Formation of profession-oriented chinese language competency in non-language major students

Gaukhar Seitova; Klara Kunakova; Raushan Jeldybayeva; Zhazira Tursynali

doi:10.29051/el.v7iesp.2.15136

Autores

Gaukhar Seitova Kazakh Ablai Khan University of International Relations and World Languages (ABLAIKHAN), Almaty https://orcid.org/0000-0002-2726-0019
Klara Kunakova Kazakh Ablai Khan University of International Relations and World Languages (ABLAIKHAN), Almaty https://orcid.org/0000-0002-8545-9333
Raushan Jeldybayeva Kazakh Ablai Khan University of International Relations and World Languages (ABLAIKHAN), Almaty https://orcid.org/0000-0002-3912-3054
Zhazira Tursynali Kazakh Ablai Khan University of International Relations and World Languages (ABLAIKHAN), Almaty https://orcid.org/0000-0002-4131-7915

DOI:

https://doi.org/10.29051/el.v7iesp.2.15136

Palavras-chave:

Educação baseada na competência, Competência orientada para a profissão, Não-linguagem principal, Segunda língua estrangeira, Consciência linguística

Resumo

O artigo sugere umas orientações de ensino para formar uma competência profissional em Chinês em estudantes de profissões, não relacionadas a idiomas, usando o analise e as recomendações, as técnicas metodológicas disponíveis para ensinar Chinês, tais como uma abordagem baseada em competências e os tipos das atividades de discurso durante as aulas presenciais práticas, um inquérito por questionário entre estudantes de profissões não linguísticas para que as expectações individuais e as necessidades relacionadas a línguas estrangeiras sejam identificadas. Consequentemente, foram desenvolvidas as recomendações metódicas para aumentar a eficácia de formação em Chinês em estudantes de profissões, não relacionadas a idiomas. O mínimo terminológico por profissões é introduzido intensamente, são empregados os métodos de ensino, baseados em línguas nativas. Os métodos pedagógicos elaborados habilitam os estudantes de profissões não linguísticas a formar uma competência profissional em Chinês do nível А2.

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