that lies beyond the conscious self-identity. In the process of socialization, an individual relies on the primary world systematization, represented in the system of various stereotypes of a given culture, providing an individual the opportunity to act based on this systematization, and not only on personal experience. Therefore, ethnic culture is not realized, but uncritically accepted, being a specific basis for the existence of an individual and an ethnos that creates its own © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 424–432, 2022. https://doi.org/10.1007/978-3-031-11435-9_46

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national specific system of basic values. In recent years, there has been a shift in the self-awareness of individuals [2], therefore the content and rank of basic values is of scientific interest. According to scientists, the realization of basic values is determined by the level of education of the culture’s representatives, their occupation, income, social or marital status, etc. [3]. We define basic values as a set of attitudes and ideals that the members of an ethnic group consider distinctive and important for them and which they implement in their activities. In our opinion, the system of basic values in each culture has a stable, but fundamentally dynamic structure, since it is formed spontaneously under the influence of various factors. People prefer to act in accordance with the system established in society which they approve of, and which determines their social comfort. Therefore, it is the hierarchical structure of basic values in the mind of an individual that is the invariant, on the basis of which one can judge about the deep guidelines laid down in the foundation of the personality. These values do not just influence situational differences in behavior, but also subconsciously determine the individual’s activity. The purpose of the research is to conduct a comparative analysis of the system of basic values of humanities and technology scholars on the example of undergraduate students of a linguistic and power engineering university on the basis of a ranking experiment and a comparative statistical analysis of the data obtained.

2 Literature Review Studies devoted to students’ picture of the world play a significant role in sociocultural research. On the one hand, students represent a homogeneous age group, generally belonging to the same or adjacent generations. On the other hand, empirical observations suggest that a seemingly homogeneous group also breaks up into subclasses, like society as a whole. This property – reflecting the society structure and being more flexible in responding to the slightest changes – makes students an ideal subject for observation. In recent years, a number of studies have been carried out on the value and worldview attitudes of students in various areas of training. In particular, studies were carried out among students of engineering specialties, dedicated to identifying gender and age factors of influence on persistence in engineering [4]. In addition, the personality characteristics of all STEM students’ identity [5, 6], and particularly engineering students [7], were identified. Studies that focus the attention on medical students were also aimed at identifying professional factors that influence the personal characteristics of the subjects [8]. Much attention is paid to the identity of future teachers [9–11]. At the same time, only few comparative studies consider the similarities and differences between diverse student groups depending on their field of study. In the course of research conducted in Russia [12, 13], based on the survey results, the leading psychological attitudes of the named student groups were determined in an average form with an emphasis on confirming or refuting the prevailing stereotypical attitudes about a typical representative of a humanitarian or technical profession.

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The presented research has a fundamentally different character: on the basis of the ranking of a given list of basic values and statistical analysis, an attempt is made to reveal the deep differences between the polarized groups of students. Such analysis is of considerable interest, since it allows conclusions about the influence of the profession on the student’s personality.

3 Methodology To confirm or disprove the hypothesis about the presence of statistically significant differences in the value structure of students in the humanitarian and technical areas of training, a ranking experiment was carried out. When ranking, the subject is presented with a set of stimuli. The subject must order these stimuli according to an arbitrarily set value of the measured attribute, assigning a certain rank to the object in accordance with the experimenter’s task [14]. In order to establish a list of basic values for conducting the ranking experiment, various available sources of basic values were investigated – from recent scientific articles to the results of social and linguistic projects aimed at establishing a system of basic values [15–21]. Having compared them, we highlighted the notions that coincide in most sources, that is, they recur in the lists 5 or more times and can be considered as basic values. Our ranking questionnaire included 35 notions denoting basic values (family, friendship, homeland, harmony, trust, faith, religion, independence, respectability, politeness, justice, success, peace/world, money, power, respect, tolerance, intelligence, safety, freedom, fame, self-development, work, honesty, comfort, wealth, helpfulness, welfare, life, law, health, truth, sympathy, education, calmness, attention to parents) in Russian in alphabetical order. The subjects had to arrange them in descending order of positive evaluation (1 – the highest grade, 35 – the lowest one). In total, 305 questionnaires were collected based on the results of the surveys conducted among undergraduate students at a humanitarian university MSLU (Moscow State Linguistic University, Moscow, Russia) and a technical university MPEI (Moscow Power Engineering Institute, Moscow, Russia). It was decided to compare the obtained values using the nonparametric Mann-Whitney test for unrelated samples [22]. Due to the fact that the data were unevenly distributed, 35 questionnaires from each university were selected for comparisons.

4 Results 4.1 Descriptives of the Data Statistical calculations were performed using jamovi software [23, 24]. For preliminary analysis of the collected data, the statistical indicators such as mean, median and mode were calculated (Table 1). Once more than one mode exists, only the first is reported.

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Table 1. Descriptives of the collected data. Stimulus

Questionnaire at MPEI Mean

Median

Questionnaire at MSLU Mode

Safety

11.6

10

3.00

Welfare

15.1

12

2.00

Wealth

22.4

27

Politeness

17.7

Faith

22.0

Power

26.0

Attention to parents Harmony

Mean

Mode

6

4.00

13.5

11

3.00

30.0

20.2

19

34.0

18

19.0

15.3

15

15.0

18

32.0

18.9

18

13.0

32

32.0

27.2

33

36.0

10.5

8

2.0

11.1

7

4.0

16.1

15

6.0

13.5

10

1.0

Helpfulness

17.9

17

8.0

15.7

14

12.0

Money

18.7

15

14.0

19.0

20

32.0

Trust

10.4

9

4.0

10.4

9

6.0

Life

10.7

9

1.0

10.6

12

1.0

Law

22.2

21

17.0

25.1

27

31.0

6

4.0

7

3.0

Health

9.11

9.03

Median

9.51

Comfort

18.4

18

17.0

16.3

16

16.0

Peace / World

17.2

18

16.0

19.3

17

17.0

Independence

16.6

18

17.0

18

19.0

8.00

Education

17.3

16

16.0

17.3

19

20.0

Respectability

18.3

21

21.0

17.0

18

20.0

Truth

18.0

20

12.0

17.8

17

21.0

Work

22.5

23

23.0

23.9

25

26.0

Religion

28.6

33

36.0

30.4

33

36.0

Homeland

21.4

23

23.0

26.7

30

31.0

Self-development

19.0

22

11.0

16.0

14

11.0

Freedom

18.0

19

15.0

18.3

21

18.0

2

1.0

11.7

4

1.0

Family

7.77

Fame

31.8

34

34.0

33.0

34

36.0

Sympathy

24.3

27

26.0

24.2

27

27.0

Calmness

21.4

25

28.0

20.2

23

29.0

Justice

19.9

20

11.0

20.1

21

30.0

Tolerance

28.6

32

34.0

25.9

29

28.0 (continued)

428

O. M. Ladosha and A. I. Khlopova Table 1. (continued)

Stimulus

Questionnaire at MPEI Mean

Median

Questionnaire at MSLU Mode

Mean

Median

Mode

Respect

21.2

23

8.0

21.8

22

33.0

Intelligence

15.5

14

10.0

15.5

14

10.0

Success

20.9

23

13.0

25.7

27

34.0

Honesty

20.3

19

24.0

18.2

18

18.0

As it can be seen from the table, the presented statistics indicate the existence of differences in the basic values structure of students at a technical university and a linguistic university. The most obvious differences can be traced in the ranking of the values ‘Law’, ‘Homeland’, ‘Self-development’, ‘Family’, ‘Tolerance’, ‘Success’, ‘Helpfulness’, ‘Harmony’, ‘Faith’, and ‘Safety’. The least significant differences can be noted in the ranking of the values ‘Attention to parents’, ‘Trust’, ‘Life’, ‘Health’, ‘Education’, ‘Freedom’, ‘Sympathy’, ‘Respect’, and ‘Intelligence’. At the same time, statistical measures such as mean, median, and mode often lead to incorrect conclusions, since they are sensitive to outliers and cannot be reliable indicators of significant differences. To obtain more accurate and reliable results, it is recommended to use statistical tests that take into account the indicators of the entire sample. 4.2 Results of the Mann-Whitney U-Test The results of pairwise comparisons of the samples are presented in Table 2. The results obtained do not allow us to draw conclusions about the presence of statistically significant differences between the samples presented in all cases, except for the values ‘Homeland’ and ‘Success’. Moreover, the degree of closeness of the results obtained varies for different values. The closest indicators were found for the values ‘Attention to parents’, ‘Money’, ‘Trust’, ‘Life’, ‘Health’, ‘Independence’, ‘Education’, ‘Religion’, ‘Freedom’, ‘Justice’, and ‘Intelligence’. Table 2. Results of the Mann-Whitney U-test. Stimulus

Statistic

p

Stimulus

Statistic

p

Safety

521

0.284

Respectability

523

0.292

Welfare

578

0.689

Truth

585

0.746

Wealth

569

0.613

Work

524

0.300

Politeness

509

0.226

Religion

597

0.859

Faith

508

0.219

Homeland*

441

0.044

Power

544

0.418

Self-development

497

0.174 (continued)

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Table 2. (continued) Stimulus

Statistic

p

Stimulus

Statistic

p

Attention to parents

602

0.906

Freedom

598

0.865

Harmony

491

0.153

Family

493

0.154

Helpfulness

519

0.274

Fame

501

0.187

Money

610

0.981

Sympathy

554

0.491

Trust

604

0.920

Calmness

564

0.568

Life

593

0.822

Justice

607

0.953

Law

492

0.156

Tolerance

476

0.108

Health

596

0.846

Respect

587

0.764

Comfort

529

0.329

Intelligence

608

0.962

Peace/World

538

0.381

Success*

436

0.039

Independence

612

1.000

Honesty

530

0.332

Education

600

0.883

Note: * p < .05

However, statistically significant differences were found in the rankings of the values ‘Homeland’ and ‘Success’. As follows from the graphs (Fig. 1), students of a linguistic university as a whole give a lower assessment of the personal importance of these values. In addition, the ranks are more evenly distributed.

Fig. 1. Graphs of the significance distribution of the basic values ‘Homeland’ and ‘Success’ depending on the university.

5 Discussion Many scientific observations are based on the idea that the mathematical and humanitarian mindset is vastly different [12, 25], people with the mathematical mindset being more

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calculating, accurate, straightforward, by contrast with sensitive, emotional, illogical in their actions humanitarians. As for the individual characteristics of students in technical and humanitarian areas of training, our data differ from the results obtained earlier. In a study by Andrews et al. [4], students highly rated their need for success in engineering, while in our study they rated success significantly lower than the linguists, with success in the bottom half of the hierarchy in the overall value system. A study by Singer at al. [6] revealed students’ moderate sense of belonging to a community, including a national identity. This partly correlates with our ranking data for the basic value ‘Homeland’. A study of the self-awareness of Ukrainian students in pedagogical areas of study [11] revealed that students in general had a low level of democratic self-awareness, and had vague ideas about such concepts as the freedoms and duties of a citizen, selfdevelopment, and belonging to statehood. In the study presented here, students of humanitarian areas of training also ranked the basic values ‘Power’, ‘Law’, and ‘Homeland’ relatively low, which may indicate similar problems. Previous studies indicate that the dominant components in the personality structure of people with technical background are such components as will, intelligence, nationality, power, as opposed to religion, cosmopolitanism, relationships with people, family, being of the greatest value for humanities scholars [12]. Our data correlate in part with the study mentioned. For students of the technical university, the concept of ‘Homeland’ is of greater value than for students of the linguistic university. They also have different attitudes towards success: technologists turned out to be more success-oriented. In addition, students of the linguistic university, on average, gave a slightly higher rating to the values ‘Safety’, ‘Wealth’, ‘Politeness’, ‘Faith’, ‘Harmony’, ‘Usefulness’, ‘Comfort’, ‘Self-development’, ‘Tolerance’, and ‘Honesty’, which generally correlates with their empirically perceived attitude towards humanism. For students of the technical university, the values ‘Money’, ‘Law’, and ‘Family’ turned out to be more important. The rest of the ranking of the proposed values was the same for both groups of students. The above notwithstanding, the experiment conducted showed that in general, the content and hierarchy of basic values do not crucially depend on the subjects’ occupation. Basic values appear to be statistically undifferentiated in human society, being universal and nationally specific ways of perceiving the world. Despite the fact that the hierarchy of interrelated values depends on a number of social, economic, political and ideological factors that determine the development of society, the occupation of the individual seems to have a very slight impact on them.

6 Conclusion The stereotypical perception of the humanities scholar and technologists should have been reflected in the hierarchy of basic values. However, our experiment showed the opposite: the content and hierarchy of basic values do not globally depend on the subject’s occupation. Despite the fact that the hierarchy of interrelated values depends on a number of socio-economic and political and ideological factors that determine the development

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of society, it apparently does not depend on the individual’s occupation and subjects chosen for the study. The data obtained can be used for sociological research studying the difference between people with both humanitarian and mathematical mindset, as well as in psycholinguistic research, which is aimed at finding out the difference in the worldview and in the consciousness of different social groups. However, some limitations on the scalability of this research results should be mentioned: since the respondents were students of two universities, and the total number of questionnaires selected for statistical analysis is relatively small, the findings need to be verified on a broader basis, which refers to research prospects. Further study of the hierarchy of basic values in different age groups also seems promising. It can be assumed that age has a more significant impact on the content of the basic values in society.

References 1. Haas, R., Henle, J.: What Does a Mathematician Look Like? Notices of the AMS, 957 (2007). https://www.ams.org/notices/200708/tx070800957p.pdf. Accessed 11 May 2022 2. Evers, N.F.G., Greenfield, P.M.: a model of how shifting intelligence drives social movements. J. Intell. 9(4), 62 (2021). https://doi.org/10.3390/jintelligence9040062 3. Stepykin, N.I.: Rechevoe deystvie kak psikholingvisticheskiy mekhanizm porozhdeniya i aktualizatsii smysla [Speech action as a psycholinguistic mechanism for the generation and actualization of meaning]. Moscow State Linguistic University, Moscow (2021).(in Russian) 4. Andrews, M., Patrick, A., Borrego, M.: Engineering students’ attitudinal beliefs by gender and student division: a methodological comparison of changes over time. Int. J. STEM Educ. 8(1), 1–14 (2021). https://doi.org/10.1186/s40594-020-00269-6 5. Singer, A., Montgomery, G., Schmoll, S.: How to foster the formation of STEM identity: studying diversity in an authentic learning environment. Int. J. STEM Educ. 7(1), 1–12 (2020). https://doi.org/10.1186/s40594-020-00254-z 6. Clark, S.L., Dyar, C., Maung, N., London, B.: Psychosocial pathways to STEM engagement among graduate students in the life sciences. CBE Life Sci. Educ. 15(3), 45 (2016). https:// doi.org/10.1187/cbe.16-01-0036 7. Park, J.J., Park, M., Smith, J.: Engineering students’ concepts of humanitarian engineering and their identity development as humanitarian engineers. Sustainability (Switzerland) 13(16), 8845 (2021). https://doi.org/10.3390/su13168845 8. Daan, T., der Vossen, M.-V.M., Anouk, W., Kusurkar, R.A.: Validation of the professional identity questionnaire among medical students. BMC Med. Educ. 21, 359 (2021). https://doi. org/10.1186/s12909-021-02704-w 9. Gramatik, N.V.: Practically oriented direction of the biotechnology course in the preparation of future biology teachers: regional context. Universidad y Sociedad 12(5), 45–52 (2020) 10. Konopatskaya, Y.A., Abdrafikova, A.R., Yarmakeev, I.E.: Professional evolution of student’s personality in conditions of poly-cultural educational university space. Soc. Sci. (Pakistan) 10(5), 556–561 (2015). https://doi.org/10.3923/sscience.2015.556.561 11. Nazarenko, H.A., Lomakina, H.I., Kolgan, T.V.: Formation of democratic confidence and self-awareness of future educational staff of preschool education. J. Soc. Sci. Res. 5, 522–528 (2018). https://doi.org/10.32861/jssr.spi5.522.528 12. Nemtsov, A.A.: Issledovanie struktury samosoznaniya u studentov gumanitarnykh i tekhnicheskikh spetsializatsiy [Study of self-consciousness structure in students of humanitarian and technical specializations]. Byulleten’ nauki i praktiki 5(9), 385–423 (2019). (in Russian)

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13. Nemtsov, A.A.: Osobennosti struktury identichnosti u studentov gumanitarnykh i tekhnicheskikh spetsializatsiy [Features of the identity structure of humanitarian and technical specializations students]. Byulleten’ nauki i praktiki 5(10), 223–262 (2019). (in Russian) 14. Whitfield, J.W.: Uses of the ranking method in psychology. J. Roy. Stat. Soc. Ser. B (Methodol.) 12(2), 163–170 (1950) 15. Inglehart, R., Baker, W.: Modernization, cultural change and the persistence of traditional values. Am. Soc. Rev. 65(1), 19–51 (2000). https://doi.org/10.2307/2657288 16. Reiss, S.: Who Am I? The 16 basic desires that motivate our actions and define our personalities. Tarcher/Putnum, New York (2000) 17. Schwartz, S.: Value orientations: measurement, antecedents and consequences across nations. In: Jowell, R., Roberts, C., Fitzgerald, R., Eva, G. (eds.) Measuring Attitudes Cross-Nationally, pp. 169–203. SAGE Publications Ltd., London (2007). https://doi.org/10.4135/978184920 9458 18. The Hofstede Centre: Strategy, Culture, Change. What about Russia? https://www.hofstedeinsights.com/country/russia/. Accessed 19 Mar 2022 19. Werte 21. https://www.wertesysteme.de. Accessed 19 Mar 2022 20. World Values Survey. http://www.worldvaluessurvey.org/wvs.jsp. Accessed 19 Mar 2022 21. Ryabov, A.V., Kurbangaleeva, E.Sh.: Bazovye tsennosti rossiyan: Sotsial’nye ustanovki. Zhiznennye strategii. Simvoly. Mify [Basic values of Russians: Social attitudes. Life strategies. Symbols. Myths]. Dom intellektual’noy knigi, Moscow (2003). (in Russian) 22. Nachar, N.: The Mann-Whitney U: a test for assessing whether two independent samples come from the same distribution. Tutor. Quant. Methods Psychol. 4(1), 13–20 (2008). https:// doi.org/10.20982/tqmp.04.1.p013 23. The jamovi project. https://www.jamovi.org. Accessed 19 Mar 2022 24. R Core Team: A Language and environment for statistical computing. https://cran.r-projec t.org. Accessed 19 Mar 2022 25. Given, L., Willson, R.: Information technology and the humanities scholar: documenting digital research practices. J. Assoc. Inf. Sci. Technol. 69(6), 807–819 (2018). https://doi.org/ 10.1002/asi.24008

Design of a Competence-Based Model of a Professional in the Matrix of Personnel Marketing: Specific Nature Andrei Shakurov , Anna Bolshakova(B)

, and Maria Abakumova

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

Abstract. The concept of modern personnel marketing considers HR as external and internal customers of any company. The main goal of personnel marketing management is efficiency of HR with increased labour productivity, staff development, their involvement in company business, adoption of corporate culture and loyalty. Employees are the buyers of the company’s «product». Specific tasks and responsibilities (in accordance with job description) should be taken into account. Staff marketing is based on clarity of objectives, decisive action and achievement of predetermined result. To meet employment requirements of an organization is a strategic goal of marketing. Personnel marketing is an intended and updated approach to dealing with staff members and potential employees; it should be implemented by HR department, as well as anyone responsible for manpower and those who represent the organization externally. There is no clear distinction between «competence» and «competency» in modern HR theories. However, a lack of common definition does not prevent businesses from adoption of a competence-based model in such key personnel procedures as engagement, selection, appraisal, appointment and motivation of employees. This paper presents principles and approaches to the design of a competence-based model of a book publishing professional. Adoption of the model is to contribute to the increase of personnel management efficiency within publishing business. Many relevant approaches to the competence-based model design were analyzed and generalized in the course of the study. The result of the study is the presentation of a step-by-step process of the competence-based model design. Keywords: Personnel Marketing · Competence · Manpower · Competence-based model · Staff Evaluation

1 Introduction The concept of modern personnel marketing considers human resources (both employees and candidates) as external and internal customers of any company. The main goal of personnel marketing management is efficient, vector-oriented use of human resources aimed at increasing productivity, staff development, their active involvement in company business, adoption of corporate culture and corporate loyalty. Thus, employees can © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 433–442, 2022. https://doi.org/10.1007/978-3-031-11435-9_47

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be considered as buyers of the company «product» in terms of positions they occupy. Moreover, we note that dynamic marketing is based on the market thinking of «homo economicus» (i.e., a company employee) and is very different from traditional managerial approaches to HR management. However, a complex set of tasks related to development of a targeted personnel management strategy, human resources planning, performance appraisal schemes, development of work motivation and establishment of corporate culture within the entire enterprise should be accomplished in this regard [1]. Thus, the marketing approach to human resources management is becoming a major source to boost performance efficiency in the publishing industry, since the need for continuous systematic human resources development within the industry is caused by a number of external and internal factors. Among the internal factors we consider updating of publishing and printing technologies, modernization of production capacity of an enterprise, IT penetration and automation of business processes and management systems [2]. Changes in market conditions, trends in demand and supply, competitive forces of influence and government control, as well as new requirements to staffing of the book industry are considered as external factors.

2 Literature Review Human capital is the basis of sustainable development of the modern economy. In order to overcome economic stagnation the Russian Federation is to adopt technologies of innovative management. It can be achieved through improvement of staff performance. Competence-based approach is interpreted in several fields describing it at different angles. The general theoretical basis of this study comprised the fundamental works on marketing of such well-known Russian and foreign scientists as Kotler, Doyle, Forsyth, Blinova, Egorshina and others. We studied the research works by Popov and Urasova, Gornostaeva, Matrykhin and others to examine a wide range of specific features of human resources management in the publishing industry. Since training of book publishing professionals is a rather labour-intensive and sector-specific process, we studied the research (in this particular field of expertise) by acknowledged Russian specialists Khokhlov and Kozlova. Analyzing these studies allows us to say that researchers view human capital as playing an important role in developing competitive advantages of economically active business entities. However, the aspects related to the choice which algorithm of transition to staff marketing management must be applied, are not discussed in detail. In addition, the research focuses on development of a set of competences and further assessment of their manifestation in employees. Meanwhile, not only any analysis is provided to show how such manifestation of competences affects the productivity but also the influence of a competence-based approach within any company is neglected.

3 Methodology We applied the following methods that we consider to be the most appropriate ones to conduct our study:

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The analysis and synthesis method suggests both partial (analysis) and general (synthesis) study of the subject. Analysis allows researchers to examine the constituent parts of the subject matter, while 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. Depending on the penetration in the essence of the subject we can apply various kinds of analysis and synthesis. Reverse or elementary-theoretical analysis and synthesis are widely used to examine the essence of the phenomenon under study. In this context, analysis and synthesis are based on certain theoretical considerations (e.g., the assumption of cause-and-effect relationship of various phenomena and the effect of a particular regularity). Structural and genetic analysis and synthesis enable researchers to delve into the essence of the object. This type of analysis and synthesis of a complex phenomenon allows us to identify integral parts that influence other aspects of the nature of the object. The deductive method of research allows us to make the transition from more to less general knowledge of the subject. This method has an obvious advantage over other cognition methods as it gives true inference knowledge when original knowledge is true. 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 of using similar artificial objects. Therefore, modelling is widely accepted in scientific research. There has to be a certain similarity between a model and an object under study. 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 The concept of personnel marketing is based on the principles of clarity of purpose, determination of action and achievement of the predetermined result. The focus of personnel marketing should be based on and subordinate to the overall strategic objective of the organization. To provide the organization with enough number of competent employees is the strategic objective of marketing [3]. Adoption of personnel marketing principles will result in a long-term provision of the organization with qualified staff. Since personnel marketing is a more conscious and updated approach to dealing with staff members and prospective employees, it should be implemented not only by HR department but everyone responsible for personnel or those one who represent the organization in external environment. Personnel marketing is also a tool to develop and manage human capital effectively [4]. However, there is no clear distinction between such categories as «competence» and «competency» in modern HR theories. However, absence of common definitions does not prevent businesses from adoption and use of a competence-based model in such key personnel procedures as engagement, selection, appraisal, appointment and motivation of staff in terms of their career choices [5].

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Thus, we understand competence as a subjective characteristic of a graduate, theoretical knowledge they accumulated, erudition that shows professional qualities of an employee which should be implemented throughout their working career. Consequently, expertise of an employee is directly related to certain competences they acquired. Such competences are significant units that help assess the ability of a person to effectively perform a particular job. Professional competence is the body of knowledge and experience of an individual and their qualities that contribute to self-improvement as a result of fulfilling a certain professional activity effectively. According to Kotlyarova, a model is a visualized and implemented system that reflects and reproduces an existing or being designed object of under study [6]. A competence-based model is seen as a system that includes the following elements: objectives, business functions, criteria and tools for assessing performance and quality, and a decision-making matrix. Therefore, development and adoption of a competence-based model in human resources management practices is comprehensive effort taken at strategic and tactical levels. Having analyzed and summarized a number of methods and organizational options for developing a competence-based model, we can present a step-by-step process of its design (see Fig. 1) [7, 8].

STATE OR BUSINESS REQUIREMENTS FOR A SPECIALIST

GOAL SETTING

Activities of marketing personnel: to carry out market analysis and forecast-

A COMPETENCEBASED MODEL PROJECT PLANNING

ing; to maintain the relation between supply and demand of an enterprise’s personnel; to maintain relationship to external sources of personnel; to analyze labour pool and its use; to design market strategies in HR management; to provide communication activity; to manage HR marketing

Review completion

and of

a

competence-based model design

ADOPTION OF THE MODEL

Fig. 1. A competence-based model for the publishing industry can be designed on the basis of positions and roles.

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Fig.2. A competence-based model.

5 Discussion Thus, a competence-based model is a system that includes the following elements: objectives, business functions, criteria and tools for assessing productivity and quality, competences (knowledge, skills, personal qualities and behavioral principles, motives, potential for development) (see Fig. 2). Objectives are specific indicators with well-defined meanings that a company and an employee must achieve within a planning period. Moreover, the objectives should stick to the “SMART” principle [9, 10]. Thus, a competence-based model includes three key elements of its framework: managerial, professional and corporate competences (Table 1).

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Managerial competences are developed for line or functional hierarchy employees. Professional competences are applicable to a certain functional group of jobs. Corporate competences represent values of an enterprise and its corporate culture. Each competence has several levels of achievement. The number of levels and their titles vary depending on the competence type. Table 1. Composition of a competence-based model. Managerial competences

Professional competences

Corporate competences

• Strategic planning and management skills as well as organizational competence; • Effective personnel management skills (workforce planning, selection, motivation, delegation, evaluation, development); • Conflict and psychological climate management skills; • Teambuilding and teamwork ability; • Problem-solving and decision-making skills

• Expertise in main printing processes, printing equipment and printing methods (in accordance with customer’s request); Provides information and analysis aimed at choosing the most appropriate equipment for the project production load (according to its productivity, size, quality and physical performance) • Participation in the introduction and use of new materials and technological processes in production (in order to produce goods in accordance with market requirements and industry trends)

• Self management and personal growth skills as well as commitment to the company’s business goals; • Interpersonal skills; • Problem analysis and problem-solving skills; • Abstract thinking and learning ability

6 Conclusion Traditionally, up to five levels (awareness, knowledge, experience, skills, and expertise) are prescribed for each competence. Let us determine competences of publishing industry professionals on the basis of this five-level framework. We propose a competence-based model specific to a middle manager of a publishing enterprise (Table 2). It should be noted that we only correlate professional competences to these five levels as time-tested techniques (approved by HR management experts) can be applied to define a set of corporate and managerial competences [11–13].

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Table 2. Professional competences specific to a publishing enterprise employee. Level

Profile

Awareness

Is aware of the operation of the manuscript production chain; Is aware of capacity of modern strategic management tools (a model of strategic groups, a “goal tree” technique, methods of forecasting of strategic business zones assessment and others); Is aware of the types of printing materials and electronic media used in publishing production; Is aware of the consequences of allowing faulty goods to appear at every stage of publishing production; Is aware of specific management terminology; Is aware of making deals and facilitating communication between subjects of the book market

Knowledge Knows structure, types, algorithms and protocols of business processes within publishing houses and book distribution enterprises; Knows how to bring competitive advantage to subjects of the book market; Participates in operative and strategic planning of processes and knows the foundations of functional management of a publishing enterprise; Knows the principles and approaches to management and optimization of resources of a publishing and bookselling enterprise; Participates in the analysis of the resource allocation structure of a publishing enterprise as well as in planning and optimization of material, human, information and financial resources in a book distribution structure; Knows how to develop project documentation as well as launch techniques and project management (at different stages of the life cycle); Knows and adopts book industry standards, and is able to evaluate quality of processes and publishing products Experience Is familiar with principles of and approaches to managing book business entities (processes and procedures of strategic and operation management); Is familiar with basic approaches to capitalizing all types of enterprise resources; Analyses strategic and operational efficiency of business operations of publishing and printing business; Participates in development of a system of key performance indicators for a book selling establishment or a publishing house; Participates in development of new technologies and new publishing products in accordance with requirements of the market; Audits existing publishing projects and evaluates proposals concerning new product range, trade channels, and commercial offers of industry players; Participates in development of criteria for evaluating the quality of publishing products (continued)

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Level

Profile

Skills

Knows how to develop algorithms and optimize business processes of publishing enterprises; Participates in development and adoption of managerial decisions; Knows how to assess business performance, designs key performance indicators, and diagnoses processes of a book-selling enterprise systems; Introduces concepts of marketing, production technology, personnel management, financial and accounting policies; Takes part in organizational and production design; Supervises and evaluates efficiency of the use of assets in the publishing business; Evaluates material intensity, labour intensity, capital intensity of products and services in the publishing system, and possesses skills and techniques for factor analysis of material intensity of products and services of the book market; Knows how rationally plan technological cycles (that enhance internal components of competitive advantage) and organize information and economic security system; Elaborates offers aimed at improving production and marketing of publications

Expertise

Implements methods of description, analysis and re-engineering of business processes of the book market enterprises; Develops and adopts managerial decisions on the choice of strategic options, operational guidelines through process-based management systems; Develops and optimizes resource and process management systems of a book-selling enterprise in accordance with strategic goals and objectives, assesses its solvency, and analyses cost and structure of capital; Designs a business project and justifies its validity, provides conditions for realization of business ideas, develops a detailed plan of project implementation, analyzes resource base of the enterprise and the project, evaluates the necessary investment volume and payoff period of design solutions in publishing business; Establishes production and commercial contacts with suppliers of logistical, technological, financial and human resources; Prepares management decisions according the results of comprehensive diagnostic procedures and audits of management of a book-selling enterprise; Designs a strategic change agenda, assesses results and impact of organizational change

Professional competence of publishing staff guarantees high quality of a final product that the direct customer receives. Therefore, the efficiency of personnel marketing techniques, human resource development and in-house management systems should be improved [14, 15]. This will result in the increase of both employee and company cost.

