Dybska T. Methodology of Oral Japanese Speech Blended Instruction to Future Philologists.

The dissertation represents a theoretical substantiation, practical development and experimental checkup of the methodology of teaching oral Japanese speech to students who study for the qualification of Bachelor’s degree. The paper defines the technology of blended learning of Japanese oral speech as a systematic use of methods and techniques of face-to-face, distance, online and interactive learning – the ones optimal for learning and adequate in order to achieve educational goals. The advantages, key approaches and principles of blended learning of oral Japanese speech (communicative, competence-oriented, linguistic and linguocultural) are formulated in the paper. Theoretical and methodological bases of formation of competences in oral Japanese speech of future philologists (in particular, definition and component structure of competence in speaking and competence in listening in Japanese) are elaborated. Linguistic principles of teaching oral Japanese to future philologists are formulated, while also indicating typological phonetic, lexical and grammatical features of Japanese that cause interlingual interference, as well as culturally marked paraverbal means of communication. It is noted that the theoretical basis of teaching speech consists of functional types of monologues and dialogues of conversational, educational scientific and journalistic styles; their structural features, pragmatics, verbal and nonverbal means are also indicated. The psychological basis of teaching oral Japanese speech is also elaborated. The blended learning of oral Japanese speech is organized within seven models, of which four are basic and three are auxiliary. The Face-to-Face Driver model, the Activities Rotation model, the Working Space Rotation model, and the Flipped Classroom model are used as the basic ones in the given order, which is determined according to years of study and levels of language knowledge. The Face-to-Face Driver model is aimed at first-year students studying Japanese at the A1 level. The Activities Rotation model is designed for second-year students studying Japanese at the A2 level. The Working Space Rotation model is aimed at third-year students studying Japanese at level B1. The subjects of study within the Flipped Classroom model are fourth-year students studying Japanese at B2 level. It is noted that three more models – Flex, Online Lab and Self-Blend models – are auxiliary and aimed at the partial achievement of individual learning objectives. Such platforms as Google Classroom, Memrise, Kahoot! and YouTube are the most optimal for distance and online instruction of oral Japanese speech aimed at future philologists.