A. Atabekova

Peoples´Friendship University of Russia (RUSSIAN FEDERATION)
Language Mediation Skills seem to be of current importance regarding the increasing multilingualism across the world community.The paper attempts to study Language Mediation Skills training methodology regarding the cornerstone international language training standards and innovative ICT based technologies.

The paper will provide the theoretical background, outline research methodology, focus on research findings and discussion.
As far as the theoretical background is concerned a comprehensive survey of literature on the Common European Framework of Reference for Languages and Discovery learning has been conducted to identify the current state of affairs regarding Language Mediation Skills Training. Common European Framework of Reference for Languages considers language mediation as one of key modes of language use that integrates reception, production and interaction. Thus language mediation skills training should be a part of any curriculum regarding foreign language classes. There are various approaches to implement the CEFR standards regarding listening, reading, speaking and writing skills through the teaching process. Nevertheless It is worth mentioning that little has been said concerning the potential synergy of various teaching approaches to increase the students’ learning efficiency regarding the language mediation skills. What is more, no illustrative scales are yet available concerning the language mediation sub competence as such.

Discovery learning is known to be a set of techniques regarding inquiry-based instruction within the constructivist pedagogy framework. Its methodology dates back to learning theorists J.Bruner, S, Papert, etc. Discovery learning models include guided discovery, problem-based and simulation-based learning, case-based and incidental learning. The literature review reveals some key advantages that the discovery learning proponents underline regarding the mode of learning under study, including students’ active engagement in learning, student’s autonomy, responsibility and learning trajectories independence, etc. Nevertheless, the above advantages have not been under consideration regarding the language mediation skills training. Just to complicate matters still further, it has to be underlined that neither Google Apps nor the clouding computing technologies educational potential has been under study for Language Mediation Skills training goals. Everything mentioned above has led us to the statement that a testable research hypothesis needs to be formulated regarding the following: discovery-based language mediation skills training with Google Apps contributes to identifying Language Mediation Skills illustrative scales, increases students’ motivation to creative interaction and provides more opportunities to tailor students’ needs and learning experience in the clouding learning environment. The research methodology included experimental training, Quantative and Qualitative (interpretative) approaches in terms of both students’ formal learning progress assessment and their opinions’ evaluation. Preliminary research findings will be provided for discussion. Special emphasis will be laid on some possible drawbacks regarding Discovery-based Language Mediation Skills Training with Google Apps. The above disadvantage might concern cognitive overload, potential misconceptions, teachers’ failure to detect the mentioned issues at stake.