Email this article Stages of teaching Master’s Degree Students written academic discourse with group blog using
- Authors: Dronov I.S.1
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Affiliations:
- Derzhavin Tambov State University
- Issue: Vol 25, No 185 (2020)
- Pages: 19-28
- Section: THEORY AND METHODS OF FOREIGN LANGUAGE TEACHING
- URL: https://bakhtiniada.ru/1810-0201/article/view/298596
- DOI: https://doi.org/10.20310/1810-0201-2020-25-185-19-28
- ID: 298596
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Abstract
We develop and present stages of teaching Master’s Degree Students written academic discourse with group blog using. As part of the research was made an analysis of the existing stages of foreign language teaching, including blog technology using. The result of scientific works analysis is the development of stages of teaching Master’s Degree Students written academic discourse with group blog using. This stages includes the following steps and the corresponding stages: 1) introductory stage (Step 1 – The process of introducing project activities in the context of using the study group blog is carried out – description of the project, setting goals, defining tasks, and deadlines); 2) technical stage (Step 2 – Registration on one of the Internet platform related to blog technology and its subspecies – the blog of the study group; Step 3 – Discussion of information security on the Internet when working with the study group blog); 3) educational and training stage (Step 4 – Explanation of the structure of writing a specific scientific document (theoretical and practical aspect); Step 5 – Testing the theoretical component of the structure of writing a specific scientific document; Step 6 – Testing a practical component of writing a specific scientific document); 4) presentation stage (Step 7 – Finding information on a given topic of the project and its further use in fulfilling the task; Step 8 – Publishing material on the study group blog; Step 9 – Acquaintance and assessment materials published by other students with their subsequent commenting; Step 10 – Re-publication of the material taking into account the correction and error correction or publication of responses to comments of other users); 5) Final stage (Step 11 – Evaluation of the work done by students with subsequent reflection and identification of strengths and weaknesses at work, as well as identification of recommendations for further improvement; Step 12 – Evaluation of the work done by the teacher based on the indicated criteria).
About the authors
I. S. Dronov
Derzhavin Tambov State University
Author for correspondence.
Email: ivandronovtsu@mail.ru
ORCID iD: 0000-0002-1685-4313
Assistant of the Linguistics and Humanitarian and Pedagogical Education Department
33 Internatsionalnaya St., Tambov 392000, Russian FederationReferences
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