Implementing Flipped Learning in Teaching Sociolinguistic Analysis
Keywords:
flipped classroom, interactive methods, foreign language, learning tools, educational material
Abstract
The article deals with the issues based on implementing flipped learning in teaching sociolinguistic analysis. The main attention is focused on the selection of the "flipped classroom" educational technology, which is referred to as blended learning models. The flipped classroom learning model consists of the following components: updated content, interactive methods, organizational forms, traditional and distance learning tools, and a set of self-developed tasks and exercises for the three stages of working with feature films (pre-viewing, viewing, post-viewing).
References
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2. Solovova E.N. Methods of teaching foreign languages. Basic course of lectures. Moscow: Education, 2008.
3. Azimov E.G., Schukin A.N. Dictionary of methodical terms. Theory and practice of teaching languages. St. Petersburg: Zlatoust, 2008.
4. Sysoev P.V. Multicultural Language Education: Theory and Practice. M.: Glossa-Press, 2008.
5. Muravieva S.G. The concept of socio-cultural competence in modern science and education // Bulletin of the Tyumen State University. Pedagogy. Psychology. 2011. No. 9.
6. Nosonovich E.V., Milrud R.P. Parameters of an authentic educational text // Foreign languages at school. 1999.
7. Baryshnikov N.V., Zhoglina G.G. The use of authentic video documents in the professional training of foreign language teachers // Foreign Languages at School. 1998.
8. Safonova V.V. Cultural studies in the system of modern language education // Foreign languages at school. 2001.
Published
2023-01-12
How to Cite
Ismatovna, B. S., & Nilufar, U. (2023). Implementing Flipped Learning in Teaching Sociolinguistic Analysis. International Journal of Human Computing Studies, 5(1), 1-5. https://doi.org/10.31149/ijhcs.v5i1.3890
