Differentiated teachinhg English process for non-linguistic University students Текст научной статьи по специальности «Науки об образовании»

Pedagogy

UDC: 378.147.091

сandidate of Pedagogical Sciences Kobtseva Svetlana Aleksandrovna

Federal State Budgetary Educational Institution of Higher Education

"Murmansk Arctic State University" (Murmansk);

сandidate of Pedagogical Sciences Pastushkova Marina Anatolievna

Federal State Budgetary Educational Institution of Higher Education "Murmansk Arctic State University" (Murmansk)

DIFFERENTIATED TEACHINHG ENGLISH PROCESS FOR NON-LINGUISTIC UNIVERSITY

STUDENTS

Аннотация. Статья посвящена решению одной из значимых современных педагогических проблем -определение способа повышения эффективности процесса обучения английскому языку на нелингвистических факультетах в высшей школе. С целью разрешения данной проблемы преподаватели английского языка нашего университета разработали и внедрили дифференцированную модель обучения, которая позволяет повысить уровень знаний английского языка студентов нелингвистических направлений подготовки. Данный подход основан на применении внешней дифференциации, в соответствии с индивидуальными особенностями и способностями студентов.

Ключевые слова: дифференцированное обучение, внешняя дифференциация, смешанная дифференциация, способы повышения эффективности процесса обучения, уровень владения языком, индивидуальные особенности студентов, индивидуальные способности студентов.

Annotation. The article is devoted to the solution of one of the important contemporary pedagogical problems -finding the way of increasing the effectiveness of the teaching English process at non-linguistic departments of the University. To solve this problem English teachers of our University have developed and applied a differentiated model of teaching that allows improving the level of non-linguistic students' language skills. This approach is based on the group differentiation, according to the level of school background and individual capabilities.

Keywords: differentiated education, external differentiation, mixed differentiation, ways of increasing the effectiveness of the teaching process, level of students' language skills, individual peculiarities of students, individual capabilities of students.

Introduction. In the conditions of the contemporary society, with the developing of multicultural communication and contacts between countries and continents, the importance of foreign languages, especially English as a global one, has increased. Modern world realizes that we have common problems and can solve them only with the help of cooperation between nations, through the dialogue between people, no matter from what part of the world they are.

Nowadays, English is vital not only for professions and spheres, connected with languages and multicultural communication, but also for any person who wants to become a competent specialist in his/her field. No matter if it is Law, Journalism, Economics, or even Psychology. That is why one of the most important purposes for English teachers of Murmansk Arctic State University is to improve the level of students' knowledge in English as our University has partnership and cooperation with different foreign educational establishments, especially in the Northern Region.

The purpose of the article. The purpose of the article is to present the results of the experimental implementation of external differentiation into the process of university training which were conducted in a number of non-linguistic faculties of the university and to prove the effectiveness of this educational technology, based on the analysis of these results.

The presentation of the main material of the article. Despite of the need to improve the level of proficiency in foreign languages and communicative skills of our students, there are a lot of circumstances preventing the effectiveness of teaching English process. Among them:

- not sufficient amount of studying hours for English learning at the University (only 2 hours a week at non-linguistic departments);

- different English school background of our students;

- inability to take into account the individual abilities and peculiarities of students according to the traditional educational system.

Students that are entering the University at the non-linguistic faculties or departments do not have entrance examination in English. Because of that first year students have different level of school background in English. Together with the students that have good knowledge there are also students with poor English background. According to the results of written test (introductory diagnostic test) 14.3% of students showed excellent, 22.7% good, 30.2% satisfactory and 32.8% poor knowledge of English.

The diagram of the results of introductory diagnostic test

■ excellent

□ good

□ satisfactory

□ poor

According to the questionnaire data among students of non-linguistic departments approximately 20% had studied at linguistic colleges, courses, specialized schools or were taught English by private teachers. At the same time 15-18% of first-year students according to objective reasons didn't study English at senior school or had entered the University after a long period after finishing school. This way, together with the students who had thoroughly learned the school program there are some that have very poor knowledge on this subject, thus there is a big difference in the level of language skills English among students of the same grade.

Due to the traditional educational system students with different level of language grounding, different linguistic capabilities, educational motivation and ability to work are combined into one group. In most of the cases, there is unification of students with both low and high level of language proficiency.

This system leads to decreasing of educational motivation and interest to English among some students during the academic year. Students with the low level of knowledge give the following reasons:

difficulties in learning the University's program; complexity of the material;

uncomfortable for them psychological atmosphere in groups with the students with higher level of

communicative skills.

