Egorchenkova N.B.Strategic-Tactical Aspect of Multimodal Pedagogic Interaction
Egorchenkova Natal'ja Borisovna, Сandidate of Philological Sciences, Associate Professor, Senior Lector in Department of Foreign Language Communication and Language Education, Volgograd State University, Prosp. Universitetskiy, 100, 400062, Volgograd, RussianFederation, This email address is being protected from spambots. You need JavaScript enabled to view it., http://orcid.org/0000-0001-7418-5720
Abstract. The article deals with the interactional aspect of the school lesson, its multimodal specificity, which determines the strategic potential of pedagogical interaction. The relevance of the study is substantiated, which consists in the need to study the nature and characteristics of the teacher's interactive behavior as a "focal personality" within the framework of pedagogical discourse.The features and patterns of functioning of multimodal interaction are singled out to describe the strategies and tactics used by the teacher, the intentional content of which is inextricably linked with the non-verbal level of communication. To achieve this goal, an analysis of multimodal means of the informative-arguing strategy of the teacher's interactive behavior, which is traditionally considered dominant in pedagogical discourse, is carried out. As the main method, the author of the article uses video analysis, which makes it possible to adequately assess the information that is transmitted and perceived by the participants in pedagogical interaction at the verbal and non-verbal levels simultaneously. The analysis allowed the author to identify the tactics of setting the task, the tactics of explanation and facilitative tactics that implement the informative and argumentative strategy. Thus, it was found that for the implementation of the task setting tactics, the most effective means of the non-verbal level are illustrative gestures that indicate segmentation and function similarly to punctuation tools. The author argues that in order to implement the explanation tactics, the teacher uses confirmative accompanist gestures that focus and refocus the student's attention on relevant information, emphasizing and reinforcing the verbal context in order to avoid the possibility of misinterpretation. Facilitative tactics, according to the author of the article, are implemented on a non-verbal level with the help of gestures and facial expressions of the teacher, aimed at producing correct answers by students. In addition, within the framework of each tactic, the author identifies verbal means that accompany the teacher's communicative actions. The article concludes that for the most effective perception and assimilation of the material transmitted by the teacher, it is necessary to use the means of various levels.
Key words: multimodal interaction, mechanism of mutual perception, strategics, tactics, pedagogic discourse, video-analysis
Citation. Egorchenkova N.B.Strategic-Tactical Aspect of Multimodal Pedagogic Interaction // Artium Magister. - 2022. - Vol. 22. - No. 2. - pp. 56-59.
Strategic-Tactical Aspect of Multimodal Pedagogic Interaction Texts by Egorchenkova N.B. is licensed under a Creative Commons Attribution 4.0 International License.
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Popova O.Yu., Kulichenko Yu.N. Communication Ethics in Digital Learning Environment
Olga Yuryevna Popova, Candidate of Pedagogical Sciences, Associate Professor, Department of Foreign Language Communication and Linguodidactics, Volgograd State University, Prosp. Universitetsky, 100, 400062 Volgograd, Russian Federation, This email address is being protected from spambots. You need JavaScript enabled to view it., https://orcid.org/0000-0002-5016-3639
Yulia Nikolayevna Kulichenko, Candidate of Philological Sciences, Associate Professor, Department of Foreign Language Communication and Linguodidactics, Volgograd State University, Prosp. Universitetsky, 100, 400062 Volgograd, Russian Federation, This email address is being protected from spambots. You need JavaScript enabled to view it., https://orcid.org/0000-0001-9358-1286
Abstract. The rapid digitalization of modern society determines the development of new forms of communication in many areas, including the learning environment. The need to comply with ethical norms and principles is a prerequisite for both personal and business communication. This article discusses such concepts as "digital ethics", "virtual ethics", "network ethics", "information ethics", "computer ethics", "digital etiquette", "netiquette" and synonymous terms. It also characterizes the main rules of digital etiquette that should be observed in the communication via the Internet. Ethical norms of communication between teachers and students by e-mail, social networks and during classes in the form of videoconferences are analysed. Typical mistakes made by students as a result of violation of these principles are identified. The results of the study were obtained by the analysis of theoretical aspects of the problem and by using empirical methods of observation, conversation, etc.
Based on the analysis, conclusions are drawn regarding the specifics of the educational process in digital environment and the importance of ethical standards for successful communication in these conditions is substantiated. As a result, recommendations are presented to teachers regarding the organization of online education, and to students regarding the rules of conduct in digital learning environment regulated by communication ethics. These principles contribute to effective interaction between all participants of the educational process, which is necessary for the fulfilment of the scientific and creative potential of students, as well as the development of their communication skills.
Key words: ethics, digital etiquette, digital environment, distance learning, communication skills.
Citation. Popova O.Yu., Kulichenko Yu.N. Communication Ethics in Digital Learning Environment // Artium Magister. - 2022. - Vol. 22. - No. 2. - pp. 45-50.
