CC BY
22
УДК 378.0
Savinova Yu.A., Cand. of Sciences (Pedagogy), senior lecturer, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia), E-mail: savinova_july@mail.ru
Zarutskaya Zh.N., senior teacher, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia), E-mail: zarutskaja-zhanna@yandex.ru
Pikalova E.A., Cand. of Sciences (Pedagogy), senior lecturer, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia), E-mail: epik76@yandex.ru
SOME STRATEGIES APPLIED IN ADULT LANGUAGE TEACHING TO IMPROVE THE ART OF SCIENTIFIC WRITING. The
academic teaching staff at universities needs to demonstrate a high level of linguistic competence and skills related to academic research writing since publication and citation analysis in the evaluation of scientific activity of the academic staff of a university is among the main criteria of the university effectiveness. In the paper the authors prove that the specific educational goals of adult learners fully correspond to the basic principles of andragogy. The paper presents the definition and the principles of andragogy, the analysed modern teaching strategies applied in adult language teaching, and a combination of optimal strategies, which promote improved foreign language skills for writing scientific papers. The researchers analyse some features and promising practices in adult language learning, and taking into account our practical experience in English language teaching, identify the four main teaching strategies to motivate adults and to encourage the development of skills for writing scientific papers. The paper reveals the fact that participation of adult learners in our one-year part-time English language course at Nosov Magnitogorsk State Technical University (NMSTU) promotes the increased English language skills and contributes to greater writing proficiency.
Key words: andragogy, adult language teaching, language skills, writing scientific papers, teaching strategies.
Ю.А. Савинова, канд. пед. наук, доц. Магнитогорского государственного технического университета им. Г.И. Носова, г. Магнитогорск, E-mail: savinova_july@mail.ru
Ж.Н. Заруцкая, ст. преп. Магнитогорского государственного технического университета им. Г.И. Носова, г. Магнитогорск, E-mail: zarutskaja-zhanna@yandex.ru
Е.А. Пикалова, канд. пед. наук, доц. Магнитогорского государственного технического университета им. Г.И. Носова, г. Магнитогорск, E-mail: epik76@yandex.ru
НЕКОТОРЫЕ СТРАТЕГИИ, ПРИМЕНЯЕМЫЕ В ОБУЧЕНИИ ВЗРОСЛЫХ ИНОСТРАННОМУ ЯЗЫКУ, С ЦЕЛЬЮ СОВЕРШЕНСТВОВАНИЯ НАВЫКОВ НАПИСАНИЯ НАУЧНОЙ СТАТЬИ
Профессорско-преподавательский состав университета должен демонстрировать высокий уровень языковой компетентности и навыков, связанных с написанием научных исследований, поскольку при оценке результатов научной деятельности академического персонала университета анализ публикационной активности и цитирований является одним из основных критериев эффективности университета. В данной статье представлены определение и принципы андрагогики, проанализированы некоторые современные стратегии преподавания иностранных языков, применяемые в обучении взрослых и выбраны оптимальные стратегии, которые способствуют повышению навыков владения иностранным языком для написания научных статей. Были проанализированы некоторые особенности и многообещающие практики обучения взрослых, и, учитывая практический опыт преподавания английского языка, были определены четыре основные стратегии обучения, которые применяются для мотивации и поощрения взрослых при написании научных статей. Был выявлен факт, что участие взрослых в дополнительном курсе английского языка, продолжительностью в один год, в Магнитогорском государственном техническом университете им. Г.И. Носова способствовало повышению навыков владения английским языком и написания научных статей.
Ключевые слова: андрагогика, языковое обучение взрослых, языковые навыки, написание научных статей, стратегии преподавания.
