EXPERIENCE OF “THEORY AND PRACTICE IN FOREIGN LANGUAGES TEACHING (ENGLISH, FRENCH, CHINESE, JAPANESE, KOREAN)” TRAINING PROVISION IN TOMSK STATE UNIVERSITY
Authors: Goryunova Elena Sergeevna, PhD in Pedagogy, Education and Methodology Specialist, Institute of Distance Education, Tomsk State University (Tomsk, Russian Federation). E-mail: firstname.lastname@example.org Frantsuzskaya Evgeniya Olegovna, Sr Instructor, Research Center for Management and Technologies in Higher Education, Tomsk Polytechnic University (Tomsk, Russian Federation). E-mail: email@example.com Kulakovskaya Kseniya Valerievna, PhD in Philology, Associate Professor of Department of International Business Communication, Tomsk State University (Tomsk, Russian Federation). E-mail: firstname.lastname@example.org Andreeva Tatyana Leonidovna, PhD in Philology, Associate Professor of Department of International Business Communication, Tomsk State University (Tomsk, Russian Federation). E-mail: andreeva.tl2012@ mail.ru Sidorova Tatyana Borisovna, PhD in Pedagogy, Associate Professor of English Language Department, Far Eastern Federal University (Vladivostok, Russian Federation). E-mail: email@example.com
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The paper describes the experience of the professional retraining program provision “Theory and practice
in foreign languages teaching (English, French, Chinese, Japanese, Korean)” in Tomsk State University.
The target audience for the retraining program was university teachers, delivering the discipline “Foreign
language,” who are proficient in a foreign language and use it for academic and professional purposes.
Their participation in the retraining program had been conditioned by the lack of appropriate qualification
in theory and practice of teaching the foreign languages.
The process of building the methodological skills of 30 teachers majoring in “Linguistics,” “Translation
and translation studies,” “Regional Studies” and “International relations” is given in detail. The planned results
for the program are stated in terms of competences and cover the professional skills to be acquired by the
program participants. The authors indicate approaches to the training provision based on the performance level
of the program participants, as well as the difficulties encountered in the implementation of such retraining
programs. The contents of the program modules are designed to ensure building and enhancing the methodical
competence of the program participants. The technological base of the program comprises such approaches
as context-based teaching, case-study, individual teaching experience analysis, class observation and selfreflection.
The paper lists the requirements for final qualification projects, challenges faced in their preparation
and the results of the implementation of the developed teaching materials and lesson plans in real teaching.
In conclusion, the analysis of the questionnaire survey data of the program participants conducted at the
beginning and at the end of training is given.
Prospects of further work on the program, some options of its modernization and development in response
to the needs of the subjects of training are defined. The implemented research methods list the following
ones: theoretical analysis, questionnaire and teaching and learning materials analysis, final qualification paper