FACTORS FACILITATING THE CREATION OF THE MULTIPLICATIVE EFFECT WITHIN PROFESSIONAL DEVELOPMENT OF THE FUTURE MASTERS-PHILOLOGISTS
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 117, Issue 4
Abstract
Pedagogical conditions and factors which facilitate the creation of multiplicative effect within professional development of the future masters-philologists are determined in the article. Masters-philologists’ mastery in a foreign language (English) is an acute issue nowadays; success of its solution depends more upon students’ motivation to its learning, incentive to independent work, engagement into creative activities and role-playing of situations which assist in developing students’ skills to analyze pedagogical activities, to think logically, to work out pedagogical actions, to find out professional solutions in different situations and to estimate their own achievements. This is the teacher’s pedagogical support that urges students to collaboration, co-creation, joint and productive activity, whereas role-playing means not only activate student in one or another situation but also help them to understand that this is rather the process of experience, accompanying any actions, that is much more significant than its result. These are exactly the means which assist in the development of a personality and professional development of masters-philologists; they (the means) motivate them for further pedagogical work. Foreign language as an academic discipline facilitates the development of masters-philologists’ creative abilities and urges them to self-guided work. Thereby, it is entirely possible and necessary to motivate and to induce the students to foreign language learning, for example, by means of participating in many contests, since a contest is considered to be a very serious competition in knowledge, skills and abilities. Owing to them, students have a marvellous opportunity of being involved into search activity, using different sources, grammar-training manuals, references and sources. The wishes of masters-philologists to compete on their own with their rivals, to check their own knowledge of lexical and grammar material arouse interest in foreign language learning and provide an opportunity not only to see the results of their own work but induce them to creative use of the lexical and grammar material studied before. Different role forms and methods of classes organizations facilitate the transition of students’ theoretical knowledge into practical activities which provide an opportunity for masters-philologists to play roles in deliberately created situations as well as to designate strategies and tactics of participants’ professional and pedagogical behaviour in one or another situation.
Authors and Affiliations
Tetyana Yablonska
Keywords
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