Effectiveness of the case study method in foreign education

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Kazakh Ablai khan University of International Relations and World Languages

Effectiveness of the case study method in foreign education

Sembai A.M. Master's degree student

"7M01719 (01)-Training of foreign language teachers"

Almaty, Kazakhstan

Abstract

He article discusses the case study method, and also highlights the effectiveness of using the case study method in foreign language education based on research by different authors.

Keywords: case study, foreign language education, teaching a foreign language at school, communicative competence.

The main goal of teaching a foreign language at school is the formation of communicative competence, that is, the ability and motivation to communicate in a foreign language. Communicative competence includes the knowledge, skills necessary to understand a foreign language participant in a dialogue and form their own model of speech behavior that corresponds to the goals, areas and conditions of communication. For the most successful formation of communicative competence, it is necessary to improve training technologies.

Modern education is aimed at developing the cognitive capabilities of the individual, the creative abilities of the individual, increasing the ability to learn and expanding his creative capabilities. In this case, a great responsibility falls on the shoulders of the teacher. Under these conditions, it is designed to find effective ways to improve the training program and at the same time demonstrate the most effective teaching methods and techniques.

A modern teacher should not only perfectly master the subject, methods, means and forms of organizing the educational process, but also use modern teaching technologies in his activities.

One of the most productive types of training is problem - based learning, which continues to increase the interest of teachers. Problem-based learning was studied by such researchers as Babansky Yu.K., Kudryavtsev V. T., Makhmutov M. I., Ilnitsa I. A. communicative competence speech behavior

Problem-based learning contributes to the development of creative cognitive activity of students and the development of intelligence. This is a type of training with great development potential. In practice, there are certain difficulties in organizing problem-based learning.

The main difficulties are the organization of forms of training associated with the insufficient development of the methodology for organizing problem-based learning in educational organizations of various types, the complexity of preparing educational material in the form of problem-based cognitive tasks, dialogue structures, as well as insufficient training of the educational and methodological complex [1, p. 89].

One of the most innovative and little-studied ways to organize problem-based learning is case technology. The purpose of the technology is to help each student determine their own path to mastering the most necessary knowledge. Thus, in accordance with today's educational requirements, the student has an exit to selfeducation.

Researcher A. A. Abdukadyrov considers case technology to be a modern educational technology based on the analysis of a problem situation, combining roleplaying games, Project methods and situational analysis at the same time. [3, P. 659].

Shimutina E. considers the case method as a technology of interaction for shortterm learning based on fictional or real situations, which is aimed not only at mastering knowledge, but also at the formation of new qualities and skills in students. He said that the purpose of the method is to develop students ' ability to work with various problems and find solutions to them, to teach them to work with the material. [4, P. 174]

E. A. Mikhailova offers the following definition: "the case method can be considered as a synergistic technology. It is argued that its essence is to direct the group to the situation, increase knowledge, understand concepts, exchange news, etc." [5, P. 113].

Different classifications of case studies allow the teacher to choose the types that correspond to the age and individual characteristics of students, educational tasks and the level of a foreign language. However, regardless of the type of Case, Case technology is always a tool that allows you to apply theoretical knowledge to solving practical problems, and it is recommended to use it in basic and high school, since it requires developed critical thinking skills and a high level of proficiency in a foreign language.

The case method has a wide range of educational opportunities. The use of this method in a comprehensive school solves a number of important tasks:

increase motivation to learn (the problem situation is always vital);

development of information processing skills (information is presented as a combination of various types of information): analysis, highlighting the main topics;

development of communicative competence (work in groups, the ability to defend their point of view);

development of speech culture (ability to argue, express interests)

Case technology contributes to the development of students ' own thinking, the ability to listen and take into account an alternative point of view, as well as to express their opinion in a reasoned way. With the help of this technology, students have the opportunity to demonstrate and improve their analytical and assessment skills, learn to work in a team, and find the most rational solution to the problem at hand. Case technology allows students to think, solve problems that trigger thoughts, and think about possible solutions to problems. Thus, students pay attention to the content of their words, thought is central, and language acts in its direct function - the formation and formulation of these thoughts.

Since the case method is aimed at developing all types of speech activity, its effective use at the final stage of work on the topic, when students are given the opportunity to actively use the studied lexical and grammatical material in speech, and the teacher can assess the level of formation of students ' speech skills, the degree of assimilation of thematic vocabulary and grammatical structures [6].

In the course of practical application of the case method, difficulties may arise, especially in students with a weak level of language training, therefore, the differentiation of tasks by the level of complexity and volume of execution should contribute to the elimination of the difficulties of all students and the implementation of effective speech communication, provided that the teacher is motivated and given leading questions.

The case method is used in conjunction with traditional forms of training and contributes to the optimization of the educational process. Allows you to achieve successful assimilation of educational material and its effective use, increases the motivation of students to learn a foreign language. Most importantly, learners have the opportunity to creatively apply the language material passed on the basis of their knowledge and allow them to adapt to real and probable situations [7].

The advantage of the activity is the optimal combination of theory and practice. The case method contributes to the development of the ability to analyze situations, evaluate alternatives, choose the best option and plan its implementation. If such an approach is used repeatedly during the training cycle, then the student develops a stable skill in solving practical problems.

This means that this method is not about acquiring ready - made knowledge, but about obtaining results in the process of teacher-student cooperation. This means not only obtaining knowledge, but also the formation of the skills of Educational Labor. The teacher chooses a suitable situation.

Situations may consist of the following elements:

completed situation based on facts;

the situation is unfinished, so the student makes assumptions, suggestions and conclusions;

fictional situation of the teacher;

original documents such as news, letters, reports, etc.

The case method helps to solve a number of important tasks, applying it to teaching a foreign language:

First of all, the use of situational learning creates a language environment and conditions for the formation of the need to use a foreign language as a means of real communication. Allows you to include participants in the activity in a single context, which leads to "increased readiness for speech, the ability to heuristic activity."

Secondly, it contributes to the effective development of reading, speaking and listening skills. If the final result of the activity is presented in writing, teaching writing can also be included in this line.

Thirdly, the method helps to form communication skills such as argumentative Discussion, Analysis and planning, presentations, as well as other analytical, creative and social skills.

It is recommended to use Case Study in English at a higher stage, as students need a certain knowledge base, a level of fluency in English, and developed communication skills. At the same time, being a complex and effective method of teaching, case technology is not universal and is especially successfully used only in combination with other methods of teaching a foreign language, since it itself does not provide mandatory normative knowledge of the language [8, EP.31-40].

References

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