The article discusses the outcomes of the research on dialogic interactive skills assessment in teaching Technical English to tertiary school students. The authors propose to implement dialogic collaborative interaction as both the medium of instruction and an alternative assessment tool. Theoretically, the study relies on the assumption that Technical English speaking skills acquisition is carried out through different types of communicative interaction and collaborative dialogic interaction in particular. The procedure proposed for speaking skills assessment has been primarily targeted at sustaining oral collaborative interaction along with assessing students' communicative competence. The research represented relies on the experimental teaching English speaking skills to the 1st year Bachelor's students (n=84) at Igor Sikorsky Kyiv Polytechnic Institute. The assessment criteria include conformity of utterances to the topic; speaking tempo; relative grammatical, lexical and phonetic accuracy; cohesion and coherence; compliance with the stylistic and etiquette conventions of English; diversity of grammatical and lexical devices for reaching mutual understanding between the dialogue participants; the interlocutor's speaking initialisation; reaching consensus; and background knowledge deduction. The results of the research confirm that the assessment procedure introduced contributes to boosting oral production if the techniques of supporting collaborative dialogic interaction are applied by the interlocutors. Collaborative dialogue positively affects the development of students' communicative competence and acquisition of such skills as perceiving, understanding and decoding the content of oral texts, identifying the communicative purpose of interlocutor's utterances through analysing verbal and non-verbal means; defining the style and genre of utterances and aligning them with stylistic registers in English.
This paper is the first attempt to present the implementation results of the language-learning tutorial based on intercultural and communicative approaches in a classical university in Ukraine. The authors present a new tutorial method for teaching English at Departments of the Far East Languages in Classical Universities of Ukraine. This method is aimed to facilitate the acquisition of essential aspects of knowledge about a country as a regional and cultural subject as well as to improve students’ English speaking and conversational skills. The experimental research involved 2nd and 3rd year university students majoring in the Japanese and English languages. The authors proposed the original design of the tutorial to be used both for English speaking practice and as a part of the course content. Considering the psycholinguistic peculiarities of Ukrainian students to percept and understand the English and East Asian languages, the tutorial under review stimulates students’ cognitive activity during the English learning process and when developing sociocultural competence with regard to the Far East. Compare and Contrast activities in the English language classroom can create a favourable learning environment resulting in students gaining knowledge and acquiring skills necessary for proficient English users. At the same time, they get the opportunity to pick up more information about Japan using the sources about the country available in the English language. The ability to categorise and compare things in terms of their differences and similarities corresponds to the main stages of cognitive development. Compare and contrast as teaching and learning strategies can be applied when teaching monologic and dialogic production, in particular when discussing similarities and differences of cultural, natural, geographical, historical, political and art objects of Ukraine and Japan. In this article, the interdependence between the use of the tutorial method and academic achievements in English speaking competence has been proved, since the students have significantly improved their speaking fluency in English about the Far East.
The paper outlines the defining value of lateral thinking in the FL and ESP learning. The Framework for FL and ESP training, based on De Bono lateral thinking system and its Kotler’s & de Bes’s adaptations, has been developed by the authors in the context of Ukrainian University. The authors’ idea to boost FL skills through international project participation has led to shifting from conventional knowledge-reproduction to knowledgetransformation scheme in FL learning process. As a result, activating lateral techniques such as alternative focus, force-fit analogy, unexpected choice, manipulative information distortion, provocation, specially created conflict, challenging the conventional idea/vision, imaginative verbalization, unconventional metaphor, etc. turn ESP learning process into searching for an indirect and creative way to solve problems by means of using reasoning that is not immediately obvious. The research, presented in the article, relies on the experimental training of the first-year Education Majors of the Master’s program (n=33) who admitted a positive effect of lateral thinking techniques on general linguistic range of communicative competence. It is inferred from the study, that lateral thinking techniques have contributed to progress in both language skills and thinking abilities and led to improvement in students’ academic achievements and enhancement of creativity.
Background: The necessity to define the role and conceptual framework of evaluation and assessment in a pedagogical discourse has gained importance in the context of the on-going educational reform in Ukraine. This urges national educationalists to explore the formative assessment and evaluation in secondary school from the standpoint of the strategic and communicative approaches. Purpose: The purpose of the article is to discuss the necessity and effectiveness of implementing the strategy of formative assessment and evaluation as a teaching-learning model based on English communication and suggest some methods and techniques of evaluation and assessment which will be tested empirically in the next phase of our research. Discussion: Assessment and evaluation are very challenging issues, since they require advanced skills of choosing the tasks, writing instructions and developing proper evaluation criteria. Only valid tasks can become an effective mechanism to put communication between a student and a teacher into effect. At school, there are two main types of assessment: formative and summative. According to the regulations of the Ministry of Education and Science of Ukraine, teachers are required to execute summative assessment twice a year through a direct test which assesses actual skills (reading, writing, listening and speaking). The assessment procedure – that mainly responds to accountability interests – relies on standardized evaluation criteria, and the results of assessment include information on a full range of tasks and activities completed. However, there are no specific criteria for formative assessment activities which aim at making judgement about the process of learning instead of its result. Results: The literature overview has enabled the authors to come up with the conclusion that only formative assessment and evaluation carried out on a frequent basis could be utilised as a communicative tool between a student and a teacher. The authors also claim that verbal assessment proved an effective technique of assessment for learning in the context of secondary school education.
