Филологические науки / 1. Методика преподавания языка и литературы.

PhD Sikaliuk A.I.

Chernihiv National University of Technology

Case study method in teaching foreign languages

        One option for teaching English as a foreign language in technical university is using case study method. Unlike traditional lecture-based teaching where student participation in the classroom is minimal, the case study method is an active learning method, which requires participation and involvement from the student in the classroom. For students who have been exposed only to the traditional teaching methods, it calls for a major change in their approach to learning. 

        There are several definitions for the term “case study”. As many researchers we define “case study” as student-centered activities based on description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person or a persons in an organization [2].

An important point to be emphasized here is that a case is not a problem. A problem usually has a unique, correct solution. A decision-maker faced with the situation described in a case can choose between several alternatives may plausibly be supported by a logical argument [1].

         Nevertheless, there are numerous advantages to use cases while teaching a foreign language. Study cases help to: develop and raise critical thinking (application/synthesis/evaluation) and reflective learning in their learner; develop problem solving skills; improve the student’s organizational skills- as case studies are sometimes very dense in information, the key is to condense this information into logical sections and organize them so that a clear picture of the problem/issue can be understood; enhance communication skills can be used to improve the student’s written and oral communication; train managerial communication skills such as holding a meeting, negotiating a contract, giving a presentation etc.; encourage collaborative learning and team-working skills in the language learner; get you thinking and brainstorming; connect and practice theory; allow students’ naive questions to precipitate profound change in approach; teach students that there may not be one ‘right’ answer, after all; encourage attention to and self-consciousness about assumptions and conceptions; reflect the contextual, situated, complex nature or knowledge; build partnership/collegiality among learners and teacher [3].

         It is extremely important that the case studies should be well-prepared in advance so that each student knows what his role is. It is not sufficient just to give the case study to the student and hope that they will understand how to use it. This is the mistake made by many teachers unfamiliar with the case study method. In contrast to lecture-based teaching, the case method requires intensive preparation by the students, before each class. The following case-based process can be used to help students use cases to their best:

1. Determine the facts of the case. To grasp the situation described in a case study, it is necessary to read it several times. The first reading of the case can be a light one, to get a broad idea of the story. The subsequent readings must be more focused, to help the student become familiar with the facts of the case, and the issues that are important in the situation being described in the case – the who, what, where, why and how of the case.

 2. Define the presenting problem. The student must also acquire a thorough understanding of the case situation, through a detailed analysis of the case. During the case analysis process, he/she must attempt to identify the main protagonists in the case study (organizations, groups, or individuals described in the case) and their relationships. The student must also keep in mind that different kinds of information are presented in the case study. There are facts, which are verifiable from several sources. There are inferences, which represent an individual’s judgment in a given situation. There are also assumptions, which cannot be verified, and are generated during case analysis or discussion. Clearly, all these different types of information are not equally valuable for managerial decision-making. As a rule, the greater your reliance on facts (rather than speculation or assumptions) the better logic and persuasiveness of your arguments and the quality of your decisions are [4].

3. Generate a possible course of action or generate assess and propose a number of possible solutions.

Additionally the following steps should be executed during the case study introduction class: read the case study thoroughly with your students. Here the teacher can deal with any lexical or grammatical issues. You may also like to ask your students to represent the background information in a visual form; provide the students with some input on how they should analyze the case study: read the case several times; define the main issues/problems; set out objectives; identify solutions; decide on how the solution should be implemented; draw up an action plan to implement the chosen solution. Pre-teach the language required to discuss the case study. Note that it is important to select the skill you would like to focus on and teach the specific language [5]. 

On the whole, it should be said that advance preparation by the teacher, suitability of the course syllabus, student’s motivation, authenticity of materials and activities in which the learners are involved, as well as adequacy of the assessment measures and objectives pursued in the case, provide the key to the success of the case method.

References

1. Casanave C. P. Writing games: Multicultural case studies of academic literacy practices in higher  education. Mahwah, NJ: Lawrence Erlbaum, 2002.

2. Gass S. M., Selinker L. Second language acquisition (2^nd ed.). Hills-dale, NJ: Lawrence Erlbaum, 2001. 

3. George A. L., Bennett A. Case studies and theory development in the social sciences. Cambridge, MA: MIT Press, 2005.

4. Hamel J., Dufour S., Fortin D. Case study methods. Qualitative research methods (Vol.32). Newbury Park, CA: Sage, 1993.

5. Lardiere D. Ultimate attainment in second language classrooms. Mahwah, NJ: Lawrence Erlbaum, 2006.