The article reports on the study of verbal manipulation realized in mass-media discourse as a specific case of intercultural communication. It deals with the preparation of a new generation of intercultural communicants with new skills, ready to interact in the situation of manipulative influence realized by a partner of intercultural communication. The authors give some practical steps that can be implemented into a coursebook of teaching intercultural communication or media-communication in foreign-language university. The following idea is illustrated in the work: overcoming verbal manipulation within massmedia discourse can be achieved by transforming manipulative communicative strategy of foreignlanguage partner into conventional one by intercultural communicant. Formation of conventional (sub)competence identified by the authors in intercultural communicative competence can be realized within specific steps of communicative strategy of convention: 1) Identification of verbal manipulation; 2) Interpretation of verbal manipulation; 3) Comprehension of own position within manipulative influence; 4) Introspection of communicative behavior while intercultural communication in the situation of verbal manipulation.
{"title":"Practical Steps to Overcome Verbal Manipulation within Intercultural Foreign Language Education","authors":"O. Levina, V. Goncharova","doi":"10.3897/AP.E4.E0585","DOIUrl":"https://doi.org/10.3897/AP.E4.E0585","url":null,"abstract":"The article reports on the study of verbal manipulation realized in mass-media discourse as a specific case of intercultural communication. It deals with the preparation of a new generation of intercultural communicants with new skills, ready to interact in the situation of manipulative influence realized by a partner of intercultural communication. The authors give some practical steps that can be implemented into a coursebook of teaching intercultural communication or media-communication in foreign-language university. The following idea is illustrated in the work: overcoming verbal manipulation within massmedia discourse can be achieved by transforming manipulative communicative strategy of foreignlanguage partner into conventional one by intercultural communicant. Formation of conventional (sub)competence identified by the authors in intercultural communicative competence can be realized within specific steps of communicative strategy of convention: 1) Identification of verbal manipulation; 2) Interpretation of verbal manipulation; 3) Comprehension of own position within manipulative influence; 4) Introspection of communicative behavior while intercultural communication in the situation of verbal manipulation.","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123715077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the possibility of using paintings that reflect the image of a blind person as educational content for the training of teachers of special and inclusive school. Foreign research, as well as sociological, cultural and historical analysis of literary sources and content analysis of thematic works of painting and graphics allow us to admit the possibility and significance of using this approach in the educational process. Most of the visual arts depicting the blind reflect the current attitude of society towards them and can influence society, creating both positive and negative stereotypes through specific artistic tools. However, in the pedagogical practice of higher education, the resource of art does not find sufficient reflection. The research results can be useful for the authors of modern teaching manuals that provide training for teachers of the defectological profile.
{"title":"Training manuals focused on people with visual impairments for students of defectology","authors":"N. Tyurina, O. Sokolova","doi":"10.3897/AP.E4.E1018","DOIUrl":"https://doi.org/10.3897/AP.E4.E1018","url":null,"abstract":"This article examines the possibility of using paintings that reflect the image of a blind person as educational content for the training of teachers of special and inclusive school. Foreign research, as well as sociological, cultural and historical analysis of literary sources and content analysis of thematic works of painting and graphics allow us to admit the possibility and significance of using this approach in the educational process. Most of the visual arts depicting the blind reflect the current attitude of society towards them and can influence society, creating both positive and negative stereotypes through specific artistic tools. However, in the pedagogical practice of higher education, the resource of art does not find sufficient reflection. The research results can be useful for the authors of modern teaching manuals that provide training for teachers of the defectological profile.","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121958506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Stepanova, I. Amelina, Mariya Gromenko, Tatyana Kovaleva
The relevance of using personality development potential of literary texts in order to form the necessary complex of knowledge about the most significant spiritual and moral values of the Russian people is due to the situation of a complete transition with no alternatives to teaching in a distance format at the preparatory faculty. The article examines the experience of using the potential of the texts from Russian classical literature for personal self-development and self-realization of foreign students at Russian as a foreign language lessons (pre-university stage) in conditions where direct immersion in the language is impossible. Such literary works allow foreign students to begin their acquaintance with Russian history and culture, to form basic ideas about the values of Russian society and the mentality of Russian people, to understand the degree of similarity and difference between Russian and native cultures, which generally contribute to their adaptation to Russian reality and integration into the educational multicultural space of the university. The approaches, the universal and specific requirements for the formation of an electronic educational course in RFL are presented. The course can be accessed in “Electronic information and educational environment of SWSU. SWSU’s Courses” on Moodle platform. The platform thanks to its functional capabilities, allows to present educational material in various forms, to vary the methods of students’ independent educational activities, to organize the necessary audiovisual support in mastering the Russian language within the elementary, basic and first certification levels (A1, A2, B1).
