Yurdanova V.N.

Senior lecturer

Siberian Federal University, Russia

RETRAINING UNIVERSITY STUDENTS FROM GERMAN AND FRENCH INTO ENGLISH

Abstract: Retraining University students from German and French into English having face-to-face classes two hours a week is a challenging task. The ways of solution the problem are considered in the article. Key words: Blended Learning, learning environment, language acquisition, classroom management, presentation, assessment

The idea to retrain all students of Polytechnic Institute from German and French into English was set by the Institute of Philology and Language Communication of Siberian Federal University some years ago. Most of our students learn English so the decision was made taking into consideration that it would be better, more useful and practical for learners to teach English as an international language. The idea of English language acquisition was to give them opportunity to read special literature in the original, to take part in international conferences, to communicate with specialists in their field of knowledge from all over the globe etc. The task was challenging and complicated since we have only two hours a week for face-to-face classes. Finally these learners are to pass the same level of examination as the other students, who continued learning English after school. Being technical University students with analytic way of thinking, and having priority of Mathematics, Physics, Chemistry, and special subjects, they should be taught the whole scope of ESP.

Teaching the whole scope of ESP during two hours a week is problematic. Every teacher knows the requirements of the scope of ESP consisting of language knowledge systems: grammar, lexis, phonology, orthography and semantics. More over global skills should be developed, such as writing, reading, speaking and listening, besides students should develop sub-skills: note-taking, skimming, scanning, summarizing, etc. Furthermore, as a result of proper learning, integrated skills should be developed, they are: reporting, making presentations, socializing, telephoning, business letters writing, making negotiations and so on. It is a very complex task. At first traditional methods were used, but arranging classes once a week was difficult to cover all the above mentioned aspects of language learning. Though a great number of teaching materials from different sources were applied the general problem still remained unsolved. The problem could be solved only partially. Language Leader was recommended as the main course book.

Language Leader is a good course book to teach beginners but it was not enough because of the lack of time. At that period of time a group of teachers of our department had online Cambridge Touchstone courses and got Certificates. The course was very useful and the apparent advantage of this course resulted in:

-acquiring ability to harness the power of the platform in Touchstone's own professional activities;

-the period of work as a student gave an opportunity to better realization the difficulties faced by students in the learning environment online; -increased self motivation for professional activity in real time, as well as increasing motivation of the students; -acquired new skills and improving existing ones, namely: conceptual, social, communicative, reflexive, organizational, etc.;

-provided the ability to create their own educational product;

-increased the level of their own linguistic and socio-cultural competence. Thus it provided teachers with the chance to experience blended learning in the similar way as their students. Teachers are always adverse to learning new technologies. For two years Touchstone was taught but later technical difficulties of supporting online platform did not allow continuing this course in Polytechnic Institute. Moreover this course required more face to face hours than two hours a week. Being teachers of English language we try different approaches to involve our students into the process of learning. On the one hand, we all understand the importance of student engagement. Traditionally, the more students are engaged, the more learning occurs.

On the other hand nowadays students are digital natives. Digital tools are part of their daily lives. They spend a lot of time in Skype, social networks; they use smart phones and mobile Internet everywhere. These students expect to use their digital tools in learning as well.

Taking into account that students today are interested in digital content in the process of learning we applied to Touchstone. This year we have started teaching Touchstone in collaboration with other materials using some sources from the Internet and materials we were provided with while teaching students piloting the course Touchstone at our Institute. It provides both us and our students with a number of opportunities. Technology has the power to engage students and make learning more fun. So much of learning happens outside of the classroom; we need to connect our in-class activities with out-of-class interests. By emphasizing creative tasks and experimentation, we can ensure that students see English language learning in a whole new light. That is why it is more efficient and useful. The main aim of teaching the language, as it was mentioned above, is to teach our students how to use their knowledge in real life outside our class. We also want them to be autonomous and independent learners.

We only started using elements of Blended Learning in our classrooms and came to the conclusion that with all the new technology coming into our Institute we still need to continue developing our student’s face-to-face communication skills. We have been able to do a number of great things using our new technology. The great thing about our classes is: we are still able to develop the face-to-face communication skills through team activities. All students need to be able to effectively and efficiently use technology but they also need to be able to communicate clearly and ‘respectfully challenge’ others. It wasn’t yet real blended learning but the first step to blended learning.

That is why teachers should seek to use multiple approaches including face-to-face methods and on-line technologies that correspond to the learning needs of students. In blended learning approach can be used: face-to-face activities, individual work and digital approach. Experience shows that face-to-face activities are advantages for:

1. communication activities ( to use knowledge in their future life);

2. creating a social learning environment (working together, supporting each other);

3. asking questions if they have any;
4. co-operative learning (helping each other, each one teach one);
5. measuring progress (comparing their development with their group mates).

Individual work provides opportunities for:

1. doing homework;
2. writing tasks;
3. developing sense of autonomy;
4. element of choice time and task;
5. extra time work on weak materials.

Work with teachers is also advantages for:

1. monitoring progress;

2. encouraging students;

3. setting up learning groups;

4. providing a frameworks for learning;

5. supporting students in their learning;

6. correcting errors.

The best way to combine all these is using a Blended Learning approach. In this case two hours will be enough for face-to-face class activities. Because

Blended Learning combines a face-to face classroom with an appropriate use of technology. It is integrating powerful interactive, rich of digital tools to support and reinforce what happens in our classroom.

One can distinguish three main areas of Blended Learning, they are:

1. Enriched Learning (variety, interest and quality of teaching);

2. Informed Teaching (information about what is going on in the teaching-learning process);
3. Flexible Solutions (digital tools, or a blended learning environment allows greater flexibility in the classroom).

Besides, quick and easy way to do formative assessment was found. Sometimes it is not easy to assess student’s knowledge. Using Blended Learning approach, students are given access to content. One of the key components of such learning is to make a decision what works well in our classroom and what suited better as a digital component in the classroom. We started the course with some deliverables that were manageable, and then kept adding new components over the term. There were two things to think about before we started they were what kinds of resources our Institute already has, and what kind of access students will have to the technology necessary for a blended learning course. There are computers and interactive boards and all students have I-pads. Thus the opportunity to apply to blended learning is possible. So designing in a blended learning format for beginners, meeting face and sometimes online is a great challenge.

Finally the conclusion was made that the best idea to solve all these problems is to develop our own Moodle courses for retraining beginners from German and French into English. It would provide students with the opportunity to study independently, to do the tasks as many times as possible, even to listen to the recordings while getting to the Institute. It would be the best way to teach English having classes only 2 hours a week.

References:

I. Elaine Allen and Jeff Seaman. Changing Course: Ten Years of Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group, LLC - 2013, р.7. 2. Львова А. Ф. Blended learning classroom experience / А. Ф. Львова // Педагогическое мастерство: материалы V междунар. науч. конф. (г. Москва, ноябрь 2014 г.).  - М.: Буки-Веди, 2014. - С. 15-17. 3. McCarthy M.Touchstone. Student’s Book/ M.McCarthy, J.McCarten, H. Sandiford. - Cambridge: Cambridge University Press, 2011.