Етапи проектування у навчанні іноземних мов (original) (raw)
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Content-/ Project-based approaches to Russian L2 instruction at all levels of Russian
Content-based instruction prioritizes student-centered pedagogy, focusing on community related topics and real-world issues, using authentic language material and resources. Originating in socio-constructivist communicational paradigms, content-based learning represents attractive strategies for enhancing learning efficiency while maximizing learner autonomy and transformative learning effects. Traditionally, however, the principles of content-and project-based methodologies have been developed in the learning contexts of English as a second language for Roman languages (Spanish and French). To learn languages that are based on a strong inflectional structure (such as Russian language) requires developing strong procedural skills in the usage of grammar patterns which are most commonly taught using regular exercises. How are content-based approaches compatible with Russian language grammar instruction, and specifically at beginners' levels? The roundtable will also discuss theoretical foundations (linguistic, pedagogical, cognitive) supporting content/project-based Russian instruction at different proficiency levels; the modular structure of the curriculum, which is reflected in interchangeable self-contained units of instruction sequenced according to students' level, interests, and needs (Krasner, 2018; Long, 2015; Campbell, 2018); and technology use in content-based Russian instruction at low proficiency. We will also discuss post-method transformative pedagogy (Leaver, 2018).
Revista Amazonia Investiga, 2022
The paper concerns the project work during foreign language learning by international students in HEIs. There is the assumption that project work may influence positively international students' mastering a foreign (Ukrainian) language. The article aims to characterize the project activity and prove whether it can improve students' foreign language acquisition. The theoretical (analysis, generalization) and empirical (observation, testing, and experiment) methods were used. The experiment was conducted in which 32 first-year international students participated. Both the experimental (n=16) and control (n=16) groups were pre-tested and post-tested in September and December 2020 respectively. Students' skills in reading, writing, listening, speaking and use of language were checked. The data received before the experiment demonstrated almost a similar level of language acquisition in both groups. The results of the experiment pointed out improvement of the experimental gro...
The Project Method as a Tool of Effective Teaching a Foreign Language in Distant and Mixed Learnin
Scientific Journal of Polonia University, 2022
The aim of this paper is to prove the hypothesis that the application of project methods in foreign language lessons shows that students achieve good results in learning a foreign language, have a practical opportunity to apply the skills acquired in computer science lessons. The main advantages of the project method are: increasing the motivation of students in learning English, visual integration of knowledge in different subjects, space for creative activity. A project is an opportunity for students to express their own ideas in a creative form that is convenient for them: making collages, announcements, conducting interviews and research etc. The most important thing is that the child, not the teacher, determines what the project will contain, in what form and how it will be presented. Achieving the goal of the project is subject to all actions developed by students and teachers: the study of the necessary lexical and grammatical units, search for sources of information, selecti...
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The article deals with the urgency of introduction of project-based learning in the Translation Programs of Ukrainian universities and discusses some directions for the introduction of project-based learning (PBL) in terms of translator’s competences as defined by the European Competence Framework for translation programs. The article offers a review of John Dewey’s theory of Project-Based Learning (PBL) and suggests some ways of how to incorporate its elements into the university Translation programs and how the European requirements for MA in Translation can help to determine the directions for the development of the elements of the PBL in Translation Programs. In the framework of the theoretical study, we carried out the review of various sources dealing with the PBL and reviewed the EMT requirements in Ukrainian context.
The use of project methods in foreign language teaching to students of linguistic programmes
Tambov University Review. Series: Humanities, 2021
The 2019 coronavirus pandemic had a significant impact on the development of new innovative methods and forms of foreign language teaching that can organize distance or blended learning of a foreign language and continue to develop students’ subcompetencies that are part of a foreign language communicative competence. The project method is one of the problem-based teaching methods aimed at enhancing the speech-thinking activity of students in the process of completing a number of tasks. Its unique characteristic lies in the fact that this method can be used both in classroom and in blended or distance learning. However, despite the fact that in the methodic literature there are many studies devoted to the development of specific methods of foreign language teaching (aspects of language and types of speech activity) through information and communication technologies, the researchers did not come to a consensus on what stages the project methods should include. In our work, based on t...