THE STRUCTURAL ORGANIZATION OF A CASE-STUDY IN TEACHING FOREIGN LANGUAGES
DOI:
https://doi.org/10.48371/PEDS.2024.72.1.023Keywords:
Case study method, foreign language teaching, situational approach, practical situation, educational process, cases, area of expertise, skillsAbstract
The article is devoted to defining the structural organisation of the case study method in the process of foreign language teaching. The aim of the article is to determine the structure of the most favourable conditions for productive foreign language teaching.
Recently, the case study method has gained wide acceptance among foreign language teachers. The modern world and the global community need well-trained specialists capable of effective communication and possessing analytical and critical thinking. To achieve this goal, educational institutions must use modern methods and technologies that should be able to help form positive motivation for learning, increase cognitive activity, actively involve students in the educational process, stimulate independent activity, develop creative abilities and innovative thinking. In this article, we consider the technology of case studies as an educational tool capable of turning everything listed above into reality.
The following methods were used during the research: method of theoretical analysis of philosophical, psychological, pedagogical literature; phenomenological characterization of case study technology application precedents in the educational process, methods of content analysis.
As a result of the study the case study method is only one of the components of learning activities that can be effectively used at different stages of learning. It complements any other methods in the context of variability in learning and allows optimising the learning process.
The research value of the case study method develops the following skills: analysing and posing a problem, clearly formulating, stating and justifying one's thought, and learning to make decisions based on concrete situations and information.
Using this method in practice allows students to demonstrate and develop their analytical and evaluative skills and to work collaboratively with others to find the best answer to a problem.
