Personality as the Object of Designing a Pedagogical Technology in Foreign Language Education

Humanistic tendencies of FL education require a dramatic change in the “didactic landscape” of technologies, their channeling into the professional’s personality. The analysis of the strategic factors and scientific principles of designing pedagogical technologies shows that the educational technology is essentially anthropic and focused on the psychology of acquiring knowledge and learnings skills. Given the “extra-subject” properties of the FL learner, it involves managing educational activities in a reflexive way, i.e. through the formation of critical and creative thinking, tactics of mental activity and speech behavior. The essence of technology largely manifests itself in the intensification of the process of FL learning / teaching by using engineering technologies and is aimed at upgrading students’ intellectual level,their responsibility, morality, willingness to accept challenges and overcomehardships of life.

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Case method in the students’ university foreign language education

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2021-26-195-95-106 ◽

2021 ◽

pp. 95-106

Author(s):

Roman A. Danilin

Keyword(s):

Foreign Language ◽

Creative Thinking ◽

Scientific Literature ◽

Language Education ◽

Foreign Language Education ◽

Case Method ◽

Dominant Type ◽

Speech Activity ◽

Analytical Skills ◽

History Of

The case method is one of the methods of problem learning, which allows, based on the description of the problem, to organize the learning process in order to develop a number of universal skills and foreign language speech skills of students. The history of the case method, the typology of cases, the didactic and linguodidactic potential of the case method are described. Based on the analysis of scientific literature, we distinguish the following typological features: a) the complexity of the case; b) the purpose and objectives of the case; c) the degree of structuredness; d) the volume of the case; e) the presence of the plot; f) temporary space; g) subjectivity; h) dominant type of activity; i) subject-content area; j) the number of participants; k) language of the project. The work describes in detail the types of cases for each type. The case method has a didactic potential, allowing to develop analytical skills, critical thinking, professional creative thinking, practical skills, communication skills, social and reflexive skills. When teaching a foreign language on the basis of foreign language cases of a general cultural or professionally oriented direction, students will be able to develop productive (speaking and writing) and receptive (listening and reading) types of speech activity. A nomenclature of speech skills developed in the process of using the case method for each type of speech activity is presented.

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The creative component of fostering personal culture among prospective teachers by means of foreign-language education

Samara Journal of Science ◽

10.17816/snv2021102303 ◽

2021 ◽

Vol 10 (2) ◽

pp. 238-246

Author(s):

Olga Vasilevna Volodina

Keyword(s):

Foreign Language ◽

Prospective Teachers ◽

Creative Thinking ◽

Language Education ◽

Foreign Language Education ◽

Subject Position ◽

Intellectual Culture ◽

Collective Creativity ◽

Educational Product ◽

The Subject

In the paper special attention is paid to creativity and creative thinking development in the research of fostering personal culture among undergraduate pedagogical students by means of foreign-language education. Creativity is considered one of the essential principles of the civilization progress; creativization of education is one of the main aspects of the intellectualization of education that is associated with revealing personal creative traits and developing the capability to implement creative acts in the educational environment, social and professional spheres. The purpose of the paper is to analyze pedagogical conditions for developing emotional, creative and innovative potential of prospective teachers in various productive intellectual and creative activities using foreign language educational material. The methodological basis for identifying conditions for the development of creative thinking, cognitive, speech-thinking, communicative, regulatory, reflexive skills and the subject position of students for the development of personal intellectual culture of prospective teachers are the ontological, personal, environmental, activity approaches. The efficiency of creative tasks, creative technologies and methods of studying a foreign language is analyzed; these activities are used to train students to get knowledge and skills themselves in order to solve certain problems, to enrich the experience of practical application, to expose independence in creative activity and critical thinking, to foster the traits of a creative personality, to make a personally significant educational product of interaction and collective creativity, self-expression and self-realization of prospective teachers in the process of studying a foreign language at university.

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Creative Pedagogy: 30 Years and Counting (In Foreign Language Education and Beyond)

International Journal of Education ◽

10.5296/ije.v12i1.16979 ◽

2020 ◽

Vol 12 (1) ◽

pp. 127

Author(s):

Andrei G. Aleinikov

Keyword(s):

Critical Pedagogy ◽

Foreign Language ◽

Creative Thinking ◽

Language Education ◽

Foreign Language Education ◽

Creative Education ◽

Creative Pedagogy ◽

History Of ◽

Educational Trend ◽

First Time

This paper provides a brief overview of Creative Pedagogy as an educational trend, which was introduced over 30 years ago, in 1989, and has spread extensively around the world since that time. It also demonstrates Creative Pedagogy’s application to Foreign Language Education (FLED) and other subjects. Originally, just as creative thinking is opposed to critical thinking, Creative Pedagogy was opposed to Critical Pedagogy, but it was defined as a formula of invention—absolutely obligatory in patent description in technology and the first time in the history of education—and this made it opposed to all other types of pedagogies.. With the advent of Sozidonics, the science of creativity, where creativity was given a scientific definition, Creative Pedagogy became the only trend in education that is technologically-defined and scientifically-based. When united with Creative Andragogy, it became Creagogy—a generic science of creative education.

