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30Применение технологии «языковое портфолио»
при оценивании деятельности обучения иностранному языку
Артамонова Алина Альбертовна,
преподаватель кафедры иностранных языков Казанского Национального Исследовательского Технического Университета им Туполева, a_artamonova@inbox.ru
Сайфутдинова Гузель Гарафутдиновна,
старший преподаватель кафедры иностранных языков Казанского Национального Исследовательского Технического Университета им Туполева, gar.guzel@gmail.com
Одна из важнейших задач российского высшего образования -обеспечить осознанную деятельность студентов по изучению иностранных языков и создать для этого эффективную мотивацию. Необходимость активного вовлечения студентов в процесс обучения и поощрения независимости в изучении иностранных языков имеет первостепенное значение. Эффективное овладение языком предполагает, прежде всего, способность самостоятельно на протяжении всей жизни работать над языком изучать, поддерживать и совершенствовать свои знания и навыки для развития своей коммуникативной и информационной культуры. Один с нашей точки зрения, наиболее подходящим средством поддержки самостоятельного изучения языка является языковой портфель, который предоставляет инструменты для оценки процессов и результатов обучения. Языковой портфель предлагает новые возможности для поддержки самостоятельного изучения языка студентами. Целью статьи является изучение эффективности использования русского языка. Языковой портфель в продвижении самостоятельного изучения языка студентами. Авторы дают определение термину «самообразование», выделите три компонента языкового портфеля и предложите раздел «Инструкции» для структуры Портфолио русского языка, определить принципы формирования самообразовательной компетенции и раскрыть особенности использование языкового портфеля в формировании самообразовательной компетенции студентов вуза в процессе изучение иностранных языков. Материалы статьи могут быть полезны для преподавателей и преподавателей при разработке курсов по «Теория и методика обучения иностранному языку», «Технологии обучения иностранному языку».
Ключевые слова. Самообразовательная компетенция, принципы формирования самообразовательной компетенции, языковой портфолио, иностранный язык.
The concept of modernization of Russian education prescribes a public order of society, which confronts teachers with the task of forming a new individual capable of independent activities, socially-active, creative, creative, communicative, responsible. "Today the main task of teaching foreign languages is to train professionally-oriented communication", and the process of learning should be of an applied nature [3].
Today has accumulated a diverse and highly effective experience of use of new forms and methods of teaching and organization of the educational process itself, which involves the active use of new technologies, however, it becomes necessary to create forms of assessment that meet the new forms of learning, and most importantly - new educational goals and values. In the estimation, an increasing emphasis on self-assessment, which is an independent organization and responsibility, creation of an independent product of activities that have practical value. One form of this estimation is a folder of achievements or language portfolio.
Technology "language portfolio" allows you to change the traditional approaches to the evaluation of foreign language teaching, providing a more comprehensive implementation of all functions of pedagogical monitoring and evaluation.
The efficiency of the use of portfolio podtverzhdaetsya international experience. In many countries (United States of America, Canada, UK, etc.) in educational institutions is a common practice of using portfolios. In world practice widely used new forms of portfolio; based on application of modern information technology - "e-portfolio"; focused on the new educational goal of "passport of competences and qualifications"; adopted by the Council of Europe common form of the portfolio - the "European language portfolio".
The use of portfolio in teaching a foreign language in the framework of the existing system of training allows to realize all functions of assessment; diagnostic, training, organizing, educating, systematizing, which ensures their optimal combination.
Diagnostic function should not only indicate the level of mastery of necessary knowledge and skills, but also to point out the reasons of deficiencies in training.
Maintenance of the students individual portfolio that is a collection of papers and results, will allow you to:
- to reflect the degree of activity in the study of various topics and sections,
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- to track individual student progress it has made in the process of learning, and is the direct comparison with the achievements of other students;
- to better understand the causes of success and failure in study, based on the analysis of self-reports of students on the topics studied, sections [1].
The realization of the educative function of pedagogical supervision in foreign language teaching through portfolio can be viewed as both positive and negative sides. Positive is the increase of educational motivation of students, formation of responsibility for the results of their educational work, the formation of attitudes on collaboration of students and teachers in the process of knowledge acquisition, as a portfolio:
- documents all personal achievements of students, thus providing them formal recognition;
- encourages activity and independence of students, enhancing teaching and learning;
- acts as a self-evaluation tool and self-knowledge, developing the habit of reflective and evaluative activities of students.
