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УДК 37
Атаева А.А.
Старший предподаватель Туркменского государственного института финансов
USING THE TANDEM LEARNING METHOD IN THE MASTER'S PROGRAM OF A MULTI-DISCIPLINARY UNIVERSITY
Abstract
The possibilities of using the tandem learning method in the master's program of a multidisciplinary university are considered. The traditional concept of tandem learning is expanded and it is argued that in the conditions of a multidisciplinary university, students studying in different areas of training can participate in tandem. The experience of using tandem training in organizing the practice of master's students studying in the direction of "Linguistics" is analyzed, where in one case the other side of the tandem are master's students in technical fields, and in the other - students of the additional qualification program "translator in the field of professional communication". A conclusion is drawn about the effectiveness and prospects of using the tandem method in a multidisciplinary university.
Key words:
foreign language, master's degree, multidisciplinary university, practice, tandem training.
The terms "tandem learning", "tandem learning", "tandem method" are quite new in domestic didactics; they are still not included in dictionaries of pedagogical concepts and do not have a strict scientific definition. Nevertheless, in the practice of teaching foreign languages abroad, the tandem method has been used for several decades. It belongs to the group of methods of so-called partner training.
As noted by researchers of the history of methods of teaching foreign languages, in particular M.R. Napolskikh, various forms of partner learning were used several centuries ago. One of the classic examples is the Lancastrian system, proposed by Joseph Lancaster (1778-1838) at the turn of the 18th and 19th centuries and was very popular. In this system, a significant part of the teacher's functions was transferred to students and learning was carried out on the basis of mutual assistance between students.
The first example of tandem learning in the modern understanding of this term is considered to be the experience of the German-Spanish summer school, which was organized in 1982 in Madrid. The report on the school's activities was the first to formulate the definition of tandem as a teaching method in which speakers of two different languages unite for the purpose of learning each other's languages. In this case, learning occurs in an autonomous manner, often (but not always) without the guidance and control of a professional teacher.
Creating language tandems between people who want to learn a foreign language and at the same time teach their partner their language is currently a very popular method. Its popularity has increased even more with the advent of computer tools that make it possible to communicate in real time with a person located anywhere in the world. A number of researchers consider the tandem method exclusively as a method of teaching via computer, which seems to be an unjustified narrowing of the content of this concept.
In teaching practice, there are two types of tandem training: collective, or group, in which training takes place in a group, and individual, in which only two tandem participants who speak different languages are involved in the learning process. At the same time, the language that one tandem participant teaches to the other can be either his native language or a foreign language that he speaks at a professional level.
Most authors, in particular M. R. Napolskikh, M. O. Voloshko, V. O'Rourke, J. A. Telles and M. L. Vassallo, call regularity of classes one of the main requirements for organizing tandem training. At the same time, some
researchers point to the informal nature of tandem learning and the lack of control on the part of a professional teacher, while others consider it necessary to have external control. This allows us to distinguish two types of tandem: institutional (established and regulated from outside) and individual (existing only on the basis of an agreement between partners as private individuals). In the first case, control by the teacher is a necessary condition.
In addition, tandem training can be divided into direct (presence tandem), in which participants are in the same room, and remote tandem, in which training is implemented using distance communication tools. The most popular of these tools today is Skype.
Analysis of literary sources allows us to highlight the following principles of tandem teaching of foreign languages:
- the principle of reciprocity of learning;
- the principle of language parity, according to which each of the languages studied is given equal attention and time to study;
- the principle of autonomy of learning, implying the responsibility of students for the process and result of their learning.
References:
1. Napol'skikh M. R. Iz istorii tandemnogo obucheniya [History of tandem learning]. Nauka i shkola - Science and School, 2012, no. 6, pp. 55-58 (in Russian).
2. Napol'skikh M. R. Spetsifi ka i strategii tandemnogo obuchenia [Specifi c features and strategies of tandem learning]. Prepodavatel' XXI vek - Teacher XXI Century, 2012, no. 2, pp. 125-130 (in Russian).
3. Zhelezovskaya G. I., Eremina S. V. Formirovaniye terminov v yazyke sovremennoy didaktiki [Development of terms in the language of the modern didactics]. Izvestiya Saratovskogo universiteta - Izvestiya of Saratov University, 2008, vol. 8, no. 1. Filosofi ya. Psikhologiya. Pedagogika [Phylosophy.Psychology. Pedagogy], pp. 96100 (in Russian).
© ATaeBa A.A., 2024
УДК 37
Атаева Дж. К.,
преподаватель
Механико-технологический техникум города Ашхабада
Мередов М. Б., преподаватель
Механико-технологический техникум города Ашхабада ПЕДАГОГИКА: ТЕОРЕТИЧЕСКИЕ И ПРАКТИЧЕСКИЕ АСПЕКТЫ
Аннотация
Педагогика как наука о воспитании, образовании и обучении играет ключевую роль в формировании личности и общества. В данной статье рассматриваются основные теоретические подходы в педагогике и их практическое применение. Особое внимание уделяется современным методикам обучения, которые способствуют развитию критического мышления и творческих способностей у учащихся.
