Responsibility and the ability to approach and effectively study the materials are ones of the skills modern students are highly approved of having and motivated to develop further, including those among students who study philology. With the rapid growth of aspects to focus on in the foreign language studying journey and changes in the models of presenting facts and concepts taught to suit up-to-date educational needs and aims of students, language teachers are constantly searching for the ways to present the material in the most effective form possible, engaging students’ already existing knowledge, critical and analytical thinking, social and specially connected with the language micro and macroskills.
In order to achieve success and reach the goal, teachers no longer can rely solely on standard forms of lesson conducting and managing like the one based on Bloom’s Taxonomy, a pyramid of cognitive tasks differentiated from the least to the most complex ones [2; 3] and used as a template for lesson planning and task creating. In his research, Robert Talbot expresses concerns about the efficiency and relevance of the pyramid in its original form and suggests ‘flipping’ it [2], so the easiest tasks are given to students for self-study and before the group discussion of the materials in class. The suggested way of material and effort distribution highly reflects the flipped classroom method [1], which can be actively used during English lessons for third-year university students of the school of foreign languages as well.
This research provides a brief description of possible ways to give assignments to students who are to get acquainted with the topic literature within the format of a flipped classroom based of the flipped version of Bloom’s Taxonomy. As third-year students of the school of foreign languages are engaged in specific theoretical courses and have a generally high level of the English language, they can use their already existing knowledge to train their memory and focus on comprehension of the new material before class in a form of self-study. Thus, instead of reading the text about the history of literature and looking for new vocabulary in it during the lesson, they can devote time to dive into the text themselves, analyze it, underline new word combinations and phrases, look at them in the vocabulary list given below and prepare the Ukrainian translation of the latter. Students get time to think about the main historic periods and literary styles arising here and there; besides, students practice using new words in the process of answering their own questions, which come up during their reading session, and while preparing questions for their groupmates. Such a preparation not only allows students to get ready for a deeper discussion during the lesson but also can include their search for extra information about authors, writing style peculiarities and tendencies in time. In such a way during the lesson, students can engage in activities requiring some basic understanding and background knowledge on the topic, and apply new words and phrases in their panel discussions, breakout rooms and round tables. Moreover, by the middle of the lesson, their practice and understanding of the topic allows them to evaluate the answers of groupmates, whether in groups or individually.
The creation of a project about a certain author and their work gives the opportunity to use the active vocabulary, which is no longer new and confusing, ad rem, pay attention to language used in the said time period in literary works, compare it with modern English and form opinions and arguments to prove the former. Though the lesson still may not be long enough to prepare, present and provide peer evaluation of the project for each student, the time is efficiently spent on active practice and development of micro and macroskills. Students are responsible for the preparation of their knowledge base beforehand and see the results of their self-study later on, which also adds to the advantages of the method.
Furthermore, in order to boost students’ motivation to work during the lesson, sharing what they have already learnt about literary styles, and move them into the center of the studying process, a teacher can implement the third type of complete orientation. This form of lesson organization implies that the rules are constructed by language learners themselves while the teacher’s role is to provide them with steps to follow and observe students’ progress. During the lesson future philologists can get various exercises, including those with matching or filling the gaps, by completing which students can see grammatical and lexical patterns like the use of gerundial phrases with active words from the topic literature, for instance, to convey, to skim, to skip, to nibble, to extract, to scan and so on.
Thus, giving undergraduate students more tasks to work with as a form of a preparation for a more efficient and full of higher complexity practice not only provides such students with a certain sense of motivation but also allows them to make responsible decisions both regarding their own time management and efforts they make to develop their analysis skills and broaden their linguistic horizons.
References
1. Flipped Classrooms | What is a Flipped Classroom? URL: https://study.com/teach/flipped-classroom.html (Last accessed: 18.09.2024).
2. Re-thinking Bloom's Taxonomy for flipped learning design. URL: https://rtalbert.org/re-thinking-blooms-taxonomy-for-flipped-learning-design/ (Last accessed: 18.09.2024).
3. What is Bloom's Taxonomy? A Definition for Teachers. URL: https://www.teachthought.com/learning/what-is-blooms-taxonomy/ (Last accessed: 18.09.2024).
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