4. Resultados y análisis de investigación
4.5. Actividad 5: Galería de proyectos
Arina Banartseva1, Irina Vlasova2
1. 443110 Samara, Pervomayskaya St. 30 apt 31, Russia. 2. 443112 Samara, Kraynaya St. 6, apt. 35, Russia.
Abstract
The paper examines the synergistic approach in the process of teaching a foreign language to the students of the technical university. We present methodology and experience of the use of role plays, as effective means of forming a valued attitude toward a foreign language learning. Scientifically reasonable recommendations are given on the choice of role plays for the students of chemical-technological specialties, including planning of role-playing scenarios, distribution of roles between the participants of games, their organization and realization. We also consider project work in the process of learning a foreign language, which makes the learning process multilateral, where each student has the opportunity to prove himself as an individual and full participant. The article focuses on the fact that the use of role-playing games and project technologies has a positive effect on the formation of a value attitude towards a foreign language. The article provides a brief description of the basic textbooks "Chemistry in Medicine" and "Chemistry in Nanosphere" for vocational- oriented teaching of bachelors of chemical specialties in a foreign language in the structure of the informational and didactic base, which are based on a synergistic approach to teaching students of a technical university to a foreign language.
Keywords: synergistic approach, foreign professional communication, project technology, role - playing game, methodology.
1.1 Introduction
At present, the requirements for professional, general cultural and especially foreign language training of future specialists are constantly increasing, therefore it is necessary to develop scientifically based approaches and methods for teaching. The education system is evolving, so it has the self-organizational capability. Synergy studies the processes of any complex open systems (Haken, G.,1985). It does not offer specific patterns for solving questions, but it helps to highlight the general idea and ask questions. The application of the laws of synergy to the process of education gives a chance to take it out of equilibrium, since at present the process of education is very static. In addition, education often does not keep up with modern requirements, especially recently, when the flow of information in many areas of knowledge is growing rapidly in some cases, for instance in high technologies or science-based technologies. This affects many areas of life, in particular the rapid surge in computer technology and especially Internet technology has caused significant changes in the transfer of information. These factors must be taken into account when forming the concept and the provisions ensuring the development of educational technologies.
Synergy is able to give recommendations on the management of the educational process. According to V.G. Vinenko, the time has come to use synergy in pedagogy, since it interprets the processes of education in a new way and reveals their non-linear nature (Vinenko, V.G., 1997). In our case, this is the formation of the value attitude of technical university students to the study of a foreign language. For an adequate understanding of the essence of the process of mastering the language and the optimal organization of the corresponding process, it is advisable to study it from the standpoint of synergy. We mean the study of such factors as the role of the personality of the teacher and student, their freedom to choose the behavior trajectory, the search for attractors and the control parameters of the process.
The process of learning a foreign language is considered from the point of view of synergy as the individual self-development management. The need of students for self-development in the process of learning a foreign language is the basis of their cognitive activity. The teacher evaluates the correctness or incorrectness of the performing of educational tasks, organizes the learning process and transmits information to the students. 1.2 Research Questions or Hypotheses
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Teaching university students a foreign language involves not only the process of accumulating certain knowledge, but also an awareness of the need to acquire new knowledge. In this regard, the synergistic approach guiding the process of learning a foreign language contributes to the formation of students' value attitude to a foreign language. A foreign language is a source of obtaining foreign scientific, technical, cultural and socio-economic information, as well as a tool for intercultural and foreign language communication with foreign scientists and specialists, with cultural workers, as a means of using global Internet resources in relevant subject areas (Nesterenko, V.M., Ionesov, V.I., 2013).
Nowadays, a communicative approach to learning a foreign language is widespread in the university education, which, according to E.I. Passov, "involves the organization of the process of learning speech as a communication process model" (Passov, E.I., 1985). In other words, the learning process is close to the process of business foreign language communication and is aimed at the practical use of a foreign language in professional activities.
1.3 Method
We have developed and tested communicative exercises in teaching students a foreign language in the learning process. Of the many exercises role-playing and project technology were chosen as the most effective. Role-playing, being a communicative exercise, harmoniously fits into a foreign language lesson. Situations modeled in a role-playing game, brings speech activity in the classroom to real communication, which corresponds to the basic principle of the communicative method. To confirm the advisability of role-playing game, we can cite the statement of G.А. Kitaygorodskaya: "The psychological principle of" I am a mask "contributes to a wide disclosure of all personality traits, all students are freed from the fear of mistakes, and the emotional tone of the learning process increases" (Kitaygorodskaya, G.A., 1982). The pedagogical experience has shown that the “mask” is able to liberate a particular person in terms of speech, but to make the exercise successful, it is necessary to choose roles familiar to students. Since students are preparing to become specialists in the field of chemical technology, the selection of lexical material was conducted not only taking into account their age features, but also their professional activities. We conducted role-playing games in which students were asked to play situations where they performed the roles of experts, chemists, engineers, laboratory assistants etc. Since these roles are psychologically familiar to students, and the learned lexical material made it possible to create a situation close to real communication, the exercises were accepted by them with great interest and were successful. Role-playing games were conducted on three topics: Chemistry in Medicine, Chemistry of Today, The Outstanding Chemists. Informational and didactic materials for conducting role-playing games were taken from the author's basic training manual "Chemistry in Medicine" (Banartseva, A.V., Vlasova, I.V., 2016). In developing this textbook, we relied on the work of colleagues in the department who use creative technologies in their teaching practice (Rozhnova, E.A., Simakova, S.M., 2013). The manual contains completely new didactic tools, each unit in it is a product of the interdisciplinary creative work of authors-teachers, requiring from the teacher not only fluency in a foreign language, but also certain knowledge of special chemical-technological and biomedical subjects. The manual is based on authentic texts and is devoted not only to the history of pharmacology, but also to the latest achievements in creating new medicines, less toxic, with a minimum of side effects, as well as problems of modern pharmacology and their solution.
