Probleminis mokymasis – verbalinę komunikaciją anglų kalba emancipuojantis procesas ; Problem-based learning as the educational process emancipating the verbal communication in English

Rita502

Sujets

• Educology
• English language
• Linguistics

Informations

• Publié par: kaunas_university_of_technology
• Publié le: 01 janvier 2005
• Nombre de lectures: 46

Extrait

Kaunas University of Technology








Nijol ė Čiu čiulkien ė





Problem-based learning as the educational process
emancipating the verbal communication in English




Summary of the doctoral dissertation.
Social Sciences, Educational Science (07 S)

















Kaunas, 2004
The dissertation was prepared at the Institute of Educational Studies,
Faculty of Social Sciences, Kaunas University of technology, in 1999 –
2003.

Academic supervisor: Prof. Dr. Habil. Liuda ŠIAU ČIUK ĖNIEN Ė
(Kaunas University of Technology, Social Sciences, Education Science –
07S).

The Council or Defense for Educational Science:
Prof. Dr. Habil. Palmira JUCEVI ČIEN Ė (Kaunas University of
Technology, Social Sciences, Education Science – 07S), – Chairperson,
Prof. Dr Habil. Gediminas MERKYS (Kaunas University of Technology,
Social Sciences, Education Science – 07S),
Prof. Dr. Habil. Simas KARALI ŪNAS (Vytautas Magnus University,
Humanitarian Sciences, Philology – 04H),
Assoc. Prof. Dr. Viktorija BARŠAUSKIEN Ė (Kaunas University of
Technology, Social Sciences, Education Science – 07S),
Assoc. Prof. Dr. Asija KOVTUN (Vytautas Magnus University,
Humanitarian Sciences, Philology – 04H).

Official Opponents:
Prof. Dr. Habil. K ęstutis KARDELIS (Lithunian Academy of Physical
Education, Social Sciences, Education Science – 07S),
Prof. Dr. Habil Rimantas TIDIKIS (The Law University of Lithuania,
Social Sciences, Education Science – 07S).

The official defense of the dissertation will be held at the public session of
the Council of Defence for Educational Science at the Rectorate Hall of
Kaunas University of Technology (Room 402, K. Donelai čio 73, Kaunas) at
10 a.m. on 12 October, 2004.

Address: K.Donelai čio 73, LT-44029 Kaunas, Lithunia.
Tel.: [phone], fax: [phone], e-mail:
[e-mail]

The Summary of the Dissertation is sent out on 10 October, 2004.

The Dissertaion is available at the Library of Kaunas University of
Technology.
© N. Čiu čiulkien ė, 2004




2

KAUNO TECHNOLOGIJOS UNIVERSITETAS








Nijol ė Čiu čiulkien ė



PROBLEMINIS MOKYMASIS – VERBALIN Ę
KOMUNIKACIJ Ą ANGL Ų KALBA EMANCIPUOJANTIS
PROCESAS


Daktaro disertacija





Socialiniai mokslai , edukologija (07S)














Kaunas, 2004

3
Disertacija rengta 1999-2003 metais Kauno Technologijos universiteto
Socialini ų moksl ų fakultete, Edukologijos institute.

Mokslin ė vadov ė:
Prof. Dr. Habil. Liuda ŠIAU ČIUK ĖNIEN Ė (Kauno technologijos
universitetas, Socialiniai mokslai, Edukologija – 07S).

Edukologijos mokslo krypties taryba:
Prof. Dr. Habil. Palmira JUCEVI ČIEN Ė (Kauno technologijos
universitetas, Socialiniai mokslai, Edukologija – 07S) – pirminink ė;
ProfGediminas MERKYS (Kauno technologijos universitetas,
Socialiniai mokslai, Edukologija – 07S),
Prof. Dr. Habil. Simas KARALI ŪNAS (Vytauto Didžiojo Universitetas,
Humanitariniai mokslai – 04H),
Assoc. Prof. Dr. Viktorija BARŠAUSKIEN Ė (Kauno technologijos
universitetas, Socialiniai mokslai, Edukologija – 07S),
Assoc. Prof. Dr. Asija KOVTUN (Vytauto Didžiojo Universitetas,
Humanitariniai mokslai – 04H).

Oficialieji oponentai:
Prof. Dr. Habil. K ęstutis KARDELIS (Kauno technologijos universitetas,
Socialiniai mokslai, Edukologija – 07S),
Prof. Dr. Habil Rimantas TIDIKIS (Lietuvos teis ės universitetas,
Socialiniai mokslai, Edukologija – 07S).

