Nina Voytkevich
Department of Foreign
Languages, Bukovinian State Medical University
BLENDED LEARNING OF MEDICAL LATIN IN
MIXED GROUPS OF INTERNATIONAL UNIVERSITY STUDENTS
Blended learning (BL) is considered to be one of the
newest methods of teaching not only languages but any other subjects as well. This
system of learning/teaching, including the best aspects and advantages of
teaching in the classroom with the group of students and interactive or
distance learning, creates available and motivating courses for learners. BL
was difficult to imagine some thirty years ago as it depends on the development
of advanced technology, and computed science in particular. Now
learning/teaching is hardly to be implemented without technical aids. The
educational process consists of various parts functioning in constant
interrelations and, thus, becoming integral. In BL system its components of
full-time and distance learning are in concordant interaction. Under conditions
of methodically competent organization this interaction results in a high level
of knowledge gained by the learners.
Our BL model, applied during practical classes of Latin and Foundations of Medical Terminology,
assumes the following constituents: 1) the use of interactive computed
technologies (ICT) during unassisted learner’s work at home, laboratory,
library etc. during and after classes; 2) directing and coordinating teacher’s
supervision during practical classes; 3) distance learning with prevailing
unassisted kinds of work individually or with the partners in small groups.
This model practically corresponds to the BL model widely used in modern
linguistics, combining three principal European educational principles:
distance learning; face-to-face learning; online learning. BL is especially
productive in language learning. It can be explained by the fact that the
language is an alternating/variable quantity requiring the element of “living
communication”. Otherwise, disbalance to passive perception without active use
may occur. One can object. How does it refer to Latin? It is a dead language
nowadays, and nobody speaks it. We can hardly talk about its active use.
Nevertheless, Latin still exists in all Indo-European languages including not
only the language of science, first of all medicine, but also everyday speech.
Thus, in the course of learning Latin international English-speaking students
of medical faculty № 3, Bukovinian State Medical University (BSMU), are more
amazed at the ability to produce a loan translation of the majority of medical
terms from Latin into English, especially those with the similar spelling or
roots/stems.
The course of Latin at medical universities consists
of three main units: anatomical, pharmaceutical and clinical terminology. While
learning anatomical terms students get better understanding of Human Anatomy as
they receive grammatical explanation of the word-building, and it prevents
blind hacking of them. During pharmaceutical cycle they study prescription,
chemical terminology, names of medicines etc. Mastering clinical terms,
students became aware of the names of diseases, their signs, symptoms and syndromes,
the methods of diagnostics and treatment. Thus, due to the use of Latin medical
terms in professional English the principle of “living communication” is
achieved. The main difficulty for English-speaking learners (ESL) in mastering
Latin medical terminology is pronunciation which is eliminated by transcriptional
exercises. In BL students can work independently at home using all the material
contained in the distance University server MOODLE (modular oriented objective
dynamic learning environment) as the hostels, University library and all the
University departments are networked to Internet. The material mastered on
their own is summarized and analyzed by the teacher, and later it can be used
in real situations through the solutions of communicative tasks (for example,
describe anatomical position/ structure of the body part using appropriate
anatomical terms; prescribe necessary medicines filling in the standard form of
prescription; decode a clinical term).
Thus, we have a combination of distance learning and traditional face-to-face
learning (BL).
Sufficient experience of work with
international students at BSMU (now they represent more than 30 countries)
suggests the arguments in support of mixed groups, that is, representatives of
different countries study in one group (usually of 10-12 students). There is a
special working friendly atmosphere in these multinational groups created by
the students themselves and coordinated by the tutor/instructor. Legitimate
expectations appear to develop under psychologically compatible relations
between representatives of different nationalities with different historical,
cultural, and religious traditions. The students of mixed groups manage to
learn one from another, to respect and support each other. Blended learning in
mixed groups enables to achieve optimal conditions for every learner in order
to form essential skills and abilities guided by mutual time and diligence,
notably:
· the ability to plan and organize future activity independently directed
to the best possible final result – to work in any kind of professional and
non-professional activity;
· the ability to make a decision, to take a conscious option, and be
responsible for it;
· the ability to work in cyberspace independently, to select necessary
information according to the subject;
· the ability of analytical activity – to distribute the information
received and use it according to the objectives;
· the ability to present the results of data search using various
information technologies (IT).
BL appears to be quite fruitful under conditions of
limited time for practical classes on Latin for the first-year students (120
hours for the whole academic year including 70 hours for practical classes and
50 hours for do-it-yourself work). This system combines the best aspects and
advantages of traditional practical work in the classroom (under the teacher’s
guide, in pairs, in groups etc.) and autonomous distance/individual learning.
During practical classes students get basic information on the subject, and all
additional materials are contained in MOODLE system. Besides, online learning
contains interactive tasks and tests. While doing them students can demonstrate
their progress, train their skills, review the previous topics and see the
results. Thus, these tasks are also intended for self-estimation. Moreover,
students are able to discuss some items with each other or with the teacher
online. A traditional role of the teacher is transformed into the coordinator
of educational process. In the course of work each group elaborates the most
successful combination of distance and autonomous learning.
Independent/unassisted work of students plays an
important role in stimulating and developing their cognitive activity as well.
The students learn:
· how to get knowledge independently using various sources of information;
· to use various types of cognitive activity able to work at any
convenient time for them;
· to achieve the skills of testing and self-control;
· to apply the knowledge received in active communication and work with
their group-mates.
The results of BL in mixed groups are indicative of
higher achievements in mastering the subject, which is proved by the grades on
final module tests. This approach ensures really individual trajectory of
education for every learner corresponding to the principle of
personality-oriented learning/teaching.
Литература:
1. Балацька
Л.М., Бідюк Н.М.,
Шаран Р.В. The Language Experience Approach in Integrating Reading and Writing into Adult ESL Instruction. Лінгвістичні та методичні проблеми навчання мови як іноземної. //
Матеріали 4-ої міжнародної науково-практичної конференції. – Полтава, 2002.- С. 10-13.
2. Василенко Г.Л., Тищенко Л.Т. Про формування термінологічної компетенції у
студентів-іноземців вищих медичних навчальних закладів. Лінгвістичні та
методичні проблеми навчання мови як іноземної. // Матеріали 4-ої міжнародної
науково-практичної конференції. – Полтава,
2002.- С. 49-52.