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Constructivist blended learning approach
to teaching English for specific purposes
1 online resource (text (254 pages)) : illustrations
Biographical note: Oleg Tarnopolsky (Doctor of Pedagogy, Fulbright Awards, 1994 and 2005) is Full Professor at Alfred Nobel University, Dnipropetrovsk (Ukraine) where he heads the Department of Applied Linguistics and Methods in Foreign Language Teaching. His research and publications focus on different aspects of language teaching. He is the author of more than 250 works (books, articles, textbooks) on teaching English as a foreign language published in his home country and across Europe, in Canada and in China. Contact:Managing Editor: Anna Borowska, PhD, aborowska@versita.com.
Introduction -- General focus, goal, and scope of the monograph -- The constructivist blended learning approach to ESP teaching/learning at tertiary schools and its définition -- The constructivist approach -- Blended learning -- The definition of the constructivist blended learning approach to ESP teaching/learning at tertiary schools -- Brief description of the monograph -- Chapter 1: Experiential interactive learning as the constituent part of the constructivist approach that determines the methods of teaching/learning English for Specific Purposes at tertiary schools -- Experiential learning -- Experiential learning activities -- Role playing professional· situations in the target language in ESP -- Definition of role plays and their use in teaching/learning -- Classification of role plays and their organization -- Simulating professional· activities by means of the target language in ESP.
Definition of simulations and their use in ESP teaching/learning -- Classification of simulations and their organization -- Definition of continuous simulation and its use in ESP teaching/learning -- Project work in ESP teaching and learning -- Definition of project work and its use in teaching/learning -- Combining project work with continuous simulation -- Brainstorming, case studies, and discussions in ESP teaching and [earning -- Brainstorming -- Case studies -- Discussions -- Presentations in the target language -- Experiential learning activities and teaching different communication and language skills in ESP -- Experiential learning activities and teaching different communication skills in ESP -- Experiential learning activities and teaching language skills in ESP -- Interactive learning and its relation to experiential learning -- Content-based instruction: its definition and relation to experiential learning.
Experiential interactive content-based ESP instruction as practical implementation of the constructivist approach -- Versions of content-based instruction and approaches closely related to it -- Content-based instruction and CLIL as its broader version -- Content-based instruction and target language immersion as an approach closely related to it -- Organizational forms of content-based instruction and their selection for an experiential interactive ESP course -- Learning content selection in an experiential interactive contentbased ESP course -- The componential structure of the learning content in an experiential interactive content-based ESP course and the general sequence of its selection -- Procedure of learning content selection for an experiential interactive content-based ESP course -- The first stage in learning content selection.
The second stage in learning content selection -- The third and fourth stages in learning content selection -- The fifth stage in learning content selection -- Preparing ESP teachers for teaching in content-based ESP courses for tertiary students -- Chapter 3: Using Internet technologies as the foundation of organizational forms in introducing the constructivist blended learning approach to teaching English for Specific Purposes at tertiary schools -- Computer and Internet technologies in target language teaching -- The organizational structure of introducing Internet technologies into ESP courses at tertiary schools -- Internet research asa means of implementing experiential interactive teaching/learning -- Internet research in organizing role plays and simulations -- Internet research in organizing project work.
Internet research in organizing brainstorming, case studies, and discussions -- Internet research in organizing students' presentations -- Internet research as a means of ensuring interactivity in experiential interactive teaching/learning -- Internet research as a means of implementing content-based instruction -- Internet technologies' impact on the constructivist approach to ESP course design -- Chapter 4: Principles of practical implementation of the constructivist blended learning approach to teaching -- The principle of systematizing professional information in the coursebook and course of English for Specific Purposes -- The principle of authenticity of students' learning activities and learning communication -- The principle of authenticity of learning materials -- The principle of integrating English speaking, listening, reading, and writing in the learning process.
The principle of developing students' informative competence in English -- Interconnections and interdependences of principles underlying the practical implementation of the constructivist blended learning approach -- The model of an ESP course based on the complete version of the suggested constructivist blended learning approach -- Recapitulation classes as elements specially designed for checking testing assessing, and grading students' learning outcomes in an ESP course -- The model of an ESP course based on the other (narrower) version of the suggested constructivist approach -- Similarities and differences between two versions of a constructivist ESP course: one for future psychologists and another one for future economists and businesspeople -- Conclusion -- References -- Index.
Includes bibliographical references and indexes.
Constructivist Blended Learning Approach : to Teaching English for Specific Purposes