CC BY
47
ПРОФЕС1ЙНА 1НШОМОВНА П1ДГОТОВКА МАЙБУТН1Х ФАХ1ВЦ1В ЛШГВ1СТИЧНИХ СПЕЦ1АЛЬНОСТЕЙ
УДК 378: 373.091.12. 011.3-051:821.111 DOI10:25128/2415-3605.17.4.7
OLHA DATSKIV
olhadatskiv@gmail.com PhD (Pedagogy), associate professor Ternopil Volodymyr Hnatiuk National Pedagogical University
2 Maksyma Kryvonosa Str., Ternopil
DEVELOPING FUTURE ENGLISH TEACHERS' EMOTIONAL INTELLIGENCE
VIA DRAMATISATION
The first part of this paper looks at how emotional intelligence EI is explored in writings in the fields of psychology, business management and language teaching methodology. It examines the structure of EI, factors influencing students' emotional awareness and investigates the ways of developing this intelligence and competency at the university setting. A hypothesis is made about the possibility of future foreign language teachers' emotional intelligence development by means of interactive methods and techniques, namely dramatisation. The second part of the paper looks at how EI can be developed by means of dramatisation both in English language classes and during independent work of students on drama projects. Feedback sessions after drama projects are effective in that they encourage learners to talk about themselves and their feelings while making the use of the foreign language relevant, interesting and therefore memorable. The aim of the research is to determine the level offuture English teachers' emotional intelligence using EI self-assessment before a drama project and after its completion. The results show that dramatisation activities in class and drama projects in particular develop future English teachers' emotional intelligence.
Keywords: emotional intelligence, emotional competency, future English teachers, dramatisation, drama project.
ОЛЬГА ДАЦК1В
кандидат педагопчних наук, доцент Тернопшьський нащональний педагопчний ушверситет
iMeHi Володимира Гнатюка вул. Максима Кривоноса, 2, м. Тернопшь
РОЗВИТОК ЕМОЦ1ЙНОГО 1НТЕЛЕКТУ МАЙБУТН1Х УЧИТЕЛ1В АНГЛ1ЙСЬКО1 МОВИ ЗАСОБАМИ ДРАМАТИЗАЦ11
Проблема емоцшного ттелекту ece6i4HO до^джена у сферах управлiння 6i3Hecy i психологи. Визначено структуру емоцшного ттелекту, створенi та апробоваш спещальт тести для його вимiрювання. Bid-значено, що незважаючи на велику юльюсть до^джень, присвячених цш проблемi, емоцшний iнтелект продовжуе залишатися у центрi уваги вчених, особливо тих, як до^джують сферу освти i навчання. Розвиток цього виду ттелекту е надзвичайно важливим для вах учасниюв освтнього процесу, осюльки вт впливае на результативнкть цього процесу загалом i визначае здатнкть тих, хто навчае, устшно досягати визначених цшей навчання, а також здатнкть тих, хто навчаеться, добиватися yспiхiв у вивченнi будь-якого предмета. Встановлено, що емоцтна компетентнкть е однiею i-з ключових особистiсних компетентностей, яка може формуватися у майбутшх yчителiв англшсько1 мови у процесi навчання у вищих навчальних завладах (ВНЗ). Щоби ефективно керувати власними емоцями i вчити цьому сво'1'х учтв, вчителi англшсько1 мови повиннi
ПРОФЕС1ЙНА 1НШОМОВНА П1ДГОТОВКА МАЙБУТН1Х ФАХ1ВЦ1В _Л1ТЕРАТУРНИХ СПЕЦ1АЛЬНОСТЕЙ_
оволодти психгчною саморегулящею, вмтнями будувати успшш мгжособистгст стосунки. Розглянуто дослгдження проблеми емоцшного iнтелекту у психологИ, управлгннг б1знесом i методицi навчання iноземних мов i культур. Проаналiзовано структуру емоцшного ттелекту, визначенi фактори, яш впливають на емоцшну самосвiдомiсть студентiв, а також шляхи розвитку емоцшного ттелекту майбуттх учителiв в умовах навчання у ВНЗ. Обгрунтовано доцiльнiсть використання уах форм драматизацИ для розвитку емоцшного iнтелекту майбуттх учителiв англшсько1 мови, викладено способи розвитку емоцшного iнтелекту студентiв засобами драматизацИ niд час аудиторное i самостшног роботи над драматичним проектом. Наведено приклади роботи над драматичними проектами, спрямованими насамперед на вдосконалення навичок i вмть тшомовного говорiння, читання, аудiювання i письма, тобто комуткативно1 компетентностi, яш сприяють формуванню емоцшно'1 компетентностi i тдвищують емоцшний iнтелект. Доведено ефективтсть обговорення драматичного проекту для розвитку емоцшно'1 компетентностi студентiв. Проведено експериментальне до^дження, метою якого стало визначення рiвня емоцшного iнтелекту майбутшх учителiв англшсько1 мови перед початком роботи над проектом i пся його зактчення. Вiдзначено, що результати експерименту пiдтвердили ефективтсть прийомiв драматизацИ, зокрема, драматичних проектiв, для формування емоцшного iнтелекту майбутнх учителiв англшсько1 мови.
