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Title: Implementation of Interactive Teaching Methods in the Process of Developing Professional-Communicative Proficiency of Future Pilots
Authors: Kumpan, O. O.
Kharlamova, L. S.
Keywords: language proficiency
interactive learning
interactive methods
role play
case study
multimedia learning
Issue Date: 30-Jun-2019
Publisher: International Journal of Science Annals
Citation: Kumpan, O. O., & Kharlamova, L. S. (2019). Implementation of Interactive Teaching Methods in the Process of Developing Professional-Communicative Proficiency of Future Pilots. International Journal of Science Annals, 2(1-2), 12–18. doi:10.26697/ijsa.2019.1-2.02
Series/Report no.: Volume 2;No.1-2, 2019
Abstract: Background and Aim of Study: The research deals with the methods of interactive teaching techniques implementation and their effectiveness assessment during professional language training of future pilots. These techniques are not only aimed to improve language proficiency, but ensure professional expertise and its implementation in the future professional activity. The aim of the study: to define professional language proficiency, to determine and describe interactive teaching methods able to facilitate in developing language skills that meet ICAO language proficiency requirements. Material and Methods: The systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation are made. Holistic descriptors and language proficiency assessment scale developed by ICAO are studied. Innovative teaching approaches and methods are studied and implemented. Interactive teaching techniques are implemented and the results are assessed during the training course on Aviation English. Results: Recent studies have proved that methods based on interaction considerably increase students’ motivation, willingness to learn, improve and expedite language skills acquisition and facilitate in their successful implementation in real situations. Conclusions: The demands for language proficiency defined by ICAO are not limited by merely knowledge of a set of grammar rules, vocabulary and ways of pronouncing sounds. It is a complex interaction of that knowledge with a number of skills and abilities, which can be developed through interactive teaching methods.
Appears in Collections:Vol. 2, No.1-2, 2019

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