Developing Foreign Language Presentation Competence of Linguistic Majors through Cooperative Learning
It is essential for linguistic majors to acquire the foreign language presentation competence. This competence includes a complete set of knowledge, aptitudes and skills, as well as psychological characteristics one needs to make a public speech. The experiment described in the article was aimed at...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Kemerovo State University
2019-05-01
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| Series: | Вестник Кемеровского государственного университета |
| Subjects: | |
| Online Access: | https://vestnik.kemsu.ru/jour/article/view/2663 |
| Summary: | It is essential for linguistic majors to acquire the foreign language presentation competence. This competence includes a complete set of knowledge, aptitudes and skills, as well as psychological characteristics one needs to make a public speech. The experiment described in the article was aimed at ascertaining whether this competence can be formed more efficiently through cooperative learning. In order to assess the extent to which the foreign language presentation competence has been developed, the authors considered the following criteria: foreign language proficiency, knowledge of the subject matter, the ability to structure the presentation and to make slides, and a carefully prepared report. When the report was assessed, the following criteria were taken into account: speech rate and volume, eye contact, pronunciation, vocal fillers, enthusiasm, whether or not mistakes were made and whether the delivery was polished. Such personality traits as self-confidence, intensity, determination, adequate self-evaluation, general knowledge, empathy and willingness to develop oneself are also the inherent components of the foreign language presentation competence. An experiment was conducted to find out whether presentations should be prepared in the process of cooperative learning or individually. In the experimental groups presentations were prepared cooperatively, and the students with a high level of foreign language proficiency helped the ones whose knowledge was rudimentary. In the monitoring groups the students worked individually. Four presentations were made and the students’ progress by the end of the experiment was assessed on the basis of the criteria applied to a public report. In the experimental groups, the students made more progress than those in the monitoring groups. The experiment clearly demonstrates that linguistic majors develop the foreign language presentation competence through cooperative learning. |
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| ISSN: | 2078-8975 2078-8983 |