Учебное пособие 1648
.pdfScientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 2 (25), 2019 ISSN 2587-8093
The methodology of the research
In this article, the object of the study is the e-learning. The subject of the study are its advantages and disadvantages.
The study of the complex of educational materials, technical and instrumental means of online education, forms and methods of their application are presented in this article.
The methods of observation, analysis, synthesis and comparison are used in the analysis.
The results of the research
There is a plethora of different e-learning systems (otherwise known as Learning Management Systems, or LMSs for short) and methods, which allow for courses to be delivered. With the right tool, various processes can be automated such as a course with set materials and automatically marked tests. E-learning is an affordable (and often free) solution which provides the learners with the ability to fit learning around their lifestyles, effectively allowing even the busiest person to further a career and gain new qualifications. Some of the most important developments in education have happened since the launch of the internet. These days learners are well versed in the use of smartphones, text messaging and using the internet so participating in and running an online course has become a simple affair. Message boards, social media and various other means of online communication allow learners to keep in touch and discuss course-related matters, while providing for a sense of community. In the fast-paced world of e- learning, the available technologies to make a course new and exciting are always changing, and course content can and should be updated quickly to give students the very latest information. This is especially important if the e-learning training is being given to employees in a sector where keeping up-to-date on industry developments is of the utmost importance [2, p. 140]. This is one of the reasons why many businesses are now offering training via e-learning – other reasons include low costs and the ability for employees to study in their own time and place. Overall, traditional learning is expensive, takes a long time and the results can vary. The importance of e-learning is now a given fact and it can offer an alternative that is much faster, cheaper and potentially better.
The term “e-learning” has only been in existence since 1999 when the word was first utilized at a CBT systems seminar [3, p. 116]. Other words also began to spring up in search of an accurate description such as “online learning” and “virtual learning”. However, the principles behind e-learning have been well documented throughout history, and there is even evidence which suggests that early forms of e-learning existed as far back as the 19th century.
An e-learning history timeline. Long before the internet was launched, distance courses were being offered to provide students with education on particular subjects or skills. In the
1840’s Isaac Pitman taught his pupils shorthand via correspondence. This form of symbolic writing was designed to improve writing speed and was popular amongst secretaries, journalists, and other individuals who did a great deal of note taking or writing. Pitman, who was a qualified teacher, was sent completed assignments by mail and he would then send his students more work to be finished using the same system. In 1924, the first testing machine was invented. This device allowed students to test themselves. Then, in 1954, BF Skinner, a Harvard Professor, invented the “teaching machine”, which enabled schools to administer programmed instruction to their students. It wasn’t until 1960 however that the first computer based training program was introduced to the world. This computer-based training program (or CBT program) was known as PLATO-Programmed Logic for Automated Teaching Operations. It was originally designed for students attending the University of Illinois, but ended up being used in schools throughout the area [4, p. 280].
The first online learning systems were really only set up to deliver information to students but as we entered the 70’s online learning started to become more interactive. In Britain, the Open University was keen to take advantage of e-learning. Their system of education has always been primarily focused on learning at a distance. In the past, course materials were delivered by post and correspondence with tutors was via mail. With the internet, the Open Uni-
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versity began to offer a wider range of interactive educational experiences as well as faster correspondence with students via email etc.
With the introduction of the computer and internet in the late 20th century, e-learning tools and delivery methods expanded. The first MAC in the 1980’s enabled individuals to have computers in their homes, making it easier for them to learn about particular subjects and develop certain skill sets. Then, in the following decade, virtual learning environments began to truly thrive, with people gaining access to a wealth of online information and e-learning opportunities. By the early 90s, several schools had been set up that delivered courses online only, making the most of the internet and bringing education to people who wouldn’t previously have been able to attend a college due to geographical or time constraints. Technological advancements also helped educational establishments reduce the costs of distance learning, a saving that would also be passed on to the students – helping bring education to a wider audience. In the 2000’s, businesses began using e-learning to train their employees. New and experienced workers alike now had the opportunity to improve upon their industry knowledge base and expand their skill sets. At home, individuals were granted access to programs that offered them the ability to earn online degrees and enrich their lives through expanded knowledge.
