Кафедра прикладної лінгвістики та методики навчання іноземних мов

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A Principled Pragmatic Approach to Teaching Foreign Language Grammar at Tertiary Schools
(Science and Education a New Dimension, 2018-11) Тарнопольський, Олег Борисович; Монастирна, Олександра Валентинівна; Бредбієр, Пол Вільям
The article discusses the issue of improving the efficiency of developing tertiary students’ grammar skills in foreign lan- guage courses taught at institutions of higher learning. It is argued that this efficiency is believed to be achieved through introducing B. Kumaravadivelu’s principled pragmatic approach. Such an approach is implemented by way of rationally combining the elements from different, often mutually contradictory, methods from the stock of those that have been developed in the history of foreign language teaching. The practice of using just such an approach at different stages of working on the new grammar material in foreign language classes at higher schools is analyzed.
Acquiring Business English in a Quasi-Natural Business Environment: A Method of Teaching Business English to Students of Business and Economics.
(2003) Тарнопольський, Олег Борисович
This article discusses a method of organizing Business English studies for students who learn it as a foreign language at schools of business and universities outside English-speaking countries. These students typically lack both previous practical experience in business and opportunities to watch business being done in English or to participate themselves in real-life business communication in English. That puts additional obstacles in the way of language acquisition. The suggested method is based on creating a quasi-natural business environment in the classroom where students acquire Business English through continuous simulation. A pilot study indicates that this approach may improve on existing methods. Four appendixes present the following: examples of tasks used in the course of Business English for organizing continuous simulation in the classroom; examples of project tasks used in the course; samples of materials for listening and reading tasks; and a questionnaire for students' evaluation of the coursebook and methods used.
ACQUIRING ESP EXPERIENTIALLY: A CASE FOR TEACHING ENGLISH FOR PROFESSIONAL PURPOSES TO TERTIARY STUDENTS MAJORING IN TOURISM AND HOSPITALITY
(2018-10) Тарнопольський, Олег Борисович; Кожушко, Світлана Павлівна
The article analyzes the essence of experiential method that makes the most important part of the constructivist approach to teaching English for specific/professional purposes (ESP) to tertiary students majoring in Tourism and Hospitality at Ukrainian universities. It is demonstrated that the experiential method is based not on conscious learning but on subconscious acquisition by students of communicative target language skills – the effect that is achieved through gamification of learning activities. The cooperative / collaborative nature of acquisition / learning activities belonging to the experiential method is also emphasized. Blended (off-line / on-line) learning is discussed as an important constituent of experiential teaching / learning process. A number of experiential acquisition / learning activities are analyzed in the article. Those activities include: role plays and simulations, brainstorming, case-studies, and discussions, students’ target language presentations, writing assignments (writing essays, reports, summaries, abstracts, even articles in the target language), project work, and the Internet search with the aim of finding information required for doing creative experiential tasks. A part of the article is devoted to giving examples of such activities as represented in the experiential coursebook “Tourism and Hospitality Industry Matters” developed by the authors. All through the article the orientation of language studies at students’ future profession is emphasized. The paper is concluded with stressing the positive effect that the suggested experiential method, used as a practical way of implementing the constructivist approach in ESL studies, produces both on the target language learning outcomes and on the development of students’ ESL learning motivation.
Business English Teaching: Imaginative Continuous Simulations and Critical Analysis Tasks.
(1998) Тарнопольський, Олег Борисович
A business English course taught to adults in Ukraine is described, focusing on the classroom approach that incorporates imaginative continuous simulations and critical analysis tasks. It is noted that simulations ordinarily in business English courses have two shortcomings: they are disconnected episodes; and the situation, conditions, and purpose are set by the teacher or developer of the instructional materials used, limiting the learner's creative share in the exercise. An imaginative continuous simulation represents uninterrupted modeling of business activities and communication, with the conditions and proceses invented by the learners. Situations include a variety of business interview, negotiation, and discussion conditions ranging from getting to know the structure of a company to discussing sales results and targets. The simulation begins with one topic and continues throughout the course until all situations have been addressed. Each situation contains a number of critical analysis tasks concerning different aspects of the firm's business activities, including preparation for meetings, business strategy discussions, and decision-making. Students prepare much of their own material for the tasks, and create a group portfolio. The approach is found to motivate students and develop varied English skills.