{"title":"Personality Development Potential of a Literary Text in Digitalized Teaching of RFL","authors":"N. Stepanova, I. Amelina, Mariya Gromenko, Tatyana Kovaleva","doi":"10.3897/AP.E4.E0920","DOIUrl":"https://doi.org/10.3897/AP.E4.E0920","url":null,"abstract":"The relevance of using personality development potential of literary texts in order to form the necessary complex of knowledge about the most significant spiritual and moral values of the Russian people is due to the situation of a complete transition with no alternatives to teaching in a distance format at the preparatory faculty. The article examines the experience of using the potential of the texts from Russian classical literature for personal self-development and self-realization of foreign students at Russian as a foreign language lessons (pre-university stage) in conditions where direct immersion in the language is impossible. Such literary works allow foreign students to begin their acquaintance with Russian history and culture, to form basic ideas about the values of Russian society and the mentality of Russian people, to understand the degree of similarity and difference between Russian and native cultures, which generally contribute to their adaptation to Russian reality and integration into the educational multicultural space of the university. The approaches, the universal and specific requirements for the formation of an electronic educational course in RFL are presented. The course can be accessed in “Electronic information and educational environment of SWSU. SWSU’s Courses” on Moodle platform. The platform thanks to its functional capabilities, allows to present educational material in various forms, to vary the methods of students’ independent educational activities, to organize the necessary audiovisual support in mastering the Russian language within the elementary, basic and first certification levels (A1, A2, B1).","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116653058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The problem of the quality of textbooks and workbooks has always been relevant. Their making is always a rather difficult and time-consuming task. It is important to understand that the textbook and workbook are a single unit within the complex systemic whole, encompassing also subject concepts, federal state educational standards, basic educational programs, etc. The purpose of this article is to describe and analyze the “Conjuguer: c'est facile” (2015, 2016, 2017) series of author's French grammar workbooks for beginners. Using this example, the authors of the article emphasize that well-written and appropriately compiled teaching resources stimulate the cognitive activity of students, turning the process of mastering a foreign language in general, and its grammar, in particular, into an entertaining experience. The main approach to the study of the problem is a systemic one. Despite all the variety of various materials, teachers are encouraged to create their own teaching aids tailored to the specific kind of their audience, as well as to their specific needs. The authors come to the conclusion that the effectiveness of a textbook on French grammar depends on a number of criteria, including careful selection of material for the formation of linguistic, speech, socio-cultural, social, discursive and compensatory (strategic) competencies; logical organization and presentation of material; inclusion of exercises implying a great degree of participation; the presence of test assignments for monitoring student’s progress. In addition, a visual presentation of the material plays an important role in enhancing the cognitive activity of students, increasing their interest in mastering grammatical skills and abilities.
