Language portfolio as a real predicted result of the guided educational process

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Language portfolio as a real predicted result of the guided educational process

Sovach K.O.

In institutions of higher education the question of motivation arises while studying any discipline, however, the problem of motivation for professional improvement of English level knowledge plays an important role. This task is especially topical for teachers and students of non-linguistic specialties. The language portfolio provides an opportunity for learners to record and independently review their own achievements and mistakes while learning any language in general and English in particular.

The article offers a step-by-step algorithm for familiarizing students with the language portfolio method at meetings of “English in Intercultural Communication" scientific group.

The specified mechanism is based on the theoretical and practical works of domestic and foreign teachers. When considering the topic of using the “Language Portfolio" technology in higher education institutions, it is necessary to appeal to its successful implementation in general secondary education establishments.

The main attention is focused on the main characteristics of the language portfolio, the structural and functional loading of its sections as well.

It has been noted that the teacher faces a difficult task: to teach students to plan a portfolio the ultimate goal to be clear, to outline the amount of information they need to master, and what level they will reach by the end of the semester or the academic year.

The language portfolio integrates all components of teaching (training, learning, assessment and self-assessment) and covers all types of speaking activities.

It has been assumed that motivating students and ensuring their step-by-step organization of reflective self-assessment and complex control can be done not only in foreign language classes, but also at meetings of the “English in Intercultural Communication" scientific group by surveying, presenting and clarifying the essence of the language portfolio, its key properties, a detailed description of its sections (language passport, language biography and dossier) and a well-directed and carefully thought-out pedagogical approach.

Key words: language portfolio, language biography, language passport, dossier, self-control, reflection, self-correction, scientific group, non-linguistic specialties.

Совач K.O.,

МОВНЕ ПОРТФОЛЮ ЯК РЕАЛЬНИЙ ПРОГНОЗОВАНИЙ РЕЗУЛЬТАТ КЕРОВАНОГО ОСВІТНЬОГО ПРОЦЕСУ

У закладах вищої освіти питання мотивації виникає під час вивчення будь -якої дисципліни, втім важливої ролі набуває проблема мотивації професійного поліпшення рівня знань англійської мови. Особливо гостро це завдання постає перед викладачами та здобувачами закладів вищої освіти немовних спеціальностей. Мовне портфоліо надає можливість здобувачам зафіксувати й самостійно розглянути власні здобутки та помилки в навчанні під час вивчення будь -якої мови загалом та англійської зокрема.

У статті пропонується покроковий алгоритм ознайомлення здобувачів вищої освіти з методом мовного портфоліо на засіданнях гуртка «Англійська мова в міжкультурній комунікації». Зазначений механізм ґрунтується на теоретичних і практичних напрацюваннях вітчизняних і закордонних педагогів. Розглядаючи тему використання технології «Мовне портфоліо» у ЗВО, потрібно апелювати до його вдалого впровадження в закладах загальної середньої освіти.

Основну увагу зосереджено на головних характеристиках мовного портфоліо та структурному й функційному навантаженні його розділів. Зазначається, що перед викладачем постає складне завдання навчити здобувачів проєктувати портфоліо так, щоб зрозумілою була кінцева мета, кількість інформації, яку вони мають опанувати, і якого рівня вони досягнуть під кінець семестру або навчального року. Мовне портфоліо інтегрує всі складові процесу навчання (навчання, учіння, оцінювання, самооцінювання) та охоплює всі види мовленнєвої діяльності.

Припускається, що вмотивувати здобувачів і забезпечити їхню поетапну організацію рефлексивної самооцінки й комплексного контролю можна не лише на заняттях з іноземної мови, а й на засіданнях гуртка «Англійська мова в міжкультурній комунікації» через опитування, презентацію та з'ясування сутності мовного портфоліо, його ключових властивостей, детальний опис його розділів (мовний паспорт, мовна біографія, досьє) та добре скерований і ретельно продуманий педагогічний підхід.

Ключові слова: мовне портфоліо, мовна біографія, мовний паспорт, досьє, самоконтроль, рефлексія, самокорекція, науковий гурток, немовні спеціальності.

The statement of the issue

higher education language portfolio method

Teaching students of non-linguistic specialties professional communication skills in a foreign language, primarily conducting business negotiations in English, reading and understanding professional literature is a necessary component in achieving the main goal of teaching a foreign language as a means of professional communication. It is one of the directions of the development of modern methodical science, in particular such a direction as "English for professional purposes".

Teaching a foreign language in modern conditions requires the teacher not only to know his/her own subject, but also to use the latest teaching methods actively. The didactic system, based on a person-oriented approach to teaching, involves the use of a wide range of modern pedagogical techniques, among which the student's language portfolio occupies a special place.

Language portfolio is among the commonly discussed types of means of motivation of educational activity, self-organization, self-control, development of cognitive skills and creative abilities to assess one's own level of English language proficiency in accordance with European norms [7].