Combining Communicative-Analytic and Experiential Approaches in Teaching Pre-Intermediate Level of General English to Adults at Commercial Language Schools and Centers
(World Scientific News, 2016) Тарнопольський, Олег Борисович
In the conditions of today‟s expansion of English as the global language of international communication, more and more adults who earlier completed their secondary or even higher education start learning it anew at commercial language schools and centers the world over. However, the pedagogy and methodology of teaching and learning at such schools and centers have not been developed yet. The present article is an attempt of solving some theoretical and practical issues of organizing such teaching and learning using as an example a pre-intermediate level course of English developed by the author for his commercial language center in Dnipropetrovsk, Ukraine. The way of teaching and learning suggested in the article was developed to meet learners‟ expectations and, at the same time, to be in full accordance with the latest achievements in organizing adult students‟ efficient language acquisition. The developed approach was called the communicative-analytic one since, on the one hand, it makes use of the best in communicative language learning for attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners‟ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. The fundamental feature of the course is the combination in the learning process of the developed communicative-analytic approach with the highest level of communicative language teaching – the experiential approach used for achieving the optimum learning outcomes in communicative skills acquisition.
Combining Communicative-Analytic and Experiential Approaches in Teaching Pre-Intermediate Level of General English to Adults at Commercial Language Schools and Centers
(2016) Тарнопольський, Олег Борисович
In the conditions of today‟s expansion of English as the global language of international communication, more and more adults who earlier completed their secondary or even higher education start learning it anew at commercial language schools and centers the world over. However, the pedagogy and methodology of teaching and learning at such schools and centers have not been developed yet. The present article is an attempt of solving some theoretical and practical issues of organizing such teaching and learning using as an example a pre-intermediate level course of English developed by the author for his commercial language center in Dnipropetrovsk, Ukraine. The way of teaching and learning suggested in the article was developed to meet learners‟ expectations and, at the same time, to be in full accordance with the latest achievements in organizing adult students‟ efficient language acquisition. The developed approach was called the communicative-analytic one since, on the one hand, it makes use of the best in communicative language learning for attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners‟ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. The fundamental feature of the course is the combination in the learning process of the developed communicative-analytic approach with the highest level of communicative language teaching – the experiential approach used for achieving the optimum learning outcomes in communicative skills acquisition. The paper discusses the learning activities characterizing bothapproaches and gives practical examples of such activities. The developed course is structured so as to teach both written and oral communication in English in parallel and in an integrated manner, and instances of such teaching are also given.
Combining Communicative-Analytic and Experiential Approaches in Teaching Pre-Intermediate Level of General English to Adults at Commercial Language Schools and Centers
(World Scientific News, 2016) Тарнопольський, Олег Борисович
In the conditions of today‟s expansion of English as the global language of international communication, more and more adults who earlier completed their secondary or even higher education start learning it anew at commercial language schools and centers the world over. However, the pedagogy and methodology of teaching and learning at such schools and centers have not been developed yet. The present article is an attempt of solving some theoretical and practical issues of organizing such teaching and learning using as an example a pre-intermediate level course of English developed by the author for his commercial language center in Dnipropetrovsk, Ukraine. The way of teaching and learning suggested in the article was developed to meet learners‟ expectations and, at the same time, to be in full accordance with the latest achievements in organizing adult students‟ efficient language acquisition. The developed approach was called the communicative-analytic one since, on the one hand, it makes use of the best in communicative language learning for attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners‟ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. The fundamental feature of the course is the combination in the learning process of the developed communicative-analytic approach with the highest level of communicative language teaching – the experiential approach used for achieving the optimum learning outcomes in communicative skills acquisition. The paper discusses the learning activities characterizing both approaches and gives practical examples of such activities. The developed course is structured so as to teach both written and oral communication in English in parallel and in an integrated manner, and instances of such teaching are also given.
COMMUNICATIVE-ANALYTIC METHOD IN TEACHING ENGLISH TO ADULTS AT COMMERCIAL ENGLISH SCHOOLS AND CENTERS IN UKRAINE
(International Letters of Social and Humanistic Sciences, 2015) Тарнопольський, Олег Борисович
The growing use of English as the language of global communication leads to the growing demand for learning it among adult population of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they learn it in courses offered by numerous commercial language schools and centers. This article deals with the experience of teaching English at such schools and centers in Ukraine. The way of teaching and learning suggested in the article was developed to meet students’ expectations and, at the same time, to be in full accordance with the most cutting edge achievements in today’s approaches to organizing adult students’ successful language acquisition. The developed method of teaching/learning was called the communicativeanalytic one since, on the one hand, it makes use of the best in communicative language learning required for optimal attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners’ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. Experiential learning activities and cultural orientation of the method are discussed, as well as some peculiarities of using it in courses of different levels within a commercial English language program.
COMMUNICATIVE-ANALYTIC METHOD IN TEACHING ENGLISH TO ADULTS AT COMMERCIAL ENGLISH SCHOOLS AND CENTERS IN UKRAINE
(International Letters of Social and Humanistic Sciences, 2015) Тарнопольський, Олег Борисович
The growing use of English as the language of global communication leads to the growing demand for learning it among adult population of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they learn it in courses offered by numerous commercial language schools and centers. This article deals with the experience of teaching English at such schools and centers in Ukraine. The way of teaching and learning suggested in the article was developed to meet students’ expectations and, at the same time, to be in full accordance with the most cutting edge achievements in today’s approaches to organizing adult students’ successful language acquisition. The developed method of teaching/learning was called the communicative- analytic one since, on the one hand, it makes use of the best in communicative language learning required for optimal attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners’ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. Experiential learning activities and cultural orientation of the method are discussed, as well as some peculiarities of using it in courses of different levels within a commercial English language program.
