Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241160
Olha Datskiv, Sofia Datskiv
An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.
{"title":"Primary school inclusive foreign language teaching features","authors":"Olha Datskiv, Sofia Datskiv","doi":"10.32589/1817-8510.2021.3.241160","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241160","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43774138","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}
Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241165
Yevhenii Melnyk
This work presents a group of activities based on the didactic materials dealing with issues related to space exploration in general and space tourism in particular. These activities aimed at developing receptive and productive skills allow students studying French at B2 level to consider a variety of topics (current and emerging environmental problems; the international community’s response to environmental challenges; negative consequences of space conquest), organize active use and efficient acquisition of thematic vocabulary, improve students’ ability to present and argue their own position.
{"title":"Space tourism: for or against?","authors":"Yevhenii Melnyk","doi":"10.32589/1817-8510.2021.3.241165","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241165","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000This work presents a group of activities based on the didactic materials dealing with issues related to space exploration in general and space tourism in particular. These activities aimed at developing receptive and productive skills allow students studying French at B2 level to consider a variety of topics (current and emerging environmental problems; the international community’s response to environmental challenges; negative consequences of space conquest), organize active use and efficient acquisition of thematic vocabulary, improve students’ ability to present and argue their own position. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43979274","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}
Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241158
S. Rubtsova
The article describes a subsystem of exercises and tasks for the formation of English language lexical competence in professionally oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering. The stages of the formation of English-language lexical competence in professionally oriented active reading are determined and characterized: 1) acquaintance, 2) automation, 3) application. To form this competence, we consider effective the following methods of active reading: Know- Want-Learn (KWL), SQ3R (Survey, Questions, Read, Recall, Review) and examples of exercises and tasks performed at each stage of working with authentic texts. The subsystem of exercises and tasks is described and implemented at the pre-text, text and post-text stages of work. All educational information for the formation of lexical competence in English reading is accompanied by an authentic visualization which we understand as conditionally technical (drawings, figures, photographs, diagrams, charts, graphs, videos, etc.). Authentic visualization of educational information is developed as a supplement to textual material for better understanding and perception information on the specialty and complements it. The organization of the stages of lexical competence formation is taken into account during the developing the exercises and tasks.
{"title":"Subsystem of exercises and tasks for prospective engineers lexical competence in professionally oriented reading development","authors":"S. Rubtsova","doi":"10.32589/1817-8510.2021.3.241158","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241158","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The article describes a subsystem of exercises and tasks for the formation of English language lexical competence in professionally oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering. The stages of the formation of English-language lexical competence in professionally oriented active reading are determined and characterized: 1) acquaintance, 2) automation, 3) application. To form this competence, we consider effective the following methods of active reading: Know- Want-Learn (KWL), SQ3R (Survey, Questions, Read, Recall, Review) and examples of exercises and tasks performed at each stage of working with authentic texts. The subsystem of exercises and tasks is described and implemented at the pre-text, text and post-text stages of work. All educational information for the formation of lexical competence in English reading is accompanied by an authentic visualization which we understand as conditionally technical (drawings, figures, photographs, diagrams, charts, graphs, videos, etc.). Authentic visualization of educational information is developed as a supplement to textual material for better understanding and perception information on the specialty and complements it. The organization of the stages of lexical competence formation is taken into account during the developing the exercises and tasks. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42652287","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}
Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241156
Madina Shcherbyna
In the article, the problem of differentiated development of prospective teachers’ English-interaction is investigated. In particular, the subsystem of exercises is presented according to three models: exercises for teaching English dialogue by the method of receptive-cognitive differentiation of learning; exercises for teaching English dialogue by the method of reproductive-cognitive differentiation of learning; exercises for teaching English dialogue by the method of emotional and motivational differentiation of learning. By the three models, the formation of skills and abilities in English dialogic speech includes the following stages: combining cues into dialogic units (with prior or subsequent listening to a sample dialogue), making a mini-dialogue, making the dialogue of a certain functional type. Within each stage, the example of the exercise for the formation of skills and / or abilities in English dialogic speech is given; the purpose of an exercise and its type are singled out; the example of teacher's instruction is attached to each exercise. The focus is in particular on the stages of the implementation of differentiated learning by three types. Thus, receptive-cognitive differentiation is realized at the stage of combining cues into dialogic units with prior and / or subsequent listening to the sample dialogue; reproductive-cognitive differentiation – at the stage of mini-dialogue making; emotional and motivational differentiation – at the stage of making the dialogue of a certain functional type. Teaching aids for the implementation of differentiated teaching of English dialogue for different typological subgroups of students have been developed. In particular, two types of the educational comic strip have been developed (by the dominant type of students' thinking) as a means of implementing reproductive-cognitive differentiation; two types of communicative situations (by the dominant cognitive motives of students) for the implementation of emotional and motivational differentiation of learning are proposed. Examples of educational supports have been introduced.
