A model of formative assessment for foreign language teaching in a secondary school

2021 ◽  
pp. 152-159
Author(s):  
Natalia A. Stepanova
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Formative Assessment ◽  
Language Teaching ◽  
Peer Assessment ◽  
Comparative Assessment ◽  
Foreign Language Teaching ◽  
Formative Feedback ◽  
Assessment Model ◽  
Educational Requirements

We develop and present a model of formative assessment. The analysis of official educational requirements and existing models is carried out. Further, we compare some of the existing models of formative assessment presented by domestic and foreign authors. Then we develop our own model of formative assessment for foreign language teaching in a secondary school on the base of Spotlight course. The model is developed as a supplementary tool for the assessment model designed by the authors of the course. The main purpose of the model is to involve students in the process of assessment and make them active agents of their own learning. The model consists of the following stages: learning aims delivery and sharing, students’ self and peer assessment, formative feedback, given by a teacher and reflection. Each stage assumes use of certain assess-ment tools. They are: checklists, headings, Forms of comparative assessment, Map of differen-tiated assessment, Achievement Tree and a learning diary.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

scholarly journals Uwarunkowania wyboru nauki języka francuskiego przez polskich licealistów

2020 ◽  
Vol 1 (XXII) ◽  
pp. 73-90
Author(s):  
Radosław Kucharczyk ◽  
Krystyna Szymankiewicz
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Secondary School Students ◽  
Language Teaching ◽  
Social Representations ◽  
Foreign Language Teaching ◽  
Sociological Study ◽  
School Students ◽  
Learning Language

The aim of this article is to present the results of a sociological study diagnos-ing the reasons and circumstances for the choice of French as a second foreign language by Polish youth in secondary schools. In our study, we focused on two groups of factors. The first of these concerns systemic solutions that affect the position and perception of French as a second foreign language taught in secondary schools as a consequence of the organization of foreign language teaching in Polish schools. The second group of factors is related to students themselves and, more specifically, to social representations they have about French and its learning, language biography and experiences stemming from contacts with French beoynd school. Our goal was to determine if and how these factors have the power to influence the motivation to study French in secondary schools. The study was a survey and included a sample of over 500 secondary school students from Warsaw and nearly 400 secondary school students from the Świętokrzyskie Province.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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