Articole

Browse

Now showing 1 - 1 of 1

Using the phenomenon-based approach to teach the speech act of reproach [Articol]
(USARB, 2022) Varzari, Elena
The training of a competent specialist in any domain is a challenging, long-term process that requires the creation of appropriate conditions for self-acquisition of knowledge and development of professionally significant personality traits. It is obvious that increasing students’ autonomous research skills is an important component of the curriculum, which should be paid great attention to and carried out in parallel with the tuition itself. The aim of the article is to examine ways of introducing elements of the Finnish model called the Phenomenon-Based Learning Approach into the curriculum, starting with implementing scenarios of teaching/learning the speech act “reproach”. The PhenoBL approach is learner-centred and implemented through a multidisciplinary teaching methodology built on students’ curiosity, independent research and activities requiring analytical and investigative skills. This original innovative approach to teaching and learning is based on learners’ wish to set goals and “teach themselves” under the supervision of teachers via creative, informative tasks. We come with an activity (lesson plan) intending to show what steps to follow to teach the phenomenon (theme) of reproach within the PhBL frame.