Author:
I. V. Kulamikhina,
Candidate of Pedagogical Sciences, Associate Professor of Foreign Languages,
Stolypin Omsk State Agrarian University,
1 Institutskaya Square, Omsk, 644008, Russian Federation
ORCID ID: https://orcid.org/0000-0003-3900-6365
е-mail: irakula@yandex.ru
Abstract:
Introduction. The study discusses the problem of designing a foreign language program for adult learners in continuing education. The article aims at establishing adult learning principles and methodologi-cal approaches to the content design of the program for university teachers.
Methodology. The following research methods were used in the study: literature analysis, direct ob-servation, questionnaire method, testing.
Results. The concept of university teachers’ communicative competence is specified in the study. It is described as a complex combination of the knowledge of the language and sociocultural norms, values and attitudes, and practical ability to use the language for a real communicative purpose in a variety of set-tings (interpersonal, sociocultural, professional). The author employs necessary adult learning principles for designing the course content: learning a language in the context, the use of participants’ personal communi-cative experience, personalized learning. They help to promote meaningful language learning that is a nec-essary condition for the development of foreign language communicative competence in adult learners. The implementation of the modular and situational approaches to the organization of the course content and the use of the main content elements (communication sphere, communication topic, communication situation) contribute to the effectiveness of language learning in the continuing education.
Conclusion. The author comes to the conclusion that the use of these principles and approaches in adult education solves the problem of motivation to language learning and enhances adult learners’ respon-sibility for the learning outcomes.
Keywords:
Adult language learning, communicative competence, course content design, module ap-proach, situational approach, personalized teaching.
