“Flipped” method for teaching grammar of a foreign language at non-linguistic faculties

doi:10.26565/2073-4379-2021-39-05

M. Kondratyuk Department of Foreign Languages for Specific Purposes, Vasyl Stus Donetsk National University https://orcid.org/0000-0002-6310-649X
L. Romaniuk Department of Foreign Languages for Specific Purposes, Vasyl Stus Donetsk National University https://orcid.org/0000-0001-5295-4429

DOI: https://doi.org/10.26565/2073-4379-2021-39-05

Keywords: academic discipline “foreign languages”, blended learning, educational technologies, “flipped” method, high school, traditional education

Abstract

The article deals with the theoretical description, analysis, and recommendations for the use of the “flipped” method for teaching foreign language grammar, which is introduced into the educational process of higher education institutions. The essence of the technology of flipped learning consists in the reorganization of the educational process – the home study of new material and classroom practice to reinforce it allows to make the learning process more effective. The “flipped” method has its advantages and disadvantages both for teachers and students. The advantages include intensification of the use of classroom time; proactivity, increased responsibility, and autonomy of students; conscious assimilation of educational material; creativity and critical thinking; taking into account the specifics of professionally oriented education, age characteristics and psychological needs of students; an opportunity to work on an individual schedule; archiving of materials. The “flipped” method encourages proactive schemes of teacher-student interaction. Experiments have shown a positive attitude of millennials to the inverted format after a period of adaptation and development. The level of acquisition of the new material depends on the internal motivation of the student. The classroom interactive and group-based tasks create and maintain external motivation.

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References

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