Savremeni metodički pristupi u poučavanju jezika utemeljeni na ishodišno orijentiranoj nastavi
Contemporary Methodological Approaches in Language Teaching Based on Teaching Focused on Learning Outcomes

Author(s): Mirela Omerović
Subject(s): Language studies, Education, Pedagogy
Published by: Filozofski fakultet Univerziteta u Sarajevu
Keywords: contemporary methodological approaches; learning outcomes; Bosnian language teaching; development of communication competence;
Summary/Abstract: Contemporary educational concepts are based on outcome-oriented teaching, which requires a more active engagement of students in the learning process. Learning outcomes represent the expected student achievements after a certain cycle of teaching. In order to achieve the quality of the educational process, it is necessary to have the compliance of planned outcomes with the method and strategies of teaching, and with the methods and techniques of evaluating their achievement. One of the key roles of the school is reflected in the development of the language and communication competence and multiple literacies among students, achieved by active participation in the overall communication practice in all segments of teaching. Nevertheless, the development of linguistic and communicative abilities, training for independent reading and writing of different types of texts with the application of standard language norms are some of the basic goals in teaching the mother tongue. The curriculum approach in teaching the Bosnian language and literature assumes the development and improvement of basic language activities – listening, speaking, reading and writing, which puts the focus on the development of student competencies. The development of language and communication abilities and skills entails encouraging spoken language in the teaching process in different communication situations and procedures for the improvement of spoken and written expression, especially the development of rhetorical and presentational skills, as well as oral fluency. This is achieved through functional communication, which implies an active participation of students in different dialogic situational contexts and productive communication, as well as in the learning process through independent research, critical thinking and conceptual understanding.

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