“Филологические науки”/5.Методы и приемы контроля уровня владения иностранным языком.

Kandidat pedagogicheskikh nauk Proshyants Natalia, Prozorskaya Yana Military University, Russia

What are the resources to increase learning effectiveness?

The paper considers the interrelationship between learner autonomy, learner mind abilities and the use of the information technologies as the resources to increase learning effectiveness. The definition of autonomy from the Oxford Dictionary online is provided as “freedom from external control or influence; independence, the capacity of an agent to act in accordance with objective morality rather than under the influence of desires (in Kantian moral philosophy)” [1]. This definition can be broadly applied to the particular instructional framework. The issues of learner autonomy currently seem to be closely related to the use of information technologies. At the same time the learner differences cause the teacher’s need of addressing a number of individual intelligences. In the book “Frames of Mind” Howard Gardner in 1983 considered Multiple Intelligences (MI) as “a theoretical model about the psychology of the mind, rather than a practical way to address individual differences” [2]. His ideas have been developed by a number of scholars within the framework of pedagogy [3]. Taking into account student's strengths and weaknesses in each intelligence, teacher can help students become more successful. Gardner specified nine intelligences that we possess: Verbal /Linguistic, Logic /Mathematical, Visual/Spatial, Musical/Rythmic, Body/Kinethetic, Interpersonal, Intrapersonal, Naturalistic, Existential [2]. How can Information Technology (IT) enhance MI of the learners? Assumptions on integrating MI and IT into the classroom are based on the point that Technology can be a device of facilitating learning in each intelligence area, individually addressing the learner – the resource of his mind and behavior, both the individual and group teaching and learning. The solution seems to provide the most effective learning environment for students. There is no “the one right way" to integrate intelligences or technology into the classroom. The teacher encounters the question “How can I incorporate MI and IT into teaching and learning?” Our points of view on this subject are supported by the practical experience of teaching the English language and culture to the naval students. Scenario of the classes was devoted to the culture diversity. The theme of a number of classes is “Cultural diversity. Etiquette and Taking Meals ". The Scenario was particularly aimed at the problem solving: how to keep one’s own national identity and to be tolerant towards the other cultures in general and how to observe meals traditions within the frame of cross-cultural communication, in particular. The scenario would be appropriate to the university students (second-third year) who intended to communicate with their foreign colleagues by means of the English language. The background of the scenario was based on a number of situations of cross cultural profession oriented communication. These situations often take place in Vladivostok when the ships of Foreign Navies visit the city. The students are often invited to take part in these visits. Sometimes students are invited to the formal reception parties that are held on board a ship. Within the framework of the situations the students were assigned to prepare for an official friendly visit of the Indian Navy ships. They were supposed to take part in the formal reception party that would be held for Indian colleagues by Russian authorities onboard a Russian naval ship. Roles. On the one hand, the students did not have to play any special roles as they would participate in the reception themselves, on the other hand, they would have to take the parts of naval students from India. Their tasks according to the scenario were to observe the etiquette during the reception. They would have to hold polite talks, take meals and drinks. Three-step procedure of exposing students to the acquisition of cultural background required the use of exploration activities on the Web pages in a group for the purpose of studying the cultural background of Indian culture in terms of commonalities, differences in the context of observing etiquette, preparing and making presentation (individually or in a group) in writing and orally, and group dramatizing the scenario in the situations. Teacher’s responsibilities were to guide students with the questions aimed at raising the motivation for the website exploration, developing skills to work autonomously. Guiding questions were:

1. Is it necessary to know what one’s own national and the other national identity is? Why?

2. Do you agree that it is very important to keep your own identity and to be tolerant towards the other cultures? Why?

3. Do the professionals have to communicate in the cultural diversity environment?

4. Will you prove that there are differences and commonalities in observing etiquette, in particular taking meals in Russian and Indian cultures?

5. What are the commonalities and differences caused by?

It seems to be crucial that a teacher is to get away from factual questions so the students have to make conclusions, make judgments, synthesize information, i.e. think critically in order to meet the challenges of the scenario. 

Feedback was expected to result from the teacher’s guiding activity. After introducing students to the guiding questions the teacher referred them to her own website devoted to learning professional communication in Global Environment. The webpage provided An Internet Hotlist on professional communication in English accompanied with the tasks. Here is one of the assignments. “In addition to using books and magazines to find out about professional communication in English, why not also use the power of the Internet? The links below will get you started. Study the websites and get ready to answer the question what the professional communication in the global environment is.” Before starting completing the tasks students’ responsibilities were to define their preferences for the activities related to the MI, to take a decision in terms of doing individual or group work based on their preferable MI and related activities, their personal preferences for grouping. The students were offered a Multiple Intelligences Chart [4] which proposed a number of activities referred to the appropriate MI. Students had to select the activities that were of great favour and interest to them. Then they referred to the Websites that provided the cultural background exploration activities on the WebPages and teacher’s website. They had to prepare and make presentation, group dramatizing the scenario in the situation. The students’ own preferences for MI and related activities can be considered as achievements of Actual level of development (term of L.Vygotsky) [5]: Verbal-Linguistic - retelling, speaking, presenting storytelling, reading aloud, Visual-Spatial - photographing, illustrating, Bodily-Kinesthetic - changing room arrangement, Interpersonal - classroom parties, group work, discussing, study group, brainstorming. Intrapersonal - personal response, individual study. So it means that the selected act5ivities can be easily and independently performed by the learners without teacher’s help. The interpretation of the information provided by linked sources may stimulate the discussion based on the expression of the students’ opinions and result in the development of the cognitive skills in general and language skills, in particular. While they had to examine the photos they followed the links that presented information from the different sources: government, mass media and opinions of the people. Furthermore, they could develop their writing, speaking and listening skills if this activity could be developed within the frame of preparing the Power Point presentation on the issue.

Selecting the activities by the students was organized as a two-step procedure. The students first made their own choice of the MI and related activities to them. Then after analyzing their preferences by the teacher she offered students to widen a range of activities with the account of MI choice. In case when the teacher proposed to widen a spectrum of activities related to the appropriate MI one could speak about developing learners’ abilities to complete the activities and so we come to proximate zone of development (term of L.Vygotsky) [5]. The selected MI were widened with the more complicated activities - researching, process writing (Verbal-Linguistic), problem solving, sequencing, critical thinking, collecting data, classifying (Logical/Mathematical), graphing, making visual metaphors, making visual analogies, mapping stories, using charts (Visual-Spatial), creative movement, going on field trips, dramatizing, using cooperative groups (Bodily-Kinesthetic), playing background music (Musical), peer editing, cooperative learning, sharing (Interpersonal), personal goal setting, individual projects, independent reading (Intrapersonal).

Thus the integration of multiple intelligences and the use of information technology seem to contribute to the development of autonomous skills of a learner.

References

1. Oxford Dictionaries Online Dictionary by Oxford University Press. oxforddictionaries.com

2. Gardner Howard, Frames of Mind, 1983

3. Dickinson Dee, Campbell Linda and Campbell Bruce. Teaching and Learning Through Multiple Intelligences, 2004.

4. Internet resource: http://www.teachervision.fen.com/

5. L.Vygotsky, Speech and Mind. 1982