employee from 01.01.2001 to 01.01.2023
In this article, the author presents the technology of organizing classes in Korean as a second foreign language based on the method of station rotation teaching. According to the method, the class is divided into independent groups with independent learning paths, information sources, and assessment. As a result, students take responsibility for their own learning. The research objective was to substantiate and provide methodological support for the process of teaching Korean grammar based on the technology of training stations. The list of research methods included interview, testing, and observation. The experiment featured students who studied Korean as a second foreign language at the East Kazakhstan University. The article describes the learning path and provides sample tasks for each stage. The effectiveness was tested using some diagnostic tools and five-point scale evaluation criteria developed by the author. The experiment considered some specifics of teaching Korean grammar to Russian-speaking students. For instance, the Korean language knows a variety of ways to express a goal with further specification; it is impossible to explain grammatical forms by translating them into Russian; grammatical forms of indirect speech are based on subordinate citation, etc. The assessment showed definite positive results in the development of grammatical skills. The method of station rotation teaching proved effective in teaching Korean grammar to university students and self-acquisition of grammatical knowledge.
grammar skills, the Korean language, foreign language teacher training, station rotation teaching, second foreign language, autonomous learning
1. Galskova N. D. Modern model of foreign language education: structure and content. Inostrannye iazyki v shkole, 2015, (8): 2-8. (In Russ.) https://www.elibrary.ru/ulegsz
2. Alekhin I. A., Klimovich A. T., Ovsyannikova O. A., Pustozerov A. I. Technologies of professionally oriented education. Moscow: Russian Customs Academy, 2016, 156. (In Russ.) https://www.elibrary.ru/yifonf
3. Bystray E. B., Baronenko E. A., Raisvich Ju. A., Shtykova T. V. Communicative interaction in the process of preparing bachelores of education: axiological approach. Vestnik Cheliabinskogo gosudarstvennogo pedagogicheskogo universiteta, 2017, (7): 30-35. (In Russ.) https://elibrary.ru/zqjigf
4. Bystray E. B., Mukhametshina O. V. Updating of the situation orientated professional context as a condition of training future teachers for cross-cultural communication. Vestnik Cheliabinskogo gosudarstvennogo pedagogicheskogo universiteta, 2016, (5): 24-29. (In Russ.) https://elibrary.ru/whpqep
5. Kubeeva M. A. Motivation role in increase in interest in English lessons. Azimuth of Scientific Research: Pedagogy and Psychology, 2018, 7(2): 134-137. (In Russ.) https://elibrary.ru/xulgvv
6. Mineeva O. A., Koldina M. I. Peculiarities of non-linguistics students' motivation for learning a foreign language. Karelian Scientific Journal, 2018, 7(3): 17-20. (In Russ.) https://elibrary.ru/vkxtvr
7. Mineeva O. A., Oladyshkina A. A., Klopova Yu. V. The ways of increasing students' motivation in learning the English language. Azimuth of Scientific Research: Pedagogy and Psychology, 2018, 7(1): 125-128. (In Russ.) https://elibrary.ru/ytxpte
8. Antipova I. A., Sidorova O. Yu. Methodology of teaching the Russian scientific speech to foreign military students. Pedagogy. Theory & Practice, 2020, 5(6): 738-745. (In Russ.) https://doi.org/10.30853/ped200160
9. Belova L. A., Slabysheva A. V. Creating the conditions for the implementation of communication in foreign language lesson. Theoretical and applied aspects of linguistic education, ed. Znikina L. S. Kemerovo: KuzSTU, 2017, 37-41. (In Russ.) https://elibrary.ru/yozxfx
10. Zholtikova N. V. Cooperative learning in the classroom of English as a means of formation of communicative competence. Koncept, 2014, (2): 136-140. (In Russ.) https://elibrary.ru/seffcf
11. Mosina M. A., Kantsur A. G. Educational learning stations as a technology of autonomous learning. Vestnik Permskogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta. Seriia № 1. Psikhologicheskie i pedagogicheskie nauki, 2016, (2-2): 29-36. (In Russ.) https://www.elibrary.ru/xwevtf
12. Nelzina E. N. Training "by stations" at an early stage of mastering a foreign language. Nachalnaia shkola plius Do i Posle, 2004, (5): 31-34. (In Russ.)