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References 1. Gornostaeva, Z.V., Povalyaeve, V.A., Tepina, Y.V., Tregulova, N.G., Kushnaryova, I.V.: Marketing model of modern company HR management for provision of its global competitiveness 39(01) (2018). https://www.revistaespacios.com/a18v39n01/a18v39n01p21.pdf. Accessed 20 May 2022 2. Kotlyarova, I.O.: Metod modelirovaniya v pedagogicheskih issledovaniyah: istoriya rasvitiya I sovremennoye sostoyanie [Method of Modelling in Pedagogical Researches: History of Development and Modern Conditions]. Bulletin of the South Ural State University. Ser. Education. Educ. Sci. 11(1), 6–20 (2019). (in Russian) 3. Bose, G.P., Pillai, P.R.: Differentiating the concept of internal marketing and human resource management-a comparative study on the existing literature. Int. J. Appl. Eng. Res. 14(01) (2019). https://www.ripublication.com/ijaer19/ijaerv14n8_22.pdf. Accessed 01 Jul 2022 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 VIth Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches, pp. 192–195. IEEE, New York (2017). https://doi.org/10.1109/IVForum. 2017.8246089 5. 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. European Proceedings, London (2018). https://doi.org/10.15405/epsbs.2018.02.4 6. O’Riordan, J.: The Practice of Human Resource Management. Institute of Public Administration, Dublin, Ireland (2017) 7. Akhmetshin, E.M., Mueller, J.E., Yumashev, A.V., Kozachek, A.V., Prikhodko, A.N., Safonova, E.E.: Acquisition of entrepreneurial skills and competences: curriculum development and evaluation for higher education. JEE 22(1) (2019). https://www.abacademies.org/ articles/acquisition-of-entrepreneurial-skills-and-competences-curriculum-developmentand-evaluation-for-higher-education-7814.html. Accessed 01 Jul 2022 8. Vovk, E.V.: Lichnostno-orientirovannyi podhod k formirovaniyu marketingovoi kompetentnosti studentov, obuchayuchshihsya po napravleniyu podgotovki “Izdatel’skoye delo” [Personal-oriented Approach in the Formation of Marketing Competence of Students Studying in the Field of Training “Publishing”]. Prob. Mod. Pedagogical Educ. 69(2), 45–48 (2020). (in Russian) 9. Andreev, A.V., Burlov, V.G., Gomazov, F.A., Penner, Y.A.: Improving the system higher education for enterprises of industrial and economic complex. 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. 86–88. SPbPU, St. Petersburg (2018) 10. Czaplewski, A.J., Duening, T.N., Olson, E.M.: The rise of entrepreneurial thinking. Marketing News 49(2), 38–43 (2015) 11. Popov, M.V., Urasova, N.G.: Kadrovaya politika sovremennyh poligraphicheskih predpriyatiy [Staff Policy of Modern Printing Companies]. Int. Res. J. 5(95/2), 104–107 (2020). (in Russian) 12. Khokhlov, A.V., Kozlova, M.M.: Osobennostu prepodavaniya special’nyh izdatel’skih discipline studentam napravleniya “Izdatel’skoye delo” [The Features of Teaching Special Disciplines to Students-Publishers]. Teach. Methodol. Higher Educ. 5(19–1), 143–154 (2016). (In Russian) 13. Augustyn, K.: The global book publishing market as an interdisciplinary research field. Zagadnienia Informacji Naukowej – Studia Informacyjne 58(1A(115A)), 122–146 (2020)

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Cross-Cultural Analysis of a Linguo-Cultural Text During Classes of Russian as a Foreign Language in the Formation of a Picture of the World of a Future Specialist Mikhail Krundyshev

and Anna Krundysheva(B)

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

Abstract. The paper considers some problems that arise when preparing and conducting classes in Russian as a foreign language in groups of students receiving higher education. The authors point out the need for linguo-cultural content of texts and cross-cultural analysis when teaching speaking skills which will contribute to the formation of creative personality of a would-be specialist. The paper presents recommendations for teachers of Russian as a foreign language (RFL) on the methodological organization of classes when teaching international students to speak, taking into consideration the requirements for examinations. Cross-cultural analysis of texts, which contribute to the formation of knowledge in the minds of students, allows them to successfully communicate with native speakers. International students in the country of the target language have to understand not only the language around them, but also adequately assess situations. The combination of linguistics and cross-cultural analysis allows international students to learn and master the language in the cultural context. The modern system of education should be aimed not only and not so much at passive accumulation of information and experience by students, but also at formation of their need and ability to think. In this analysis and presentation to a foreign audience, country and cultural value, familiarity with the general population, and orientation to the surrounding reality become most important. Linguo-cultural reading with cross-cultural analysis is a special type of learning on how to read in a different language through semantization of lexical background, comparing cultural facts with the native language and culture. Keywords: Cross-cultural analysis · Russian as a foreign language · Linguistic cultural studies · Reading

1 Introduction The strategy of modern higher education is aimed at developing the creative potential of students and learning specialists. The number of foreign students for whom Russian is not their native tongue increases every year in Russian higher education institutions, and the quality of education received directly depends on the degree of Russian language © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 443–450, 2022. https://doi.org/10.1007/978-3-031-11435-9_48

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proficiency. The problem of adaptation in a foreign language environment, which remains one of the most relevant, as each time it affects representatives of different cultural and ethnic groups, is also connected with this [1]. In modern conditions, the linguo-cultural aspect of education is transformed from an auxiliary “illustrative” factor into one of the basic ones. International students in the country of the target language have to understand not only the language around them, but also adequately assess situations. With this in mind, more and more RFL teachers are relying on the linguo-cultural approach in their teaching methodology, since in the domestic science of language, the first attempts at cross-cultural research proper were undertaken by specialists in linguo-cultural studies. A little later, the “cross-cultural perspective” also arose interest in sociolinguists, who had long worked in this direction, but used a different terminology [2]. The combination of linguistics and country studies allows international students to learn and master the language in a cultural and historical context. The main method of cross-cultural linguistic research proper is contrastive-comparative analysis aimed at identifying the semantics and specifics of the functioning of concepts and linguistic units that are part of the structure of these concepts, in the physical and mental space of two or more nations, and, as a consequence, conclusions arising from the features of intercultural dialogue within the studied concept. It is generally accepted that along with studying a foreign language, there is an introduction to the foreign language country, its culture, the main historical moments, geographical and climatic features, national literature, folklore and mythology, customs and realities, so that the student can get the fullest idea of the national component of this country [3].

2 Relevance Today, more and more practical importance is acquired by the ability to adequately perceive complex life situations, correctly assess them, quickly adapt to new cognitive situations, process available information, supplement it with new information, know the patterns of its best use, and predict the results of activity, using one’s intellectual and creative potential. This indicates the relevance of the problem related to formation and development of intellectual and creative potential of future specialists, their gaining experience in creative, independent, project, and managerial activity. Both students who are at universities and students who have the goal to prepare for the Russian language tests in their countries come to our universities. Therefore, the RFL teacher also needs to pay attention to the preparation of students for what they may encounter when taking a university examination or a language test. In this case, there is a need to prepare a future specialist as a creative person in the system of higher professional education. The solution to this problem requires a special organization of the educational process, a special methodological approach to the content, volume, methodology of presentation and learning material, forms of organization of classes, testing of knowledge and skills, their assessment and self-assessment [4].

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3 Problem Statement Modern higher education is aimed at training a graduate capable of creatively carrying out professional activities related to generating ideas and mastering innovations in science and technology. For a future specialist who will have to combine natural sciences, engineering knowledge, information sciences, and focus on creative cognition and transformation of the surrounding reality, it is necessary to have a methodology with obligatory “cross-cutting” presence of a creative approach in the educational process aimed at developing the student’s creativity [5]. Along with that, the modern economic situation also imposes new requirements to specialists, among which more and more attention is paid to their intellectual, communicative, organizational qualities, reflection and self-actualization, which allow achieving the set tasks in a wide social, economic, cultural context [6]. The modern system of education should be aimed not only and not so much at passive accumulation of information and experience by students, but also at formation of their need and ability to think. Of particular relevance is the development of abilities to find optimal solutions for uncertain conditions and multiple choices of answers. Therefore, the educational process welcomes initiative, independence, creative approach to business and creative communicative behavior of both teachers and students [7]. Teaching a foreign language within the framework of a cross-cultural approach is associated, first of all, with the formation of a linguistic picture of the world of an individual as a carrier of a certain language, on the one hand, and as a participant in a foreign language dialogue in a single communicative space, on the other. The content of linguistic and cultural studies, according to its founders Vereshchagin and Kostomarov, is the culture of the country of the studied language, turned into the subject of methodology of teaching this language, or, more precisely, into the subject of costudy during the study of this language [8]. Reading also prevails at the advanced stage of education, when it is used by the student not only to perform a learning task, but also to assimilate the information contained in the text and its subsequent use. Modern science distinguishes between reading aimed at skimming the text content and linguistic and cultural reading. Linguistic and cultural reading refers to reading with the aim of getting to know a foreign country, its past and present, way of life, economic, scientific and cultural achievements, and traditions of the people. During such reading, the reader, along with the plot perception, notices and assimilates the features of the text common for the relevant era, the social position of the author, and much more. He receives a huge amount of cultural information while studying the lexical units that make up the text. The main linguistic and cultural task is traditionally understood as the study and assimilation of lexical units reflecting the national features of the culture. The linguocultural research aims to discover both language paradigm of cultural discourse, and basic pragmatic functions of linguo-cultural units in any communicative situations [9]. The RFL teacher needs to pay close attention to the realities of Russian culture, connotative vocabulary (words characterizing cultural and historical associations), and background vocabulary. In this analysis and presentation to a foreign audience, country and cultural value, familiarity with the general population, and orientation to the surrounding reality become the most important. The study of the linguistic picture of the world is as necessary as the study of the culture of a particular ethnic group. Therefore, the reconstruction

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of the linguistic picture of the world is one of the most important tasks of modern linguistic semantics. Kan singles out linguo-cultural reading as a special type of reading on language learning through semantization of lexical background, as well as comparison of cultural facts with the native language and culture [10]. When using this type of reading, a foreign student tries to choose lexical units that are relevant in the cultural and social conditions in which communication takes place. The linguo-cultural research aims to discover both language paradigm of cultural discourse and basic pragmatic functions of linguo-cultural units in any communicative situations [11]. This choice contributes to the most adequate communication between representatives of different linguo-cultural communities. It should be noted that the technological progress allows the teacher to make full use of the possibilities of visualizing the material. Earlier textbooks presented only illustrations that accompanied the texts, reflected the lexical background, presented the students’ knowledge about the subject and encouraged them to turn to the text containing cognitive cultural information. Now, the availability of computer technology in classrooms allows the teacher to involve both additional illustrations and videos explaining the information contained in the text. Naturally, in today’s conditions, especially in classroom work with international students, the RFL teacher needs not only to “read” texts with students, but also bring students’ opinions about what they have read into speech. For this reason, we see the combination of reading and speaking as the most successful and justifiable aspects of teaching RFL. The linguistic component of communicative competence, that is, knowledge of the phonetic, lexical and grammatical norms of a foreign language, as well as a set of specific skills and abilities to use them, is considered to be the basic component in the learning process [12]. No doubt, speaking also takes place when other aspects of teaching RFL (phonetics, grammar, writing, listening) are supported, but, in our opinion, it is the combination of reading and speaking that gives not only language practice to a foreign student learning Russian, but also forms a solid knowledge of the culture of the country of the studied language.

4 Cross-Cultural Analysis of Texts in Teaching Speaking Skills During RFL Classes The whole process of education is now built on a communicative basis and focuses on the personality of the learner, as well as forms in students a broad humanistic view of the world based on universal human values. The teacher is not only a carrier and distributor of information, but also an organizing subject, whose main task becomes the development of creative and research abilities of students. Mastering a foreign language is an essential factor in the personal development of students. Intercultural communication is achieved through a competent attitude to the surrounding reality, creating a linguistic and cultural picture of the world, which we understand as a set of knowledge about language units, their cultural content, developed at a certain stage of the development of the nation, preserved and transmitted from generation to generation, and ensuring the continuity of linguistic and cultural thinking of native speakers, and this is possible not just by

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learning the vocabulary of the language, but also by the cultural content, step by step updating this knowledge [13]. When preparing for a lesson, the RFL teacher faces the problem of selecting a text containing linguo-cultural material. It is generally accepted that a linguo-cultural study text should have the general characteristics of an educational text and also have special characteristics, i.e. be authentic, relevant, and typical [14]. The selection and use of linguo-cultural study materials in foreign language classes, as Shamov points out, provides a sustainable useful pre-planned result in the field of practical skills and abilities in a foreign language [15]. It is necessary to understand that this result has two sides. Students develop skills and abilities in the practical use of language for interpersonal and intercultural communication. On the other hand, students acquire knowledge about the culture of the people who are native speakers of the language. Communicative exercises that accompany the texts allow students not only to bring into speech and use the obtained information they have just received while reading, but also express their personal opinion as a representative of another culture, which is an element of cross-cultural analysis. We should agree with Korotkevich who believes that such consideration of a linguo-cultural text allows us to define it as a text used in the teaching of foreign language communication, which is a product of intra- or intercultural communication, and which explicitly or implicitly reflects socio-cultural facts relevant for communication in a particular cultural context [16]. In today’s world, the process of mastering a foreign language is seen not only as a way of mastering forms, speech patterns, clichés, but also as a means of implementing communication between representatives of different nationalities. As emphasized in “COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENTCOMPANION VOLUME WITH NEW DESCRIPTORS” (2018), the most important condition for successful communication becomes the ability to establish contact, avoid conflicts, and take into consideration national specifics. Consequently, the function of cross-cultural mediation comes to the forefront in foreign language interaction, and the key concept in foreign language teaching is “culture” [17]. The formation of cross-cultural competence requires students to develop the ability to correlate nationally marked facts and phenomena of their native language with the linguo-cultural space of the foreign language being studied in order to apply the created models in future professional activities. Thereby, the linguo-cultural study component becomes one of the main ones in foreign language classes. Naturally, the problem of the relevance of the chosen text will always arise before the teacher when preparing for the class. After all, the world is changing very rapidly, and the textbooks that teachers rely on sometimes quickly become outdated. In our opinion, a teacher’s skill and creativity allows using texts that are not most current as long as they focus students’ attention not on particularities (e.g., technical changes) but on the problem statement. Such criteria of teachers’ creativity as their ability to self-improvement and self-education; availability of comprehensive and profound knowledge; development of their own methods and techniques; ability to improvisation, which is based on knowledge and intuition, become important in the modern education system [18]. This is another opportunity to encourage students to express their opinions. Crosscultural analysis always implies at least two points of view and an exchange of opinions.

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The presence of outdated information in the text allows for cross-cultural analysis (to make an excursion into the past and compare events and phenomena of the past with the realities of our time). Communicative exercises on the material of linguistic and cultural texts provide an opportunity to draw on the information obtained by reading and listening to materials with a linguistic and cultural background [19] and enable the direct presentation of it in the speech. It should be noted that when using communicative teaching methodology, it should be taken into consideration that it is quite effective in classroom work, when the teacher pays a lot of attention to the pragmatic aspect of speaking and the achievement of conditional simplified learning objectives [20]. Many textbooks contain texts devoted to contemporary Russian holidays. They do not lose their relevance for decades. Working with such texts, the teacher introduces the students to new vocabulary, provides grammatical commentary, but pays special attention to questions addressed to the students about the information contained in the text, organizing group dialogues and polylogues on the issues of holidays. There may be tasks to compare holidays in Russia and other countries, questions about the most favorite holiday, questions about preparing for the holiday, etc. In this case, the teacher presents cultural and historical information about Russia, it is excellent if a linguistic commentary to the presented realities is prepared in advance. It is important that the teacher takes into consideration the level of language proficiency of the students. It is also necessary to ask some more difficult questions, aimed at a higher level of proficiency, because it shows the student what to strive for, and at the same time, demonstrates their current level. The proposed work provides students with a real opportunity for active communication in a foreign language, carried out in the course of interaction with the teacher and with the group participants. The activity of the individual contributes to deployment of the creative potential [21]. The teacher also needs to take into consideration such a motivational component of students’ work as their desire to pass a university examination or get a good result in a language test. A lot depends on the atmosphere in which a group of students works, on the composition of this group, on the relations between the students, and on the degree of trust in the teacher. It should be noted that even careful planning and preparation of the lessons by the teacher, and logical presentation of the material will not be effective if students are passive listeners [22]. Indeed, when it is necessary to explain the material to the partner, the student is interested not only in improving his own translation skills, but also in explaining the material as correctly and accurately as possible to the partner, being ready to answer possible questions and provide help if the partner encounters difficulties [23]. When the atmosphere in the group is favorable, the results of the placement and progress tests show that the vast majority of students improve their speaking skills. In our practice, we conducted the Oral Proficiency Interview (OPI) developed by the American Council on the Teaching of Foreign Languages (ACTFL). The ACTFL tester who conducts the OPI interview pays a lot of attention to the speech spontaneity, since no one knows the topics that will be talked about before the test begins. This focus on spontaneity also requires the RFL teacher to be creative in formulating unexpected questions, preparing students for what they may encounter when taking the test.

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5 Conclusion The OPI test results show that most of the students have risen to one or two sublevels of language proficiency in a semester consisting of 15 weeks, but there is a fairly large percentage who have made a greater progress. In total, the results of 74 students were studied: 38 students climbed one sublevel, 27 students climbed two sublevels. It should be noted that students who, at the beginning of the semester, were fluent in the language at a lower level usually rise to two sublevels. This is quite reasonable, since improving language proficiency at a high level requires more than one semester of time. These results indicate that the proper selection of texts, different perspectives on the problem, consideration of national characteristics of students, and familiarity with the culture of the country of the studied language allow the student to rise to a higher level of language proficiency. The experience of student’s creative activity represents the complex system including the holistic process of mastering knowledge, abilities, their independent application in practice, and manifestation of the creative relation to the reality [24]. The algorithm we propose in this paper for a teacher of Russian as a foreign language to teach speaking skills based on a cross-cultural analysis of texts in groups of foreign students is not unique and universal, because the effectiveness of the teaching staff depends on the level of methodological skills. Teachers create their own laboratory and choose the teaching methods, follow them, reject them, develop new ones, and combine and model different forms and techniques in the educational process [25].

References 1. Valieva, F.I., Ivanova, E.A., Dashkina, A.I.: Socio-cultural adaptation in a foreign language environment: factor analysis. In: Tareva, T., Bokova, T.N. (eds.) Dialogue of Cultures – Culture of Dialogue: from Conflicting to E. Understanding, European proceedings of social and behavioral sciences, vol. 95, pp. 82–91. European Publisher, London (2020) 2. Wierzbicka, A.: The concept of ‘dialogue’ in cross-linguistic and cross-cultural perspective. Discourse Stud. 8(5), 675–703 (2006) 3. Verschueren, J.: Linguistics and Crosscultural Communication. Lang. Soc. 13(4), 489–509 (1984) 4. Buzina, Y.N., Alasaniya, E.P.: Cross-cultural education in non-linguistic universities: the effectiveness of case studies. Russ. Linguist. Bull. 4, 88–92 (2017) 5. Sleptsova, G.N., Ushnitskaya, V.W., Herd, G.: Linguistic and cultural approach to teaching a foreign language as a condition for development of cross-cultural competence of bachelorsteachers. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 222–230. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-47415-7_23 6. Baranova, T.A.: Integration of students’ project activity into the university education. Modern High Technol. 9, 88–92 (2017). (in Russian) 7. Zhelezovskaya, G.I., Abramova, N.V., Gudkova, Y.N.: Creative communicative behavior as a means of creative self-realization of the individual. Educ. Sci. J. 1(4), 79–88 (2015) 8. Vereshchagin, E.M., Kostomarov, V.G.: Linguistic Studies and Teaching Russian as a Foreign Language. Moscow State University, Moscow (1971) 9. Gusakova, N., Ogneva, E., Boichuk, I.: Linguo-cultural aspects of cross-cultural communication. Russ. Linguist. Bull. 2, 9–11 (2017) 10. Kan, L.I.: Problems of linguistic and cultural reading in a Korean language at an advanced level. Young Sci. Publ. 8, 162–166 (2009). (in Russian)

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11. Krolick, S.: Pre-understanding and the limits of cross-cultural understanding. In: Modern Trends in Cross-Cultural Communications, Collection of Materials II International Scientific and Practical Conference, pp. 8–12. KubSTU, Krasnodar (2020) 12. Perlova, O.: The role of linguistic and cross cultural reading in teaching foreign languages to future sociologists. Vestnik Moskovscogo gosudarstvennogo lingvistichescogo universiteta 4, 89–93 (2015) 13. Suleymanova, N.J.: Cross-cultural communication through linguistic and cultural content. Theoret. Appl. Sci. 4, 645–647 (2020) 14. Dobrovol’skij, D., Piirainen, E.: Figurative Language: Cross-Cultural and Cross-Linguistic Perspectives. De Gruyter Mouton, Berlin, Boston (2021) 15. Shamov, A.N.: Implementation of the linguistic-cultural approach at German language lessons. Foreign Lang. Tertiary Educ. 6, 56–62 (2003). (In Russian) 16. http://www.bseu.by:8080/bitstream/edoc/78455/1/Korotkevich_Zh.A.pdf. Accessed 10 Jan 2022 17. Common European framework of reference for languages: learning, teaching, assessment companion volume with new descriptors, Council of Europe (2018). https://rm.coe.int/cefrcompanion-volume-with-new-descriptors-2018/1680787989. Accessed 10 Mar 2022 18. Polat, E.S.: New Pedagogical and Information Technologies in Education. Akademia, Moscow (2008) 19. https://digitalcommons.liberty.edu/honors/732. Accessed 10 Jan 2022. Norton, L.: The Importance of Language in Cross-Cultural Interaction. Senior Honors Theses. 732 (2018) 20. Popova, N.V., Dashkina, A.I.: Communication and cognitive aspects of mastering scientific and technological terminology by students majoring in linguistics and translation. In: Translation. Language. Culture, pp. 168–173. Pushkin Leningrad State University, Saint-Petersburg (2018). (in Russian) 21. Rtischeva, O.: Content of language cultural universal in cross-cultural communication. J. Siberian Federal Univ. Hum. Soc. Sci. 1, 128–136 (2019) 22. Anosova, N.E. Popova, N.V., Almazova, N.I.: Collaboration between a teacher and students during translation classes within Master’s degree programs in Linguistics. In: Norec, N.V. (ed.) Translation Discourse: Interdisciplinary Approach, pp. 14–19. IT “Arial”, Simferopol (2019). (in Russian) 23. Dashkina, A.I.: Collaborative learning at “Practice of translation” classes with use of electronic resources. Curr. Prob. Lang. Stud. 1, 197–203 (2018). (in Russian) 24. Sokolova, Y.N.: Experience of individual creative activity as a pedagogical phenomenon. Prob. Mod. Pedagogical Educ. 61(1), 286–289 (2018) 25. Telezhko, I., Chernova, O., Litvinov, A., Tsilinko, A., Goloshumova, G., Bagautdinov, A.: Technology of learning conceptual analysis as a means of forming a professional language picture of the world. Eurasian J. Biosci. 14(1), 2313–2320 (2020)

Exploring the International Students’ Adaptation Background in a Non-linguistic Educational Environment Fatima Valieva(B)

and Ekaterina Ivanova

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

Abstract. The paper focuses on the problems and challenges of international students’ adaptation in a non-linguistic educational environment. The main goal was to reveal the specificity of individual and psychological prerequisites influencing the experience of international students during the period of adjustment and their matriculation. The adaptation peculiarities of students from different countries were compared through a certain set of characteristics and factors. The research was conducted based on technical universities of St. Petersburg (Russia). The sample included several groups of respondents belonging to different cultures. In total, more than 145 international students, mostly from China and Arabic countries, participated in the study. A battery of scales and questionnaires was used as a part of the ascertaining experiment. The obtained data were analyzed using SPSS Statistics 28, R-studio. At the level of descriptive statistics, groups with different degrees of adaptation were identified. Specific combinations of resistant components were found, capable of predicting different degrees of students’ acceptance of foreign-language culture. The most significant determinants revealed by correlation and factor analyses: anxiety factor, resilience, gender differences and study experience in foreign universities. Some characteristics were found to be bimodal for the respondents. The content and structure of the leading factors, to a greater or lesser extent related to the process of adaptation, were considered. The results of this study can optimize the work of relevant departments of higher education institutions, and international departments. The information may be of interest to teachers and students who intend to work or study in foreign HEIs. Keywords: Adaptation · Foreign language environment · Anxiety · Resilience · Foreign students

1 Introduction Various forms and formats of academic mobility provide international students with a wide spectrum of opportunities to realize their educational goals in foreign countries. The number of students crossing the boarders in order to enroll in courses, exchange programs, short- and long-term training abroad is growing from one year to another. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 451–460, 2022. https://doi.org/10.1007/978-3-031-11435-9_49

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Educational programs in the Russian Federation have always attracted foreign students by the unique experience in teaching in various professionally-oriented areas. Currently the largest inflow of international students to Russian universities comes from the former USSR republics, whereas students from other countries mostly opt for HEIs in Moscow and St. Petersburg. Promoting Russian universities on the global educational arena should be one of the priorities of the state education policy [1], special attention paid to publicizing the quality of Russian higher education and improving migration policy for international students [2]. Although it can be a challenging experience for international students to live and study in an educational environment with a different host language and culture, the value of education is so great for them that they are prepared to confront difficulties in adjusting to new cultures, new conditions for obtaining a desired degree and boosting their career [3]. Many universities realize that a smooth and successful adaptation to a new academic environment is crucial for international students’ psychological wellbeing and high academic performance, thus a lot of studies have been conducted with the aim to identify the factors affecting this process and to find ways to facilitate students’ adjustment to new conditions. International students undergo a complex process of adaptation, suffering from uncertainty, anxiety and insecurity, especially at the beginning of their stay in a new country. The purpose of this research is to study individual and psychological prerequisites influencing the experience of international students during the period of adjustment and their matriculation.

2 Literature Review Sociocultural and Linguistic Adaptation. Educational institutions are seeking new ways and methods to help international students adapt to a new educational setting. Aspects of sociocultural and linguistic adaptation of foreign students have been considered in a number of studies [4–7]. Language and sociocultural adaptation is determined by such factors as fluency in a foreign language, interaction with the host culture, the differences between the students’ ethnic language and the host culture [8]. International students arriving from one country tend to live in close communities of representatives of their native culture, which helps to reduce the stress and anxiety associated with moving to an unknown environment [9], as students psychologically benefit from the support of people speaking the same language and sharing the same spiritual and cultural values. At the same time, in this way the opportunities to communicate with the representatives of the host culture and to improve foreign language skills and intercultural competence are limited [10]. Studies show that many international students in Russia encounter harsh social and cultural adaptation challenges [11–13], the language barrier being the most difficult obstacle for integration into a local academic community [11]. The language barrier prevents students form developing social contacts with host residents on campus and outside the classroom, leading to a loss of interest, low learning motivation and social activity, unsatisfactory academic results, and poor adaptation [14].

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Communicative competence in the host language is essential for integration into the host country’s social and educational environment. Yet, in some cases, even a high level of foreign language proficiency cannot guarantee effective communication in the host language. In their study of Chinese students’ adaptation at a British university, Wright & Schartner found that some Chinese students who spoke English fluently in their home academic environment could not communicate successfully in the real English-speaking world [10]. This can be attributed to language anxiety, which is commonly associated with such negative feelings as uneasiness, embarrassment, fear of being evaluated, and low self-esteem. Horvitz et al. analyzed the phenomenon of language anxiety and distinguished its three interrelated components: fear of communication, fear of negative assessment, and fear of testing [15]. Language learners may feel apprehensive about understanding foreign speech and expressing their thoughts in a foreign language, especially when they are evaluated by their teachers and peers. There is a positive correlation between intensive communication in the host language and international students’ sociocultural adaptation [16]. Language barriers can be easier eliminated and language anxiety can be reduced through social interaction in academic environment and off-campus, learning more about social norms and behavioral patterns of the host culture and exploring other aspects of the host country culture. Sociocultural and Psychological Adaptation. Numerous researchers study the sociocultural and psychological adaptation of international students [17–22]. They point out that students’ social adaptation and mental well-being may depend on cultural distance, contacts between native and host cultures, perceived discrimination and a range of individual psychological characteristics [4, 16]. The distance between the home and the host culture, the differences between sociocultural norms, values, patterns of communicative behavior result in a more complex and challenging adaptation process. Some foreign students lose confidence and become more anxious, which are the symptoms of a culture shock [17]. Moreover, as cultural norms and values determine national educational traditions, international students may also experience a learning shock [9]. For example, for students from Asian countries it is challenging to adjust to a different social distance between teachers and students, other ways of interaction in the learning process such as active participation in discussions, which is typical for western education [23]. Problems with adaptation may occur even if the cultural distance is not significant and the linguistic and ethnic backgrounds of arriving students are close to the host country. Yu et al. conducted a survey at Hong Kong universities, where the majority of international students come from Asian countries. They found that while many students are successfully coping with adjusting to the host cultural and educational environment, some still experience the impact of stereotypes, perceived discrimination, and cultural differences [18]. Cheng and Erben suggest that students’ gender can be a factor influencing psychological and sociocultural adaptation. In Chinese culture, social roles of men and women are rather different. Men tend to occupy more responsible and domineering positions in families and society, therefore, the situations when they are evaluated and assessed by

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other people, such as in the learning process, are more uncomfortable for male students, they risk ‘losing their face’. Girls, on the contrary, are less apprehensive of making mistakes and less reluctant to express their opinions in a foreign language [17]. Belonging to a certain age group also affects psychological adaptation. The study of this factor found a correlation between the age of students and such phenomenon as resilience, which includes many constructs [24]. Individual psychological characteristics of international students are also considered in research papers on adaptation, among them are such aspects as anxiety, stress resistance, flexibility, procrastination, temperament, and others [25]. Recently, anxiety and its various forms have been the focus of scientific studies [26]. Many theoretical approaches to cross-cultural adaptation are based on an authoritative model proposed by Ward and Kennedy. According to this model, cross-cultural adaptation consists of two areas: psychological (emotional, affective), which refers to “psychological well-being or satisfaction,” and sociocultural (behavioral), “related to the ability to “fit in,” acquire culturally appropriate skills and negotiate the interactive aspects of the host’s environment” [4]. At the initial stage of adaptation to a foreign environment, most immigrants experience ‘culture shock’. The degree to which foreign students are affected by this condition depends on a variety of factors [27]. The first question of our study is: Which of the anxiety types and other individual characteristics studied in this paper are related to culture shock? The next research question is related to the impact of some individual psychological characteristics of foreign students on their ability to overcome adaptive barriers. The last question in our research will be: Is there any integrative characteristic that allows clustering or separating data related to successful or relatively successful adaptation?

3 Methodology This research provides a general understanding of the factors influencing adaptation experience among international students by focusing on the challenges and problems faced during their matriculation. It aims at highlighting the components that can ensure effective adaptation to a new culture and environment. In the empirical part of the present study a series of questionnaires were held to support/disprove hypotheses put forward. At the experimental stage the block questionnaire was formed, consisting of six parts. It includes questionnaire data of respondents, such as age, gender, time of staying in a foreign language culture, terms of studying foreign language, native language, native culture and country. Special questionnaire on revealing features of technologies and techniques, which were used by students during the period of studying a foreign language, comprised the second part of questionnaires. The most important part of the survey was based on Language Anxiety Test by Horowitz, volumetric psychological test for detecting the level and peculiarities of manifestation of individual Psychological Anxiety by Spielberger-Hanin, which assumes situational and personal variations, a scale for determining the presence of Culture Shock by Mumford [28] and an authorized scale for determining the level of Resilience development [29]. International students are immersed in the world of a new foreign language society every day. While observing the dependence of language adaptation on the existing

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language environment, it is necessary to understand the latter as the main factor that increases the effectiveness of teaching a foreign language to students. By language environment, we mean a set of information that exists in the language of the country that has become the new environment for the student. The relevant scale consisted of several sub-sections that included the most effective forms and means of foreign language communication with frequency of use at different time intervals. The following methods were used in the work: theoretical analysis of available research on the problem of socio-cultural adaptation, partial modeling, survey, interview, mathematical-statistical analysis of the received data, which included descriptive statistics, dispersion analysis, factor analysis in different formats. In the study, the data were processed using SPSS Statistics 28, R-studio. Participants. The sample of respondents was mainly composed of students from China, Arabic countries (Algeria, Egypt and Morocco) and European countries (UK, Italy, France). About 150 foreign students, studying at Peter the Great St Petersburg Polytechnic University were surveyed in 2019–2021. They were mainly students studying at the linguistic and economic branches of the university from six months to two years. Procedure of Data Collection. The questionnaires were translated into three languages: Russian, English and Chinese; the respondents were able to answer the questions in a written form on paper or using Google forms.

