Педагогические науки/5. Современные методы преподавания

Ass. Prof. O.D. Shvets

State Higher Educational Institution “National Mining University”

Collaborative learning in the ESP context

The modern highly competitive labour market with intensive development of science and technology, widening of business, scientific and cultural relations internationally demand University graduates to be provided with the skills that would prepare them for the challenges they will meet. Specialists are required to have the knowledge of a foreign language in order to be able to communicate effectively in the world of work and be competitive on the demanding job market.

The English for Specific Purposes courses that are taught to University students are defined as “… the area of inquiry and practice in the development of language programs for people who need a language to meet a predictable range of communicative needs” (Swales, 1992:300). This definition thoroughly reflects the overall aim of English for Specific Purposes teaching and learning which is to prepare students to communicate effectively in their academic and professional environments.

In order to help students to get prepared for their future professional career, collaborative learning is of primary importance in ESP classrooms. ESP methodology implies that tasks and activities used reflect the students’ specialist world. The ESP courses designed by the teachers of the department of foreign languages are aimed to develop students’ professionally oriented communicative skills. The activities such as role-plays, simulations, case studies, project work and oral presentations have a truly authentic purpose related to students’ target needs. Students’ involvement in pair/group work tends to include analysis, synthesis and evaluation of the concepts leading to developing their critical thinking skills. While fulfilling the above mentioned tasks, students working in pairs or small groups participate in discussions to find solutions to the problems given, which helps students develop their thinking and leadership skills as well as individual responsibility for the outcome.

Problem-solving skills tend to be developed by doing case study, which is considered to be an ideal method of inducting students into their professional world. It also improves students’ motivation to learn a language, develops responsibility as well as all the language skills. Cases reflect typical real life situations which students will have to encounter with in their professional activity. The case study method which is commonly used in teaching English for specific purposes is characterized by active student involvement, high degree of interaction among students, and the use of authentic materials (manuals, specifications, instructions, business letters, technical journals, etc.) that improve the reading comprehension and intensifies the relationship to the students’ job. Besides, the language skills are developed in an integrated way: students read the case study thoroughly, working in groups they discuss professionally oriented problems and recommend solutions (speaking + listening) and do a writing task which reflects the real world of formal correspondence. If these skills are separated from one another, a language is taught, however, if they are integrated with each other, authentic communication is taught (Oxford, 2001). Before reaching their own solution students discuss all the options practicing the language and developing communicative skills such as paraphrasing, summarasing, asking for clarification, checking for understanding, criticizing ideas rather than people. The results of discussions can be given in the form of a presentation. Students develop management skills such as working in teams, leading teams, taking turns, delegating and interacting effectively with each other, managing time which is crucial for future graduates.

Communication skills also include presenting effectively. Presentation skills are developed while preparing for various students’ scientific conferences. Students learn how to present clearly and effectively a scientific topic. They are engaged in extensive purposeful reading with processing the information from various sources. They analyze and summarize the texts, make a written report and oral presentation, state and justify their opinions. Students can access the source material in their own time, work through the material at their own pace, choosing topics to match their own interests. They can work on their own, in pairs or small groups or as a class to complete a project sharing resources and ideas. Students’ participation in project work demonstrates their willingness to learn and accepting responsibility which is valued by employers.

Thus, project work promotes collaborative learning. Classrooms are organized so that students work together in small co-operative teams. Taking into account the low level of language proficiency of some of the students, it is less threatening to them. Besides, such an approach enhances students’ learning in the sense of increasing the amount of their participation. Students work together to produce a product, but the value of such work lies not just in the final product but in the process of working on it. The final product (an oral presentation, a poster presentation, a bulletin board display, a written paper, a report) is shared with others, giving the project a real purpose.

Project work is student-centred, though the teacher plays a major role in offering support and guidance throughout the process. When organized in the way described, project work places responsibility for learning on the students themselves. They take control of what and how they learn.

Such classroom organisation is considered the most appropriate and effective as students have much more opportunities to employ their target language and develop language skills. Working in pairs/groups students do the tasks without the direct control of a teacher where each student is an individual, they work in their own manner and learn in their own way thus leading to develop autonomy skills needed in the future. Collaboration encourages students to rely on each other and on themselves and not only on the teacher, and extends a proportion of students’ active involvement in completing a task. Students start thinking consciously about themselves as learners. They learn to listen and respond to each other thus providing opportunities for peer and self evaluation.

Team and group work helps students learn by doing and by teaching other students. In addition, they learn to work with different types of people developing interpersonal skills. Being engaged in role-plays, simulations, case studies, project work and oral presentations students develop self-confidence, think independently, and work cooperatively.

To sum up, collaborative learning helps students develop all the skills in an integrated way doing the following tasks: reading the texts, e.g. cases, articles; discussing texts; listening and speaking while discussing; writing summaries/abstracts to the reading material; writing conference abstracts; making and giving presentations. The advantages of collaborative learning include the development of a sense of responsibility in students; activation of all the language and job-related skills; taking an active role in students’ learning; students may enjoy freedom that comes with increased responsibility. Teamwork skills contribute to productive working relationships and outcomes. Students practice these skills working in small groups to do some tasks which encompass a wide range of skills, such as decision making, interpersonal communication, leadership, motivation, oral communication, and time management. Working in teams, students learn to work effectively with others as a member of a group.

Literature:

1. Програма з англійської мови для професійного спілкування. Колектив авторів: Г. Є. Бакаєва, О. А. Борисенко, І. І. Зуєнок та ін./Г. Є. Бакаєва, О.А. Борисенко, І. І. Зуєнок та ін.– К: Ленвіт, 2005.–120 с. – English for Specific Purposes (ESP) National Curriculum for Universities.

2. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press, 2001.

3. Dudley-Evans, T. and St. Jones. Developments in English for Specific Purposes. A Multi-disciplinary Approach. Cambridge University Press. 1988.

4. Hutchinson, Tom & Alan Waters. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.

5. Maley, A. (1981) Games and problem solving. London: Longman.

6. Oxford, R. (2001) Integrated skills in the ESL/EFL classroom. Washington, DC: ERIC Clearinghouse for Languages and Linguistics.

7. Robinson Pauline C. (1989) ESP Today: A Practitioner’s Guide. Prentice Hall.

8. Swales, John. (1992). Language for specific purposes. In W. Bright (Ed.), International encyclopedia of linguistics (Vol. 2, p. 300). New York, Oxford: Oxford University Press.