Practical Reflection on Non-Traditional Forms of Conducting Classes in Cooperative Learning as a Way of Foreign Language Learning at a Pedagogical University

Abstract

The purpose of the study is to present the experience of using various non-traditional forms of conducting classes in cooperative learning as a learning strategy that involves students’ cooperation in groups, increases motivation and contributes to critical thinking development. The paper analyses the practical experience of work that is aimed at implementing the principle of cooperative learning and makes it possible to activise the educational process in the discipline “Practice of Oral and Written Speech of the English Language”, to increase the level of foreign language proficiency and helps to form professional competencies of future teachers. Scientific novelty of the study lies in describing the stages of working with non-traditional forms of conducting classes in cooperative learning with language students at a pedagogical university. The paper shows the types and order of tasks when using a cooperative learning strategy. As a result of the study, the researchers have developed three-stage non-traditional forms of conducting classes within the cooperative learning strategy for students pursuing a degree in “Pedagogical Education”.

References

1. Бар Р. Б., Таг Д. От обучения к учению - новая парадигма высшего образования // Университетское образование: от эффективного преподавания к эффективному учению: сб. статей-рефератов по дидактике высшей школы / Белорусский государственный университет. Мн., 2001.
2. Гусейханова З. С. Кооперативная модель обучения как механизм формирования навыков перевода // Фундаментальные исследования. 2014. № 12-11. URL: https://fundamental-research.ru/ru/article/view?id=36712
3. Ильиных Г. С. Кооперативное обучение как способ развития коммуникативной компетенции // Вопросы науки и образования: теоретические и практические аспекты: мат. Междунар. (заоч.) практ. конф. Нефтекамск, 2017. URL: https://elibrary.ru/item.asp?id=29168315
4. Соловова Е. Н. Перспективные направления вузовской методики преподавания иностранных языков // Вестник Московского государственного института международных отношений. 2013. № 6.
5. Федотова О. Д., Николаева Е. А. Альтернативная образовательная технология Flipped learning как реализация идеи радикального пересмотра организационных основ процесса обучения // Мир науки. 2017. Т. 5. № 1.
6. Cooperative Learning: Kagan Structures for English Language Learners. 2015. URL: https://csantaanaenglish.wordpress.com/2015/09/14/cooperative-learning-kagan-structures-for-english-language-learners
7. Johnson D. W., Johnson R. T. Social Interdependence Theory and Cooperative Learning: The Teacher’s Role // Gillies R. M., Ashman A. F., Terwel J. The Teacher’s Role in Implementing Cooperative Learning in the Classroom. N. Y: Springer Science + Business Media, 2008. URL: https://www.researchgate.net/publication/226147180_Social_Interdependence_Theory_and_Cooperative_Learning_The_Teacher's_Role
8. Kagan S. Cooperative Learning. San Clemente: Kagan Publishing, 2000.
9. Richards J., Schmidt R. Longman Dictionary of Language Teaching and Applied Linguistics. 3rd ed. Harlow: Longman, 2002.
10. UNESCO. Education for Sustainable Development Goals: Learning Objectives. 2017. URL: https://www.unesco.de/sites/default/files/2018-08/unesco_education_for_sustainable_development_goals.pdf

Author information

About this article

Publication history

• Received: February 4, 2022.
• Published: May 31, 2022.

Keywords

• кооперативное обучение
• нетрадиционные формы занятия
• развитие критического мышления
• профессиональные компетенции будущих учителей
• студенты языковых специальностей
• cooperative learning
• non-traditional forms of conducting classes
• critical thinking development
• professional competencies of future teachers
• language students

Copyright

© 2022 The Author(s)
© 2022 Gramota Publishing, LLC

User license

Creative Commons Attribution 4.0 International (CC BY 4.0)