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Разработка тестирования фонологической компетенции с учётом русско-итальянской интерференции
С. 571–572.
Петрусевич Виктория Игоревна
Monitoring students' mastery of competences within the framework of the language being studied is an important part of the educational process. Phonological competence is a part of general communicative competence and needs to be assessed using specially designed tests. There is a need to create a phonetic test aimed at evaluating the phonological competence of Russian-speaking students learning Italian. The phonetic test must take interference into account, as it is impossible to create a universal test for all students with any native language. The report will examine the stages of conducting a pretest to assess the phonological competence of the Italian language in Russian-speaking students.
In book
СПб.: Издательство Санкт-Петербургского государственного университета, 2024.
Ryabkova V.V., , in: Высшая школа: опыт, проблемы, перспективы: материалы XIII международной научно-практической конференции. Москва, РУДН, 2–3 апреля 2020 г.: M.: PFUR, 2020. P. 601–604.
The article regards the possibilities of mobile devices options for developing phonological competence which should be the focus of foreign language learning. Several examples of special phonological mobile tasks for phonological skills training are presented. ...
Added: November 14, 2022
Stoynova N., Slavica Helsingiensia 2019 No. 52 P. 9–36
The paper contains a description of the variety of Russian used by bilingual speakers of Southern Tungusic languages (some Nanai dialects and Ulch). The morphosyntactic contact-induced peculiarities of their speech are the focus of this paper, while cases of phonetic and lexical interference are discussed in less detail. The study is based on the data ...
Added: October 25, 2019
Lyashevskaya O., Irina Panteleeva, Olga Vinogradova, Assessing Writing 2021 No. 49 Article 100529
EFL methodology has always recognized the importance of giving student learners of foreign languages regular and quick feedback on student speech production, both written and oral, and over the past two decades there appeared various tools for the provision of automated instant feedback. The presented paper offers an application that focuses on measuring text complexity, ...
Added: October 20, 2019
Olga I. Vinogradova, Olga N. Lyashevskaya, Irina M. P., / NRU Higher School of Economics. Series WP BRP 55/LNG/2017. 2019. No. 79.
EFL methodology has always recognized the importance of giving student learners of foreign languages regular and quick feedback on student speech production, both written and oral, but over the past two decades there appeared various tools ensuring the provision of automated instant feedback. The presented paper offers such a tool that focuses on measuring text ...
Added: October 10, 2019
Prilipko E. V., Inozemtseva K., , in: EDULEARN18 Proceedings. 10th International Conference on Education and New Learning Technologies.: IATED Academy, 2018. P. 11163–11170.
In recent years, CBE (Competence-Based Education) has been introduced at all levels of education in Russia, which has brought to the forefront the necessity to change approaches to assessment. Now that the new requirements are put forward, teachers need to modify their classroom assessment practices. However, courses on assessment have not traditionally been on the ...
Added: September 9, 2018
Prilipko E. V., Педагогическое образование и наука 2017 № 3 С. 49–53
The article considers the issue of teachers’ professional development in the context of competence-based education and offers novel approaches to formulating intended learning outcomes for teachers’ development as well as to assessing the level of their achievement. ...
Added: December 17, 2017
Solovova E., Bogolepova S., Иностранные языки в школе 2017 № 4 С. 36–45
The article attempts to reveal the components of the language teacher professional competence. For this purpose international competency matrices and national standards are analysed, some competency indicators given in these matrices are outlined. It is concluded that the current approaches to professional qualification assessment need to be reconsidered, and a uniform model of language teacher ...
Added: March 22, 2017
Prilipko E. V., Инновационные проекты и программы в образовании 2017 № 1 С. 30–35
The article discusses the issue of assessment of learning outcomes in the context of competence-based higher education, which calls for novel approaches to systematic professional development of in-service teachers. To build competence in assessment among the teaching community in academia, novel methodological approaches are proposed to in-service teachers’ professional development in the area of assessing ...
Added: February 24, 2017
Prilipko E. V., В кн.: АКСИОЛОГИЯ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ сборник научных трудов участников V Международной научно-практической конференции Выпуск 3Вып. 3.: М.: АПК и ППРО, 2016. С. 553–562.
The article argues the necessity to change the philosophy of assessment and assessment practices in FLT in higher education from summative (scoring) to formative (scaffolding). Approaches to formulating learning outcomes in FLT at non-linguistic tertiary institutions are presented and approaches to using criterion-based assessment scales for assessment as such, for generating feedback and developing self-assessment ...
Added: February 6, 2017
Popkova E., Journal of Language and Education 2015 Vol. 1 No. 4 P. 37–44
In modern EFL teaching in Russia, much attention is paid to making students aware of variations in the cultural schemata represented by their L1 and the target language, as well as behavioral patterns of their speakers. At the same time, researchers and teaching practitioners scarcely address certain linguistic issues of Russian L1 prosodic interference that ...
Added: August 31, 2015
Prilipko E. V., В кн.: Педагогика и образование: вызовы и перспективы.: М.: Издательство АПК и ППРО, 2013.
Автор рассматривает требования, предъявляемые к профессорско-преподавательскому составу высших учебных заведений в контексте перехода к образованию на основе компетенций и необходимость создания системы оценивания результатов обучения как проявлений свормированности компетенций студентов и выпускников вузов ...
Added: March 29, 2015
Prilipko E. V., В кн.: Обучение, тестирование и оценка: материалы XIII международной конференции.: НГЛУ им. Н.А. Добролюбова, 2013. С. 73–78.
Автор рассматривает проблему необходимости системного изменения подходов к оцениванию результатов обучения в условиях новой образовательной парадигмы ...
Added: March 17, 2015
Prilipko E. V., Иностранные языки в школе 2014 № 5 С. 47–52
Компетентностная парадигма образования предъявляет новые требования к практике оценивания учебных достижений обучающихся. Основными функциями оценивания должны стать мотивирующая и обучающая, что возможно только при применении критериального подхода и использовании обратной связи для отслеживании успешности процесса достижения результатов обучения. ...
Added: September 13, 2014
СПб.: Издательство Санкт-Петербургского университета, 2011.
Added: September 30, 2013