4 Results and Discussion Exploratory Factor Analysis. At the next stage of the study, we conducted factor and correlation types of analysis of the data obtained. However, at the initial level, we needed to identify Cronbach’s Alpha index for all questionnaires and scales that we used in the study. This indicator showed a high level of reliability, it ranged from 0.820 to 0.940. This range allows us to perform further mathematical and statistical operations with the obtained data. In order to reduce the dimensionality of the variables used and to structure the data obtained, exploratory factor analysis was used. The following components were taken as variables: gender and age; methodological aspects of learning a foreign language; language, situational and personal anxiety; core and interpersonal components of cultural shock; time spent in the country; and resilience. The factor analysis was carried out using the main components method. As a result, several factors with different values were identified. Thus, the first factor included all types of anxiety with different values - from 0.866 to 0.543. The second factor includes indicators of the basic and interpersonal components of cultural shock with values of 0.567 and 0.879. Such indicators as resilience and age, reflecting sustainability, represented the third factor. One indicator – gender characteristic, represented the fourth factor. Due to insufficient content of the last factor, we decided not to use it in the subsequent mathematical and statistical analysis. The remaining indicators reflecting

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demographic characteristics, peculiarities of foreign language learning strategies, country, time spent in a foreign language culture did not reveal significant values. Although, as we noted, gender differences were more important in earlier foreign studies [17]. Thus, the correlation analysis and confirmatory factor analysis relied on data on various types of anxiety, cultural shock, and resilience. Descriptive Statistics. Further mathematical and statistical operations were performed with the total values (sum) of all components. In order to organize the various types of data analysis, the baseline values for all investigated characteristics were presented through Mean, STD, Min and Max levels of Variables. Comparing the data received from all students who took part in the survey, the following conclusions could be drawn. At the beginning of the descriptive analysis, data on the purpose of the study and some technical and didactic issues of foreign language acquisition were compared. The comparison showed that many respondents learn foreign languages for receiving a degree in an international university, which further will provide them with better career opportunities. Many students are interested in the language and culture of the country where they are studying. Descriptive statistics on language anxiety indicators revealed quite high scores among representatives of Arabic countries. The group of Chinese students occupied the second place, with scores distributed approximately equally. Data on situational and personal anxiety among Chinese students showed a similar picture. Students from Arabic countries tend to have quite a high level of both situational and personal anxiety. Summarizing the results of culture shock test from all basic groups of respondents, the following information should be emphasized. Most of the Chinese students surveyed find it difficult to adapt to a new culture, a finding that is consistent with similar studies [12, 13]. 63.4% of the respondents feel stressed, whereas 10% even claim to be extremely stressed. The second element, based on the core items, that contributed to the culture shock largely than the first one was feeling homesick. 56.3% of the total number of respondents said that they were seriously affected by homesickness. Indicators of resilience were divided into groups as follows: students from European countries had the highest average value (4.1), Arabic students had slightly lower average value (3.8), and Chinese students had the third highest resilience score (3.4). This is somewhat different from what we expected to reveal. Hypothetically, it seemed to discover a high degree of resilience among Chinese students. Correlation Analysis. Correlation analysis in this study was carried out using the Pearson correlation coefficient (Pearson’s R), which is a measure of linear relationship between variables. In general, the Pearson coefficient varied for all data, including total values and averages within the range of 0.860 to −0.555 (with X-squared = 29.624, p-value = 3.693e−07). In particular, based on entirely all values, significant correlations were found between situational and linguistic anxiety (r = 0.27 at p = 0.005), with a negative value between culture shock and linguistic anxiety (r = −0.33 at p = 0.005). The highest correlation coefficient was found between situational and personal anxiety (r = 0.77 at p = 0.001).

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The correlation between culture shock and situational anxiety was also found to be negative (r = −0.28 at p = 0.003). The minimum number of correlation links was found in values of personal anxiety. In particular, a negative correlation was revealed with indicators of culture shock (r = −0.21 at p = 0.03). The only indicator that did not manifest any correlations with others was resilience. Confirmatory Factor Analysis. At the final stage of our study, the second factor analysis was carried out - a confirmatory one. For this purpose, the statistical package SPSS 28 and R-studio were used (Table 1).

Table 1. The Component Matrix. Variables

Components 1

Age

−.556

Language Anxiety

−.647

2

Situational Anxiety

.905

Personal Anxiety

.931

Core Culture Shock

.848

Interpersonal Culture Shock

.777

Resilience

3

.911

Factor Extraction Method: Principal Component Method. The table with the confirmatory factor analysis results shows all three factors have a quite high weight. The first factor, we call it “Culture-linguistic”, includes individual and psychological characteristics important for adaptation in a foreign language environment: age and linguistic anxiety with a negative value, and the two main components of culture shock with a positive value. The highest weight is given to the “culture shock” component, which is the first thing foreigners encounter when come to a foreign country. It is difficult to change or overcome, but it is possible to prepare for it by studying the peculiarities and reality of a country’s culture. The second component includes situational and personality anxiety, the most important psychological characteristics that ensure positive adaptation to new living conditions. Personal anxiety with the maximum weight of .931 indicates the presence of intrapersonal conflict in representatives of our sample, which is very difficult to correct. Let us call this factor the “Anxiety Factor”. The third factor – “Resilience Factor” has one component with a weight of .911. Based on the results of the factor analysis, it can be assumed that personal anxiety and resilience are highly important in the context of adaptation to a foreign language culture. These two indicators can significantly change the understanding and acceptance of a foreign culture. The importance of resilience in the adaptation period has also been confirmed in foreign studies [24, 25].

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5 Conclusion The study was devoted to a comparative analysis of the international students’ adaptation background. In order to identify the specificity of adaptation of different student groups, a special research toolkit was formed, which included several aspects that to some extent could affect the successful “inclusion” of students in the educational process at a foreign university. In order to identify the specificity of adaptation of different student groups, a special research toolkit was formed, which included several aspects that to some extent could affect the successful “inclusion” of students in the educational process at a foreign university. We deliberately selected three groups of students belonging to different cultures and ethnicities. For the sake of authenticity of the experiment, special attention was paid to the linguistic difference between the native language and the language of the host culture. Demographic characteristics (age, gender differences) played an important role. At the level of descriptive statistics, it was found that in some aspects the majority of respondents coincided. Data analysis of the cultural shock experienced by international students to varying degrees revealed high scores, especially among Chinese. Students feel anxious because they have to get accustomed to a new lifestyle and acquire new habits, and some of them feel that they are not open-minded enough to deal with unfamiliar situations. Evidence of adaptation problems in a foreign language environment among students has been repeatedly cited in studies over the years. This is more often the case in opposite cultures. Researchers found that international students who belong to collectivist cultures, rather than individualistic (cultural distance), experienced significant challenges with acculturation [16]. The application of contemporary mathematical and statistical methods and software allowed us to examine the adaptation process and its components, taking into account the internal mechanisms and relationships. Confirmatory factor analysis revealed different factors for the group of respondents. Summarizing the results of the latter analysis, two indicators can be identified that did not actually go beyond a fixed range in all groups: resilience and personal anxiety. Moreover, these indicators belong to different factors and are in directly opposite sectors. This fact can also be taken into account when working with students and developing individualized learning strategies. Present research has several limitations. The first limitation is the difference in the stay length in a foreign language environment among respondents. One of the ways to increase the sample may be revising the procedure. The test battery used was a bit lengthy and time consuming that some participants refused to complete questionnaires. Another limitation was that participation in the survey was voluntary.

References 1. Ponyavina, M., Seleznev, P.: Increase of the number of international students in Russian universities as a component of the state education policy. Hum. Soc. Sci. Bull. Financ. Univ. 10(1), 104–108 (2020)

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2. Nefedova, A.: Why international students choose to study at Russia’s leading universities. J. Stud. Int. Educ. 25(5), 583–598 (2021) 3. Kaczmarek, P., Matlock, G., Merta, R., Ames, M., Ross, M.: An assessment of international college students’ adjustment. Int. J. Adv. Couns. 17, 241–247 (1994) 4. Ward, C., Kennedy, A.: The measurement of sociocultural adaptation. Int. J. Intercult. Relat. 23, 659–676 (1999) 5. Valieva, F., Sagimbayeva, J., Kurmanayeva, D., Tazhitova, G.: The socio-linguistic adaptation of migrants: the case of Oralman students’ studying in Kazakhstan. Educ. Sci. 9(3), 164 (2019). https://doi.org/10.3390/educsci9030164 6. Almazova, N., Rubtsova, A., Eremin, Y., Kats, N., Baeva, I.: Tandem language learning as a tool for international students’ sociocultural adaptation. In: Anikina, Z. (ed.) IEEHGIP 2020. Lecture Notes in Networks and Systems, vol. 131, pp. 174–187. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-47415-7_19 7. Lee, S., Schartner, A., Young, T.: Intercultural transitions in higher education: international student adjustment and adaptation. High. Educ. 81(6), 1367–1369 (2021) 8. Razinkina, E., Pankova, L., Trostinskaya, I., Pozdeeva, E., Evseeva, L., Tanova, A.: Student satisfaction as an element of education quality monitoring in innovative higher education institution. In: E3S Web Conference, vol. 33, 03043 (2018). https://doi.org/10.1051/e3sconf/ 20183303043 9. Gu, Q.: Maturity and Interculturality: Chinese students’ experiences in UK higher education. Eur. J. Educ. 44(1), 37–52 (2009) 10. Wright, C., Schartner, A.: ‘I can’t … I won’t?’ International students at the threshold of social interaction. J. Res. Int. Educ. 12(2), 113–128 (2013) 11. Beregovaya, O., Kudashov, V.: The problems of linguistic and academic adaptation of international students in Russia. Integr. Educ. 23(4), 628–640 (2019) 12. Biserova, G., Shagivaleeva, G.: Socio-psychological adaptation of international students to learning and professional activities. Space Cult. India 6(5), 99–114 (2019) 13. Fedotova, O., Ermakov, P., Ponomareva, S., Platonova, E.: Overcoming the psychological and cultural barriers of potential foreign students as a means of internationalizing university education. In: INTED2019 Proceedings, vol. 1, pp. 7688–7692 (2019) 14. Merenkov, A., Antonova, N.: Problems of social adaptation of international students in Russia. New Educ. Rev. 41(3), 122–132 (2015) 15. Horwitz, E., Horwitz, M., Cope, J.: Foreign language classroom anxiety. Mod. Lang. J. 70, 125–132 (1986) 16. Wilson, J., Ward, C., Fetvadjiev, V., Bethel, A.: Measuring cultural competencies: the development and validation of a revised measure of sociocultural adaptation. J. Cross Cult. Psychol. 48(10), 1475–1506 (2017) 17. Cheng, R., Erben, A.: Language anxiety: experiences of Chinese graduate students at US higher institutions. J. Stud. Int. Educ. 16(5), 477–497 (2012) 18. Yu, B., Bodycott, P., Mak, A.: Language and interpersonal resource predictors of psychological and sociocultural adaptation: international students in Hong Kong. J. Stud. Int. Educ. 23(5), 572–578 (2019) 19. Zhou, Y., Todman, J.: Patterns of adaptation of Chinese postgraduate students in the United Kingdom. J. Stud. Int. Educ. 13(4), 467–486 (2009) 20. Bethel, A., Ward, C., Fetvadjiev, V.: Cross-cultural transition and psychological adaptation of international students: the mediating role of host national connectedness. Front. Educ. 5, 539950 (2020). https://doi.org/10.3389/feduc.2020.539950 21. Ladum, A., Burkholder, G.: Psychological adaptation of international students in the Northern part of Cyprus. Higher Learn. Res. Commun. 9(1), 24–26 (2019) 22. Rana, M., Bhasin, J., Mushtaq, S.: Measurement of cultural intelligence and its impact on psychological adaptation of international students in India. Vision 24(4), 452–459 (2020)

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Comparative Analysis of Phenomenology of an Artwork Perception: The Case of a Dispute on Physicists and Humanities Scholars Olga Voiku , Ekaterina Ivanova(B)

, Mikhail Koryshev , and Maria Solovieva

St. Petersburg State University, Saint Petersburg 199034, Russian Federation [email protected]

Abstract. A tendency to integrate engineering and humanities education by strengthening the humanities component in teaching engineering students has increased by and large in the last decade in the context of modernizing Russian higher education. The study of the world culture facilitates both shaping principles of thinking and an ability to perceive and generalize information about ‘other things and people’. People, keen on art, are ready to initiate a dialogue and collaborate; they realize what tolerance is and they respect the historical heritage and cultural traditions of all peoples. At the same time, it would be wise to pose a question as to what extent the worldview in which art serves a messenger and instrument is similar with engineering and humanities students and experts. To answer the question, we suggest comparing their perception of painting being one of the most popular forms of visual art. The analysis of the obtained data will allow us to define the specific traits in perception of both formal and substantive aspects of a painting by various viewers. Keywords: Worldview · Humanization · Painting · Cross-analysis · Cultural Studies

1 Introduction Philosophers, sociologists, culture experts, lecturers at higher schools focus much of their attention on the issues of higher school humanization and, especially, to those of the integration of engineering and humanities [1, 2]. The higher school educational model is currently witnessing a tendency for its humanization, and this is preconditioned not only by integration processes and the development of interdisciplinary approach to scientific research, but also by new professional requirements imposed on a present-day specialist. It will be reasonable to note that the existing educational standards for teaching bachelors, masters and specialists include both general professional skills defined on the basis of professional standards and an invariable set of built-up open-ended (general) skills at each level of higher education for all the nine fields of education that encompass teaching future engineers as well as soft scientists [3]. Thus, federal educational standards specify the exact number of universal skills: eleven for the level of specialists, ten for bachelors and six for masters. Universal skills correlate with and refer to soft skills, © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 461–468, 2022. https://doi.org/10.1007/978-3-031-11435-9_50

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and these are sociability, teamwork skill, creativity, ability to self-develop, i.e. personal and interpersonal skills that support young graduates to integrate into their professional community. In this article we will dwell upon the nature of molding a universal skill in the field of intercultural interaction, i.e. an ability to perceive diverse cultures of the world in their socio-historical, philosophical and ethical aspects. For the research material we chose perception of painting with the help of soft skills by engineering students and students of humanities. Making this choice of the material, we in some way look back on a well-known controversy between technical and art students which first appeared as the term and title of the poem ‘Physicists and Lyrists’ by Sloutsky, a Soviet poet, which was published in the ‘Literary Gazette’ in 1959. It should be noted that the argument about the priority of technocrats over lyrists in the development of society fully reflected the socio-philosophical environment of the 1960s with its faith in scientific and technological progress. Nobody will deny that painting is admirable and magnificent as it is. Out of all nonverbal art forms it is the most popular and spectacular one of all fine arts. The artist incarnates a vision in a painting by choosing a technique, composition, colour and other means. A visit to a museum or an art gallery will never fail to resonate with an expert or a neophyte alike. St Petersburg students have a perfect chance of free admission to the State Hermitage museum, a treasury of fine arts history. However, sad as it may be, many do not frequent the place. Still the fact remains that art not only keeps our emotional experience, affection and unrivaled impressions safe for a long time but also teaches us to find beauty in everyday life and unmistakably trace the eternal in the ephemeral. A person with at least some knowledge of art will undoubtedly see much more than a dilettante. Many people wonder how they should look at paintings, and how should they be impressed by them? We fall in love with some paintings at first sight, however, others remain a blank spot for some of us since their understanding involves certain intellectual effort. Along with this, another question arises: to what extent is the perception of painting similar for engineering and humanities students and experts? Assuming that the ability level to understand the cultural environment of an artwork shows the maturity level of an ability to understand the phenomena of another culture taken as a whole, there follows another question as to the correlation and dependence of the maturity level of this skill on the educational specialization of a student: on the one hand, transferable skills are to be formed at a similar level by all students irrespective of their education profile and, on the other hand, it seems that humanities students might be more successful in mastering transferable skills in terms of intercultural communication rather than students of exact sciences. What didactic opportunities do open to broaden the student’s cultural horizon?

2 Literature Review The phrase “phenomenology of an artwork perception” which is used in the title of this article refers us to the famous book “Phenomenology of Perception” by MerleauPonty, the greatest French philosopher [4], in which, within the framework of the new phenomenology, a life experience of the cognizing subject is recognized as primary, while philosophy and science, turning to the description of the subject of perception,

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act as secondary entities. With regard to the field of art, this philosophical approach appeared to be in demand in the epistemology of aesthetics, and in many respects it is to it that the formation of the school of phenomenological aesthetics in the 30s to 60s of the 20th century is much indebted. In the works of the founders of this trend [5–7], concepts were considered as retaining their significance in modern aesthetic paradigm, and they are still used by culturologists and art historians in their research tools. These concepts primarily include such elements as a multi-layer structure and diversity of a work of art, the analysis of the morphology of art and aesthetic values. If we turn to the academic discourse in the field of painting, we can note several tendencies in the palette of a research thought. First of all, this is a continuation of the “philosophical” vector of aesthetic research, which was mentioned above [8–10]. This is followed by a fairly traditional study of the works of individual artists, presentation of art museum collections, and works on the history of painting [11–14]. Within the framework of our work, special attention is paid to studies on the perception of a painting. Currently, we are witnessing an increasing interest in the mechanisms of its perception in the paradigm of cognitive sciences [15, 16]. The physiological and cognitive foundations of the process of perception of fine arts and the measurement of relevant affective and cognitive components proposed in these works open up new prospects in the development of not only the humanities and natural sciences, but also engineering, for example, in optics [17]. A separate place is occupied by works written by art historians and culturologists, who extend on a comprehensive analysis of a painting, taking into account semiotic elements and multifocal perception of the painting [18] and offer theoretical foundations for artistic communication between the viewer and the work of art [19]. At the same time, for all the diversity of the research approaches discussed above, the viewer appears as a generalized category of the subject, the issues of differences in the perception of painting by different categories of viewers in terms of their gender, age, social, territorial or professional affiliation are not considered. It is this gap that we intend to partially fill by examining the perception of a painting by students of different backgrounds.

3 Methodology Our research makes no claims to full coverage of the issue how various categories of people perceive painting. Our main objective is to initiate a discussion of this complicated topic. It is common knowledge that art does not exist regardless of time and space. In its content the art is inseparably and relationally connected with the national tradition and epoch. Two pictures by Velázquez, a famous 17th century Spanish artist, were chosen as empirical material for the experiment. These are ‘Las Meninas’ (Spanish for ‘The Maid of Honour’) or ‘The Family of Philip IV’ (1656), the world-recognized masterpiece by this brilliant artist, and ‘La Rendición de Breda‘ (Spanish for ‘The Surrender of Breda’), painted by him in 1635. The experiment procedure implied the observance of the following preconditions, i.e. 1) invariable ones which involved the same number of participants, the scope and composition of the instructional material; 2) variable ones which involved the choice

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of the material. Our research covered two student groups. The first group consisted of six philology students from Faculty of Linguistics at St. Petersburg State University, while the second group of six students studied at the same University, but at Faculty of Physics. Both groups belonged to the Master programs. Altogether, the experiment involved 12 people. The technique of thinking out loud the way it is described in the study by Dancette [20] was applied. In order to get a summative assessment at stage one, both groups of the participants were asked to express the ideas which came to their mind while they were scrutinizing ‘Las Meninas’ by Velasquez and give answers to the questions which we compiled and based on the theoretical research performed by such art critics as Volkova [8], Steinberg [10], Woodford [21]: 1. What do you feel looking at this painting? 2. What is the objective (composition peculiarities) of this painting? 3. What can this painting tell us about the culture of the epoch (the cultural context)? Before the experiment the participants were not provided with any additional information either about the painting or the artist. The participants were supposed to express their thoughts out loud like in ‘brainstorming’. Special attention was paid to the completeness of the produced monologue (whether the answers were given to all the questions, or not) and the proactivity of the student. A training seminar was organized at the next stage of the research. It included a detailed analysis of ‘Las Meninas’ by Velasquez, the painting which was already familiar to the students. It is telling how professional art critics suggest scrutinizing paintings, and, in particular, those by Velasquez, who is considered a leading artist of all times. ‘Las Meninas’ is one of the best and most carefully studied paintings in the history of Western art. Some critics believe this painting is a visual treatise which not only touches upon the art of painting, but also reveals the psychological relations in the family and among the courtiers, and includes the painter’s own artistic self-analysis [11]. Velasquez employs the perspective to show the room where the young infanta is persuaded to sit for the artist. There is a mirror on the wall near the door, and it reflects the infanta’s parents. The students were shown how several settings in the painting open up to the viewer in succession. We see the self-portrait of the artist himself. He is wearing the Maltese cross which was added to the painting three years after it was completed when Velasquez received the honour of knighthood in the Order of Santiago. The five-year-old infanta is looking intently at those who are scrutinizing the canvas, to her right and left are the Maids of Honour. The foreground of the painting is a dwarf with his foot on the mastiff whose body is as big as the infanta’s hoop skirt. Between the figure of the artist (on the left) and the dog (on the right) an elegant line which connects the whole composition can be traced. At the background in the doorway there is the figure of the senior butler who is painted in motion. Velasquez is playing with his perception of scale: the grown-ups look small while the children and the dwarfs are nearly similar to them in size. The students were also taught the analysis made by Ortega y Gasset, a Spanish cultural scientist and philosopher, who presents paintings by Velasquez in a very special way [22]. He emphasized that the artist abstracts from his paintings leaving them unfinished most of the time. Like in all his portraits of royalties, it is also noticeable in ‘Las Meninas’ that Velasquez is trying to hold back on his impressionistic manner. In this

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painting he carries into full effect his concept of space – not abstract space based on simple perspective, but space stuck with things and saturated with air. In Velasquez’s lifetime the painting was also given another name, ‘La Familia’. However, in Ortega’s opinion ‘familia’ in this case did not mean ‘a family’, but was used in high society in its original meaning, as derived from the Latin ‘famulus’, i.e. ‘a servant’. This etymological analysis brings Ortega to an idea that servants are the main characters of this painting [22]. It would be reasonable to note that it is the adequate perception of the commonplace, casual and unaligned that makes one of the problems in the formation of the cross-cultural skill, because in such cross-culture communication people, among other things, tend to overlook important signals from their interlocutor and find meaning where it does not belong. Therefore, the seminar served the teaching platform which helped to go through general cultural skills in detail. They made it possible to grasp how a painting should be looked at to get a better understanding of it, to perceive it from the point of view of their composition, to interpret the complexity of space and colour, and to determine what the artist wished to render in his canvas. At the final stage the participants were asked to do a similar task (to produce a monologue by answering the posed questions) with regard to ‘The Surrender of Breda’ also painted by Velasquez. It shows the scene where the Dutch are handing over the keys to the vanquished town of Breda to the Spanish troops after the months-long siege. We all know that it is one of the most famous canvases in the history of painting, and there is no denying that it is very up-to-date.

4 Results The experiment focused on a 3 to 5-min oral monologue produced by the students as a result of their perception of two paintings by the West European artist. The monologue was supported by the questions presented above; the paintings were shown to them as reproductions (Table 1). Table 1. Quantitative results of the conducted experiment. Before the seminar Number of students

After the seminar

6 (Physicists) 6 (Philologists) 6 (Physicists) 6 (Philologists)

A monologue based on the questions: Question 1

4

4

6

6

Question 2

2

3

5

5

Question 3

3

3

6

5

40

50

90

90

Proactivity, %

The conducted cross-culture study of the student subculture has revealed no valid differences in mastering intercultural communication skills among the students of different

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fields of science. With the application of adequate teaching methods, no differences have been traced either at the start or at the end of the experiment. Moreover, our data indirectly confirm the feasibility of the reference of an ability to intercultural communication to transferable skills, as the skill is unconditionally acknowledged as socially-oriented and generally professional, and the social mandate to teach and shape it does not depend on the conditions, strategy or tactics within different fields of science which the students are trained in.

5 Discussion The answers obtained in the course of the experiment appeared unexpected at first sight. It turned out that at the stage of the ‘unprepared’ acquaintance with the painting all the participants found themselves in a tight corner. The participants of both groups obviously knew little about the epoch in which the picture was painted, and practically no one could tell anything about the life and creative work of the artist. The observed differences in the answers were individual and resulted from the cultural and life experience which the participants had had, and they could hardly be properly generalized, as some participants paid more attention to the overall composition of the painting and its plot, the others described their impression and tended to communicate their emotions. After the seminar the participants of both groups tended to pay more attention to the composition and the colours the artist used. They already knew when the picture was painted and the artist’s biography. It should be especially noted that both the future physicists and philologists began to pay more attention to details in the pictures which had seemed uninteresting to them before. The majority of students turned their attention to the poses of the main characters in the painting: the figure of Breda’s governor is slightly bent when he is handing the keys to the town, while the winner, the chief commander of the Spanish troops, is not at all arrogant and is touching the shoulder of his defeated enemy in a friendly way. The students deeply felt the main humanistic mood of the painting. This is what a wellknown art critic Volkova calls the philosophy of war, not of victory. Even at war there is no place for exasperation: people should remain human irrespective of which side they fight for. This is what Velasquez tried to communicate to us in the 17th century [8]. The students also noted the spears which occupy a large part in the right upper corner of the canvas. No painter in the history of art, in the opinion of Ortega y Gasset [22], could better interpret the spears and their role than Velasquez did in this picture. Indeed, the Spanish spears look elegant like the winners deserve, whereas the shafts of the Dutch are scattered and drooped. After the seminar the students could make their monologues more eloquent and appeared to be more proactive than before. They were more willing to join the discussion and the dialogue. Therefore, it seems to be quite timely to turn to this theme and to proceed with the perfection of students’ creative skills.

6 Conclusion The conducted cross-culture analysis made it possible to define the peculiarities in the perception of both formal and content-related aspects of the painting by various viewers.

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In the course of the experiment it was possible to specify the level of the available universal cultural skills that promote the development of a ‘dialogue’, i.e. the relation between the viewer and the artwork, and a ‘dialogue’, i.e. the relation between the viewer and the world within the context of an artwork which serves a mediator. A conclusion can be drawn that it is possible to develop the skill of a deeper understanding of an artwork in both future physicists and philologists; however, this will require furtherance of the method which shall be based on a personal and proactive approach to each student. It is important for the students to learn to interpret the mastered elements of the world culture in the context of their importance for just one country and in the context of world history and culture and to freely navigate in painting as a genre. The experiment provides certain adjustment for the established opinion on the differences between the ‘physicists’ and ‘humanities scholars’. It is also important to take into account personal preferences of each viewer. No doubt that by far not every viewer is able to perceive the picture and move along the way that is open to them [19]. This is why it is so important to teach students a dialogue with artworks. Therefore, it can be concluded that it is important to try and reach the golden mean, so that the viewer will progress to a new stage. And this is possible only when the viewer knows the signs, symbols and composition, which make the keys to understanding of painting. The one who has mastered that will always be able to enjoy an artwork [18].

References 1. Zimniaia, I.A.: Gumanizatsiia obrazovaniia — imperativ XXI veka. Gumanizatsiia obrazovaniia [Humanization of education as an imperative of the 20th century] (1), 20–30 (1996). (in Russian) 2. Latfullin, G., Smirnova, S., Bazian, K.: Humanization of management education. Espacios 38(35), 36–45 (2017) 3. FGOS. http://fgosvo.ru/fgosvo/151/150/24. Accessed 05 Nov 2021 4. Merleau-Ponty, M.: Phénoménologie de la perception. Éditions Gallimard, Paris (1945) 5. Hartmann, N.: Ästhetik. De Gruyter, Berlin (1953) 6. Dufrenne, M.: Esthétique et philosophie. Klincksieck, Paris (1967) 7. Ingarden, R.: Studia z estetyki. Pa´nstwowe wydawnictwo naukowe, Warszawa (1966–1970) 8. Volkova, P.D.: Most cherez bezdnu [A Bridge over the abyss]. Zebra E, Moscow (2012).(in Russian) 9. Read, H.: The Philosophy of Modern Art. Meridian Books, New York (1955) 10. Steinberg, L.: Other Criteria. Confortations with Twentieth-Century Art. The University of Chicago Press, Chicago (2007) 11. Mulen, A.Iu.: Ot Diurera do Goii: 100 shedevrov Prado [From Durer to Goya: 100 masterpieces of the Prado]. AST, Moscow (2021). (in Russian) 12. Guzzoni, M.: Vincent’s Books. Van Gogh and the Writers Who Inspired Him. University of Chicago Press, Chicago (2020) 13. Brown, J.: The Spanish Manner: Drawings from Ribera to Goya. Frick Collection in Association with Scala Publishers, New York (2010) 14. Hagen, R.-M., Hagen, R.: Goya. Taschen, Cologne (2021) 15. Vernazzani, A.: How artworks modify our perception of the world. Phenomenol. Cogn. Sci. 1–22 (2021). https://doi.org/10.1007/s11097-021-09742-1

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16. Hagtvedt, H., Hagtvedt, R., Patrick, V.M.: The perception and evaluation of visual art. Empir. Stud. Arts 26(2), 197–218 (2008) 17. Pepperell, R.: The perception of art and the science of perception. In: Proceedings of the IS&T/SPIE Electronic Imaging Conference (2012). https://doi.org/10.1117/12.914774 18. Rideal, L.: How to Read Art: A Crash Course in Meaning and Method. Bloomsbury Visual Arts, London (2014) 19. Tarasova, M.V.: Teoriia i praktika dialoga zritelia i proizvedeniia iskusstva. [Velazquez. Goya: Translation from Spanish]. Sibirskii federalnyi universitet, Krasnoiarsk (2015). (in Russian) 20. Dancette, J.: Mapping Meaning and Comprehension in Translation. https://www.webdepot. umontreal.ca/Usagers/dancettj/MonDepotPublic/web/web/pdf/pdf_traducto/mapping_mean ing2ddanks2d97.pdf. Accessed 06 Dec 2021 21. Woodford, S.: Looking at Pictures: Art Essentials Series. Thames & Hudson, London (2018) 22. Ortega i Gasset, J.: Velazquez. Goya: Perevod s ispanskogo. Vstupitelnaia statia I. V. Ershovoi, M. B. Smirnovoi. Respublika, Moscow (1997). (in Russian)

Formation of Integral Worldview of Humanities and Technical Specialists Tatiana Zemlinskaia1(B) , Nataliia Fersman1 , Valentin Kobchikov1 and Tatiana L. Holden2

,

1 Peter the Great St. Petersburg Polytechnic University, St. Petersburg 195251, Russia

[email protected] 2 Deputy Public Works Director, PhD in Construction Economics,

Calabasas Council, City of Calabasas, CA 91301, USA

Abstract. The concept of the worldview is a unit of the conceptual apparatus of many sciences: physics, philosophy, cultural studies, linguistics, intercultural communication, etc. In the “Logical and Philosophical Treatise” L. Wittgenstein describes the world view as a model of reality, with that, a human creates himself a world of picture (facts). M. Heidegger defines the world view as an image of the world. Like L. Wittgenstein, he points the fact of human participation in creating a world picture. Taking into account the words of M. Heidegger that human activity is understood and carried out as culture we can say that a Human surrounds themselves with the world of culture. Thus, one distinguishes between material culture (technology, tools), social culture (a system of rules for the behavior of people in various types of communication and areas of activity) and spiritual culture (morality, law, science, and art). At the same time, the historically formed unity of society, culture and science is obvious. Science, especially in its connection with education, is undoubtedly the basic indicator of national culture, the guarantor of the progressive development of the state. There is still a confrontation between the natural science and the science of the humanities, while the former “blames” the latter for its inaccuracies. However, we agree with the opinion of M. Heidegger that all humanities and all life sciences must certainly be inaccurate to remain strict. Thus, in the present research we aim to study the features of the worldviews of future physicists and lyricists. Keywords: Worldview · Scientific worldview · Humanistic scientific worldview · Technical scientific worldview · Integral worldview

1 Introduction In a modern scientific world, as well as in the society as a whole, one can still observe a picture of the confrontation between physicists and lyricists, where physicists are called representatives of scientific and technical thought (the so-called techies), and poets, artists and other representatives of the humanities are referred to as lyricists. In the Russian society, since 2014, a social demand for redesigning of engineering education and for an increase in the number of future engineers has been voiced due to © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 469–477, 2022. https://doi.org/10.1007/978-3-031-11435-9_51

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a sharp reduction in the graduation of engineering and technical qualified specialists: from 42% in 1988 to 22% in 2008 [1]. At a meeting of the Presidential Science and Education Council [June 23, 2014], Vladimir Putin noted that today those countries that will be able to create the latest breakthrough technologies will become leaders in world development. At the same time, he emphasized that the quality of engineering personnel is becoming one of the crucial factors in the competitiveness of the state [2]. However, the analysis of modern dynamics of university graduates indicates a quantitative preponderance of graduates-humanities over technical ones Fig. 1.

500 400 300 200 100 0 2018 Math&Natural Science

2019 Engineering

2020 Social Science&Humanities

Fig. 1. The number of graduates by areas of education, thousands [3].