{"title":"The subsystem of exercises for differentiated development of prospective teachers’ english-speaking interaction","authors":"Madina Shcherbyna","doi":"10.32589/1817-8510.2021.3.241156","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241156","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000In the article, the problem of differentiated development of prospective teachers’ English-interaction is investigated. In particular, the subsystem of exercises is presented according to three models: exercises for teaching English dialogue by the method of receptive-cognitive differentiation of learning; exercises for teaching English dialogue by the method of reproductive-cognitive differentiation of learning; exercises for teaching English dialogue by the method of emotional and motivational differentiation of learning. By the three models, the formation of skills and abilities in English dialogic speech includes the following stages: combining cues into dialogic units (with prior or subsequent listening to a sample dialogue), making a mini-dialogue, making the dialogue of a certain functional type. Within each stage, the example of the exercise for the formation of skills and / or abilities in English dialogic speech is given; the purpose of an exercise and its type are singled out; the example of teacher's instruction is attached to each exercise. The focus is in particular on the stages of the implementation of differentiated learning by three types. Thus, receptive-cognitive differentiation is realized at the stage of combining cues into dialogic units with prior and / or subsequent listening to the sample dialogue; reproductive-cognitive differentiation – at the stage of mini-dialogue making; emotional and motivational differentiation – at the stage of making the dialogue of a certain functional type. Teaching aids for the implementation of differentiated teaching of English dialogue for different typological subgroups of students have been developed. In particular, two types of the educational comic strip have been developed (by the dominant type of students' thinking) as a means of implementing reproductive-cognitive differentiation; two types of communicative situations (by the dominant cognitive motives of students) for the implementation of emotional and motivational differentiation of learning are proposed. Examples of educational supports have been introduced. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42646725","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}
Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241157
Natalia Matkovska
The article presents a subsystem of exercises for the formation and fostering spoken language proficiency competences in English for future bachelors of computer engineering. The concepts of exercise and task are specified. Outlined types and kinds of exercises that we consider appropriate in the formation of spoken language proficiency competences in English for future specialists in the field of computer engineering. The stages of formation of relevant skills and abilities are defined and characterized. Teaching speaking and listening skills to the above-mentioned specialists takes place in 3 stages: 1) preparatory 2) receptive- reproductive / productive, receptive-productive, 3) productive. The purpose of the preparatory stage is to master the background knowledge and the formation of the language environment and language community. This stage includes receptive, receptive-reproductive exercises, exercises for the development of listening and speaking skills. The second stage, receptive-reproductive / productive, involves active training in oral speech with the help of appropriate professionally-oriented materials and situations. The exercises of the second stage are aimed at training students in monologue speech, namely at achieving and solving a communicative task, at expressing their own opinions; listening comprehension exercises take place in 3 stages - pre-listening, while listening, and after listening. Examples of exercises for development of listening skills are as follows: exercises for activating prior knowledge, listening for gist, exercises for discussing what was heard. During the final receptive-productive, productive stage, students do exercises to improve the acquired knowledge and developed skills. By this stage, students have already mastered the relevant professional disciplines, acquired appropriate speaking skills through the exercises of the second stage, and already have certain skills and professionally oriented knowledge in the field of computer engineering, so exercises such as role-playing games, projects, case studies are a logical continuation in the formation and fostering spoken(oral/vocal) language proficiency competences in English for future bachelors of computer engineering. Samples of the developed exercises are presented to each stage.
