Teaching Foreign Language Speaking Skills Through Peer-Tutoring

Introduction. Teaching foreign language speaking skills to students of the same academic group having different levels of language proficiency within a restricted time period is an urgent problem for non-linguistic universities. Its solution requires an interdisciplinary approach and the integration...

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Autor principal:	Elena A. Makarova
Formato:	article
Lenguaje:	RU
Publicado:	National Research Mordova State University 2018
Materias:	teaching foreign language speaking skills peer-tutor peer assisted learning peer-tutoring strategies top-down and bottom-up approaches to teaching speaking sk ills monologue dialogue Education L
Acceso en línea:	https://doaj.org/article/3705b842dacb49508bd38f8d10e3288b
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spelling	oai:doaj.org-article:3705b842dacb49508bd38f8d10e3288b2021-12-02T08:34:53ZTeaching Foreign Language Speaking Skills Through Peer-Tutoring 10.15507/1991-9468.092.022.201803.551-5681991-94682308-1058https://doaj.org/article/3705b842dacb49508bd38f8d10e3288b2018-09-01T00:00:00Zhttp://edumag.mrsu.ru/index.php/en/articles-en/81-18-3/682-10-15507-1991-9468-092-022-201803-10https://doaj.org/toc/1991-9468https://doaj.org/toc/2308-1058Introduction. Teaching foreign language speaking skills to students of the same academic group having different levels of language proficiency within a restricted time period is an urgent problem for non-linguistic universities. Its solution requires an interdisciplinary approach and the integration of modern pedagogical, psychological and linguistic knowledge. The aim of the study is to prove experimentally the effectiveness of peer assisted learning organized within the regular classroom settings. Materials and Methods. The study is concerned with a peer assisted learning strategy aimed at the development of EFL speaking skills of low-skilled students. Unlike international practice of extra-curricular peer tutoring the given strategy is used among well-acquainted students within the regular classroom settings. Peer assisted learning is based on both qualitative and quantitative methods such as data collection of both foreign and Russian teachers, linguists and psychologists, analysis and generalizations along with the communicative language teaching method, experiment and observation . Results. As a result, the criteria for selection of peer tutors were formulated, a new structural component of peer assisted learning was developed and implemented, stages of teaching EFL speaking skills were pointed out, vocabulary and exercises appropriate to students’ knowledge and experience were selected. The researched model of peer assisted learning made it possible to integrate basic principles of the communicative method. Discussion and Conclusions. Through peer assisted learning tutees benefit by developing and practicing communicative skills, increasing motivation. All tutors and tutees are actively engaged in work, develop responsibility and collaboration, and improve academic achievements. The effectiveness is provided by systematic peer assisted learning, coordinated work of students in pairs/threes, taking top-down and bottomup approaches to teaching speaking, proper selection of vocabulary and exercises. The obtained results contribute to the study of problems of teaching speaking and motivate further study of peer tutoring and making additional experiments.Elena A. MakarovaNational Research Mordova State Universityarticleteaching foreign language speaking skillspeer-tutorpeer assisted learningpeer-tutoring strategiestop-down and bottom-up approaches to teaching speaking sk illsmonologuedialogueEducationLRUИнтеграция образования, Vol 22, Iss 3, Pp 551-568 (2018)
institution	DOAJ
collection	DOAJ
language	RU
topic	teaching foreign language speaking skills peer-tutor peer assisted learning peer-tutoring strategies top-down and bottom-up approaches to teaching speaking sk ills monologue dialogue Education L
spellingShingle	teaching foreign language speaking skills peer-tutor peer assisted learning peer-tutoring strategies top-down and bottom-up approaches to teaching speaking sk ills monologue dialogue Education L Elena A. Makarova Teaching Foreign Language Speaking Skills Through Peer-Tutoring
description	Introduction. Teaching foreign language speaking skills to students of the same academic group having different levels of language proficiency within a restricted time period is an urgent problem for non-linguistic universities. Its solution requires an interdisciplinary approach and the integration of modern pedagogical, psychological and linguistic knowledge. The aim of the study is to prove experimentally the effectiveness of peer assisted learning organized within the regular classroom settings. Materials and Methods. The study is concerned with a peer assisted learning strategy aimed at the development of EFL speaking skills of low-skilled students. Unlike international practice of extra-curricular peer tutoring the given strategy is used among well-acquainted students within the regular classroom settings. Peer assisted learning is based on both qualitative and quantitative methods such as data collection of both foreign and Russian teachers, linguists and psychologists, analysis and generalizations along with the communicative language teaching method, experiment and observation . Results. As a result, the criteria for selection of peer tutors were formulated, a new structural component of peer assisted learning was developed and implemented, stages of teaching EFL speaking skills were pointed out, vocabulary and exercises appropriate to students’ knowledge and experience were selected. The researched model of peer assisted learning made it possible to integrate basic principles of the communicative method. Discussion and Conclusions. Through peer assisted learning tutees benefit by developing and practicing communicative skills, increasing motivation. All tutors and tutees are actively engaged in work, develop responsibility and collaboration, and improve academic achievements. The effectiveness is provided by systematic peer assisted learning, coordinated work of students in pairs/threes, taking top-down and bottomup approaches to teaching speaking, proper selection of vocabulary and exercises. The obtained results contribute to the study of problems of teaching speaking and motivate further study of peer tutoring and making additional experiments.
format	article
author	Elena A. Makarova
author_facet	Elena A. Makarova
author_sort	Elena A. Makarova
title	Teaching Foreign Language Speaking Skills Through Peer-Tutoring
title_short	Teaching Foreign Language Speaking Skills Through Peer-Tutoring
title_full	Teaching Foreign Language Speaking Skills Through Peer-Tutoring
title_fullStr	Teaching Foreign Language Speaking Skills Through Peer-Tutoring
title_full_unstemmed	Teaching Foreign Language Speaking Skills Through Peer-Tutoring
title_sort	teaching foreign language speaking skills through peer-tutoring
publisher	National Research Mordova State University
publishDate	2018
url	https://doaj.org/article/3705b842dacb49508bd38f8d10e3288b
work_keys_str_mv	AT elenaamakarova teachingforeignlanguagespeakingskillsthroughpeertutoring
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Teaching Foreign Language Speaking Skills Through Peer-Tutoring

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