{"title":"Workbook as Tool for Motivating Students to Study Grammar","authors":"E. Vasilieva, Oxana Dubnyakova, Olga Suslova","doi":"10.3897/AP.E4.E1051","DOIUrl":"https://doi.org/10.3897/AP.E4.E1051","url":null,"abstract":"The problem of the quality of textbooks and workbooks has always been relevant. Their making is always a rather difficult and time-consuming task. It is important to understand that the textbook and workbook are a single unit within the complex systemic whole, encompassing also subject concepts, federal state educational standards, basic educational programs, etc. The purpose of this article is to describe and analyze the “Conjuguer: c'est facile” (2015, 2016, 2017) series of author's French grammar workbooks for beginners. Using this example, the authors of the article emphasize that well-written and appropriately compiled teaching resources stimulate the cognitive activity of students, turning the process of mastering a foreign language in general, and its grammar, in particular, into an entertaining experience. The main approach to the study of the problem is a systemic one. Despite all the variety of various materials, teachers are encouraged to create their own teaching aids tailored to the specific kind of their audience, as well as to their specific needs. The authors come to the conclusion that the effectiveness of a textbook on French grammar depends on a number of criteria, including careful selection of material for the formation of linguistic, speech, socio-cultural, social, discursive and compensatory (strategic) competencies; logical organization and presentation of material; inclusion of exercises implying a great degree of participation; the presence of test assignments for monitoring student’s progress. In addition, a visual presentation of the material plays an important role in enhancing the cognitive activity of students, increasing their interest in mastering grammatical skills and abilities.","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120914677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents a concept of creating a textbook on literature for undergraduate Russian-Chinese languages major students, and therefore taking courses of Russian and Chinese literature. The relevance of the present research lies in the necessity to develop the strategy of moral education of the students undergoing professional training. The authors have used the activity-and-competence-building approach; they propose that the textbook should be regarded as a laboratory of creating a person’s morality. According to the authors, a full-fledged moral person is an individual who strives for obtaining high moral qualities and who realizes the inconsistency with the ideal. The article demonstrates the samples of educational materials and tasks that will help the reader to come to certain moral conclusions and get a lesson in humanism, team spirit, patriotism, tolerance, etc. The authors show the use of comparative analysis, which creates an idea not only of the proximity of various elements of content and form in Russian and Chinese literature, but also of the similarity of moral criteria in assessing the personal values of two nations. Examples of texts taken from literatures of different countries and various time periods, possessing a certain typological similarity in the range of topics brought up by the writers, – these examples convince us that although ethical criteria, in contrast to moral laws, although they are based on them, but they possess an overtemporal nature, they are eternal, universal.
{"title":"The Modern Textbook as a Laboratory of Creating a Morally Full-Fledged Individual","authors":"T. I. Kondratova, N. Saltanova, A. Popova","doi":"10.3897/AP.E4.E0517","DOIUrl":"https://doi.org/10.3897/AP.E4.E0517","url":null,"abstract":"The article presents a concept of creating a textbook on literature for undergraduate Russian-Chinese languages major students, and therefore taking courses of Russian and Chinese literature. The relevance of the present research lies in the necessity to develop the strategy of moral education of the students undergoing professional training. The authors have used the activity-and-competence-building approach; they propose that the textbook should be regarded as a laboratory of creating a person’s morality. According to the authors, a full-fledged moral person is an individual who strives for obtaining high moral qualities and who realizes the inconsistency with the ideal. The article demonstrates the samples of educational materials and tasks that will help the reader to come to certain moral conclusions and get a lesson in humanism, team spirit, patriotism, tolerance, etc. The authors show the use of comparative analysis, which creates an idea not only of the proximity of various elements of content and form in Russian and Chinese literature, but also of the similarity of moral criteria in assessing the personal values of two nations. Examples of texts taken from literatures of different countries and various time periods, possessing a certain typological similarity in the range of topics brought up by the writers, – these examples convince us that although ethical criteria, in contrast to moral laws, although they are based on them, but they possess an overtemporal nature, they are eternal, universal.","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129178575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Relevance of the problem In order to achieve the desired goal of teaching a foreign language in the unity of its linguistic and sociolinguistic components, there is a need to use modern multimedia technologies in the educational process. And this, in turn, forces teachers to look for new teaching methods, to use teaching aids in combination with authentic Internet resources, to fill in the missing natural language environment. The aim of the research is to create a multimedia educational and methodological complex that promotes the development of the sociolinguistic component of foreign language communicative competence in the process of teaching French. Within the framework of the study, the methods of linguistic and methodological analysis, comparison and analogy, description and synthesis, as well as experimental verification were used. The methodological basis of the study was the provisions of the communicative, competence-based and socio-cultural approaches. The result of the study was the creation of a multimedia educational and methodological complex as the main means of developing the sociolinguistic component of foreign language communicative competence, the identification of its constituent elements, the analysis of the structural components of the virtual language environment, as well as examples of some Internet resources that are valuable for teaching French. The developed materials can be used as a basis for creating such multimedia textbooks in order to form other components of foreign language communicative competence, as well as for creating a virtual language environment when learning French, which is the practical significance of the study.
