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Global Changes in English Teaching in Ukraine the Convention Is Supported by Regional English Language Office, U.S MINISTRY OF SCIENCE AND EDUCATION OF UKRAINE U.S. EMBASSY IN UKRAINE TESOL-UKRAINE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV Faculty of Foreign Languages Department of Foreign Languages for Humanities 2016 TESOL-Ukraine National Convention GLOBAL CHANGES IN UKRAINE – GLOBAL CHANGES IN ENGLISH TEACHING IN UKRAINE THE CONVENTION IS SUPPORTED BY REGIONAL ENGLISH LANGUAGE OFFICE, U.S. EMBASSY, UKRAINE Book of Convention Papers THIS BOOK OF CONVENTION PAPERS HAS BEEN PUBLISHED IN PARTNERSHIP WITH INTERNATIONAL LANGUAGE CENTRE Lviv, March 24-25, 2016 УДК 37.016: 008: 004 + 811.111 (73)’ 25 – 26 (072) It is recommended for publication by the Executive Committee of TESOL-Ukraine and the Organizing Committee of the 21stAnnual TESOL-Ukraine Convention. Global Changes in Ukraine:Global Changes in English Teaching in Ukraine: Book of Convention Papers / Comp. A. Radu. Eds. A. Radu, L. Kuznetsova. – Львів: ПП „Марусич”, 2016. –233 +4 p. The collection includes convention papers of the reports made at The 21stAnnual National TESOL-Ukraine Convention “Global Changes in Ukraine: Global Changes in English Teaching in Ukraine”, that took place inIvan Franko National University of Lviv on March 24-25, 2016. More than 300 teachers from the higher and secondary educational establishments of Ukraine participated in the work of the Convention. The reports presented at the Convention deal with a wide range of research problems in the spheres of linguistics, discourse analysis, ELT methodology, CALL, sociolinguistics, translation studies, literature studies, etc. The publication is aimed at EFL professionals, researchers, students, post-graduate students, and at all those interested in the theoretical and practical aspects of teaching and learning English. Глобальні зміни в Україні: глобальні зміни в викладанні англійської мови в Україні: тези доповідей (англ. мовою) / Укл. А. Раду. Ред. А. Раду, Л. Кузнецова. – Львів: Львів: ПП „Марусич”, 2016. – 233 + 4 с. вкл. Збірник тез доповідей на 21 Всеукраїнській конвенції TESOL-Україна “Глобальні зміни в Україні: глобальні зміни в викладанні англійської мови в Україні”, яка відбулася у Львівському національному університеті імені Івана Франка 24- 25 березня 2016 р. У конвенції взяли участь понад 300 викладачів вищих та середніх навчальних закладів України. Доповіді відображають широкий спектр досліджень, які здійснюються науковцями та викладачами вищих і середніх навчальних закладів у галузі лінгвістики, дискурсознавства, лінгвометодики, комп’ютерної лінгвістики та лінгвометодики з впровадження новітніх інформаційних технологій, соціолінгвістики, перекладознавства, літературознавства тощо. Видання розраховано на науковців, викладачів, студентів, магістрантів та аспірантів, які вивчають англійську мову та на широке коло зацікавлених осіб. ©TESOL-Ukraine National Convention, 2016 GLOBAL CHANGES IN UKRAINE: GLOBAL CHANGES IN ENGLISH TEACHING IN UKRAINE TEST TYPES USED FOR ASSESSING FOREIGN LANGUAGES LEARNERS ADESHELIDZE, Maryna (Cherkasy, Ukraine) Assessment is an important process of measuring and documenting students’ knowledge, skill, attitudes, and beliefs. The main aim of assessment is to obtain the necessary information about students’ progress and the process of education itself [1, 352]. Nowadays tests are most commonly used to assess students’ knowledge, skills, and aptitudes in many topics. Through testing teacher can identify strengths and weaknesses in students’ abilities. Also one common use of tests is to show the efficiency and effectiveness of teaching process [2, 7]. Tests can be of different complexity degree and contain a diverse material. The test types most commonly used to assess students’ knowledge and skills are: proficiency, merit, discrete-point, global, recognition, recall, alternative, matching, speed tests, and others. Proficiency tests are designed to assess the overall language ability of students at varying levels. They may also tell us how capable a person is in a particular language skill area. Their purpose is to describe what students are capable of doing in a language. Proficiency tests are divided into: selection tests (to select students), placement tests (to divide students into groups), and planning tests (to develop a particular curriculum or program). Such tests are not based on a particular curriculum or language program. Merit tests, on the other hand, are designed according to defined course or program. They show what students have learned on a certain topic [3]. Alternative tests present students with a binary choice — a statement