Abstract
Foreign language at higher school reflects the specific of the students’ forthcoming professional activity. Decade-old publications prove the need of including case study in a foreign language teaching, the stages of working with the case are revealed. However, the case study method will promote the language teaching effectiveness, if a student is ready to work with cases. The purpose of this paper is to indicate the possible consistency of the methods of teaching a professionally-oriented foreign language at junior courses of non-linguistic universities, as well as the place of the case study in them from the point of view of the effectiveness of its application. When writing the paper, such theoretical research methods as analysis, synthesis, systematization, generalization, abstraction, design and modeling of the educational process as well as case study application evaluation criteria were used. Such an approach to the generalization of private teaching experience makes it possible to identify pedagogical conditions of case study application efficiency in teaching and learning activities, to specify the strategic and tactical language learning process design with cases in mind and to present the modeling of teaching within one topic. The author agrees that the case study allows assessing the students’ level of foreign language competence formation. At the same time, it is noted that the case study application evaluation should consist of components that track the overall curricular actions of the language trainer from the beginning to the completion of the study of the topic. In this regard, it is necessary to evaluate the quality of the case analysis completed by students, the availability, logic, consistency and literacy of their statement of the case issues, as well as the ability to operate the actual material studied within the topic, students’ readiness for dialogue and the use of compensatory skills to realize their own communicative intention. The proposed criteria and stages of modeling teaching and learning activities can be used in practice.
Highlights
Decade-old publications prove the need of including case study in a foreign language teaching, the stages of working with the case are revealed
The case study method will promote the language teaching effectiveness, if a student is ready to work with cases
The purpose of this paper is to indicate the possible consistency of the methods of teaching a professionally-oriented foreign language at junior courses of non-linguistic universities, as well as the place of the case study in them from the point of view of the effectiveness of its application
Summary
В выделенных для анализа публикациях метод case study обязательно содержит констатацию факта возможности и обоснования необходимости его применения в образовательном процессе [2; 3; 4; 5; 6; 7; 8; 9; 10]. – признаков наличия кейса в образовательной практике [10]; – требований к формированию кейса [2]; – правил работы с кейсами и критериев оценивания эффективности работы обучающихся с ними [3]; – прагматической функции данного метода при изучении иностранного языка с формулировками ситуаций для составления устной/письменной речи [11]; – контрольной функции на этапе оценки сформированности комплексных знаний и умений по коммуникативной теме обучающихся, чья профессиональная деятельность будет связана с иностранным языком [7]; – системы работы с обучающимися, подготавливающей непосредственно к работе с кейсом либо уже в процессе его изучения [3; 12; 13; 14]. Что метод case study без учета перечисленных выше педагогических условий не будет эффективным обучающим инструментом, а его применение на практике сформирует поверхностный взгляд на изучаемую проблему при минимальной вовлеченности самих обучающихся в активную учебную деятельность. Указанный комплекс должен включать как традиционные (характерные для методики преподавания иностранного языка), так и инновационные методы обучения
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