Thus, the following characteristics of online education can be pointed out:
1.You have an opportunity to study in any educational institution not being dependent on its location and location of a teacher.
2.You can get any information in any size, which is necessary at this moment, in convenient time in every spot on the globe.
3.You can repeat all necessary material practically without restrictions.
The primary benefits of e-learning:
1. No Boundaries, No Restrictions. Along with locational restrictions, time is one of the issues that learners and teachers both have to face in learning. In the case of face-to-face learning, the location limits attendance to a group of learners who have the ability to participate in the area, and in the case of time, it limits the crowd to those who can attend at a specific time. E-learning, on the other hand, facilitates learning without having to organize when and where everyone who is interested in a course can be present.
2.More Fun. Designing a course in a way that makes it interactive and fun through the use of multimedia or the more recently developed methods of gamification (the process of game thinking use and dynamics of games for involvement of audience and the solution of tasks) enhances not only your engagement factor but also the relative lifetime of the course material in question.
3.Cost Effective. This is directed to both learners and teachers, but there is a good chance that whatever your role you had to pay exorbitant amounts of money at some point to acquire updated versions of textbooks for school or college. While textbooks often become obsolete after a certain period of time, the need to constantly acquire new editions is not present in e- learning.
4.It Just Fits. As companies and organizations adopt technologies to improve the efficiency of day-to-day operations, the use of the internet becomes a necessity. As multinational corporations expand across the globe, the chances of working with people from other countries increases, and training all those parties together is an issue that e-learning successfully addresses. And that’s a great advantage of online learning. In an effort to enhance the credibility of course material, oftentimes a professor will summon a field specialist to give a lecture relevant to the topic at hand. In the traditional model of education, the professor would have to extend an invitation to said expert, and incur the costs of his flight, stay and training. With e-learning the professor has the ability to host a guest lecture without having to spend much money. It can be done virtually, with cameras for both the lecturer and the students, and with the use of microphones to facilitate the same level of interaction that would be possible if the lecturer were physically present in the room. The added benefit comes in when we are able to replay the lec-
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ture and gain even more out of it. Students that missed out can view the recording, or students that attended can watch it again to further their understanding.
Even given all the benefits of e-learning, one cannot deny there are some drawbacks. A good example of a disadvantage of online learning is that practical skills are somewhat harder to pick up from online resources. Pottery and car engineering are examples of skills that require hands-on experience [5, p. 73].
1.Isolation. Though e-learning offers ease, flexibility and the ability to remotely access a classroom in the student’s own time, learners may feel a sense of isolation. This is because learning online is a solo act for the most part, which may give the learner the feeling that they are acting completely alone. As technology progresses and e-learning benefits from the advancements being made, learners can now engage more actively with professors or other students using tools such as video conferencing, social media, and discussion forums amongst others.
2.Health-Related Concerns. E-learning requires the use of a computer and other such devices; this means that eyestrain, bad posture, and other physical problems may affect the learner. When running an online course it’s a good practice to send out guidelines about correct sitting posture, desk height, and recommendations for regular breaks.
Further we will consider how online education reflects various approaches to training. It’s true that as individuals we don’t all respond to one teaching method in the same way – some learn visually, and others learn with repetition or writing. E-learning responds to those different needs with the use of different types of material, whether that is audiovisual content or interactive testing on the go, there is a plethora of options to cater to the needs of each and every learner and in the end, help them learn online in a much more efficient way. E-Learning, in comparison with traditional learning, allows for easier access to online resources (databases, periodicals, journals and other material) you wouldn’t normally have easy access to from a library. If a student has trouble understanding part of the coursework, finding tips on the matter couldn’t be easier than having immediate access to supplementary, unlimited and free material online.
