USE OF IT FOR FUTURE FOREIGN LANGUAGE TEACHERS’ LINGUISTIC SELF-EDUCATION

The article substantiates that large-scale implementation of information technologies will facilitate methodological support of future foreign language teachers’ linguistic self-education. The main functions and advantages of the author’s multimedia training package “English for Self-Education”, designed to support future foreign language teachers’ linguistic self-educational activities, are characterized. It is defined that the package is an open-ended multipurpose programmatic learning system, containing didactic, methodological, informational and reference materials. The package is based on general pedagogical, ergonomic and specific principles of informatization of education. It has a dual structure, which includes two levels. The first level contains 1) lexical-informational component that provides working with lexical and theoretical material, 2) training element, which enables practicing knowledge and skills, as well as mastering methods and means of autonomous managing, regulating and correcting the process of linguistic self-education, 3) control aspect, which allows realizing independent monitoring and evaluating the degree and quality of acquired knowledge and skills. The second level considerably extends didactic possibilities and educational resources of the package. It covers a wide range of extra learning materials of theoretical and practical nature that are available both in the package itself and beyond its limits through providing the access to the “virtual reality” within external resources of global network. All the above not only makes for activating students’ cognitive activity but also significantly enriches their language and sociocultural practice. The package enables comprehensive independent study of a foreign language, exercising self-diagnostics in order to detect gaps in the student’s foreign-language competence, performing intensive linguistic self-educational activities, constant monitoring the level of autonomously mastered foreign-language material, carrying out search for information, etc. Thus, the package provides optimal conditions for future foreign language teachers’ linguistic self-educational activities. Students have an opportunity to actualize the adaptive algorithm of building the individual trajectory of linguistic self-education in accordance with their psychological features and personal educational needs. It is shown that working with the package results in students’ receiving an external and internal educational products, namely improving foreign-language knowledge and skills, along with gaining personal experience of linguistic self-educational activities. It is grounded by the example of the proposed package that comprehensive use of IT significantly optimizes the process of linguistic self-education.

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Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.500 ◽

2018 ◽

Vol 8 (3) ◽

pp. 119 ◽

Cited By ~ 2

Author(s):

Kinley Seden ◽

Roman Svaricek

Keyword(s):

Foreign Language ◽

Student Learning ◽

Teaching And Learning ◽

Language Teachers ◽

Assessment Practices ◽

Foreign Language Teachers ◽

Interpretive Study ◽

Wide Range ◽

Research Findings ◽

Assessment Beliefs

Evidence shows that teachers’ beliefs about the purpose of assessment are relevant with regard to how assessment is planned and implemented in classroom settings. Using a range of data sources, this qualitative interpretive study examined how 10 English as a Foreign Language teachers in Czech lower secondary schools perceived their assessment beliefs (subjective theories) and how these beliefs influenced their assessment practices within the classroom. The findings showed that although the majority of the teachers used a wide range of sources to construct their subjective theories of assessment, most of their assessment practices are still based on old-fashioned routines and in contradiction of previous research findings. An analysis of the importance of assessment practices revealed that grading, testing, questioning, and verbal feedback were used often, while self-, peer, written, and portfolio assessments were the least exercised options. Furthermore, the results indicated that the majority of the teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning. The results also suggested that introducingtargeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning.

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Problems and Solutions in Testing Future Teachers' Knowledge in the National System of Foreign Language Proficiency

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v8i12.3271 ◽

2021 ◽

Vol 8 (12) ◽

pp. 209

Author(s):

Aziza Botirovna Musoyeva

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Prospective Teachers ◽

Language Skills ◽

Language Teachers ◽

Foreign Language Teachers ◽

Knowledge And Skills ◽

National System ◽

Foreign Language Proficiency ◽

Problems And Solutions

This article is devoted to the analysis of the test National System of Assessment of Foreign Language Proficiency, taking into consideration its importance on future foreign language teachers. It also concentrates on the requirements for foreign language teachers in Uzbekistan and the exercises which are essential for the professional development of prospective teachers. Apart from that, it shows the module "Types and criteria for assessing language skills". Last, it covers suggestions on how to improve the students’ knowledge and skills.

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TECHNOLOGY OF ORGANIZATION OF FUTURE FOREIGN LANGUAGE TEACHERS’ INDEPENDENT LEARNING AT BRITISH UNIVERSITIES

Aesthetics and Ethics of Pedagogical Action ◽

10.33989/2226-4051.2017.16.176004 ◽

2017 ◽

pp. 172-183

Author(s):

Olha Palekha

Keyword(s):

Great Britain ◽

Foreign Language ◽

Cognitive Activity ◽

Foreign Language Learning ◽

Language Teachers ◽

Independent Learning ◽

Educational Institutions ◽

Foreign Language Teachers ◽

Higher Educational Institutions ◽

Higher Educational

Theoretical and technological bases of independent learning of future foreign language teachers in Great Britain are researched in the article. It is determined that in the process of future foreign language teachers training at higher educational institutions in Great Britain, there is a convergent combination of classroom and independent foreign language learning therefore independent learning has a significant superiority.The author has characterized technology of independent learning of future foreign language teachers at higher educational institutions in Great Britain. It has been stated that the technology is realized on three stages. Those stages are projective-constructive, organizational-technological and productive. At the projective-constructive stage, the students’ preparation to mastering the content of independent learning at higher educational institutions is being implemented. In particular: the purpose and tasks of independent learning of future foreign language teachers are determined; the common pedagogical and specific principles of organizing independent learning are singled out; its content is obtained on the basis of clearly defined criteria and value-conceptual (traditional, practically-oriented, cognitive, empirical, socially-oriented) approaches; resource support is provided (material, personnel, educational, methodical and informational, resources of control and evaluation).It has been indicated that independent learning is carried out autonomously or partly autonomously. The diversity of learning activities is defined by meaning and purpose of the course, the place of performance and the nature of cognitive activity of students and provided by traditional, electronic and human resources.Pedagogical conditions of effective implementation of future foreign language teachers' independent learning at higher educational institutions of Great Britain are characterized.The productive stage of organization of independent learning of future foreign language teachers at UK universities involves the implementation of independent learning to master skills in professional activities.

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