Students with the high level of language grounding show the decreasing of educational motivation as a result of the absence of interest to work in a lower tempo, necessity of repeating grammatical and lexical material they had already studied at school. All these factors lead to a poor progress in studying and a great amount of academic debts.

According to the traditional educational system the teacher has no ability to take into consideration the level of student's proficiency, the individual language capacities and abilities to the potential development during the studying process. To solve these problems English teachers of our University have introduced a new differentiated model of teaching that allows improving the level of students' language skills. This approach is based on the external or group differentiation, according to the level of school English background, individual features and capabilities of students.

Differentiated education was carried out in the process of teaching English to students of the Law department, as the number of students in this field of study (34) allowed us to divide the course into 3 level groups. Students of the "Finance and Credit" course were trained without dividing because the number of students (12) did not allow them to be divided into level groups. The training had been carried out for two years (2017-2019), during this period we had an opportunity to compare the training results of these groups.

The forming of the level groups is made according to the following criteria:

1) marks for English in a school-leaving certificate;

2) result of written test (introductory diagnostic test);

3) result of interviewing students;

4) data of students' questionnaire concerning interests, preferences, the level of their interest in studying English.

And the following level groups for English studying process were formed: advanced ("A"), general ("B"), basic ("C"). This sort of differentiation can be devoted to the external differentiation because students are divided into level groups, but we suppose this kind of differentiation should be considered as a mixed differentiation, as all the rest of subjects are taught without any group division.

In domestic pedagogy, the effectiveness of this educational model is recognized. But it is not often used as part of higher education as a result of organizational complexity [1]. But mixed differentiation is widely spread in many European countries (FEGA program in Germany, ABC program in England) [2].

It is necessary to mention that students have an opportunity to move to a group with a higher level and vice versa according to the results of studying progress. At the end of academic year there is a reforming of groups. To our opinion the ability of moving from a group with a lower level to a group with a higher level increases student's interest in learning English, makes them more serious to the subject.

Teaching process is organized according to the programs with three different levels of complication, usage of authentic multilevel textbooks, different educational rate, intensiveness of studies and amount of teacher's help. The process of education is based in such way to involve all students irrespective of the language level into the independent grounding creative activity and to increase their interest in the subject.

There are special program with three levels of mastering the material: advanced ("A"), general ("B"), basic ("C"). They are characterized by the variative program's matter, different methods and the intension of studying.

The main aim of the basic level program ("C") is to fulfill the requirements of the minimum state educational standard as we consider the extend in such groups is unnecessary. The general and advanced levels program ("B", "A") contain the additional material that helps students to know English better and to use it in practice more effective.

Besides, the advanced level program ("A") is characterized by more independent work of students with textbooks and additional sources of information during studying. So the main focus is not in teaching but in learning. For example students of these groups often make reports, write annotations and business letters, make creative tasks according to individual projects and take part in out-of-class activities. They are given an opportunity to study new topics and pay more attention towards studying professionally orientated vocabulary and texts.

Every program has its own marks requirements. Of course the mark that is given to a student of "A" level is not equal to the mark that is given to a student of "C" level. Traditionally there are some set priorities of the mark for the level of knowledge, abilities and skills but not for the effort that was spent by students. That fact leads to the decreasing of cognitive motivation and prevent students' creative development. No doubt the content and complication of the material at groups with different level vary greatly. But we give marks not only according to the level of knowledge but to the effort with which students have been studying and aims that they have posed to themselves. As we know some students of "C" level do not need English in the future, their professional field, while the majority of students from "A" level have an aim to work abroad or to use language in their future career. To our opinion, it will help any student to feel themselves equal, to increase self confidence and believe in their potential success of studying activity.

The control of acquired knowledge and skills also should be variable. As the practice had shown, the traditional way of final control - examination/test in most of the cases turns out to be non-effective. In most of the cases the students that have difficulties in studying English get poor marks. That is because of a certain kind of psychological barrier and fear of the large amount of exam topics that had been studying for 2 years period. Students with the high level of language skills do not have difficulties in repeating these topics before examination but students with low level have some difficulties with that. As the survey had shown it is more simple for the students with low level of English knowledge to pass examinational topics to the teacher gradually during the academic year.

