КФУ. Карточка публикации. PRACTICAL IMPLEMENTATION OF ELECTRONIC EDUCATIONAL RESOURCE “POST-GRADUATE FOREIGN LANGUAGE” AND THE INVESTIGATION FINDINGS

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PRACTICAL IMPLEMENTATION OF ELECTRONIC EDUCATIONAL RESOURCE &LDQUO;POST-GRADUATE FOREIGN LANGUAGE&RDQUO; AND THE INVESTIGATION FINDINGS

Форма представления

Тезисы и материалы конференций в зарубежных журналах и сборниках

Год публикации

2019

Язык

английский

Авторы, сотрудники КФУ

Антропова Гюзель Равильевна, автор

Дердизова Фарида Валиевна, автор

Евграфова Ольга Геннадьевна, автор

Чернова Наталья Айратовна, автор

Другие авторы

Шакирова Резеда Дильшатовна, автор

Библиографическое описание на языке оригинала

G. Antropova PRACTICAL IMPLEMENTATION OF ELECTRONIC EDUCATIONAL RESOURCE “POST-GRADUATE FOREIGN LANGUAGE” AND THE INVESTIGATION FINDINGS/N. Chernova, O. Evgrafova, G. Antropova, F. Derdizova, R. Shakirova//13th International Technology, Education and Development (INTED 2019)/ - Valencia, Spain, 11-13 March, 2019. - p.1864-1869

Аннотация

13th annual International Technology, Education and Development Conference (INTED 2019)

Ключевые слова

social-interactive learning, electronic educational resource, second language learning, legitimate peripheral participation, highly interactive classroom.

Название журнала

13th annual International Technology, Education and Development Conference (INTED 2019)

URL

https://library.iated.org/view/CHERNOVA2019PRA

Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку

https://repository.kpfu.ru/?p_id=199071

Полная запись метаданных

Поле DC	Значение	Язык
dc.contributor.author	Антропова Гюзель Равильевна	ru_RU
dc.contributor.author	Дердизова Фарида Валиевна	ru_RU
dc.contributor.author	Евграфова Ольга Геннадьевна	ru_RU
dc.contributor.author	Чернова Наталья Айратовна	ru_RU
dc.contributor.author	Шакирова Резеда Дильшатовна	ru_RU
dc.date.accessioned	2019-01-01T00:00:00Z	ru_RU
dc.date.available	2019-01-01T00:00:00Z	ru_RU
dc.date.issued	2019	ru_RU
dc.identifier.citation	G. Antropova PRACTICAL IMPLEMENTATION OF ELECTRONIC EDUCATIONAL RESOURCE “POST-GRADUATE FOREIGN LANGUAGE” AND THE INVESTIGATION FINDINGS/N. Chernova, O. Evgrafova, G. Antropova, F. Derdizova, R. Shakirova//13th International Technology, Education and Development (INTED 2019)/ - Valencia, Spain, 11-13 March, 2019. - p.1864-1869	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/?p_id=199071	ru_RU
dc.description.abstract	13th annual International Technology, Education and Development Conference (INTED 2019)	ru_RU
dc.description.abstract	The purpose of the article is to explore the implications for second language learning and teaching. The new concept of a social-interactive learning leads to a view of learning and teaching which to some extent differs from those in the mainstream SLA literature. The thing is that a highly interactive classroom is a new metaphor that impacts on the way people think and behave. The point of the experiment was to demonstrate that external forms of assistance are decreasing due to the development of 'legitimate peripheral participation'.Learning of a second language, under the circumstances, can lead to obtaining the necessary language skills for a shorter period. The e-learning classes bring to light important differences between purely instructional talks on the part of the teacher and instructional conversations between teachers and students. Increasing independence in the use of a foreign language through activities allows moving from a focus on form to a focus on meaning and hence societal context participation.The authors' aim is to provide evidence of a shift away from the so-called 'acquisition' metaphor to a new 'participation' metaphor. The study examined in this article involves an overt application of activity theory to classroom language learning. It means that overt collaborative verbalization of metacognitive strategies such as predicting, planning, and monitoring can be a more effective means of mediating learning than just instruction in learning strategies alone. Thus, language-learning tasks in the classroom are uniquely situated, emergent interactions based on participants 'goals.The received data provide support for this view.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	social-interactive learning	ru_RU
dc.subject	electronic educational resource	ru_RU
dc.subject	second language learning	ru_RU
dc.subject	legitimate peripheral participation	ru_RU
dc.subject	highly interactive classroom.	ru_RU
dc.title	PRACTICAL IMPLEMENTATION OF ELECTRONIC EDUCATIONAL RESOURCE “POST-GRADUATE FOREIGN LANGUAGE” AND THE INVESTIGATION FINDINGS	ru_RU
dc.type	Тезисы и материалы конференций в зарубежных журналах и сборниках	ru_RU