In this regard, the head of the Federal Labor and Employment Service (Rostrud) Ivankov believes that today the Russian economy primarily needs technical specialists (engineers, machine operators, pilots, agricultural specialists), and not bloggers (i.e. humanities specialists) [4]. The gap between graduates of humanities and engineering specialties and, consequently, the glut of the labor market with humanities graduates, has resulted in a negative image of a humanities specialist in the modern Russian society. Charles Snow, an English physicist, chemist and writer, in his “The two cultures and the scientific revolution” [1959] expressed a great disappointment with the split of society into two opposite parts, its polarization: on the one side of the scientific society are intellectuals, on the other– representatives of basic science (i.e. physical scientists) [5]. Snow also stated that such a split of the society into technical and humanitarian sciences is typical not only for the British society, but for the entire Western world. In this article, the authors aim to investigate the necessity of a holistic (integral) worldview formation of engineering, technical and humanities students in the light of global trends and needs of the modern society.

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2 Literature Review The concept of the worldview is a unit of the conceptual apparatus of many sciences: physics, philosophy, psychology, cultural studies, linguistics, intercultural communication, etc. In the “Logical and Philosophical Treatise” (“Tractatus Logico-Philosophicus”) Ludwig Wittgenstein, one of the greatest philosophers of the 20th century, describes the world as a set of facts, not things [6]. The world picture, in the words of Ludwig Wittgenstein, is a model of reality, with that, a human creates himself a world of picture (facts) [6]. Martin Heidegger defined the world picture as an image of the world [7]. He refers to all things in existence to a world: space, nature, history, while noting that the listed elements do not exhaust the world. The world picture is not a picture depicting the world, but a world understood in the sense of this picture [7]. At the same time, Martin Heidegger, like Ludwig Wittgenstein, highlights the fact of human participation in creating a worldview. Modern research on understanding of the picture of the world interprets it quite broadly. For example, Aerts et al. [8] denominate the worldview as a symbolic system of representation that allows humans to synthesize all the knowledge about the world and themselves into a global picture, one that illuminates reality as it is presented within a certain culture. In this interpretation, as we can see, the cultural component of the worldview is emphasized. Aerts et al. pointed out that culture and scientific and technical idea form a single whole – as they write “culture can, for example, be on the verge of entering a technological period, while some forces within it will try to conserve its proper values. The problem of world views is thus connected to the many attempts at constructing a new coherence between cultural fragments that are constantly emerging and interacting” [8, p. 8]. Stenmark [9] in his research devoted to the study of the worldview in the context of philosophy and religion, interprets these concepts quite broadly, emphasizing the importance of a Human in their world knowledge: in his opinion worldview is the configuration of beliefs, values, and attitudes that people, whether consciously or unconsciously, have and which compose their basic understanding of “(a) who they are, what the world is like, and what their place in it is, (b) what they should do to live a good and meaningful life, and (c) what they can say, know and rationally believe about these things” [9, p. 2]. Taking into account the postulate that a Human, being the “product” of nature and the core of daily reality [10], we can say that Humans surround themselves with the world of culture – in the words of Martin Heidegger human activity can be understood and carried out as culture [7]. Thus, they distinguish between material culture (technology, tools), social culture (a system of rules for the behavior of people in various types of communication and areas of activity) and spiritual culture (morality, law, science, and art) [10]. As part of our research, we will turn to an interpretation of the concept of the scientific worldview, which is included in the holistic understanding of the picture of the world. According to Arkhipkin and Timofeev [10], the scientific worldview is a man’s theoretical vision of the world and represents a system of the most important concepts, principles, laws, hypotheses and theories around a person. Irzik and Nola [11] underline that a scientific worldview does not need to be scientistic. In their opinion, science is a

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major resource for generating as many worthwhile worldview beliefs as possible. But at the same time “it is not necessarily the only resource” [11, p. 734]. The authors note a complex nature of the scientific picture, since a scientific worldview may appeal to such different sciences as philosophy, art, and literature. A complex nature of the scientific picture was also pointed out by Vdovin and Khabibulin [12]. The researchers insist that in the scientific picture of the world, along with the concept of physical reality, there are concepts of biological, social, historical, and linguistic reality [12]. The formation of the scientific worldview developed in several stages, among which there are classical, non-classical and post-non-classical stages [13]. The end of the 20th beginning of the 21st centuries is associated with a modern post-non-classical scientific picture of the world. It is based on synergetics – an interdisciplinary field of scientific research that studies the patterns of phenomena and processes in complex uneven systems (for example, physical, biological, environmental, social, etc.). Corning states that synergy is a new paradigm as it focusses on “both wholes and parts, and on the interactions that occur among the parts, between parts and wholes and between wholes at various “levels” of interaction and causation. It might be called “a science of relationships” [14]. In the post-non-classical scientific picture of the world, the central place belongs to a Human (Homo creans) who knows and creates the world around him. Gauch [15] identifies seven primary elements of science which can be also viewed as the components of a modern (post-nonclassical) scientific worldview (Table 1). Table 1. Pillars of scientific thinking [15]. Pillar1: Realism

The physical world is real. Science is the art of interrogating nature with commitment to understanding the natural world

Pillar 2: Presuppositions Science presupposes that the world is orderly and comprehensible Pillar 3: Evidence

Science demands evidence for its conclusions

Pillar 4: Logic

Scientific thinking uses standard and settled logic

Pillar 5: Limits

Science has limits in its understanding of the world, i.e. there are many matters that cannot usefully be examined in a scientific way

Pillar 6: Universality

Science is public, welcoming persons from all cultures. Because of the social nature of science, the dissemination of scientific information is crucial to its progress

Pillar 7: Worldview

One of science’s important ambitions is contributing to a meaningful worldview. Science is one of the liberal arts unquestionably

Gauch [15] notes that such postulates of the scientific picture of the world will only work fruitfully when they are analyzed and applied in a complex, and not separately. Thus, in our opinion, it is legitimate to talk about the absence of strict boundaries between the scientific worldview of the fundamental sciences and the humanities.

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3 Methodology In this study, a quantitative and qualitative analysis of the academic disciplines taught at Peter the Great St. Petersburg Polytechnic University within the framework of engineering, information and computer, physical and mathematical, trade and economic and humanities areas of training was carried out in order to identify the possibility of formation of integral worldview of humanities and technical specialists. The University is a unique educational platform for training not just specialists in engineering, technology and humanities, but specialists with a holistic vision of the world around them due to the symbiosis of technical and humanities within one university. Education at the university is based on the modular principle (Table 2). Table 2. Modular training in Peter the Great St. Petersburg Polytechnic University, Russia. Module title

Academic disciplines

General Education

Compulsory (mandatory) courses History, philosophy, economics, health and safety Humanities component Sociology, political science, business communication

Foreign language learning module

Foreign language: basic course Professionally-oriented language course (ESP) Disciplines in English

Fundamental module • Mathematics module

Mathematics, higher mathematics, probability theory, linear algebra, analytical geometry, mathematical analysis, mathematical statistics, mathematics and statistics

• Physics module

Various disciplines of physics

• Natural Science module

The concept of contemporary natural science, ecology

General Scientific module

History and methodology of science, foreign language in professional activity, scientific discourse

Fundamental academic (professional) module Basics of professional activity

4 Results and Discussion The gap between technical and humanistic knowledge in Russian education has been significantly reduced recently due to the scientific results in the field of humanization and

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humanitarization of higher education. Scientists will name humanization, which serves the formation and development of personality as a whole, and humanitarization (as one of its means) as key strategic directions for higher professional institutions. Also they emphasize the importance of integrating professional and humanities knowledge and the compulsory humanities component in vocational training. In this case, the knowledge acquired while studying poses not only as personally significance for each student, but also as real tools of social development [16]. Table 2 visualizes that the general education module includes a number of compulsory disciplines studied by all students. For example, philosophy gives students not just a dry set of theoretical positions, but reveals the operation of dialectical laws outside of it, and, for example, within the philosophy of chemistry or the philosophy of physics. Thus, the dialectical law of the transition of quantitative changes into qualitative ones is very clearly manifested in chemistry (the basis of the consequences derived by Mendeleev from the periodic law was an actual application of the law of the transition of quantitative changes into qualitative ones). Students of economics and trade, humanities and engineering-technological groups study within the framework of the natural science module. Also, students of the humanities group study the disciplines of the mathematical module. All of the above allows students to form a non-narrow scientific and, as a result, a limited picture of the world. Because of such modular training, it is possible to achieve a synergetic effect in the educational process, which will eventually lead to the formation of an integral students’ world picture. The diagram below (Fig. 2) illustrates the quantitative ratio of the scientific (Science) and humanistic (Art & Humanities) disciplines taught at Peter the Great St. Petersburg Polytechnic University.

48%

Science

52%

Art&Humanitarian Science

Fig. 2. Science and Art & Humanities studied in Peter the Great St. Petersburg Polytechnic University, Russia.

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Regarding the distribution of academic disciplines by semesters, the picture is as follows: • • • • • • • • •

foreign language: basic course – 3 terms the concept of contemporary natural science – 1 term ecology – 1 term higher mathematics – 2–5 terms probability theory – 3–5 terms linear algebra and analytical geometry – 4–5 terms mathematical analysis – 4 terms physics – 2–4 terms mathematics and statistics for humanities students – 2 terms

As we can see, there is a parity ratio of these disciplines. Thus, it can be concluded that, in general, the educational environment of the university is focused on integration of engineering and humanities and, in fact, on the result - the training of specialists who are able to learn, change and create in the realities of a rapidly changing world. Our research has shown it is possible to identify points of discussion concerning the formation of the integral worldview among engineering and humanities students. They are: • increase the semesters of studying natural sciences; • include the natural science discipline module work plans for students specializing in information & computer, physics and mathematics; • rework the content of the work programs of the mathematical module disciplines taught to humanities students; • modernize all academic disciplines while adapting with the challenges of our modern society.

5 Conclusion The study confirms the idea that a modern specialist in any professional field must have a complete picture of the world in order to successfully implement and meet the new rapidly changing challenges of modern society. Today, it is not enough to use only linear laws of fundamental science to understand the world. Empirical observations and generalizations inherent in the humanities are a necessary tool for forming a holistic picture of the world. Understanding and comprehension of the fact that the modern world is complex and non-linear and cannot be known with only linear laws has led to the emergence of the theory of synergy and, as a consequence, the emergence of new sciences such as fractal mathematics and fractal geometry, neurobiology and neurolinguistics, computer graphics and computer design, biochemistry, molecular chemistry, genetic engineering, media art, etc. The content of many sciences has also changed, for example, robotics, which today is a symbiosis of computer science and engineering. Today, the development of new robots is carried out taking into account various human needs in order to improve

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the quality of human’s life. Thus, for example, Labrador Systems, Inc. (USA), which have been working in robotics and automation for over 20 years, is pioneering a new generation of assistive robots specifically designed to help people with health issues to live more independently. As the company states the new sensors, processors and algorithms coming out of Augmented Reality and Self Driving are game-changers in what robots will be able to do in the Real World. Labrador Systems is taking the latest tech from those fields to create pragmatic but meaningful applications to support people in everyday life [17]. On the other hand, the gap between techies and humanities students is still deeply felt – it is quite clearly observed, for example, in the system of training specialists in higher education, when the presence of humanities faculties and institutes within polytechnic universities is called at least a non-core symbiosis, and the quality of training in humanities is considered lower than in the so-called specialized humanities universities. Despite the existing division of society and science into physicists and lyricists, the boundaries of the scientific worldview of these two polar groups overlap in modern realities. In this regard, the question arises not just about the integration of engineering and humanities, but about the search and development of a fundamentally new educational paradigm. Acknowledgements. We would like to thank Nikolai Romanov, CTO of Labrador Systems, Inc., for use of the company’s website and referencing of the product.

References 1. Aref’ev, A.L., Aref’ev, M.A.: Inzhenerno-tekhnicheskoe obrazovanie v Rossii v cifrah [Engineering and technical education in Russia in figures]. Vysshee obrazovanie v Rossii 3, 122–131 (2012). (in Russian) 2. Latuhina, K.: Neprostoj inzhener: budushchih inzhenerov dolzhny uchit’ ne tol’ko uchenye, no i praktiki [Not just a simple engineer: future engineers must be taught not only by scientists, but also by practitioners]. Rossijskaya gazeta 138, 6410 (2014). (in Russian). https://rg.ru/ 2014/06/23/kadri-site.html. Accessed 25 Nov 2021 3. Gohberg, L.M., Ozerova, O.K., Sautina, E.V., Sutyrina, T.A., Shugal’, N.B.: Obrazovanie v cifrah: 2021: kratkij statisticheskij sbornik [Education in Figures: 2021: Brief Statistical Digest]. NIU VSHE, Moskva (2021). (in Russian) 4. Rostruda, G.: ekonomike nuzhny ne blogery, a stanochniki i inzhenery [Head of Rostrud: the economy does not need bloggers, but machine operators and engineers]. Biznesonline (2021). (in Russian). https://www.business-gazeta.ru/news/505028. Accessed 25 Nov 2021 5. Snow, C.P.: The Two Cultures and the Scientific Revolution. Cambridge University Press, New York (1961) 6. Wittgenstein, L.: Tractatus Logico-Philosophicus (Logisch-philosophische Abhandlung). Side-by-side edition, London (2021) 7. Heidegger, M.: Vremya i bytie: Stat’i i vystupleniya: Per. s nem. Respublika, Moscow (1993) 8. Aerts, D., et al.: Worldviews: From fragmentation to integration. VUB Press, Brussels (1994) 9. Stenmark, M.: Worldviews studies. Relig. Stud. 1–19 (2021). https://doi.org/10.1017/S00344 12521000135 10. Arhipkin, V.G., Timofeev, V.P.: Estestvenno-nauchnaya kartina mira [Natural scientific worldview]. Krasnoyarskij gosudarstvennyj universitet, Krasnoyarsk (2002).(in Russian)

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11. Irzik, G., Nola, R.: Worldviews and their relation to science. Sci. Educ. 18(6), 729–745 (2009) 12. Vdovin, M.E., Habibulin, R.G.: Filosofskaya i nauchnaya kartina mira v nachale XXI veka [The philosophical and scientific picture of the world at the beginning of the twentyfirst century]. In: Materialy X Mezhdunarodnoj studencheskoj nauchnoj konferencii “Studencheskij nauchnyj forum” (2018). (in Russian). https://scienceforum.ru/2018/article/201 8003430. Accessed 25 Nov 2021 13. Maslihin, A.V.: Nauchnaya kartina mira [Scientific worldview]. Vestnik Marijskogo gosudarstvennogo universiteta 2, 5–9 (2008). (in Russian) 14. Corning, P.A.: The synergism hypothesis: on the concept of synergy and its role in the evolution of complex systems. Soc. Evol. Syst. 2(21), 133–172 (1998) 15. Gauch, H.G., Jr.: Science, worldviews and education. Sci. Educ. 18, 667–695 (2009) 16. Akopova, M.A.: Teoriya i metodologiya realizacii lichnostno-orientirovannogo podhoda v usloviyah vybora dopolnitel’nyh obrazovatel’nyh program [Theory and methodology for implementing a student-centered approach in the context of choosing additional educational programs]: diss....dokt. ped. nauk: 13.00.08. SPbGPU, St. Petersburg (2004). (in Russian) 17. Labrador™. https://labradorsystems.com. Accessed 25 Feb 2021

Formation of Professional Qualities of Future Multicultural Mediators Natalia A. Sukhova(B)

and Natalia A. Lebedeva

State University of Civil Aviation, Saint Petersburg 196210, Russia [email protected]

Abstract. Introduction. The purpose of the study is to create a professional standard of a multicultural mediator, define the ways of self-improvement and identify possible zones of failure based on the structure of professional self-consciousness and professional image, and describe the innovative education. Methodology: an analysis of scientific literature: papers, books, theses, professional websites and statistical methods of data processing, diagram interpretation of the innovative education. The innovative education was held at Herzen Pedagogical university in 2015. The survey and questionnaires were conducted among 26 third-year students – linguists and educators. The group of linguists was considered to be the experimental one, and the group of educators presented the control group. The innovative education lasted for one semester. The rates of the possession of professional qualities were checked using the innovative education. Results: zones of failure of professional activity and professional qualities were detected. It was proved that the obtained information can contribute to developing the personality of the multicultural mediator at the university. Conclusion: a recent research can be applied in multicultural pedagogical and multicultural psychological fields of knowledge. The ideas described in the paper might be used by teachers and lecturers of foreign languages, and in multicultural communication, culturology and professional psychology. The professional personality of the multicultural mediator was identified. The ways of forming of the multicultural mediator were checked and offered to teachers of the above subjects. Keywords: Multicultural mediator · Expert self-consciousness · Expert image · Qualities of multicultural mediators

1 Introduction At the time of globalization and constantly expending worldwide web, the importance of multicultural mediators increases, as reported by Almazova et al. [1], Arseniev et al. [2], Bylieva et al. [3, 4], Shipunova et al. [5]. The problem of multicultural mediators appeared in the 80s of the 20th century. Many Turkish residents have moved to Germany. Representatives of many countries sought to leave for United States. For the successful integration of expatriates, multicultural mediators are needed. Multicultural mediators are television presenters, teachers of foreign languages, translators, correspondents of newspapers and the television. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 478–486, 2022. https://doi.org/10.1007/978-3-031-11435-9_52

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Multicultural mediators study at universities of many countries of Europe and the American continent. Russia needs well educated experts in the field of multi culture. The pandemic of coronavirus changed the real face-to-face communication into communication through media environment. Mediators use different communication platforms – from Skype, Zoom to professional platforms. The purpose of the paper is to create the professional standard of the multicultural mediator, define the ways of self-improvement and identify possible zones of failure based on the structure of expert self-consciousness and expert image. Multicultural mediators are supposed to be connecting link of people of different nationalities in the field of expert, every day and high multiculture. Let us consider the term “multiculture”. The authors of the paper define multiculture as the material and spiritual values made by people of different nationalities and ennobling (making better) their lives. Teaching these values takes place in the socialization process, expressed in a human behaviour and determined by the laws of relationships in the world.

2 Literature Review The authors made a review of psychological, pedagogical, multicultural and linguistic literature. Let us describe the term “expert image” proposed by Kunz. The expert image is the human vision about the chosen profession and attitude to it. The expert image includes people’s ideas about norms, goals, and values of professional community; vision of experts, and their essential qualities; knowledge, subskills and skills, motives and intentions of an expert [6]. The first component of the expert image includes norms, goals, and values of a professional community. Norms and values of the professional community can be expressed using norms developed by Moosmueller [7] from Ludwig Maximilian University of Munich, the researcher of multicultural communication. In his opinion, multicultural mediators should know their work and their culture; understand that perception of reality has its borders; be patient, listen to the partner attentively, examine the situation and should not make decisions hastily; endure the uncertain conditions; be curious; be ready to cooperate with a business partner; understand that a multicultural mediator is not perfect and not always can avoid a mistake; be able to detach from the real communicative situation and consider it from metaperspective. Multicultural mediators have a specific “structure of expert self-consciousness”. According to Hin-Wai Yang [8], Enns and Shapovalova [9], the structure of expert self-consciousness includes understanding of affiliation to particular professional community; knowledge (not experience, i.e. to know many specific facts, terms), opinion on the degree of conformity to expert standards, on their position in the system of expert roles, the knowledge of people about their recognition degree in the professional group, understanding of their strengths and weaknesses, ways of self-improvement, possible zones of success and failure; self-image and ideas about their work. The goal of the professional community of multicultural mediators is to transfer the meaning of texts adequately, and to contribute to solving multicultural problems, be a tolerant mediator among representatives of different cultures.

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The second component of the expert image is the personality of experts and their essential professional qualities. The problem of forming personality traits was studied by many scientists: Allemann – Ghionda [10], Augusti-Panareda [11], Baker [12], Baltukaeva [13], Brownlie [14], Cameron and Morgan [15], Catarci [16], Cullingford [17], Deardoff [18], Gundara [19], Hunzicker [20], Kamaleeva [21], Kohler [22], Leontieva and Ababkova [23], Ma [24], Marchenko [25], Monroe and Martinez-Martie [26], Morgan [27], Piller [28], Portera and Grant [29], Poechhacker [30], Rubzova [31], Sani [32], and others. What kind of specialists does the employer need in the third millennium? Moosmueller wrote about the following professional qualities: tolerance, empathy, selfdistance, extroversion, ability to change the perspective. He also determined bad qualities of professionals: stubbornness, dependence on the authority [7]. According to the sociological survey, modern employees are ready to study and perfect their subskills and skills; they are able to think independently and solve different problems successfully; they have critical and creative thinking and rich vocabulary; they can solve complex problems, be independent of inspiration, manage emotions, find non-standard problem solutions, agree with the beliefs of others [33]. The authors of the paper suppose that multicultural mediators should be selfsufficient, mobile, initiative, have a broad horizon and rich vocabulary to speak foreign languages, understand the opinion of an opponent, be responsible for their behaviour, and realize the borders of their competence. The professional qualities of multicultural mediators were chosen according to their activities and data obtained from the scientific literature. The qualities of mediators described in “Intercultural Mediator Profile and Related Learning Outcomes” 2015 differ from the authors’ ones. For example, responsibility, transparency, self-control and the ability to endure the indefinite situations are introduced by the authors. Hunzicker [20] mentioned the teacher’s qualities: to be supportive, job-embedded, collaborative, progressive, and to have instructional focus. It would be appropriate to add the qualities of psychologists because multicultural mediators work with people: kindness, altruism and self-respect. Besides, psychological characteristics are very essential: a high level of development of the psychical process, stable psychical states, a high level of emotional and strongwilled qualities. Kunz [6] referred to psychoanalytic qualities: self-control, reflection, and self-criticism. Multicultural mediators who received education in the field of multicultural communication are able to deal with one problem for a long time, they possess enthusiasm, diligence, discipline, impartiality, general intelligence, perseverance, professional ambition, intellectual courage, intuition, methodology, commitment and accuracy. According to the research by Pecheransky [34], a modern specialist should have computational and design thinking, media literacy, and virtual collaboration. The authors studied the following qualities of multicultural mediators in their professional activity: tolerance, curiosity, transparency, initiative, the ability to accept criticism, respect for the views of other people, responsibility, self-control, self-reflection, the ability to endure uncertain situations. There are no publications about the methodology of the formation of professional qualities of future multicultural mediators selected by the authors.

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3 Methodology The methodology of the study is analysis of the scientific literature (papers, books, theses, professional websites), statistical methods of data processing, and diagram interpretation of the innovative education. The innovative education was held at Herzen Pedagogical University in 2015. The survey and questionnaire were conducted among 26 thirdyear students – linguists and educators. The group of linguists was considered to be the experimental one, and the group of educators presented the control group. The innovative education lasted for one semester. The rates of possession of expert qualities were checked through an innovative education. The authors made three tests: before, during and after the innovative education and compared the results. The development of professional qualities was checked through filling out the following table by students before the innovative education, in the process of it and after the recent study. The students were offered the following task: “Try to define the presence or lack of group mates’ professional qualities objectively: put “–” if the quality is absent and “ +” if the quality is present”. The formula applied to calculate the average rate of possession of a special quality by the student was as follows (13 students can appreciate only one quality but 13 times): R = 13 × 13 = 169

(1)

The rate of possession of the quality by the students of the whole group is equal to the arithmetic mean of all points of the students assigned to one quality multiplied by 100 and divided by 169. Rg = AmX 100 : 169,

(2)

where Rg is the rate of possession of one quality by the students of the group, Am is the arithmetic mean. The comparison of the developed professional qualities in students from the experimental and control groups is presented in Table 1. Table 1. Professional qualities of the students in the experimental and control groups before the innovative education. Tol.; Curiosity; Transparency; Init.;

The Respons.; Self-cont.; Self-refl.; The ability to ability Respect; to ed

c.g. 88% 70.4% 82%

62.7%

65%

62.1%

85.7%

86.3%

91.1%

76.3%

e.g. 69% 63.9% 60%

56%

75.1% 69.2%

66.2%

74.5%

73.9%

70.4%

The intermediate test was held during the innovative education. The students were asked to fill in similar questionnaires. The rate of possession of professional qualities by students from the experimental and control group is presented in Table 2.

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Table 2. Increase in the rate of possession of professional qualities by the students from the control and experimental groups during the innovative education. Tol.; Curiosity; Transparency; Init.;

The Respons.; Self-cont.; Self-refl.; The ability to ability Respect; to ed

c.g. 89% 81% 92%

73%

75.1% 80%

85.7%

91.7%

92.8%

81.6%

e.g. 85% 9.2% 79%

63%

78%

74.5%

84%

84.6%

75.7%

87%

4 Discussion Almost all indicators in the control group were higher as the students of the group had more lectures devoted to foreign language teaching. Also, they had more hours of pedagogical training. Two indicators in the experimental group were higher: respecting the views of other people and the ability to accept criticism. Qualities to be developed in the same group were as follows: initiative – 56.2%, tolerance – 60.9%, transparency – 63.9%, responsibility – 66.2%. In the authors’ opinion, such matching of qualities of students from both groups – initiative and transparency – should be developed. Many tasks were given to the students during the innovative education. Some of them are described below. The game “Pantomime” contributes to developing creative thinking, initiative and responsibility. The setting of the game is “Imagine that you are seeds, it rains, you grow, the wind blows, and you bend under the power of the wind”. Then the students play the game, and one of them takes the part of the host and continues the story about the plant: e.g. the sun shines and you grow up, fruit appear on your branches etc. Similar exercises were done at the beginning of the lesson to get friendly atmosphere. The students understood that they were responsible for holding the game and for creating a good mood. The quality “transparency” was partially realized through the game “My emotions during the first visit to German-speaking countries”. The students formed two circles, the teacher put on music, and the gamers moved in circles. Then the music stopped. The students in both circles standing opposite each other made a pair and were speaking about delight, disappointment, astonishment, shock and happiness as sincere as possible. The analysis of associative fields of stimulus identifying intolerant associates can promote development of the quality “tolerance”. Then the students were asked to do exercises related to behaviour situations. They were suggested to choose the answers and make analysis of their choice, e.g. 1. Will you correct mistakes of the foreigner speaking in Russian with you? a) No, I won’t, if the aim is not improving of grammar skills but communication; b) I’ll correct mistakes because they should speak competently. 2. Will you communicate to foreigner who learns Russian language in Russia? a) in Russian; b) in the native language of the foreigner if you know it, etc. The student performed all tasks without any difficulties. The authors decided to focus on the qualities “respecting the views of other people”, and “the ability to accept criticism” because they should be constantly developed. They

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were improved as the result of the introduction of such games as “Criticism” and “A Sight of Saint Petersburg” in the learning process. Let us discuss the game “Criticism”. The students worked in groups of two. They were given the task to criticize each other. They were offered to agree with the criticism in the following way: 1) asking for explanation – What do you mean? 2) with the help of describing – In other words, you mean… 3) with the help of resuming – Shortly speaking, you mean…, 4) using thanks – Thank you for criticism. The students learned to accept criticism. The students suffered severe emotional stress playing the game. At the beginning of the game, the students spoke out sharply about shortcomings of each other. Suddenly one of the students asked, “Do you want to break us up?” After that, the aim of the game was explained, and the above phrases were introduced for the second time. Then the game was held again. The purpose of the game was to learn to accept criticism, form the lower degree of ethnocentrism, and express criticism in a non-abusive manner. The quality “respecting the views of other people” was developed due to the gamepantomime “A Sight of Saint Petersburg”. The students divided into groups of five represented one of the sights of the Russian Northern Capital. The group-mates had to negotiate about a monument and the position of each student in the group. Successful activity is impossible in the absence of the respect of each other’s view in the collective. The authors presented some of the games, which were successfully used in the process of the innovative education. After the innovative education, the questionnaires were handed out to students of both groups. The change in professional qualities of the control group after the innovative education is presented in Table 3. Table 3. The rate of possession of professional qualities by the students from the experimental and control group after the innovative education. Tol.;

Curiosity; Transparency; Init.;

The The Self-cont.; Self-refl.; The ability to Respons.; ability Respect; to ed

e.g. 91.7% 88.8% 84%

88%

89.3% 91.7%

89.3%

91.7%

92.9%

86.9%

c.g. 90.5% 84.6% 93%

77.5%

78.6% 83.4%

88.1%

93.5%

94%

83.4%

The percentage ratio of possession of professional qualities by the students from the control group is higher. The professional qualities of the students from the experimental group have been developed due to the games. The proof of the increase in the rate is shown in the above tests. The qualities that required development changed. The rate of possession of the quality “transparency” increased by 24.9%, the rate of “initiative” increased by 31.9%, the rate of “responsibility” increased by 23.1%, the rate of tolerance increased by 23.1%, the rate” respecting the views of other people” increased by 22.5%, and the rate “the

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ability to accept criticism” increased by 14.2% in the experimental group. The latter rate was the smallest. The game “Criticism” helped attract attention of the students to the problem of positive attitude to criticism and contributed to increasing the rate of the above-mentioned quality. Thus, the rate of possession of professional qualities is higher in each quality, and it can be said that the games appear to be effective and relevant. The developed professional qualities could help to avoid the failure zones of multicultural mediators: 1) conflicts with colleagues (the reason of the conflicts can be mismatch of the specialist’s role behavior with the colleagues’ requirements) – non-compliance of ethical standards of the multicultural team; the main professional qualities in this situation are respect for the views of other people, ability to accept criticism, transparency, responsibility. 2. The situation when the goal is not achieved (the reason is the disparity between personality’s qualities and significant professional qualities, the wrong use of working methods and time management – the gap between theoretical knowledge and practical skills) – unique traits of a character. An important quality is responsibility. 3. Failure to break stereotypes of the representatives of multicultural communication – unique traits of a character – lack of tolerance.

5 Conclusion The authors identified the following qualities of multicultural mediators in their professional activity: tolerance, curiosity, transparency, initiative, the ability to accept criticism, respect for the views of other people, responsibility, self-control, self-reflection, the ability to endure the uncertain situations and media literacy. Many qualities have already been formed. These qualities guarantee mutual understanding in multicultural communication at the psychological level. Self-control and self-reflection are necessary to avoid mistakes in the process of multicultural communication. The findings of the study can be used in multicultural pedagogical and multicultural psychological fields of knowledge. The ideas described in the paper can be used by teachers and lecturers of foreign languages, multicultural communication, culturology and professional psychology. Thus, the standards, goals, and values of an expert and some failure zones in multicultural and professional component of multicultural communication have been identified.

