|
ИСТИНА |
Войти в систему Регистрация |
Интеллектуальная Система Тематического Исследования НАукометрических данных |
||
Crucial Issues on Introducing Mediation as a New Aspect of FLT & FLL into Tertiary Educationстатья
- Автор: Safonova V.
- Журнал: Recent Ideas and Research on Education
- Номер: October
- Год издания: 2019
- Первая страница: 64
- Последняя страница: 64
- Аннотация: This paper discusses some needs, difficulties, and an educational management strategy for introducing mediation as an aspect of foreign language teaching and learning into Russian tertiary education. It is a wellknown fact that since 2001 the Pan-European language methodology has been promoting a new vision of objectives for teaching languages in which a special emphasis is put on the necessity of moving from Lado’s model of the four skills (listening, reading, speaking and writing) to the four modes of communication, such as perception, production, interaction and mediation (CEFR, 2001; North, Panthier, 2016; CEFR Companion Volume, 2018). Meanwhile, the results of evaluating the 2017-2018 language syllabuses and course-books used in 3 Russian universities somehow suggest that FL syllabus & course-book writers, and, consequently, language teachers mostly prefer to take a traditional “four-skills” path in their methodological and teaching activities and they don’t feel quite confident to introduce a mediation aspect into university FLT & FLL practices. Partly, it is because of : a) experiencing some terminological difficulties in understanding the CEFR mediation metalanguage; b) encountering many difficulties in finding practical guidance for writing CEFR-oriented language syllabuses & course-books and c) the lack of reliable teaching materials for developing university students as cultural mediators in a FL course. Besides, about three fourths of 70 university teachers in their interviews have clearly stated that from their point of view, mediation in a foreign language /FL/ is the most complicated, sophisticated and time-consuming activity ever modelled in the language classroom. and that is why it would need and take much effort on the part of the teacher to develop university students’ mediation skills with rather limited amount of classroom teaching time. The paper argues that what is badly needed for the improvement of this situation is the development of a step-by-step educational management strategy aiming at raising teachers’ and students’ awareness of mediation as an important part of their career success in today’s globalized, yet multicultural and multilingual world and providing methodological support & instructional guidance on teaching mediation though a FL in institutions of higher education /HE/. The strategy suggested in the paper involves: a) investigating university teachers’ didactic awareness of mediation as a new objective and as an aspect of ELT & FLL in a particular educational context; b) reaching an agreement between curriculum planners, syllabus & coursebook writers, practitioners when, how, and through what languages (only through FLs or FL+ L1, or FL + L2 + L1) mediation should be taught in the CLIL classroom with an interdisciplinary approach; c) investigating if any of the CEFR mediation skills are somehow possessed by students within this or that cycle of HE; d) investigating what mediation activities may be found in FL coursebooks and their relevance in terms ofdeveloping CEFR mediation skills that are desperately needed in academic/scholarly intercultural communication; e) making decision on the type of mediation activities that should be at the core within a particular cycle of HE; f) reaching a terminological agreement on the metalanguage used by educators in their professional interaction in English and their mother tongue; g) profiling & grading discourse and functional repertoire needed to mediate a text and/or mediate concepts and/or mediate communication, and profiling mediation interaction schemata that are typical of professional interactions in academic and/or scholarly and/or business and/or social communication; h) providing didactic guidance for those university teachers who are not researchers in the field of language education and acquisition, first, in profiling the CEFR mediation scales to be used as assessment instruments in a local educational context, second, giving appropriate guidance for university teachers in order to make them more confident in developing graded mediation task-based activities aiming at integrated teaching mediation in and beyond the language classroom.
- Добавил в систему: Сафонова Виктория Викторовна