{"title":"A subsystem of english activities for fostering spoken language proficiency competences in english for future bachelors of computer engineering","authors":"Natalia Matkovska","doi":"10.32589/1817-8510.2021.3.241157","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241157","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The article presents a subsystem of exercises for the formation and fostering spoken language proficiency competences in English for future bachelors of computer engineering. The concepts of exercise and task are specified. Outlined types and kinds of exercises that we consider appropriate in the formation of spoken language proficiency competences in English for future specialists in the field of computer engineering. The stages of formation of relevant skills and abilities are defined and characterized. Teaching speaking and listening skills to the above-mentioned specialists takes place in 3 stages: 1) preparatory 2) receptive- reproductive / productive, receptive-productive, 3) productive. The purpose of the preparatory stage is to master the background knowledge and the formation of the language environment and language community. This stage includes receptive, receptive-reproductive exercises, exercises for the development of listening and speaking skills. The second stage, receptive-reproductive / productive, involves active training in oral speech with the help of appropriate professionally-oriented materials and situations. The exercises of the second stage are aimed at training students in monologue speech, namely at achieving and solving a communicative task, at expressing their own opinions; listening comprehension exercises take place in 3 stages - pre-listening, while listening, and after listening. Examples of exercises for development of listening skills are as follows: exercises for activating prior knowledge, listening for gist, exercises for discussing what was heard. During the final receptive-productive, productive stage, students do exercises to improve the acquired knowledge and developed skills. By this stage, students have already mastered the relevant professional disciplines, acquired appropriate speaking skills through the exercises of the second stage, and already have certain skills and professionally oriented knowledge in the field of computer engineering, so exercises such as role-playing games, projects, case studies are a logical continuation in the formation and fostering spoken(oral/vocal) language proficiency competences in English for future bachelors of computer engineering. Samples of the developed exercises are presented to each stage. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69703995","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}
Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241162
Evgeny Spitsyn, Valentуna Chernysh
The article deals with the analysis of the experience of organizing the pedagogical practice of future teachers in Germany and Great Britain. An analytical review of existing documents, which sets out the basic principles of training future teachers in Germany and the United Kingdom. The position of teacher training standards has been studied. The professional competencies of the teachers which are presented in the current standards are described. The peculiarities of the organization of pedagogical practice of future teachers in general and foreign language teachers in particular, in the modern universities of Germany and Great Britain are determined. The types of pedagogical practices introduced in various universities of Germany and Great Britain are characterized. The content and volume of practical training in universities are presented in detail, its goals are specified. Possible ways of implementation the experience of European countries on this issue in higher education in Ukraine have been identified.