Universities already embrace the power of e-learning to deliver content to students all over the world, even for free. At a time in which universities are under great pressure to deliver education, combining technology with education is integral to coming up with a final product that will empower the educational institution, set it apart, and allow it to grow its student base worldwide. Harvard and MIT are just two of the most well-known universities that have launched programs focused on offering classes online for free. Harvard videotapes its lectures and puts them online, so even its own student body can view and review them in case they missed a lecture or need to review a section. All the material is exposed on the Coursera platform – the project in the sphere of mass online education based by professors of informatics of Stanford University Andrew Ng and Dafna Koller. There is a project according to the publication of educational materials in the Internet in the form of a set of online courses. Coursera cooperates with the universities which publish their online courses on different subjects. Listeners undergo online training, communicate with fellow students, take tests and examinations directly on the website Coursera, the official mobile application for iPhone and Android also extends. In February, 2017, 24 million users were registered and more than 2000 courses and 160 specializations from 149 educational institutions were offered on this platform. Coursera is a hub for universities that choose to offer online classes through its platform for free. Already, companies and corporations spanning the globe accept certificates of completion of classes offered in Coursera as valid credits, as if they had been completed at the university of origin. The material is essentially the same, the difference is the medium. Harvard for example, takes the delivery of online courses very seriously, delivering live classes which are recorded and delivered online. Harvard has even launched a specially designed section within its campus, employing
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videographers and specialists to design and create the perfect content to be delivered through its online platform [6, p. 104].
Teachers and e-learning establishments should encourage a strong sense of community among their online students. This will enable students to interact with one another and the teachers, as well as with the resources provided, making for an enhanced educational experience. Students should be aware of what they will be receiving from the virtual class instruction, and both parties should know the preferred method of communication and delivery of the core curriculum. For example, a teacher may prefer to email assignments to students, while another might choose to deliver it via the e-learning site instead. Also, it’s best to have clear expectations about how long each item of coursework should take to complete.
There is also synchronous and asynchronous education. The first assumes a group training, i. e. students meet and listen to lectures at the same time. Asynchronous training assumes independent studying by pupils of the written video lessons, testing and also self-checking. In spite of the fact that material is recorded, the expert should consult and answer the questions, it is necessary to have a live feedback interaction doing homework. The author considers that synchronous education is for beginners, and the asynchronous approach can be better for those who already have experience and knowledge and look for answers to some specific questions. Live feedback interaction, a convenient personal account and also quantity of courses on the interesting subject is of great importance. It is good if they manage to be passed on one platform. It is important to include interactive actions which demand from the student of brainstorming and an in-depth study of a subject in training activity. It can be important differential feature.
It’s important to understand the difference between learning and training. Of course, they are inextricably linked, but they are unique aspects of any educational process. Training is the giving of information and knowledge, through speech, the written word or other methods of demonstration in a manner that instructs the trainee. Learning is the process of absorbing that information in order to increase skills and abilities and make use of it under a variety of contexts. Whatever the goals, the quality of the learning will rely largely on the quality of the training, and so the role of trainer is very important as it can have a huge effect on the outcome of a course for the learner.
Let’s look at the characteristics of each, and see what makes an e-learning environment work. As mentioned above, learning is the process of absorbing information and retaining it with the goal of increasing skills and abilities in order to achieve goals, but the author wants to emphasize that this term is more complicated. Learning is what we go through when we want to be equipped for non-specific and unexpected situations and the two are not mutually exclusive. While you do learn to do something specific, you are also inadvertently equipped with the knowledge and/or skills to face future challenges. In essence, learning is all about equipping a person to tackle not just today’s issues, but preparing him/her to creatively come up with ways to tackle tomorrow’s issues. Training, on the other hand, focuses more on the development of new skills or skill sets that will be used. Training is the process each new employee goes through when joining a company to learn how to carry out the day-to-day operations, know how their department works and how job-specific tools operate in order to carry out their responsibilities. In essence, through training, we are not looking to reshape the behavior of an individual rather the point is to teach the employee or learner how things are done so that they can then carry out a process on their own.
