Keywords
linguist
professional training
digital learning
digital technologies
online platforms
the USA
How to Cite
Abstract
The article deals with the problem of applying modern online platforms and digital technologies to teaching linguistics students in the US experience. It has been highlighted that nowadays it is imperative to discover new approaches to enhancing the quality of education process, in particular, professional training in linguistics, using prominent achievements of the leading countries, namely, the USA. The country is worldwide recognized as the main centre of linguistics and applies the most advanced and innovative technologies to teaching linguistics. Recent researches and publications on the topic have been analyzed. It has been found that digital learning is viewed in different contexts, may have different terms and interpretations, however most scholars agree it promotes digitality of the education process and sets innovative trends in the education of the future. It has been stated that future linguists should be able to effectively apply linguistic theories and methods for fulfilling standard professional tasks, in particular developing scientific and technical and special terminology, linguistic software, conducting research in the field of psycholinguistics, forensic linguistics, communicative linguistics, sociolinguistics, cognitive linguistics, applied linguistics, etc. Therefore, it has been specified that the US experience of professional training in linguistics aims to strengthen the education process with the use of innovative digital technologies so that future linguists may confidently implement the acquired knowledge and skills into professional activities. It has been found that content management systems are widely applied in professional training in linguistics, since they are aimed at making study time more flexible so that the students may efficiently organize their learning and successfully achieve learning goals. It has been clarified that online/distance learning, which includes videoconferencing software and massive open online courses, is actively implemented to eliminate geographic barriers and connect learners all over the world. It has been specified that modern linguistic multimedia laboratories play the leading role in making professional training in linguistics more digital. Based on the research findings, relevant conclusions have been drawn and optimal recommendations have been outlined how to enhance the quality of professional training in linguistics worldwide through applying modern online platforms and digital technologies.
References
C. Wang, and L. Winstead, Handbook of research on foreign language education in the digital age. Hershey, PA, USA: Information Science Reference (an imprint of IGI Global), 2016. 9 (in English)
D. Crystal, Internet Linguistics, London, UK: Routledge, 2011. (in English)
L. Bilbatua, and A. Herrero de Haro, “Teachers’ attitudes towards computer-assisted language learning in Australia and Spain”, Circulo de Linguistica Aplicada a la Comunicacion, vol. 57, pp. 3–44, 2014. doi: http://dx.doi.org/10.5209/rev_CLAC.2014.v57.44513. (in English)
F. Gallardo del Puerto, and E. Gamboa, “The evaluation of computer-mediated technology by second language teachers: collaboration and interaction in CALL”, Educational Media International, vol. 46, no. 2, pp. 137–152, 2009. (in English)
M. Carrier, R. M. Damerow, and K. M. Bailey, Digital language learning and teaching. Research, theory and practice. London, UK: Routledge, 2017. (in English)
J. R. Blake, foreword by C. Kramsch, New digital classroom. Technology and foreign language learning. Washington, DC, USA: Georgetown University Press, 2013. (in English)
Value of digital learning. [Online]. Available: https://openlearning.mit.edu/value-digital-learning. Accessed on: July 25, 2018. (in English)
L. Blinn-Pike, “Technology and the family: an overview from the 1980s to the present”, Marriage and Family Review, vol. 45, pp. 567–575, 2009. (in English)
L. Kamhi-Stein, “Looking to the future of TESOL teacher education: web-based bulletin board discussions in a methods course”, TESOL Quarterly, vol. 34, no. 3, 423–455. (in English)
M. Macaulay, and K. Syrret, Why major in linguistics (and what does a linguist do)? [Online]. Available: https://www.linguisticsociety.org/sites/default/files/Why%20Major%20Revised%20%281%29.pdf. Accessed on: July 23, 2018. (in English)
G. Cooke, LCMS vs. LMS: a guide to learning content management systems. [Online]. Available: https://www.elucidat.com/blog/learning-content-management-systems/. Accessed on: October 10, 2018. (in English)
Language training with elearning platforms for universities. [Online]. Available: https://www.dexway.com/language-training-with-e-learning-platforms-for-universities/. Accessed on: July 27, 2018. (in English)
Phonetics Lab. [Online]. Available: https://linguistics.fas.harvard.edu/pages/phonetics-lab. Accessed on: July 26, 2018. (in English)
Phonetics labs in the World. [Online]. Available: https://www.gla.ac.uk/schools/critical/aboutus/resources/gulp/resources/phoneticslaboratoryintheworld/. Accessed on: July 26, 2018. (in English)
Emory resources on campus. [Online]. Available: http://linguistics.emory.edu/home/resources/index.html. Accessed on: July 26, 2018. (in English)
Resources in linguistics: other linguistics. Resources online. [Online]. Available: http://researchguides.library.syr.edu/c.php?g=258111&p=1723784. Accessed on: July 26, 2018. (in English)
The Annual Report: the State of Linguistics in Higher Education. [Online]. Available: https://www.linguisticsociety.org/sites/default/files/Annual_Report_2017_Final_2.pdf. (in English) Accessed on: October 14, 2018.
C. Chapelle, English language learning and technology: lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins Publishing Company, 2003. (in English).
Authors who publish in this journal agree to the following terms:
- Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
- The copyright commencement date complies the publication date of the issue, where the article is included in.
Content Licensing
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
Deposit Policy
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
- Archiving the pre-print (pre-refereeing manuscript version) not allowed.