Abstract
The educational system in the Russia provides opportunities for life-long learning, which presupposes availability of studying foreign languages at every stage, including further education (MBA and Presidential Program). Although adult learners realize the importance and necessity of mastering a foreign language, they might lack motivation due to a number of factors, such as different sociocultural backgrounds, social status, lifestyle, and knowledge of the foreign language. We have conducted research in order to analyze existing problems and develop a system of tasks to control and assess progress in a foreign language (English) proficiency in heterogeneous groups of adult learners. The developed approach to designing assessment materials is aimed not only at controlling students’ progress, but also at increasing their motivation.
Highlights
There is no doubt that the process of teaching is very complex, intricate, and always challenging
Teaching adults is quite different compared to teaching children or younger students, and heterogeneity of groups makes the process even more complicated, not to mention developing methods for control and assessment of the learners’ English language proficiency
On the subject of our research, empathizing that education system in the Russia provides different opportunities for life-long learning, our applied sphere of analysis is limited to heterogeneous groups of adult learners in further education, mainly focusing on developing control and assessment materials that, alongside with monitoring students’ progress, would increase their motivation to study a foreign language (English)
Summary
There is no doubt that the process of teaching is very complex, intricate, and always challenging. Almost all of the other individual characteristics of students are diverse and students in one group may have very little in common in terms of: age (from 25 to 54), social background, cultural background, area of employment, social status, previous experience, personal preferences, learning styles, time available for self-study, etc All of these allow us to treat our groups of adult students in further education as heterogeneous. Many of them consider that classes would be organized in an academic manner, which is similar to the ones they used attend in school or university This problem is prominent in adult groups as many of learners come from different universities, and from different regions and cultures. We believe that positive assessment received from both teachers (evaluating achievements in a foreign language proficiency) and fellow students (evaluating acquired presentation skills) provides better understanding of achieved progress and boosts students’ confidence
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