Ideally, an e-learning environment will utilize both learning and training principles throughout its curriculum. This allows instructors/trainers to provide their learners with the tools to tackle current issues, develop life-long skills, improve on their problem-solving skills and utilize resources to the best of their ability [7, p. 50].
The role of corporate training is to ensure an employee has the knowledge and skills to undertake a specific operation to enable an organization to continue to operate. Fundamentally,
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corporate training is centered on knowledge transfer. For example, conferences and workshops are an essential yet expensive part of business and e-learning makes it affordable and efficient – salespeople, for instance, can receive their training on new products and sales strategies online. E-learning can be translated to lower costs to deliver training in a shorter period of time, especially when employees are spread worldwide. Corporate education, however, adds another dimension and depth to training by involving learners as participants in generating new knowledge that assists an organization to develop and evolve.
Let’s define what is corporate training? Corporate training is a complex of events which are held in the separate enterprise and is focused on increase in professionalism of his employees. It is possible to emphasize various characteristics of corporate training, such as updating, enrichment, gain and orientation of knowledge to the purposes of the organization; stage-by- stage improvement of professional staff competence of the organization; creation of a basis for development of a system of corporate values; the possibility of getting new professional qualities. However, we believe that it is necessary to carry out the differentiation feature of corporate training which distinguish it from other types of training: it is targeting and focus (orientation on the staff of the organization), expediency (mastering employees competences, necessary for the organization), system, integrity, involving into the system of the management of the organization, which is an initiator and the organizer of training.
Further we will consider the main distinctive characteristics of corporate and online training in the universities.
Fast-paced: Enterprise learning is mostly “fast-paced” because “time is money” in the corporate world. Training needs to be delivered in as short a time frame as possible with maximum results.
Career-related: Enterprise learning helps employees gain new skills to advance their careers inside the company. Corporate Learning Management Systems have additional modules to facilitate that process.
Benefits organization: Enterprise learning focuses mainly on pragmatic issues with immediate benefits for the organization rather than just individual benefit. Ultimately training is required for the organization to function correctly, and corporate education in order for it to evolve and develop.
Training vs. Education: Enterprise is mostly focused on training, while education is mostly about learning through “igniting curiosity”. Training usually means the act of being prepared for something, of being taught or learning a particular skill and practicing it until the required standard is reached. This has obvious practical implications for the workplace [7, p. 105].
Return on investment: An enterprise needs to be able to calculate the ROI of its learning investment. In an educational context this ROI is difficult to calculate and usually, the effects of learning take years to show.
In comparison with corporate e-learning, learning in the education sector focuses primarily on knowledge transfer and not on training i. e. in education we mainly strive to learn things with global scope (e. g. a subject such as mathematics) whilst corporate e-learning is more focused on business needs (e. g. new recruit induction) [8, p. 92].
Corporate e-learning professionals can learn from academic e-learning initiatives and vice versa, and we are currently seeing a convergence of academic and corporate e-learning needs. For example, the academic space is starting to gravitate towards incorporating corporate methods in the classroom on how certain topics are taught. And on the corporate side, they’re shifting the model of utilizing technologies in a way that supports the traditional classroom of academics especially with regards to blending technologies. There is obvious overlap: corporate mobile learning, for example, is becoming increasingly popular with learners having one if not more mobile devices in their possession and taking these devices to school or work. Learners have access to the internet and social networks via these mobile devices so all the technolo-
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gies required to gather information, create content and communicate with other people are readily available and naturally create an environment conducive to learning [9, p. 106].
Currently, both the education and corporate sectors are struggling to answer the exact same questions: how do we use these for learning? How do instructional design, and teaching methodologies and theories apply to delivering content via mobile devices?
As computer ownership grows across the globe e-learning becomes increasingly viable and accessible. Internet connection speeds are increasing, and with that, opportunities for more multimedia training methods arise. With the immense improvement of mobile networks in the past few years and the increase in telecommuting, taking all the awesome features of e-learning on the road is a reality with smartphones and other portable devices. Technologies such as social media are also transforming education constantly [10, p. 1].