References 1. Almazova, N., Barinova, D., Ipatov, O.: Forming of information culture with tools of electronic didactic materials. In: Katalinic, B. (ed.) Proceedings of the International DAAAM Symposium, pp. 0587–0593. DAAM International, Vienna (2018). https://doi.org/10.2507/ 29th.daaam.proceedings.085 2. Arseniev, D., Krasnoshchekov, V., Rud’, V., Switala, F., Chetiy, V.: Improving the quality of pre-master training of foreign students in the field of environment. IOP Conf. Ser. Earth Environ. Sci. 390(1), 012017 (2019). https://doi.org/10.1088/1755-1315/390/1/012017 3. Bylieva, D.S., Lobatyuk, V.V., Rubtsova, A.V.: Information and communication technologies as an active principle of social change. IOP Conf. Ser. Earth Environ. Sci. 337, 012054 (2019a). https://doi.org/10.1088/1755-1315/337/1/012054

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4. Bylieva, D., Lobatyuk, V., Safonova, A.: Online forums: communication model, categories of online communication regulation and norms of behavior. Humanit. Soc. Sci. Rev. 7(1), 332–340 (2019). https://doi.org/10.18510/hssr.2019.7138 5. Shipunova, O.D., Mureyko, L.V., Berezovskaya, I.P., Kolomeyzev, I.V., Serkova, V.A.: Cultural code in controlling stereotypes of mass consciousness. Eur. Res. Stud. J. XX(4B), 694–705 (2017) 6. Kunz, L.I.: Professionalnaya napravlennost kak factor formirovaniya obrasa buduschey professionalnoy deyatelnosti lichnosti [Professional orientation as the factor of forming the image of a future human professional activity] (Doctoral dissertation). Novosibirsk State Pedagogical University, Novosibirsk (2005). (in Russian) 7. Moosmueller, A.: Meshkulturnaya kompetentnost i etnozentrism [Intercultural competence and ethnocentrism]. In: Rot, Y.U., Kulikova, L.V. (eds.) Intercultural Communication: Research and Teaching Paradigms, pp. 52–63. Krasnoyarsk State Pedagogical University, Krasnoyarsk (2003). (in Russian) 8. Yang, B.H.-W.: Same assessment, different practice: professional consciousness as a determinant of teachers’ practice in a school-based assessment scheme. Assess. Educ. Principles Policy Pract. 9, 97–117 (2010). https://doi.org/10.1080/09695940220119210 9. Enns, E., Shapovalova, M.: Psycho-pedagogical model of students’ professional consciousness development. Procedia Soc. Behav. Sci. 214, 385–392 (2015). https://doi.org/10.1016/j. sbspro.2015.11.670 10. Allemann – Ghionda, C.: From intercultural education to the inclusion of diversity: theories and policies in Europe. In: Banks, J.A. (ed.) The Routledge International Companion to Multicultural Education, pp. 134–145. Routledge, London (2009) 11. Augusti-Panareda, J.: Cross-cultural brokering in the legal, institutional and normative domains: intercultural mediators managing immigration in Catalonia. Soc. Leg. Stud. 15(3), 409–433 (2006). https://doi.org/10.1177/0964663906066618 12. Baker, W.: Culture and Identity Through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication. De Gruyter Mouton, Berlin (2015). https://doi. org/10.1515/9781501502149 13. Baltukaeva, A.: Formation of the professional competence of the future specialists. Procedia Soc. Behav. Sci. 185, 141–145 (2015). https://doi.org/10.1016/j.sbspro.2015.03466 14. Brownlie, S.: Mediation through an intercultural communication lens. Mediation Theory Pract. 2(1), 54–68 (2017). https://doi.org/10.1558/mtp.32195 15. Cameron, B., Morgan, K.: Group projects: student perceptions of the relationship between social tasks and sense of community in online group work. Am. J. Distance Educ. 2(1), 20–33 (2009). https://doi.org/10.2080/08923640802664466 16. Catarci, M.: Intercultural mediation as a strategy to facilitate relations between the school and immigrant families. Revista Electronica Interuniversitaria de Formaciondel Profesorad 1(1), 127–140 (2016). https://doi.org/10.6018/reifop/19.1.244161 17. Cullingford, C.: Professional Development and Institutional Needs. Routledge, London (2017). https://doi.org/10.4324/9781315245966 18. Deardoff, D.K., Wit, H., Heyl, J.D., Adams, T. (eds.): The SAGE Handbook of International Higher Education. Intercultural Competence: An Emerging Focus in International Higher Education. A Publication of the Association of International Educational Administrators (2012). https://doi.org/10.4135/9781452218397.n16 19. Gundara, J.: Professorial Lecture. Intercultural Education. World on the Brink? Institute of Education, University of London, London (2003) 20. Hunzicker, J.: Characteristics of Effective Professional Development: A Checklist. Bradley University, Peoria (2010)

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21. Kamaleeva, A.: Expansion of professional competence of modern teacher in conditions of domestic professional education updating. In: SHS Web of Conferences, vol. 50, p. 01076 (2018). https://doi.org/10.1051/shsconf/20185001076 22. Kohler, M.: Teachers as Mediators in the Foreign Language Classroom. Multilingual Matters, Bristols (2015). https://doi.org/10.21832/9781783093076 23. Leontieva, V.L., Ababkova, M.Y.: Image of disciplines and university: a new approach to research. Eur. Proc. Soc. Behav. Sci. 51, 874–881 (2018). https://doi.org/10.15405/epsbs. 2018.12.02.94 24. Ma, H.K.: Behavioral competence as a positive youth development construct: a conceptual review. Sci. World J. 2012, 568272 (2012). https://doi.org/10.1100/2012/568272 25. Marchenko, V.: Formation of modern teacher’s professional image. Sci. Educ. 1, 120–125 (2016). https://doi.org/10.24195/2414-4665-2016-1-25 26. Monroe, K., Martinez-Marti, M.L.: Empathy, prejudice, and fostering tolerance. Polit. Sci. Polit. 41(04), 857–863 (2008). https://doi.org/10.1917/S1049096508081122 27. Morgan, J.: The Future of Work. Attract New Talent, Build Better Leaders, and Create a Competitive Organization. Wiley, New Jersey (2014) 28. Piller, I.: Becoming an Intercultural Mediator. Intercultural Communication. University Press, Edinburgh (2017) 29. Portera, A., Grant, C.A.: Intercultural Education and Competences. Cambridge Scholars Publishing, Cambridge (2017) 30. Poechhacker, F.: Interpreting as Mediation. Crossing Borders in Community. Interpreting Definitions and Dilemmas. John Benjamins Publishing Company Amsterdam, Philadelphia (2008). https://doi.org/10.1075/btl.76.02poc 31. Rubtsova, A.: Socio-linguistic innovations in education: productive implementation of intercultural communication. IOP Conf. Ser. Mater. Sci. Eng. 497, 012059 (2019). https://doi.org/ 10.1088/1757-899X/497/1/012059 32. Sani, S.: The profession and the roles of the intercultural mediator in Italy. Procedia– Soc. Behav. Sci. 191, 2546–254 (2015). https://doi.org/10.1016/j.sbspro.2015.04.286 33. World Economic Forum Annual Meeting Davos (2020). http://www.weforum.org/2020/ events. Accessed 12 Jan 2022 34. Pecheransky, I.P.: Future work skills 2020: zadachi dlya nepreryvnogo obrasovaniya [Future work skills 2020: Lifelong Education Goals]. Zhurnal nepreryvnogo obrasovaniya 21 vek 1(13) (2016). (in Russian). https://doi.org/10.15393/j5.art.2016.3046

Conflictological Competence of First-Year Technical Students as a Necessity of the Higher Engineering Education Sergey Luksha1(B)

and Elena Volodarskaya2

1 Institute for Family and Social Conflicts Studies “BISSC”, Saint Petersburg 195265,

Russian Federation [email protected] 2 Peter the Great Saint-Petersburg Polytechnic University, Saint Petersburg 195251, Russian Federation

Abstract. To build a career and adapt in a new team, a young specialist should have a certain level of conflictological competence which can be developed within educational process at the university. Conflictological specialist’s competence is their ability to make decisions in a real conflict situation and take steps to deal with it effectively. The paper describes the issues of insufficient using of educational possibility of academic disciplines which are aimed at developing the third higher education competence and the limited extent of their capabilities in developing the conflictological first-year student’s competence for effective social interaction and professional growth. The article analyzes the methods for developing the students’ conflictological competence. It outlines the necessity of establishing some assessment criteria to determine the level of conflictological competence development in all three stages of the research process. It introduces the methodology of teaching students through training courses. It describes monitoring methods of the research effectiveness by preliminary, periodic and final testing of the control and pilot groups. On the basis of the research, it is concluded that it is possible to increase effectively the level of conflictological competence of first-year students by implementing classes which include cycle training courses and triple monitoring of its result dynamics. Keywords: Conflictological competence · Conflict · Conflict situations · Training courses · Testing

1 Introduction To be able to build a career and adapt in a new team, a young professional should have a certain level of conflictological competence which can be developed within the educational process at university. The conflictological competence of a student is an ability to make decisions in a real conflict situation and take steps to deal with it effectively. Scientific and popular scientific literature, as well as publications in mass media, emphasize the constructive power of conflict, which is widely recognized by the international scientific community [1–4]. Today it is absolutely essential to form and develop © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 487–494, 2022. https://doi.org/10.1007/978-3-031-11435-9_53

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the conflictological competence among university students specializing in engineering so that they can successfully meet their everyday learning and industrial challenges given that a technical professional is involved into many activities that imply a high level of conflictogens [5]. However, engineers-to-be do not study Conflictology as an individual subject at university. Conflict resolution is an important part of the learning process of students specializing in various majors so future engineers should be no exception in this respect [2, 6]. As they start their professional activity, they go through a traineeship, adapt to their job responsibilities, take part in meetings and brainstorming, learn to argument their opinions and consider other people’s standpoints, which cannot be done effectively if they do not have conflict resolution skills [7, 8]. Despite its immense importance, conflictological competence is not to be obligatorily developed in the learning programs of future engineers and, as a result, the conflict resolution skills they end up with are rudimental.

2 Literature Review In 1994 the term conflictological competence was coined by a Russian social psychologist Petrovskaya, who was the founder of the theory and practice of social and psychological training [9]. She understood the term as a combination of knowledge about conflict, personal attitude to the matter of conflict, and skills in taking a wide range of effective operative and strategic actions in a particular conflict. Today researchers still lack a single position both in terms of the functional characteristics of conflictological competence, and in terms of the terminology as such. For example, Khasan defines conflictological competence as an ability of an individual to carry out activity aimed at minimizing the destructive forms of a real conflict combined with a skill to turn it to a socially positive direction. Elaborating on the matter, the author interprets conflictological competence as the awareness of a range of possible strategies the conflicting parties can use and their ability to contribute to a constructive impact in case of a conflict situation [10]. Furlong believes that conflictological competence is a subject’s capability of effectively facing challenges in a certain field of expertise, which, in our case, is the field of conflict resolution [6]. According to Zazykin, who was one of the first researchers to address the topic of conflictological competence at a conceptual level, this competence is a cognitiveregulatory system of an individual’s professional part that comprises of specialized skills and knowledge [11]. The topic of conflictological competence was further elaborated in the works by Mayer. The researcher considers it to be an information-regulatory subsystem of the professional competence of an individual, which is directly connected to the person’s ability to manage a conflict and resolve it in a constructive way [12, 13]. Australian scientist Eunson made an important contribution in the development of conflictology. He defined conflictological competence as professional awareness about possible scenarios the conflicting parties can choose so as to take actions to cooperate

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in case the conflict can be resolved in a constructive way in every particular situation of conflict interaction [14]. Learning about the attitudes and opinions in the works published by different scientists, we have defined our own concept of conflictological competence referring to a certain age group, such as teenage university students. We assume that the conflictological competence of teenage students embraces their abilities, skills and motivation for taking actions to prevent conflicts, minimize the destructive forms of a growing conflict, turn the conflict to a constructive direction, and perform the functions of a mediator in the course of the conflict in case there is real need for that.

3 Methodology So that the students of Peter the Great St. Petersburg Polytechnic University could gain their conflictological competence, which is a component of the third higher education competence “Capable of Social Interaction and Playing a Role in a Team” [15], we developed a course called “Conflict Resolution in Professional Activity”. Students do this course in the second and third semester within the Self-Development Module (Soft Skills). The module is a part of all basic educational programs of St. Petersburg Polytechnic University and aimed at helping future professionals acquire various higher education competences [16]. During classes the students acquire some knowledge about the key characteristics of conflicts and their nature and develop abilities and skills in applying this knowledge into practice. They analyze pre-conflict situations, both real and those simulated by the teachers, determine the types of conflicts, identify their causes, learn how to handle their emotions, and choose a behavioral style in a conflict that would be the best for its constructive resolution. As a result, the students gain skills necessary for behaving skillfully in conflicts, as well as preventing and managing conflicts. In order to develop their conflictological competence, first-year students of an engineering university have to go through some phases. The first phase is theoretical. Yesterday’s schoolchildren attend lectures to get an idea of the concept of conflict, its structural components, conflict-generating mechanisms, types of conflicts and their classification, conflict resolution methods, and possibilities of managing conflicts. The next phase is practical. The students learn how to control the scenarios of the conflicts simulated during practical classes and manage their own actions based on the gained theoretical knowledge. The third phase is behavioral. Taking part in real conflicts, the students shape their own behavior, aiming at resolving the conflict in a constructive manner functions of a mediator in the course of the conflict in case there is real need for that. The course is designed based on the results of a scientifically controlled experiment that was conducted by experts (teachers, psychologists and sociologists) of the Institute for family and social conflicts studies “BISSC”. The experiment was run in 2020–2021 in ten St. Petersburg Centers for Promoting Family Education. Its purpose was to increase the level of conflictological competence of the teenage students of the Centers for their effective social adaptation. The objectives of the experiment were:

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teach the students about the sources of conflict; teach the students about the mechanisms that cause conflicts, their types and kinds; teach the students about their behavioral strategies in conflict situations; teach the students about the algorithms they can use to prevent and resolve conflicts.

In order to achieve the goal and objectives of the experiment, the methodologists of the BISSC Institute developed a course on conflictological competence adapted for teenagers with a theory/practice ratio being 10/90. In their work, the BISSC teachers used trainings including active learning techniques, including work in a T-group, case studies, introspection, psychodrama, symbol-drama, brainstorming, and psycholinguistics. In order to evaluate the effectiveness of training, a questionnaire was developed. It was called “The Questionnaire for Determining the Level of Conflictological Competence Using Luksha’s Method”. The questionnaire was designed on the basis of the following techniques: – the Thomas-Kilmann Model for Dealing with Conflicts; – Ilyin and Kovalev’s Method for Determining Personal Aggression and Conflict Proneness; – Buss-Durkee Hostility Inventory [17]. The experiment could have only two results: positive in case of reduced conflict proneness of the teenagers, and negative if the above indicator either did not change or grew. In order to determine the reliability and effectiveness of the experiment, a negative type of scientific control was applied. The researchers thought that the education was not going to be effective in the following cases: 1. If the members of the experimental group did not show better survey results concerning conflict proneness. 2. If, in the course of learning and during midline and final surveys, the experimental group did not end up with the conflict proneness indicators that would be any different to those of the control group. The experiment was not aimed at reducing the level of aggression and the latter was considered exceptionally as a potential positive side effect.

4 Results and Discussion All the students of St. Petersburg Centers for Promoting Family Education aged 16 to 19 were divided into two groups: a control group and an experimental one. The training was organized by the teachers of the BISSC Institute, who used comic strips showing everyday conflict situations, as well as cartoons and movies. The conflict scenarios were constructed by the BISSC experts and students in turns. The frequency of classes was one class a week, the duration was 45 min, the number of classes was 36 (one credit unit).

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The surveys were conducted three times: the diagnostic control before the first class, the midline control after the 18th class and the final control after the end of the course. In order to understand the teenagers’ level of aggression and conflict proneness, we measured the following indicators: refusal to compromise, hot-temperedness, pushiness, vindictiveness, intolerance of a different opinion, stubbornness, touchiness, and suspiciousness. The final indicators included the level of positive and negative aggression and conflict proneness. These data were obtained by adding the results of the positions “pushiness” and “stubbornness” for the negative aggression indicator, and by the positions “intolerance of a different opinion” and “vindictiveness” for the positive aggression indicator. The level of conflict proneness was measured by adding the indicators such as refusal to compromise, hot-temperedness, touchiness, and suspiciousness. Finally, we obtained the following average data. The conflict proneness in the control and experimental groups at the beginning of the experiment was 4.88 points out of 10 (Fig. 1). The conflict proneness in the control group measured in the midline survey was 4.78 points. The conflict proneness in the experimental group measured in the midline survey was 3.76 points.

CONFLICT PRONENESS NEGATIVE AGGRESSION POSITIVE AGGRESSION SUSPICIOUSNESS TOUCHINESS STUBBORNNESS INTOLERANCE OF A DIFFERENT… VINDICTIVENESS PUSHINESS HOT TEMPEREDNESS REFUSAL TO COMPROMISE 1

4.88 4.82 4.89 4.72 5.31 4.79 4.75 4.88 4.98 4.68 4.81 2

3

4

5

6

Fig. 1. The average indicators of aggression and conflict proneness among the teenage students of St. Petersburg CPFE (control and experimental groups, diagnostic survey).

The conflict proneness in the control group measured in the final survey was 4.25 (Fig. 2).

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CONFLICT PRONENESS NEGATIVE AGGRESSION POSITIVE AGGRESSION SUSPICIOUSNESS TOUCHINESS STUBBORNNESS INTOLERANCE OF A DIFFERENT… VINDICTIVENESS PUSHINESS HOT TEMPEREDNESS REFUSAL TO COMPROMISE 0

3.27

1

2

4.25 4.14 3.80 4.42 4.33 4.12 4.16 4.32 4.12 4.11

3

4

5

Fig. 2. The average indicators of the aggression and conflict proneness among the teenage students of St. Petersburg CPFE (control group, final survey).

The conflict proneness in the experimental group measured in the final survey was 3.78 (Fig. 3).

CONFLICT PRONENESS NEGATIVE AGGRESSION POSITIVE AGGRESSION SUSPICIOUSNESS TOUCHINESS STUBBORNNESS INTOLERANCE OF A DIFFERENT… VINDICTIVENESS PUSHINESS HOT TEMPEREDNESS REFUSAL TO COMPROMISE 0

3.78 2.81 3.52 4.03 4.26 3.01 2.98 2.64 4.02 3.59 3.22 1

2

3

4

5

Fig. 3. The average indicators of aggression and conflict proneness among the teenage students of St. Petersburg CPFE (experimental group, final survey).

Thus, we can see that the experiment has been successful, since the results of the surveys show a lower level of conflict proneness among the teenage students who have done the course aimed at improving their conflictological competence. An unexpected positive outcome is observed in the control group too since the learners shared their knowledge with the members of this group.

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After doing the research we have defined our own concept of conflictological competence. We assume that the conflictological competence of teenage students embraces their abilities, skills and motivation for taking actions to prevent conflicts, minimize the destructive forms of a growing conflict, turn the conflict to a constructive direction, and perform the functions of a mediator in the course of the conflict in case there is real need for that. Thus, based on the results of our experiment conducted in St. Petersburg Centers for Promoting Family Education we concluded that trainings including active learning techniques, including work in a T-group, case studies, introspection, psychodrama, symbol-drama, brainstorming, and psycholinguistics have an effective impact on the development of conflictological competence.

5 Conclusion A primary objective of any university is to make students develop their hard and soft skills. We are sure that one of the most important skills is conflictological competence, which students need to gain in order to study successfully, adapt effectively in a team and build the basis for their career. It is needed for making correct decisions in real conflict situations and taking steps to resolve problems adequately. The above experiment has proven the effectiveness of the course designed for reducing the conflict proneness among older teenagers. The course “Conflict Resolution in Professional Activity” offers the methods for developing students’ conflictological competence, their characteristic features and possibilities of application in the educational process at the university. It explains the sociopedagogical conditions for effective course implementation: providing an intensive cycle of training courses designed for getting and assimilating knowledge and skills as well as developing skills of conflictological student’s competence, working out data portal with the placement of a knowledge base on resolving interpersonal, social and professional conflict situations. It introduces the methodology of teaching students through training courses. Thus, we can see that the course, which includes educational trainings based on comic strips, movie scenes, simulated situations and three-phased surveying, can be introduced into the educational process of a technical university so as to help first-year teenage students gain conflictological competence as an element of their professional expertise.

References 1. Ackermann, A.: The idea and practice of conflict prevention. J. Peace Res. 40(3), 339–347 (2003) 2. Coleman, P., Deutsch, M., Marcus, E.: The Handbook of Conflict Resolution: Theory and Practice, 1st edn. Jossey-Bass, San-Francisco (2014) 3. Raines, S.: Conflict Management for Managers: Resolving Workplace, Client and Policy Disputes, 1st edn. Jossey-Bass, San-Francisco (2013) 4. Whitfield, J.: Conflict in Construction, 1st edn. Wiley, Chichester (2012)

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5. Hazen, J.: Can peacekeepers be peacebuilders? Int. Peacekeep. 14(3), 32–338 (2007) 6. Furlong, G.: The Conflict Resolution Toolbox: Models & Maps for Analyzing, Diagnosing, and Resolving Conflict, 1st edn. Wiley, Mississauga (2005) 7. Runde, C., Flanagan, T.: Becoming a Conflict Competent Leader: How You and Your Organization Can Manage Conflict Effectively, 2nd edn. Jossey-Bass, San-Francisco (2014) 8. Carothers, T.: The end of the transition paradigm. J. Democr. 13(1), 5–21 (2002) 9. 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: Auer, M.E., Tsiatsos, T. (eds.) ICL 2018. AISC, vol. 917, pp. 44–53. Springer, Cham (2019). https://doi. org/10.1007/978-3-030-11935-5_5 10. Khasan, B., Yustus, T.: Mass and individual: organized conflict against spontaneity. J. Siberian Federal Univ. Humanit. Soc. Sci. 11(2), 233–242 (2018) 11. Zhuina, D., Zazykin, V., Maydokina, L.: Psychological-acmeological aspects of psychology of winning. Theory Pract. Phys. Cult. 4, 14 (2015) 12. Mayer, B.: The Dynamics of Conflict Resolution, 2nd edn. Jossey-Bass, San-Francisco (2000) 13. Mayer, B.: The Conflict Paradox: Seven Dilemmas at the Core of Disputes, 1st edn. JosseyBass, San-Francisco (2015) 14. Eunson, B.: Conflict Management, 1st edn. Wiley, Melbourn (2007) 15. Baranova, T., Mokhorov, D., Kobicheva, A., Tokareva, E.: The formation of students’ personality at Peter the Great St. Petersburg Polytechnic University: attitude to university and attitude to future profession. Eur. J. Contemp. Educ. 10(1), 173–186 (2021) 16. Ivanova, E., Polyakova, M., Abakumova, M.: Implementing a blended learning approach to foreign language teaching at SPbPU. In: International Scientific Conference “Digital Transformation on Manufacturing, Infrastructure and Service”, IOP Conference Series: Materials Science and Engineering, vol. 940, p. 012138 (2020). https://doi.org/10.1088/1757-899X/ 940/1/012138 17. Reynolds, C., Altmann, R., Allen, D.: Mastering Modern Psychological Testing: Theory and Methods, 2 edn. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-59455-8

Teaching English for Academic Writing: Citation Analysis Enhancing Intercultural Paradigm Oksana Anossova1,2(B) , Alla Minyar-Beloroucheva3 , Polina Sergienko3 Olga Vishnyakova3 , and Elizaveta Vishnyakova4

,

1 Peoples’ Friendship University of Russia (RUDN University), Moscow 117198, Russia

[email protected]

2 Moscow Institute of Physics and Technology, Dolgoprudny 141701, Russia 3 Lomonosov Moscow State University, Moscow 119991, Russia

[email protected] 4 Lev Tolstoy Tula State Pedagogical University, Tula 300025, Russia

Abstract. Teaching English for Scientific Purposes to Master students should start with understanding a number of issues including self-citation and selfplagiarism. Any type of citation analysis in the beginning of the Academic Writing Course demonstrates a mass of direct quotations from the sources used as a background for the research paper and students’ inability to embed quotations into the text via paraphrasing or appropriate in-text citation. Gradually, students’ reading for the research writing enhances, and the citation analysis of the papers shows a growth of students’ awareness and steadily moves towards the intercultural issues and students’ research potential development. Both qualitative and quantitative analyses allow to conclude that students’ Academic English acquisition is directly related to the number of borrowings with or without references to the source. Thus, discussions of the plagiarism cases increase students’ awareness of the problem. Methodology used for the analysis includes direct analysis of the first- and second-year Master students’ papers. Quantitative as well as qualitative analyses should reflect gradually growing students’ awareness of the issues. The prevailing number of borrowings without proper referencing to the source text at the beginning and an increasing number of in-text citations to the end of the studying process indicate the slow shift in the intercultural paradigm acquired via reading and analysing a number of the research papers in English both to extend students’ scientific discourse background and enhance the command of academic/scientific English. Keywords: Academic writing · Citation analysis · Discourse · English for specific purposes · University curriculum

1 Introduction A citation analysis is interpreted in the present paper in two ways: the narrow one concerns the immediate rules and regulations of the quotations directly or indirectly © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 495–503, 2022. https://doi.org/10.1007/978-3-031-11435-9_54

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presented in the student’s research text, i.e. referencing per se, and the broader one reflects the choice of the texts to be quoted and motifs, as well as, reasons influencing the choice. The first scientific papers chosen for the Academic English purposes are frequently bound to the research question that students undertake at the beginning of their research career as Master students. The scientific journal articles that Master students analyse become the first research papers they read and get acquainted with to study the IMRAD structure, reference formation rules, hedging and/or criticism issues or academic text writing as a process and product in general. While learning about the editorial board policies, plagiarism-free research process and research paper writing and publishing processes (the direct connection to the end-product) and training their Academic Writing skills, students attribute their selfevaluation, self-confidence and self-recognition to the quality of their research which, in its turn, should be approved and accepted by the academia and research communities, globally. The main purpose of the paper is to trace the students’ progress towards plagiarism awareness, proper understanding of the citation rules and scientific journal editorial policies, as well as prove that this awareness grows gradually with a decreasing number of improper borrowings in the students’ self-written texts, increasing number of regular academic words, collocations, expressions and phrases, improved referencing and citation punctuation. Among contemporary competences students should acquire, academic writing and research publishing become the most important ones for scientifically oriented students doing their research and conducting experiments to produce qualitatively new knowledge. Thus, academic writing bridges intercultural communication and scientific research, the latter is conveyed by and build with the conveniences, achievements and advantages of the former, and English as a lingua academica serves as a perfect instrument and means of the global communication. The cultural communication awareness reflected in the citation analysis is a result of the global processes intertwining with educational policies jointly leading to university education and research dissemination transformations.

2 Literature Review Teaching English for Academic/Scientific Purposes to Master students is connected with some citation bound issues. First, the question of literature or sources to be selected, primacy/recency of the research papers found on different publishing platforms (e.g. Mendeley, Elsevier, Springer, Clarivate Analytics) recommended by English for Academic Purposes instructors. Second, the appropriateness of the quotations to be used as a direct or paraphrased ones. Third, the citation rules and guidelines for research paper authors to be complied with. The next difficulty involves student’s ability or inability to embed a quotation into the text. One more problem is related to the references and lists of works cited formation. English language punctuation rules related to the quotation, paraphrasing and in-text citation should be practised alongside the whole course with every of the mentioned issues illustrating the citation rules [1, 2]. Any of the enlisted problems is noticed when students submit their first English texts or essays, before they prepare their first research paper in English for publishing. Assuming this, the course should cover the reference rules and plagiarism related issues primarily.

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Swales [3] well described his approach to the individual citation analysis and limited it within the Applied Linguistics leaving behind all the rest related fields of the Humanities. A certain accent Swales [3] and Cole and Cole [4] put on the individual citation, “high individual citation counts correlate well with other recognized indicators of quality such as prizes, election to learned societies, and capacity to obtain research grants” [3, p. 40]. Following Swales’s argumentation, we avoid any touch of the discourse analysis in the present paper due to the diversity of discourses the students’ texts in question belong to. As students train their academic skills, the citation assessment is regarded to be of the primary character. Bachelor students preparing academic presentations have to be aware of the references placed on the presentation slides, as discussed by Sergienko [5]. Master students writing their first research papers should show their primary acquisition of the Academic Writing basics, especially when students belong to STEM (science, technology, engineering and mathematics) rather than Humanities, as outlined by Anossova [6]. Academic papers reading harmonizes divergent individual perception of information and its acquisition, as related in the paper by Vishnyakova et al. [7], as well as stimulates the growing interest in “Precedence-setting tokens as linguoculturological and socially and culturally significant units” as put by Malyuga et al. [8, p. 65]. In other words, students’ progress in Academic English proves their intercultural communication skills and appropriate referencing and plagiarism avoidance. According to Koleva [9], a Bulgarian researcher from Trakia University, the intercultural paradigm is the basis of contemporary educational foreign language environment, “The intercultural competence is formed during education based on certain tactics of communication” [9, p. 242]. Thus, academic English courses become the foundation for the intercultural paradigm enhancement as academic English enables students from different scientific discourses to expand, publish and disseminate recent scientific achievements and share their own with the peers and experts around the world. The use of plagiarism controlling devices can deter the tendency to copy but may also foster anxiety about unintentional plagiarism. As such, teaching students to employ various corrective writing software (Grammarly, Reverso, WhiteSmoke, Language Tool, etc.), despite their imperfections, may help to alleviate some of these concerns, thus, mitigating both intentional and unintentional forms of plagiarism. However, a correlation between the use of such corrective software and a reduction in plagiarism detection scores was questioned by Lege [10]. Other experts considered some important problems of the Academic English teaching process, requiring further analysis, i.e. unintentional plagiarising, correction and editing tools improving students’ plagiarism awareness, as well as the STEM students confronting new concepts from the academic discourse [11, 12]. The relevance of the present paper subject is supported by many preceding papers discussing the necessity to teach students how to make references and avoid plagiarism [10, 13–15].

3 Methods and Approaches The total number of texts written by students comprises 568 texts collected within 2019– 2021 as the assignments given to students in the Academic English courses. The texts

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collected represent three stages of the course, the beginning stage (241 texts analysed), the middle stage (121 texts) and the ending stage (206 texts). At the beginning one of the assignments was to write a paragraph defining the Academic Style, some students used different Internet resources submitting their paragraphs on the subject without referencing to the source, some indicated the site but were unable to make a proper reference as they did not know the rules, some students did not use any transitional expressions. 241 texts written by the university Master students (B1/B2) at the beginning were analysed in terms of text writing, academic words employment, in-text citation or referencing. The academic language and text peculiarities were discussed before the assignment was given. Each academic English course duration at the universities varies from one semester to a year. The texts produced by students cover different issues, e.g., academic writing, plagiarism, academic speaking, critical thinking and, creativity, as well as some academic genres practised by students, e.g. annotated bibliographies, research essays, training research papers. The quantitative analysis reflected the number of in-text citations, direct quotations, paraphrasing or, plagiarised sentences and/or paragraphs in the students’ texts. The qualitative analysis proves students’ usage of English punctuation accompanying reference rules and in-text citation requirements as well as academic phraseology, scientific/academic English expressions, set-phrases and academic written patterns. Moreover, within half a year the students’ academic writing greatly improved, the progress was estimated with the increased number of academic English words used in the texts, with colloquial expressions avoided, growing number of introductory words and phrases used for linking and transitional purposes in the paragraphs, alongside with the better organised texts, fewer copy-paste repetitive sentences and phrases. The most important feature was the decreasing number of plagiarised texts. To present the main subjects of the curricula in short: Master students belonging to different universities, both STEM and Humanities discourses, study the Guidelines for Authors in the scientific journals at the beginning of the course. They learn different reference systems (the Alphabet-Number Reference System, Harvard System, American Psychologists Association Reference Format, Modern Language Association Reference Standard, Chicago Manual Style, Vancouver Style, Russian State Reference Standard, etc.). Besides, students learn about some useful tools facilitating the reference formation, e.g. EndNote, Mendely, ProQuest RefWorks, and Zotero. In the course students practise writing paragraphs on different subjects such as Academic Register, difference between Academic Writing and Speaking, plagiarism avoidance, writing process. One more point to be made in the Methodology section refers to the approaches to Academic English teaching employed in Moscow Institute of Physics and Technology (MIPT) and Engineering Academy in Peoples’ Friendship University of Russia (RUDN University). The types of the academic courses, their content and the approaches were thoroughly discussed in 2020 by Anossova [6], and therefore they are not repeated again.

