Abstract:

Flipped learning, which provides instructive material for students before the in-class learning and therefore allows the inclusion of more diverse class activities, is a widely used educational approach intended to improve students’ engagement and to develop their critical and analytical thinking. The relevance of this article is determined by the fact that the search for effective technologies leading to the intensification of the educational process continues in the context of digitalization and growing potential of digital communication technologies application in the educational environment. According to the generally accepted definition, we consider the intensification of education as the process of conveying a larger volume of educational information to students for a period determined by the training programme without reducing the requirements for the quality of knowledge. The aim of the article is to reveal the possible ways of flipped learning implementation in the educational process and the experience of using this model for teaching lexicology of the English language to students specializing in Teacher Education. The paper also presents the results of the conducted on the site of Kazan Federal University experiment in organizing the process of teaching English lexicology in the conditions of flipped classroom in combination with instructional teaching and blended learning. The analysis of the experimental results allow us to regard flipped learning as an effective teaching model which facilitates the intensification of the educational process and increases educational motivation level, in-class interaction, educational autonomy level, and language proficiency level of students.

Keywords:

Flipped learning, higher education, lexicology, intensification, teaching process, educational technologies.