Email this article Teacher-Student Interaction in Terms of Vocationally Oriented Language Teaching (Non-Linguistic Professions)
- Authors: Kharlamova N.S.1, Frolova I.J.1
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Affiliations:
- Moscow State Linguistic University
- Issue: No 1(846) (2023)
- Pages: 38-43
- Section: Pedagogical Studies
- URL: https://journals.rcsi.science/2500-3488/article/view/348727
- ID: 348727
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Abstract
The article considers theoretical and practical issues of teacher-student interaction and their application in terms of vocationally oriented language teaching: the teacher`s role, goal-setting, time management, performance appraisal (assessment) . The authors emphasize the importance of intense, guided teacher-training practice grounded in subject-matter knowledge and pedagogical methods. It is essential that Teacher-Student interaction come to the forefront as the key to efficient multi-task teaching.
About the authors
Natalya Sergeevna Kharlamova
Moscow State Linguistic University
Author for correspondence.
Email: nskafedra@mail.ru
PhD (Pedagogy), Associate Professor, Head of the Department of Linguistics and Political Communications, Institute of International Relations and Social and Political Sciences, Moscow State Linguistic University
Russian FederationIrina Jur’evna Frolova
Moscow State Linguistic University
Email: irafro07@yandex.ru
Senior Lecturer of the Department of Linguistics and Political Communications, Institute of International Relations and Social and Political Sciences, Moscow State Linguistic University
Russian FederationReferences
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- Вербицкий А. А. Активное обучение в высшей школе: контекстный подход. М. : Высшая школа, 1991.
- Безменова Н. А. Очерки по теории и истории риторики. М. : Наука, 1991.
- Postic, M. Observation objective des comportements d‘enseignants, étude de comportements de professeurs de sciencec. Caen, 1973.
- Харламова Н. С. Динамика роли преподавателя в профессионально ориентированном обучении иностранным языкам // Вестник Московского государственного лингвистического университета. Образование и педагогические науки. 2014. Вып. 8(694). С. 143–153.
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