{"title":"Features of practical pedagogical training future teachers of foreign languages in western europe","authors":"Evgeny Spitsyn, Valentуna Chernysh","doi":"10.32589/1817-8510.2021.3.241162","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241162","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The article deals with the analysis of the experience of organizing the pedagogical practice of future teachers in Germany and Great Britain. An analytical review of existing documents, which sets out the basic principles of training future teachers in Germany and the United Kingdom. The position of teacher training standards has been studied. The professional competencies of the teachers which are presented in the current standards are described. The peculiarities of the organization of pedagogical practice of future teachers in general and foreign language teachers in particular, in the modern universities of Germany and Great Britain are determined. The types of pedagogical practices introduced in various universities of Germany and Great Britain are characterized. The content and volume of practical training in universities are presented in detail, its goals are specified. Possible ways of implementation the experience of European countries on this issue in higher education in Ukraine have been identified. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46121583","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}
Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241155
O. Vashchylo
The article is devoted to the question of organizing distance learning for future philologists through the Internet technologies. The author’s experience in conducting practical classes via the video conferencing platform Zoom and organizing the students’ individual work using the learning management system Canvas has been described. Recommendations on how to prepare for the practical classes have been given; the main advantages of the video conferencing platform Zoom have been enumerated; the examples of the tasks performed by students during synchronous learning have been given. The choice of the learning management system Canvas has been preconditioned by the author’s positive experience in organizing the process of teaching ESP monologue production to future mechanical engineers. Features specific to Canvas (shared access, calendar of the events, discussions and announcements section, accumulation of the performed tasks, etc.) have been looked into; the advantages of using Canvas (flexibility, compatibility with numerous mobile devices and various operating systems, use of the system regardless location and time zone, 24/7 availability, facilitating the student’s choice of the individual educational trajectory etc.) have been considered. The examples of the tasks posted by the teacher have been given. The assessment of the students’ work was carried out according to the existing rating system regarding the peculiarities of distance learning. Thus, the students’ work during the practical classes using the video conferencing platform Zoom and their out-of-class individual work using Canvas has been assessed. A survey among the participants of the educational process has been conducted. The results of the survey have revealed a positive attitude to the organization of distance learning with the use of the video conferencing platform Zoom and the learning management system Canvas.
{"title":"Prospective philologists distance learning and teaching during COVID-19 pandemic","authors":"O. Vashchylo","doi":"10.32589/1817-8510.2021.3.241155","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241155","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The article is devoted to the question of organizing distance learning for future philologists through the Internet technologies. The author’s experience in conducting practical classes via the video conferencing platform Zoom and organizing the students’ individual work using the learning management system Canvas has been described. Recommendations on how to prepare for the practical classes have been given; the main advantages of the video conferencing platform Zoom have been enumerated; the examples of the tasks performed by students during synchronous learning have been given. The choice of the learning management system Canvas has been preconditioned by the author’s positive experience in organizing the process of teaching ESP monologue production to future mechanical engineers. Features specific to Canvas (shared access, calendar of the events, discussions and announcements section, accumulation of the performed tasks, etc.) have been looked into; the advantages of using Canvas (flexibility, compatibility with numerous mobile devices and various operating systems, use of the system regardless location and time zone, 24/7 availability, facilitating the student’s choice of the individual educational trajectory etc.) have been considered. The examples of the tasks posted by the teacher have been given. The assessment of the students’ work was carried out according to the existing rating system regarding the peculiarities of distance learning. Thus, the students’ work during the practical classes using the video conferencing platform Zoom and their out-of-class individual work using Canvas has been assessed. A survey among the participants of the educational process has been conducted. The results of the survey have revealed a positive attitude to the organization of distance learning with the use of the video conferencing platform Zoom and the learning management system Canvas. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43784682","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}
Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241153
O. Tarnopolsky
The paper gives evidence that the modern Ukrainian theory and methodology of foreign language teaching is quite rapidly developing as a science; however, its onward progress is somewhat “braked” by certain ungrounded convictions (“myths”), some of which originate from the times of the former Soviet Union. Three such myths were analyzed in the article as the ones that to the greatest extent retard the progressive development of the Ukrainian methodology: the myth that “methodology is exercises,” this is why every methodological research must necessarily be completed with elaborating a system (or subsystem) of relevant exercises; the myth that whatever is developed in a methodological study should be within the borders of one, and only one, broad, substantiated, and more or less universally recognized methodological approach; and the myth that only the most recent professional literature should be quoted and serve as the foundation for whatever methodological research. In the paper the distinction is drawn between learning activities in language learning and exercises as standardized and auxiliary components in the relevant teaching / learning system, and it is proven that every methodological research has to be completed with some practical result to be used in this system but that result may not necessarily be a system of exercises or even of learning activities. It is also demonstrated that the approaches elaborated in a methodological study do not obligatorily have to be within the framework of only one broad and recognized approach but, on the contrary, may combine the features of different approaches, even opposing each other, as long as they meet the principles of the principled pragmatism theory - those principles that allow to combine such features harmoniously. Finally, it is proven that the theory and methodology of language teaching is a science in which new knowledge does not abolish the preceding knowledge as obsolete. New knowledge is “built into” the preceding knowledge, thus creating a new system together with it. That is why in all the methodological studies it is impossible to use as the foundation only the recent research. The works published even decades ago must be taken into account (and quoted). The conclusion is made that getting rid of the existing “methodological myths” will considerably accelerate and improve the development of the Ukrainian system of language education.