Ключовi слова: емоцшний ттелект, емоцшна компетенттсть, майбутнi учителi англшсько'1 мови, драматизацiя, драматичний проект.
ОЛЬГА ДАЦКИВ
кандидат педагогических наук, доцент Тернопольский национальный педагогический университет
имени Владимира Гнатюка ул. Максима Кривоноса, 2, г.Тернополь
РАЗВИТИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА БУДУЩИХ УЧИТЕЛЕЙ АНГЛИЙСКОГО ЯЗЫКА СРЕДСТВАМИ ДРАМАТИЗАЦИИ
Освещена проблема развития эмоционального интеллекта будущих учителей английского языка средствами драматизации на практических занятиях по иностранному языку и в самостоятельной работе. Рассмотрены исследования эмоционального интеллекта в психологии, управлении бизнесом и методике обучения иностранных языков и культур. Анализируется структура эмоционального интеллекта, определены факторы, влияющие на эмоциональное самосознание будущих учителей, а также пути развития эмоционального интеллекта и эмоциональной компетентности студентов в условиях обучения в университете. Изложены способы развития эмоционального интеллекта студентов средствами драматизации во время аудиторной и самостоятельной работы над драматическим проектом. Доказана эффективность обсуждения драматического проекта для развития эмоционального интеллекта. Проведено экспериментальное исследование, цель которого -определение уровня эмоционального интеллекта будущих учителей английского языка перед началом работы над проектом и после его завершения. Отмечено, что результаты эксперимента подтвердили эффективность приемов драматизации и, в частности, драматических проектов, для формирования эмоционального интеллекта будущих учителей английского языка.
Ключевые слова: эмоциональный интеллект, эмоциональная компетентность, будущие учителя английского языка, драматизация, драматический проект.
The subject of emotional intelligence has been widely explored in theory, most often in connection with business management and psychology. A number of papers have been published on the subject with the most prolific researchers being R. Bar-On, D. Caruso, D. Goleman, J. Mayer, P. Salovey and D. Sluyter etc. However, despite great attention given to the subject, emotional intelligence remains of interest to scholars, especially those working in the field of education. Foreign language education, in particular, may benefit from developing means, through which students' emotional intelligence can be fostered.
The objective of the article is to explore the potential of drama projects as a means of future English teachers' emotional intelligence development. The first part of this paper looks at research on the subject in the fields of business management, psychology and language teaching methodology and examines the structure of emotional intelligence as seen in those fields. It further explores factors influencing students' emotional awareness and investigates the ways of developing this intelligence at
the university setting by means of drama projects. The second part of the paper concentrates on how emotional intelligence can be developed by means of dramatisation both in English language classes and during independent work of students on drama projects, which builds confidence, creates a positive classroom atmosphere and encourages co-operation. In this part of the study the aim is to show the dynamics in the level of future English teachers' emotional intelligence before and after a drama project.
