Development of students' communicative abilities through case technology in foreign language lessons in Russia

Abstract

In a recent period of time, one can observe an escalating attention to case technologies as a fundamental tool in the methodology of teaching foreign language philology. This pedagogical approach is a multidimensional model based on the use of scenarios reflecting situational tasks from a real ecosystem, and aimed at the formation of language competencies. The main focus of this research review is to explore the role of case technologies in the cognitive and communicative development of students in the context of teaching foreign languages in the Russian Federation. The research is supposed to begin with the formalization of the conceptual parameters of the case technology, as well as the description of its didactic advantages in the educational process of foreign language education. Next, a critical analysis of the theoretical foundations underlying case technologies in the context of language acquisition will be carried out, including various linguistic and psychological theories that test and corroborate the applicability of this approach. In the following sections of our study, the emphasis will be placed on the methodological features of the implementation of case technologies in educational institutions of the Russian Federation, in particular, on the individual characteristics and problematic aspects of the integration of this approach into the national educational paradigm. It will also be analyzed how case technologies contribute to the formation of students' communicative competencies and what specific skills in the field of interpersonal communication can be developed using this methodology. Specific communicative obstacles faced by students and which can be overcome through the use of case technologies will also be highlighted and analyzed.