Use of the discussion method in foreign language teaching

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Орешина Екатерина Евгеньевна кандидат педагогических наук, доцент кафедры иностранных языков и профессионального перевода, Тамбовский государственный университет имени Г.Р. Державина, город Тамбов. Сфера научных интересов: педагогика, методика преподавания иностранных языков, межкультурная коммуникация. Автор более 20 опубликованных научных работ. ORCID: 0009-0009-7538-7338, SPIN-код: 4950-6903, Author ID 502606.

Modern approaches to foreign language teaching provide a wide range of methods, which take into consideration different levels of proficiency, personal characteristics of students and specifics of the learning process. Two types of methods are distinguished:

• •    passive (reproductive) methods focus on transferring ready-made knowledge to students;

• •    active (productive) methods are aimed at developing students’ independent learning skills.

Active (productive) methods of teaching foreign languages help to master the main types of speech activity and to develop interactive skills. Problem solving as an interactive method plays an important role in the organ- isation of foreign language teaching. Problem solving is a specific form of group work and group interaction, characterized by intense cognitive activity of students [1]. It is known that interactivity (interaction) is the basis of foreign language teaching. Interactive approach is the creation of such a situation in the classroom, when it is impossible for students not to be involved into communication. Interactivity is a complex of three mutually connected aspects:

• 1)    interaction between students and the content of the discussion/interactive task;

• 2)    interaction between students and the teacher;

• 3)    interaction between students.

Problem solving as a method of teaching a foreign language creates favorable con-

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ditions for the implementation of all these types of interaction, as it causes active intensive cognitive activity of students, allows them to get involved into a variety of true to life situations. Types of problem solving include discussion, debate, polemic and dispute. Each of them has its own specific features. Discussion can be singled out as the most frequently used type of problem solving in foreign language teaching. Discussion is a method based on group communication over a proposed problem, the purpose of which is to compare different points of view and find a common solution [2–4].

The experience of practicing teachers shows that discussion is the most effective method of problem solving, because unlike polemics, discussion does not divide but unites participants; unlike debate, it implies the presence of opposing, not just diverse points of view; unlike dispute, discussion is aimed at finding a compromise, not at convincing opponents of their rightness.

The potential of using the discussion method is diverse – according to D.I. Izaren-kov, ‘discussion acts not only as the most important tool for explaining and exploring the world, including the main means of obtaining new scientific data, but also as a way and form of development of intellectual abilities of an individual’ [5, p. 105]. Organisation of a discussion in foreign language classes creates conditions for the fulfillment of a variety of tasks that can be conditionally divided into two groups:

• 1)    general (interdisciplinary) tasks;

• 2)    specific tasks, directly related to foreign language teaching.

General tasks include:

• •    development of skills of expressing one’s opinion in an oral and written form;

• •    development of argumentation and counter-argumentation skills;

• •    development of group work skills, especially in situations of conflicting opinions;

• •    development of respect for opposing opinions;

• •    development of the ability to find several solutions to a problem;

• •    development of public speech skills;

• •    development of the ability to find weak spots in the opponent’s position.

Specific tasks include:

• •    development of all types of speech activity;

• •    development of skills of selecting lexical and grammatical units to arrange effective interaction;

• •    development of skills of working with authentic texts, audio and video materials in a foreign language to search for necessary information;

• •    consolidation of previously learnt material and mastering new lexical and grammatical material;

• •    study and practical application of stylistic norms of a foreign language [6, р. 171].

The widespread use of discussion as a method of teaching a foreign language has led to the emergence of a large number of variants of their organisation, such as brainstorming, conference/press conference, round table, expert group meeting, court session, talk show, symposium. Such a variety helps to adapt this method to the peculiarities of the academic group, goals and objectives of each stage of learning.

However, the effectiveness of using discussion in foreign language classes is significantly reduced if students are not prepared to participate in it or have significant difficulties in arranging it. Such difficulties may have the following reasons:

• •    students have underdeveloped group work skills and are unable to work in a team and find compromises;

• •    students have little motivation to participate in a group discussion;

Использование метода дискуссии на занятиях 43

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• •    students have a fear of public speaking and criticism, they are afraid both to present their team’s point of view in front of the group and to defend their opinion during the group discussion. In addition, they are afraid of making mistakes in their speech, and this makes their speech short and superficial.

Other problems include lack of information on the topic of discussion and insufficient vocabulary and grammar knowledge to express their opinions.

The teacher plays a crucial role in overcoming the difficulties mentioned above when using the discussion method. The effective use of this method depends largely on how well the teacher is familiar with the stages of arranging a discussion, on the teacher’s ability to choose the right topic for discussion and to form teams of participants. Let us consider each of these aspects in more detail.

Topic formulation

Formulation of the topic of discussion is a key step. The topic of discussion should be presented in the form of a statement that does not favour either side, thus providing an equal opportunity for argumentation. When choosing a topic, the teacher is advised to consider the following criteria:

• •    clarity and comprehensibility of the topic formulation for all students;

• •    relevance of the topic, width of coverage to bring in new interesting information;

• •    balance between the proposed topic and the potential for the problem solving;

• •    corresponding level of complexity [7, р. 306].

Teams formation

There are several approaches to teams formation. Students can form teams independently based on personal preferences.

Groups can be formed by drawing lots or by the students’ seats in the classroom. The most effective approach is the one in which the teacher forms teams taking into consideration the level of language skills and personal qualities of the students, trying to avoid a constant composition of teams, giving the participants of the discussion the opportunity to interact with different people.

Stages of discussion arrangement

To increase the effectiveness of discussions in foreign language classes, careful preparation of each stage by the teacher and each student is required. The main stages of a discussion are:

• 1)    warm-up: the teacher’s explaination of the topic and rules of the discussion, initial discussion, search for possible solutions, teams formation;

• 2)    group work arrangement: presentation of the task to the students, search for its optimal solution, exchange of opinions and summing up the results of group work;

• 3)    presentation of the results of the work;

• 4)    summarising the results: discussing the success of the problem solving;

• 5)    reflexion: analyzing the procedure and the result (what aspects students liked, what aspects they did not like, what caused difficulties, how to improve the process), evaluation of the effectiveness of the task, analysis of students’ attitude to the task, self-analysis of students and the teacher.

It is obvious that the teacher plays the most significant role at all stages of arrangement and implementation of discussion. The teacher states the objectives of the students’ activities, helps them to form teams, and gives a clear and precise description of the topic of the discussion [8, р. 17]. At each stage of the discussion organisation, the teacher performs different functions – from active control to

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active observation – in order to identify areas where possible mistakes need to be corrected. The teacher arranges and directs group interaction, supports the students and works with them to find ways to make the discussion more effective for foreign language learning.

Thus, discussion as a common method of teaching a foreign language creates favourable conditions for achieving academic goals and objectives. Despite the difficulties associated with personal characteristics, different levels of language proficiency, fear of public speaking and fear of making a mistake and being criticized, poor knowledge of the subject of discussion, careful preparation of the teacher and students, competent choice of the topic of discussion and proper teams formation help to increase the effectiveness of using the discussion method in foreign language teaching.