In the past people believed that emotions and cognition were separate, and the place for emotions was a human heart whereas cognition resided in a brain. Since that time researchers proved that the brain is "playing a critical role in emotional processing»[10, p. 4; 14, p. 185]. The complex structure of human brain's limbic system, responsible for understanding facial emotions, action propensities and storing emotional memories has been investigated with the result that amygdala, a component of limbic system, has been recognized as crucial in developing emotional intelligence [5, p. 16; 9, p. 78]. Author of "multiple intelligence" theory H. Gardner included "personal" varieties of abilities among verbal, mathematical etc thus acknowledging value of knowing one's inner world and social adeptness [4, p. 57]. R. Bar-On's definition of EI describes it as "an array of personal, emotional and social abilities that influence one's ability to succeed in coping with environmental demands and pressures"[1, p. 5]. According to R. Bar-On, there are five general clusters of abilities: intrapersonal, interpersonal, adaptability, stress management strategies, motivational and general mood factors.
J. Mayer and P. Salovey defined emotional intelligence as "the capacity to reason about emotions to enhance thinking. ... the abilities to accurately perceive emotions, to access and generate emotions to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth" [14, p. 187]. The researchers propose that there are four fundamental aspects to EI: recognizing, understanding, regulating and using emotions[14, p. 189; 16].
In his book "Emotional Intelligence: Why It Can Matter More than IQ" D. Goleman defines EI as "understanding one's own feelings, empathy for the feelings of others and the regulation of emotion in a way that enhances living" [5, p. 4] and states that EI may be more important for personal success than IQ and it can be improved. Five "domains" of EI have been identified in the book: knowing emotions (self-awareness), managing emotions, motivating oneself (self-management), recognizing and understanding other people's emotions (social awareness), managing emotions of others (relationship management). In his second book, "Working with Emotional Intelligence", D. Goleman explores the relation between performance at work, dealing with others, conduct and outlines a model of EI adopted from P. Salovey and J. Mayer which consists of five basic emotional and social competences: self-awareness, self-regulation, motivation, empathy, social skills [6, p. 318]. Despite disagreements on its structure, most authors agree that EI exists, influences personal and professional success and can be improved.
In the new workplace, with its emphasis on flexibility, teamwork and strong customer orientation, EI is becoming increasingly essential for excellence in every job and in every part of the world. In line with development of key competences research in business management turns to a notion of emotional competence as "a learned capability based on emotional intelligence that results in outstanding performance at work" [6, p. 24]. Numerous studies show that being high in emotional intelligence does not guarantee a person will have learned the emotional competences that matter for work; it means only that they have potential to develop these competences [6; 15].
Extensive research has been conducted on EI in the field of education in general [8, p. 5; 11] and foreign languages teaching in particular. Main research objects in recent studies were the relationship between English teachers' level of emotional intelligence and their assessment by the students [2, p. 97-115], the relationship between emotional intelligence, language learning strategies and English proficiency among EFL university students [17, p. 105-114], possible relationship between perceptions of EI and attitudes towards foreign language learning among university students majoring in English as a foreign language[13, p .416-423]. However, there has been surprisingly little research on how emotional and social competences function in ELT classrooms and how best they can be fostered. Language teaching in particular depends on these competences given the intercultural, social and interpersonal character of communication in a foreign language[12, p. 4].
The main reasons for improving both teachers' and learners' EI skills, according to S. Mercer, Ch. Gkonou, are communicative language teaching, increasingly multicultural and multilingual classrooms and the very nature of language teaching where communicative competence with its important component - intercultural competence - is the aim to be achieved [12, p. 8]. We believe there is another key reason for developing EI skills - rapid advancement of technology, which in a way isolates people from each other and, as a result, their EI is not developed to its full potential. The study also focuses on the beliefs and practices of highly emotionally and socially intelligent teachers in the UK and Austria. It has established the strongest significant positive correlation between trait and educational context-specific EI constructs [12, p. 15] and suggested four main characteristics of quality relationships of teachers with students: empathy, respect, trust and responsiveness [12, p. 20].
Research supports the fact that EI should be specifically developed at higher education institutions [10, p. 8; 15, p. 32-39], especially those preparing future teachers. Since students learn more effectively when they enjoy learning, teachers should use different means which can help their students to improve their EI while they are learning a foreign language in order to become successful professionals. Dramatization as interaction between a teacher and students in drama games, role plays, improvisations, simulations and drama projects aimed at forming the students' communicative competence is a successful means of developing future teachers' EI. It also helps to reduce anxiety and negative feelings during the learning process.
