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MODERN APPROACHES TO TEAM BUILDING TECHNOLOGY IN TEACHING A FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY
Uvarov V.
Assistant Professor, Department of Foreign Languages, Russian State University for the Humanities,
Moscow, Russia
Abstract
The article makes an attempt to demonstrate the relevance of the use of team building technology in the educational process. The arguments and examples are based on the author's own professional experience of teaching English at a non-linguistic university for over thirteen years. The author dwells in detail on the advantages that the use of team building technology gives, emphasizing not only their individual significance for each student, but also calling the skills and personal qualities of students formed by teambuilding as strategically important for the harmonious functioning of the whole society.
Keywords: team building technology; foreign language; efficiency; motivation; quality of teaching; skill building.
Introduction
In modern society, the technology of team building has become widespread in the professional sphere. Each company, regardless of its profile and structural features, with varying degrees of intensity conducts special corporate programs and events with its employees, allowing them to form a holistic healthy team, each member of which is happy to be part of a single whole, always willingly comes to help the colleagues and is an excellent team player.
In our opinion, the technology of team building can and should be purposefully applied even before the beginning of a person's professional activity - at the stage of obtaining higher education. An excellent platform for the introduction of team building in the educational process can be classes in a foreign language, where students master not only the basic level of the language, but also a professional one. In other words, students learn to speak a foreign language within the framework of their study profile using special terminology, grammatical constructions and cliches [3]. Of particular interest is the introduction of team building technology in foreign language classes at a non-linguistic university, where a wide range of different training areas is presented.
The author gives his arguments and examples confirming them from his personal professional practice of
teaching English at the interfaculty department of a non-linguistic university for more than thirteen years. Throughout this time, the author has been largely applying team building techniques that help maintain a positive atmosphere and a sense of team spirit in English classes for students of various fields of training: managers, economists, psychologists, anthropologists, lawyers, sociologists, advertisers, etc. Thus, the practical use of team building techniques in the learning process leaves no doubt in the author, which he will try to prove further in the article.
Positive aspects of the use of team building in the classroom with students.
According to the articles of many explanatory dictionaries, team building is an activity aimed at creating a team and team spirit. However, in the educational process, according to the author, team building has a much more positive impact on the quality of work with the material and the educational process as a whole. We will consider further (in random order) the main, in our opinion, advantages that classes built on symbiosis with the technology of team building have.
1. Motivation of students and teachers. As it was mentioned above, team building is designed to form a team. Thus, if a teacher manages to make a positive impression on their students from the very first minutes of acquaintance and periodically apply certain elements of
team building throughout the entire training course, they can safely count on high final indicators of the students. To a greater extent, this is explained from the point of view of psychology. Each student in the group, feeling like a member of a team led by a recognized leader - a teacher - begins to subconsciously feel the sense of responsibility for their actions, because in the end, the success of the team is built on the success of each of its participants. You can read more about the importance of purposeful motivation of students and its methods in another article of the author - "The problem of motivation of students within the educational process and possible strategies for its solution" [4, p. 63 -68].
The author considers it important to emphasize the difference between the methods of forming the above-mentioned team moods, built on the sincere interest of students in the subject and the personality of the teacher, as well as on a sense of general respect, from certain ideological incentives inherent in the socialist model of youth education.
2. Positive atmosphere. Team Building is more of a game activity. And, like any game, it helps to create a positive emotional atmosphere in the classroom. This property is especially important when the educational material itself can not inspire the student audience, for example, when there is a discussion of grammar. However, according to the author, grammar can also become a fascinating subject to study if you weave it into a creative and innovative format. Monotonous performance of a task for a certain grammatical phenomenon, for example, can be replaced by a team competition, dividing the task and the group in half.
Healthy competition, according to the author, should always be present in any collective educational activity, as it prepares future graduates for the real world, in which they will have to fight for the right to be the best.
3. Discipline. If the lesson takes place in a positive working environment and the teacher has the status of a leader in the eyes of the students - the team - there should be no problems with discipline [1]. Unless some particularly emotional students will try to defend their point of view to the last in the process of applying the technology of debate in the classroom.
There are many types of tasks that are built or allow for the inclusion of team building. Some of them require extreme concentration and attention. Thus, here, too, we observe a positive influence on the teaching process. Moreover, the tasks "for the discipline" may not be of an educational nature. These can be just game moments when students have the opportunity to take a break from the educational component of the lesson or switch to a new type of work.
Tasks of this type can include the team construction of a bridge or tower from a certain set of materials prepared in advance by the teacher. Such elements of team building, among other things, make students move, discuss the strategy of building a structure, etc.
4. High-quality assimilation of educational material. A positive and creative atmosphere in the
classroom always contributes to a significant improvement in the quality of perception and subsequent development of educational material. The use of team building technology can enhance this effect. An example of tasks that require not only concentration, but also forced multiple repetition, can be team competitions for composing grammatically correct sentences from a disparate set of words of an active vocabulary, as well as the well-known game "snowball" slightly modified for the purposes of team building.
5. Contributing to the qualitative formation of communicative competence. The competitive component of the training task is designed to fully capture the attention of students and focus them on the result. At the same time, it is extremely important that any team task involving active communication between team members is preceded by one simple but strict rule - to communicate only in a foreign language and not try to evade with gestures.
