Implementation of a personality-oriented approach in teaching foreign languages (English) at a university

Abstract

The relevance of the personality-oriented approach in teaching foreign languages at the university is due to the need for students to develop not only language competencies, but also meta-subject skills, the ability to autonomous learning. The purpose of the study is to identify effective strategies for implementing this approach in English classes. Tasks: 1) to determine the essential characteristics and principles of personality-oriented learning; 2) to analyze the methodological potential of various technologies; 3) to experimentally test the model of personality-oriented teaching of the English language. The methodological basis consists of competence-based, communicative-activity and autonomous approaches. Theoretical analysis of literature, modeling, pedagogical experiment, surveys, testing, methods of mathematical statistics were used. Experimental work was carried out on the basis of 3 universities (sample – 60 students). It is established that the effectiveness of personality-oriented learning increases with: 1) reliance on the subjective experience and cognitive needs of students; 2) the active use of interactive and problematic technologies; 3) the development of self-assessment and reflection skills; 4) the creation of situations of free choice of trajectories and formats of work. Discussion. The proposed model allows to significantly increase the motivation, academic performance, and autonomy of students. The practical value is associated with the possibility of replicating proven technologies and materials. Research prospects: the study of the continuity of school and university levels in the implementation of personality-oriented learning.