All forms of dramatisation place the emphasis on creating an environment conducive to learning. Participation in group activities promotes a sense of identity, safety and value. In the process of being involved in drama-based activities in class students get reassurancethat others experience difficulties as well, they start bonding as those activities are facilitating the formation of friendships, they become familiar with different teaching techniques, they are developing study skills, learn time management and stress reduction. Drama-based activities in a foreign language class assist holismas balancing academic learning with physical and social activities.
When a teacher isextensively using drama tecniques, where pair and groupwork are frequently used, support and co-operation between the participants is essential. Hence attention to classroom techniques reducing anxiety, tension and enhancing group dynamics. Project work has long been recognized as having high educational potential. Equally important is its role in developing the students' EI. The work on drama projects calls for using different techniques, such as ice breakers, warming ups and cooling downs, giving and getting feedback focused on how the students felt during the task, formative assessment (including self-assessment and peer assessment). The language input for the drama project includes functional vocabulary for identifying feelings and emotions, empathizing, expressing positive/negative emotions clearly and in inoffensive manner. Although developing EI and implementing drama projects are extremely compatible, the group dynamics necessary for meaningful interaction in the classroom do not occur automatically, but need to be fostered through techniques which build confidence, create a positive classroom atmosphere and encourage cooperation. A drama project is affective in that it encourages learners to express their feelings while making the use of the language relevant, interesting and therefore memorable.
A drama project is a process of putting a performance in class or on stage. It is a particular type of practical activity that is used primarily for the development of speaking and writing (provided that students are writing the script) skills. It allows students to demonstrate their abilities and skills and develop EI. The advantages of using drama projects for developing EI are that they are aimed at creating suitable conditions for expressing and analysing the students' feelings and emotions, provide interpersonal interaction in a "live" environment, thus fostering empathy, can be very motivating for students, can be used to enhance EI across curriculum units. The limitations are that implementing such projects can be very time-consuming and care has to be taken to ensure systematic work on EI development. It is important to give feedback at an appropriate time and place and in a constructive and encouraging way. The correct use of feedback motivates students and encourages reflective and independent learning. One of the most effective feedback strategies is process oriented praise, in which feedback focuses on the effort and strategies that a learner has used. This can help learners to take on challenges and to learn from any setback. After a project students are required to analyse and reflect upon their performance. The following Drama Project Feedback Form has been used by the
author to assess a drama project based upon the text "Amelia, Where Are You?" in "Upstream Upper Intermediate B2+" by V. Evans and B. Obee (Express Publishing, 2008).
E. g.
Drama Project Feedback Form
You prepared and put on stage a performance based on the text "Amelia, Where Are You?". This involved discussing the plot, theme, setting and characters, writing a script and making a play. Please, share your thoughts and opinions on this project.
In your opinion, what was the purpose of this project?
How did you feel about writing a script? What, if any, writing skills were improved by working on this project?
How did you feel about your speaking part in this presentation? Comment on working with a group and your own participation. What, if any, speaking skills were improved by working on this project?
How do you feel about your classmates' performances? Could you understand the scenes you watched?
Would you be interested in such projects in the future?
Underline the answer that you agree with:
I think we spent too much / enough / too little time on this project.
I think the project was / was not a valuable use of class time.
I would like / would not like to do this sort of project again.
How can the project be improved?
Please feel free to add any additional comments.
The suggested "Drama Project Feedback Form" can be filled in by students in a written form or the questions can be answered orally in a debriefing session following the class where a drama project was implemented. It also serves as a tool for formative assessment the importance of which in language education is hard to overestimate.
We believe that the educational needs of foreign language students can be identified most effectively through multiple forms of assessment. The use of multiple assessments should provide these students with varied opportunities to not only demonstrate what they know and can do but also how they feel while doing it and identify feelings of others. Using a drama project for developing EI we extend the menu of available pedagogical means hoping to enable students to become more effective in assessing and conveying their own knowledge, skills and strategies.
In spring semester of 2017 the author conducted a study which measured the prospective English teachers' EI level before and after drama projects with the aim to find out whether there is a dynamics caused by the students' work on the projects.
