The pedagogical potential of the «Conditional dialogue-interview» educational assignment in achieving personal learning outcomes in foreign language lessons
Abstract
This article examines the problem of the formation of personal results in English lessons in the 10th and 11th grades of modern Russian comprehensive schools. The «Conditional dialogue-interview», which is one of the tasks of the oral part of the USE in English, is considered as a means to effectively form both students’ foreign language speech skills and love and respect towards their native land. Educational assignments for the transformation of the educational material of the textbooks «Spotlight» for high schools with the inclusion of local history topics about cultural and historical features of the cities and towns of Vladimir region are proposed. The pedagogical potential of conditional dialogues is noted, as well as their value in relation to the formation of students’ awareness of the cultural and historical uniqueness of their native land.
About the Author
T. T. Vlasenko
Vladimir State University named after Alexander and Nikolay Stoletovs
Russian Federation
Russian Federation
VLASENKO Timothy T., Assistant Lecturer at the Department of English and Chinese
Languages
Vladimir
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Review
For citations:
Vlasenko T.T. The pedagogical potential of the «Conditional dialogue-interview» educational assignment in achieving personal learning outcomes in foreign language lessons. Bulletin of Vladimir State University named after A.G. and N.G. Stoletovs. Series: Pedagogical and Psychological Sciences. 2025;(1):128-137. (In Russ.)
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