Several e-learning trends can give us a clear view of the future of e-learning and how learning tools will be shaped.
First of all, we will consider micro-learning which represents training in the small volume of material for a short period. This term is often used in the context of e-learning.
Micro-learning as approach represents the concept of absorption of any knowledge in small units. Such approach can be applied to gain the professional skills. The systems of assessment of results of micro-learning take a set of various factors into account, at the same time they can be adapted for needs of a concrete training process. Technology of micro-learning approach fits the lagging behind students.
Examples of micro-learning:
–reading paragraph, e-mail or short message;
–listening of the audio file or viewing of the video clip;
–use of flash cards (short-term demonstration of a card with certain information);
–learning words, definitions or formulae in a native or foreign language;
–sorting of objects in some established order;
–the choice of the possible answer from the offered list;
–use of micro games;
–composition of the poem.
Micro-learning focuses on the design of micro-learning activities through micro-steps in digital media environments, which already is a daily reality for today’s knowledge workers. These activities can be incorporated into a learner’s daily routines. Unlike “traditional” e- learning approaches, micro-learning often tends towards push technology through push media, which reduces the cognitive load on the learners. Therefore, the selection of micro-learning objects and also pace and timing of micro-learning activities are of importance for didactical designs. Micro-learning is an important paradigm shift that avoids the need to have separate learning sessions since the learning process is embedded in the daily routine of the end-user. It is also perfectly suited for mobile devices where long courses can be overkill [11, p. 107].
Gamification is the use of game thinking and game mechanics in a non-game context to engage users and solve problems [11, p. 107].
Personalized Learning is the tailoring of pedagogy, curriculum and learning environments to meet the needs and aspirations of individual learners. Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned. This may not indicate unlimited choice since learners will still have targets to be met. However, it may provide learners the opportunity to learn in ways that suit their individual learning styles and multiple intelligences [13, p. 103].
In a well-known scene from the movie The Matrix, Neo lies down in a high-tech dentist’s chair and straps on a wild array of electrodes, downloading a series of martial arts training programs into his brain. Afterward, he opens his eyes and speaks the words geeks have been quoting ever since: “I know Kung Fu”.
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This type of automatic learning might sound like a dystopian future for many but it is where we are heading. And despite the ethical questions that may arise, the benefits could be substantial at multiple levels if used properly.
Conclusion
Thus, the elearning is an innovation method of giving education to users which promotes the development of new culture of training, communication, cooperation, getting knowledge via the Internet, creation the academic communities. The emergence of mass open online courses is based on the realization of the modern educational principles of training openness, the equality of learning participants, internationalization of educational systems and globalization of educational space. The fast development of such courses quantitatively reduces a role of a traditional education system, however, does not belittle its fundamental and academic value. Despite radical transformation of process of learning in the conditions of mass informatization of society, qualitative education is impossible without the basis of the theoretical knowledge gained with participation of teachers, experts, professionals of this or that branch of sciences.
It is difficult to make a choice for traditional or electronic technology of learning. Each of “warring parties” has the advantages and disadvantages and closes separate needs of users and that the most important, they supplement each other. To meet their educational needs, each person carries out the choice independently which often depends on the purposes and specific conditions of a situation. One thing is clear, the following categories need such electronic educational technologies today:
–modern “digital” generation;
–open educational platforms;
–educational organizations;
–commercial enterprises;
–teachers;
–employers in search of talented staff;
–the people, wishing to develop of the potential, ready to learn new promising profes-
sions.
The e-learning obliges the learner to a sufficiently high level of self-discipline, necessary for the optimal distribution of his time to repeat the material obtained during the online lesson, it is necessary for him to master a particular subject or a whole discipline or module successfully. The effectiveness usage of e-learning technologies, as one of the innovative teaching methods, lies in the fact that the learner interacts with the teacher. The learner receives from the teacher the information that he needs to master certain specific topics or discipline or module. The teacher, in turn, assesses the quality and level of mastering the discipline, using test technology to assess the level of mastery of a particular topic or discipline.
