No abstract

No abstract

No abstract

The paper presents methodological foundations of conducting mediation in the process of teaching foreign languages to students that do not specialize in translation. Outcomes of the research are the following: principles of the concept of conducting mediation described in the Companion Volume to Common European Framework of Reference for Languages CEFR are analyzed and principles applicable for teaching mediation to students are outlined; typical communicative situations in which mediation is carried out are analyzed; the practical orientation of the mediation process in foreign language teaching is explained; algorithms for creating mediation tasks are developed; possibilities of optimization of educational process through the integration of mediation tasks are considered; examples of tasks for execution of mediation are suggested. It is concluded that in light of the significance of functions that mediation serves in the nowadays society, it is necessary to take into account the problem of incorporating teaching of meditation into the process of foreign languages teaching. Advanced mediation concept, which is presented in the Companion Volume to Common European Framework of Reference for Languages CEFR, provides theoretical principles for the development of methodologies for teaching mediation. Social functions of language use in mediation lay the foundations of these methodologies. Peculiarities of mediation tasks are the following: tasks are based on the educational goal that is formulated on the basis of illustrative scales with competencies for mediation that are provided in the Companion Volume to CEFR, tasks have natural for students communicative situation, which indicates for whom and with what purpose mediation is carried out. Provided that these requirements are met, mediation tasks fully and completely correspond to the activity-oriented approach in foreign language teaching and help to optimize educational process.

Голуб Іванна Юріївна, кандидат педагогічних наук, доцент, Національний університет "Львівська політехніка" Перестюк Тетяна Михайлівна, асистент, Національний університет "Львівська політехніка" Мороз Надія Іванівна, асистент, Національний університет "Львівська політехніка" КООПЕРАТИВНІ МЕТОДИ НАВЧАННЯ І ФОРМУВАННЯ МІЖОСОБИСТІСНОЇ КОМПЕТЕНТНОСТІ ПІДЛІТКІВ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ Стаття присвячена проблемі підвищення мотивації школярів молодшого і старшого підліткового віку у навчанні. Враховуючи особливості вікового розвитку підлітків та їхні соціальні пріоритети; було висунуто гіпотезу про ефективність використання методів «кооперативного навчання», зроблено вибірку завдань і вправ, які б сприяли мотивації у навчанні і водночас формували вміння підлітків відчувати один одного, спілкуватись і співпрацювати один з одним. Ці вправи було випробувано на заняттях з німецької мови та зроблено висновки про ефективність методів «кооперативного навчання», які оптимізують вивчення іноземної мови підлітками у школах, формуючи у них, паралельно з іншомовною комунікативною компетентністю, міжособистісну компетентність.Ключові слова: методика навчання іноземних мов, методи «кооперативного навчання», особливості вікового розвитку підлітків, мотивація у навчанні, міжособистісна компетенція.The article deals with the problem of motivation increase of younger and older adolescents in learning foreign languages. Taking into consideration the objective factors which characterize physiological, cognitive, psychological and social peculiarities of adolescent development and which have positive or negative impact on learning processes at schools, we have suggested a hypothesis that the fulfillment of exercises and tasks which provide for the independent learning process in small groups through the exchange of information with their peers when students have a certain freedom of actions and share collective responsibility will respond to the peculiarities of adolescent development and motivate them to achieve their goals and at the same time will contribute to their interpersonal competence. We consider that this approach to learning process could be implemented by applying the methods of "cooperative learning" proposed by Frank T. Lyman and further developed by other foreign methodologists. According to the methodology of "cooperative learning" a sample of tasks and exercises was developed for teaching the German language that could contribute to motivation and at the same time shape adolescent ability to feel each other and develop their skills to communicate and cooperate while solving their learning and life tasks. The exercises and tasks have been approbated in German language classes. The outcomes of the experiment are the following: students increase their motivation, accelerate efforts while performing the tasks in every stage of "cooperative learning", develop mutual help, self-responsibility and mutual responsibility for the task performance. Based on the experiment the following conclusions have been drawn: the e...