{"title":"Multimedia educational and methodological complex as a means of forming sociolinguistic competence","authors":"Ksenia Zakharova, D. Gulinov","doi":"10.3897/AP.E4.E1105","DOIUrl":"https://doi.org/10.3897/AP.E4.E1105","url":null,"abstract":"Relevance of the problem In order to achieve the desired goal of teaching a foreign language in the unity of its linguistic and sociolinguistic components, there is a need to use modern multimedia technologies in the educational process. And this, in turn, forces teachers to look for new teaching methods, to use teaching aids in combination with authentic Internet resources, to fill in the missing natural language environment. The aim of the research is to create a multimedia educational and methodological complex that promotes the development of the sociolinguistic component of foreign language communicative competence in the process of teaching French. Within the framework of the study, the methods of linguistic and methodological analysis, comparison and analogy, description and synthesis, as well as experimental verification were used. The methodological basis of the study was the provisions of the communicative, competence-based and socio-cultural approaches. The result of the study was the creation of a multimedia educational and methodological complex as the main means of developing the sociolinguistic component of foreign language communicative competence, the identification of its constituent elements, the analysis of the structural components of the virtual language environment, as well as examples of some Internet resources that are valuable for teaching French. The developed materials can be used as a basis for creating such multimedia textbooks in order to form other components of foreign language communicative competence, as well as for creating a virtual language environment when learning French, which is the practical significance of the study.","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125200315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Developing Identity Awareness in the Primary School Textbooks “Dialogue with English”","authors":"O. Afanasieva, K. Baranova, O. Chupryna","doi":"10.3897/AP.E4.E0014","DOIUrl":"https://doi.org/10.3897/AP.E4.E0014","url":null,"abstract":"","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115176227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is devoted to the communicative-activity approach to the study of Russian literature by schoolchildren for whom Russian is not their native language. The article presents the experience of designing lessons for the study of the tale of O. Wilde and A. Pushkin. The examples of achieving performance in terms of skills and competencies, the implementation of integrated teaching of speech activity, a combination of types of educational activities are shown. The experience of didactics is generalized from the standpoint of motivation to study a second language and literature, and the formation of effective communication skills. The fairy tale "The Nightingale and the Rose" by O. Wilde is considered as a model of learning from the standpoint of enhancing the empathy of students, adapting the fairy tale to the perception of the listener. Communication exercises are developed using cultural linguistics, the development of the student's linguistic competence, the ratio of the communicative and pragmatic sides of the lesson, using the experience of textbooks in a fixed format. The development of the recommended didactic resource takes into account the directions of the reform in the secondary school of Kazakhstan. The method of practical teaching of literature is described from the standpoint of achieving measurable results, the implementation of text-centric teaching, integrated teaching of speech activity, a combination of types of educational activities, comparative study of English and Russian literary fairy tales. It has been substantiated that the practical task of teaching, the assessment of students' answers as an element of learning, contribute to their motivation to study a second language and literature, the development of critical thinking, and a creative approach.
{"title":"Lesson on Russian Literature based on the communicative-activity approach (literary tale)","authors":"Kuralay B. Urazayevа, G. Yerik, A. Aitpayeva","doi":"10.3897/AP.E4.E1029","DOIUrl":"https://doi.org/10.3897/AP.E4.E1029","url":null,"abstract":"The article is devoted to the communicative-activity approach to the study of Russian literature by schoolchildren for whom Russian is not their native language. The article presents the experience of designing lessons for the study of the tale of O. Wilde and A. Pushkin. The examples of achieving performance in terms of skills and competencies, the implementation of integrated teaching of speech activity, a combination of types of educational activities are shown. The experience of didactics is generalized from the standpoint of motivation to study a second language and literature, and the formation of effective communication skills. The fairy tale \"The Nightingale and the Rose\" by O. Wilde is considered as a model of learning from the standpoint of enhancing the empathy of students, adapting the fairy tale to the perception of the listener. Communication exercises are developed using cultural linguistics, the development of the student's linguistic competence, the ratio of the communicative and pragmatic sides of the lesson, using the experience of textbooks in a fixed format. The development of the recommended didactic resource takes into account the directions of the reform in the secondary school of Kazakhstan. The method of practical teaching of literature is described from the standpoint of achieving measurable results, the implementation of text-centric teaching, integrated teaching of speech activity, a combination of types of educational activities, comparative study of English and Russian literary fairy tales. It has been substantiated that the practical task of teaching, the assessment of students' answers as an element of learning, contribute to their motivation to study a second language and literature, the development of critical thinking, and a creative approach.","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115964177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ella A. Zoidze, E. E. Matveeva, T. Makarova, M. Molchanova, E. Morozova
The article addresses the issue of using a traditional textbook, an essential learning tool, in e-learning environment by supplementing and adjusting it to the digital format. Regarding e-learning as an educational process based on interactive electronic means of storing and providing information the authors outline the main ways of transforming an existing RFL textbook into the mode appropriate for effective e-learning and e-teaching. While reviewing literature, the notion of an electronic textbook is explored as well as its difference from a traditional textbook. The authors describe their experience of a synchronous type of e-learning and promote the usage of tasks that allow students to revise the information independently and practise the skills acquired in class. The article dwells on how the educational content of the textbook “Russian for Beginners” by G.M. Levina was modified in order to be used for teaching RFL learners online. The resulting benefits of a new web-based version of an RFL textbook are analyzed.
