МОТИВУВАЛЬНА ДИФЕРЕНЦІАЦІЯ ФОРМУВАННЯ КОМПЕТЕНТНОСТІ В АНГЛІЙСЬКОМУ ДІАЛОГІЧНОМУ МОВЛЕННІ:ТЕОРЕТИЧНЕ ОБҐРУНТУВАННЯ Й ЗАСОБИ РЕАЛІЗАЦІЇ
Journal Title: Вісник Київського національного лінгвістичного університету Серія Педагогіка та психологія - Year 2018, Vol 28, Issue
Abstract
One of the most important goals to achieve within the Ukrainian higher education is to prepare well-trained specialists. Meeting this social demand is possible by improving educational process. The latter may be accomplished only if all the students’ educational needs are satisfied. Thus, the recent researchemphasizes individualized instruction as the one that is based upon the abilities and interests of each student. However, individualized learning in the classroom may be implemented by means of differentiated learning. We distinguished personality oriented differentiation and its subtypes (differentiation by emotions) within the context of learner centered approach in the previous research. The purpose of this research is to investigate how motives influence students’ performance and give theoretical background of the motive differentiation as a subtype of personality oriented differentiation. Within the context of this research, we have formed a hypothesis that it is possible to develop the English-speaking interactional competence of the future teachers by means of motive differentiation. Methods. We have analyzed and organized in the tables recent research on this problem. In order to test our hypothesis, we have held a few questionnaires among the students. The results of our research show that motive differentiation can be theoretically proved and practically implemented by means of a role-play to develop the English-speaking interactional competence of the future teachers. However, it is also proved that students are influenced by different learning motives simultaneously. Thus, it is difficult to divide them into two groups to implement motive differentiated learning. Therefore, we have made the conclusion that even though motive differentiation can be distinguished as a subtype of personality oriented differentiation, it does not have a high educational potential.
Authors and Affiliations
М. Щербина
Keywords
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