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Dynamic adaptive audio training tests as a means of monitoring bilingual education

Informatics and Education ◽

10.32517/0234-0453-2019-34-10-46-54 ◽

2019 ◽

pp. 46-54

Author(s):

M. V. Noskov ◽

I. P. Peregudova ◽

P. P. Dyachuk ◽

O. I. Denisenko

Keyword(s):

Foreign Language ◽

Bilingual Education ◽

Language Education ◽

Foreign Language Education ◽

Foreign Languages ◽

Educational Activities ◽

Adaptive Tests ◽

Evaluative Feedback ◽

Adaptive Test

The article discusses the conditions for the use of computerized dynamic adaptive tests to provide developing training and monitoring in the field of foreign language education. Dynamic adaptive test simulators used as a tool for personalizing and monitoring foreign language education are still insufficiently represented in the educational practice of the Russian Federation. The authors of the article offer recommendations on the use of dynamic adaptive audio test simulators for monitoring foreign language education. As indicators of monitoring, the parameters characterizing the learning ability of students are considered: feedback coefficient; the complexity and time pace of learning activities of students of a foreign language.The purpose of the article is to present authors’ recommendations on the implementation of dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education, providing for monitoring the quality of bilingual education based on the integration of individualized learning and dynamic adaptive testing of educational activities.The research methodology is an analysis of the use of existing dynamic adaptive test simulators in the field of foreign language education; studying the results of interdisciplinary studies of domestic and foreign scientists on the creation and use of dynamic adaptive tests for the learning process as a whole and the creation of dynamic adaptive tests for foreign education in particular; analysis and generalization of the author’s experience of using dynamic adaptive audio tests simulators as a tool for monitoring educational activities in the field of foreign language education.Results of the reseach are: authors developed computerized dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education; indicators of monitoring the learning process in the field of foreign language education are identified, including the total feedback coefficient, actiograms, time pace and laboriousness; testing was carried out and recommendations were given for the use of dynamic adaptive audio test simulators for monitoring educational activities in the field of foreign language education.Analyzing the results of testing dynamic adaptive audio test simulators in a foreign language, the authors conclude that their use in practice implements personalized dynamic monitoring of the process of teaching foreign languages, thereby improving the quality of teaching foreign languages. Dynamic adaptive audio test simulators can provide monitoring of the dynamics of the process of teaching native and foreign languages.

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CREATIVE THINKING DEVELOPMENT IN FOREIGN LANGUAGE EDUCATION AS A FACTOR OF PROFESSIONAL SUCCESS

Профессиональное образование в современном мире ◽

10.15372/pemw20170221 ◽

2017 ◽

Keyword(s):

Foreign Language ◽

Creative Thinking ◽

Language Education ◽

Foreign Language Education ◽

Professional Success

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Creative thinking and foreign language education as the two main humanitarian components of contemporary higher education

SHS Web of Conferences ◽

10.1051/shsconf/202110301023 ◽

2021 ◽

Vol 103 ◽

pp. 01023

Author(s):

Laurissa V. Milyaeva

Keyword(s):

Foreign Language ◽

Information And Communication Technologies ◽

Creative Thinking ◽

Language Education ◽

Communication Technologies ◽

Foreign Language Education ◽

Humanities Education ◽

Information And Communication ◽

Main Components ◽

Contemporary Education

This article presents a brief theoretical overview of the issues of humanities education and its two components, namely, creative thinking and foreign language education. Within the framework of the present article, the author considers the definitions of the main terms, as well as foreign and domestic approaches to an aspect of contemporary education, such as humanitarian knowledge. The author also attempts to prove that, despite the pressure of information and communication technologies, the humanitarian aspect has not lost its importance in the training of modern specialists. Discussing the place of humanities education in the contemporary academic space, the author analyzes the current concepts of foreign and domestic scientists. Special attention in the theoretical review is paid to two main components of humanitarian knowledge, namely, creative thinking, and foreign language education. Creative thinking is presented as a special development component of the contemporary personality, who is formed through special creative tasks and is based on the processes of cognition and transformation of the acquired knowledge. Education received in a foreign language allows forming progressive competencies, such as socio-cultural competency and communicative competency in a foreign language.

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