|
.
№ 16 (150)
.
Апрель 2017 г.
414
Филология
Need of training for adult audience
Muradhadjaeva Feruza, teacher
Uzbek state world Languages University, Tashkent city, Uzbekistan
This article is devoted to the question of lifelong education in the adult audience, where the features of the adult au-
dience, the basic styles and adult learning techniques are discussed.
Key words
: lifelong education, adult audience, training, learning style, method
Данная статья посвящена вопросу непрерывного образования во взрослой аудитории, где освещены осо-
бенности взрослой аудитории, основные стили и методы обучения взрослых.
T
oday, globalization is ubiquitous across the globe. The
influence and interpenetration of people in economic ac-
tivity, culture, politics, science and technology have created
a very rich and varied picture. Consequently, at the present
time there is an objective need of bringing the language policy
into the line with the new economic and political realities of
our society. Changes in the economy, industry, the expan-
sion of international cultural and business relations, changes
in the whole education system, more than ever affected by the
problem of lifelong education. The concept of «lifelong edu-
cation» suggests that professional development becomes a
permanent, expert acquires new knowledge in the framework
of his activity itself and in special courses. Teacher working
in the system of postgraduate education, works in a very dif-
ferent situation compared to a school teacher or college one.
His audience — adults, developed people with life and pro-
fessional experience, with all their advantages and limita-
tions. One of the areas of teaching foreign language in adult
education is to teach a foreign language for special purposes.
The purpose of adult education is to provide their specialized
knowledge with the English language so that they can apply
it in their specific professional field. This implies not only
knowledge of appropriate vocabulary and mastery of specific
professional techniques required in English-speaking envi-
ronment.
What specific aspects of the adult audience can be iden-
tified?
The first point is motivation. Indeed, the great advantage
of the adult audience is that it can be quite highly motivated
in learning. This category is deeply aware of the reasons for
the necessity of training, the scope of possible applications
of the knowledge and ready accurately formulates a request
to the teacher. However, the situation might be more com-
plex in case when a training group includes people who have
no actual desire to learn. The teacher has to justify the im-
portance of education while working with this category of
students. Additionally, it is necessary to know the individ-
ual’s preferences, inclinations, motives, as well as under-
standing of the situation in which the student will return from
a training course. If the teacher has this information, it will be
easier to find arguments in favor of participation in the pro-
gram and select individualized ways of motivating students.
For example, if the listener had to go on courses, depends on
the existing strict rules of the training programs, the motiva-
tional interview is advisable in order to show the importance
of a successful training for their career. If the listeners are fo-
cused on the further progress up the career ladder, it is im-
portant to isolate the issues of the program, which must be
carefully worked out, and to determine the criteria for suc-
cessful learning, giving a chance for career growth.
Another aspect is adult’s particular mental functions and
it is significant in terms of the educational material. It is well-
known that the adult has well-developed thinking skills. That
is why adult education program needs much greater clarity
and rigor in the definition of concepts, structuring the ed-
ucational material, the system of representation of indi-
vidual elements of the course. The next aspect that needs to
be addressed is the professional experience of the person. It
is important to specify the activity, which the listener is en-
gaged in.
The students’ experience and the preferences of individual
learning style might have a significant impact on the expecta-
tions of students in relation to teaching.
Today four main types of individual learning styles can be
determined:
1) functional,
2) individual,
3) authoritarian and
4) projected.
Functional style of training involves obtaining knowledge
through the mastery of certain algorithms of professional ac-
tivity. This type of training is typical for technical colleges,
universities, giving a person a rigorous understanding of the
rules, methods, tools and ethical principles implemented in
the sphere of professional activity.
The individual, who prefers the personal learning style,
takes possession of knowledge and skills through the assim-
ilation of meaningful professional identity, by copying the
ways teachers work. This method of learning is often cul-
tivated in creative occupations in which it is important to
convey not only the algorithm, as a certain world but a set
of substantial grounds, determining a successful professional
career.
In this case the student is not so much concerned about
the fact that he needs to know and what to change in order to
be successful at the workplace. The learning process is car-
“Young Scientist”
Do'stlaringiz bilan baham: |