{"title":"Some myths of modern Ukrainian methodology of foreign language teaching as a science","authors":"O. Tarnopolsky","doi":"10.32589/1817-8510.2021.3.241153","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241153","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The paper gives evidence that the modern Ukrainian theory and methodology of foreign language teaching is quite rapidly developing as a science; however, its onward progress is somewhat “braked” by certain ungrounded convictions (“myths”), some of which originate from the times of the former Soviet Union. Three such myths were analyzed in the article as the ones that to the greatest extent retard the progressive development of the Ukrainian methodology: the myth that “methodology is exercises,” this is why every methodological research must necessarily be completed with elaborating a system (or subsystem) of relevant exercises; the myth that whatever is developed in a methodological study should be within the borders of one, and only one, broad, substantiated, and more or less universally recognized methodological approach; and the myth that only the most recent professional literature should be quoted and serve as the foundation for whatever methodological research. In the paper the distinction is drawn between learning activities in language learning and exercises as standardized and auxiliary components in the relevant teaching / learning system, and it is proven that every methodological research has to be completed with some practical result to be used in this system but that result may not necessarily be a system of exercises or even of learning activities. It is also demonstrated that the approaches elaborated in a methodological study do not obligatorily have to be within the framework of only one broad and recognized approach but, on the contrary, may combine the features of different approaches, even opposing each other, as long as they meet the principles of the principled pragmatism theory - those principles that allow to combine such features harmoniously. Finally, it is proven that the theory and methodology of language teaching is a science in which new knowledge does not abolish the preceding knowledge as obsolete. New knowledge is “built into” the preceding knowledge, thus creating a new system together with it. That is why in all the methodological studies it is impossible to use as the foundation only the recent research. The works published even decades ago must be taken into account (and quoted). The conclusion is made that getting rid of the existing “methodological myths” will considerably accelerate and improve the development of the Ukrainian system of language education. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48462361","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}
Pub Date : 2021-06-29DOI: 10.32589/1817-8510.2021.2.235675
O. Sovhar
This article provides an overview of active learning in thecontext of language teaching by answering research questions:How is the concept of active learning de?ned? What are themethods and strategies connected to active learning and whattechniques can they be represented with? There are givensuggestions how teachers can implement active learningtechniques in their practice and what activities have proveneffective in building language competence of author’s students.It also presents some ideas on the training material developmentfor practitioners in the field of language teaching and coursematerials for learners, thus contributing to the existing knowledgebase about utilizing active learning in the process of Englishlanguage acquisition.It has been established that strategies which are based onideas about how learners effectively acquire foreign languagecommunicative competence assist the participants of educationalprocess in transition into full engagement. Active learning helpsstudents submerge into course material and results in learning,applying, synthesizing, summarizing and evaluating the content.The types of activities, which the teacher implements, are ofparamount importance as they determine the level and type ofstudents' learning and are chosen or designed in order to reachlesson objectives. They span from uncomplicated ones to activitiesof increased complexity and include Concept Mapping, Think /Pair / Share technique, Cooperative Groups in Class, Note Checkor Note Comparison, Minute Papers, If You Could Ask OneQuestion, Discussions, etc.The study also tackles barriers and obstacles which canoccur on the path of incorporating active learning strategiesin teaching and mastering English as a foreign language aswell as recommendations on their overcoming.
