Case method in the students’ university foreign language education

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.

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

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.

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

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.

On Development History of Australia’s Language Policy and the Enlightenment to China’s Foreign Language Education

2017 ◽  
Vol 7 (5) ◽  
pp. 366 ◽  
Author(s):  
Ye Zhou ◽  
Li Zou
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Education ◽  
Developed Countries ◽  
Foreign Language Education ◽  
Language Education Policy ◽  
Affecting Factors ◽  
Development History ◽  
The World ◽  
History Of

As is well-known, Australia is the first English country to officially make and efficiently carry out multi-lingual and plural culture in the world, whose language education policy has been highly spoken of by most linguists and politicians in the world in terms of the formulation and implementation. By studying such items as affecting factors, development history, implementing strategies of Australian language education policy under the background of multiculturalism, researchers can get a clue of the law of development of the language education policy in the developed countries and even the world. To be specific, through studying the development history of Australian language education policy under the background of multiculturalism, the paper puts forward some enlightenment and presents some advice on the China’s foreign language education.

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

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.

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

2016 ◽  
Vol 5 (5) ◽  
pp. 30-36
Author(s):  
Богатырёва ◽  
M. Bogatyreva
Keyword(s):  
Educational Technology ◽  
Foreign Language ◽  
Creative Thinking ◽  
Language Education ◽  
Foreign Language Education ◽  
Willingness To Accept ◽  
Educational Activities ◽  
Scientific Principles ◽  
Strategic Factors ◽  
Critical And Creative Thinking

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.

scholarly journals Polymodal exercise as a means for the formation of a professionally oriented communicative competence of students at an institution of non-linguistic higher education

2020 ◽  
Vol 26 (3) ◽  
pp. 213-218
Author(s):  
Aleksandra A. Kirillovykh
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Communicative Competence ◽  
Effective Means ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Environment ◽  
Adaptive Potential ◽  
Speech Activity ◽  
The Past

The paper actualizes the problem of finding an effective means for the formation of a professionally oriented communicative competence, which today acts as a goal-result of foreign language education at non-linguistic universities. Analysis of works on the problem over the past few decades has shown that most often one or another technology is considered to be means for the formation of this competence, specially modelled for a specialisation, taking into account certain conditions of the educational environment, and also giving priority to one or more types of speech activity, and therefore possessing a weak adaptive and competency-developing ability. In this connection, the purpose of this article was to present an upgradable polymodal exercise as a more universal and competency-oriented means and to substantiate the expediency of its use in professionally oriented foreign language education at non-linguistic universities. In the course of this study, a model of such an exercise was presented, its definition was formulated, and psychological, pedagogic and methodological points were identified that determine the appropriateness of its use for the formation of professionally oriented communicative competence among students at a non-linguistic university. In conclusion, it is concluded that the upgradable polymodal exercise has a high adaptive potential, serves to intensify and optimise foreign language education, and, therefore, can become an effective means of achieving the expected results.

scholarly journals Axiological aspects of foreign language teachers’ preparation for primary foreign language education

2021 ◽  
Vol 284 ◽  
pp. 08010
Author(s):  
Natalya Galskova ◽  
Zinaida Nikitenko
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Developmental Potential ◽  
History Of ◽  
Spiritual Ability

The article outlines axiological basis of professional training of English teachers, capable to develop communicative, cognitive and moral development of junior schoolchildren when they master a new language and facts from a different culture. The article refers both to the history of methodological research, in which the issues of the formation of professionally significant skills of a foreign language teacher were studied, and to the modern problems of the formation of the teacher’s personality and his readiness for pedagogical activity. The article examines linguistic values and substantiates a new goal of professional training of a future foreign language teacher for the primary stage of secondary school, taking into account the priority of his spiritual ability and recognition of professionalism as its fundamental characteristic. The authors associate the formation of professionalism with the disclosure of the personal potential of the future teacher, which is an integrative phenomenon, the components of which are the basis for determining the new content of teacher training as a person capable of realizing the educational and developmental potential of primary foreign language education.

Sign in / Sign up

Export Citation Format

Share Document