TITLU ARTICOL

Olena Biletska (), Tetiana Kuchai (), Tetiana Kravtsova (), Natalya Bidyuk (), Vitaliy Tretko () and Oleksandr Kuchai ()
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Olena Biletska: Candidate of science in Philology, Associate professor of Germanic Philology Department, Vasyl Stus Donetsk National University, Vinnytsia, Ukraine
Tetiana Kuchai: Doctor of Pedagogical Sciences, Professor of Department of Pedagogy and Psychology, Ferenc Rakoczi II Transcarpathian Hungarian Institute, Beregovo, Ukraine
Tetiana Kravtsova: Candidate of pedagogical sciences, Associate Professor of Pedagogy and Management of Education Department, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Natalya Bidyuk: Doctor of Pedagogical Sciences, Professor, Khmelnytskyi National University, Khmelnytskyi, Ukraine
Vitaliy Tretko: Doctor of Pedagogical Sciences, Professor, Dean of the Faculty of International Relation, Khmelnytskyi National University, Khmelnytskyi, Ukraine
Oleksandr Kuchai: Doctor of Pedagogical Sciences, Associate Professor of Department of Pedagogy, The National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2021, vol. 13, issue 2, 243-267

Abstract: The article characterizes the essence of the activity approach in the aspect of learning foreign languages. An analysis of foreign scholars’ recommendations on the implementation of the principle of activity approach to learning was made. The essence of teaching in higher educational institutions, that is to help the teacher to acquire speech competencies for learning foreign languages. The essence of the activity approach principle, which consists of integral training with the active student, is found out. The teacher acts only as a guiding partner, providing advice on the way to achieve the goal. The disadvantages of the activity approach to teaching a foreign language are highlighted: time constraints, insufficient level of students’ basic knowledge and their unwillingness to study entirely student-oriented, during which the student is given full independence in choosing a way to effectively achieve the goal. During the experimental application of the activity approach, we used exercises in teaching vocabulary, grammar, phonetics and reading foreign texts. The essence of teaching methods is revealed, that is divided into three main phases of a foreign language lesson, based on the activity approach: the initial phase, the implementation phase and the analysis phase. Based on the results of the empirical research, a training program that will help to increase the level of knowledge and skills of the respondents of the experimental group was developed, based on educational group and frontal consultation and training for both students and teachers in higher educational institutions.

Keywords: personal-activity approach; foreign language teaching; theoretical knowledge; practice-oriented; educational work; higher educational institutions (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:13:y:2021:i:2:p:243-267

DOI: 10.18662/rrem/13.2/420

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