Thus, the use of e-learning technologies contributes to the formation and development of the student creative abilities in the process of mastering a new discipline or eliminating gaps in the knowledge of specific topics or issues.
References
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[2]Kornilova I.M. Sociologicheskie issledovaniya sredi molodezhi po voprosu sovremennogo vysshego obrazovaniya / I.M. Kornilova // Gumanitarnye nauki v sovremennom obrazovanii: problemy, resheniya, perspektivy razvitiya : sb. nauch. tr. – M., 2014. – S. 131– 143.
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[3]Kalmykova O.V. Onlajn-obuchenie – vysshee obrazovanie dlya vsekh / O.V. Kalmykova // Perspektivy razvitiya informacionnyh tekhnologij : sb. materialov HIX Mezhdunar. nauch.-prakt. konf. / pod obshch. red. S.S. CHernova. – Novosibirsk, 2014. – C. 115–119.
[4]Fomina A.S. Uchebnoe proektirovanie s primeneniem Google Disk (Drive) v vysshem uchebnom zavedenii / A.S. Fomina // Teoriya i praktika obshchestvennogo razvitiya.
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[5]Fomina A.S. Nekotorye voprosy primeneniya IKT v uchebnom processe vuza / A.S. Fomina // Pedagogika i psihologiya – 2015 : sb. materialov mezhdunar. nauch. konf., 2-ya sessiya. – M., 2015. – S. 70–79.
[6]YAblochkina I.V. Realizaciya kompetentnostnogo podhoda v prepodavanii istorii v universitete / I.V. YAblochkina // Sovremennaya sistema obrazovaniya: opyt proshlogo – vzglyad v budushchee. – Novosibirsk, 2015. – S. 104–111.
[7]ZHdankin N.A. Kak organizovat' effektivnoe obuchenie sotrudnikov / N.A. ZHdankin // General'nyj direktor. Upravlenie promyshlennym predpriyatiem. – 2015. – № 4. – S. 50–57.
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[9]Lebedeva M.B. Massovye otkrytye onlajn-kursy kak tendenciya razvitiya obrazovaniya / M.B. Lebedeva // CHelovek i obrazovanie. – 2015. – № 1(42). – S. 105–108.
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UDC 811.111
CASE STUDY IN TEACHING THE ENGLISH LANGUAGE
OF ADVERTISING AND PUBLIC RELATIONS
O.K. Ilina
___________________________________________________________________________
Moscow State Institute of International Relations (University) Candidate of philology, Professor, MGIMO,
Chief of English language department № 3 of MGIMO-University, Ilina Olga Karlovna
e-mail: Ol-1-Sh@yandex.ru
____________________________________________________________________________
Statement of the problem. Case Study is an integral part of the work of a specialist in the field of advertising and public relations. It is important that the future specialist masters the basics of this type of activity while still being a university student.
Results. The article shows the stages of work on a case study in the field of the English language of advertising and public relations, including the presentation of a summary of the situation; the problem; the cast of participants; the chronology of events; the issues; the options; recommendations; the plan of actions and conclusion. Examples demonstrate the format and language design of all the successive elements of the case study.
Conclusion. The proposed method of working on a case study can be effectively used in the teaching of the foreign language of profession, allowing students to adapt to real and potentially possible situations. In addition to linguistic competences, the method develops general competencies: the ability to make decisions in various situations arising in professional activities; work in a team; communicate effectively with people within the profession; search for and use information that is necessary to accomplish tasks.
Key words: interactive methods, case study, case method, stages of work, public relations, advertising, package of documents (case), cultural realities.
For citation: Ilina O.K. Case study in teaching the English language of advertising and public relations / O.K. Ilina // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2019. - № 2 (25). – P. 72-78.
Introduction
The transition to the competence-based approach in the organization of the learning process involves the wide use of active and interactive forms of teaching [1, p. 3]. In accordance with the requirements of the Federal State Educational Standards, the proportion of classes given in interactive forms should amount to at least 20 percent of academic hours [2].
