REFLECTIVE COMPONENT IN PROFESSIONAL TRAINING FOR STUDENTS-PHILOLOGISTS IN PRACTICAL GERMAN CLASSES AT UNIVERSITY

Keywords: language awareness, self-assessment tools, feedback, foreign language communicative competencies, learning autonomy

Abstract

The article considers the question of professional training of philology students in terms of developing the reflection skills in the context of learning German as a second foreign language, choosing methods of learning one's mother tongue and foreign language and culture that would effectively promote foreign language communication skills. It has been defined, which reflection processes should be integrated into German language teaching in higher education and what benefits this can provide. The article clarifies the importance of reflection in the implementation of student-centered learning, in increasing the consciousness and autonomy of the students in their own educational activities. The role of language awareness regarding foreign language and foreign cultural phenomena in teaching communicative skills of a foreign language has been determined. It is highlighted that reflection in the field of a foreign culture is the basis for the development of individual cultural experience in the mother tongue and native culture as well as in the target one. The article substantiates a particular importance of regular reflective discussions with students about foreign language and cultural phenomena in practical classes in German; several stages of reflection development during classes are identified, those are related not only to cognitive requirements but also to motivation and attitude of students. A practical example demonstrates what modern tools can be used by Philology students for self-reflection of their own foreign language competencies in German language classes in higher education to achieve educational goals, control their own learning and selfassessment. It has been noted that these tools contribute to the development of active autonomous learning techniques and also make a powerful tool for monitoring and feedback for the teacher, to contribute to the teacher's reflection on the efficiency of the educational process. It has been determined that using reflection as a method for writing their thoughts and ideas in German teaches students to think about various aspects of the educational process and learning material and to express their thoughts in German, which is an effective way to promote language learning as well as productive speech competencies and skills.

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Published
2021-09-08
How to Cite
Lebyedyeva, O. A. (2021). REFLECTIVE COMPONENT IN PROFESSIONAL TRAINING FOR STUDENTS-PHILOLOGISTS IN PRACTICAL GERMAN CLASSES AT UNIVERSITY. Pedagogical Sciences: Theory and Practice , 2(1), 146-152. https://doi.org/10.26661/2522-4360-2021-1-2-23