ППП - 2020 рік
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Перегляд ППП - 2020 рік за Автор "Sadovets, O."
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Документ Cambridge English Teaching Framework as a means for consistent language teachers’ professional development(Khmelnytskyi National University, 2020) Sadovets, O.The paper concerns an important issue of language teachers’ professional development, namely its consistent, logical and effective organization and implementation which is especially urgent in view of new professional development policy that is being introduced in developing countries, a so-called “accumulative system of professional development hours/credits”. Due to it teachers received more freedom in selection of professional development forms, activities, places but frequently they chaotically choose available professional development forms without thorough consideration of their effectiveness and usefulness. It has been defined that teachers need some direction to move on their development. In this respect special attention should be paid to Cambridge University which has elaborated Cambridge English Teaching Framework (CETF) according to which teachers’ professional development organization and consistent implementation is fulfilled. It outlines categories of teachers’ professional development (Learning and Student; Teaching, Learning and Assessment; Language Abilities, Language Knowledge and its Awareness for Teaching; Professional Development and Values) and stages of their professionalism (Foundation, Developing, Proficient and Expert). It has been substantiated that this framework can be used by developing countries to optimize and rationalize language teachers’ professional development. Using this framework, teachers can determine the category and the stage of their current professional development and understand what their next goal in this process is. Besides, Cambridge University team has elaborated professional development activities for each category and stage organized into 4 groups: 1) methodical videos; 2) printed matter; 3) teachers’ self-development such as search of new methods of teaching, attendance of conferences, seminars, webinars, downloading resources etc.; 4) enrolling into educational courses elaborated for each stage and level of professionalism.Документ Fundamental approaches to teaching english literature to ESL students: overview of the worldwide experience(Khmelnytskyi National University, 2020) Sadovets, O.The paper gives an overview of approaches to teaching literature to ESL students in order to form their literary competence – the mastery of reading skills and knowledge of role and norms of literary language, ability to differentiate a literary and non-literary text, to understand and analyze them. It has been stated that nowadays literature is considered to be too complicated and inaccessible to ESL students which is caused by ineffective teaching methods that are teacher-centered and do not take into account students’ points of view. Besides, there is a discrepancy between the content of the syllabus and teaching approaches and strategies. Different classifications of approaches to teaching literature worldwide have been characterized: 1) language-based, culture-based, professional growth and integrated approaches; 2) traditional, language-based and reader-response approaches; 3) New Criticism, structuralism, stylistic, reader-response, language-based and critical literacy approaches. Their advantages and disadvantages have been highlighted. It has been proved that no definite approach can be absolutely efficient as teachers have to use a combination of methods that are student-centered, interactive, communicative; fulfill educational, communicative and humanistic functions; and create better background knowledge of students so that they can discuss the content of the work, not concentrating on grammar, lexis and textual interpretation. Students should be encouraged to read independently, appreciate literary texts and develop language skills and cultural awareness about the language of the original. It has been defined that reader-response and language-based approaches work well for ESL students. Stylistic and critical literacy approaches are the most motivating and communicative, but the most effective way is to combine approaches to take into account each aspect of literature study and involve students as active participants.