The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

Nhat Quang  Nguyen; Hung Bui Phu

doi:10.17323/jle.2020.10563

Нхат Куанг Нгуен Педагогический университет Хошимина https://orcid.org/0000-0002-9149-5066
Хунг Буй Фу Университет экономики Хошимина https://orcid.org/0000-0003-3468-4837

DOI: https://doi.org/10.17323/jle.2020.10563

Ключевые слова: подход «Dogme», Teaching Unplugged, преподавание иностранного языка, релевантность материала, постметодическая эпоха, коммуникативный подход к обучению языку

Аннотация

Данная статья посвящена критическому обсуждению концепции «Dogme ELT» — инновационного подхода к преподаванию английского языка, разработанного Скоттом Торнбери (2000). В работе дан всесторонний обзор теорий преподавания и изучения иностранного языка, а также перспектив постметодической эпохи в преподавании английского языка. Также в работе представлены различные аспекты подхода «Dogme» и определено его место в преподавании английского языка в постметодическую эпоху. Подход «Dogme» берет свое начало во множестве смежных теорий изучения и преподавания иностранного языка. Данный подход основан на идее о том, что преподаватели иностранного языка должны не полагаться в первую очередь на учебники, а давать проектные задания, основанные на проблемах и интересах учащихся. Несмотря на то, что теоретически подход «Dogme» соответствует большинству, если не всем, основным принципам преподавания английского языка, авторы полагают, что частные аспекты этого подхода должны быть исследованы глубже. Авторы также указывают на пробелы в существующих исследованиях по данной теме и дают рекомендации для изучающих и преподающих английский язык.

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