Abstract:

The subject of this study is creation and approbation of foreign language teaching and learning for higher education on the basis of the principle of individualized learning. The Montessori Method was chosen as the initial educational model. This system is based on the educational approach of phased development and sensitive periods, the principle of freedom and individualized education in the context of a prepared didactic environment, as well as a special concept of the role for the educator. The novelty of the study is to adapt the Montessori educational approach to foreign language teaching in higher school. The analysis of literature sources and generalization of practical examples showed that M. Montessori's system does not have a single method of teaching a foreign language. However, like any discipline in the context of this concept, the lesson of a foreign language is subject to the common pedagogical principles of “Permissive education”: freedom to choose the course material, time and order of work, place and social contacts, reliance on sensorimotor activity, non-interference of a teacher, etc. Additional guidelines are given by the system of general language development proposed by M. Montessori.

The most significant aspects in our practice are individual physiological (motor activity), sensory (colour coding) and cognitive (isolation of the degree of complexity, individual planning, self-control) techniques. These methodological provisions of the Montessori educational approach became the grounds for our didactic complex on a foreign language named “State system”. The target group of the work being presented can become students of higher education who study political science and international relations.

The complex includes modules for independent work, an individual curriculum, a module of reference materials and a module for self-monitoring. The module for independent work comprises educational materials on the topics “State symbols”, “Parliament”, “Government”, and “President”. Each theme refers to a unified scheme consisting of four blocks. In turn, each of the blocks deals with the development of such competences as reading, grammar, writing and speaking respectively. The completion of the individual plan precedes the work on each topic. Theoretical materials and materials for self-control provide a high degree of independent work of students. This structure allows each student to exercise conscious and independent work at their own pace. The external control system involves a number of test tasks taken when an individual is ready. The additional monitoring is fulfilled by means of the tables monitoring the academic progress and activity of students. Test assignments can be a separate module for independent work in case students' assessment of knowledge is not required at the end of the training.

The proposed approach allows performing the idea of individual educational trajectories since it creates the conditions to raise internal motivation, reduce the factor of comparison with "standard" and increase individual productivity in heterogeneous groups.

Keywords:

University Education, Student, Language Education, Educational Technology, Individualized Learning, Didactic complex.