{"title":"Adjusting a Textbook of RFL to E-Learning","authors":"Ella A. Zoidze, E. E. Matveeva, T. Makarova, M. Molchanova, E. Morozova","doi":"10.3897/AP.E4.E1137","DOIUrl":"https://doi.org/10.3897/AP.E4.E1137","url":null,"abstract":"The article addresses the issue of using a traditional textbook, an essential learning tool, in e-learning environment by supplementing and adjusting it to the digital format. Regarding e-learning as an educational process based on interactive electronic means of storing and providing information the authors outline the main ways of transforming an existing RFL textbook into the mode appropriate for effective e-learning and e-teaching. While reviewing literature, the notion of an electronic textbook is explored as well as its difference from a traditional textbook. The authors describe their experience of a synchronous type of e-learning and promote the usage of tasks that allow students to revise the information independently and practise the skills acquired in class. The article dwells on how the educational content of the textbook “Russian for Beginners” by G.M. Levina was modified in order to be used for teaching RFL learners online. The resulting benefits of a new web-based version of an RFL textbook are analyzed.","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124515764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A foreign language coursebook can be seen as a flexible basis for teacher and student activity, creativity and self-realization. This is possible when the coursebook is humanized by the teacher. The purpose of the study is to reveal the ways to humanize the foreign language coursebook for medical students as means to increase students' motivation and engagement, provide conditions for their personal development and help them achieve high learning results. It is stated that the foreign language coursebook for medical students needs to be humanized to meet high demands for the quality of medical education. The ways to humanize the coursebook have been developed on the basis of person-oriented, action-oriented, value-oriented, multi-dimensional, and humanistic approaches. These ways include providing a positive emotional environment, making the learning process personal, bringing human values to the classroom, provoking students' creativity, using pieces of art in language teaching, involving different senses in language learning, engaging all the students in the education process. Numerous examples of the implementation of the ways in the foreign language teaching to medical students are provided. It is concluded that the foreign language coursebook humanization brings great benefits to students and teachers in the long term
{"title":"Humanizing the Foreign Language Coursebook for Medical Students","authors":"P. Petrusevich","doi":"10.3897/AP.E4.E0686","DOIUrl":"https://doi.org/10.3897/AP.E4.E0686","url":null,"abstract":"A foreign language coursebook can be seen as a flexible basis for teacher and student activity, creativity and self-realization. This is possible when the coursebook is humanized by the teacher. The purpose of the study is to reveal the ways to humanize the foreign language coursebook for medical students as means to increase students' motivation and engagement, provide conditions for their personal development and help them achieve high learning results. It is stated that the foreign language coursebook for medical students needs to be humanized to meet high demands for the quality of medical education. The ways to humanize the coursebook have been developed on the basis of person-oriented, action-oriented, value-oriented, multi-dimensional, and humanistic approaches. These ways include providing a positive emotional environment, making the learning process personal, bringing human values to the classroom, provoking students' creativity, using pieces of art in language teaching, involving different senses in language learning, engaging all the students in the education process. Numerous examples of the implementation of the ways in the foreign language teaching to medical students are provided. It is concluded that the foreign language coursebook humanization brings great benefits to students and teachers in the long term","PeriodicalId":127608,"journal":{"name":"TSNI 2021 - Textbook: Focus on Students’ National Identity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125174524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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