I n t e r a c t i v e m e t h o d s are aimed at broad communication of students not only with the teacher, but also with each other, as well as the dominance of student activity in the learning process. When using interactive forms, the role of the teacher changes drastically. He/she ceases to be the central figure in class, and only supervises the educational process, deals with its overall organization, prepares appropriate tasks in advance, formulates questions or topics for discussion in groups, gives consultations, controls the time and order of implementation of the plan. The trainees turn to social experience, their own and of other people, while they are communicating with each other, solve tasks together, overcome conflicts, find common ground, make compromises [3].
Interactive learning is a special form of organization of cognitive activity, the purpose of which is to create a convenient learning environment, aimed at arousing in students the feeling of a sense of success and intellectual consistency, which makes the educational process productive [4].
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© Ilina O.K., 2019
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As is well known, the main objectives of interactive forms of education are: the students’ independent search for ways and options of solving the educational problem; shaping their own opinions and attitudes; forging life and professional skills; reaching the level of conscious competence [4].
C a s e s t u d y , which develops the logic of thinking, creativity and communication, is among the interactive technologies of teaching a foreign language. It is based on an activity approach. Students receive from the teacher a document or a p a c k a g e o f d o c u m e n t s ( c a s e ) , with the help of which they either identify the problem and the ways to solve it, or work out the ways out of a difficult situation, the problem having been already singled out [5].
The homeland of the c a s e m e t h o d is known to be the United States of America, namely, the Harvard University School of Business. In 1910, the dean of the Harvard Business School advised professors to introduce into the educational process in addition to traditional business classes – lectures and workshops – additional ones, conducted in the form of discussions with students [6]. In the future, the classes of this kind became known as c a s e s t u d - i e s .
The methodology of the research
The c a s e m e t h o d is a technique of active learning based on real-life situations. It is aimed at formulating a problem and finding options for its solution, followed by the analysis in training sessions [6]. The purpose of the technology is to help students determine their own unique way of getting the kind of knowledge that they need most of all. This opens the way to the student’s self-education, which is a major educational requirement today.
C a s e s t u d y has long been used in the West, but in the past two decades it has become popular in Russia as well. The c a s e m e t h o d is widely used today both in secondary [7], and in higher education [8].
Since this is a complex teaching technology that contains all types of speech activities: reading, speaking, writing, listening, it is actively used in teaching foreign languages. Cases applied in foreign language classes can be the final stage in the work on the topic, giving students the opportunity to use in their speech the lexical and grammatical material they have acquired. Working on a c a s e , they must make abstracts of materials in a foreign language, be able to analyze texts, present their own proposals, put across their positions and find solutions to problems using a foreign language [9].
C a s e s t u d y is especially effective in teaching students a foreign language of profession and, in particular, the English language of a d v e r t i s i n g a n d p u b l i c r e l a t i o n s . Future specialists of this area will have to find appropriate solutions in a variety of situations emerging in their professional practice.
The results of the research
Let us examine the s t a g e s o f w o r k on a specific c a s e , which is given to third-year students of MGIMO-University (Moscow), specializing in “A d v e r t i s i n g a n d P u b l i c R e l a t i o n s ”. It gives a detailed description of the situation and indicates the task that requires solving:
Grain Foods Consumption: “We’re deep-frying children’s health,” said then-USDA (the U.S. Department of Agriculture) Secretary Mike Espy as he launched a food fight over the meals served to children at school. Armed with a new study revealing school lunches contained 38 percent fat – far higher than the 30 percent maximum recommended – the USDA set to improve meals dished up daily in schools. Congress quickly followed suit, introducing legislation to police the USDA’s meal-remodeling efforts. However, early scrutiny showed decision-makers were overlooking a crucial element in their recommendations. Along with nutrition advocacy groups, Congress and the USDA proposed boosting fruit and vegetable consumption as the exclusive means to balance meals. This shocked the nonprofit Wheat Foods Council. Just three years earlier, the USDA had is-
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