As the international cooperation becomes more expansive in modern higher educational institutions and publication activity in systems indexed in the Web of Science or Scopus databases is among the key criteria of the university effectiveness, the main aim of any present university is to ensure equal interplay of education and research. Hence, teaching must be in direct connection with research-based activities. Therefore, the requirements that apply to the academic staff of a university have been changed. The academic staff of a university, professors of various ranks, lecturers, and/or researchers oriented for their career prospects have to share experience with foreign colleagues via participating in international scientific conferences, publishing and disseminating research results in order to make them internationally recognised. Moreover, they have to lecture in a foreign language at national and international universities; consequently, apart from a high professional level, the academic teaching staff at universities needs to demonstrate a high level of linguistic competence and skills related to academic research writing.
The relevance of the present research is that due to the demands of modern society academic staff has to acquire language skills available for writing scientific papers in foreign languages to contribute to the academic society at the international level. All these motivate the academic staff to master a foreign language (mostly English), but a busy schedule prevents them from learning it intensively, thus reducing their linguistic competence and their participation in the international scientific life of the university.
The task of English language teachers of Nosov Magnitogorsk Technical University was to provide the academic staff with a required level of linguistic competence. Taking into account the fact that all members of the academic staff are adult learners, our activities were aimed at finding the best strategies and techniques applied in the process of adult language teaching. We studied the experience of researchers who focused on adult language teaching, and concluded that the technology of adult education is an integral part of andragogy that is aimed at solving this problem. Andragogy (from Greek Aner, Andros - adult male + ago - I am guiding) is a branch of pedagogy that deals with resolving theoretical and practical problems of training a mature, a fully formed personality, which puts into practice one of the most ancient education formulas - Non scholae, sed vitae disci-mus (We learn not for school but for life).
The authors [1, 2] specify the basic principles of andragogy, which include recognition of the increased self-management, adult readiness for education, the use of the acquired data, focus on problem solving, planning of the educational process, and setting educational goals in interaction with adult learners, creation of special psychological climate for education, etc. Being a fully formed personality, an adult learner sets himself/herself specific educational goals, aims at independence, self-fulfilment, and self-management, and «plays a leading role in the process of education» [3, p.158]. All these correspond to the basic principles of andragogy.
1. The principle of the independent education significance. This principle enables learners to study materials, memorise terms, no-
tions, and classifications step-by-step, to be aware of processes and technologies of their execution.
2. The principle of mutual group activity considers the individual learner's needs. This principle provides a strong sense of mutual engagement responding to needs of each participant.
3. The principle of taking into account the learner's positive social and professional experience in practical knowledge and skills as a basic element of education and a source of new knowledge formalisation. This principle is based on the active teaching methods stimulating the creative learners' work.
4. The principle of the discrepancy control between the outdated experience and personal attitudes preventing the new knowledge acquirement. This principle contributes to using professional and social experience.
5. The principle of a personal social and psychological approach with regard to the individual activity characteristics, free time availability, financial resources, etc. This principle implies a personality professional activity assessment in compliance with his/her social status and human relationships.
6. The principle of the education selectiveness. This principle implies a free choice of the educational tools followed by the educational results assessment.
7. The principle of reflectivity implies a learner's self-motivation, which in its turn is an integral part of his/her conscious attitude to education.
8. The principle of practical application of the education results implies an enterprise interest in learners' knowledge and skills.
9. The principle of the education systematicity supposes that syllabus and goals are consistent with the educational tools.
10. The principle of practical realisation of knowledge. This principle is provided by the aforementioned principles of systematicity, practical needs for educational results, individual approach, and application of the accumulated experience.
11. The principle of learners' development is based on the principles of the individual improvement and development of self-training abilities.
M.S. Knowles set typological goals, which depend on the particular characteristics of the learners' group: new knowledge acquirement, use of new information on the qualitatively high level, new skills, and personality traits development, cognition interest satisfaction [4].
However, although the principles of andragogy were formulated long time ago, there remains a great discrepancy between a growing demand of higher educational institutions in lecturers possessing a high level of linguistic competence and insufficient theoretical and practical work revealing its development during their work at the university. Thus, there exists an urgent need for efficient strategies, which will contribute to solving this problem. This caused the need to create the English language course in order to equip the academic teaching staff of Nosov Magnitogorsk State Technical University with foreign language skills and writing proficiency.