14 second year Foreign Languages Department students of Ternopil Volodymyr Hnatiuk National Pedagogical University participated in the study - all females aged between 18 and 22 years old. Participants of the study worked on two drama projects throughout the semester. The first project was a short-term classroom project based on the text 'Why don't You Find a Proper Job?" in Upstream Upper Intermediate B2+ by Bob Obee and Virginia Evans. After reading and discussing the text in groups of four students improvised a conversation at a career counselor's office where parents and their child came to seek professional advice. The second one was a long-term project "Language School", connected with the students' future profession and involved a lot of individual work and research. EI level was measured before and after project work using The Self-Rated Emotional Intelligence Scale (SREIS) by M. Brackett [3, p.795]. The scale, which consists of 19 items, determines EI in four domains (P - Perceiving Emotion and U - Use of Emotion;R -Understanding Emotion; M1 - ManagingEmotion (self); M2 - Social Management) and contains questions which are answered on a five-point Likert scale including answers 1 - "very inaccurate", 2 -"moderatelyinaccurate", 3 - "neither inaccurate nor accurate" 4 - "moderatelyaccurate"5 - "very accurate".
The Self-Rated Emotional Intelligence Scale takes approximately 10 minutes to complete. Higher scores indicate higher level of EI. The assessment gives numerical results on each domain as well as a general score of EI (See Appendix 1.). Items 2, 4, 15, 16 are reverse scored. The participants' ratings of individualquestionnaire items are added up in order tocalculate their total
score for EI. The findings showed that overallthe participants reported high levels of E. The descriptive statistics for their levels of EI before and after project work are summarised in Table 1.
Table 1
Levels of participants' EI before and after ^ project work
Variable N Mean Minimum Maximum SD
EI before project work 14 66.4 49 78 11.05
EI after project work 14 68.6 51 82 11.2
Table 1 demonstrates the results of emotional intelligence self-assessment before and after project work. The data demonstrate an increase in EI level supporting our argument about appropriateness of drama projects for fostering EI.
It has been mentioned above that the subject of EI came into the limelight in the studies on foreign language teaching methodology for several reasons. There may still exist the wrong perception that prospective teachers have already developed EI needed to perform complex tasks of teaching foreign languages and cultures. It has been shown in this paper that it is not so. Experienced teachers have dealt with classroom situations where their EI is tested and where they are required to develop their students' EI in order to ensure their success in this competitive and ever-changing world. Teacher trainees, however, will encounter classroom challenges, which, provided they had special training in EI development, would be met successfully by their students' for their own benefit. Drama projects, similar to those outlined above, would encourage prospective teachers to develop their emotional competence thus increasing their self-confidence, improving their self-regulation, encouraging empathy and developing adeptness. Naturally enough, as they progress in the course, these factors are to be further developed, making students more efficient as teachers of foreign languages and cultures. If EI is given enough attention early in their training, then the pre-service teachers- who will have become professionals in their field eventually - will remain constantly tuned to emotional needs of their students.
Appendix 1.
Self-Rated Emotional Intelligence Scale The following set of items pertains to your insight into emotions. Please use the rating scale below to describehow accurately each statement describes you. Describe yourself as you generally are now, not as you wish tobe in the future. Describe yourself as you honestly see yourself, in relation to other people you know of thesame sex as you are, and roughly your same age. Please read each statement carefully, and then circle the number that corresponds to how inaccurately or accurately each statement describes you.
1 - very inaccurate, 2 - moderately inaccurate, 3 - neither inaccurate nor accurate, 4 -moderately accurate 5 - very accurate__
No. Domain Item Wording Your Score
1 P By looking at people's facial expressions, I recognize the emotions they are experiencing. 1 2 3 4 5
2 U I am a rational person and I rarely, if ever, consult my feelings to make a decision (r). 1 2 3 4 5
3 R I have a rich vocabulary to describe my emotions. 1 2 3 4 5
4 M1 I have problems dealing with my feelings of anger (r). 1 2 3 4 5
5 M2 When someone I know is in a bad mood, I can help the person calm down and feel better quickly. 1 2 3 4 5
6 P I am aware of the nonverbal messages other people send. 1 2 3 4 5
7 U When making decisions, I listen to my feelings to see if the decision feels right. 1 2 3 4 5
8 R I could easily write a lot of synonyms for emotion words like happiness or sadness. 1 2 3 4 5
9 M1 I can handle stressful situations without getting too nervous. 1 2 3 4 5
10 M2 I know the strategies to make or improve other people's moods. 1 2 3 4 5
11 P I can tell when a person is lying to me by looking at his or her facial expression. 1 2 3 4 5
12 U I am a rational person and don't like to rely on my feelings to make decisions. 1 2 3 4 5
13 R I have the vocabulary to describe how most emotions progress from simple to complex feelings. 1 2 3 4 5
14 M1 I am able to handle most upsetting problems. 1 2 3 4 5
15 M2 I am not very good at helping others to feel better when they are feeling down or angry (r). 1 2 3 4 5
16 P My quick impressions of what people are feeling are usually wrong (r). 1 2 3 4 5
17 R My "feelings" vocabulary is probably better than most other persons' "feelings" vocabularies. 1 2 3 4 5
18 M1 I know how to keep calm in difficult or stressful situations. 1 2 3 4 5
19 M2 I am the type of person to whom others go when they need help with a difficult situation. 1 2 3 4 5
Note. P - Perceiving Emotion; U - Use of Emotion; (r) - reverse scored; R -Understanding
Emotion; Ml - ManagingEmotion (self); M2 - Social Management. LITERATURE
1. Bar-On R. How important is it to educate people to be emotionally and socially intelligent, and can it be done? / Reuven Bar-On // Perspectives in Education. Vol. 21 (4). - 2003. - P. 3-13.