{"title":"ACTIVE LEARNING AND ITS APPLICATION IN TEACHING ENGLISH","authors":"O. Sovhar","doi":"10.32589/1817-8510.2021.2.235675","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.2.235675","url":null,"abstract":"This article provides an overview of active learning in thecontext of language teaching by answering research questions:How is the concept of active learning de?ned? What are themethods and strategies connected to active learning and whattechniques can they be represented with? There are givensuggestions how teachers can implement active learningtechniques in their practice and what activities have proveneffective in building language competence of author’s students.It also presents some ideas on the training material developmentfor practitioners in the field of language teaching and coursematerials for learners, thus contributing to the existing knowledgebase about utilizing active learning in the process of Englishlanguage acquisition.It has been established that strategies which are based onideas about how learners effectively acquire foreign languagecommunicative competence assist the participants of educationalprocess in transition into full engagement. Active learning helpsstudents submerge into course material and results in learning,applying, synthesizing, summarizing and evaluating the content.The types of activities, which the teacher implements, are ofparamount importance as they determine the level and type ofstudents' learning and are chosen or designed in order to reachlesson objectives. They span from uncomplicated ones to activitiesof increased complexity and include Concept Mapping, Think /Pair / Share technique, Cooperative Groups in Class, Note Checkor Note Comparison, Minute Papers, If You Could Ask OneQuestion, Discussions, etc.The study also tackles barriers and obstacles which canoccur on the path of incorporating active learning strategiesin teaching and mastering English as a foreign language aswell as recommendations on their overcoming.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69703439","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}
Pub Date : 2021-06-29DOI: 10.32589/1817-8510.2021.2.235678
Vira Swyrydjuk
The article discusses possible strategies forteaching reading the texts in German for students of philology.The methodological literature and the experience of scientistsin the field of developing the competence in reading have been considered. A set of exercises for teaching understanding ofvariants of German is presented. The application of a set ofexercises aimed at teaching such receptive type of speechactivity as reading provides the organization of independentwork of students of Philology in order to understand the variantsof the German language in the process of reading. The formationof skills and abilities covers the following stages: preparatory,executive, as well as the stage of text reflection.The stages identify the types of exercises that are relevantboth for mastering foreign language material and improvingcommunication skills in reading. The article offers ways tooptimize the independent work of students of Philology in orderto improve the learning process of mastering communicativecompetence in the process of reading authentic texts in German.The author focuses on lexical items for Austrian and SwissGerman, provides interactive exercises on the Learning Apps.Attention is focused on the independent organization of teachingreading to students of Philology. The author presents thelinguistic and cultural information of the German-speakingcountries: Germany, Austria and Switzerland. It is recommendedto do the set of tasks both during the classroom training andas a selfstudy activity using information and communicationtechnologies.
{"title":"EXERCISES FOR DEVELOPING STUDENTS-PHILOLOGISTS SKILLS TO UNDERSTAND VARIANTS OF THE GERMAN LANGUAGE IN THE PROCESS OF READING","authors":"Vira Swyrydjuk","doi":"10.32589/1817-8510.2021.2.235678","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.2.235678","url":null,"abstract":"The article discusses possible strategies forteaching reading the texts in German for students of philology.The methodological literature and the experience of scientistsin the field of developing the competence in reading have been considered. A set of exercises for teaching understanding ofvariants of German is presented. The application of a set ofexercises aimed at teaching such receptive type of speechactivity as reading provides the organization of independentwork of students of Philology in order to understand the variantsof the German language in the process of reading. The formationof skills and abilities covers the following stages: preparatory,executive, as well as the stage of text reflection.The stages identify the types of exercises that are relevantboth for mastering foreign language material and improvingcommunication skills in reading. The article offers ways tooptimize the independent work of students of Philology in orderto improve the learning process of mastering communicativecompetence in the process of reading authentic texts in German.The author focuses on lexical items for Austrian and SwissGerman, provides interactive exercises on the Learning Apps.Attention is focused on the independent organization of teachingreading to students of Philology. The author presents thelinguistic and cultural information of the German-speakingcountries: Germany, Austria and Switzerland. It is recommendedto do the set of tasks both during the classroom training andas a selfstudy activity using information and communicationtechnologies.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69703576","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：