Внедрение электронного портфолио в вузовский курс лингвистической экологии

Abstract

The research is aimed at substantiating the necessity of introducing a thematic electronic portfolio when teaching “Linguoecology” classes for the second-year students of the academic program 45.03.02 Linguistics. The functions, types and content of such portfolio are systematized. The scientific novelty consists in the fact that the stages of introducing the electronic portfolio into the learning process of the interdisciplinary subject “Linguoecology” has been worked out. As a result, it is suggested to organize the classification of students’ training goals into 4 groups: subject goals, organizational goals, research and development goals and creative goals. The stages of working with an electronic portfolio has been defined – the preparatory stage, the goal-setting and planning stage, the stage of filling and designing an electronic portfolio and the last stage of assessment and reflection. It has been revealed that the most frequent subject and research tasks were the work with bilingual terminological glossaries, analysis of scientific sources, ecolinguistic description of linguistic and speech phenomena while the least frequent was writing an essay on one of the topics of the course. Among the creative tasks, the systematization of fragments from publicistic and fictional works related to the interaction between man, language, nature and writing cinquains prevailed.