is either true or false. The students who take multiple-choice tests would be given a number of set answers for each question, and they must choose the answer or group of answers which is correct. Recall tests offer to fill the gaps or finish the statements. Recognition tests are based on distinguishing correct answers among wrong. Matching tests provide a defined term and require students to match identifying characteristics to the correct term. These tests are referred to recognition tests [2, 8]. Discrete-point test is made up to measure some specific knowledge or skills. It is based on the theory that language consists of different parts (grammar, sounds, vocabulary) and different skills (listening, speaking, reading and writing) that can be tested separately. To the contrary, global test assesses students’ communicative competence [4, 104]. Assessment is a constituent part of the educational process. The usage of tests in studying is a considerable and valuable addition to the methods of assessing students’ knowledge and skills. Tests can be very efficient in the process of controlling, because they aren’t time- consuming; on the one hand, they can be hold in each lesson and on the other hand, they simultaneously assess every student in a class. 3 2016 TESOL-Ukraine National Convention References 1. Волкова Н. П. Педагогіка : посіб. для студ. вищ. навч. закл. / Н. П. Волкова. – К.: Академія, 2003. – 576 с. 2. Паращенко Л. Тестові технології в роботі навчального закладу / Л. Паращенко // Науковий світ. – 2006. – № 5. – С. 6-9. 3. Coombe, C. ‘Fundamentals of Language Assessment’. http://www.slideshare.net/marcomed/ fundamentals-of-language-assessment-manual-by-coombe-and-hubley 4. Henning, Y. Guide to Language Testing / Y. Henning. – Boston : Heinle and Heible Publishers, 1987. – 198 p. INQUIRY-BASED LEARNING: A TOOL TO ENHANCE THINKING SKILLS AFANASIEVA, Olha (Cherkasy, Ukraine) Despite the existence of numerous publications on teaching thinking skills, there are many aspects that need to be explored in order to make such teaching successful. As N. Rajendran argues, “what seems to be the most important challenge is transforming the characteristics of teaching practice in classrooms to provide an environment which is conductive [sic] for the teaching and learning of thinking skills and which could facilitate mindful learning by students”[1]. Having analyzed the major educational paradigms, I am inclined to think that these learning outcomes are likely to be achieved within the framework of a constructivist paradigm because this theory states that: 1) learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process; 2) the learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation [2]. A significant number of publications promoting a constructivist paradigm focus on inquiry-based learning. And there are a lot of models of inquiry: hermeneutic inquiry, dialogic inquiry, contextual inquiry, disciplined inquiry for authentic intellectual work, etc. All these models share very similar principles; they are all practice-oriented and any of them can be used for our purposes. I would like to suggest a dialogic inquiry model offered by G. Wells as a basis for enhancing SS’ thinking skills because it is clearly structured, universal for any school subject and flexible in terms of introducing modifications if necessary. G. Wells points out that constructing knowledge is based on four intersecting consecutive processes – experience, information, knowledge building and understanding. Experience involves “participation in multiple communities of practice that constitute <…> an individual’s life-world” [3]. At this stage of the learning process students would 4 GLOBAL CHANGES IN UKRAINE: GLOBAL CHANGES IN ENGLISH TEACHING IN UKRAINE familiarize themselves with an issue in general in order to choose an aspect they are most interested in. Information involves “people’s interpretation of experiences and the meaning they have made” [3]. At this stage students would accommodate the new knowledge in their existing “database”, accumulated from academic subjects and extracurricular experiences. Knowledge building involves “meaning making with others to attempt to extend and transform their collective understanding” [3]. This collaborative work should be organized so that students would have an opportunity to present their findings, share their knowledge, and state the problems they have identified within the chosen field. Understanding involves formulating “an interpretative framework in terms of which we make sense of new experiences and which guides effective and responsible action” [3]. To be able to assess the outcomes of the whole
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