Learner-centered Approach in Teaching Foreign Language: Psychological and Pedagogical Conditions

Matukhin, D L; Bolgova, Daria

doi:10.1016/j.sbspro.2015.10.044

Cited by 8 publications

(6 citation statements)

References 6 publications

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“…Based on the topic of our research, when choosing components of the development of professional abilities of future teachers of an educational organization and their formation in the psychological and pedagogical conditions of higher education, we relied on the classification of professional pedagogical abilities by E. Enns [15], D. Matukhin [16] and P. Mihaela [17], N.Yu. Belikova [18], E.A.…”

Section: Results Of the Researchmentioning

confidence: 99%

Psychological and pedagogical conditions for the development of professional abilities of future teachers

Ramazanova

Shabdinov

2021

SHS Web Conf.

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The article describes features of the development of professional abilities of future teachers. Different views of scientists on the definition of “professional abilities” are considered, the development of which, in turn, affects the effectiveness of professional pedagogical activity. The role of the educational process in higher education as a platform for the development of professional and pedagogical abilities is noted. The pedagogical conditions that contribute to the effectiveness of the development of students' professional abilities are highlighted and substantiated. The article describes the results of experimental work to identify the current level of development of professional abilities of future teachers. At the initial and control stages, monitoring and a number of diagnostic techniques were used, as well as self-diagnostics. The formative stage of the experimental research is represented by the testing of the selected pedagogical conditions. According to the results of the control section, the dynamics of the level of development of the professional abilities of future teachers in a positive direction was observed.

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Section: Results Of the Researchmentioning

confidence: 99%

Psychological and pedagogical conditions for the development of professional abilities of future teachers

Ramazanova

Shabdinov

2021

SHS Web Conf.

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“…Learning is more important than teaching (Matukhin & Bolgova, 2015). Because the ultimate purpose of teaching is to see the outcome of learning.…”

Section: Our Philosophy Of Educationmentioning

confidence: 99%

Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners

Xiao¹,

Zhao²

2020

IJEL

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The prominent role of teaching philosophy statements is on the rise because they mirror broad skillsets and the expertise of doctoral or master’s program graduates (Merkel, 2020). This paper presents our philosophy of education, of Teaching English to Speakers of Other Languages (TESOL), and of teaching academic writing for English as an Additional Language (EAL) students. First, it is maintained that in education, knowledge is individually and socially constructed (Piaget, 1970; Vygotsky, 1981). In light of the constructivists’ educational philosophy, it is argued that the EAL teachers need to possess knowledge in cognate disciplines to mediate the EAL students’ construction of their individualized linguistic and intercultural knowledge in dynamic, specific learning contexts. Finally, innovative pedagogical suggestions for what to cover and how to deliver the second language (L2) academic writing class with EAL students are offered.

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“…When applying a teaching model, Pozdeeva [6] argued that studies on foreign language translation teaching models must begin with the complex and multi-level aspects of foreign language translation teaching and the continuous integration of teaching models throughout the entire education process. Matukhin [7] divided the entire foreign language translation process into three stages, namely, the recognition, construction, and paraphrase stages, all of which are applied in foreign language teaching courses to realize better teaching outcomes.…”

Section: State Of the Artmentioning

confidence: 99%

An English Translation Teaching Model Based on Interactive Reading Theory

Yang

2018

Int. J. Emerg. Technol. Learn.

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With the development of economy, translators are facing increasingly higher demands and requirements in the society. However, the status quo of translational English teaching in college as an important way to cultivate English translators is still unsatisfactory. The monotonous and obsolete English teaching model severely limits the development of students’ thinking, leads to insufficient innovation in the comprehension of English translation and makes it difficult for students to master English translation skills. In this study, interactive reading theory was used as the teaching method and Chinese learners’ English corpus and self-built corpus were used as the teaching basis to design the corresponding teaching process according to the process and stages of meme reproduction. The results show that compared with traditional teaching, the English translation teaching model based on interactive reading theory can help students master English translation skills according to the rules of English-centered memory, thereby stimulating their interest in English translation and improving their English translation level.

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Learner-centered Approach in Teaching Foreign Language: Psychological and Pedagogical Conditions

Cited by 8 publications

References 6 publications

Psychological and pedagogical conditions for the development of professional abilities of future teachers

Psychological and pedagogical conditions for the development of professional abilities of future teachers

Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners

An English Translation Teaching Model Based on Interactive Reading Theory

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