The analysis of relevant research. The past decade has seen a renewed importance in student's language portfolio in scientific circles as it serves as a means of ensuring the quality of education, on the one hand, and as a means of students' control and self-control, on the other hand [3, p. 37]. The methodological guide developed by the national expert of the "European Language Portfolio" project, O. Karpiuk [4] is the theoretical and methodological basis for the study of the language portfolio.

A growing body of literature has examined the theoretical foundations of creating a student portfolio [2; 9; 14; 19; 20]. Much work on the description of own practical experience of language portfolio collecting and using while English teaching and learning has been carried out by domestic and foreign scholars [1; 3; 6; 7; 8; 10; 15]. A recent review of the literature matter has found that educational and methodological manuals have been compiled. Here one can come across the analysis of scientific approaches to understanding the concept of "portfolio"; the experience of European education regarding the introduction of portfolio as an independent assessment technology; the advantages of the portfolio when teachers' shaping of professional competences as well [5; 11]. Some scholars focus their attention on the methods of organizing the independent work of students of certain specialties in English using a professional language portfolio, economic, in particular [13].

The purpose of the article

This paper aims to present a step-by-step algorithm for introducing higher education students to the language portfolio methodology at meetings of "English in Intercultural Communication" scientific group, using domestic and foreign scientists' theoretical and practical findings in this field.

The body of the research. Let us note that in our practice we have not used this latest technique yet. We plan to take the first steps with the first-year students of non-linguistic specialties of Kherson State Agrarian and Economic University, Faculty of Economics, in academic year 2023-2024. We intend to deal with the language portfolio method as part of the work of the scientific group "English in Intercultural Communication". In addition, we hope to review the progress of the implementation of this method and the results of achievements at the end of the first semester and at the end of the academic year, respectively. Below we try to describe the so-called method implementation plan, some steps as we see it, to be exact.

Step 1. Survey. To conduct a survey among students to identify their awareness of the language portfolio in general and its usage in English language classes in general secondary or vocational education institutions.

Step 2. Presentation and clarification of the essence of the language portfolio. To ask

students what associations they have when they hear the word portfolio. We expect to hear about associations related to photographs. And it will be cool, because really, in the Renaissance era, artists and architects brought a portfolio with them when they applied for a position in the art academy or for a construction project. With the help of the documents collected in the portfolio, it was possible to form an opinion about the quality of their work and to assess the professional level of the applicants [5, p. 6]. We add that in Italian the lexeme portfolio means a folder with documents, a specialist's folder; moreover, in French - explain, formulate, dossier, collection of achievements.

Regarding the language portfolio directly, we find its simple definition: "The ELP is a document in which those who are learning or have learned one or more languages can record and reflect on their language learning and intercultural experiences" [22].

We go on that "you may use your language portfolio to regularly describe your language learning goals, to record what you observe about the language and to reflect on your progress and on the cultures of the target language country/countries and communities. You might also describe the steps; you must take to make further progress as a language learner and a language user" [21].

In other terms, the language portfolio is a package of working materials reflecting results of the educational activity of a foreign language learner. It also provides an opportunity for the learner and the teacher to analyze and evaluate the scope of work and the range of achievements of the learner and the dynamics of learning a foreign language in various aspects either independently or together [1, p. 9].

Thus, the pedagogical philosophy of the portfolio presupposes shifting the emphasis from what the student does not know and is not able to, to what he/she knows and is able to do on a certain topic, section, or subject, on the one hand, and the integration of quantitative and qualitative assessments as well as the increasing the role of self-esteem, on the other hand [2, p. 24].

Step 3. Key properties of the language portfolio. In the focus of the students' attention there are such matters: the information about European levels of foreign language proficiency and standards; the form of the document management (written or electronic); indications of intermediate and final goals; outlining perspectives and planning the main sections of this document. Here we emphasize the importance of maintaining the language portfolio for future professional activity, "since this method performs not only educational and developmental functions, but also a social one - the accumulated skills and knowledge reflected in the portfolio provide an opportunity for successful employment and self-confidence" [10, p. 131].

Undoubtedly, the question of the structure of the language portfolio is mandatory. Here we turn to "The European Language Portfolio: a guide for teachers and teacher trainers" [20] to highlight its three main components: "The Language Passport section provides an overview of the individual's proficiency in different languages at a given point in time; it includes information on partial and specific competence; it allows for self-assessment, teacher assessment and assessment by educational institutions and examinations boards. The Language Biography facilitates the learner's involvement in planning, reflecting upon and assessing his or her learning process and progress; it encourages the learner to state what he/she can do in each language and to include information on linguistic and cultural experiences gained in and outside formal educational contexts. The Dossier offers the learner the opportunity to select materials to document and illustrate achievements or experiences recorded in the Language Biography or Passport" [20, p. 1].

We believe that the three main components of the language portfolio should be demonstrated by the teacher gradually in order, firstly, not to overload students with information from the very beginning, and, secondly, we think that the visibility and presentability of each component of the language portfolio separately will allow each student to comprehend their dominant points. Examples of each structural element of the language portfolio can be cited from certain valid resources [17].

