Использование платформенных ресурсов для развития идиоматической компетенции у студентов неязыковых специальностей
| Parent link: | Открытое и дистанционное образование.— .— Томск: Сибирский открытый университет № 1 (85).— 2025.— С. 27-31 |
|---|---|
| 1. Verfasser: | |
| Weitere Verfasser: | |
| Zusammenfassung: | Заглавие с экрана Статья представляет практический опыт развития идиоматической компетенции у студентов нелингвистических специальностей на примере работы со студентами 1–3-х курсов Института прикладной математики и информатики Томского государственного университета. В качестве инструмента используется платформа «Omega» (https://omega.entsu.ru/#/). Приводится определение идиоматической компетенции, представлены варианты заданий и перечислены развиваемые умения. Материалы данной статьи предлагают формулировки практических заданий на платформе, поэтому могут быть полезны для преподавателей иностранных языков и преподавателей русского языка, как иностранного Idioms are a very important part of any language as they reflect culture and mentality of the people who speak the language. In the professional sphere students may encounter idioms talking with colleagues, at corporate meetings, doing presentations and in written communication. Not-knowing idioms can result in misunderstanding of the written and oral text as well. It is inappropriate in the professional activity. That is why developing idiomatic competency of students who study English as a foreign language, especially at non-language major specialities, is very important. The article represents practical teaching experience of developing idiomatic competency of non-language majoring students. The work has been conducted with the students of 1–3 years at Tomsk State University, Institute of Applied mathematics and Computer science. Online platform “Omega” (https://omega.entsu.ru/#/) has been used as a teaching instrument. The authors consider this instrument to be very effective due to its technical characteristics which make it possible to develop and use interactive tasks in various formats: text, audio, video, drag-and-drop and others. The article represents the definition of the idiomatic competency, the modes of tasks used, and skills developed with the help of these tasks. The authors represent a number of tasks used in the process of developing an idiomatic competence. Such tasks as “True/false”, “Analyzing newspaper headlines”, “Watching video and completing tasks to it”, “Drag-and-drop”, “Creating sentences with idioms”, “Creating your oral texts with idioms” have been used. The effectiveness of the use of the on-line platform “Omega” in the process of teaching English to non-language majoring students has been analyzed. The work has been proved to be effective. In the process of teaching, the authors have determined several skills, important for developing an idiomatic competency. They are: general understanding of an idiom in various contexts, deriving the meaning of an idiom from the context, especially in mass media texts, understanding an idiom in a dynamic context, active use of idioms in written and oral speech. These tasks appeared to be effective not only in developing an idiomatic competence, but also in developing a communicative competence and a cultural competence. As the materials of the article represent examples of the tasks created and used on the platform, they can be useful for teachers and lecturers of English as a foreign language, as well as for teachers of Russian as a foreign language Текстовый файл |
| Sprache: | Russisch |
| Veröffentlicht: |
2025
|
| Schlagworte: | |
| Online-Zugang: | https://journals.tsu.ru/engine/download.php?id=310951&area=files |
| Format: | Elektronisch Buchkapitel |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=681826 |