Volume 8, Issue 6 (6-2018)                   MJLTM 2018, 8(6): 119-128 | Back to browse issues page

XML Print

PhD student, Tver State University, a federal state-financed higher education institution, Tver, Russia
Abstract:   (5573 Views)
The study reveals the pedagogical essence, educational content and key features of Communicative Quest Teaching Technology as part of communicative approach in teaching foreign language at school. The paper proposes a Communicative Quest technology 12-faceted model for effective EFL and intercultural communication teaching. Communicative Quest is a student-centered, situation-based, task-based, role-played, dialogue and networking-oriented interactive FL teaching technology, involving modern media tools and strategic thinking, targeted at complex communicative competency acquisition. The Communicative Quest is an interactive teaching technology, based both on application of digital devices interactive didactic language cards and on face-to-face interaction of learner with the teacher and other students as well. The Communicative Quest teaching technology is aimed at practically oriented FL teaching, dealing with Learner’s preparedness measuring and tuning.
The key principles of foreign language and culture communicative competency formation and development by means of Communicative Quest techniques are elicited. The communicative set of Communicative Quest teaching technology is bifocal, since the first pedagogical task is to develop student’s’ learning to learn abilities and the second – to provide the student with proper foreign language tools and algorithm of communicative behavior in a task-solving activity appropriate to communicative situation and acceptable in a foreign language and culture social context. Both things are learnt in subject-to-subject mode in Communicative Quest accomplishing. The interconnection of Language Learner’s action (‘learning by doing’), interaction (‘learning through interacting’) and reflecting is the threefold source of mastering the necessary skills and specific preparedness of communicative, cognitive, meta-cognitive and meta-communicative nature by accomplishing Communicative Quest. The article outlines the functional structure model of Communicative Quest 12 key elements (preconditions, technical units and pedagogical components). Ten sample micro-genres of Communicative Quest as instructional language game are formulated and described. The article also presents the results and an analytical review of the pedagogical experiment, performed in 4th to 7th form English classes in secondary and primary school (2015, 2016, 2017).
Keywords: Communicative, innovative, teaching, technology
Andrey A. Bogatyrev Olga P. Bogatyreva
Full-Text [PDF 354 kb]   (2650 Downloads)    
Type of Study: Research | Subject: Foreign language teaching and learning
Received: 2018/08/16 | Accepted: 2018/08/16 | Published: 2018/08/16

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.