Language Portfolio for Building Linguistic Competence in Esp Speaking in Students’ Independent Work

Abstract

The study shows that language portfolio is an effective tool which is applied in students' independent work. We aimed to survey students' views on the usage of language portfolio; to define the types of students' autonomy with teacher's guidance that contribute to successful acquisition of lexical and grammatical competences within students' independent work; to give recommendations to teachers about using language portfolio for building lexical and grammatical competences in ESP speaking. Thus, a mixed research design was employed. The qualitative research design relied on collecting data about students' attitude to using language portfolio as a tool of building their lexical and grammatical competences in ESP speaking within their independent work. The quantitative research design was focused on interpreting the results and suggesting recommendations regarding students' independent work in ESP learning. The research was held at Ivan Franko National University of Lviv during December-February of 2019-2020 academic year. The total number of full-time second-year students who took part voluntarily was 250. Also, five ESP teachers participated in the survey. Within the context of the study, the questionnaire was designed to identify students' attitude towards learning aims, ways to achieve them, type of teacher's guidance, practicability of keys, instructions, range of suitable techniques. The findings show that the students prefer relative autonomy and half-autonomy with a firm and relatively firm teacher's guidance to follow while acquiring lexical and grammatical competences in ESP speaking. Most students admit that language portfolio is an effective tool which promotes significant progress in their lexical and grammatical competences in ESP speaking.

Bilingual education of future natural sciences teachers as today’s requirement

“…Since students at the second (master's) level of higher education have varying levels of knowledge and skills in the foreign language, the teacher must employ different methods and approaches to foster foreign language competence during language instruction. Drawing upon the findings of previous research (Malykhin and Bondarevska 2018;Zadorozhna et al 2019;Kotlovskyi et al 2020;Morska 2018;Nikolaeva et al 2019;Zadorozhna et al 2019) and classroom experience, it has been concluded that teaching methods involving different levels of assistance during cognitive tasks are effective. These methods provide optimal conditions for satisfying each student's cognitive needs and interests while mastering educational material and developing communicative skills.…”

“…The state and prospects of future natural sciences teachers' training were the subjects of our study (Stepanyuk and Olendr 2019). Regarding bilingual education, the analysis of literature sources revealed that the theoretical foundations of bilingualism in Ukraine are expounded upon in the works of several scholars (Bodnarchuk 2013;Horoshkina 2012;Ihnatenko 2014;Kotlovskyi et al 2020;Sytniakivska and Khlyvniuk 2015;Shirin 2003). Their research substantiates that bilingual education is a purposeful process of engaging with world culture through both native and foreign languages, wherein the foreign language serves as a means of understanding the world, acquiring specialized knowledge, and learning about the cultural, historical, and social experiences of different countries and peoples.…”

Slovak as a Foreign Language for the First-Year Bachelor Students

“…The independent student work that the teacher prepares for students in the Moodle system is also important in their individual work. Similarly, Kotlovskiy et al (2020) show that а language portfolio is an effective tool that is used in students' independent work.…”

Bilingual education as a means of improving future natural sciences teachers quality of education

“…Since students are enrolled for the second (master's) level of higher education with different levels of knowledge and skills in the foreign language, thus to form a foreign language competence, the teacher has to use different methods and approaches in the process of foreign language teaching. Taking into consideration the results of research of Amelina et al [1], Kotlovskiy et al [10], Kuts and Lavrentieva [11], Malykhin and Bondarevska [12], Morska [13], Nikolaeva, Zadorozhna and Datskiv [14], Volkova et al [24], Zadorozhna, Datskiv and Shon [25], Zadorozhna, Klymenko and Quam [26] and the experience of conducting classes we came to the conclusion hat teaching methods which include the use of different doses of assistance (according to Babansky [2]) during the performance of cognitive tasks are effective. Their use allows to provide each student with conditions for the maximum satisfaction of his cognitive needs and interests in the process of mastering educational material, formation of communicative skills.…”

“…The state and prospects of future natural sciences teachers training was the subject of our study [19]. Regarding bilingual education, the analysis of literature sources showed that the theoretical foundations of bilingualism in Ukraine are reflected in the works of Baditsa, Kolesnyk and Polkhovska [3], Bodnarchuk [5], Goroshkina [6], Ihnatenko [7], Konoval et al [9], Kotlovskiy et al [10], Shirin [18], Sulik [20], Sytnyakivska and Khlyvnyuk [22], Ustymenko and Hamaniuk [23]. Their researches prove that bilingual education is a purposeful process of involvement in the world culture through native and foreign languages, when a foreign language acts as a means of cognizing the world, acquiring special knowledge, learning cultural, historical and social experience of different countries and peoples.…”