Thus, the object of the research study is professional training of university lecturers. The subject includes development of their academic science writing skills during their work at the university. The goal of the research study is to find efficient teaching strategies to equip academic staff of university with language skills in writing scientific papers. The sub goals of the research study are the following: to present the definition and the principles of andragogy, study modern teaching strategies applied in adult language teaching; select and describe optimal ones; prove that the specific educational goals of the adult learners fully correspond to the basic principles of andragogy; to create a professionally-oriented one-year part-time English course for university lecturers, which will assist in developing foreign language academic writing skills for writing scientific papers, and increase the level of linguistic competence.
M.T. Gromkova considers the methods of andragogy as the ways of collaborative person-oriented activities. It is natural to assume that the modules consisting of lectures, workshops, seminars, tutorials, or a mixture of these, play a determinant role in the choice of a particular strategy. The researcher agrees that the relative stability of the modules gave rise to the methods known as traditional ones [2].
Библиографический список
We analysed some features and promising practices in adult learning, and taking into account our practical experience in English language teaching at technical university, we identified the combination of the four main methods of work in adult groups:
• «the use of interactive technologies, which provide the quality of the presentation of the material that results in its effective assimilation» [5, p. 78 -79].
• the use of «group work, including work in small groups, which is considered the most typical form of adult learning and allows the learners to distribute roles in accordance with the individual capabilities that help develop polylogic communication of learners» [6, p. 36];
• the use of «game activities in the classroom, which have a rich learning potential when solving gaming problems, thus strengthening motivation to learn the foreign language» [7, p. 470];
• the use of problem-based method which includes activity-based methods, which is aimed at solving problems related to the professional activity of adult learners.
We taught about 80 adult learners mainly from the engineering department staff. The classes were made up of learners between 25 and 60 years of age, who were tested for language proficiency and could be described as a mixture from elementary (A1) to advanced level (C1).
According to the test results, they were divided into 6 groups based on their level of language knowledge, which were under the experiment on implementing teaching methods during a year. Class sizes were relatively small with, on average, 10-12 learners, and different educational programs depending on the level from beginner (A1) to advanced (Cl) were applied.
From the very start, the learners were aimed at a final presentation of a paper draft, which had to be created by each group. During the educational process, they were involved in various classroom activities in their working groups. The topics they presented were related to their professional activity and to the area they have been carrying out their research studies in.
We think for effective adult language teaching, it is necessary to create environment conditions similar to their working activity. Therefore, special groups were created on teaching lecturers how to write scientific papers according to the IMRaD (Introduction, Methods, Research, and Discussion) model. Classes were based on the authentic books content ('Writing Scientific Research', 'Science Academic Writing'). The IMRaD model was carefully examined and applied at every stage of paper writing.
Obviously, the use of role plays gives adult learners the opportunity to practise communication in different social context and social roles. This develops students' creativity, the ability to use their own experience, thus reinforcing their motivation.
From our point of view, a grammar review is compulsory at every stage of the learning process. In addition, the key vocabulary, which relates to the professional activity of each learner, should be rehearsed before the text is projected onto the screen, learners are involved in mutual collaboration to comprehend the content and structure, and then they are capable of writing their own draft papers. Only a combination of the aforementioned methods, a sense of equality, engagement atmosphere, adequate tasks, polylogic communication can bring fruitful educational results, develop the adult communicative potential, help them to overcome shyness, reduce stress and anxiety, form a positive image of themselves [8].
In conclusion, we would like to emphasise a growing interest to this one-year part-time course on the part of adult learners during which we observed the following results:
• the increasing of publication activity of the academic staff in systems indexed in the Web of Science or Scopus databases;
• the improving of skills in English scientific writing;
• the enhancing of skills in professional written communication;
• the ability to produce papers based on the IMRaD model.