Communication Ethics in Digital Learning Environment Texts by Popova O.Yu., Kulichenko Yu.N. is licensed under a Creative Commons Attribution 4.0 International License.
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Kulichenko Yu.N., Korolevskaya E.M. The Development of Emotional Intelligence of Psychology Students While Teaching a Foreign Language
Yulia Nikolayevna Kulichenko, Candidate of Philogogical Sciences, Associate Professor, Department of Foreign Language Communication and Linguodidactics, Volgograd State University, Prosp. Universitetsky, 100, 400062 Volgograd, Russian Federation, This email address is being protected from spambots. You need JavaScript enabled to view it., https://orcid.org/0000-0001-9358-1286
Ekaterina Mikhailovna Korolevskaya, Candidate of Philogogical Sciences, Associate Professor, Department of Foreign Philology, MoscowCityUniversity, Vtoroy Selskohoziajstvenny proezd, 4, 129226 Moscow, Russian Federation, KorolevskayaEM@mgpu.ru, https://orcid.org/0000-0001-7074-0221
Abstract. Emotional intelligence plays an important role in the development of students’ communication skills. The ability to recognize one's emotions and other people’s feelings is one of the factors required for effective interpersonal interaction. The article discusses the components of emotional intelligence (awareness of one's emotions, managing them, motivating oneself, recognizing emotions in others and handling relationships) identified by Peter Salovey and John Mayer, as well as explains its importance for learning a foreign language.
The results of the study obtained on the basis of an analysis of the theoretical aspects of this problem and the application of empirical methods such as observation, discussion, assessment, etc. confirm that a high level of emotional intelligence contributes to more effective learning of a foreign language, increasing students' motivation and interest, the development of skills necessary for effective intercultural communication.
Psychology students need a high level of emotional intelligence not only for personal communication, but also for their future professional activities, so special attention should be given to the development of emotional competence while studying all disciplines, including a foreign language.
As a result of the study, a set of exercises was developed in order to increase psychology students’ emotional intelligence while teaching English. The ability to recognize and describe one’s emotions, understand the feelings of other people, formulate one’s point of view, respect the opinions of interlocutors, express agreement / disagreement and maintain friendly communication in English are necessary for the development of professional foreign language competence of psychology students.
Key words: emotional intelligence, emotions, psychology, foreign language teaching, communication skills.
Citation. Kulichenko Yu.N., Korolevskaya E.M. The Development of Emotional Intelligence of Psychology Students While Teaching a Foreign Language // Artium Magister. - 2022. - Vol. 22. - No. 2. - pp. 39-44.
The Development of Emotional Intelligence of Psychology Students While Teaching a Foreign Language Texts by Kulichenko Yu.N., Korolevskaya E.M. is licensed under a Creative Commons Attribution 4.0 International License.
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Korobova O.V. The Use of Problem-Based Methodology in Lectures and Seminars on the Discipline “Modern German: Phonetics, Morphology, Word Formation, Syntax”
Olga Valeryevna Korobova, Сandidate of Philological Sciences, Associate Professor of the Department of Foreign Language Communication and Linguodidactics, Volgograd State University, Prosp. Universitetsky, 100, 400062 Volgograd, Russian Federation, This email address is being protected from spambots. You need JavaScript enabled to view it., https://orcid.org/0000-0003-1055-4675
Abstract. This article substantiates the necessity of focusing on practical results and independent acquisition of knowledge in the process of teaching a theoretical discipline «Modern German: phonetics, morphology, word formation, syntax» by students of the second year of study (teacher education with two training profiles) who study German as a second foreign language. In addition, the paper also describes the basics of problem-based learning as one of the most effective educational strategies. The article proposes a scheme for the implementation of problem-based learning from the choice of a problem situation through the development of a hypothesis to checking the correctness of the solution to the problem. Particular attention is focused on the use of problem-based learning methods in lectures and seminars. The author suggests four types of problem situations and focuses on the fact that these problem situations can be applied at any stage of learning from explaining material to controlling knowledge. The article discusses in detail some of the educational tasks used by author of the article in lectures and seminars on the discipline «Modern German: phonetics, morphology, word formation, syntax» for each type of the proposed problem situations. In conclusion, the researcher highlights the advantages of the considered educational strategy which are the development of mental abilities, cognitive needs and social skills of students, and also concludes that problem-based learning methods meet the needs of modern education aimed at developing soft skills.
Key words: problem-based learning, problem situation, educational task, lectures and seminars, German language
Citation. Korobova O.V. The Use of Problem-Based Methodology in Lectures and Seminars on the Discipline “Modern German: Phonetics, Morphology, Word Formation, Syntax” // Artium Magister. - 2022. - Vol. 22. - No. 2. - pp. 51-55.
The Use of Problem-Based Methodology in Lectures and Seminars on the Discipline “Modern German: Phonetics, Morphology, Word Formation, Syntax” Texts by Korobova O.V. is licensed under a Creative Commons Attribution 4.0 International License.
| 3_Korobova.pmd.pdf |