Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning
The article discusses three principal modern approaches to teaching foreign language that are considered as the three principal paradigms of such teaching in the 21st century: the communicative approach, the culture-oriented and the principled-pragmatic ones. It is shown that these are not the only...
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| Format: | Article |
| Language: | deu |
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Kyiv National Linguistic University
2019-05-01
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| Series: | Іноземні мови |
| Subjects: | |
| Online Access: | http://fl.knlu.edu.ua/article/view/169307 |
| _version_ | 1818322530978496512 |
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| author | О. Б. Тарнопольський |
| author_facet | О. Б. Тарнопольський |
| author_sort | О. Б. Тарнопольський |
| collection | DOAJ |
| description | The article discusses three principal modern approaches to teaching foreign language that are considered as the three principal paradigms of such teaching in the 21st century: the communicative approach, the culture-oriented and the principled-pragmatic ones. It is shown that these are not the only approaches and paradigms existing nowadays but all the others coexisting with them are not the leading ones and cannot make a really great impact on further development of methods of language teaching and learning. A great part of the article analyzes the three leading approaches/paradigms clarifying their most important features and characteristics. It is demonstrated that, though the three principal teaching/ learning paradigms are different, they are not controversial or in opposition to each other as some authors claim. Moreover, proofs are given that the three paradigms may be considered as complementary, so that if some characteristics and features of one approach/paradigm are borrowed by the other two, the increase of efficiency of each of them may ensue. This raises the issue of elaborating a new language teaching/ learning paradigm uniting the advantages of the other three into one single entity, so that the innovative united paradigm can more effectively serve the requirements of language training in this century. The article provides arguments for proving that the new paradigm in question may be built on the basis of constructivist methodology of language teaching and learning because it fully meets the principles of all the three leading approaches/paradigms discussed in the paper and creates the best opportunities for uniting all the three of them into one single harmonious whole. But to attain that harmony and make the new constructivist methodology really efficient, it should be distinguished by four principal features: 1) be experiential and interactive in what concerns the learning activities; 2) be content-based, i.e. based on extra-linguistic content of learners’ communication in the target language; 3) be based on blended learning, i.e. on organic combination (blending) of off-line and on-line learning activities in the language teaching/learning process; 4) include a powerful intercultural component both in the content of learning and in the process of learning the target language. All this constitutes the prolegomena for creating a new unified language teaching/learning paradigm that can be more efficient than all the preceding ones. |
| first_indexed | 2024-12-13T10:58:16Z |
| format | Article |
| id | doaj.art-d81887139e5740518a249efd4e73dc87 |
| institution | Directory Open Access Journal |
| issn | 1817-8510 2616-776X |
| language | deu |
| last_indexed | 2024-12-13T10:58:16Z |
| publishDate | 2019-05-01 |
| publisher | Kyiv National Linguistic University |
| record_format | Article |
| series | Іноземні мови |
| spelling | doaj.art-d81887139e5740518a249efd4e73dc872022-12-21T23:49:23ZdeuKyiv National Linguistic UniversityІноземні мови1817-85102616-776X2019-05-019823910.32589/1817-8510.2019.2.169307169307Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learningО. Б. Тарнопольський0Університет імені Альфреда Нобеля (м. Дніпро)The article discusses three principal modern approaches to teaching foreign language that are considered as the three principal paradigms of such teaching in the 21st century: the communicative approach, the culture-oriented and the principled-pragmatic ones. It is shown that these are not the only approaches and paradigms existing nowadays but all the others coexisting with them are not the leading ones and cannot make a really great impact on further development of methods of language teaching and learning. A great part of the article analyzes the three leading approaches/paradigms clarifying their most important features and characteristics. It is demonstrated that, though the three principal teaching/ learning paradigms are different, they are not controversial or in opposition to each other as some authors claim. Moreover, proofs are given that the three paradigms may be considered as complementary, so that if some characteristics and features of one approach/paradigm are borrowed by the other two, the increase of efficiency of each of them may ensue. This raises the issue of elaborating a new language teaching/ learning paradigm uniting the advantages of the other three into one single entity, so that the innovative united paradigm can more effectively serve the requirements of language training in this century. The article provides arguments for proving that the new paradigm in question may be built on the basis of constructivist methodology of language teaching and learning because it fully meets the principles of all the three leading approaches/paradigms discussed in the paper and creates the best opportunities for uniting all the three of them into one single harmonious whole. But to attain that harmony and make the new constructivist methodology really efficient, it should be distinguished by four principal features: 1) be experiential and interactive in what concerns the learning activities; 2) be content-based, i.e. based on extra-linguistic content of learners’ communication in the target language; 3) be based on blended learning, i.e. on organic combination (blending) of off-line and on-line learning activities in the language teaching/learning process; 4) include a powerful intercultural component both in the content of learning and in the process of learning the target language. All this constitutes the prolegomena for creating a new unified language teaching/learning paradigm that can be more efficient than all the preceding ones.http://fl.knlu.edu.ua/article/view/169307парадигмапідхідкомунікативний підхід до викладання іноземних мовкультуро-спрямований підхідпринципово прагматичний підхідконструктивізм у навчанні мов. |
| spellingShingle | О. Б. Тарнопольський Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning Іноземні мови парадигма підхід комунікативний підхід до викладання іноземних мов культуро-спрямований підхід принципово прагматичний підхід конструктивізм у навчанні мов. |
| title | Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning |
| title_full | Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning |
| title_fullStr | Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning |
| title_full_unstemmed | Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning |
| title_short | Three principal paradigms in teaching foreign languages in the 21st century: prolegomena to the creation of a single approach to their learning |
| title_sort | three principal paradigms in teaching foreign languages in the 21st century prolegomena to the creation of a single approach to their learning |
| topic | парадигма підхід комунікативний підхід до викладання іноземних мов культуро-спрямований підхід принципово прагматичний підхід конструктивізм у навчанні мов. |
| url | http://fl.knlu.edu.ua/article/view/169307 |
| work_keys_str_mv | AT obtarnopolʹsʹkij threeprincipalparadigmsinteachingforeignlanguagesinthe21stcenturyprolegomenatothecreationofasingleapproachtotheirlearning |