Moreover, we revealed the fact that the participation of adult
learners in this one-year part-time course contributed to a substantial increase in the skills needed to improve knowledge of the foreign language, which results in greater writing proficiency.
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2. Громкова М.Т. Андрагогика: теория и практика образования взрослых: учебное пособие. Москва: ЮНИТИ-ДАНА, 2012.
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Статья поступила в редакцию 06.04.18
УДК 37
Borisova E.N., Cand. of Sciences (Pedagogy), senior lecturer, Department of Language Communication, the Gnesins Russian
Academy of Music (Moscow, Russia), E-mail: t202@mail.ru
THE HEALTH PROMOTION AND PREVENTION APPROACH IN EDUCATION AS A TOOL OF SOCIAL INTERACTION (THE CASE STUDY OF MUSIC STUDENTS). The article considers a concept of health promotion and prevention approach in educational setting in the context of social interaction. Through the example of music students the author discusses three elements, the preventive approach is based on - physical, psychic, as well as spiritual and moral health, and its relevance for educational process as a universal methodological principle. The article touches upon polycultural integrity of evidential, linguistic and axiological elements, being a ground for social communication in educational environment, which helps develop readiness to cope with unpredictable situations, meet values of different cultures, fruitfully collaborate. The author draws attention to age psychology, which teachers and student's parents have face, considers the social portrait of modern estranged individual, as well specifies the ways the health promotion and prevention approach develops abroad.
Key words: health promotion and prevention, education, social communication, musical environment, stress, aggression, fruitful collaborative activities, positive and constructive atmosphere.
Е.Н. Борисова, канд. пед. наук, доц. каф. языковой коммуникации, ФГБОУ «Российская академия музыки
имени Гнесиных», г. Москва, E-mail: t202@mail.ru
ЗДОРОВЬЕСБЕРЕГАЮЩИЙ ПОДХОД В ОБРАЗОВАНИИ КАК ИНСТРУМЕНТ СОЦИАЛЬНОГО ВЗАИМОДЕЙСТВИЯ (НА ПРИМЕРЕ МУЗЫКАЛЬНОГО ОБУЧЕНИЯ)
В статье идет речь о понятии здоровьесберегающего подхода в образовательной среде в контексте социального взаимодействия. Применительно к музыкантам автор рассматривает три компонента, на которых базируется данный превентивный подход - физическое, психическое и духовно-нравственное здоровье, анализирует необходимость его внедрения как универсального методологического принципа. В статье рассматривается поликультурный синтез фактологического, лингвистического и ценностного элементов, на которой основывается социальная коммуникация в образовательной среде, что позволяет развивать готовность действовать в непредвиденных ситуациях, пересекать ценности различных культур, продуктивно работать с коллективом. Автор привлекает внимание к проблемам возрастной психологии, с которой сталкиваются педагоги и родители учащегося, рассматривает социальный портрет современного «отчужденного» человека, а также рассказывает о путях развития здоровьесберегающего подхода за рубежом.
Ключевые слова: здоровьесбережение, образование, социальная коммуникация, музыкальная среда, стресс, агрессия, продуктивная совместная деятельность, атмосфера позитивности и конструктивности.
Понятие «здоровьесбережение» применительно к образовательной среде на сегодняшний день трактуются неоднозначно. Многие исследователи и педагоги придерживаются мнения, что данное понятие применимо лишь к области медицины - в силу его привычного, наиболее выраженного психофизиологического аспекта, а для некоторых оно и вовсе сводится лишь к сложным тинейджерам, учащимся с ограниченными возможностями,
санитарно-гигиенических мероприятиям, рациональному питанию, занятиям по скайпу. Тем не менее, сегодня это понятие все прочнее входит в обиход научно-образовательного сообщества, и мы все чаще можем слышать такие словосочетания, как «здоровьесберегающая педагогика», «здоровьесберегающие образовательные технологии», «здоровьесберегающий подход» (отметим, что пока они чаще всего используются в рамках школь-