2. Barlozek N. EFL Teachers' Affective Competencies and Their Relationships with the Students / Nina Barlozek // The Ecosystem of the Foreign Language Learner. Second Language Learning and Teaching -Switzerland, Cham: Springer International Publishing, 2015. - P. 97-115.
3. Brackett M., Rivers S. et al. Relating Emotional Abilities to Social Functioning: A Comparison of Self-Report and Performance Measures of Emotional Intelligence / Mark Brackett, Susan Rivers, Sara Shiffman, Nicole Lerner, Peter Salovey // Journal of Personality and Social Psychology. - Vol. 91(4). -2006. - P. 780-795. [Online]. Available from: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=2FFFDB57EBCCF0506AD8BC4D2270505D?d oi=10.1.1.385.4118&rep=rep 1&type=pdf.
4. Gardner H. Frames of Mind / Howard Gardner. - New York, USA: Basic Books, 1983. - 528 p.
5. Goleman D. Emotional Intelligence: Why It Can Matter More than IQ / Daniel Goleman. - London: Bloomsbury, 1996. - 368 p.
6. Goleman D. Working with Emotional Intelligence / Daniel Goleman. -New York, USA: Bantam Books, 2000. - 400 p.
7. Greenberg M., Snell J. Brain development and emotional development: The role of teaching in organizing the frontal lobe/ Mark Greenberg, Jennie Snell // Emotional development and emotional intelligence: Educational implications. - New York: BasicBooks, 1997. P. 93-126.
8. Kusché C., Greenberg M. Brain development and social-emotional learning: An introduction for educators / Carol Kusché, Mark Greenberg. // The Educator's Guide to Emotional Intelligence and Academic Achievement. Social-Emotional Learning in the Classroom. - Thousand Oaks, California: Corwin Press, 2006 - P. 15-34.
9. LeDoux J. The Emotional Brain / Joseph LeDoux. - London: Phoenix, 1999. - 384 p.
10. Mayer J., Salovey P. What is emotional intelligence? / John Mayer, Peter Salovey // Emotional Development and Emotional Intelligence: Educational Implications. - New York: BasicBooks, 1997. -P.3-32.
11. Mortiboys A. Teaching with Emotional Intelligence: A Step-by-stepGuide for Higher and Further Education Professionals / Alan Mortiboys. New York: Routledge, 2011. - 176 p.
12. Mercer S., Gkonou Ch. Understanding Emotional and Social Intelligence among English Language Teachers / Sara Mercer, Christina Gkonou. British Council, 2017. - 50 p.[Online]. Available from: https://englishagenda.britishcouncil.org/sites/default/files/attachments/g211_eltra_gkonou_and_mercer_p aper_final_web .pdf.
13. Oz H., Demirezen M., Pourfeiz J. Emotional Intelligence and Attitudes Towards Foreign Language Learning: Pursuit of Relevance and Implications / Husein Oz, Mehmet Demirezen, Jafar Pourfeiz // Procedia - Social and Behavioral Sciences. - Vol. 186. - 2015. -Pp. 416 - 423. [Online]. Available from: http://www.sciencedirect.com/science/article/pii/S1877042815023782.
