EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRE-SERVICE TEACHERS AT UNIVERSITY LEVEL
The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as “top-down” and “bottom-up” while professionally oriented English communication. The study employed the mixed research design method as quantitative (Likert’s scale, Bespalko’s learning coefficient, Fisher’s criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction “top-down” and “bottom-up” in the process of pre-service teachers’ professionally oriented English communication. Findings. The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants’ knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice. Combining “top-down” and “bottom-up” explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-school teachers at university level.
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