MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE

Vinnytsia state pedagogical university

NAMED AFTER MYKHAILO KOTSYUBYNSKIY

Institute of foreign languages

LANGUAGE, EDUCATION, CULTURE:

Integrative perspectives in EFL/ESP context

Conference Papers

March 30 - April 2, 2010

Vinnytsia – 2010

МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ

ВІННИЦЬКИЙ ДЕРЖАВНИЙ ПЕДАГОГІЧНИЙ УНІВЕРСИТЕТ

ІМЕНІ МИХАЙЛА КОЦЮБИНСЬКОГО

ІНСТИТУТ ІНОЗЕМНИХ МОВ

ДЕВ’ЯТА МІЖНАРОДНА СТУДЕНТСЬКА ІНТЕРНЕТ-КОНФЕРЕНЦІЯ

МОВА, ОСВІТА, КУЛЬТУРА:

Інтеграційні тенденції в сучасному світі

30 березня -2 квітня 2010 року

Матеріали конференції

Вінниця – 2010

МОВА, ОСВІТА, КУЛЬТУРА: інтеграційні тенденції в сучасному світі: Матеріали дев’ятої міжнародної студентської конференції / Гол. ред. Ямчинська Т.І. – Вінниця, 2010. – 66 с.

Редакційна колегія:

доц. Ямчинська Т.І. (головний редактор)

доц. Чугу С.Д.

доц. Козачишина О.Л.

ст. викл. Змієвська О.О.

Технічний редактор:

Камінська М. О.

Клос Н. С.

Відповідальний за випуск:

доц. Ямчинська Т.І.

© ВДПУ Вінниця, 2010

Cross-cultural aspects in efl/esp learning

Abovych T.L.

“Washback Effect” as a New Strategy in Foreign Language Teaching

There have been a lot of principle changes in foreign language teaching in the recent years. Those are mostly connected with the external independent testing, a new format of the knowledge check up. The changed form of the final examination changed the strategy of the foreign language teaching. Many teachers speak about the so-called washback effect, meaning that the concluding result influences the whole methodology of the learning process.

The format of the testing requires a great command of language, precisely writing skills. If taking into consideration the previous years' experience, one may find that the speaking has been prevailing and prior task in promoting language learning. The examinations and credits had the lists of topics which should have been learned properly and presented, including the necessary lexical units. The external independent testing concentrates mostly on writing skills, including not only proper grammar usage, but also a wide range of language vocabulary. It should be noted that the testing is a written paper and pupils must get adjusted to writing papers of the specific kind.

Every teacher in the classroom must pay attention to the students' progress in this or that sphere of language competency, taking into consideration the aspect of the excellent result expected and needed at the final testing. It means that grammar usage and writing might become the aim of the classroom work somehow excluding speaking and communication sphere, which are the basis of the communicative approach in language teaching, accepted as the general strategy in foreign language teaching nowadays.

This fact is the actual collision noticed by prominent methodologists and teachers. The most difficult question is where to find the balance between the approach accepted and result needed?

Belinska Olga