EFFICIENCY TESTING OF EXPERIENTIAL ESP INSTRUCTION TO FUTURE SYSTEM ANALYSTS

Z. М. Kornieva, I. V. Pavlovska

Abstract


The article deals with the topical problem of introducing the experiential methodology into the process of teaching English at technical tertiary schools. The backgrounds of the methodology mentioned are analyzed; the process of implementing the general and narrow professionalization into English instruction is described. GeneralEnglishprofessionalization aims atsimultaneouscombinationofseveralelementsofteaching, whicharetaughtseparatelyunderthecurrentcurriculumandalso have separate timeallocation. These components include the improvement of general English competence, as well as general and narrow professionalization of English instruction. The authors describe the stages of efficiency testing of experiential ESP instruction using the new textbook “Professional Basics”. The study is suggested to be organized on the basis of the aspected approach, which stresses the necessity in studying such components as subject, sociolinguistic, linguistic, psychological and communicative aspects. The factual results of the experiment and estimation of the proposed methodology efficiency are given. It is stated that the textbook and the methodology proved their high efficacy in learning outcomes – all groups showed the general increase in all types of communicative activities. The outcomes of the questionnaires completed by the students after the experimental study under the proposed methodology are also presented.


Keywords


experiential learning; general English professionalization; ESP; aspected learning

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References


Nicolayeva, S.Y. (Ed.) (2003). Common European Framework of Reference for Languages. Kyiv: Lenvit [in Ukrainian].

Tarnopolskyi, O.B., Kornieva Z.M. (2011). Aspected approach to ESP instruction at technical tertiary schools Scientific journal “Vykladannya mov u vyshchykh navchal'nykh zakladakh na suchasnomu etapi”, 18, 231-239. Kharkiv, Ukraine [in Ukrainian].

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Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Tomlinson, C.A., Imbeau M. B. (2010). Leading and Managing a Differentiated Classroom. Alexandria: Association of Supervision and Curriculum Development.


GOST Style Citations


1. Загальноєвропейські Рекомендації з мовної освіти: вивчення, викладання, оцінювання / Наук. ред. українського видання С.Ю. Ніколаєва. – К.: Ленвіт, 2003. – 273 с.

2. Тарнопольський О.Б., Корнєва З.М. Аспектний підхід до навчання англійської мови для спеціальний цілей у немовних ВНЗ / З.М. Корнєва, О.Б. Тарнопольський // Викладання мов у вищих навчальних закладах на сучасному етапі: зб. наук. праць. – Х., 2011. – Вип.18. – С. 231-239.

3. Dewey J. Experience and education / John Dewey . – NY: Collier, 1938. – 345 p.

4. Kolb D. Experiential learning: Experience as the source of learning and development/ David Kolb . – Englewood Cliffs, NJ: Prentice Hall, 1984. – 248 p.

5. Tomlinson C.A. Leading and Managing a Differentiated Classroom / Tomlinson C. A., Imbeau M. B. – Alexandria: Association of Supervision and Curriculum Development, 2010. – 187 p. 





DOI: http://dx.doi.org/10.20535/2410-8286.44292

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ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)