The article presents a review of an ESP book targeted at the students majoring in Education. It focuses on the project work skills of the secondary school language teachers. In the educational context, project work fosters creativity in teachers and students, develops critical thinking, builds teamwork as well as leadership skills, motivates independent learning and enhances communicative and organizational competencies. On the other hand, it involves hard work of a language teacher who designs and manages the project in addition to teaching the language.This manual can be beneficial for Philology majors as well as language teachers who are involved in project work or project-based learning. It provides material for teaching project activities, language-training and profession-oriented tasks to improve the teaching skills, assessment scheme as well as advice from the authors and their colleagues who have experience in participating in project-based learning or international educational projects.
ПРОЕКТУВАННЯ КОМУНІКАТИВНОЇ ІНТЕРАКЦІЇ ЯК СКЛАДНИКА КОНТРОЛЬНО-ОЦІНЮВАЛЬНОЇ СТРАТЕГІЇ НАВЧАННЯ МОВИ В УНІВЕРСИТЕТІ © О. В. ЛюбашенкоУ статті автор доводить необхідність проектування комунікативної інтеракції як складника контро-льно-оцінювальної стратегії навчання мови в університеті. Виявлено, що до вирішальних чинників впливу на рівень мовної підготовки студентів належить перцептивний образ мовленнєвої діяльності виклада-чів і студентів на іспитах з мови. Його зміни й коригування є умовою успішної реалізації проекту кому-нікативної взаємодії Ключові слова: стратегія контролю й оцінювання, комунікативна інтеракція, проектування, перцепти-вний образ діяльності 1. Вступ Оперувати науковими категоріями з позицій ді-яльнісного підходу в навчанні завжди складно: катего-ріальне розмаїття, зручне для теоретичного аналізу, виявляється непридатним в умовах жорсткого алгори-тму досягнення мети діяльності. Діяльність навчання мови (інституційна чи індивідуальна) залишається сьогодні актуальною практикою суспільної діяльності людини. А тому, як і в природничих науках, у вивчен-ні мови є запит на додаткові експериментальні завдан-ня, поглиблення рівня володіння мовою, розширення сфер мовної практики. Дослідження процесу освоєння мови (language learning) стрімко стає справою не вузь-кого кола психо-і соціолінгвістів та лінгвометодистів, а звичною діяльністю усіх суб'єктів навчання мови в школі, університеті, на мовних семінарах і тренінгах. Отже, категорія «стратегія» в навчанні мови посіла нарешті важливе місце в навчальних моделях, систе-мах і окремих методиках лише тому, що процес на-вчання почав активно використовуватися не як об'єкт, а саме як предмет дослідження усіх суб'єктів навчан-ня. Для науковців постала необхідність верифікувати дані лінгводидактичних досліджень експерименталь-но, що посилило проективну і процесуальну основи стратегії в навчанні мови.Врешті-решт, можемо констатувати, що сього-дні у лінгводидактиці категорії "процес навчання" і "стратегія навчання" поєднуються сталим умовно-наслідковим зв'язком, а поняття "процес навчання" тлумачиться, зокрема Віталієм Дьяченком, як "безпе-рервний процес комунікації", зокрема в системах діяльнісної "нової дидактики" [1]. Перевагою такого процесу є широкі можливості проектування і моде-лювання. Це було визнано й в Україні, де розгляд лінгводидактичної стратегії як "проекту навчального процесу та розподіленої співдіяльності суб'єктів навчання" [2] зумовив активне дослідження діяльніс-но-комунікативних складників процесу спілкування на етапах навчання. Важливими етапами діяльності навчання мови (рідної, функціонально першої, інозе-мної) є ті, на яких здійснюється контроль, оцінюван-ня і перевірка участі суб'єктів навчання в процесі оволодіння мовою. Саме через те, що контроль і оці-нювання як діяльність навчання мови має таку широ-ку прикладну площину, у дослідженні зосереджено увагу на проектуванні комунікативної взаємодії (interaction) суб'єктів навчання мови у контрольно-оцінювальній стратегії. Літературний оглядСтратегічно-діяльнісний підхід зумовлює ста-влення д...
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