International virtual student academic mobility: Problems of foreign language proficiency
https://doi.org/10.26907/2074-0239-2022-69-3-220-224
Abstract
Today, Russian universities strive to implement various programs of international academic mobility. International academic mobility programs contribute to the expansion of international relations, intercultural communication, as well as the development of language competence and the improvement of students’ professional prospects. At the same time, the low level of Russian students’ foreign language proficiency is often an obstacle to international academic mobility programs. Students cannot participate in the competitive selection for exchange programs and experience difficulties in studying at a foreign university. Research, devoted to the study of organizing academic mobility in conjunction with foreign language learning, is mainly focused on incoming mobility, with language programs for the adaptation of foreign students. This paper studies the issue of special foreign language training of Russian students for their participation in international academic mobility programs and presents the study results concerning language difficulties experienced by the participants in international academic mobility programs. The paper identifies them as listening сomprehension, task performance, as well as speaking in a foreign language. We used the interview method, conducted in Kazan Federal University, in which 61 students took part. The results of the study can be used in the development of curricula for various academic mobility programs.
About the Author
A. Zamalieva
Kazan Federal University
Russian Federation
Russian Federation
Albina Irekovna Zamalieva, Chief specialist
420008
18 Kremlyovskaya Str.
Kazan
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Review
For citations:
Zamalieva A. International virtual student academic mobility: Problems of foreign language proficiency. Philology and Culture. 2022;(3):220-224. (In Russ.) https://doi.org/10.26907/2074-0239-2022-69-3-220-224
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