Abstract
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 results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) 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. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.
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 results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used
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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