Portfolio will help young people to master the minimum skills of self-promotion required in the resume and through the various interviews.
As for the cons, these include the so-called "false, but a tangible" reasons, according to L. N.Tolstoy, are the following: "... the first and most common - a young man learns in order not to be punished; the second is to learn to be awarded; the third is to learn to be better than others; fourth, a young person is studying in order to obtain an advantageous position in the world. " The second, third and fourth motives are directly related to the portfolio. The last (fourth) motive in modern society is accepted as positive, so we will not attribute it to the minuses.
In a modern computerized society, where information technologies are almost universally used, the creation of an electronic portfolio can become very practical and convenient.
Creating a language portfolio in electronic form allows you to:
1. Present the work of students in a more complete and visual way through the use of various formats -text, audio, graphic, video;
2. Store, edit and demonstrate student work;
3. Provide quick access, including remote access to the materials of the electronic portfolio;
4. To form the language competence of students;
5. Increase student motivation to further improve foreign language skills.
Summing up, we can say that the language portfolio is an innovative technology that allows you to provide information about the dynamics of the level of knowledge of a foreign language, materials about the experience of a student's communicative and educational activities in the field of a foreign language.
To summarize, we note that subject to further informatization of education, the use of portfolio technology in the educational process in teaching a foreign language will make it possible to change for the better the traditional assessment system, ensuring the full implementation of all the functions of pedagogical control and assessment, integrating quantitative and qualitative assessments, transferring pedagogical stress from assessment to self-esteem. The prospect of using a portfolio is due to the fact that the idea of a portfolio reflects the new goals of education. Understanding the essence of the educational process, contributes to the development of the learner's personality as the main value of the entire educational process.
The use of technology "language portfolio" in the evaluation of
the activity of learning a foreign language Artamonova A.A., Sayfutdinova G.G.
Kazan National Research Technical University named after Tupolev One of the most important tasks of Russian higher education is to provide the conscious activities of students in studying foreign languages and to create an effective motivation for it. The need to actively involve students in the learning process and to encourage independence in the foreign languages learning situation is of paramount importance. Effective language acquisition involves first of all, the ability independently, through the whole life to work on language learning, maintain and improve their knowledge and skills to develop their communicative and information culture. One of the most suitable means for supporting self-directed language learning, from our point of view, is language portfolio that provides tools for evaluating the learning processes and outcomes. The Language Portfolio offers new possibilities for supporting students' self-directed language learning. The article aims to study the effectiveness of using the Russian Language Portfolio in promoting students' independent language learning. The authors give the definition of the term "self-education", single out three components of a language portfolio and offer the Instructions section to the structure of the Russian Language Portfolio, define principles of formation of self-educational competence and reveal the features of the use of a language portfolio in the formation of self-educational competence of university students in the process of foreign language learning. The materials of the article may be useful for the teachers and lecturers to design courses on "Theory and methods of foreign language teaching", "Technologies of foreign language teaching". Keywords: Self-educational competence, principles of formation of self-educational competence, language portfolio, foreign language.
References
1. Valeeva R.Z. Teoretiko-metodologicheskie principy razvitija inojazychnoj rechevoj dejatel'nostistudentov v formirovanii kul'tury mezhnacional'nogo obshhenija // Vestnik Kazanskogo gosudarstvennogo universiteta kul'tury i iskusstva. - 2015. - № 1. - S.143-145.
2. Tregubova T.M. Komparativnye issledovanija v oblasti professional'nogo obrazovanija: osnovnye trendy i problemy adaptacii // Kazanskij pedagogicheskij zhurnal. - 2013. - №3. -S.33-39. 3. Fahrutdinova A.V., Marsheva T.V.Sovremennye podhody k ponimaniju kommunikativnyh strategij / A.V. Fahrutdinova, T.V. Marsheva // Novaja nauka: Teoreticheskij i prakticheskij vzgljad. - 2015. - № 6-2. - S. 185-188.
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