MULTIFUNCTIONALITY IN UNIVERSITY FOREIGN LANGUAGE EDUCATION: FROM AIMS TO TECHNIQUES

• Published in: Humanities & Social Sciences Reviews Vol. 8; no. 4; pp. 1429 - 1448
• Main Authors: Borzova, Elena V., Shemanaeva, Maria A.
• Format: Journal Article
• Language: English
• Published: 30.09.2020
• ISSN: 2395-6518; 2395-6518
• DOI: 10.18510/hssr.2020.84132

Purpose of the study: The objective of this study is to highlight one effective type of task (namely multifunctional) which enhances students` integral outcomes (key competences, subject-specific competences, and personal values) in university foreign language education. The authors set the aim to investigate whether these tasks can be used as tools to achieve multiple educational objectives, and which conditions can promote this end. Methodology: A combination of both qualitative and quantitative methods of action research was used in the study. The study embraced both non-language and language students with a wide range of foreign language levels, all future teachers of language and non-language subjects. The first part was based on the traditional PPP (“present, practice, produce”) model, the second part suggested the incorporation of multifunctional tasks into classroom activities. The qualitative and quantitative methods used in the study included a literature review and practice analysis, student interviews and questionnaires, observation, and classroom task probation. The authors also elaborated on a variety of criteria to evaluate the students` integral results. Main Findings: The outcomes of the research confirmed the effectiveness of the multifunctional tasks in terms of their contribution to the achievement of education integral outcomes. Such tasks allow noticeably improving the students` foreign language communicative competence. Simultaneously, they contribute to the development of the students` key competences as well as some personal qualities. Applications of this study: Multifunctional tasks are easily modified to different content and foreign language levels. Such tasks can also help students build up their individual learning paths in their future lifelong learning. Similarly, as future teachers, students may acquire an algorithm on how to design such tasks in their professional activities. Novelty/Originality of this study: The authors attempted to design special teaching and learning tools that allow achieving complex educational outcomes in professional foreign language education. The multifunctional tasks that they highlight in their research are multi-focused and multi-faceted which, with a high degree of probability, results in developing both the students` key and subject-specific competences.