Disertacija ginama 2004 m. spalio 12d., 10 val. viešame Edukologijos
mokslo krypties tarybos pos ėdyje, kutis įvyks Kauno technologijos
universite, Rektorato sal ėje (K.Donelai čio g. 73-402a., Kaunas).

Adresas: K.Donelai čio g. 73, LT-44029 Kaunas.
Tel. [phone], faksas: (370) 37 32 41 44, el. paštas:
[e-mail]

Disertacijos santrauka išsi ųsta 2004 m. spalio 10d.

Su disertacija galima susipažinti Kauno technologijos universiteto
bibliotekoje
© N. Čiu čiulkien ė, 2004

4
INTRODUCTION
In numerous scientific research resources the twenty first century is
titled as the age of transformations. The globalization, economical
internationalization became the inevitable reality to the postmodern
personality, influencing all spheres of human existence. This change results
in formation of the new “shared culture” and European mentality
(Hargreaves, 1999). The “shared culture” and new European mentality are
based on collaboration and cooperation that influence the relationship among
the European countries. This new quality of relationship emphasizes the
current value system, the realization of which is impossible without
education.
Until recently education and especially the secondary education was
organized according the needs of concrete states. Today the attitude has
totally changed. The development of mobility and labor market transformed
the idea of the “closed national school” into the “open” institution, which
strives to equip the young people with the tools helping them “to become
integrated to the fullest possible extent in a society which has become
1European by virtue of the realities” .
The present day “open school” organizes its educational process
according the patterns of the student – centered learning, where the teacher is
a tutor, a consultant, a research adviser, helping the student to acquire
knowledge, skills, abilities and attitudes that are necessary for the
meaningful, controversial and transformative life.
Such student/pupil – centered education is authentic, active, meaningful
and cooperative and enables the students to base their activity on fire
fundamental rules: openness, participation, responsibility, effectiveness and
coherence (Livre, 2001).
These patterns allow the students to create the new culture and to be
responsible for its development. The responsibility and culture creation make
the students emancipated personalities who are moral, rational, sociable ant
able to think critically about the surrounding environment.
Most generally “emancipation“ is defined as the act of setting free from
bondage or disability of any kind, the state of being set free.
2Emancipation concept was interpreted by numerous scientists. In
Lithuania it was analyzed by Jucevi čien ė (1997), Kraujutaityt ė (1998),
Gudaityt ė (2000), Teresevi čien ė, Gedvilien ė (2003). The majority of them
(Freire, 1973; Mezirow, 1981; Conway, Little, 2000; Jucevi čien ė (1997),
Kraujutaityt ė (1998), Gudaityt ė (2000) argue that emancipation is a painful

1
Barthelemy, Ryba, Birzea, Leclereg, 197, p.23
2 Freire (1973), Mezirow (1981), Ellsworth (1989), Hart (1990), Cranton (1994),
Kohli (1995), Jutton (1995), Durie (1996), Humphries (1997), Inglis (1997), Tisdell
(1998), Faley (1998), Barr (1999), Jeff & Smith (1999), Martin (2000), Jarvis
(2001), ect.
5process which aims to destroy the barriers, built by collision of societal and
personal interests. Jucevi čien ė (1997), Gudaityt ė (2000), Kraujutaityt ė
(1998) as the emancipatory element stress the meaning of studies, which
may be organized with the help of democratic discussion. The process of the
democratic discussion is impossible without interaction, expressed by oral
verbal communication (Habermass, 1970). According to Daujotyt ė (2001) all
experience, the collective information included, is acquired and interpreted
with the help of language. Thus, the educational activity of the present-day
school, influenced by contemporary European dimensions, stresses the
importance of the emancipated verbal communication in the foreign
language.
Verbal communication is one of the most widely argued scientific issues
(Osgood, Schramm, 1954; Dance, 1967; Tubs, 1970; Persing, 1984; Steers,
1984; McQuail, Windahl, 1993; Samovar, Porter, Jain, 1981; Ve čkien ė,
Chreptavi čien ė, Sokolovien ė, Grebliauskien ė, 1999). Some of them, for
example, Christensen, Hensen (1996), point out three levels of the verbal
communication, the third level of which defines communication as a
flexible, responsible activity in the problematic true to life situations. In the
wider sense the emancipated verbal communication may be defined as free,
topic orientated, argumentative, stylistically, grammatically correct,
true to the facts, rich in the usage of the expressional means and stylistic
devices.
But the present day research data show, that not all school – leavers or
students can demonstrate the successful usage of the emancipated verbal
communication, especially in a foreign language.
Research problem. As Lithuanian society lives in the time of
transformatio