4 Results and Discussion For the present analysis we collected 568 texts (as short as a paragraph and as long as a research paper section, though any of the sections exercised by students is shorter

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than a regular one due to educational purposes, e.g. Introduction or Results sections were limited to 300–350 words). Each of the selected texts was written in English for Academic English classes within 2019–2021 academic years by Master students at MIPT and RUDN University. Table 1. Analysis of students’ texts written at the beginning of the course. Number of the texts

Self-written texts/partially plagiarised texts

More than 50% of academic words in the text/colloquial words prevalence

Linking words/no linking words; academic register followed/academic register violated

Quotation indicated/no reference

241

104/137

106/135

97/144

65/176

The quantitative analysis in Table 1 shows that a majority of students are unaware of the linking/transitional words used for cohesion in case they created the texts themselves, others did not make any references to the texts they borrowed from the Internet though preferred preserving academic words and register of the borrowed text fragments. Some examples of the assignment on the subject illustrate the students’ attempts: “Academic English is a language that is acceptable to use in such academic texts as textbooks, scientific papers and public conference reports.” (borrowed by MIPT Master student, B2 CEFR). “English for academic purposes (EAP), commonly known as Academic English, entails training students, usually in a higher education setting, to use language appropriate for study.” (borrowed by RUDN University Master student, B2 CEFR). The students’ texts are presented anonymously to illustrate the results. Apparently, almost a half of the texts is borrowed and the borrowings are not acknowledged. Table 2. Analysis of students’ texts written in the middle of the course. Number of the texts

Texts writing/plagiarising

Academic/colloquial words

Linking words/no linking words

Quotation indicated/no reference

121

54/67

60/63

60/63

69/52

At the end of the second module, i.e. in the middle of the course, students wrote a paragraph comparing the difference between written and spoken academic texts or discussing the writing process. 121 texts out of 568 were taken for analysis of the students’ progress at the stage. The requirements involved academic writing features and academic language usage as obligatory. Almost half of students managed to do the task complying with the requirements. Students did not try to copy-paste any wellwritten English texts, instead they produced their own, and expressed their ideas more clearly. The results are summarised in Table 2. One of the best examples discussing the writing process is as follows: “The process of writing papers is considered tedious and

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time consuming by a part of the scientific community. However, it is an essential piece of research procedure.” (written by MIPT Master student, B2 CEFR). One more example illustrating student’s comprehension of the difference between written and spoken academic English is quoted, “In Written Academic English, passive or impersonal constructions are often used, and phrasal verbs are avoided. Written language often uses longer and less common vocabulary and complex structures” (written by a Master student from RUDN University, B2 CEFR). More than half of the texts followed the requirements and were highly evaluated, no plagiarism was traced in them, every necessary comment on grammar and vocabulary inconsistencies was duly discussed with students – authors. Table 3. Analysis of students’ texts written at the end of the course. Number of the texts

Texts writing/plagiarising

Academic/colloquial words

Linking words/no linking words

Quotation indicated/no reference

206

199/7

200/6

177/29

95/11

The third group of texts is represented by the research paper sections written by the Engineering Academy students at RUDN University and MIPT students. Each research paper section length was limited to 300–350 words and was assigned for the training purposes rather than for the research sake, though students treated the task seriously and their first drafts were very well written. Few students disregarded the academic writing features requirements. The number of the texts analysed at the final stage is 206 and the quantitative analysis is presented in Table 3. To illustrate the level of writing acquisition to the end of the course, one paragraph from the Introductory section written by a Master student (B2 CEFR) from MIPT is excerpted, the in-text citation details are omitted, “The proposed inversion method consists of the following steps. Firstly, the StyleGAN model was trained in accordance with configurations presented by Karras et al. This generative model parameterized the domain of faces providing a continuous mapping of latent variables into face images. Secondly, initial facial embeddings were projected into this latent space.” A quantitative analysis supports the findings of the qualitative one, a few words should be added in terms of qualitative results bound to Swales’s citation analysis when he stressed the most relevant citation analysis features, “it should be possible to develop a system, or more probably sets of systems, for categorizing citations so that their quality and weight can be properly accounted for < … > In addition, a more sophisticated set of categories would both reflect and illuminate ongoing work designed to establish a rationale of citing behaviour” [4, p. 3]. Responding to Swales analysis, we could characterize students’ works in the following way. First, no citation provided by the students under discussion could be characterized as negative or critical, as students learn different hedging approaches and ethical questions related to any negation or criticism for the sources analysed and discussed in their research papers. Second, every ‘named’ discovery or phenomenon diligently preserved by the researchers-beginners.

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Third, STEM students tend using in-text citations rather than the lengthy quoted periods of texts, discussing engineering or physical subjects. Fourth, almost never the problem with self-citation arises, as Master students make their first steps in the research realm. Once a student used previously published text without any reference to the self-cited fragment, and the case was discussed in favour of the obligatory rules for self-citation. Fifth, the content citation analysis was not conducted as the number of engineering, scholastic and scientific discourses the students belong to accounts for about 20 research directions. Qualitative and quantitative analyses are regarded as sufficient for the present paper results. Students are not well acquainted with the overall publishing requirements and merely start writing on academic and scientific subjects. Additionally, we avoided a bibliographical data analysis, as the students belong to scientific and engineering discourses. With Academic Writing courses students learn how to create or write an academic/scientific text in English rather than produce a research bound to a certain scientific discourse. One more point to be made refers to the regular number of direct quotations being different depending on the scientific or engineering research. Direct quoting found in the scientific papers is scarce due to the scientific text peculiarities, STEM students quote only the most fundamental principles and laws belonging to the coryphaeus of science as they prefer the language of digits and symbols; however, both direct and indirect quotations presented in the Humanities students’ texts are abundant due to the specificity of the discourses and stylistic reasons.

5 Conclusion STEM students used different patterns for in-text citations to support the relevance of their research subject; or they supported the research argumentation with in-text citations in the form of the previously discussed algorithms, formulae, DNA sequence chains, etc. Sometimes students resorted to the quotation or citation to compare or contrast their findings with the recently published ones by other researchers, as well as support the conclusions drawn and corresponding to some similar effect or experiment described or discussed before. The most important fact of the present research is that STEM students, who are less acquainted with intercultural communication issues and less experienced in academic English writing rules and regulations, to the end of the course willingly resorted to quotations and citations of different kinds, filling their research papers argumentation with supporting facts and figures from the papers chosen for the scientific text analysis, provided numerous examples of in-text citation, used academic clichés and phrases, followed the paragraph structure prescriptions both of the ascending, random or descending type, were versatile in using cohesion and coherence ‘devices’. Most of the students regarded their first research papers attempts both as a serious research issue and a communication tool addressed to the academia, experts and peers in the discourse they belong to. Considering the intercultural paradigm and language key role in the process of cognition, we should note that scientific research results preserved in the written form is a way to pass over the cultural and scientific heritage to the descending generations. In conclusion, we may state that Academic/Scientific English for Master students, especially

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for STEM Master students, enables them to discuss their scientific research both orally and in the written form. Moreover, any course on Academic/Scientific Writing merges linguistic and technical realms. While expanding scientific reading, while practising critical thinking both in Russian and in English, students learn to acknowledge other people’s research results, they learn how to follow intercultural communication rules and, thus, Academic/Scientific English enlarges their knowledge, broadens their horizons. Apparently, citation analysis of the Master students’ texts proves their intercultural communication enhancement.

References 1. Hirvela, A., Du, Q.: “Why am I paraphrasing?”: undergraduate ESL writers; engagement with source-based academic writing and reading. J. Engl. Acad. Purp. 12(2), 87–98 (2013). https:// doi.org/10.1016/j.jeap.2012.11.005 2. Marzec-Stawiarska, M.: A search for paraphrasing and plagiarism avoidance strategies in the context of writing from sources in a foreign language. In: Loranc-Paszylk, B. (ed.) Rethinking Directions and Language Learning and Teaching at University Level, pp. 115–135. Researchpublishing.net, Voillans (2019). https://doi.org/10.14705/rpnet.2019.31.894 3. Swales, J.: Citation analysis and discourse analysis. Appl. Linguist. 7(1), 39–56 (1986). https://doi.org/10.1093/applin/7.1.39 4. Cole, J., Cole, St.: Measuring the quality of sociological research: problems in the use of the Science Citation Index. Am. Sociologist 6, 23–29 (1971) 5. Sergienko, P., Minyar-Beloroucheva, A., Vishnyakova, O., Vishnyakova, E.: Academic conferences in professionally oriented language acquisition by public relations undergraduates. Amazonia Investiga 10(42), 69–79 (2021). https://doi.org/10.34069/AI/2021.42.06.7 6. Anossova, O.: Key factors in teaching English for academic/scientific purposes to nonlinguists. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 367–375. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-47415-7_39 7. Vishnyakova, O., Minyar-Beloroucheva, A., Sergienko, P., Vishnyakova, E.: Harmonizing different cognitive styles through reading. In: Proceedings of the 5th International e-Conference on Studies in Humanities and Social Sciences, pp. 17–30. Center for Open Access in Science, Belgrade (2020). https://doi.org/10.32591/coas.e-conf.05.02017v 8. Malyuga, E.N., Akopova, A.S.: Precedence-setting tokens: issues of classification and functional attribution. Train. Lang. Cult. 5(4), 65–76 (2021). https://doi.org/10.22363/2521-442X2021-5-4-65-76 9. Koleva, A.: The intercultural paradigm – basis of contemporary educational foreign language environment. Trakia J. Sci. 8, 240–242 (2010) 10. Lege, R.P.: Decreasing plagiarism in ESL college student writing with corrective software programs. Academia Lett. (2021). https://doi.org/10.20935/AL2108 11. Ryoo, J., Winkelmann, K.: Introduction. In: Ryoo, J., Winkelmann, K. (eds.) Innovative Learning Environments in STEM Higher Education. SS, pp. 1–16. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-58948-6_1 12. Shukla, A.: Plagiarism detection and avoidance consequences in academic world. J. Adv. Res. Libr. Inf. Sci. 04, 6–13 (2017). https://doi.org/10.24321/2395.2288.201706 13. Bali, K., Gangwar, N.: Plagiarism: awareness and avoidance. In: Manna, M.S. (ed.) Higher Education Faculty Career Orientation and Advancement, pp. 157–167. CEGR, New-Delhi (2017)

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14. Law, L., Ting, S.H., Jerome, C.: Cognitive dissonance in dealing with plagiarism in academic writing. Procedia. Soc. Behav. Sci. 97(6), 278–284 (2013) 15. Selemani, A., Chawinga, W.D., Dube, G.: Why do postgraduate students commit plagiarism? An empirical study. Int. J. Educ. Integr. 14(1), 1–15 (2018). https://doi.org/10.1007/s40979018-0029-6

Linguistic Studies

Manifestation of Phonetic Interference in the Speech of Students Learning German as a Second Foreign Language Marina Agafonova(B)

and Anna Starozhuk

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

Abstract. This article is aimed at investigating the impact of the phonetic system of a native language (L1) and the first foreign language (L2) on the pronunciation characteristics of vowels and consonants of the second foreign language (L3). The purpose of the study is to describe cases of phonetic interference in the oral speech of Russian–speaking students studying German as L3. 920 cases of vowel  sounds /a/, /O/, /*/ realizations and 587 realizations of consonant sounds /R/, / ts /,  / pf /, /ç/ in the speech of 4 students were studied. The undoubted influence of L2 on L3 was revealed, which manifests itself both in transference and interference. Thus, the vowel sound /O/ is pronounced correctly by all the speakers; the formant frequencies are close to F1 and F2 for German sounds (which is close to the values of English vowels), the vowel sounds /a/, /*/ are pronounced by three of the four speakers as English vowels /*/, /a:/, /2/. The most striking errors in the speech of speakers include the implementation of the English sound /r/ instead of the German /R/ in the middle of the word. Thus, when teaching L3, it is necessary to take into account the interfering influence of, not only a native language, but also L2. It is logical to rely on the knowledge, skills and abilities already acquired by students when learning their L2. However, special attention should be paid to the differences between the phonetic systems of L2 and L3, since there is a great risk of substitution of mismatched sounds. Keywords: Phonetic interference · Second foreign language · Formants · Acoustic analysis · The German language

1 Introduction The intensive development of globalization in all spheres of modern life is the reason for increasing contacts among peoples of various cultures and languages. The number of people who have mastered languages of international communication is constantly growing. Bilingualism, resulting from contacts between languages, is turning into a socially conditioned reality of our time [1]. In the modern world, knowledge of the English language is an integral part of life, since English contributes to intercultural communication © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 507–515, 2022. https://doi.org/10.1007/978-3-031-11435-9_55

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in various spheres and at different levels: from personal to official business communication. The perception of bilingualism has also changed: it can be said that knowledge of a native language and two foreign languages is accepted as the norm: the situation of multilingualism is becoming more and more frequent. The problem of teaching foreign languages in conditions of artificial (educational) bilingualism attracts the attention of a large number of researchers [1]. German language is widely spoken all over the world as a native language and as a second foreign language. The subject of this study is the interference pattern that arises due to the mutual influence of the systems of the Russian, English and German languages. By Weinreich interference we mean – cases of deviations from the norms of any of the languages that occur as a result of the possession of two or more languages, due to language contact [2]. Phonetic interference is associated with a study of phonetic systems’ interaction in a situation of language contact [3]. Any subsequently studied language reflects the influence of the previous language, or even the native language. The method of studying interference involves comparing the systems of languages that participate in the interference process, predicting areas of potential interference and obtaining a list of the potential forms of interference possible in a given contact situation by determining similarities or differences for each area of the language, that is, a typological comparison of language systems. At the same time, it should be taken into account that the greater the differences between systems is, the greater the problem of studying and the potential area of interference [4]. An important role in this is played by the typological similarity of the languages coming into contact, and the degree of their genetic kinship [3]. The result of interference is determined not only by the difference, but also by the similarity of languages [5]. The purpose of the work is to describe cases of phonetic interference in the speech of students studying German as a second foreign language, as well as to determine the degree of interference. The practical significance of this research is the possibility of applying the results obtained in the educational process when teaching foreign languages.

2 Literature Review Until the 1950s, interference was understood only as a negative influence of previously acquired skills on the acquisition of new ones [3]. The search for equivalents of those functional units of another language that have no correspondences in the primary system leads to the fact that distorted realizations appear in the speech of foreign speakers that are not known to either the primary or secondary systems. The degree of prevalence and frequency of normative implementations vary, and are determined by the level of proficiency in this language. As a result, the phonetic system of an individual has a kind of hybrid character. The result of interference is determined, not only by difference, but also by similarity, and therefore can be not only negative, but also positive. A negative result is an error that occurs primarily on the basis of physical similarity in perception. In this case, it is called the negative transfer. However, it is possible to “search” for a motor programme when no direct correspondences are found. Such an error can no longer be called a transfer [6]. Today’s interference studies are not only aimed at identifying differences, but also at searching for similarities in correlated languages [7–9]. As a

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consequence, it is proposed to distinguish interference (as deviations from the norm in bilingual speech, which create the impression of erroneous speech in the perception of a native speaker) [10] and transference (positive transference, positive interference), as a result of which, universal and general typological properties of languages come into effect that do not adversely affect the non-native speech of a bilingual [5]. Formally similar structures can be functionally different; they convey different meanings in languages. Both variants of implementation can be resolved by the system, which means they are similar in both languages, but from the point of view of the appropriateness of use in a certain context, the situations are different [11]. In the conditions of interference, the contradiction between the universal and the specific, between the similarities and differences inherent in the primary and secondary language systems, is manifested in a peculiar way [5]. This can lead to mistakes, and sometimes to misunderstandings [3]. A comparative analysis of phonetic systems in contact makes it possible to predict possible violations of the secondary phonetic system [12]. Phonological aspects of mastering a second foreign language is an urgent topic of research. Unlike the peculiarities of mastering the first foreign language, it is a more complex phenomenon. The question of whether the first foreign language has a dominant influence on the second foreign language remains controversial. Some studies prove the dominant influence of the native language on the phonetic characteristics of speech in a second foreign language. However, results are conflicting, and additional research is necessary [13]. Other studies note the leading role of the first foreign language [14–16]. The positive transfer of the English language when learning German is considered in works on linguistics and on teaching a foreign language [17–20]. The relevance of this study is a need for additional experiments, noted in the works of Repnikova, as this will help to create a balanced programme for teaching pronunciation in a second foreign language [21].

3 Methodology The object of this study is the phonetic features of speech in a second foreign language. The subject of the study is the acoustic characteristics of vowels and consonants. The methods of this study, due to the specifics of the goals and objectives set in this work, include auditory and acoustic analysis, as well as descriptive and comparative methods. The study was based on the material of speech of the 4th year students of the specializations “Linguistics” and “Industrial Management”. All the interviewed students have been studying German as part of the discipline “Second Foreign Language” for four years. This paper presents the results of four students’ speech study (hereinafter D1, D2, D3 and D4). The level of proficiency in the first foreign language (English) is B2 and C1 (B2: D1, D2; C1: D3, D4). The speakers were asked to read a text of approximately 3,000 symbols in German, and they were also given questions that had to be answered in real time to produce spontaneous speech. To implement this experiment, audio recordings of speech were studied. All the speakers were students studying German as a second foreign language. With the help of acoustic analysis of audio recordings, cases of phonetic interference in the students’ oral speech were described, and the degree of influence of the interfering language was also revealed.

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For spectral analysis of vowel sounds, the Praat computer programme was used, with the help of which spectrograms of vowel sounds /a/, /O/, /*/ were obtained and acoustic characteristics were analysed: the first (F1) and second (F2) formants were measured in Hertz. The data obtained was compared with the average value of vowel formants for three languages: German [22, 23], English [24] and Russian [25]. Errors and inaccuracies in the pronunciation of consonants were determined by the auditory method. 920 vowels /a/, /O/, /*/ in stressed syllables were analysed. Formant values in Hertz were obtained for each vowel. The frequency of F1 is associated with the rise of a vowel, but in the opposite proportion: the greater the rise and closeness, the less F1, and vice versa. The frequency of F2, in turn, is related to the advancement of the language: if a vowel is more in front of it, then its value is F2, and vice versa [26]. The data was entered into the protocols and statistically processed; the average values of F1 and F2 for each sound were obtained for all the speakers. The average values were compared with vowel formants of three languages. With the help of this comparative analysis, it was determined which language has a dominant influence on the realization of these vowels.

4 Results 4.1 Short Vowel // When pronouncing a short open German vowel /*/, the jaw is lowered more, the lips are less rounded and pushed forward, and the back of the tongue is less raised to the soft palate than when pronouncing a Russian vowel /u/. This phoneme in German has the following formant characteristics: F1 – 320 Hz, F2 – 800 Hz. In Russian, phoneme /u/ has the characteristics of F1 – 300 and F2 – 625. In English, the short phoneme /*/ has the characteristics of F1 – 380 and F2 – 940. After analysing 305 cases of realizations of this phoneme, the following average values of formant values can be given: D1 – 436.3; 1174.1; D2 – 420.5; 1214; D3 – 403.3; 1229.6; D4 – 338.5; 1210.9. Accordingly, it can be concluded that the short vowel /*/ is not realized correctly by any of the respondents. High values of the first formant show that the sound is more open and the values of the second formant show that the sound is more advanced. Comparing the data for the three languages, it can be argued that this sound is most similar to the English /*/, having average characteristics for F1 – 380, F2 – 940 (the maximum values of formants for the three languages). Thus, it can be argued that the German vowel /*/ is subject to phonetic interference from L2. C

4.2 Short Vowel / / When pronouncing a short open German /O/, the jaw is lowered more than when pronouncing a Russian /o/, the lips are not pushed forward and only slightly rounded, the tongue is less pulled back and the back of the tongue is less raised to the soft palate. This phoneme in German has the following formant characteristics: values for F1 and F2 – 500 Hz and 1000 Hz, respectively. In Russian, the phoneme /o/ values are 535 and 780, in English – 560 and 920. The average values of 180 implementations of this vowel for the speakers are the following: D1: F1 – 513.4; F2 –1118.9; D2: F1 – 420.5; F2 – 1214; D3: F1 – 490.6; F2 – 1076; D4: F1 – 528.9; F2 – 1282.3.

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It is worth noting that, in general, the value of formants is close to the pronunciation norm of the German language; however, we can note some inaccuracies: the first three speakers have a slightly lower value of F1, which leads to the conclusion that students pronounce the sound /O/ as a little more closed, so here we can trace a slight influence of L2 on L3, because the tense English sound /O:/ with a value of F1 – 480 allows us to make this conclusion. At the same time, the increased value of F2 allows us to conclude that the sound is more advanced. Despite this, in almost all possible cases, the speakers adhered to the values of German formants. 4.3 Short Vowel /a/ The short German /a/ is pronounced with a greater lowering of the lower jaw than the Russian /a/. The formant values are 1000 and 1400. In Russian, the phoneme /a/ values are 700 and 1080. Formant values of the English sound /a:/: F1 – 740; F2 – 1180 and for English /2/ F1 is 760 and F2 is 1320. The average values of the first and second formants for all possible cases pronounced by the speakers are: D1: 723.5 and 1508.3, respectively; D2: 819 and 1495; D3: 643.5 and 1144.8; D4: 730.6 and 1508.5. Based on this data, it can be concluded that phonetic interference affected the realization of this sound: the influence of L2 on L3 is noted. The second speaker has the most noticeable reproduction of the German sound /a/ with assimilation to the long English /a:/. In addition, the fourth speaker pronounces German vowels with formant values similar to another English sound, a mid-open central /2/. Thus, it is pronounced as a more open and advanced vowel, unlike the pronunciation norm of Russian. 4.4 Consonants The study examined cases of pronunciation of sounds that are absent in English and   Russian: affricates /pf/ and /ts/, fricative /ç/ and uvular sonant /R/.   Affricates /pf/ and /ts/ are implemented without distortion and substitution for similar sounds in all possible cases. The voiceless palatal fricative /ç/ was implemented in the speech of all speakers in 180 cases. There is no similar phoneme in Russian and English. All four speakers had the correct implementation of the sound according to the German pronunciation norm. The articulation of the uvular sonant /R/ is characterized by the vibrating tip of the tongue, which closes and opens the back of the tongue raised to the soft palate. It is worth noting here that this sound was not realized correctly in all cases. In many cases, the influence of L2 on L3 occurs. The phoneme /R/ can occur both at the beginning or middle of a word, and at the end. Approximately 350 realizations of the sound /R/ in the text read by the speakers, and in the answers to questions, were analysed. The conclusion was made as follows: the most correct pronunciation of this sound among speakers is at the beginning and at the end of the word. If we convert the output into numbers, then about 40% of cases of this sound are realized according to the German phonetic norm, the remaining 60% of cases are subject to phonetic interference. In the middle of a word, there is often a likeness to the English /r/, in which the tip of the tongue is raised to the back of the alveolar ridge, but the tongue remains motionless and does not vibrate.

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Thus, in the course of the study, it was concluded that the phenomenon of phonetic interference is observed in the realization of vowel sounds, as well as the consonant sound /R/. The interfering language in this case is English (L2). However, it can also be concluded that speakers who study German as a second foreign language speak close enough to the pronunciation norm of the German language.

5 Discussion In general, approximately 920 cases of realization of vowel sounds /a/, /O/, /*/ and 587   realizations of consonant sounds /pf/, /ts/, /ç/ and /R/ in the speech of all speakers were studied. Based on the conducted research, the following conclusions can be made: 1. The vowel sounds /O/ in all four speakers are implemented most correctly and the values of the formants are close to the values of F1 and F2 for German sounds. 2. The vowel sound /*/ is reproduced in three of the four speakers as English short /*/. The vowel sound /a/ is reproduced in three of the four speakers as English vowels /2/ and /a:/.   3. Consonant sounds /pf/, /ts/, /ç/ are realized most accurately and no serious errors have been identified. 4. The most striking errors in the speech of speakers include the implementation of the German sound /R/ in the middle of a word. Summing up, the hypothesis that during L3 German performance the Russian speakers with strong L2 English will tend to have a positive transfer of the English language was found to be true for advanced learners of German. On the whole, the results corroborated to a large extent of the previous research findings [17–20]. Therefore, further research is necessary to investigate the influence of L2 on L3 involving more participants with different L2 and L3 proficiency levels.

6 Conclusion The most striking example of phonetic interference in learning L2 is the consonant /R/, which is realized correctly at the beginning and end of words, but in the middle of words most often incorrectly, which also led to the conclusion about the phonetic influence of L2 on L3. All the other sounds studied were pronounced correctly by the speakers, or were very close to the pronunciation norm. After conducting an auditory and instrumental analysis of speech, the influence of the first foreign language on the second was revealed. The vowel sound /*/ is implemented most correctly and the values of the formants are close to the values of F1 and F2 for German vowels, but they are also close to the formants of English vowels. The results of this study will help to create a balanced programme for teaching pronunciation in the second foreign language. Taking this data into account will allow us to prevent mistakes in the future, reduce their number and thereby facilitate the learning process. From here we proceed to the main methodological conclusion that, when teaching the second language, it is logical to rely on the knowledge, skills and abilities acquired during the study of the first language, where methodological assistance can be implemented in comparing the pronunciation norms of the two languages. However,

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constant reference to the first foreign language and devoting a small amount of time to the peculiarities of the new language system, in this case, German, entails the intuitive substitution of some phonemes by students. Thus, it is worth concluding that phonetic interference is a complex process that affects the phonetic characteristics of vowels and consonants in the speech of a student of the second foreign language (L3), the phonetic systems of the native language (L1) and the first foreign language (L2) effect. Prospects for further research – the study of interference of the second foreign language in the speech of students at the suprasegmental level.

References 1. Dewaele, J.-M., Housen, A., Wei, L.: Bilingualism: Beyond basic principles. Multilingual matters, Clevedon (2003) 2. Vahromeeva, G. Je.: E‘volyuciya vzglyadov na problemu yazy‘kovoj interferencii [Evolution of views on the problem of linguistic interference]. In: Anis’kina, N. V. (ed.) Chelovek v informacionnom prostranstve. Sbornik nauchny‘x trudov [A person in the information space. Collection of works], pp. 19–25. Yaroslavl State Pedagogical University named after K.D. Ushinsky, Yaroslavl (2014). (in Russian) 3. Flege, J.E.: Language contact in bilingualism: Phonetic system interactions. In: Cole, J., Hualde, J. (eds.) Laboratory Phonology, pp. 353–381. Mouton de Gruyter, Berlin-New York (2007) 4. Shastri, P.D.: Communicative Approach to The Teaching of English as a Second Language. Himalaya Publishing House, Mumbai (2010) 5. Lyubimova, N.A.: Foneticheskaya interferenciya i obshhenie na nerodnom yazy‘ke (e‘ksperimental‘noe issledovanie na materiale finsko-russkogo dvuyazy‘chiya): dissertaciya na zvanie dokt. filol. nauk [Phonetic interference and communication in a non-native language (experimental study on the material of Finnish-Russian bilingualism): dissertation for the title of professor of philological sciences]. SPbU, SPb (1991). (in Russian) 6. Lyubimova, N.A.: Interferenciya zvukovy‘x sistem: mezh“yazy‘kovoj i vnutriyazy‘kovoj xarakter proyavleniya v situacii obshheniya «nositel‘ – ne nositel‘ dannogo yazy‘ka» [Interference of sound systems: the interlanguage and intralanguage nature of the manifestation in the situation of communication “a native speaker is not a native speaker of this language”]. In: Verbitskaya, L.A., Rogova, K.A., Popova, T.I. (eds.) Russkij yazy‘k i literatura v prostranstve mirovoj kul‘tury‘[Russian language and literature in the space of world culture], vol. 11, p. 173— 177. Nauka, Moscow (2015). (in Russian) 7. Benson, C.: Transfer. Cross-linguistic influence. ELT J. 56(1), 68–70 (2002) 8. Shherbakova, M.V.: Osobennosti obucheniya vtoromu inostrannomu yazy‘ku studentov yazy‘kovy‘x fakul‘tetov [Features of teaching a second foreign language to students of language faculties]. Vestnik VGU. Seriya lingvistika i mezhkul‘turnaya kommu-nikaciya (2), 85–88 (2003). (in Russian) 9. Kolesnichenko, M.A.: K voprosu ob interferencii i transferencii v teorii yazy‘kovy‘x kontaktov [On the issue of interference and transference in the theory of language contacts]. Yazy‘k i kul‘tura (9), 182–186 (2013). (in Russian) 10. Vishnevskaya, G.M.: Interferenciya i akcent (na materiale intonacionny‘x oshibok pri izuchenii nerodnogo yazy‘ka): dissertaciya na zvanie kandidata filologicheskix nauk [Based on the material of intonation errors in a non-native language: dissertation for the title of candidate of philological sciences]. SPbU, SPb (1993). (in Russian)

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11. Hirst, D.: Intonation Systems: A Survey of Twenty Languages. Cambridge University Press, Cambridge (1998) 12. Osadcha, E., Ponomaryova, L.: Development of the phonetic skills in German as the second foreign language on the basis of the English language. Int. Lett. Soc. Hum. Sci. 70, 62–69 (2016) 13. Llama, R., Cardoso, W.: Revisiting (Non-)Native influence in VOT production: insights from advanced L3 Spanish. Languages 3(30), 1–18 (2018) 14. Hammarberg, B., Hammarberg, B.: Re-setting the basis of articulation in the acquisition of new languages: A third-language case study. In: Hufeisen, B., Fouser, R. (eds.) Introductory readings in L3, pp. 74–85. Tübingen, Stauffenburg (2005). 15. Fernandes-Boechat, M. H., Siebeneicher Brito, K.: Speaking models: From Levelt’s monolingual to Williams & Hammarberg’s Polyglot. In: Rauber, A.S., Watkins, M.A., Baptista, B.O. (eds.) New Sounds: Proceedings of the fifth international symposium on the acquisition of second language speech, pp. 199–206. Federal University of Santa Catarina, Florianópolis (2008) 16. Wrembel, M.: L2-accented speech in L3 production. Int. J. Multilingualism 7(1), 75–90 (2010) 17. Saklakova, N.N.: Sovershenstvovanie foneticheskix navy‘kov studentov, izuchayushhix nemeczkij yazy‘k kak vtoroj inostranny‘j [Improving the phonetic skills of students studying German as a second foreign language]. In: Aktual‘ny‘e voprosy‘ sovremennoj lingvistiki: materialy‘ VIII Regional‘noj nauchno-prakticheskoj konferencii (s mezhdunarodny‘m uchastiem) «Inostranny‘e yazy‘ki v mezhkul‘turnom prostranstve: metody‘ issledovaniya i texnologii obucheniya», pp. 192–196. MGOU, Moscow (2021). (in Russian) 18. Atalaeva, N.-P.G.: Obuchenie proiznositel‘ny‘m navy‘kam vtorogo inostrannogo yazy‘ka v mnogoyazy‘chnoj auditorii: Dissertaciya na zvanie kandidata pedagogicheskix nauk [Teaching pronunciation skills of a second foreign language in a multilingual audience: dissertation for the title of candidate of pedagogical sciences]. PGLU, Pyatigorsk (2004). (in Russian) 19. Marx, N., Mehlhorn, G.: Pushing the positive: encouraging phonological transfer from L2 to L3. Int. J. Multilingualism 7(1), 4–18 (2010). https://doi.org/10.1080/14790710902972271 20. Lipi´nska, D.: Production of L3 vowels: is it possible to separate them from L1 and L2 sounds? Res. Lang. 13(1), 77–92 (2015). https://doi.org/10.1515/rela-2015-0011 21. Repnikova, L.N.: O specifike obucheniya fonetike v kurse vtorogo inostrannogo yazy‘ka [About the specifics of teaching phonetics in a second foreign language course]. Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta. Obrazovanie i pedagogicheskie nauki 4(743) (2016). https://cyberleninka.ru/article/n/o-spetsifike-obucheniya-fonetikev-kurse-vtorogo-inostrannogo-yazyka. Accessed 04 Aug 2021. (in Russian) 22. Sendlmeier, W., Seebode, J.: Formankarten des deutschen Vokalsystems. https://www. kw.tu-berlin.de/fileadmin/a01311100/Formantkarten_des_deutschen_Vokalsystems_01.pdf. Accessed 07 Jan 2022 23. Cherepanova, O.D.: Akusticheskij kontrastivny‘j analiz kak instrument lingvisticheskogo obespecheniya foneticheskix trenazherov (na materiale glasny‘x russkogo i nemeczkogo yazy‘kov) [Acoustic contrastive analysis as a tool for linguistic support of CAPT-systems (based on the Russian and German]. Vestnik Moskovskogo universiteta, Filologiya (4). (2019). https://cyberleninka.ru/article/n/akusticheskiy-kontrastivnyy-analiz-kak-instru ment-lingvisticheskogo-obespecheniya-foneticheskih-trenazherov-na-materiale-glasnyh. Accessed 10 Jan 2022. (in Russian). 24. Zsiga, E.: The Sounds of Language: An Introduction to Phonetics and Phonology (Linguistics in the World). Wiley-Blackwell, Oxford (2013)

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25. Bondarko, L.V., Verbiczkaya, L.A., Gordina, M.V.: Osnovy‘ obshhej fonetiki [Basics of General Phonetics]. Aka-demiya, Moscow (2004).(in Russian) 26. Kodzasov, S.V., Krivnova, O.F.: Obshhaya fonetika [General Phonetics]. RGGU, Moscow (2001).(in Russian)

Intensity Patterns for Chinese Syllables of Different Information Load (Based on Commercial and Social Radio Ads) Svetlana V. Androsova1

, Veronika G. Karavaeva2(B)

, and Zianwen Zhang1

1 Amur State University, Blagoveshchensk 675027, Russia 2 Moscow City University, Moscow 69121, Russia

[email protected]

Abstract. Intensity is a crucial parameter characterizing phonological units manifestation in any language and an important cue to oppose informative and uninformative utterance parts. This paper presents the results of an acoustic study of intensity patterns for syllables in Chinese commercial and social radio advertisement depending on the syllable’s information load. The material was recorded from 6 Mandarin Chinese speakers reading the ads from 5 Chinese radio stations. Measurements were performed in Praat. During the study, 3 factors were considered: advertisement type, information load, and gender. Five intensity manifestation patterns were discovered. The most frequent (51%) was intensity range vs intensity level when one parameter was higher on the informative syllable while the other – on the uninformative syllable. The pattern with both intensity range and intensity level higher either on informative or uninformative syllables accounted for 20% of all tokens being more frequent in commercial advertisement and in female speech. Other patterns were less frequent. Only in 4% there was no intensity difference. Higher intensity values were accompanied by increased duration in 52% of the syllables. These findings not only enhance our knowledge of speech mechanisms but give implications for teachers and learners at Engineering Departments involved in CLIL. For lectures, it is crucial to attract and keep audience attention, boost persuasiveness of orally reported engineering results. The obtained data give them a tool to skillfully manipulate prosodic parameters for achieving the purpose. Applying this tool is important for students acting as both recipients and speakers of Chinese for engineering purposes. Keywords: Advertising discourse · Information load · Intensity · Syllable · Acoustic cue

1 Introduction Intensity is a crucial parameter characterizing manifestation of both segmental and suprasegmental units of any language. It is argued to be an important acoustic cue to oppose: (i) tense and lax vowels that vary in the degree of articulators’ muscular tension © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 516–524, 2022. https://doi.org/10.1007/978-3-031-11435-9_56

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[1, 2] acoustically expressed by higher or lower intensity, though the major difference between them is in quality (see, e.g., [3–5], etc.); (ii) fortis and lenis consonants [6]; (iii) stressed and unstressed syllables in a word being one of the acoustic cues of lexical stress with varying relevance in different languages; (iv) informative and uninformative parts of the utterance (see, e.g., [7–10]). Moreover, intensity modulations were discovered to be a part of interlocutors’ convergence strategy during the conversation [11]. This paper aims to investigate intensity patterns depending on the information load. Researches on phonological units’ intensity depending on their information load are not abundant, very few of them are directly related to Chinese. However, the data obtained from languages other than Chinese might be useful for the experiment design for this study. The first to be mentioned are Cangemi & Baumann who covered the issues of linguistic prominence [12] which is closely connected with information load. The role of intensity in manifesting information load was examined for Russian [13], German [7] and English (American, Canadian, and Australian) [8–10], however, no clear correlation was found. Since English is typologically between phonemic and syllabic languages being closer to Chinese than any other phonemic language [14], literature review in this paper provides more data on this issue. For American English, it was found that there was no consistent contrast of intensity patterns for consonants [8]: only /s/, /t/, /m/, /w/ demonstrated intensity mean values increase on informative utterance parts (the Rheme), while others demonstrated intensity decrease. Comparing minimal and maximal values showed the same trend. Vowel intensity patterns were investigated on the material of Canadian [9] and Australian Englishes [10]. Intensity turned out generally higher on informative utterance parts, though the increase was not statistically significant. However, there was no increase for /æ/, /A/, /a*/. Australian vowel intensity showed weak correlation with informative load. Gender differences in intensity were addressed in several works with the obtained results showing the same controversy. For English, French and Steinberg reported higher intensity in male speech compared to female (3 dB difference) [15] claiming that it is physiologically determined. The result was later replicated by Lopez-Backstrom (4.37 dB difference) on 10 vowels pronounced by 10 females and 10 males from Northern Minnesota [16]. However, E. Koffi’s results for 11 English vowels run contrary to that [17]. For Korean [18], no significant gender difference was found for intensity patterns in spontaneous speaking, reading, and counting. Intensity patterns in Chinese were studied in respect to general voice quality perception. Although intensity can influence our speech perception, it is not considered a linguistic factor influencing the meaning of the utterance, therefore, its psychoacoustic aspect has not been studied enough [17]. The only work that examined the role of intensity in Chinese advertisements in this aspect was the one of Wang Yi and Lu Jia who discovered that the voice with mean intensity of 76 dB and maximums of 86 dB was perceived by the majority of listeners as lively, intellectual and exquisite. Meanwhile, the voice with average intensity of 73 dB and maximums of 85 dB was perceived as simple, open, magnetic, and full of energy [19]. According to [20], higher intensity speaks for lower benevolence and higher competence. The need to study commercial and social advertisement intensity patterns is determined by their potential to create a desired response to advertised products, services, social values, and behavior patterns.

