ESSAY AS A TOOL FOR ASSESSMENT IN INTEGRATED FRENCH LANGUAGE EDUCATION
Background. Teaching French, just like any other foreign language, is inherently a comprehensive process. This comprehensive approach relies on a multifaceted methodology and a variety of teaching methods and tools. Each stage of foreign language instruction is built upon specific pedagogical techni...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Science and Innovation Center Publishing House
2024-12-01
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| Series: | Russian Journal of Education and Psychology |
| Subjects: | |
| Online Access: | https://rjep.ru/jour/index.php/rjep/article/view/598 |
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| Summary: | Background. Teaching French, just like any other foreign language, is inherently a comprehensive process. This comprehensive approach relies on a multifaceted methodology and a variety of teaching methods and tools. Each stage of foreign language instruction is built upon specific pedagogical techniques and a set of established rules.
Long-term experience in university-level French language teaching demonstrates that even students who successfully pass standardized tests (Unified State Exam – USE) in both their native and foreign languages often lack sufficient skills for composing essays as evaluative assignments on given topics. In Russian language teaching methodology, essays are often equated with compositions, differing mainly in length. Essays of this nature fail to serve as effective tools for final assessment, as they do not reveal students’ cognitive potential or their ability to independently articulate well-reasoned viewpoints on a topic.
Purpose of the study is to compare methods of teaching writing and types of evaluative assignments used in French and Russian educational systems, and to propose to Russian educators (particularly those developing materials for the Unified State Exam) the adoption of a classification of essay types developed by their French colleagues. The study is to explore the potential of essays as a tool for assessing students' knowledge on studied topics within the context of Russian foreign language education.
The relevance of the study lies in the implementation of recommendations for developing the necessary skills for completing such tasks at various levels of language study.
Materials and methods. The primary research method is the descriptive-comparative one. The study is based on a comprehensive review of sources in both Russian and French, dedicated to the development and analysis of teaching methodologies for writing, particularly in the domain referred to in French methodology as production écrite.
Results. The concept of essays in Russian and French educational systems was analyzed. It was found that the French approach to essay writing as an assessment tool provides a deeper framework for evaluating students’ abilities, specifically: independent problem-solving based on the given topic; formulating a reasoned judgment on the problem posed; defending their personal viewpoint on the subject.
In Russian writing methodology, expository and narrative compositions dominate as evaluative tasks, with loosely defined execution standards.
The article outlines the methodological features of using essays in French education, identifies key types of essays, and provides recommendations for applying essays as assessment tools in Russian foreign language education at various levels. At the initial level (A1) of teaching foreign languages, it is recommended to use an explanatory essay. At the elementary level (A2) – a descriptive essay. At levels B1 and B2 (intermediate and advanced) – narrative and argumentative essays are advised.
EDN: RGJMZQ |
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| ISSN: | 2658-4034 2782-3563 |