The Educational Technology of Monological Speaking Skills Formation of Future Lawyers

Nadezhda Almazova,Oksana Sheredekina,Natalia Smolskaia,Maria Odinokaya

doi:10.3390/educsci11070330

Nadezhda Almazova, Oksana Sheredekina + Show 2 more

Open Access

https://doi.org/10.3390/educsci11070330

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Abstract

In modern higher education, there was a change in the educational paradigm, when the emphasis shifted to the formation of competencies. The goal of the competence approach is to improve the quality of education, which is impossible without the use of educational technologies that guarantee a steady effective result. The priority of teaching foreign languages to future lawyers is the foreign speaking skills formation in general and the monological ones in particular. The introduction of educational technology in the process of monological speaking skills formation, including a set of methods and techniques such as peer review, discussion, working with the text, etc., took place over the course of the pedagogical experiment. Qualitative and quantitative data analysis allowed us to determine the difference in the level of the monological speaking skills formation in experimental and control groups at all stages of the experiment conducted. The effectiveness of the developed technology is determined by the significance of the adaptation stage, the use of the peer review method, which implements the potential of students’ metacognitive skills, and the possibility to change the role while evaluating students’ answers.

Highlights

Modern higher education reflects the world’s economic, political and social processes.The high degree of international integration connected with both the market economy and the information boom required a change in the educational paradigm of higher professional education [1]
The authors evaluate the effectiveness of the educational technology (ET) aimed at teaching students to produce monological utterance (MU) by the qualitative and quantitative analysis of the data obtained at all stages of the experiment
While listening to the MU, the students evaluated the oral answer based on the parameters and criteria presented in the methodological note

Summary

Introduction

Modern higher education reflects the world’s economic, political and social processes.The high degree of international integration connected with both the market economy and the information boom required a change in the educational paradigm of higher professional education [1]. The actualization of the competence approach helped to shift the emphasis from the fundamental knowledge carried by a specialist throughout his professional career to the ability to learn even after graduating from a higher educational institution [2,3]. The introduction of the cognitive aspect in higher education allows us to form a specialist who can recognize the necessary information, process it, and integrate it into the professional sphere of knowledge. In the context of the competence approach, the educational standard defines foreign language communicative competence as universal. It involves teaching the formal side of the language and strategies that contribute to the effective development of the material

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