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2 Material and Methods The ads from 5 Chinese radio stations were chosen for this study: “Autoradio” (交通广 播), “Longguang News” (龙广新闻), “City Life” (都市生活), “City Women” (都市女 性), “University Radio” (高校广播), some samples were taken from advertisement in the streets and trade centers. To avoid the effect of music, the selected ads were reread by 6 professional Mandarin Chinese speakers (3 males, 3 females, aged 24–28). The recordings were made in a sound-proof booth at Heihe Radio. The total of 59 commercial and 72 social ads comprised the corpus for the study (1-h total duration, 30 min for each of the 2 types, 5 min from each speaker for each advertisement type). The total of 11,290 syllables were realized by the speakers (4,617 syllables in social ads, 6,673 syllables in commercial ads). 1,249 syllables (611 from social and 638 from commercial ads) were selected for the acoustic study. The reason for selection was the syllable occurrence in both informative and uninformative utterance parts. The information load was determined by a group of 20 native Mandarin Chinese listeners who listened to the ads and marked each syllable as informative or uninformative. Syllables marked as informative by 60% of listeners or more were labeled as chosen (Ch), others were labeled as not chosen (N-Ch). Praat [21] was used for acoustic measurements: minimal, maximal and mean intensity values for 152 syllable groups from commercial ads (80 groups in male speech with 375 syllables and 72 groups in female speech with 263 syllables) and 147 syllable groups from social ads (71 groups in male speech with 305 syllables and 76 groups in female speech with 306 syllables). A syllable group included manifestations of one and the same syllable (with the same lexical tone) on Ch and N-Ch. Using Torsueva’s method of distinctive prosodic features derived from intensity variables [22], two relative features (RF) were suggested for the experiment – intensity range (the difference between maximal and minimal values) and intensity (mean intensity value for the syllable).

3 Results and Discussion 3.1 Results Gender Differences. As far as gender difference, our results replicate the ones of French and Steinberg [15] and Lopez-Backstrom [16] who reported higher intensity of male speech. On the whole (not considering the ads type), male syllables were by 3 dB more intensive than female syllables. In social ads, the difference reached 4 dB, while in commercial ads it was 3 dB. RF Patterns on Ch and N-Ch. 5 patterns of RF were identified on Ch and N-Ch: Pattern 1: intensity range (IR) vs intensity level (IL), meaning that one parameter was higher on Ch, while the other was higher on N-Ch; Pattern 2: IL, meaning that intensity level was higher either on Ch or on N-Ch, while IR was similar; Pattern 3: IR, meaning that intensity range was higher either on Ch or on N-Ch, while IL was similar; Pattern 4: IR + IL with both parameters higher either on Ch or N-Ch; Pattern 5: no difference in RF patterns on Ch and N-Ch.

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Pattern 1. The results show that Pattern 1 (IR vs IL) was the most frequent with 152 occurrences making 51% of the total amount of RF manifestations. From this, commercial ads account for 27% and social ads – for the remaining 24%. In female ads, this pattern was by 3% more frequent than in male ads. In commercial ads taken separately, there was only 1% gender difference for the pattern. In social ads taken separately, gender difference was a little bigger. Among all manifestations of the pattern, 2 sub-patterns were identified: A) Higher IR on Ch and higher IL on N-Ch sub-pattern accounted for 54% (30% in commercial ads and 24% in social ads); there was a noticeable gender difference – 10% more in female ads. In commercial and social ads taken separately, female preference for the sub-pattern was sustained. B) Higher IL on Ch and higher IR on N-Ch sub-pattern accounted for 46% (23% for each ads type); in this sub-pattern, there was almost no gender difference: 2% more in male ads. The difference increased to 3% in social ads, however, in commercial ads it was almost absent. Pattern 2. IL-pattern was ranked 3 accounting for 13% of the patterns (40 occurrences). 8% were identified in social ads, and 5% were identified in commercial ads. The same difference was in male ads vs female ads. This tendency was sustained in social and commercial ads taken separately. Among all manifestations of the pattern, 2 sub-patterns were identified: A) Higher IL on Ch than on N-Ch sub-pattern accounted for 53% (28% in commercial ads and 25% in social ads). Gender differences were evident: out of 53%, male ads accounted for 40%, while female ads accounted for 13%. In commercial and social ads taken separately, the tendency was sustained. B) Higher IL on N-Ch than on Ch sub-pattern accounted for 47% (33% for social ads and 14% for commercial ads). On the whole, gender difference was noticeable: in female ads it occurred more often than in male ads (9% difference). For the 2 ads types taken separately, in commercial ads there was no gender difference, while in social ads the sub-type occurred in female ads 9% more often than in male ads. Pattern 3. IR-pattern was ranked 4th and accounted for 12% of the patterns (36 occurrences). The pattern appeared 2% more often in social ads than in commercial ads, and it was 4% more frequent in male ads than in female ads. The latter tendency is sustained when social and commercial ads are taken separately. Among all manifestations of the pattern, in the majority of 64% IR was higher on Ch and lower on N-Ch (Sub-pattern A), with social ads accounting for 44% and commercial ads accounting for 20%. In 50% out of 64%, it occurred in male ads (the remaining part – in female ads), preserving the tendency for social and commercial ads taken separately. No manifestations of the sub-pattern were found in female commercial ads (vs 20% in male ads), while in social ads, male ads accounted for 30%, and female ads accounted for 14% of the sub-pattern.

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Cases when IR was lower on Ch and higher on N-Ch (Sub-pattern B) accounted for 36% out of all manifestations of the pattern. The sub-pattern was used 4% more often in commercial ads than in social ads. Out of 36%, more occurrences were found in female ads than in male ads (8% difference). The tendency is sustained in both ads types. Pattern 4. IR + IL was ranked 2nd accounting for 20% of the patterns (60 occurrences). It was more characteristic for commercial than social ads (4% difference) and was more often used by females than males (similar difference). Among all manifestations of the pattern, in the majority of 58%, both parameters were higher on Ch than on N-Ch (Sub-pattern A) with 38% found in commercial ads and 20% found in social ads. The sub-pattern was more characteristic for females than males (32% vs 26%). However, in social ads, no gender difference was, while in commercial ads it was more frequent with females than males (6% difference). Cases when both parameters were higher on N-Ch than on Ch (Sub-pattern B) accounted for 42% out of the pattern manifestations. The difference between commercial and social ads was small. As Sub-pattern A, Sub-pattern B was more characteristic for females than males (12% difference). The tendency was even better expressed in social ads (14% difference), while in commercial ads, there was almost no gender difference. Pattern 5. No intensity difference on Ch and N-Ch accounted for 4% of the patterns (11 occurrences). Among these occurrences, 55% were found in social ads and 45% were found in commercial ads. There was a large gender difference: 72% were identified in male ads, and only 28% were identified in female ads. In commercial and social ads taken separately, the tendency was sustained. Informative vs Uninformative Syllables. In further data processing, the total amount of cases with higher values on Ch and N-Ch was calculated separately (Fig. 1).

Fig. 1. Syllables with higher IL and/or IR depending on information load (number of occurrences is given as the bars’ height); FS – female social ads, FC – female commercial ads, MS – male social ads, MC – male commercial ads.

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According to Fig. 1, only in female social ads intensity parameters were higher on N-Ch. In other ads groups (female social ads, male ads both social and commercial), they were higher on Ch. Intensity and Duration Interaction on Ch and N-Ch. There was a clear correlation between IR and duration. Contrary to Kuznetsova who found inverse dependence between Chinese syllable duration and its intensity [23], in 52% of the examined syllables from our material, IR increase was accompanied by duration increase. This technique was used on both Ch and N-Ch, however on Ch, it occurred considerably more often than on N-Ch (26% difference). When Ch syllables received that prosodic prominence, the same N-Ch syllables could be marked only by IL increase (51%) or both IR and IL were lower (49%). Differences between male and female ads were also found (10% more in female ads), as well as between social and commercial ads (6% more in commercial ads).

3.2 Discussion As can be seen from the data, besides consistent gender difference in intensity, there is even a bigger difference determined by the ads type. The data on the 5 patterns and their sub-patterns show the following. For Pattern 1, Sub-pattern A was more frequent in commercial ads and more often exploited by females. Sub-pattern B was the same frequent in both ads types, demonstrated little gender difference in social ads (3% higher in male ads) and no gender difference in commercial ads. For Pattern 2, Sub-pattern A, compared to Sub-pattern B, was 6% more frequent on Ch than on N-Ch, and it was also 27% more frequent in male ads (by 15% in commercial and by 12% in social) than in female ads. In commercial ads, no gender difference was found for Sub-pattern B, while in social ads it occurred more often (by 9%) in female ads than in male ads. Both sub-patterns appeared in social ads more often. If we zoom in Pattern 3, Sub-pattern A was definitely more preferable (i) on Ch, (ii) with males, (iii) in commercial ads, while Sub-pattern B more often appeared on (i) N-Ch, (ii) with females, (iii) in social ads. Concerning Pattern 4, on the whole, Sub-pattern A occurrence was 16% higher on Ch than Sub-pattern B. Gender difference was expressed for both patterns but was twice higher for Sub-pattern B. Women used Sub-pattern A more often in commercial ads and Sub-pattern B – in social ads. The fact that Pattern 5 – no difference in intensity – occurred very rarely disagrees with the idea of its little or no role in expressing information load (e.g., in terms of new/given information as in Ouyang and Kaiser [24]). But it is consistent with the results obtained by Hsu and Xu [25] about multi-dimensional strategy to express information packaging, where intensity is an integral part. However, this RF was exploited mostly by male speakers and was quite rare with female speakers. Looking at the intensity parameters on the whole, it can be seen that male speakers chose the same strategy to increase either IR and/or IL on Ch in both types of ads, while females used different strategies depending on the ads type. In commercial ads, their

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strategy replicated that of males, however, in social ads, they used the reverse strategy of decreasing either IR or IL on Ch. This result supports the findings of Weise et al., [13] about higher intensity associated with higher competence but lower benevolence: our male subjects might have preferred to sound competent all the time, while the female subjects might have appealed to more maneuvering and tried to sound more delicate or compassionate when they mentioned social problems in the ads. With the data on intensity and duration interaction on Ch and N-Ch, it can be assumed that combining IR and duration increase is an effective strategy to highlight informative utterance parts more often used by females and in social ads. Compensation mechanism was also noticed: if IR and duration were higher on N-Ch, then the same Ch syllables in 71% were characterized by higher IL.

4 Conclusion This study aimed to investigate 2 intensity-based relative features – intensity range (IR) and intensity level (IL) – in Chinese oral advertisements depending on 3 factors: (i) advertisement type, (ii) information load, and (iii) gender. As a result, 5 intensity manifestation patterns were discovered. Rank 1 pattern was IR vs IL that showed little ads-type and gender difference, with Sub-pattern A being by 8% more frequent and a little more sensitive to ads type and gender than Sub-pattern B. Rank 2 pattern was IR+IL showing 4% higher occurrence in commercial ads and 4% higher female preference being 16% higher for informative syllables (Ch) than for uninformative syllables (N-Ch). ILpattern (Rank 3) showed 3% higher occurrence in social ads and with male speakers being 6% more frequent on Ch compared to N-Ch. IR-pattern (Rank 4) replicated the tendency of IL-pattern with smaller difference on Factors 1, 3 and bigger difference on Factor 2. Pattern 5 accounted only for 4% of the patterns. Higher intensity was accompanied by increased duration in more than a half of the syllables, contrary to Kuznetsova’s result. This implies that intensity in our material was less sensitive to genre and gender and more sensitive to information load. These findings, first, enhance our knowledge of speech mechanisms depending on different factors. Secondly, they give implications for teachers and learners at Engineering Departments involved in CLIL. For lectures, it is crucial to attract and keep audience attention, boost persuasiveness of orally reported engineering results as well as speak about challenging issues in a prosodically more suitable way. The obtained data provide a tool to skillfully manipulate prosodic parameters for achieving the purpose. Applying this tool is important for students acting as both recipients and speakers of Chinese for engineering purposes. General recommendation for learners of Chinese as L2 that arises from our results is to use higher intensity to show competence, and not to use this pattern while touching upon controversial issues. This study has limitations. First, more speakers with more ads samples should be involved. Second, as far as only one genre was taken for analysis, we can hardly say whether the results for other genres would be similar, therefore, more genres should be addressed. Finally, more should be done in terms of intensity interaction with other prosodic parameters, particularly, interaction with pitch has to be addressed.

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References 1. Fischer-Jorgensen, E.: Some basic vowel features, their articulatory correlates, and their explanatory power in phonology. In: Fromkin, V. (ed.) Phonetic Linguistics: Essays in Honor of Peter Ladefoged, pp. 79–99. Academic Press, Orlando (1985) 2. Yavas, M.: Applied English Phonology, 2nd edn. Wiley-Blackwell, Oxford (2011) 3. Jones, D.: An Outline of English Phonetics. G. E. Stechert & Co, New York (1922) 4. Pinker, S.: The Language Instinct. The New Science of Language and mind. w. Morrow and Co, New York (1994) 5. Kondaurova, M.V., Francis, A.L.: The relation between native allophonic experience with vowel duration and perception of the English tense/lax vowel contrast by Spanish and Russian listeners. Acoust. Soc. Am. 124(6), 3959–3971 (2008) 6. Jacobson, R., Fant, C.G.M., Halle, M.: Preliminaries to Speech Analysis The Distinctive Features and their Correlates. The MIT Press, Massachusetts (1969) 7. Guseva, S.I.: Kommunikativnaya perspektiva vyskazyvaniya i realizatsiya segmentnykh edinits (eksperimental’no-foneticheskoe issledovanie na materiale nemetskogo yazyka) [Communicative perspective of the utterance and segmental units manifestation (Phonetic research based on German)]: Doctoral in Philological sci dis. St. Petersburg State University, St. Petersburg (2001). (in Russian) 8. Androsova, S.V.: Realizatsiya soglasnykh amerikanskogo varianta angliyskogo yazyka v informatsionnoy strukture spontannogo monologicheskogo vyskazyvaniya [American English consonants in the informational structure of the utterance]. In: Guseva, S.I. (ed.) Realizatsiya foneticheskikh edinits v informatsionnoy strukture vyskazyvaniya [Phonetic units in the informational structure of the utterrance], pp. 12–63. Amur State University Press, Blagoveshchensk (2006). (in Russian) 9. Morozova, O.N.: Realizatsiya glasnykh kanadskogo varianta angliyskogo yazyka [Canadian English vowel patterns]. In: Guseva, S.I. (ed.) Realizatsiya foneticheskikh edinits v informatsionnoy strukture vyskazyvaniya [Phonetic units in the informational structure of the utterrance], pp. 160–179. Amur State University Press, Blagoveshchensk (2006). (in Russian) 10. Gnatyuk, E.V., Shuyskaya, T.V.: Akusticheskie kharakteristiki segmentov kak signaly granits tematicheskikh i rematicheskikh uchastkov vyskazyvaniya [Acoustic features of segments within theme and rheme stretches in spontaneous speech]. Vestnik IGLU [Vestnik of Irkutsk State Linguistic University] 4(12), 84–91 (2010). (In Russian) 11. Gorbyleva, A.V.: Prosodic convergence as a result of speakers’ interaction in spontaneous dialogue. Theoret. Appl. Linguist. 5(3), 41–52 (2019). (in Russian) 12. Cangemi, F., Baumann, S.: Integrating phonetics and phonology in the study of linguistic prominence. J. Phon. 81, 1–6 (2020) 13. Svetozarova, N.D.: Prosodicheskaya organizatsiya vyskazyvaniya i intonatsionnaya sistema yazyka [Utterance prosodic patterns and intonation system of the language]: Doctoral in Philological sci. diss. Leningrad State University, Leningrad (1983). (in Russian) 14. Brodovich, O.I.: English in the Continuum of Phonemic-Nonphonemic (Syllabic) languages: a rethink of an earlier proposal. J. Siberian Federal Univ. Hum. Soc. Sci. 3(10), 317–324 (2017) 15. French, N.R., Steinberg, J.C.: Factors governing the intelligibility of speech sounds. J. Acoust. Soc. Am. 19(1), 90–119 (1974) 16. Lopez-Backstrom, M.: An acoustic phonetic analysis of Northern Minnesota English Vowel Spaces. MA thesis. St. Cloud State University, MN (2018) 17. Koffi, E.: A Comprehensive Review of Intensity and Its Linguistic Applications. Linguistic Portfolios 9(1) (2020). https://repository.stcloudstate.edu/stcloud_ling/vol9/iss1/2. Accessed 17 Feb 2021

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18. Lee, M.-K.: Variance characteristics of speaking fundamental frequency and vocal intensity depending on utterance conditions. Phonet. Speech Sci. Korean Soc. Speech Sci. 4(1), 111– 118 (2012). https://doi.org/10.13064/ksss.2012.4.1.111 19. Wang, Y., Liu, J.: 王 毅, 刘 钾. Pei yin yan yuan de sheng yin dui guang gao xiao guo de ying xiang yan jiu – Dui fei jie gou hua yin pin shu ju de jie du 配音演员的声音对广告效果的影 响研究-对非结构化音频数据的解读. Zhongyang cai jing da xue xue bao, Beijing (2018). (in Chinese) 20. Weiss, B., Trouvain, J., Barkat-Defradas, M., Ohala, J.J. (eds.): Voice Attractiveness. PPP, Springer, Singapore (2021). https://doi.org/10.1007/978-981-15-6627-1 21. Boersma, P., Weenink, D.: Praat: Doing phonetics by computer (Version 5.4.15) [Computer Program]. https://www.fon.hum.uva.nl/praat. Accessed 07 Jun 2016 22. Torsueva, I.G.: Intonatsiya i smysl vyskazyvaniya [Intonation and utterance meaning]. LIBROKOM, Moscow (2009).(in Russian) 23. Kuznetsova, L.A.: Sopostavlenie prosodii dvuslozhnogo slova v russkom i kitayskom yazykakh [Comparison of disyllabic words prosody in Russian and Chinese languages]. Vestnik RUDN. Seriya Lingvistika [Russian Journal of Linguistics] 4, 102–108 (2013). (in Russian) 24. Ouyang, I., Kaiser, E.: Prosody and information structure in a tone language: an investigation of Mandarin Chinese. Lang. Cogn. Neurosci. 30(1–2), 57–72 (2015). https://doi.org/10.1080/ 01690965.2013.805795 25. Hsu, Y.-Y., Xu, A.: Focus acoustics in mandarin nominals. In: Proceedings of the INTERSPEECH 2017 Conference, pp. 3231–3235. ISCA, Stockholm (2017). http://dx.doi.org/10. 21437/Interspeech.2017-1167

Characteristics of Scientific and Technical Texts in the Engineering Field of Modern English Liubov A. Goncharova1(B)

, Zoya V. Fedorinova1

, and Faina L. Kositskaya2

1 Tomsk Polytechnic University, Tomsk 634050, Russian Federation

[email protected], [email protected]

2 Tomsk State Pedagogical University, Tomsk 634050, Russian Federation

[email protected]

Abstract. The article is aimed at studying the features of engineering terminology in scientific and technical texts in the field of Electrical Engineering. The relevance of the research is determined by the growing popularity of engineering discourse due to the continuous development of engineering technologies and international collaboration. The result of this process is the constantly updated composition of engineering terms in the modern English language, requiring detailed study and comprehension. The main method for studying lexical units in the present article is thematic analysis of terminology related to Electrical Engineering. This method gives the possibility to discover the peculiarities of the definite research area and distinguish common features of researched contexts. The main sources of the article are scientific and technical texts in English that are defined as original materials combining characteristics of scientific and technical functional styles (coherence, structural properties, integrity, modality, and functional and semantic style). The documentary method of data collection was used to analyze the regular documentation: patents, instructions, standards, articles, reference materials. Such documentation is of interest to a limited circle of people, has an average volume, a conventional structure, and a system of links and output data. According to the findings of the research, these texts possess definite characteristics: stylistic, compositional, structural, grammatical-syntactic and lexical features. The results of the research are supposed to be useful to apply for linguists, teachers and students who can be related to the technical terminology in Electrical Engineering. Keywords: Scientific and technical texts · Engineering terminology · Semantic features · Lexical features · Lexical and semantic analysis

1 Introduction The study of engineering terminology is especially interesting and important in view of the continuous development and enrichment of engineering knowledge, including the field of international cooperation. The consequence of these processes is the constant updating of the content of terms, which, of course, is of particular importance in various types of discourses, involving engineering area. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 525–532, 2022. https://doi.org/10.1007/978-3-031-11435-9_57

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The complexity of texts, terminology, and exactingness to accuracy – all this forms the specifics and features of scientific and technical texts, where an important factor is not only the ability to understand the presented material, but also to translate it into the required language. For example, a scientific and technical text in Chinese will differ from a similar text in German. Accordingly, there are a number of problems with the selection of the proper vocabulary when translating from Russian into English and vice versa. Scientific and technical texts reveal a number of lexical features. The most typical is the saturation of the text with terms and terminological phrases, as well as the presence of lexical constructions and abbreviations. In such literature, a special place is occupied by texts that are focused not so much on native speakers of a certain language, but on representatives of a certain professional group with certain extra linguistic knowledge [1]. A term in our research is understood as a phrase that conveys the name of a precisely defined concept related to a particular field of science or technology. The terms can be the words that are used in a very narrow meaning, as well as those that are widely presented in the professional context. For example, lexical units as coercivity, keraumophone, klystron, and microsyn are a well-established practice in texts on electronics; they are difficult to meet outside of scientific and technical materials. Terminological vocabulary makes it possible to present the content of a given subject and provides a correct understanding of the issue being treated in an accurate way. In specialized literature, terms carry the main semantic load, occupying the main place among other general literary and compound words [2, 3]. Special vocabulary includes various derivatives of terms, words that are used to describe connections and relationships between terminological designated concepts and objects, their properties and features, as well as a number of popular words that are used in strictly defined combinations and thus specialized. Such vocabulary usually cannot be found in terminological dictionaries, its meanings are not given in scientific definitions, but it is no less important characteristic of the scientific and technical style than terms. In English texts on Electrical Engineering, this phenomenon can be presented in such examples as: the voltage is applied, the magnetic field is set up, the switch is closed, etc. Compliance with the norms of the use of special vocabulary sets is a special task for interpreters when creating the text of the translation [4]. The scientific style reflects the mental activity of a scientist who is investigating a problem. It should be noted that this style has its own specifics in terms of the choice of vocabulary, syntactic structures and word compatibility. Thus, lexical composition that best reflects all the changes, innovations and realities taking place in a particular field of knowledge has a special role in our study. In this regard, the research is aimed at studying the common features and characteristics of scientific and technical contexts that define the meaning and sense of the material. A special role in the scientific literature in this matter is given to stylistic features. Among the studies focused on studying engineering scientific and technical texts in the direction of the Electric Power Industry, we single out several authors. The etymological analysis of the special units of the lexico-semantic field “intelligent energy systems”, carried out by E.Ya. Sokolova, confirms the fact that scientific and technical texts in this area exhibit a homogeneous linguistic structure and hybridization

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of vocabulary, which is explained by the external influence of other languages due to the presence of language contacts established as a result of sociocultural, economic and political relations [5, 6]. It is worth noting that this phenomenon can be traced not only in the English scientific and technical discourse, but also in the German language [7]. A number of studies in the literature are devoted to studying the problems of incorrect use of terms, ignorance of the principles of organization and functioning of terminological systems, which cause failures in all areas of human activity, including engineering [8–10]. In addition, works on the study of scientific and technical texts in various engineering fields are presented, which have their own characteristics inherent in a particular area. Knowledge of such features directly affects the understanding of the essence of the problem [10]. In this article, we tried to study the features of scientific and technical texts in the direction of Electric Engineering and highlighted the common peculiarities to take them into account while translating.

2 Methodology 2.1 Theoretical Background The knowledge of specified characteristics simplifies breaking through difficulties regarding accuracy and propriety of translation. Based on the purpose of our research to explore similar peculiars typical of scientific and technical texts in Electrical Engineering, we use the quantitative approach to classify all the characteristics in groups [11]. The following materials were employed for analysis, as they are frequently met in the presented branch of Engineering. 1. General technical documents (scientific research, product descriptions, and instructions for use and safety measures). 2. Authentic research in English in a narrow engineering field. 3. Regulatory and legal documentation (descriptions of patents, development of standards, creation of general principles and rules that characterize certain activities). 4. Reference materials (dictionaries, encyclopedias (both general and by subject), handbooks, indexes, statistics, and citation guides). The above documents are the integral part of the Engineering field and referred to scientific and technical texts. The scientific and technical text in our study is an authentic text in a foreign language (English), which contains information on professionally significant issues, affects a highly specialized thesaurus and is a source for information needs to determine some professional tasks. Conducting the research, we investigated the information given in the texts to classify and conceptualize data in the form of classification, the documentary method was chosen as the main method of data collection [11]. It provides data processing of documentary information and shows statistical patterns that we classify into characteristics.

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Studying semantic features of scientific and technical texts presumes the exploration of meaning. For that reason, thematic analysis was engaged because it allows the researcher to identify what is common and crucial to the particular topic and area [12]. Moreover, it gives the possibility to report the obvious and semantic meanings in the data of the target area in depth.

