Suchergebnisse

This paper analyzes a project devoted to elaborating a new textbook of English for students majoring in "Tourism". The textbook is designed on the basis of the constructivist approach, i.e. such an organization of the teaching/learning process that ensures students' involuntary language acquisition through participation in target language communication which is implemented when performing learning tasks modeling the professional activities of the future university graduates. Those tasks are completed in the form of experiential learning activities that provide for modeling the students' future professional activities and professional target language communication, giving them opportunities of acquiring the language involuntarily through practical experience of participating in such communication. Examples of experiential learning activities are given - those that are used in every unit of the textbook as organized in the separate parts (called "Steps") of every such unit.

The paper discusses a many-year-long experience of designing and using an elementary course of oral everyday communication when teaching English to adults who have previously finished an introductory (preparatory) course of that language and are principally oriented towards acquiring the skills of oral communication in English. The article is the continuation of the preceding article published in the International Letters of Social and Humanistic Sciences, and it discloses the way of practical implementation on the elementary level of language education of the communicative-analytic method substantiated in that previous paper. The elementary course analyzed in the article is created for the beginner's stage of learning English by those adults who desire to acquire it outside university language programs - for instance, in different kinds of commercial language schools and centers. The developed elementary course of oral everyday communication is structured on the basis of communicative-analytic approach with the equilibrium of communicative and language form-focused learning activities. Communicativeness is implemented by way of following Lewis's lexical approach and methods of intensive language teaching developed by Losanov. The course of 56 two-hour classes precedes the pre-intermediate course of speaking, listening, reading, and writing in English and follows a very short two month-long introductory course.

The growing use of English as the language of global communication leads to the growing demand for learning it among adult population of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they learn it in courses offered by numerous commercial language schools and centers. This article deals with the experience of teaching English at such schools and centers in Ukraine. The way of teaching and learning suggested in the article was developed to meet students' expectations and, at the same time, to be in full accordance with the most cutting edge achievements in today's approaches to organizing adult students' successful language acquisition. The developed method of teaching/learning was called the communicative-analytic one since, on the one hand, it makes use of the best in communicative language learning required for optimal attainment of the final goal of language education for adults - developing their English communicative competence. On the other hand, the communicative approach is combined with learners' analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. Experiential learning activities and cultural orientation of the method are discussed, as well as some peculiarities of using it in courses of different levels within a commercial English language program.