认知与交际教学法在未来航海家专业英语词汇教学中的应用

O. Khrolenko
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Research methods are as follows: theoretical – analysis of scientific literature on the research topic, empirical – analysis of academic course working programs and syllabi in the discipline \"Foreign language for professional purposes\" for the students majoring in \"Navigation\", modelling the process of teaching future navigators the English vocabulary. The article presents the definitions of the terms: \"cognitive approach to teaching\" and \"cognitive and communicative approach\". The definitions of the term \"terminological maritime vocabulary\" are given. The algorithm of the methodological actions concerning teaching the 2nd course cadets within the specialty \"Navigation\" the English professional vocabulary taking into account the cognitive and communicative approach is presented. The cognitive and communicative system of the exercises for teaching terminological maritime vocabulary is introduced. 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引用次数: 0

摘要

开发现代航海英语词汇教学方法的迫切需要使这一研究成为热点。在航行中对国际交往的了解程度畅通无阻,在国外海运公司工作,与船东的交流很大程度上取决于专业词汇的掌握程度。对英语海事术语的不了解会威胁到海上生命、船舶和货物的安全。本研究旨在从认知和交际两方面对未来航海者进行英语职业相关词汇的教学。研究方法为:对研究课题的科学文献进行理论分析,对“航海”专业学生的“专业外语”学科的学术课程工作方案和教学大纲进行实证分析,对未来航海者的英语词汇教学过程进行建模。本文介绍了“认知教学法”和“认知与交际教学法”这两个术语的定义。给出了术语“海事术语”的定义。提出了考虑认知和交际方法的“航海”专业第二门课程学员英语专业词汇教学方法行动的算法。介绍了海事专业词汇教学练习的认知与交际系统。该系统由三个组组成:术语和认知组、训练和言语中心组、专业活动组。第一组练习的目的是语义化和初步巩固词汇;第二组练习旨在发展词汇技能;第三组练习旨在提高和发展未来航海家更深刻的专业词汇技能。未来导航员术语词汇单元教学的整个过程是基于以下工作算法:从非机械记忆和有意识地复制材料的任务到有意识地在教育、培训和专业演讲场合使用材料。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Specifics of cognitive and communicative approach to teaching the English profession-related vocabulary to future navigators
The urgent need to develop the modern ways of teaching future navigators the English vocabulary makes the research topical. The unimpeded level of understanding the international communication during the voyage, work in foreign marine companies, communication with shipowners greatly depends on the knowledge of the professional vocabulary. Ignorance of the terminological maritime vocabulary of the English language threatens the safety of life, ship and cargo at sea. The aim of the study is to teach future navigators the English profession-related vocabulary in terms of cognitive and communicative approach. Research methods are as follows: theoretical – analysis of scientific literature on the research topic, empirical – analysis of academic course working programs and syllabi in the discipline "Foreign language for professional purposes" for the students majoring in "Navigation", modelling the process of teaching future navigators the English vocabulary. The article presents the definitions of the terms: "cognitive approach to teaching" and "cognitive and communicative approach". The definitions of the term "terminological maritime vocabulary" are given. The algorithm of the methodological actions concerning teaching the 2nd course cadets within the specialty "Navigation" the English professional vocabulary taking into account the cognitive and communicative approach is presented. The cognitive and communicative system of the exercises for teaching terminological maritime vocabulary is introduced. The system consists of three groups: terminological and cognitive group, training and speech-centred group, professional activity group. The first group of exercises is aimed at semantization and initial consolidation of vocabulary; the second group of exercises is aimed at developing lexical skills; the third group of exercises is aimed at improving and developing more profound professional lexical skills of future navigators. The whole process of teaching future navigators the terminological lexical units was based on the following work algorithm: from tasks for non-mechanical memorization and conscious reproduction of the material to conscious use of the material in educational, training and professional speech situations.
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