THE INFLUENCE OF THE SPATIAL-ENVIRONMENTAL TECHNOLOGY ON MASTERING OF YOUNG LEARNERS’ COMMUNICATION SKILLS IN THE ENGLISH LESSONS

  • The authors:
    Andrey A. Bogatyrev
    Julia S. Berova
  • Pages: 330-343
  • Section: LINGUISTICS AND THE HUMANITIES – INTERDISCIPLINARY APPROACHES IN RESEARCH AND TEACHING
  • URL: http://science-ifl.rudn.ru/09835-2020-330-343/
  • DOI:
    10.22363/09835-2020-330-343

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Abstract. Teaching within frame of new educational standards implies adopting by educational institutions and teachers a learnercentered educational paradigm. This causes a certain revision of a must have educational process conditions set. Learning a foreign language can be viewed as a multi-faceted process. Recently, researchers began to pay more thorough attention to language teaching management as a special source of learners’ performance. It includes designing the learner’s studying activities environment. The language learning environment can be considered as a system of cultural, social, psychological and pedagogical conditions. Nowadays communicative competence has become the main objective of learning foreign languages. Thus, creating a new EFL learning environment can be viewed as a way of solving this challenging task, based on application of new technologies for supporting and developing young learners’ communication skills in the English lessons. The purpose of this article is to describe the components of the spatial-environmental technology and to test its influence on young learners mastering communication skills in the English lessons at school. The optimal language learning conditions should be used by teachers in classroom. The methodological notion of language learning environment embraces a set of such components as a special teaching strategy, classroom management, authentic materials, resourceful teaching and purposeful application of visual aids, cooperative learning and a package of methodological tools for designing and implementing EFL learning activities. During our research experiment, a group of young learners was observed. Pupils passed a test in English at the first and at the final stages of experimentation in order to measure the level of their speaking skills in English and the range of its development. A template of five-point Likert scale was used for pupils’ communicative skills assessment. Its values ranged from “1” indicating ‘none’ to “5” indicating a ‘very high’ level of EFL communication skills proficiency. There were used such communication skills indicators as pronunciation, grammar and wording, as well as EFL interactive communication readiness’s measurable variables. The analysis of educational outcomes of the English lessons, based on the spatial-environmental technology, exposed accountable progress in developing of young learners’ EFL speech and improvement of their communication skills.

Keywords: the spatial-environmental technology, communicative skills, elements of language environment

Andrey A. Bogatyrev¹, Julia S. Berova²

¹, ²Moscow Pedagogical State University Moscow, Russia
¹e-mail: aa.bogatyrev@mpgu.edu
²e-mail: Julia_pokazaneva@mail.ru

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