Педагогические  науки/ 5.Современные методы преподавания

Teacher of English Language Department - Аkeshova N.M.

A. Yasawi International Kazakh-Turkish University, Kazakhstan

THE USE OF CASE STUDY METHOD IN TEACHING FOREIGN LANGUAGE

Nowadays English language plays a lot of roles in the modern era of globalization. Regardless of how one views English as a second language, globally, a lot of people are interested in acquiring English proficiency.

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, this calls for a major change in their approach to learning.

The majority of scholars affirm that students can learn more effectively when actively involved in the learning process. The case study approach is one way in which such active learning strategies can be performed in technical universities [1].

There a number of 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.

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. Usually, 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 [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].

A classroom case discussion is usually guided by the facilitator. Students are expected to participate in the discussion and present their views. In some cases, the teacher may adopt a particular view and challenge the students to respond. During the discussion, while a student presents his point of view, others may question or challenge him. Case facilitators usually encourage innovative ways of looking at and analyzing problems, and arriving at possible alternatives [6].

Discussions can often leave students and facilitator with an unsatisfied feeling. Both may wonder what they have really accomplished. Board work isn’t always enough. Giving the students a follow-up assignment usually does the trick. Have them write up a summary of the case, write a letter to the company head or develop a strategic plan. These are all good homework exercises. You don’t have to have each student hand in a paper for each case. They might write up something for say half or a third of the cases. This approach makes the workload more manageable for everyone [7].

In addition, a written analysis of the case may be a part of the internal assessment process. When a written analysis of a case is required, the student must ensure that the analysis is properly structured. The facilitator may provide specific guidelines about how the analysis is to be structured.

However, when submitting an analysis, the student must ensure that it is neat and free from any factual, language and grammar errors. In fact, this is a requirement for any report that a student may submit- not just a case analysis [8].

Performing case study gives students the following benefits, it: allows students to learn by doing. Case study permits students to step into the shoes of decision-makers in real organizations, and deal with the issues managers face, with no risk themselves or the organization involved; improves the students ability to ask the right questions, in a given problem situation; exposes students to a wide range of industries, organizations, functions and responsibility levels. This provides students the flexibility and confidence to deal with a variety of tasks and responsibilities in their careers. It also helps students to make more informed decisions about their career choices; strengthens the student’s grasp of management theory, by providing real-life examples of the underlying theoretical concepts. By providing rich, interesting information about real business situations, they breathe life into conceptual discussions; provides students with an exposure to the actual working of business and other organizations in the real world; reflects the reality of managerial decision-making in the real world, in that students must make decisions based on insufficient information; helps to understand and deal with different viewpoints and perspectives of the other members in their team.

It should be acknowledged that styles and modes of learning vary from student to student. In other words, case studies may not be suited to everyone. Some students may work more efficiently in a formal and time- constrained setting, such as an examination. Although this may not be the better mode of learning, it is one to which they have become thoroughly accustomed to at school. One possible solution to this problem is combination of case studies and exam assessment. It provides a balance in learning styles. Moreover, it enables students to develop a range of skills and no student should be unfairly disadvantaged compared to another.

Case-based approach is a useful method to develop the following skills: group working; individual study skills; information gathering and analysis; time management; presentation skills; practical skills.

Further to the practical application and testing of scholarly knowledge, case study method can also help students prepare for real-world problems, situations and crises by providing an approximation of various professional environments (i.e. classroom, board room, courtroom, or hospital). Thus, through the examination of specific cases, students are given the opportunity to work out their own professional issues through the trials, experiences and research findings of others. An obvious advantage of this method is that it allows students the exposure to settings and contexts that they might not otherwise experience. The case study method also incorporates the idea that students can learn from one another by disputing with each other, by asserting something and then having it questioned .

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.

Reference

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

2. Courcy M. Learners’ experiences of immersion education: Case studies of French and Chinese. Clevedon, UK: Multilingual Matters, 2002.

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

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

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

6. Kreber C. Learning Experientially through Case Studies? A Conceptual Analysis Teaching in Higher Education, 2001. Vol. 6 N 2 pp 217-228.

7. Lantolf, J.P.(Ed.) Sociocultural theory and second language learning. New York: Oxford University Press, 2000.

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