We had developed the alternative form of final control for such kind of students ("B", "C" level groups): exam on the base of individual student's card (ISC). At the beginning of the term every student gets individual student's card where the results of passing topics, dialogues, lexical and grammar material, tests are put into. At the end of the semester (academic year) the teacher has possibility to give final mark according to the average mark of the ISC. This final control form, to our opinion, stimulate students be more active as they have no fear of poor marks any more, they are not afraid of giving questions, express their point of view during the classes.

Students of advanced level groups ("A") together with the traditional form of final control - examination are given an opportunity to work according to the individual projects. The themes of these projects usually connected with main subjects and future professions of the students. The work due to the projects is fulfilled during one or two academic semesters (it depends on the complexity of the project) and is carried out under the teacher's control. For the successful fulfillment of the project students should learn additional sources of information including the internet, translate not less than four or five articles on the topic of their research, make a mini-dictionary, retell one article with comments and write detailed report according their work.

Public presentation of the project is held at the final lessons or at the students' scientific conferences. And the mark for the project is given not only by the teacher but also by other students that are taking part in the discussion as opponents. According to the teachers' opinion students that were working with projects had got skills of research work, self-control, can analyze and discuss the material, prove their point of view. This way, the usage of project method allows increasing the effectiveness and practical directivity of education greatly.

Thus, we had created definite pedagogical conditions that had provided the successful realization of foreign language differentiated education model at non-linguistic faculties of our University. It includes:

- educational program with three levels of mastering the material and characterized by variability of the content, methods and intension of studying;

- synchronization of learning educational material according to the group level;

- presence of demand list towards the knowledge, abilities, skills and the criteria of marks depending on the group level;

- the alternative forms of the present and final control of acquired knowledge and skills;

- optimal selection of studying methodical complex of leveling nature (studying literature, didactic material and additional means of teaching).

As the practice had shown there are curtain changes in the language level of our students after studying English for two years period according to the differentiated educational model. The amount of the students with high level had increased on 22.4%, with middle level on 2.4% and the amount of students with poor level had decreased on 24.8%.

Diagram of students' studying progress in English

70,00% 60,00% 50,00% 40,00% 30,00% 20,00% 10,00% 0,00%

cT

ri?

<r

Row 1-the beginning of studying; Row 2-the finishing of studying

The students who were educated according to the differentiated model have practically shown the following results:

- increasing of language competence (33.5%);

- progress in studying (20%);

- more activeness, both in class and out of class (54%);

- ability for self-studying (62%);

- increasing of the level of cognitive motivation and the interest in subject (86%);

- successful forming of educational-cognitive skills (76.5%).

Besides that, students that were studying according to this educational model have taken more active part in various international programs which our University deals with.

Conclusions. We came to the conclusion that introduced by us model of differentiated education favor achievement of high level of effectiveness studying process as it:

- leads to the increasing of students' studying progress;

- increases the quality of communicative skills;

- forms the positive cognitive motivation of students, makes them more interested in studying English;

- helps to form the complex of necessary studying-cognitive skills;

- develops creative activity and self-dependence of students;

- makes favorable conditions for harmonic development of personality;

- leads to involvement of all students despite of their language level and linguistic abilities in an active verbal communication.

Thus, we have made an attempt to make favorable conditions for the development of all students according to their individual peculiarities and capabilities.

The differentiated educational model improves the level of students' language, communicative skills and the effectiveness of teaching process not due to the increasing of the amount of studying hours or decreasing of the amount of students in groups that implies additional financial expenses, but due to the usage of individual approach towards each student.

We hope that our students will become competitive specialists in their fields at the modern Labor market and English knowledge will help them in solving important international problems and gives them an opportunity to take an active part in cross-border collaboration.

References:

1. Firsov, V.V. O sushchestve urovnevoj differenciacii obucheniya [Elektronnyj resurs] / V.V. Firsov// E-zhurnal «Pedagogicheskaya nauka: istoriya, teoriya, praktika, tendencii razvitiya». - 2008. - №1.

2. Krashen, S.D. Principles and Practice in Second Language Acquisition / S.D. Krashen // University of Southern California, 2009. - pp. 30-37. - URL: http//www.sdkrashen.com/content/-books/principles_and_practice.pdf

Педагогика

УДК: 371

кандидат педагогических наук, доцент Кожурова Алина Алексеевна

Федеральное государственное автономное образовательное учреждение высшего образования «Северо-Восточный федеральный университет имени М.К. Аммосова» (г. Якутск); студентка 4 курса кафедры начального образования Шипкова Анастасия Александровна

Федеральное государственное автономное образовательное учреждение высшего образования «Северо-Восточный федеральный университет имени М.К. Аммосова» (г. Якутск)

