The aim of this research is to find out the effectiveness of a modular approach in teaching and learning to assess students’ performance, achievement and motivation and to decide if a modular approach is more effective than traditional methods while performing an experiment with two groups of students learning English at a technical university. The researchers consider a modular specification to be a technology in which the content is divided into a number of units or modules, each of which is examined separately. A module is considered to be a set of learning opportunities organized around a well-defined topic which contains elements of instruction, specific objectives, learning activities and self-assessment and evaluation using criteria-referenced measurement. This project combines quantitative and qualitative research methods to address the impact of modular teaching, learning and assessment on engineering students. The authors use a unique modular system and their own book on English Grammar.This experiment shows that students of modular syllabuses find it useful and motivating and say that it encourages them to do better on the next modules. At the same time, modular learning and assessment does not remove the stress and workload of traditional approaches. Teachers in the modular system appreciate the better planning opportunity around the exams and the clarity of the focus of their teaching requirements. Still, the approach and the structure of modules used in the experiment requires improvement and development.
The paper deals with the problem of teaching speaking a second foreign language. The emphasis is put on the fact that two foreign languages are studied in many liberal fields of education, including linguistics. However, observations show that students proficiency in a second foreign language is zero or significantly lower than in the first one. In the theoretical part of the paper the authors consider the development of foreign language speaking skills in the context of communicative activity approach. This approach implies that the main goal of foreign language learning is the mastery of all kinds of language activities (reading, listening, writing, and speaking). At the same time the development of lexical, grammatical, phonetic and other skills facilitate. The main phases of the speaking process are listed and the close interaction between speaking and listening is highlighted. The practical part of the paper is devoted to describing exercises to develop the skills of preparing a dialogue on the topic under study. At the first stage of training the authors suggest practicing individual situations in the form of micro-dialogs. At the second stage, students perform an audio script and then memorize the resulting text. The final stage of preparation is the reproduction of the whole dialogue using speech supports.
Internationalization is one of the most important challenges of modern higher education, the main goal of which is the formation of a professionally-balanced personality.One of the main requirements for the successful entry of the Russian Federation (RF) into the educational space is the education of persons with disabilities. However, it is necessary to note the fact that this particular area is a lacunae in higher education. The most effective solution to the problem of training people with disabilities is inclusion, defined according to regulatory documents as the creation of all necessary conditions for students with special educational needs.Inclusion is carried out regarding the regulatory, financial, educational, methodological and psychological-pedagogical aspects. The latter aspect implies that the teacher has special competences to provide the necessary assistance for students with disabilities. However, today not all teachers have formed competences.The aim of the research is to assess the effectiveness of refresher courses (special competences) as a way of forming special competences for university teachers for psychological and pedagogical support of students with disabilities. In this study, we used a quantitative method and a survey of teachers of the department of linguistics, intercultural communication and Russian as a foreign at Samara State Technical University. After the entrance testing, the teachers had professional training courses, at the end of which we conducted the final control research. According to the results the students of the courses demonstrate higher degree of special competences development.
This article deals with the analysis of content and structure of lexical-semantic field, that is considered as a mean of linguistic representation of the auctorial aesthetic concept in a literary text. Constituents of the lexical-semantic field «power» are analyzed in the practical part of research the case of F. Schiller's text «Don Karlos, Infant von Spanien».
Данная статья посвящена анализу скрайбинга и майндмэппинга как технологий, эффективных для понимания и структурирования информации, содержащейся в тексте. В практической части исследования приводится описание результатов применения рассматриваемых технологий на занятиях по иностранному языку со студентами факультета архитектуры.
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