ПРОФЕС1ЙНА 1НШОМОВНА П1ДГОТОВКА МАЙБУТН1Х ФАХ1ВЦ1В _Л1ТЕРАТУРНИХ СПЕЦ1АЛЬНОСТЕЙ_
14. Salovey P., Mayer J. Emotional intelligence / Peter Salovey, John Mayer // Imagination, Cognition, andPersonality. Vol. 9.3. - 1990. -P. 185-211.
15. Spencer L., Spencer S.Competence at Work: Models for Superior Performance / Lyle Spencer, Signe Spenser. - New York: Wiley, 1993. - 388 p.
16. Mayer J., Salovey P., Caruso D. Models of emotional intelligence / John Mayer, Peter Salovey, David Caruso // Handbook of Intelligence. - Cambridge, England: Cambridge University Press, 2000. - P. 396-420.
17. Zarafshan M., Areshiri M. The Relationship between Emotional Intelligence, Language Learning Strategies and English Proficiency among Iranian EFL University Students / Mehrdad Zarafshan, Mahsa Areshiri// Journal of Educational and Instructional Studies in the World. Vol. 2. 3. - 2012. - P.105-114.
Стаття надтшла в редакцт 26.09.2017 р.
УДК 811.161.2'2161.2 10:25128/2415-3605.17.4.8
ОКСАНА СЕРНЯК
oks_sern@ukr.net кандидат педагопчних наук, доцент Тернопшьський нащональний педагопчний ушверситет
iMeHi Володимира Гнатюка вул. Максима Кривоноса, 2, м. Тернопшь
ТЕХНОЛОГИ СИТУАТИВНОГО МОДЕЛЮВАННЯ У ФОРМУВАНН1 МОВЛЕНН6ВО-ДИСКУРСИВНО1 КОМПЕТЕНТОСТ1 СТУДЕНТ1В ФАКУЛЬТЕТУ 1НОЗЕМНИХ МОВ В 1НШОМОВНОМУ СП 1ЛКУВАН НI
Дослгджено формування мовленнево-дискурсивноЧ компетентностг в iншомовному стлкувант, яка лежить в основi багатокомпонентно'1 структури комуткативно1 компетентностi. Проаналiзовано основнi недолжи традицшного, тдтримуючого nidxody до навчання Шоземних мов, який не забезпечуе навчання практичного iншомовного стлкування, бшьшого значення надае знанням про мову, нiж практичним умiнням i навичкам користування Шоземною мовою. Встановлено, що формування мовленнево-дискурсивно'1 компетентностi в Шшомовному стлкувант, передбачае володШня навичками органгзаци мовленневого матерiалу в когерентний (зв 'язний) i цжсний текст - дискурс, який, на вiдмiну вiд статичного iншомовного тексту, мае комунiкативний характер. Мету навчання шоземно! мови визначено як спонукання студентiв до породження i сприймання iншомовних дискурав, враховуючи комунжативну мету i ситуацiю стлкування. Одтею з передумов породження iншомовного дискурсу виокремлено створення актуально значущог для учасниюв комунiкацii iншомовноi мовленнево'1 ситуацИ. Обтрунтовано наявнiсть чткого зв 'язку мiж формуванням мовленнево-дискурсивно'1' компетентностi в iншомовному стлкувант та ситуативним моделювання на заняттi з Шоземноi мови, як соцюкультурним контекстом творення Шшомовного дискурсу. Доведено доцшьнкть використання технологт ситуативного моделювання, осюльки вони залучають тих, хто вивчае iноземну мову, до активгзаци мислення, почуттiв, знань, Штересу та прагнення до активноi мовленневоi дiяльностi. Технологи ситуативного моделювання апробовано на практицi на заняттях з iноземноi мови у ВНЗ. Продемонстровано низку комунiкативних ситуацш, як спонукають до творення iншомовного дискурсу вiдповiдно до мовленнево 'i ситуацИ
Ключовi слова: дискурс, текст, мовленнево-дискурсивна компетенттсть, дискурсизащя тексту, технологи ситуативного моделювання.
ОКСАНА СЕРНЯК
кандидат педагогических наук, доцент Тернопольский национальный педагогический университет
имени Владимира Гнатюка ул. Максима Кривоноса, 2, г.Тернополь