3 Results and Discussions In the course of the study, we analyzed all the peculiarities that are common to scientific and technical style and define the following distinctive features in the texts of the Electrical Engineering field. 1. Coherence is a verbally created presentation of facts or phenomena that has one goal. A formally expressed explicit coherence is the most typical phenomenon for scientific and technical texts on Electrical Engineering topics; it provides consistency and rigor of presentation, unambiguous interpretation of the content. Coherence is achieved through lexical repetition, where one of the tokens of the previous sentence is repeated in the next one. This is due to the stability of terminology, the undesirability of synonymous replacements, intention for unambiguity, and the accuracy of meaning [13, p. 9]. Safety Engineers Develop Programs and Processes for Safety in the Workplace. Once the Program is Developed, They May also Be Charged with Putting the New Process in Writing in the Form of a Manual. 2. Structural Properties are the relationship between parts of the text, between the main idea, main content and detailed facts. From the structural point of view, authentic scientific and technical texts in English are full of terminological combinations. There are stable links, generally accepted and terminologically fixed in technical dictionaries (tight tolerance – permissible deviation, electric force – electromotive force, charge carrier – charge carrier, power rating – rated power, electrical supply – power supply) and arbitrary links, created by the authors of the texts, having very specific meaning (piston pin – a steel pin that is passed through the piston, it is used as a base upon which to fasten the upper end of the connecting rod, all weather equipment – equipment suitable for any weather, V-shape – a shape that looks like the letter V, laboratory queen – a very significant person in the work of the laboratory, black out penalty – a penalty associated with de-energizing of the power line). To avoid discrepancies in meaning, the first group of combinations is more typical of scientific and technical texts in Electrical Engineering. Considering them, we found out some structural features of stable combinations in the referred links: a) multicomponent phrases (Noun + noun) power distribution board – switchboard; b) the qualifying word may be a numeral one way link; c) the complex attributive line can be represented by nouns and adjectives open top drum – a barrel with a fully opening upper part;

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d) the presence of a hyphen and the conjunction AND in the terminological combinations cause - and - effect diagram – a diagram of cause-and-effect relationships; e) the presence of a preposition included in the term out of band management – external management; f) the verb form in the combination air insulated substation – open substation; g) combination of two or more terms into one DC high voltage power supply – high voltage direct current source; h) combinations containing the names of scientists in their component composition Bessel function; Ampere turns; Norton equivalent – equivalent circuit with a current source [14]. 3. Integrity is the content aspect, the internal semantic unity of textual information. The integrity of the text is directly dependent on information value, that is, the process of transition from the external design of information to its content aspect. In addition, another important criterion for the integrity of the text can be considered its compressibility. Compression refers to the ability to collapse and expand the content. The text is truly comprehended only when its main content can be expressed in an arbitrarily compressed form [14]. 4. Modality in scientific and technical texts of the electrical engineering industry is weakly expressed (the use of neutral words or phrases), and the texts are full clichés: they say – consider; it is likely/unlikely; be just towards – to be fair towards. Scientific and technical texts are characterized by a strict delivery of factual information; therefore, modal relations are usually used to describe the results of scientific research, where the expression of the author’s attitude to the subject of the message is important [15]. 5. The functional and semantic type of a text is presented in the form of descriptive intertexts that have communicative and pragmatic, logical and semantic, and structural and semantic features and characterize an object, concept or phenomenon with varying degrees of accuracy depending on the goals and objectives [14, 15]. A safety instruction, a scientific article, a patent description can be served as vivid examples of such descriptive texts, in which there is a clear division of the text into small autonomous paragraphs. Taking into account the above characteristics, we come to the conclusion that the key stylistic feature of the content, apart from fact narration, is “the presentation of the material in the almost complete absence of emotional and expressive means, since the terms carry the entire semantic load” [16, p. 83]. The term is understood as “a word or phrase denoting specific objects and concepts used by specialists in a certain field” (Russian Encyclopedic Dictionary, 2001). Terms are given an important place in authentic scientific and technical texts in English. As a rule, they have a certain meaning, denoting concepts in a certain field of activity. Along with an abundance of terms, lexical synonymy is widely represented in scientific and technical texts, providing an accurate understanding of individual processes of engineering vocabulary. An example would be such synonyms as: to find-to discover-to reveal, a study-a research-an investigation, an advance-a breakthrough-an achievement, which can abound throughout a whole paragraph or even an article. Thanks to lexical

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synonymy, you can diversify the narrative. Functional words play a huge role in textual reasoning, they create their own logical connections between individual elements in a sentence, they may include prepositions and conjunctions that/which is, namely, thereafter, pursuant to, connecting separate statements into a single text. An integral part of a scientific and technical text is a constructively complex syntactic structure, due to the huge number of participles, infinitives and gerunds (Being isolated, the power line didn’t work at a full capacity. Our starting point is the idea of the structure being derived from several sources. This question will be discussed at the conference shortly to open in Moscow). As a rule, the main form of sentences is compound and complex. This explains the frequent use of impersonal forms of the verb in the function of an object and adverbial modifier, as well as compound prepositions and conjunctions. At the same time, abbreviations and acronyms play a huge role, requiring careful analysis and the use of special reference books [16]. According to the researcher Carston [16], a productive work with the text is achieved due to the high frequency, repeatability and semantic certainty of the grammar and syntax of the scientific and technical text in the studied (Electrical Engineering) field. This is due to the fact that situations in this area are repetitive, which is reflected in literature. Step compositional ordering of the text is another crucial trend, which manifests itself not only in the lexical and syntactic design of the text, but also in the accentuated transition from one position to another. Language units (syntactic and lexical) are used to describe situations with a high degree of predictability. In addition to the features of vocabulary and grammar, it is worth noting that some features of the scientific and technical text are related to the external design. In our opinion, it is important to highlight this feature of the text, which is of great importance in the process of perception and understanding the information. As is known, the external composition of the text is determined by paralinguistic divisions of the general content into intertexts (paragraph, section and chapter). As for the scientific and technical text, it tends to have a clear and strict lexical compatibility in sections, which, as a rule, are titled or numbered. A reduced form of headings and subheadings of the text expresses the main content of the text and helps to navigate in the information space [16]. Non-linguistic components presented non-verbally such as diagrams, drawings, graphs, tables, are also characteristic of the texts of this engineering field. These components play a special role in understanding the content of a linear text, and sometimes they are logically integrated into the text, replacing it, and having a more informative load. Summarizing all of the above, we highlight the main features of scientific and technical texts in the direction of Electrical Engineering, taking into account stylistic features, logical and compositional structure, design, grammar and vocabulary. • Stylistic features include: logical presentation and unambiguity. • The compositional features of the text include: a typified sequence of presentation, a predictable content side of the semantic parts of the text, which ensures quick orientation. • From the structural point of view: the division of information into parts, where every part can act autonomously, since it carries its own semantic load; the presence of

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formulas, graphs, and diagrams, acting both as a visual support and as a semantic element of the text. • Grammar and syntactic design of the text: • simple sentences that define the conceptual apparatus of the engineering field: Conductor is a material that allows electricity to pass through; • the predominance of nouns, adjectives and impersonal forms of the verb: Power system operators often describe two elements of electric system reliability: adequacy and security. Adequacy is the ability of the electric system to supply the electrical demand and energy requirements of customers at all times, taking into account scheduled and unscheduled outages of power lines and power plants; • the use of the passive voice, causing a description of the facts, and not the developer: This technology is said to be one of the most efficient ones in the sphere of electrical engineering; • elliptical structures with missing individual components: well-paid job; • absence of an article before the names of equipment or its components: Edge type filter is used as a primary filter for lubrication and fuel-injection systems; • the use of real uncountable names in the plural: steels, equipments; • compound adverbs that open a sentence or link parts of information: hereupon, therefore; • linking devices, expressing the degree of objectivity of the content: on the one hand, on the other hand, in addition to, it goes out of the question, for example, rather than; • the use of an absolute participle construction, which facilitates the structure of the sentence: When frozen, water is a colorless solid known as ice; • using inversion to accentuate certain parts that require special attention: Under no circumstances should you touch these wires. • The lexical component of the text is devoid of emotional coloring and is characterized by an abundance of terms, highly specialized vocabulary and abbreviations.

4 Conclusion In addition, it is necessary to mention the semantic component of the text – its main idea, in other words, its information content, that is, the relationship between the content and the knowledge that the reader owns. Otherwise, the information value of the text is new data unknown to the reader, described in the message to an excessive extent. The assessment of understanding in this case is a measure of the interpretation of a significant idea of the text by the recipient [15, 16].We believe that both spheres of knowledge, linguistic and extra linguistic, are included in this process. Linguistic knowledge provides the order of elements within a sentence. Extra linguistic (background) knowledge is designed to play a regulatory role in processing the main meaning, defining goals and objectives, and achieving them. Thus, the lexico-semantic organization of a scientific and technical text determines the degree of its knowledge value. In this study, the major lexico-semantic characteristics of scientific and technical texts in Electrical Engineering were classified. Thus, the main objective of the paper was accomplished.

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The research limitations were related to inability to cover all the variety of documents that are encountered in the Electrical Engineering field, but it will become the subject of further development. Paper findings can be used both by teachers and by students of technical universities to ease the work with scientific texts and enhance the quality of translation. Moreover, it could be used by linguists exploring lexical and semantic phenomenon of scientific and technical texts in Electrical Engineering.

References 1. Byrne, J.: Scientific and Technical Translation: Language, Technology, Culture (2012). http:// www.jodybyrne.com/3426#more-3426. Accessed 26 Dec 2021 2. Jukka, H., Raymond, B.: The length of a complex word modifies the role of morphological structure: evidence from eye movements when reading short and long Finnish compounds. J. Mem. Lang. 48, 615–634 (2002) 3. Lapata, M., Mitchell, J.: Vector-based models of semantic composition. In: Proceedings of ACL, pp. 236–244. Columbus, Ohio (2008) 4. Bonamy, D.: English for Technical Students. Longman, London (2001) 5. Sokolova, E.Y., Kobenko, Y.V.: Stepen’ neologizacii leksiko-semanticheskogo polya “Intellektual’nye energeticheskie sistemy” v sovremennom anglijskom yazyke [Neologisation extent of lexical-semantic field “Smart Energy Systems” in modern English]. Tomsk State Pedagogical Univ. Bull. 4, 9–15 (2020). https://doi.org/10.23951/1609-624X-2020-4-9-15 6. Christman, S.: Abstruse neologism formation: parallel processing revisited. Clin. Linguist. Phon. 6, 65–76 (2006) 7. Csanyi, E.: Connection schematics of voltage transformers for protective applications (2018). https://electrical-engineering-portal.com/technical-articles. Accessed 15 Jan 2022 8. Mattiello, E.: Analogical neologisms in English. Italian J. Linguist. 28(2), 103–142 (2016) 9. Trier, J.: The linguistic field. An investigation. Lexicology: Critical Concepts in Linguistics 2, 22–44 (2008) 10. Dovlatova, M.: Lexico-semantic structure and its analysis on the example of verbs. Novateur Publ. J. NX 6(6), 189–192 (2020) 11. Apuke, O.: Quantitative research methods: a synopsis approach. Arab. J. Bus. Manage. Rev. 6(11), 40–47 (2017). https://doi.org/10.12816/0040336 12. Xu, W.: Applying thematic analysis to education: a hybrid approach to interpreting data in practitioner research. Int. J. Qual. Methods 19, 1–9 (2020) 13. Mironenko, V.: Leksiko-semanticheskie osobennosti yuridicheskogo teksta na inostrannom yazyke [Lexical and Sematic Features of the Legal Text in Foreign Language]. Baltic Humanitarian J. 7(4), 77–79 (2018). (In Russian) 14. Black, M.: More about metaphors. In: Ortony, A. (ed.) Metaphor and Thought, pp. 19–41. Cambridge University Press, New York (1993) 15. Varlamova, V., Aleksandrova, D.: Literary texts in teaching terminological vocabulary to nonlinguistic students. In: Anikina, Zhanna (ed.) IEEHGIP 2022. LNNS, vol. 131, pp. 100–109. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-47415-7_11 16. Carston, R.: Thoughts and Utterances The Pragmatics of Explicit Communication. Backwell Publishing, London (2002)

Frequency Vocabulary and the Technique of Meaning Crystallization in the System of the Linguocultural World View Representation Inna Cherkasova1

, Tatiana Reva1(B) , Irina Klimenko2 and Irina Presnukhina2

, Tatiana Lubimova2

,

1 K.G. Razumovsky Moscow State University of Technologies and Management (the First

Cossack University), Moscow 109004, Russia [email protected] 2 Moscow Polytechnic University, Moscow 107023, Russia

Abstract. The article discusses the role and results of the synthesis of humanities and scientific knowledge aiming at an in-depth insight into processes of communicative interaction in various types of discourse. The frequency vocabulary and the technique of meaning crystallization serve as the key tools for exploring the discourse environment. Discourse is viewed as a complex structural and semantic formation, axiological system with a certain functional perspective, as an environment where certain values or the facets thereof are implemented according to a context of situation, and as an actualization of interaction between text structures and extra-linguistic factors. The system of concepts relevant to intercultural communication and based on key words lies in the core of discourse. Concept is a total of meanings which represent an axiological category that is of importance in a particular discourse environment. The frequency vocabulary is viewed as a tool for knowledge objectification as well as for key words and concepts identification. Crystallization is a process of monitoring, through interpretation, the meaning content of words that, in the context of thinking or art, become independent of their definition in dictionaries. Studying the crystallization processes implies an analysis of concepts from the perspective of the dialogue of cultures. Concepts are verbalized according to the nature and distinct features of material, spiritual, and social culture, and in close connection with linguistic and pragmatic components. The study results may be used in training courses in the discourse theory, theory and practice of intercultural communications, stylistics, and in text interpretation. Keywords: Concept · Frequency · Meaning crystallization · Axiology

1 Introduction The study rationale is based on the fact that, within the modern anthropocentric academic paradigm, a big question is what understanding (and mutual understanding) means in a © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 533–540, 2022. https://doi.org/10.1007/978-3-031-11435-9_58

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broad sense; it forms the basis for effective performance and deals with various spheres of human life, and that is why contemporary studies are increasingly interdisciplinary. Therefore, the stock of knowledge about language is, first of all, the knowledge of the human nature as defined by its axiological system. Linguistic studies focus on the text as it functions in the environment of a particular discourse. The text that defines the extent of understanding is infinitely polysemic, that is, the reality of multidimensional existence enables a recipient to enter the interdiscourse environment and reach energy points of sense field crystallization. Concentration of sense resulting from the synergy of images, rhythm, expression, author’s punctuation, the “meaning-sense” dichotomy, associative array that emerges in the environment of the “text-recipient’s reflective reality” dialogue, etc. offers a researcher various methods and techniques. At the current stage of academic development, it is vital to explore the processes of potential interaction and synthesis of humanitarian and scientific knowledge as a result of a continuous dialogue, where linguistic forms become a starting point for crystallization of conceptual substance.

2 Literature Review It should be noted that the contemporary linguistics largely focuses on studying various types of discourse that represent communicative situations (Karasik [1]; Olyanich [2]; Dijk [3–5]; Brown [6]; Gerencser [7]; Cherkasova, Korobchak, Kuznetsova, Malahova and Formanyuk [8]; Smith and M. Hofmann [9]; Zhu [10]; et al.). The multifaceted concept of discourse predetermined a plethora of its definitions, typologies and study approaches that delve into various aspects of potential discourse studies. Along with the in-depth study of theoretical issues, researchers focus on identifying specific features of various discourse types. Interest to various discourse types is determined by the fact that, at the current stage of academic development, the notion of thinking perceived in the context of Heidegger’s philosophy (thinking is mysterious in its nature as it introduces itself in its own light [11]) becomes ever relevant and is implemented in various discourse types. Karasik distinguishes institutional, mundane, and existential discourse types [12] that appear to be referring to logical, physiological, and spiritual aspects of being. It is the latter that determines the value of cultures and cultural processes, and significance of Individual and Dasein (“there being”). Axiology of the institutional and mundane spheres is devoid of any deep sense without the value orientation in the spiritual world that posits the pivotal role of the human creator in the world. At the same time, multifaceted and complex organization of the discourse environment requires application of statistical and quantitative methods in order to minimize subjectivity. Fomenko rightly remarks that those aspects of reality that are most important for the author determine the author’s choice of word which manifests itself, firstly, in high frequency of the words that refer to a certain reality aspect and, secondly, in reconstructing this sphere in detail; thus, the author is bound to use word groups by topics. Therefore, the word has a value both of its own and as a component of a certain topical group. Thus, relations between words are determined by strict hierarchy [13]. In this context, it is worth to mention the insufficient attention paid to studying frequently used words and the processes of sensemaking (meaning crystallization). As a rule, frequently used words are the key words that in the process of crystallization form a conceptual framework of the text,

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which, in its turn, interacts with the recipient’s reflective reality and impacts individual’s mindset formation as well as the formation of universal conceptual framework in the society.

3 Methodology The study methodology must account for the following parameters: 1. The structural analysis experience shows that the text can be studied from purely technical, i.e. non-philological, perspective or from philological perspective, but with the semantic space factored in. “Shuttling” between approaches is also possible; for instance, the quantitative analysis can be used as a basis for posing questions and hypothesizing on the world view. 2. The Quantitative (statistical) analysis facilitates identifying both word use specifics and key words and concepts in the text, as well as individual (societal) axiological coordinates. 3. The analysis of meaning crystallization based on the word use specifics is instrumental in identifying the axiological system of the text that appeals to the recipient’s reflective reality and affects the recipient. We have analyzed different types of discourse: media discourse, fiction discourse, political, environmental, educational discourse, etc. The analysis included the following steps: compiling a frequency vocabulary; selection of contexts in which key words are presented; analysis of the selected passages from the point of view of lexical implementation; analysis of the semantic content; analysis of the processes of meaning crystallization; modeling of text space.

4 Results As a result of the analysis of the empirical material, including various types of discourse (media discourse, artistic discourse, political discourse, educational discourse, etc.), we came to the conclusions about the effectiveness of using the frequency dictionary method and the crystallization of meaning in order to identify an axiological system. The relationships that form the intertextual and metatextual spaces are also obvious. The main conclusions made are as follows: 1. Different types of texts in the discursive system are based on concepts (conceptual frameworks) that appeal to national (global) values and express themselves through key notions. The Key notion is a mental construct and belongs to the conceptual framework. The keyword in the text is the focus of sensemaking. In this context, our findings are in synch with Ernst Cassirer’s views, who considered that man is simultaneously dwelling in multiple spaces: organic (natural/biological), perceptual (perception space), pragmatic (practical space), abstract, and primarily in symbolic space based on language, myth, art, and religion. Man is an animal symbolicum [14]. At the same time, a symbolic object in culture is characterized by three dimensions:

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physical existence, representation, and personal expression [15]. The space though only makes sense and takes shape (Fügung) through sense order (Sinnordnung), in the context where it is structured, i.e. mythological, aesthetical, theoretical, and other order. The expressed notion (object of culture) must be perceivable, while the perception follows this pattern: in the flow of events, some points (Grundeinheiten) are identified, and further they serve as orientation foci. The rest gravitates to these “centers” which create a ripple effect of the objectively cognizable reality. Spaces are multiple as these are a form of order for consciousness. At the same time, the frequency of use of one word or another in the text is determined by significance of a particular topic (position, statement), as viewed by the author; this way, the frequently used word (with its total synonymic chain) becomes the key word. Thus, compilation of a frequency dictionary for the text and its analysis become an essential phase in determining its axiological dominants. Exploring frequently used words in the gamut of their interrelations allows both identifying specifics of word use and its effects on the recipient. 2. The specifics of the author’s language that impacts an audience also manifests itself in the variability of contextual representation that step-by-step guides the recipient to certain conclusions and takeaways. Meanings are “spread across the text”, and we may argue that the process of understanding is linked both to the process of decoding and desobjectivation and to the process of crystallization. To deepen the insight, special insight techniques are used. Bogin names these insight techniques: breaking the hermeneutic circle, delving into matter, decoding, sense aggregating, adjunction, etc. [16]. Crystallization is a universal understanding technique. Within the theory of understanding as a whole, crystallization of sense is understood as a process of gradual aggregation of sense content of key words that, in the context of thinking, become independent of the dictionary norm. As a result, the word becomes a crystallization point in the multitude of perceptions. Of course, “crystallization” in E. Cassirer’s philosophy and “crystallization” in the system of understanding philological hermeneutics are different, though interrelated, concepts. For Cassirer, it is rather a self-organizing structure. In text (concept) understanding, crystallization is a process of monitoring, through interpretation, the meaning content of words that, in the context of thinking or art, become independent of their definitions in dictionaries. The process comprises a series of procedures that can be represented step-by-step as follows: 1) analysis of the text as a whole; 2) isolating contexts that contain the key word or represent the analyzed concept; 3) analysis of isolated fragments from the lexical realization perspective; 4) analysis of isolated fragments from the meaning content perspective; 5) comparison of meanings identified in the analysis of all contexts; 6) review of the processes of meaning synthesis; 7) identification of metasenses that represent the concept in question; 8) analysis of interaction of the concept and the text meta-senses; 9) formation of a single space of the text. Exploring the crystallization process allows both identifying basic meanings and tracking down the processes of their interaction and interinfluence. As a result, the concept, the conceptual framework, and the world view emerge as a unity of the objective and the subjective, the abstract and the concrete, the typical and the diverse, and the rational and the emotional.

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3. Exploring the word using the frequency (statistical) analysis and identification of the specifics of concept crystallization allow the analysis and prediction of the impact on the recipient, and insight into crystallization of the conceptual framework that is the key to elaboration of understanding of the linguistic world view. Depending on the discourse type, crystallization of meaning incorporated in the text and appealing to the reader’s reflective reality may have different structure. It may be a linear (vertical) structure for in-process understanding, shuttle, mirror, centripetal, polylinear and polylinear dendroid [17], complex multichannel [18], and other types of crystallization structures; in-depth study of these structures is feasible through integration of engineering knowledge and humanities. Within small texts, the centripetal type of crystallization is identifiable; it forms individual concepts (meta-concepts) and factors in the linking of several levels of understanding such as: 1) in-process understanding at the first reading of the text; 2) unity of semanticizing, cognitive, and desobjectivation understanding according to Bogin’s theory; 3) aggregation of the content along the hermeneutic circle and at its breaks; 4) linking of the text space, intertextual space, linguistic and cultural space (linguistic and cultural space of the original text and that of the translated text, where it was translated and interpreted), the recipient’s reflective reality. 4. It seems feasible to explore the text space depending on the discourse type, as well as the space of a particular author as a vertical structure based on individual’s axiological reference points; the horizontal structure that reflects, for example, the trend in usage of frequently used words, being key words in some cases, depending on the historic period; the nuclear structure where a nuclear, perinuclear, and peripheral zones can be identified.

5 Discussion The crystallization process is based on such concepts as thinking and sense. Zvegintsev writes that people exchange thoughts rather than words and use words as a “means for communication activity”. Thought is the primary element that subdues the language. Word sequences and grammatical structure have value only as components of the whole of sense [19]. Shchedrovitsky repeatedly emphasized the role of thinking in human life: “I am a vial with a living, self-developing thought, I am a thinking thought, its hypostasis and materialization, the body of thought. There is nothing else. I perceive and treat myself as such.” [20, p. 9]. The wording may be arguable but the indisputable primacy of thinking in the cognitive process is obvious. The monitoring of the sense content of concepts shows the process of the concept interaction resulting in the formation of the conceptual framework that is based on the fact that words are included in several topical groups. Thinking serves as a polylogic base for communication, it is three-dimensional formed by objective, social (interactional), and subjective (personal) dimensions [21]. Thus, studying the processes of crystallization allows plumbing the depths of the mystery of sensemaking and conceiving the thinking dimensions.

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The existence of conceptual frameworks is acknowledged by almost all conceptologists; however, describing social conceptual framework is definitely not easy due to the abstract nature of the subject matter. The text, on the contrary, is real and given to the researcher in space and in process. Similar to cyclization, the formation of the conceptual framework is based on systemic relations within the text that is a structure-sense construct comprising an alternative world conceived by its author. Multiple interpretability and a wide range of association bonds that emerge from the poetic space as a result of the crystallization of sense are conducive to entrapping infinite intertextual space into a relatively small text. As a result, a sense that emerged within the text evolves into a meta-sense within the space of the individual reflective reality (Figs. 1 and 2).

Fig. 1. Metaconcept structure.

Fig. 2. Crystallization structure.

Thus, in the context of the contemporary anthropological and axiological linguistics, using frequency data as well as the meaning crystallization technique is instrumental for the insight in the discourse theory, discourse analysis, linguoconceptology, axiological linguistics, and philological hermeneutics.

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6 Conclusion Based on the study, we may state that the interaction of humanitarian and nonphilological knowledge is instrumental for yielding the profound results in identifying axiological priorities, analysis of contemporary challenges and trends in the contemporary intercultural and interdisciplinary framework. We have considered the frequency analysis of texts underlying different types of discourse, analyzed the crystallization of meanings that form the axiological space of the text, and revealed the semantic content of the key concepts of various types of discourse. It appears promising to conduct an in-depth and detailed analysis of the processes of crystallization of meaning within certain types of discourse (in media, healthcare, ecology, etc.) that would base on quantitative and statistical data that would allow identifying specifics of conceptualization of semantic and axiological structures in the contemporary world.

References 1. Karasik, V.: Yazykovoi krug: lichnost, kontsepty, diskurs [Language circle: personality, concepts, discourse]. Peremena, Volgograd (2002). (in Russian) 2. Olyanich, A.: Prezentatsionnaya teoriya diskursa: monograph. [Presentation theory of discourse: monograph]. Paradigma, Volgograd (2004). (in Russian) 3. van Dijk, T.A.: Discourse and Context: A Socio-Cognitive Approach. Cambridge University Press, Cambridge, New York (2008) 4. van Dijk, T.A.: Society and discourse: How social contexts influence text and talk. Cambridge University Press, Cambridge (2009) 5. van Dijk, T.A.: Discourse and Knowledge. A sociocognitive approach. Cambridge University Press, Cambridge (2014) 6. Brown, Ch.: Discursive Leadership: Exploring the “Black Box” Challenge in Transcultural Leadership Studies Dissertations (2019). https://doi.org/10.22371/05.2019.008 7. Gerencser, St.: Reality and Ideology: the Use of Gender indexing Features in Reality TV. Theses and Dissertations--Linguistics (2021). https://doi.org/10.13023/ETD.2017.236 8. Cherkasova, I., Korobchak, V., Kuznetsova, L., Malahova, S., Formanyuk, G.: Poetic discours: text, hermeneutics, harmony. Laplage em Revista (International) 7(3A), 300–308 (2021). https://doi.org/10.24115/S2446-6220202173A1402 9. Smith, R., Hofmann, M.: A lexical frequency analysis of Irish sign language. TEANGA, J. Irish Assoc. Appl. Linguist. 11, 18–47 (2020). https://doi.org/10.35903/teanga.v11i1.162 10. Zhu, A.: A Perceptual Study: Discourse Variation in the Usage of the Korean Informal Personal and Communal Possessives. Honors Theses 1455 (2020). https://egrove.olemiss.edu/hon_the sis/1455. Accessed 10 Jul 2021 11. Heidegger, M.: Gesamtausgabe I. Abteilung: Veröffentlichte Schriften 1910–1976. Vittorio Klostermann, Frankfurt am Main (2019) 12. Karasik, V.: Yazykovoi krug: lichnost, kontsepty, diskurs. [Language circle: personality, concepts, discourse]. Peremena, Volgograd (2002). (in Russian) 13. Fomenko, I.: Chastotnyi slovar i interpretatsiya khudozhestvennogo teksta [Frequency Dictionary and Interpretation of a Literary Text]. In: Fomenko, I., Stepanov, A., Shestakov, L. (eds.) Lingvistika i poetika: preodoleniye granits, pp. 50–64. SFK, Moscow/Tver (2008) 14. Cassirer, E.: An Essey on Man. An Introduction to the Philosophy of Human Culture. New Haven: Yale Univ. Press, Yale (1944)

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15. Cassirer, E.: Zur Logik der Kulturwissenschaften. Funf Studien. Wissenschaftliche Buchgesellschaft. Darmstadt (1980) 16. Bogin, G.: Obreteniye sposobnosti ponimat: Vvedeniye v filologicheskuyu germenevtiku [Gaining the Ability to Understand: An Introduction to Philological Hermeneutics]. Psikhologiya i bisnes online, Moscow (2001). (in Russian) 17. Semenov, M.: Diskurs Internet-forumov: kristallizatsiya rfr mekhanizm smysloobrazovaniya i tekhnika ponimaniya [Discourse of Internet Forums: Crystallization as a Mechanism of Meaning and a Technique of Understanding]: thesis abstract. AGPA, Armavir (2013). (in Russian) 18. Tkachev, M.: Strukturno-semanticheskiye karakteristiki fiktsionalnoy kartiny mira R. Bradbury [Structural and semantic characteristics of R. Bradbury’s fictitious picture of the world]: thesis abstract. AGPA, Armavir (2017). (in Russian) 19. Zvegintsev, V.: Yazyk i lingvisticheskaya teoriya [Language and linguistic theory], 2nd edn. Editorial URSS, Moscow (2001). (in Russian) 20. Shchedrovitskiy, G.: Sladkaya diktatura mysli [Sweet dictatorship of thought]. Voprosy Metodologii 1(2), 9–12 (1994) 21. Litvinov, V.: Polilogos: problemnoye pole [Polylogos: a problematic field]. MABB, Tolyatti (1997). (in Russian)

Author Index

A Abakumova, Maria, 64, 433 Agafonova, Lidia, 91 Agafonova, Marina, 507 Aitov, Valeriy, 91 Aladyshkin, Ivan, 393 Aleksandrova, Daria S., 253 Aliullina, Svetlana A., 296 Androsova, Svetlana V., 516 Anisimova, Olga V., 269 Anossova, Oksana, 338, 495 Anufryienka, Liudmila V., 14 Assuirova, Larisa A., 296 Avkhacheva, Irina, 320 B Balyk, Elena, 176 Barancheeva, Ekaterina, 243 Baranova, Tatiana, 157 Barinova, Irina, 320 Baryshnikov, Nikolay, 120 Bobodzhanova, Lola K., 74 Bogdanova, Nadezhda V., 42 Bolshakova, Anna, 64, 433 Borzova, Elena V., 101 Bovtenko, Marina, 243 Boyko, Stepan A., 207 Buhner, Natalia, 311 Bulankina, Nadezhda, 168 C Chalova, Olga, 176 Cherkasova, Inna, 533

D Dashkina, Aleksandra, 357 Demidov, Vladimir, 347 Demyanova, Zhanna, 128 Desyaeva, Natalia D., 296 Dmitrijev, Alexander, 357 Dolzhenkova, Ekaterina, 347 F Fedorinova, Zoya V., 525 Fedorova, Olga, 393 Fedorova, Olga O., 303, 386 Fersman, Nataliia, 469 G Galskova, Natalya, 168 Galushko, Tamara, 367 Germanovich, Tatiana V., 84 Girfanova, Ksenia A., 14 Goncharova, Liubov A., 525 Gorbaneva, Viktoriia, 405 Grigoryeva-Golubeva, Victoria, 138 Gulk, Elena B., 386 H Holden, Tatiana L., 469 I Ivanova, Ekaterina, 64, 451, 461 Ivanova, Oksana, 120 K Kalmykova, Svetlana, 393 Karavaeva, Veronika G., 516

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 Z. Anikina (Ed.): IEEHGIP 2022, LNNS 499, pp. 541–543, 2022. https://doi.org/10.1007/978-3-031-11435-9

542 Karyakina, Julia N., 42 Katalkina, Natalia A., 42 Kavaliova, Alena V., 14 Khakhaleva, Anastasiya, 197 Khalyapina, Liudmila, 233, 357 Kharapudchenko, Olga V., 54 Khlopova, Anna I., 424 Khvostenko, Anna, 262 Klets, Tatyana, 278 Klimenko, Irina, 533 Kobchikov, Valentin, 469 Kobicheva, Aleksandra, 157, 357 Kochurina, Svetlana A., 303 Kolesnikova, Nataliya, 287 Kolobova, Ksenia S., 269 Koltsova, Elena A., 207 Koltsova, Svetlana, 233 Komarova, Yulia, 91 Korableva, Svetlana A., 42 Korenetskaya, Irina, 278 Koryakovtseva, Nataliya, 168 Koryshev, Mikhail, 461 Kositskaya, Faina L., 525 Kotelnikova, Anastasia, 320 Kovrizhnykh, Denis V., 224 Kozina, Oksana, 311 Kreer, Michail Y., 32 Krundyshev, Mikhail, 443 Krundysheva, Anna, 443 Kuchina, Svetlana, 243 Kuzmichenko, Anna, 278 Kuznetsova, Alvina, 329 L Ladosha, Oksana M., 424 Lebedeva, Natalia A., 478 Lobanova, Yuliia I., 376 Loginova, Aleksandra, 357 Lubimova, Tatiana, 533 Luksha, Sergey, 487 Lutsenko, Natalia S., 84 M Makarova, Inna S., 269 Mamleeva, Alfiya F., 74 Matsevich, Svetlana, 278 Mihaleva, Elena V., 14 Minakova, Ludmila Y., 54 Minyar-Beloroucheva, Alla, 338, 495 Mirzoyeva, Leila, 147 Mokhorov, Dmitriy, 157 Mokhorov, Dmitry, 347 Mokhorova, Anna, 347

Author Index N Nesterova, Natalia, 320 Nikitenko, Zinaida, 168 Nikolaeva, Ekaterina A., 296 Nordmann, Alfred, 415 O Obdalova, Olga A., 54 Odinokaya, Maria, 393 Olennikova, Marina V., 386 P Pankrateva, Galina I., 42 Panova, Elena, 243 Petrova, Violetta V., 32 Polyakova, Marina, 64 Pozdeeva, Svetlana I., 184 Presnukhina, Irina, 533 R Reva, Tatiana, 533 Ridnaya, Yuliya, 287 Rogozina, Irina, 311 Romanova, Maria, 197 Root, Evelina, 3 S Sergienko, Polina, 338, 495 Shafikova, Inna, 3 Shakurov, Andrei, 433 Shemanaeva, Maria A., 101 Sheypak, Olga, 176 Shifman, Dmitriy, 243 Shostak, Ekaterina, 233 Shramko, Ludmila, 405 Shtern, Olga V., 184 Shumeyko, Tatiana, 3 Sidelnik, Ellina A., 84 Silina, Ekaterina, 138 Smoliannikova, Irina, 197 Soboleva, Aleksandra V., 54 Soboleva, Olga, 320 Solovieva, Maria, 461 Sorokovykh, Galina, 3 Sosnina, Ekaterina, 216 Starchikova, Margarita, 311 Starostina, Natalia, 216 Starozhuk, Anna, 507 Sukhina, Nadezhda, 197 Sukhova, Natalia A., 478 Surinova, Elena, 138 T Tarkhov, Dmitrii, 357 Tokareva, Elena, 157

Author Index V Valieva, Fatima, 451 Vanichkina, Alexandra, 197 Varlamova, Vera N., 253 Vdovina, Elena, 233 Vida, Karina, 415 Vinogradova, Elena, 91 Vishnevskaya, Ekaterina, 3 Vishnyakova, Elizaveta, 338, 495 Vishnyakova, Olga, 338, 495 Vodneva, Svetlana, 278 Voiku, Olga, 461 Volkova, Irina I., 296

543 Volodarskaya, Elena, 487 Vorobeva, Victoria V., 14 Y Yudina, Inna, 393 Z Zaitseva, Natalia, 367 Zakharov, Konstantin P., 303 Zemlinskaia, Tatiana, 469 Zhang, Zianwen, 516 Zhernosenko, Irina, 311 Zhurbenko, Natalia, 176 Zubkov, Artyom, 23, 112