Keywords
age features
foreign language acquisition
intercultural awareness
Bloom taxonomy
creativity
information technology impact
How to Cite
Abstract
Based on available empirical data the author analyzes psychological features of adolescents (7-9 grades) and their cognitive capabilities to acquire foreign language at school. Adolescence exists as a social construct – a stage of life between childhood and adulthood and is recognized as a distinct stage of development in most modern societies. This period is deemed as an intense and challenging time of risk, change, cognitive transformation and social development, leading to new roles and responsibilities.
Despite having accumulated abundant knowledge about adolescents’ capabilities throughout the 20th century, researchers still continue their pursuits in order to interpret and extrapolate their findings on educational sphere. Moreover, research has upgraded to the institutional level as more organizations (e.g. OECD, PISA) are elaborating new research goals and strategies to verify their theories regarding adolescents’ capabilities in order to foster further integration of competence-oriented approach in the existing educational system.
Recent findings clearly prove that adolescents are still capable of mastering formal aspects of a new language (i.e. grammar and lexis). Nevertheless, teens’ interests and aspirations extend far beyond these formal linguistic aspects and are connected with debates, discussions and opportunities to express own opinion. In this respect it is necessary to provide them with texts and tasks that will be able to provoke their critical thinking and boost their communicative activity. In order to achieve this goal it is advisable to use Bloom’s taxonomy – a six-level instrument that follows patterns of cognitive processes and aids educators in fostering development of teens’ higher-order cognitive skills (i.e. ability to analyze, assess and create) while using a foreign language. Peer-assessment is regarded as a vital tool in establishing interpersonal contacts and shaping such qualities as self-esteem and mutual respect, ability to motivate own opinion and accept an alternative perspective. Due to the fact that 7-9 grades is the period of transition to professional training in high school, CLIL technology is regarded as essential for both expanding students’ horizons and familiarizing with new professionally-oriented spheres. High dependence of modern adolescents on the Internet and social media requires educators to update traditional approach to delivering didactic materials to students with interactive technologies.
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Dörnyei, Z. (2001). Teaching and Researching Motivation. London: Longman Pearson. (in English).
Duchesne, S., and McMaugh, A. (2016). Educational Psychology for Learning and Teaching, 5th ed. Melbourne, Australia: Cengage Learning. (in English).
Erikson, E. H. (1963). Childhood and society (2nd Ed.). New York: Norton. (in English).
Erlam, R., Philp, J., & Feick, D. (2021). Teaching Languages to Adolescent Learners: From Theory to Practice. Cambridge: Cambridge University Press. doi:10.1017/9781108869812 (in English).
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McDevitt, T. M., & Ormond, J. E. (2013). Child Development and Education, 5th ed., Upper Saddle River, NJ: Pearson. (in English).
Penfield, W., & Roberts, L. (1959). Speech and brain mechanisms. Princeton University Press. (in English).
Piaget, J. (1950). The psychology of intelligence. New York: International Universities Press. (in English).
PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World?, PISA, OECD Publishing, Paris, https://doi.org/10.1787/d5f68679-en (in English).
Thompson P. M., Jay Giedd, et al (2000). «Growth Patterns in the Developing Brain Detected by Using Continuum Mechanical Tensor Maps», Nature, March 9, 190‒193. (in English).
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc. (in English).
Torrance, E. P. (1968). Creativity and Its Educational Implications for the Gifted. Gifted Child Quarterly, 12(2), 67–78. https://doi.org/10.1177/001698626801200201 (in English).
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