Constructivism in ESP Teaching at Ukrainian Universities
(John Wiley & Sons, Inc, 2018) Тарнопольський, Олег Борисович
It is well known that every type of English for specific purposes (ESP) course is based on general English, but in each type, there is a specific notional and lexical part that characterizes only this given ESP variety, and goes beyond the general English boundaries (Robinson, 1991). In actuality, teaching and learning ESP is a specific part of the basis of the commonality to all varieties of ESP and embedded within general English. Hence, ESP learning can be deemed efficient only after students have already acquired a high level of general English—not lower than intermediate, or level B2 according to the Council of Europe’s (2001) Common European Framework of Reference for Language. Otherwise, students will have to continue learning general English in their ESP course to compensate for their prior deficiencies in general English knowledge. This is counterproductive because, when students start their ESP course on a sound and solid basis of general English, their efforts can be concen- trated on specifics of ESP‐based professional communication (i.e., what the course in ESP is actually designed for). Moreover, in such a case, the ESP course can be designed in a constructivist manner, so that students themselves construct their own target language professional communication skills for use in their professional interaction. “Self‐constructing” one’s own knowledge and communication skills is achieved through learning activities that model the extra‐linguistic reality which is the reason the target language is being learned. Thanks to such modeling, target communication skills are, from the very beginning, developed to serve professional communication and expand on the information base of such communication. This entry discusses the theoretical and practical ways of implementing.
Constructivist approach to teaching English as a foreign language
(Дніпровський національний університет імені Олеся Гончара, 2018-05-25) Тарнопольський, Олег Борисович; Монастирна, Олександра Валентинівна
Constructivist Blended Learning Approach to Teaching English for Specific Purposes
(Versita Ltd, Great Britain, 2012) Тарнопольський, Олег Борисович
Content-Based Instruction, CLIL, and Immersion in Teaching ESP at Tertiary Schools in Non-English-Speaking Countries
(Journal of ELT and Applied Linguistics (JELTAL), 2013) Тарнопольський, Олег Борисович
The common features and differences of three kindred methods of teaching English for professional communication at tertiary schools in non-English-speaking countries are discussed. The methods analyzed are content-based instruction, content and language integrated learning (CLIL), and immersion. The most important common feature of all three is thought to be integrated language learning where the focus of instruction is shifted from language to its integration with the content matter of non-linguistic disciplines. The principal difference between content-based instruction and immersion is seen in the fact that the former refers to language courses and the latter to courses of non-linguistic disciplines taught in the target language. Content-based instruction and CLIL are considered as practically identical methods, with CLIL being broader in scope. Immersion is stated to be the highest form of integrated language learning, and a stage-by-stage procedure of introducing immersion into teaching English for professional communication at tertiary schools is suggested.
Content-Based Internet-Assisted ESP Teaching to Ukrainian University Students Majoring in Psychology
(2009) Тарнопольський, Олег Борисович
This article discusses the issues of teaching ESP to Ukrainian tertiary students majoring in psychology. The suggested approach is based on teaching English through the content matter of special subjects included in the program of training practical psychologists. The example of an ESP textbook for psychologists is used for demonstrating the interconnection between content learning and learning assignments requiring students’ mandatory research for authentic materials in professional Internet sources in English.
Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience
(2005) Тарнопольський, Олег Борисович
This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and genre approaches to teaching writing; (b) paying special attention to students’ development of the skills of description, narration, and discussion in creative writing; (c) development the skills of commenting and critique; (e) emphasizing peer-reviewing, peer-commenting, and peer-evaluating students’ written works in the course; (e) and ensuring learners’ autonomy in writing by introducing free-choice writing. This technique allowed students to achieve dramatic improvement in their writing skills. The article describes how its introduction not only intensifies students’ development, but also generates positive motivation for writing in English as a foreign language.