13. Plotnikova N. N. Training on stations is one of the most effective organizing forms of educational activity for teaching of English in primary school. Language and Culture, 2015, (1): 122-130. (In Russ.) https://doi.org/10.17223/19996195/29/13
14. Savonicheva G. A. The technology of station rotation teaching a foreign language. Educational potential. Promising directions of preschool education: experience, problems, and development: Proc. II Intern. Sci.-Prac. Conf. and IV Intern. Forum, Cheboksary, 24 Dec 2014 - 2 Feb 2017. Cheboksary: Ekspertno-metodicheskii tsentr, 2017, 31-33. (In Russ.) https://elibrary.ru/ygyrgh
15. Vasilenko T. V. Station training. Intercultural communication and vocational-oriented teaching of foreign languages: Proc. 5 Intern. Sci. Conf., dedicated to the 90th anniversary of the Belarusian State University, Minsk, 28 Oct 2011. Minsk: BSU, 2011, 110. (In Russ.) https://elibrary.ru/udaevl
16. Tcharniauski A. A. Station rotation as an innovative method of teaching foreign languages. Intercultural communication and vocational-oriented teaching of foreign languages: Proc. 5 Intern. Sci. Conf., dedicated to the 90th anniversary of the Belarusian State University, Minsk, 28 Oct 2011. Minsk: BSU, 2011, 129. (In Russ.) https://elibrary.ru/udaevl
17. Vishlenkova S. G. Teaching at "stations" as the form of the class activity at house reading lessons at language faculties. Actual problems of Germanic studies and foreign language teaching methodology: Proc. V Intern. Sci.-Prac. Conf., Saransk, 10 Nov 2015. Saransk: MSPI, 2015, 60-67. (In Russ.) https://elibrary.ru/whnvgf
18. Blinov V. I., Esenina E. Yu., Sergeev I. S. Models of blended learning: organizational and didactic typology. Vysshee obrazovanie v Rossii, 2021, 30(5): 44-64. (In Russ.) https://doi.org/10.31992/0869-3617-2021-30-5-44-64
19. Rozanova Ya. V. The technology of rotation model of mixed learning method in engineering institution. Nauchno-pedagogicheskii zhurnal Vostochnoi Sibiri Magister Dixit, 2014, (2): 70-76. (In Russ.) https://www.elibrary.ru/sggfhh
20. Semenova I. N., Slepukhin A. V. Didactic constructor for producing the models of e-learning, distance and blended learning in higher education. Pedagogical Education in Russia, 2014, (8): 68-74. (In Russ.) https://www.elibrary.ru/snjvkd
21. Andreeva N. V., Rozhdestvenskaya L. V., Yarmakhov B. B. School enters the blended learning. Moscow: Natsionalnaia Otkrytaia Shkola; #EdCrunch; Rybakov Fond, 2016, 280. (In Russ.)
22. Margaryan T. D. Autonomous learning in ESP groups at a technical university. Gumanitarny vestnik, 2014, (2). (In Russ.) https://doi.org/10.18698/2306-8477-2014-2-166
23. Mason M. The benefits of station teaching. New York Teacher, 2018, LIX(6). URL: https://www.uft.org/news/teaching/teacher-teacher/benefits-station-teaching (accessed 9 Mar 2023).
24. Hwang I. K., Kim S. J., Kim J. W., Pak N., Tsoi M. O. Korean language for Kazakhstanis. Level 1. Seoul: Korea Foundation, 2009, 374. (In Russ.)
25. Pakulova Ya. E. Controversial methodical decisions and grammatical aspects at the beginning stage of teaching Korean. Vestnik of Moscow State Linguistic University. Humanities, 2018, (1): 179-190. (In Russ.) https://www.elibrary.ru/xqrosl
