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DEVELOPMENT OF PRAGMATIC COMPETENCY OF FOREIGN LANGUAGE TEACHERS FOR OVERCOMING TEACHING AND LEARNING BARRIERS AT AN ECONOMIC UNIVERSITY

Authors:
Tatiana Anzina at Plekhanov Russian University of Economics
Tatiana Anzina
Anna Krupchenko at Academy of Professional Development and Re-training of Educators, Moscow
Anna Krupchenko
  • Academy of Professional Development and Re-training of Educators, Moscow
Andrei N. Kuznetsov at Russian Academy of Education, Moscow, Russia
Andrei N. Kuznetsov
  • Russian Academy of Education, Moscow, Russia
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Appears in:
EDULEARN18 Proceedings(browse)
Pages:921-926
Publication year:2018
ISBN:978-84-09-02709-5
ISSN:2340-1117
doi:10.21125/edulearn.2018.0314
Conference name:10th International Conference on Education and New Learning Technologies
Dates:2-4 July, 2018
Location:Palma, Spain
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DEVELOPMENT OF PRAGMATIC COMPETENCY OF FOREIGN
LANGUAGE TEACHERS FOR OVERCOMING TEACHING AND LEARNING
BARRIERS AT AN ECONOMIC UNIVERSITY
T. Anzina 1,A. Krupchenko 2,A. Kuznetsov 2
1Plekhanov Russian University of Economics (RUSSIAN FEDERATION)
2Academy of Professional Development and Re-Training of Educators (RUSSIAN FEDERATION)
Pragmatic competency (PC) of a foreign language teacher (FLT) - i.e. his/her awareness in TVET (i.e.
technical and vocational education and training) specialist knowledge field of the students of the relevant
university - is of major importance in the present-day world of TVET. The key reasons are two here: first,
the shortage of PC appears to be a major barrier to teaching/learning (as it makes FLTs somewhat
helpless and does not allow to build their rapport with students); second, PC is a premise for the quality
assurance in higher education. In the paper, the authors show that economic schools are in the focal
point in terms of PC requirements.
Under the fierce competition in the market of today, businesses need to constantly increase their level of
customer satisfaction. Hospitality, being a high-capacity and developing business in itself, is an integral
element of the operations of hotels, restaurants, travel agencies, etc., and here success depends on the
professional level of personnel. To provide for that, all university faculty, including FLTs, should be able to
develop in their students the knowledge in corporate culture that determines the ways of the employees’
reciprocity and influence their professional efficiency. Thus, FLTs have to acquire at least the basics of
the corporate competency in terms of observation of company’s traditions and understanding
interpersonal relations, bearing personal responsibility - though mostly morally and reputation-wisely - for
success and failure of their future graduates.
The first round of the relevant research was conducted at a number of TVET (‘non-linguistic’) universities
in Moscow (Russia). The methods employed in the first round were those of practice observation, teacher
performance monitoring, questionnaire-based survey, scaling and ranging. The findings of the first round
demonstrated that - out of some 200 FL teachers covered within the research - upto 90 per cent were but
little aware of the TVET specialist knowledge required for their efficient performance at a non-linguistic
university.
The paper provides an overview of the modular programmes/courses aimed at the professional
development of FLTs that have been tailored and trialed in five Russian universities. Peer teaching/peer
learning basing on the didactic concept of ‘scaffolding’ was promulgated within the courses, where
professors from the special field departments provided training sessions and small-group tutorials for their
local FLTs. University authorities responded positively to those training initiatives that help overcome the
relevant teaching barriers, and certain administrative support was offered to both FL teachers and
'occupational' trainers.
In the second research round – i.e. after the completion of the professional development
programmes/courses by the FL teachers - there was employed the same set of methods, as in the first
research, and circ. 400 teachers were covered. The results obtained proved that there was a statistically
meaningful growth in the level of the FLT awareness in the specialist knowledge that was relevant to the
subject fields of the universities employing those FLTs. Their students who were questioned in the
research would also welcomed this opportunity to learn from 'better equipped teachers' of 'peer
professional level'.
Discussion of the results is offered, as well as the practical recommendations on the FLTs course
development in pragmatic ('occupational') aspects.
keywords:learning barriers,teaching barriers,pragmatic competency,foreign language teacher,economic
university,teacher professional development.
... According to Kuznetsov, Krupchenko, and Schaveleva (2017), professional linguodidactics reflects all levels of interdisciplinary professional competence of students and specifies the level and value-targeted aspects of secondary vocational (pedagogical) education, the accentuation of which arose as a result of identified deficiencies in the scientific and methodological support of the pedagogical corps. Anzina, Krupchenko, and Kuznetsov (2018) see the solution to this urgent problem in taking into account the Federal educational and professional standards, which present the requirements for professional competence and professional activity of a teacher. ...
... The theory is directly related to the practice of multidisciplinary foreign language teaching (Inozemtseva, Troufanova, & Krupchenko, 2019), proved the need for the use of value-based technologies (Prilipko & Inozemtseva, 2018) reflected in the textbook "English for teachers. Academic English" (Krupchenko, Kuznetsov, & Prilipko, 2019), in which teachers are supposed to be acquainted, learn and master the technologies and techniques for developing interactive professionally oriented tasks (Anzina, Krupchenko, & Kuznetsov, 2018). ...
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