Modern Professional Linguistic Education in Russia: Conceptual Components and Axiological Orientations

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Author(s): Natalia D. Galskova, Marina N. Levchenko, Veronika P. Shabanova, Nina A. Skitina, Irina A. Krasnova

To cite this article: Galskova, N.D., Levchenko, M.N., Shabanova, V.P., Skitina, N.A., & Krasnova, I.A. (2022). Modern professional linguistic education in Russia: conceptual components and axiological orientations Value
Orientations of Modern Youth in Challenging Times, Vol 2, Youth Voice Journal, pp. 61-68. ISBN (ONLINE): 978-1-911634-72-0

Category: Uncategorized

Description

ABSTRACT

Background: This paper discusses questions associated with the conceptual components and value targets of modern professional linguistic education in Russia. The essence of two concepts, i.e. “linguistic education” and “content” in relation to their multidimensionality and the systemic nature of each of them is noted.

Purpose: The purpose of this research is to conceptualize the specificity of modern professional linguistic education in Russia and highlight the axiological potential and value-based meanings reflected in its content.

Design/methodology/approach: The study is based on the theoretical ideas of the axiological, learner-centered and activity-based approaches. Methodologically it is supported by the critical analysis, generalization, classification and pedagogical observation.

Findings: Particular attention is paid to their axiological (value-oriented) aspects related to moral and spiritual establishment of students learning a foreign language and culture of its bearer people, as well as to the formation of a system of values- and meanings-based relations determining behavioral (verbal and non-verbal) models of specialists — non-native speakers of the language — in conditions of professional communication. It is argued that linguistic education is distinguished by its tiered nature according to two grounds: as the educational agency to which the content is addressed and as the level of designing, devising, and implementing the said content.

Conclusions: In language training of specialists, one must target not only at their communicative sphere of personality, but at its values- and meanings-based, motivational, and cognitive components, too. Meanwhile, it is crucial to take into account students’ feelings and emotions sphere of personality and their humanist values; it matters as much to have students develop a motivated attitude to innovation self-education and the ability to interact with communication partners in socially determined and professional situations in a productive non-confrontational way.

Keywords: innovation competency, linguistic education, the content of education, language training of students, strategy, professional activity, value of linguistic education.

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