Pedagogical Sciences

Shalova N.S.

National Technical University of Ukraine “Kyiv Polytechnic Institute” , Ukraine

Portfolio creation as technique of enhancing motivation in foreign language learning

Language learning is a very complicated process that is influenced by many factors. Besides the intelligent factor, the non-intelligent factors motivation, attitude, interests, age, methods, will and character are the direct and the most important factors to English learning. Because the behaviour of English learners is dominated by cognition, in other words, the learners have a desire in which is a drive to persist in English learning.

Professionally oriented foreign language education is well known to enhance student’s professional competence and be a factor of successful development in professional sphere if there is a system of foreign language education taking into account certain society’s social and economic needs for a specialist using a foreign language successfully in his/her professional activities [1].

Compared to students in much of the world, Ukrainian students lag far behind in their foreign language capabilities. We can learn a great deal by examining successes in foreign language teaching at different educational establishments in our country and abroad and using the information to implement practices and policies that will support the development of better foreign language education and a higher level of foreign language proficiency among our citizens [2].

According to О.H. Miroshnikova, «there is a need to search such universal technique of foreign language education, which will fit Bolonskyi context greatly and guarantee language and universal professional education integration, encouragement of student’s activities on this basis, and the development of their professional-languages and personal-professional competencies» [3].

So, we must create a certain system of joint educator’s and student’s activities which shares their responsibility for education process and guarantees proficiency in using language. To have better results we must motivate students in foreign language learning.

There is a new technological technique, which used with other technologies, helps us to fulfil this task: a foreign language portfolio. The word «portfoliо» is derived from French porter - carry and feuille - sheet. A portfolio is a compilation of works and revisions collected by a foreign language learner over a given period of time. It is a document in which those who are learning or have learned a language can record and reflect on their language learning and cultural experiences. A portfolio enhances development of learner’s productive activities as well as his/her personal development as a participant of an educational process.

Portfolios have attracted a great notice in recent years due to the teachers pioneering in using them. The teachers have integrated portfolios into instruction and assessment, gained administrative support, and answered their own and students’ questions about portfolio assessment.

The main interest is focused on reliability, validity, process, evaluation and time. The concern applies equally to other assessment instruments. Portfolio is an assessment instrument that conforms every teacher's purpose perfectly, is entirely valid and reliable, takes little time to prepare, administer, or grade, and meets each student's learning abilities.

There are some benefits of portfolio assessment seen in contrast to traditional forms of assessment. Portfolio measures student's ability over time, involves student in self assessment, covers many facets of language learning process, assessment is carried out by teacher and student (it is very important that student is aware of criteria), put in instruction; student learns how to take responsibility. It motivates students in learning.

The teacher develops a set of portfolio objectives and decides what the outcomes will need to be. This includes the projects, the end-products, strategies students will work with, skills gleaned and the overall experiences that students will have. To cover various educational technology applications the educator may develop more than one setting plan. Most portfolio projects require group work and lots of peer-to-peer interaction.

Important notion is the use of generic rubrics when evaluating portfolio projects. One is for students to evaluate themselves with, one is for students to evaluate each other with and one is for the teacher. Such basic areas as thoroughness, overall understanding and accuracy, mastery of core content and diversity of ideas expressed may be included. Teachers experienced in using portfolios emphasize that they began with smaller portfolio projects and increased their scope in following years [3].

We clearly recognize that the portfolio is a useful teaching, learning and motivating technological technique in the foreign language classroom and it can give students the opportunity to demonstrate their knowledge in a supportive way that takes into account their individual needs and empowers future specialists to live in the 21st century.

References:

1.Ivanchenko T.U. Foreign Language as Means of Person’s Adaptation in Professional Field / T.U. Ivanchenko // VII International Scientific Practical Conference «Strategic Questions of World Science – 2011». Poland. 2011. – V. 9. Pedagogical Sciences, p.20.

2.Ivanchenko T.U. About Some Problems in Foreign Language Teaching/ T.U. Ivanchenko // V International Scientific Practical Conference «Scientific Thought of Information Age – 2010», V 8. Pedagogical Sciences, p.104.

3.Miroshnikova О.H. Professional Language Portfolio as Means of Realization of Professional Component in a non - Native Language Education Process at non - Language Educational Establishment / О.H. Miroshnikova // Tutor of a High School in the 21st Century P. 1. V.6: Works of an International Scientific Practical Internet – Conference. Rostov - on - Don: RSUMT (РГУПС), 2008. – p. 326-331// Mode of access: http://www.coe.int/t/dg4/education/elp/.