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22УДК 377.5.02:37.016
MODULE - COMPETENCE APPROACH ТО FOREIGN LANGUAGE TEACHING
Ацдатпа
Бершген макала техникальщ мамандьщтар-дьщ студенттерш шетел тшне окытуда модуль-д1к-ц¥з1реттшк тэсшдщ непзп ма^саты, кагидаты багыттарын ашады. Автор агылшын тш сабагын-да модульдш-к^реттшк тэсицц жузеге асырудьщ жолдары, техник-механик жэне мехатроник маман-дыктарыньщ мысалында кернекшкпен керсетедг
Аннотация
Данная статья раскрывает основные цели, принципы и направления модульно-компетентностного подхода в обучении иностранному языку студентов технических специальностей. Автор наглядно показывает на примере специальностей «техник-механик» и «мехатроник» пути реализации модульно-компетентностного подхода на уроках английского языка.
Annotation
This article reveals the mam goals, principles, and directions of the module-competence approach to teaching a foreign language to students of technical specialties. The author clearly shows, on the example of the specialties of mechanics and mechatronics, the ways of implementing the module-competence approach at English lessons.
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g In recent times there has been a lot of innovative ^ methods, ideas, and technologies on foreign language g teaching. Changes in the goals of education reflected g in the new standards have led to changes in the g organization of the educational process. The most § promising form of organizing the educational process tjj is modular training, which individualizes the process н of obtaining education.
® To date, the organization of the educational process g can reveal a number of contradictions related to § teaching foreign languages:
• the need to speak a foreign language at a sufficiently high level and insufficiently developed
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Lobanova T.S.,
English teacher, Kostanay college of road transport, Kostanay
Heebzi создер: модулдж-цузгреттглгк тэсщ тем mini, цагида, тэсщ мацсат, бшм.
Ключевые слова: модуль-но-компетентностный подход, иностранный язык, принцип, подход, цель, образование.
Keywords: module-competence approach, foreign language, principle, approach, goal, education.
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technologies for teaching them;
• lack of close inter-subject links between the disciplines of the professional cycle and a foreign language as the language of professional communication;
• initially weak knowledge of a foreign language among students of non-linguistic institutions and high requirements for professional competencies that a graduate must possess upon graduation [1, p.23].
From the contradictions outlined above, it follows that it is necessary to effectively build the process of teaching English with professional competence in mind, that is, to turn to a competence-based modular approach in teaching a foreign language. The essence of the competence-based module approach to learning is that the student completely independently (or with a certain dose of help) achieves specific goals, formulated in terms of active activity, in the process of working with the module.
The module serves as a means of competence-based module training, since it includes: a target action plan, a bank of information, and a methodological guide to achieving didactic goals. This module can act as a training program, individualized by content, teaching methods, level of independence, the pace of educational and cognitive activity of the student.
The main components of the module include the following:
1.The purpose of its study (what competencies should the student have at the end of the module, the student should be able to...).
2.Materials and accessories (what you need to have to work with the training module).
3.Related training materials (additional materials, inter-subject links).
4.Content of the training module (submitted training material).
5.Technology training (instructional techniques, job system)
6.Checking achievements (test material-
intermediate and final, competencies expressed through " I can..., I understand...") [2, p.158].
Modular training is one of the most advanced pedagogical technologies that is widely used in educational institutions.
The word "module" (from the Latin modulus-measure) in pedagogical science is considered as an important part of the entire system, without knowledge of which the didactic system does not work.
Thus, modular training is the organization of the educational process, in which educational information is divided into modules (relatively complete and independent units, parts of information). The combination of several modules allows you to reveal the content of a particular academic topic or even the entire academic discipline. Modules can be targeted (contain information about new phenomena, facts), informational (textbook materials, books), operational (practical exercises and tasks).
Modules on a foreign language can be based on: aspects of the language-phonetics, vocabulary, grammar; types of speech activity-reading, writing, speaking, listening; complexity of the educational material; topics studied, etc.
Undoubtedly, the competence-based modular approach to teaching a foreign language in a non-linguistic college should be a sequence of interconnected educational ^ spaces (training modules) and provide a § level of mastering of theoretical knowledge, ^ practical skills, and abilities that allow 8 them to operate in the course of a student's ^ professional activity. ^
The work begins with the preparation of ^ a module program by the teacher, which § includes a communication goal for the § entire module and speech or language w tasks for each submodule. Then the teacher s introduces students to the features of § working with modular technology, tells o them the goals and objectives of working h with the module, submodules, prepares and
distributes instructions, shows where to find the necessary information, prepares tests for verification, and organizes the final control.