From his own experience, the author knows how difficult this task is at first. However, if the teacher shows firmness in this requirement, and also makes it a condition for conducting interactive educational practice as such, over time, students will "come to terms" with this need, and later they will stop making efforts to control themselves, that is, they will acquire the skill of fluent speaking in a foreign language.
6. Ability to work in a team. To mention this aspect of the positive team building impact on the learning process separately, at first glance, seems superfluous. However, the author does this deliberately to emphasize that the use of team building technology in the classroom not only trains the development of teamwork skills, but also aims to lead to the awareness of each student of the importance of this format of interaction.
An example of a task that helps you realize that success does not always depend on one person, can be a pair (or group) task for the description of the image. The conditions are as follows:
1) one student receives a picture with an image that can be reproduced without special drawing skills;
2) the second student (or a group of students) receives blank sheets and markers (color does not matter, but may become an additional condition to increase the complexity of the task);
3) a student with a picture can neither show the picture to the others, nor look at the sheets of their classmates in order to somehow correct their actions (in other words, everyone looks only at their own sheet).
The task of the student with the drawing is to explain in a foreign language (if necessary, the key vocabulary must be worked out beforehand) to the other students what is shown in the drawing. However, this task is not so simple, since all the objects in the picture should be as similar as possible to those that the students will draw from the words. Moreover, the objects should be positioned as correctly as possible on the sheet. We remind you that a student with a drawing can not observe the process of work of the classmates, but can conduct an active dialogue with them, because
only through dialogue it is possible to recreate a more or less accurate copy of the drawing.
By completing this task, students learn:
1) to explain;
2) to perceive information by ear;
3) to ask questions and answer them;
4) to calmly but clearly follow the instructions (because the task is given a certain time). When the time runs out, students exchange drawings and analyze why certain inconsistencies were made. Needless to say, reflection also takes place in a foreign language.
The most important thing that every student should learn from this exercise is the feeling that the result was made possible only through joint efforts, moreover, that this result is common. At the same time, it is appropriate to recall that the skill "ability to work in a team" is very much appreciated by employers [2].
Having proved the practical benefits of using team building technology not only for the formation of team spirit and working atmosphere, but also for better working out of training material, it is necessary to list several training resources that are easily combined with team building technology.
Firstly, of course, we are talking about the technologies of gaming and project activities, which themselves have a huge creative potential.
Secondly, there are cases and debates, which can be turned from boring discussions to lively ones due to the teacher's skills.
In addition, in the performance of a professional teacher, almost any relevant text, audio or video material can be suitable.
Conclusion
According to the author, the usefulness and even the necessity of using team building technology together with other innovative methodological concepts,
projects and formats is obvious. Summarizing the above, it makes the learning process not only interesting and dynamic, but also brings up a number of useful qualities in students and forms important skills that will help them in their future careers. Moreover, the author expresses a deep conviction that modern society urgently needs this very spirit of cohesion, which can unite not only companies, but also entire nations, lead them to success and prosperity for the benefit of peace and international cooperation.
References
1. Egorychev A.M., Fedoseeva I.A. The concept of management of the education system in a modern higher educational institution on the basis of a syner-getic approach // Bulletin of Economic Integration. 2012. № 8 (52). pp. 167-173. URL: https://eli-brary.ru/item.asp?id=18726411
2. Fedoseeva I.A. On the question of the quality of higher education in modern Russian society. 2016. № 3 (7). P. 26. URL: https://elibrary.ru/item.asp?id=26398867
3. Fomina S.N., Bereza N.A., Kvitkovskaya A.A. Building an individual educational route of a student as a way of conscious educational activity / / Uchenye zapiski Rossiyskogo gosudarstvennogo sotsialnogo universiteta. 2018. Vol. 17. № 3 (148). pp. 42-49. URL: https://elibrary.ru/item.asp?id=36499780
4. Uvarov VI. The problem of motivation of students within the educational process and possible strategies for its solution // Materials of the International Conference "Scientific research of the SCO countries: synergy and integration" - Reports in English. Part 3 (August 31, 2019. Beijing, PRC). pp. 63-68. ISBN 9785-905695-51-3
НАВЧАННЯ УКРА1НСЬКО1 МОВИ ЯК ШОЗЕМНО1: ТЕОРЕТИЧНИЙ АСПЕКТ
Цуркан М.
Буковинський державний медичний унгверситет, доцент кафедри суспшьних наук та укра'шознавства,
доктор педагоггчних наук
TEACHING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE: THEORETICAL
ASPECT
Tsurkan M.
Bukovynian State Medical University, Associate Professor of Department of Social Sciences and Ukrainian Studies,
doctor of pedagogical sciences
Анотащя
У статп описано основш складники методично! системи навчання укрансько! мови як шоземно!, серед яких ключовими е шдходи до навчання, принципи, методи, технологи навчання та система вправ. За-значено, що лише штегращя та взаемодгя означених складнишв сприяе формуванню украшськомовно! професшно-комушкативно! компетентносп шоземних студенпв-медишв.
Abstract
The article describes the main components of the methodological system of teaching Ukrainian as a foreign language, among which the key are approaches to learning, principles, methods, learning technologies and system
