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Некоторые тезисы из работы по теме Применение технологии "метода коммуникативных заданий" (Task-based learning) для развития коммуникативной компетенции у студентов неязыковых факультетов вузов.
РАБОТА НА АНГЛ ЯЗЫКЕ
INTRODUCTION
The relevance of the chosen topic is conditioned by the fact that TBL-learning (Task-Based Learning) plays an important role in learning a foreign language at the moment in many educational institutions. At the same time, teaching English as a foreign language in non-linguistic universities has a number of peculiarities. In particular, when learning English as a foreign language, students of non-language universities often face such problems as insufficiently high level of motivation, insufficiently formed level of communicative competence, psychological barriers in speaking. TBL-method can be successfully used to solve these problems.
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CHAPTER 1. THEORETICAL JUSTIFICATION OF THE STUDY.
1.1 “Task-Based Learning” and its Role in Teaching a Foreign Language
Each of us acquires knowledge through diverse methods, thereby various tools and methodologies can be employed in foreign language acquisition, not limited to the conventional technique known in the Anglo-American context as Presentation-Practice-Production (PPP). This traditional model encompasses three phases: providing explanations, executing exercises, and applying the learned material in practical scenarios.
An alternative approach involves task-based learning, which diverges from conventional methods by eschewing upfront instructional explanations and training on language concepts. This method, often perceived as a reverse or "mirror image" of traditional pedagogical strategies, not only differs in the order of language material engagement but also in its criteria for selection, presentation, and structuring. Known within the Anglo-American educational sphere as Task-Based Learning and Teaching (TBLT), this approach redefines the conventional pathways of language education [10, p.23].
In the forthcoming discussion, we delve into a technology where language serves beyond mere practice, transitioning into a facilitator for task accomplishment, effectively mirroring its role in genuine communication scenarios as a conduit for conveying messages. This approach mirrors the authentic progression of language mastery: initially sparked by the urge to express, leading to tentative attempts at communication, followed by actual speech, and subsequently refining linguistic proficiency [5, p.81].
Initially, language presents itself as a unified construct before we dissect it into elements like lexicon, syntax, and so on. Educators aim to facilitate the ability to employ a specific tongue. This objective is attainable only by shifting the emphasis from an exclusive concentration on grammatical forms and syntactic arrangements.
In the classical approach, it is common to "practice" new lexical or grammatical material after it has been introduced. However, when performing tasks according to the methodology presented by us, learners are forced to use the language as a whole, without emphasizing the training of specific phenomena.According to R. Hawkey"s interpretation, adopting this methodology does not equate to negligence towards the accuracy of the language used, nor does it imply the absence of instructional support. Instead, engagement with the linguistic elements merely supplements the core activity [60, p.48]. For instance, traditional role-play exercises commonly designed as dialogues within the classroom setting don"t qualify as "task-oriented learning and teaching" endeavors unless they culminate in consensus-building and problem resolution. Team-based learning (TBL), a systemic pedagogical approach championed by Larry Michaelsen during his tenure at the University of Oklahoma in the 1970s, fosters collective educational efforts. This framework facilitates structured procedural adherence, thereby magnifying participant involvement and elevating the caliber of learners" achievements.
According to R. Schultz, tasks in the technology in question are activities where the target language serves a communicative goal to accomplish a specific outcome. These represent a strategical roadmap for learners, emphasizing semantic over syntactic mastery, calibrated for suitable difficulty levels, and necessitating student engagement. Such tasks mobilize learners’ comprehensive linguistic competencies and provoke cognitive operations including selection, categorization, organization, and assessment.
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REFERENCES
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