The Use of Interactive Educational Technologies in Teaching a Foreign Language

Elovskaya, S. V.

doi:10.20310/1810-0201-2018-23-176-39-45

Cited by 9 publications

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“…ФГОС 1 последнего поколения доказывают это, равно как и спрос на выпускников с высоким (по Шкале Совета Европы 2 ) уровнем владения минимум одним иностранным языком. Недавний опрос 3 , проведенный ВЦИОМ, подтверждает, что желание учиться или работать за рубежом сохраняется у 51% молодых людей в возрастной группе от 18 до 24 лет и у 31% -от 25 до 34 лет. При этом эмигрировать из России, судя по этим данным, хочет только 10% российских граждан.…”

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To the issue of optimizing professional pedagogical communication (guest lecturers as a case)

Zvyagintseva

2023

Gumanitarnye nauki

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The article concerns some specific features in the organisation of foreign language training for bachelors at non-linguistic higher school. Such organization includes classes involving experts from the real economy. There are advantages and disadvantages of such training interaction, which have been obtained in practice. Based on the analysis of methodological literature and empirical research, the following conclusion is made: interaction between students and external speakers during practical foreign language classes both motivates learning the language of specialization and expand the range of useful links. Moreover, it can improve bachelors’ meta-skills: presentation, analytical, auditory. Recommendations for creating more successful forms of professional pedagogical communication, including a triad of stakeholders (a guest lecturer, an academic and learners) are proposed.

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“…URL: https://www. newcosmopolitan.pl/ru/уровни-по-шкале-совета-европы/ 3 От «Газпрома» до «Норникеля»: где мечтают работать россияне в 2022 году. URL: https://dzen.ru/ a/Y 4C 3DJfyVGAO0v0X…”

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To the issue of optimizing professional pedagogical communication (guest lecturers as a case)

Zvyagintseva

2023

Gumanitarnye nauki

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Research of the goal system of an interactive form of education (on the example of teaching Russian as a foreign language in a Master’s Degree Programm)

Vasilieva¹

2021

Tamb. Un. Rev. Ser. Hum.

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Interactive learning, according to a review of scientific and methodic literature, is the most effective way to optimize the educational process at different stages of its formation, and es-pecially when teaching foreign languages and Russian as a foreign language. However, along with the highlighted values and advantages of interactive learning, there are a number of significant problems, the reason for which lies in insufficient attention to the systemic organization of the in-teractive learning process, which also creates an obstacle to building an effective management system for the evolution of this phenomenon. The purpose of this study is to identify patterns, conditions and factors that influence the formation and development of interactive learning. As a result of applying the methods of content analysis of literature and the categorical method “Order of goals”: 1) interactive learning is presented in the form of 3 categories (OK, Pk, IK), each of which reflects its qualitative certainty; 2) the goals of each category are determined; 3) a qualitative model of the object is constructed, where the interactive learning itself is a system, and the selected categories are subsystems; 5) revealed a typology of possible contradictions between the goals of each subsystem and the system as a whole; 6) predicted possible consequences and resolution of contradictions for the development of interactive learning. The results obtained make it possible to effectively resolve the contradictions arising in the system of goals of the object and between their carriers, and to create a model for managing the functioning of the interactive learning. It is concluded that the description of the methods of productive resolution of the revealed contradictions will allow building a qualitative process of training optimization, including foreign languages and Russian as a foreign language.

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Using the technology of blended learning “flipped classroom” in foreign language teaching at the university

Ulyanov

2021

Tamb. Un. Rev. Ser. Hum.

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We substantiate the need to use modern educational technology of blended learning “flipped class” in university education, introduce new principles of building the educational process in higher education, search for new organizational forms of education, interactive methods and technologies of teaching a foreign language. The solution to the research problem is based on theoretical, methodological and practical issues that are considered in the study. We focus on the fact that teaching a foreign language is based on the methodic potential of competence-based and personality-oriented approaches. We note the role of a foreign language teacher, who is a facilitator and consultant, who ensures successful communication of students in the process of performing interdisciplinary or metadisciplinary research projects that contribute to the development of metadisciplinary and communication skills. The obtained results of the pedagogical experiment suggest that the use of the “flipped classroom” blended learning technology increase the level of internal motivation of students to learn a foreign language. This technology allows to individualize and activate the educational process.

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The Use of Interactive Educational Technologies in Teaching a Foreign Language

Cited by 9 publications

References 0 publications

To the issue of optimizing professional pedagogical communication (guest lecturers as a case)

To the issue of optimizing professional pedagogical communication (guest lecturers as a case)

Research of the goal system of an interactive form of education (on the example of teaching Russian as a foreign language in a Master’s Degree Programm)

Using the technology of blended learning “flipped classroom” in foreign language teaching at the university

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