THEORY OF CONSTRUCTIVISM AND A COMMUNICATIVE COURSEBOOK AS A PREREQUISITE FOR ORGANIZING THE FIRST YEAR IT STUDENTS’ INDEPENDENT WORK AT THE ESP CLASSES

Abstract

This article explores how the theory of constructivism, enclosed in the communicative coursebook, influences the design of independent work for the first-year IT students, learning a foreign language. It outlines the fundamental elements of constructivism such as self-directed learning and growth, as well as it considers two key dimensions of productivity: self-reliance and educational accomplishment with focuss on the crucial role of the Zone of Proximal Development (ZPD) and “scaffolding” conceptions within this paradigm. Our research emphasizes the efficacy of constructivism and the learning cycles of the communicative coursebook, built on the constructivists’ principles, in enhancing students' learning experiences, promoting active knowledge and skills acquisition, and cultivating critical thinking skills. Practical examples of applying constructivism to educational processes are provided here to enhance students' proficiency in English as a foreign language. Finally in this article, the four stages procedure of the students’ involvement into independent work within the communicative coursebook’s learning cycles- is described and the main assumption about the four-stage procedure, based on the experience of piloting the communicative coursebook, is made: this communicatively-oriented procedure appears to become an effective tool of learning, teaching and communication.