All exercises in the manual are based on the texts. These are not only well-known foreign language training exercises, which are reduced to filling in the gaps, rearranging, multiple choice, removing the odd word, but also tasks that require a certain amount of knowledge from a student’s future activities: comparative tables, analysis of various production technologies, and more.
The module also includes some game tasks, crossword puzzles and tests so that students can get away from serious exercises and have a rest - everyone knows that the game helps to make the learning process more attractive.
The material and its distribution in the course of study motivates the student to a new, more active mode of activity, and the use of role-playing in the classroom promotes the manifestation of creative possibilities and creates the prerequisites for successfully mastering increased amounts of information.
In a role-playing game there are a lot of positive aspects, but this exercise requires a special organization, where it is necessary to take into account the following methodological aspects.
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First, it needs to be well prepared in terms of both content and form. It is very important that students are convinced of the need to fulfill their “role” well. It is also important for the success of the game that the game is accepted by the whole group, and for this you need to create a friendly and creative atmosphere. The freer the student feels in a role-playing game, the more initiative he will communicate.
The success of this exercise largely depends on the teacher, since in order to achieve excellent results, he himself must believe in the effectiveness of the exercise and motivate the students. The role of the teacher in the process of preparing the game is constantly changing.
At the initial stage of the game, the teacher, as a model, can take on a role, but not the main one, so that the game does not become a traditional form of work under his leadership. As a psychologist, the teacher should approach the division into groups and the distribution of roles. If there is no leader in the group or students cannot independently choose roles, then in this case the teacher assumes the role of the leader. In the course of the game, he manages communication: he approaches students who need help, makes adjustments to the work.
It is very important when performing such an exercise a differentiated approach. Not all students have the same level of knowledge and ability to work independently and in order for them not to be "outside the game" it is necessary for them to prepare role-playing cards with lexical or grammatical material. When the
role-playing game becomes a habitual exercise for students, the role of the teacher will change. He becomes more of an observer than a moderator. This is inevitably due to the fact that the focus shifts from the active work of the teacher to the active and independent work of students. Working in a student-student mode allows you to control the assimilation of lexical and grammatical material, the ability to ask and correctly respond to the questions posed, and having the entertaining nature of the role-playing game, it can be used as a relaxation, to then move on to more relaxed activities. In order to improve the efficiency of business games, they monitor and evaluate speech and non-speech behavior of the participants in a role-playing game, that is, they use socially labeled verbal and non-verbal means of communication adequately for a given communicative situation using video recording for later viewing, discussion and analysis under the guidance of a teacher. The synergistic effect of role-playing games is manifested in the strong activation and motivation of the process of forming students' readiness for foreign language professional communication (Vlasova, I.V., 2015).
In another author's text-book, “Chemistry in Nanosphere”, we use extensively applied design technologies in our work with students (Banartseva, A.V., Vlasova, I.V., 2018). Project work makes the learning process multilateral, namely, each student has the opportunity to express themselves as an independent and full participant in the educational process. Consequently, the project methodology can be applied in mixed groups, with students of different levels of language training.
The project independence offered by students, both when searching for information, including foreign language, and when processing it, presenting and discussing when there is an opportunity to see the results of their work, and then present them to the audience, causes a keen interest of students, a sense of satisfaction, expanding knowledge in one or more subject areas, convinces of the practical, real value of mastering a foreign language (Vlasova, I.V., 2013).
During the presentation, the rest of the group takes notes. When the presentation is finished, members of other groups ask questions, analyze, give their comments and suggestions, using English as a means of communication. There may be a situation where no one wants to express their opinions. In this case, the teacher himself begins the discussion, but his main goal is to involve students in the discussion. After the general presentation, students and the teacher together discuss the work on the project: what was interesting and what was not very good, talk about difficulties and wishes for the future.
1.4 Results
Analysis of practical experience in developing projects leads to the conclusion that its use integrates students into various environments: social, linguistic, etc., gives everyone the opportunity to improve communicative competence in all types of speech activity, and also intensively use English as a means of communication. Students are quickly involved in research activities, because are aimed at obtaining a real result, and also have the opportunity to use modern information technologies, and most importantly, work with information in the target language (Banartseva, A.V., 2013).
Undoubtedly, work on a project is a creative process (Labzina P.G., 2013). Students independently search and select the necessary information of interest to them. The project method is good because it involves the joint
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goal-setting of students and the teacher, gives students the right to choose, develops thinking and reflection. Students become active participants, and the teacher guides their activities and helps them. Students are required to focus their attention both on the language form of the utterance and on its content.
In addition to all the above advantages, the project work gives students the opportunity to show their own imagination, creativity, activity and independence, regardless of their level of proficiency in the language. Project activity involves reflexive activity, because it is also aimed at an independent search for new solutions and information. The project method also teaches the selection and analysis of information. Students present the project in the form of computer presentations.
1.5 Conclusions
So, the experience of using role-playing games and project technologies in which the language material is being studied shows that they have a positive effect on the formation of a value attitude to a foreign language. If we consider the role-playing game and the method of projects from the standpoint of synergetics, we can conclude that the process of learning foreign languages using active methods is a self-governing process, controlled from the inside by laws and regularities (Lamzin, S.A., 2002).
References
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