CURRICULAR DEVELOPMENT IN A POST-SECONDARY SCHOOL COMMERCIAL ENGLISH LANGUAGE PROGRAM FOR ADULTS IN UKRAINE
(2017) Тарнопольський, Олег Борисович; Сторожук, Світлана Дмитрівна
The article discusses curricular development in a program designed for post-secondary school commercial teaching of English to adults. The teaching is organized in English language courses that function outside college/university language training programs. The curriculum structure and its components are discussed; the foundations of curricular development are analyzed, as well as the goals of teaching set in the program and the methods of teaching and learning used in it. The analysis of goal, content, organization, and other aspects of such curricula is conducted on the basis of theoretical assumptions and practical experience. That experience is of 25-year-long duration and based on the work of the Foreign Language Center (FLC) functioning on the premises and under the aegis of Alfred Nobel University in Dnipro, Ukraine. The spectrum of the courses offered is considered in the paper and it is demonstrated that it consists of: a) General English courses of different levels; b) courses preparing students for taking international (Cambridge) examinations in English; c) courses of English for Specific (Professional) Purposes (ESP). The communicative-analytic approach underlying all the courses in the developed program is discussed and the most important features of that approach are summarized. The ways of using learners’ needs analysis for determining goals, selecting the content, and determining what methods of teaching/learning to use in every course in the program are outlined, as well as the means of organizing separate courses while ensuring their diversity, autonomy, and integrity in the framework of the entire language program.
Curricular Development in a Post-Secondary School Commercial English Language Program for Adults in Ukraine
(International Journal of Publication and Social Studies, 2016) Тарнопольський, Олег Борисович; Сторожук, Світлана Дмитрівна
The article discusses curricular development in a program designed for post-secondary school commercial teaching of English to adults. The teaching is organized in English language courses that function outside college/university language training programs. The curriculum structure and its components are discussed; the foundations of curricular development are analyzed, as well as the goals of teaching set in the program and the methods of teaching and learning used in it. The analysis of goal, content, organization, and other aspects of such curricula is conducted on the basis of theoretical assumptions and practical experience. That experience is of 25-year-long duration and based on the work of the Foreign Language Center (FLC) functioning on the premises and under the aegis of Alfred Nobel University in Dnipro, Ukraine. The spectrum of the courses offered is considered in the paper and it is demonstrated that it consists of: a) General English courses of different levels; b) courses preparing students for taking international (Cambridge) examinations in English; c) courses of English for Specific (Professional) Purposes (ESP). The communicative-analytic approach underlying all the courses in the developed program is discussed and the most important features of that approach are summarized. The ways of using learners’ needs analysis for determining goals, selecting the content, and determining what methods of teaching/learning to use in every course in the program are outlined, as well as the means of organizing separate courses while ensuring their diversity, autonomy, and integrity in the framework of the entire language program.
DEFINITION AND ESSENCE OF THE CONSTRUCTIVIST APPROACH TO TEACHING FOREIGN LANGUAGES FOR PROFESSIONAL COMMUNICATION
(2013) Тарнопольський, Олег Борисович
The paper discusses the constructivist approach to teaching/learning foreign languages (in particular, English) for professional communication – especially at tertiary schools. The origin and the essential features of the constructivist approach to teaching/learning foreign languages are analyzed and the definition of the approach for teaching ESP (English for Specific Purposes) at tertiary schools is formulated.
DEGREE OF EMPATHY AND COMMUNICATIVE TOLERANCE OF THE STUDENTS STUDYING ON HUMANITIES AND ECONOMIC SPECIALTIES
(Вісник Дніпропетровськіого університету імені Альфреда Нобеля, 2014) Dniprova, Olga Andriivna; Chernyak, Natalia Oleksandrivna; Gorbachova, Daria
The article analyzes the development of students’ empathy and communicative tolerance, which have the significant influence on their forming as professionals and personalities. The article also idenentifies the interrelation between students’ empathy and their communicative tolerance. The common theoretical – methodological grounds for researching the level of empathy and communicative tolerance have been defined, the techniques which are adequate to the research objectives have been chosen, the level of empathy and communicative tolerance has been diagnosed and analyzed. The interrelation between these phenomena has been identified, the conclusions and recommendations have been presented.
Designing an Elementary Course of English for Adults at Commercial English Schools and Centers in Ukraine on the Basis of the Communicative-Analytic Method
(International Letters of Social and Humanistic Sciences, 2016) Тарнопольський, Олег Борисович
The paper discusses a many-year-long experience of designing and using an elementary course of oral everyday communication when teaching English to adults who have previously finished an introductory (preparatory) course of that language and are principally oriented towards acquiring the skills of oral communication in English. The article is the continuation of the preceding article published in the International Letters of Social and Humanistic Sciences, and it discloses the way of practical implementation on the elementary level of language education of the communicative-analytic method substantiated in that previous paper. The elementary course analyzed in the article is created for the beginner’s stage of learning English by those adults who desire to acquire it outside university language programs – for instance, in different kinds of commercial language schools and centers. The developed elementary course of oral everyday communication is structured on the basis of communicative-analytic approach with the equilibrium of communicative and language form-focused learning activities. Communicativeness is implemented by way of following Lewis’s lexical approach and methods of intensive language teaching developed by Losanov. The course of 56 two-hour classes precedes the pre-intermediate course of speaking, listening, reading, and writing in English and follows a very short two monthlong introductory course.

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