The Russian Language Portfolio as an Effective Technology in Foreign Language Lifelong Learning

Римма Раисовна Сагитова

doi:10.5539/jsd.v8n5p108

Abstract

A successful learner in the modern society should be able to integrate knowledge from different sources, educate and self-educate throughout the life in order to be competitive in an increasingly globalized labor market. The Language Portfolio technology offers new possibilities for supporting students’ self-directed language learning. The article aims to study the effectiveness of using the Russian Language Portfolio technology in promoting students’ independent language learning. The leading approach to the study of this problem is competence-based approach as it corresponds to the understanding of the fundamental purposes of education formulated in UNESCO documents. The author gives the definition of the term

Highlights

One of the main tasks of Russian higher education is to prepare youth for independent improvement of their knowledge, create aspiration and readiness for continuous self-educational activity and equip them with necessary skills
The leading approach to the study of this problem is competence-based approach as it corresponds to the understanding of the fundamental purposes of education formulated in UNESCO documents
The author gives the definition of the term "self-education", offers the Instructions section to the structure of the Russian Language Portfolio, defines invariant requirements to it, reveals difficulties on the creation the Russian Language Portfolio and singles out three basic groups of students’ self-educational skills and abilities

Summary

Introduction

One of the main tasks of Russian higher education is to prepare youth for independent improvement of their knowledge, create aspiration and readiness for continuous self-educational activity and equip them with necessary skills. A successful learner in the modern society should be able to integrate knowledge from different sources, educate and self-educate throughout the life in order to be competitive in an increasingly globalized labor market. Schools are responsible for helping future specialists to prepare to solve specific professional tasks, to effectively realize professional activities, and to be responsible for professional results. The implementation of these tasks is impossible without the development of students’ self-education in the contexts of globalization and the integration of education (Sagitova, 2014)

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Conclusion