Summarizing everything presented at this stage, we can conclude that language portfolios contribute to students' developing as self-sufficient and constant language learners.

Step 4. Language Passport. I. Kostikova calls the language passport - "The language I know" [7, p. 148]. It is suggested to place various photos and personal educational information here. Levels of language proficiency (A, B, C) are determined by the main types of speaking activity: comprehension (oral form of language - listening and written form - reading); speech (monologue as a form of productive speech or polylogue as interactive speech); writing as a separate productive type of speaking activity [1, p. 8]. In accordance with this, the study stages should be formed being reflected in the portfolio, as well as the assessment results of completed tests, tasks, participation in various activities, etc. This section defines the final goal and formulates the main steps of training for the semester or the academic year, indicating the topics that the student should master, the number of modules, test tasks, and planned projects as well.

Therefore, the "Language Passport" performs a social function: it forms an interest in foreign languages and cultures [7, p. 149].

Step 5. Language Biography. I. Kostikova calls the language biography - "My achievements" [7, p. 148]. The following subdivisions of the language biography are: "My own biography of language learning" (it allows to systematize the experience of language learning, and, moreover, it helps the owner of the Portfolio to evaluate his/her efforts; besides, it will provide teachers and employers with the necessary information); self-assessment checklists (they help the Portfolio owner to determine the level of foreign language proficiency);

tables of the "My goals" subsection (they teach how to set goals and plan the process of their implementation); "Experience of international cultural communication" (it will enable the owner of the Portfolio to describe situations of using a foreign language) [8, p. 132].

The section "Language biography" implements a pedagogical function: it forms students' independent assessment of their success in learning foreign languages as a means of intercultural communication.

Step 6. The Dossier. I. Kostikova calls the dossier "My treasury" [7, p. 148]. It contains all the tasks done by the student, which he/she considers valuable for himself/herself and which reflects his/her achievements, that is various test tasks, module works, correspondence in a foreign language, songs he/she has learned, poems he/she knows by heart, projects in which he/she has participated, a diary in a foreign language, creative tasks, reports, etc. The "Dossier" may also contain various diplomas and certificates for studying English [10, p. 132].

Step 7. The teacher's choice (carefully thought out plan of action). Of course, it is a difficult task, since different experts approach the implementation of the language portfolio in various ways. Undoubtedly, these paths have been trodden for many years of teaching a foreign language and working with pupils and students of numerous classes and specialties. For example, A. Budnik suggests the structure and content of the language portfolio, based on the total number of academic hours calculated for four years of studying (the bachelor's degree). The author singles out the main and additional communicative parts, that is, she outlines a certain number of sections, each of which corresponds to a certain topic of the educational discipline [1, p. 9]. Each section or topic contains a dictionary, a list of language cliches, grammatical constructions, results of project work, illustrative material, etc. At the final stage, that is, at the end of the fourth year of studying, the language portfolio is structured and should be presented in the following way: the content, the main elements of the portfolio, the introduction, the aim, the tasks, a student's self-analysis and self-assessment [1, p. 9].

I. Kostikova is guided by the recommendations of experts of the Council of Europe for various stages of training English in general secondary educational institutions. It can be such a chain: the language dossier - the language biography - the language passport, or vice versa, the language passport - the language biography - the language dossier [7, p. 149-155].

We personally plan to implement this method while teaching English the first-year students of one specialty, in one group, using the chain - the language passport - the language biography - the language dossier. This is a starting point of our experimental project. Electronic samples of the language passport can be easily found on the Internet [18]. It is the "Language Biography" section, as evidenced by the experience of domestic teachers, that most helps students both to reflect on their learning process, to experience international cultural communication and make effective plans effectively, consequently. Therefore, a student becomes more independent in cognitive work [12]. Language Biography examples can be found here [16]. It is important to emphasize Self Assessment Grids which include all levels of language proficiency and, moreover, all types of speaking activities. Statements in the form of conviction (I can, I have no difficulty) already motivate the student to independent and initiate achievement of the goal at a certain stage.

Thus, the main aim of the language portfolio is to demonstrate the student's degree of the language and speech abilities and skills formation at a definite moment and the qualitative growth in learning the subject "English for professional purposes" as well. This is based on the information collected by the student about his/her own success and samples of his/her works.

Conclusions

To sum up, the paper proves, in our opinion, that the language portfolio as a method of organizing the teaching a foreign language speaking ensures the implementation of a specific control system, which is based on self-control and self-correction and functions in the process of developing speaking skills. The language portfolio integrates all components of the training process (teaching, learning, assessment and self-assessment) and covers all types of speaking activities. In addition, it provides a step-by-step organization of reflective selfassessment and comprehensive control. The correlation between language portfolio and traditional teaching/learning English is worth mentioning as the second one cannot be replaced by the first one.

To further our research, we intend to observe how the students will cope with the set goals, describe the difficulties that will arise, and conduct a pedagogical experiment just to compare its results with the results of the language achievements of the students who will study English according to the traditional scheme.

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