Методи навчання мов у вищих навчальних закладах освіти Греції та Республіки Кіпр у другій половині ХХ століття
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2013
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Стаття присвячена аналізу методів навчання мов у вищих закладах освіти Греції та Республіки Кіпр у другій половині XX століття. З’ясовано, що до 80-х років ΧΧ століття застосовувалися такі традиційні методи навчання мов, як: лекція, метод пояснення та метод вправ. За останні десятиріччя широкого застосування набули: метод гри, техніка драми, метод проектів, мозковий штурм, метод Portfolio, метод навчання на основі автентичного матеріалу (data-driven learning) та інші. Подано коротку характеристику та визначено особливості застосування названих методів у вищих навчальних закладах досліджуваних країн.
In the article the methods of language teaching in higher educational institutions of Greece and the Republic of Cyprus in the second half of the XXth century are analyzed. It should be noted that before the 80-s of the ΧΧth century traditional methods of language teaching, such as a lecture, the method of explanation, the method of exercises were applied. The lecture method was used in teaching theoretical subjects such as «Introduction to Linguistics», «General Linguistics», «Modern English Literature» and others. The lecture was traditional in form and relied on the instructor to provide the oral presentation of the teaching material and the students to take notes of the essential points. Since the 80-s of the ΧΧth century the lectures in the form of a dialogue, the lectures accompanied by multimedia presentations and interactive teaching techniques have been used alongside with traditional lectures. The method of explanation and the method of exercises have been mainly applied in teaching the practical course of a language. The research has proved that the role-playing method, drama techniques, the method of projects, brainstorming, the portfolio method, data-driven learning and others have been widely adopted in the last decade. The article gives coverage of the opinions of Greek and Cypriot scholars referring to the essential features, effect and ways of application of the new methods. Thus, the role-plays and other theatrical techniques facilitate efficient formation and improvement of students’ communicative competence. The method of projects, brainstorming and the portfolio method afford immense opportunities to pursue students’ emotional and personal development, form and enhance their communicative competence, intellectual ability, develop their autonomy, provide intercultural education, deviate from the textbook as the only source of knowledge, implement interdisciplinary links. The author discloses the views of the researchers of Greece and the Republic of Cyprus on the principles of organization and stages of the project work, methodology of evaluation the students’ academic achievements. The author emphasizes that the teaching and learning method based on authentic material – data-driven learning – has been widely used recently. Thus, the students working with authentic examples demonstrated in special tables by asking questions observe the language phenomena and systematize the theoretical knowledge in the course of productive discussion and opinion exchange. This method can be implemented to study morphology, lexicology, the practice of speech. For example, using authentic speech patterns the students can easily differentiate lexical units that have similar meaning, compose a table of declension or conjugation by themselves.
In the article the methods of language teaching in higher educational institutions of Greece and the Republic of Cyprus in the second half of the XXth century are analyzed. It should be noted that before the 80-s of the ΧΧth century traditional methods of language teaching, such as a lecture, the method of explanation, the method of exercises were applied. The lecture method was used in teaching theoretical subjects such as «Introduction to Linguistics», «General Linguistics», «Modern English Literature» and others. The lecture was traditional in form and relied on the instructor to provide the oral presentation of the teaching material and the students to take notes of the essential points. Since the 80-s of the ΧΧth century the lectures in the form of a dialogue, the lectures accompanied by multimedia presentations and interactive teaching techniques have been used alongside with traditional lectures. The method of explanation and the method of exercises have been mainly applied in teaching the practical course of a language. The research has proved that the role-playing method, drama techniques, the method of projects, brainstorming, the portfolio method, data-driven learning and others have been widely adopted in the last decade. The article gives coverage of the opinions of Greek and Cypriot scholars referring to the essential features, effect and ways of application of the new methods. Thus, the role-plays and other theatrical techniques facilitate efficient formation and improvement of students’ communicative competence. The method of projects, brainstorming and the portfolio method afford immense opportunities to pursue students’ emotional and personal development, form and enhance their communicative competence, intellectual ability, develop their autonomy, provide intercultural education, deviate from the textbook as the only source of knowledge, implement interdisciplinary links. The author discloses the views of the researchers of Greece and the Republic of Cyprus on the principles of organization and stages of the project work, methodology of evaluation the students’ academic achievements. The author emphasizes that the teaching and learning method based on authentic material – data-driven learning – has been widely used recently. Thus, the students working with authentic examples demonstrated in special tables by asking questions observe the language phenomena and systematize the theoretical knowledge in the course of productive discussion and opinion exchange. This method can be implemented to study morphology, lexicology, the practice of speech. For example, using authentic speech patterns the students can easily differentiate lexical units that have similar meaning, compose a table of declension or conjugation by themselves.
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Ключові слова
навчання мов, гра, техніка драми, лекція, метод проектів, мозковий штурм, метод Portfolio, data-driven learning, language learning, lecture, role-play, drama techniques, project method, brainstorming, portfolio method
Бібліографічний опис
Короткова, Ю. М. Методи навчання мов у вищих навчальних закладах освіти Греції та Республіки Кіпр у другій половині ХХ століття [Текст] / Ю. М. Короткова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №8 (34). – С. 3–13.