CONTENTS

• Students' Responses
• References

TRAINING

– a System of Tasks Aimed at Resolution of Initial Contradictions of Language Learning and Education

The Text Technology comprises four types of training:

• Content development

• Co-authoring

• Screening

• Translation assessment

Each training implies that students simultaneously work with all possible language and field problems. It is essential that the teacher does not disguise this huge variety forcing students to concentrate on something they prepared the previous night. Students’ attention must be drawn to those moments where they encounter a difficulty or/and themselves find an interesting point to stop at. Thus, the information will be given to students exactly when they mostly need it.

1. Content Development

This training basically deals with problems characters face in the text. It often happens that the problem is either not formulated by the author or formulated only implicitly. (see numerous problems formulated by students in “Jonathan Livingston Seagull” by Richard Bach). Occasionally, the author just gives us a solution to a problem. (see “New Religion” by Robert Heinlein where the whole text is actually a list of solutions)

Students work upon building the whole chain – from formulation of initial problem to finding a possible solution. While working on problems, students are mastering the whole complex of the OTSM-TRIZ skills as well as having a real language practice. Moreover, realization of problems, especially those essential to characters, gives a deeper understanding of a literary text itself.

2. Co-authoring

This training is similar to the first one. The only difference lies in the source of problems. Here we consider the problems from the point of view of a person who created the text. What kind of problems did he/she have to solve? Did they do it successfully? Can we find a better solution?

Analyzing the text from the author’s point of view can be recommended to those teachers who wish to stop at literary moments of the text. It can also be used as a context for introducing basic literary notions in a way different from an academic lecture.

3. Screening

This training deals with problems encountered when bringing a literary text to another medium. In addition to extensive language and thinking practice, it is usually pretty motivating for students. Moreover, a teacher has an opportunity to present basic cinematic notions to students in a way different from an academic lecture.

4. Translation assessment

This is one of the best training for an extensive language practice. When comparing versions of the text in different languages students are forced to get a deeper understanding of various linguistic phenomena and pay attention to how they work together (in a system). Besides that, translation itself is a continuous process of problem solving, thus a large number of thinking skills are involved.

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CONTENTS