Productive Model of Foreign Languages Learning: Realities and Prospects

Abstract

The article is devoted to the problem of increasing professionally-oriented foreign language learning productivity in higher school. We study the content of productive foreign language education and the development of the appropriate methodical model that allows updating educational resources in this scientific field. The purpose of the article is to determine the leading principles, methodological conditions and technological features of the productive foreign language learning by analyzing the modern pedagogical practice, to develop the concept of the productive approach and the appropriate methodological model as the contemporary educational format. To substantiate the relevance of the study, a content analysis of educational programs was conducted, which made it possible to draw conclusions about the possibility of introducing the productive approach into the educational process. Theoretical and practical aspects of the studied issue were investigated in the process of the productive approach implementation. Based on the results of the experimental training, the obtained data were subjected to analysis and openly discussed with teachers and students. The authors use methods of scientific and pedagogical research: system-structural analysis, synthesis, research analytics, generalization of experience and experimental work. Practical results showed the effectiveness of the proposed methodological model. Among the fundamental provisions of the productive approach in the field of foreign language education, key practice-oriented methodological principles have been singled out as the basis for the methodical model of the productive foreign language education development. We achieved high educational results by the productive approach implementation in the educational process. Thus practical significance of the research is provided by determining the content and conditions of teaching foreign languages and the methodological possibilities of applying this approach in higher education. It makes it possible to use the productive approach in universities of different profiles with the prospect of further developing this methodology in various educational contexts. The results of the research can serve as a renewal of methodological resources in the field of foreign language education in higher school. The productive approach can be introduced into the learning process as a basic element of the implementation of the competence paradigm of education.

Application of Mobile Technologies in Foreign Language Learners’ Project Activity

“…It should be noted, that many published works that cover various aspects of higher education in foreign languages, mainly focus on teaching students who already have school experience in studying the English language course [2,5,24]. Scientific research on the use of Internet technologies in teaching foreign languages, as a rule, focuses on the results' analysis of their long-term use throughout the course of language studying [7,20,36] and do not take into account the specifics of using ICT in conditions when the learning process is limited by a shortened time frame and is characterized by the setting of specific learning tasks.…”

“…Subjective, but not less essential, the independence and motivation of first-year students, being the condition for successful project activity [16][17][18][19][20][21]. In this connection, the use mobile student generated content in the project work stimulates the independence of students and motivates them to situational and context-conditioned formatting of foreign speech, explicable in the mode of monological or dialogical statement [22][23][24][25][26].…”

Lexical Knowledge Representation And Semantic Structure Of A Word

“…The theories were elaborated with the use of the following terms "general meaning", "semantic center", "semantic core", "semantic core", "lexical prototype / invariant" and so on (Pesina & Solonchak, 2015;Rubtsova & Almazova, 2018;Tanaka & Niimi, 2019). On the other hand, the opponents of the word semantics integration provide experimental data in favor of separate word meanings function in the lexicon (as homonyms) (Foraker & Murphy, 2012;Sigacheva et al, 2020).…”

Family Language Policy And Community Of Practices

“…Different interpretations and approaches to this phenomenon make it possible to state its complexity and uniqueness (Ababkova, Pokrovskaia, & Trostinskaya, 2018;Aladyshkin, Kulik, Michurin, & Anosova, 2017;Bylieva & Sastre, 2018;Lee, 2019;Protassova, 2018;Rubtsova & Almazova, 2018;Sotskova & Spiridonova, 2018).…”