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LANGUAGE PEDAGOGY FOUNDATIONS OF EDUCATING MAJORS IN SCIENCE AND TECHNOLOGY DIPLOMACY: TEACHING AND LEARNING AS POLYLOGUE OF MEANING PERSPECTIVES

Language Teaching. Methodology of Teaching Philological Disciplines , UDC: 378.016:811 DOI: 10.24412/2076-913X-2025-157-180-193

Authors

  • Yarotskaya Ludmila V. D. Sc. (Pedagogy), docent

Annotation

The article is devoted to considering the results obtained during the pilot study on the language pedagogy foundations of the educational process designed as a polylogue of meaning perspectives, with learners majoring in science and technology diplomacy. The relevance of the problem results from the urgent social demand for highly qualified specialists characterized by a system of acquired professional and personal attitudes to ensure awareness of and values-based attitude to professional activity, its key tasks and missions in modern science and technology cooperation. The pilot study was aimed at modeling a polylogue of meaning perspectives scenario to teach foreign language profession-related communication to majors in science and technology diplomacy. The meaning perspectives were meant to combine on the interdisciplinary basis to provide interaction, integration, and multiplication of socially and personally relevant meanings — those reflecting national-cultural, socio-cultural, social, purely professional, intercultural, and personal viewpoints. The research methods included a complex of instruments, namely: analysis of literary and mass media sources; data synthesis, systematization, and interpretation; methods of synchronous, diachronic and comparative analysis of concepts; a comprehensive method of explication and description of the concept; predictive scenario modeling; experimental scenario testing; survey of participants in the pilot test; expert evaluation of the analysis results. Selected material systematization made it possible to substantiate a set of semantic dominants, their derivatives — recurrent items, together with their current contexts; finalize the list of study topics, select appropriate content, and model the polylogue of meaning perspectives scenario as teacher-and-learner(s) interaction. The modeled scenario proved effective in experimental scenario testing. Besides the apparent practical outcome resulting from learners’ having to use the foreign language to solve a wide range of profession-related tasks, the «polylogue» of meaning perspectives scenario as teacher-and-learner(s) interaction showed a considerable educational and developmental potential. Along with encouraging integration and multiplication of socially and personally relevant meanings on a broad interdisciplinary basis, it provides the foundation for a learner to develop dialectic of cognitive and professional motives.
Tags:
foreign language profession-related communication , interaction of meaning perspectives , polylogue of meaning perspectives , scenario of teaching and learning , science and technology diplomacy

How to link insert

Yarotskaya, L. V. (2025). LANGUAGE PEDAGOGY FOUNDATIONS OF EDUCATING MAJORS IN SCIENCE AND TECHNOLOGY DIPLOMACY: TEACHING AND LEARNING AS POLYLOGUE OF MEANING PERSPECTIVES Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 1 (57), 180. https://doi.org/10.24412/2076-913X-2025-157-180-193
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