The "Training Firm" as a Way of Implementing a Systemand Activity-Based Approach to Teaching in Higher Education Institutions

Abstract

Currently, Russia lacks studies on the implementation of the ``training firm{''} technology in foreign language teaching in higher education to not only form professional expertise, but also to develop soft skills. The article aims to explain the content characteristics of the ``training firm{''} technology, which is based on a system- and activity-based approach, and justify its efficiency in teaching not only economic disciplines, but in foreign language teaching as well, for example, in teaching second (German) foreign language in higher school. The methods of research are: comparative analysis, pedagogical experiment, pedagogical observation, students' end product study. A survey of virtual training firms' ``staff{''} has been conducted to obtain feedback. The article thoroughly analyses system-based, activity-based and system- and activity-based approaches. The ``training firm{''} technology is one of the forms of the implementation of the system- and activity-based approach. This technology is widely used in education worldwide. The simulation of working relations for educational purposes is mainly used in business training. Specialists in teaching methods of Goethe-Institute (Moscow) adapted the technology to language teaching and developed a course-book based on communicative and system- and activity-based approaches. The authors use this course-book in teaching second foreign (German) language in higher school. Work within the framework of a training firm comprises five modules: starting a firm, finding business partners, establishing foreign business contacts, recruiting staff, attending a business fair. The results of the experiment demonstrated a higher level of grammar, lexical, phonetic aspects of speech in business and non-business communication among students of the experimental group, as well as their ability to successfully solve communicative problems. The results of the survey testify to students' great interest both in the ``training firm{''} concept and in the organization of learning in such a way that students acquire not only professional skills, delving into business processes, but soft skills as well. Thus, training firms allow developing the sphere of practical activities that contribute to students' training for future career. While evaluating students' work, the authors noted a considerable improvement of their writing and speaking skills in business and non-business communication. Students acquired experience of team work, learned how to plan their own learning activities and evaluate the results. The use of various types (brainstorming, mind-mapping, creative workshops, self-reflection) and forms (individual, pair, group, team effort) of work, the unconventional arrangement of practice (discussion, workshop, role-play), the use of new information technologies (Moodle, Google Presentation Service, and Padlet virtual whiteboard) facilitated further interest and motivation, which was confirmed by the results of the students' survey.