РАЗВИТИЕ ПОЗНАВАТЕЛЬНОЙ АКТИВНОСТИ МЛАДШИХ ШКОЛЬНИКОВ НА ОСНОВЕ ИСПОЛЬЗОВАНИЯ НЕТРАДИЦИОННЫХ ФОРМ ОБУЧЕНИЯ

Аннотация. Статья посвящена экспериментальной проверке на практике возможности развития познавательной активности младших школьников на основе использования нетрадиционных форм обучения. Для выявления уровня познавательной активности учащихся были подобраны следующие методики: опросник познавательной активности Ч.Л. Спилберга и анкета познавательной активности младших школьников А.А. Горчинской.

Ключевые слова: младший школьник, активность, познавательная активность, нетрадиционные уроки.

Annotation. The article is devoted to experimental vérification in practice of the possibility of developing the cognitive activity of younger schoolchildren through the use of non-traditional forms of education. To identify the level of cognitive activity of students, the following methods were selected: a questionnaire of cognitive activity. Spielberg and the questionnaire of the cognitive activity of A.A. Gorchinskaya younger students.

Keywords: junior schoolchild, activity, cognitive activity, non-traditional lessons.

Введение. Вопросы изучения развития познавательной активности обучающихся затрагиваются во всех актуальных источниках психолого-педагогической литературы. В проекте нового ФГОС НОО в общих положениях отражены следующие пункты: «освоение учащимися технологий командной работы на основе личного вклада каждого в решение общих задач, осознания личной ответственности, объективной оценки своих и командных возможностей; развитие представлений о высоком уровне научно-технологического развития страны, овладение современными технологическими средствами в ходе обучения и в повседневной жизни, освоение цифровых образовательных сред для проверки и приобретения знаний, расширения возможностей личного образовательного маршрута».

Как известно, изучение проблемы развития познавательной активности человека во все времена были всегда в поле поиска новых подходов. С точки зрения психологической науки, активность это «способность изменить окружающую действительность в соответствии с собственными потребностями, взглядами, целями» [3, с. 56].

В век информационных технологий, современное начальное образование ставит перед собой цели глубже изучить природу формирования и развития познавательной активности обучающихся, но одновременно с опорой на классическую методологию исследований этот вопрос требует разносторонних решений, что дает много перспектив дальнейшего изучения. Таким образом, в научном педагогическом сообществе, познавательная активность младших школьников рассматривают:

- в активизации познавательного интереса как значимого условия в развитии мотивации к учению (Колесова С.С., Павлова Е.П.) [3];

- в акценте на игровые технологии как средство развития познавательных интересов (Габышева Ю.Ю., Сидорова Е.Э.) [1];

- в творческом характере деятельности, состязательности и включение игровых форм работы на примере LEGO-конструирования (Неустроева Е.Н., Кривошапкина Н.Е.) [5].

По мнению Годовиковой Д.Б., «познавательная активность формирует у учеников стремление получить новые знания об окружающем нас мире, это и есть познавательная потребность» [2, с. 75]. Естественное стремление к познанию развивается в учебном процессе при его регулировании со стороны педагога таким образом, чтобы в нее вовлекались разные стороны психической деятельности в беседах, играх, занятиях в семье.

Нетрадиционные формы обучения позволяют сделать занимательными и увлекательными не только работу учащихся на творческо-поисковом уровне, но и обыденные школьные будни по изучению предметов. Нестандартные уроки отличаются от обычных традиционных уроков дополнительным фантазийным элементом, который способен вызвать у детей интерес и стремление к мыслительной деятельности [3, с. 56].

Цель статьи - изучить на практике возможности развития познавательной активности младших школьников на основе использования нетрадиционных форм обучения.

Изложение основного материала статьи. В исследовании приняли участие 38 учащихся 3 класса. До разработки нетрадиционных форм обучения, нам необходимо было проводить диагностику состояния познавательной активности наших испытуемых. Для этого выбрали метод анкетирования: опросник Ч.Л. Спилбергера и анкета А.А. Горчинской.

Предложенный опросник Ч.Л. Спилбергера направлен на изучение уровней познавательной активности, как актуальных состояний и как свойств личности [9]. Уровень познавательной активности определяется по пятибалльной шкале, путем вывода среднего балла по всем ответам на вопросы. Высокий уровень - 4,0 - 5 баллов; Средний уровень - 3,0 - 3,9 балла; Низкий уровень - 2,5 - 2,9 балла (табл. 1).