When preparing a working program in a foreign language, according to the module-competence approach, it is necessary to take into account the following:
• the content of training should be in complete, independent, complex modules that are both a bank of information and a methodological guide for its assimilation;
• interaction of the teacher and the student in the educational process is carried out on a fundamentally different basis - with the help of modules: students are provided with a conscious independent achievement of a certain level of preliminary preparation for each pedagogical meeting;
• the very essence of modular training requires the inevitable observance of priority subject-subject relationships between the teacher and students in the educational process;
• the breakdown of the material being developed should be divided into complete parts (modules and its elements);
• filtering out information that is "superfluous" for this particular type of work, leads to time savings and makes it possible to include in the course material that allows students to effectively form their cognitive independence;
oh • maximum individualization of progress § in training contributes to the consideration m of individual, age-related characteristics and m level of training of students, the organization of the process of independent cognitive ^ activity based on their subjective experience £ [3, p. 238].
§ As mentioned above, the main idea of the § proposed approach is to provide the learner w with the widest possible opportunities to K learn. This training allows you to optimally § adapt to reality in all its diversity and o integrity and apply key competencies in h practice in a variety of social situations.
The implementation of the competence
approach puts forward serious requirements for the teaching methodology, which should be transformed from "learning to do something" to "helping to learn to do something". The proposed methodology is based on learning through activity. In our opinion, using this approach in teaching a foreign language is simply necessary so that there is no gap between theory and practice, that is, teachers need to learn to trust students and allow them to learn for themselves through their own practice and mistakes.
We should also not forget that the effective pedagogical process with a competence -based modular approach to teaching a foreign language will be if the student is as active as possible, and the teacher implements an advisory and coordinating function based on an individual approach to each.
The introduction of a competence-based modular approach to the educational process requires serious changes in the content of education, in the implementation of the educational process, and in the practice of the teacher.
First, the goal of learning is not the process, but the achievement of a certain result by students. The content of the material inside the subject is selected by the teacher for the formulated result. Approaches to assessment are also changing -the assessment procedure includes reflection, collecting a portfolio of evidence, and monitoring the activities of students.
Secondly, the forms and methods of organizing classes are changing - training becomes active, the emphasis is on learning through practice, productive work of students in small groups, building individual learning paths, using intersubject connections, developing students' independence and personal responsibility for decision-making.
With a competence-based modular approach, priority is given to free access to information resources, self-learning, distance and network learning. All these
forms of training are designed to introduce the student to social and professional roles and teach them to be successful in both. In the future, a bachelor's degree graduate will be able to independently improve their professional level and study throughout their life.
This year, our college is implementing modular competence-based training in groups of technicians and mechatronics. The traditional discipline "Professional foreign language" is replaced by the module "Application of professional vocabulary in the field of professional activity (foreign language)". The contents of the work study program and include development of the following competencies: l)to master the grammar and terminology of foreign languages in their professional activities, 2) to master the technique of translation (with dictionary) professionally-oriented texts 3) to Conduct professional dialogic speech foreign language) and assessment criteria (1.Fluent lexical and grammatical material with a degree required for professional communication. 2.Applies the terminology of the specialty. 3.Reads and translates (with a dictionary) professional texts. 4.Logically and consistently expressed in accordance with the situation. 5.Conducts a dialogue in the process of professional communication.), taking as a basis that the teacher should build the theme of their classes on.
At the initial stage of work, the group identified goals that students world work to achieve during the year. The competence and evaluation criteria were announced (a promising result of joint activity of the teacher and students). The types of ongoing monitoring to assess each competence were also explained. For example, the competence "the ability to conduct dialogic speech" is controlled through students' pairs dialogues on a given professional topic ("Buying
and selling a car", "First driving lesson", etc.). The implementation of a modular competence approach in a foreign language will not be effective without the widespread integration of a foreign language with special disciplines.
The joint work of the teacher and students here is based on correcting, supplementing, and consulting each other (students can explain to the teacher the action of the control of light in the car, or the topic "the principle of operation of the internal combustion engine", etc.)
Thus, modular training is a set of pedagogical conditions that determine the selection and layout of content, forms, methods, and means of training, providing a comfortable subject-subject relationship between the teacher and students in the process of achieving effective results in the acquisition of knowledge and the formation of professional and personal qualities of future specialists.
In conclusion, I would like to underline that it is only through the activity of all subjects in the lesson that the effectiveness of the educational process can be achieved. And this can be achieved through the implementation of a modular competence approach.
REFERENCES:
1.Kitaygorodskaya G.A. Innovations in ^ education - vogue or requirement of time? ^ / G.A. Kitaygorodskaya // Foreign language ^ in school. - 2009. - № 2. 9,
2.Konysheva A.V. Modern methods of fe English language teaching / A.V. Konysheva. ^ -M.: 2003.-480 p. g
3 .Olyeynikova O.N. Module technologies: § project and making educational programs: § textbook / O.N. Olyeynikova. - M.: Alfa-M; $ Infra, 2010.-310 p. £
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