The Multilingual Personality Formation of a Future Teacher through the Interactive Cognitive Strategies
The article provides an analysis of the literature on interactive cognitive strategies. The aim of the study is to examine the pedagogical potential o.
- Pub. date: February 15, 2020
- Pages: 147-152
- 551 Downloads
- 1017 Views
- 2 Citations
The article provides an analysis of the literature on interactive cognitive strategies. The aim of the study is to examine the pedagogical potential of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher. The research used theoretical and empirical methods: analysis of theoretical sources, analysis and generalization of the experience of scientific and methodological developments, training of students of a pedagogical institution. The problem of developing scientific and methodological support for the use of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher is being updated. A generalization of the obtained results indicates that the use of interactive cognitive strategies positively affects the formation of the multilingual personality of the future teacher. The research was supported by within the framework of the project on research on priority directions of scientific activity of the universities-partners in networking (South Ural State Humanitarian Pedagogical University and Mordovian State Pedagogical Institute) on the topic of “Linguodidactic foundations of the intercultural communicative competence formation of a future teacher”.
Keywords: Interactive cognitive strategies, multilingual personality, future teacher.
References
Babushkina, L. E,. & Kalugina O. A. (2020). Formation de la competence mediatique chez les etudiants en classe du francais langue etrangere dans la pratique de l’enseignement superieur [Students’ media competence formation in French foreign language teaching in the practice of higher education]. XLinguae, 13(1), 314–333. https://doi.org/10.18355/XL.2020.13.01.23
Bagramova, N. V. (2019). The theory of contrastive analysis as an effective way to overcome the interlanguage interference in the process of acquiring a foreign language. In Herzen’s readings. Foreign Languages: scientific (pp. 273-275). Russian State Pedagogical University.
Bimmel, P., & Rammpillon, U. (2000). Lernautonomie und Lernstrategien [Learning autonomy and learning strategies]. GIN Munchen.
Castro, L., & Villafuerte, J. (2019). Strengthening English language teaching in rural schools through the role-playing: Teachers’ motivations. International Journal of Educational Methodology, 5(2), 289–303. https://doi.org/10.12973/ijem.5.2.289
Farizi, M. F. A., Sudiyanto, & Hartono (2019). Analysis of Indonesian language learning obstacles in primary schools. International Journal of Educational Methodology, 5(4), 663–669. https://doi.org/10.12973/ijem.5.4.663
Frolova, V. B., Kalugina, O. A., Artamonova, L. S., & Boykov, A. I. (2016). Studying the practice of performance assessment and rating system implementation in higher institutions. International Electronic Journal of Mathematics Education, 11(5), 1185–1193. https://elibrary.ru/item.asp?id=26483674
Ger, U., & Bahar, M. (2018). Learning a language and studying content in an additional language: Student opinions. International Journal of Educational Methodology, 4(1), 29-35. https://doi.org/10.12973/ijem.4.1.29
Kashchuk, S. (2019). Competences representing the goal of foreign language learning: is the approach real? XLinguae, 12(1XL), 40–49. https://doi.org/10.18355/XL.2019.12.01XL.04
Kashlev, S. S. (2004). Интерактивные методы в педагогике [Interactive Methods in Pedagogy]. Higher School.
Kulamikhina, I. V., Birova, J., Alipichev, A. Y., Vasbieva, D. G., & Kalugina O. A. (2018). Developing communication and critical thinking through creative writing in English and French language: Analysis of classroom management strategies. Communication/Komunikacie, 20(1), 115–130.
Loginova, L. I. (2002). Как помочь ребенку заговорить по-английски: книга для учителей [How to help your child to speak English: A book for teachers]. Humanitarian Publishing Center VLADOS.
Nasiruddin, U. A., & Hum, S. M. (2018). Strategies to support foreign language learning in large classes: a systematic literature review. XLinguae, 11(1), 3-15. https://doi.org/10.18355/XL.2018.11.01.01
Schepilova, A. V. (2005). Теория и методика обучения французскому языку как второму иностранному: учебное пособие для студентов вузов, обучающихся по специальности 033200 Иностранный язык [The theory and methodology of teaching French as a second foreign language: a textbook for university students enrolled in the specialty 033200 Foreign language]. Humanitarian Publishing Center VLADOS.
Smetannikova, N. N. (2005). Стратегиальный подход к обучению чтению (междисциплинарные проблемы чтения и грамотности) [Strategic Approach to Learning to Read (Interdisciplinary Problems of Reading and Literacy)]. SHkol'naya biblioteka.
Shukshina, T. I., & Movsesyan, Z. A. (2018). Competency-oriented differential educational tasks on pedagogics in forming the didactic competence of the future teacher. The Humanities and Education/ Гуманитарные науки и образование, 3(35), 124–129.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338
Vasilkina, L. V., Romanenkova, O. A., & Ulanova S. A. (2019). Overcoming the language barrier as a priority in the adaptation of foreign students in the Russian higher educational institution. The Humanities and Education/ Гуманитарные науки и образование, 1(37), 37–43.