Abstract
The article attempts to articulate the conceptual characteristics of an up-to-date tertiary-level foreign language coursebook. In order to meet the requirements of modern national educational standards and be in line with the aims of foreign language teaching, a new generation coursebook, whether printed or electronic, is to be based on a set of such general didactic principles as competency-based approach, interdisciplinary approach, multilevel approach, modularity, and proximal development as well as such specific language teaching principles as authenticity, up-to-dateness, informativeness, and functionality. The authors substantiate the need for an integrative approach to developing an innovative coursebook, which consists in blending a printed and an electronic version, thus allowing for a more optimal organisation of the teaching-learning process due to a more rational proportion between classroom and self-study activities. The effective organisation of the process, in its turn, is instrumental in achieving the aims and goals of foreign language teaching. New generation coursebooks can be used not only to organise independent and self-study activities of full-time students of higher education, but also to provide a basis for various forms of distant learning, which will enable up-country students to receive high-quality (language) education.
Highlights
The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside
To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations
The success of innovations largely depends on their source and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play
Summary
Наиболее очевидный при- ся всей системы (языкового) образования, так знак инноваций как явления заложен в латинском и частный, улучшая его отдельные компонен-. Таким обинновацию и новшество как тождественные по- разом, мы исходим из того, что инновация –это нятия [11], хотя, забегая вперед, следует отметить, целенаправленное положительное изменение в что, с нашей точки зрения, новшество – это скорее системе языкового образования и/или обучения продукт инновационной деятельности Однако признак новизны вызы- мере один компонент системы и приводящее к вает немало вопросов из-за своей субъективно- развитию одной или нескольких составляющих сти При этом низирующие» [15] или «ретроинновации», когда важен баланс между сохранением существующих идет обращение к опыту прошлого, его переосмыс- механизмов функционирования и продвижениление в современных условиях, то есть предпола- ем инноваций, ведь один из главных принципов гают опору на уже существующие, традиционные устойчивого развития – «не навреди», то есть формы.
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