asuВестник Атырауского университета имени Халела ДосмухамедоваBulletin of the Khalel Dosmukhamedov Atyrau University2077-01972790-332XАтырауский университет имени Халела Досмухамедова10.47649/vau.2020.v58.i3.11asu-292Research ArticleПЕДАГОГИКА И ПСИХОЛОГИЯPEDAGOGY AND PSYCHOLOGYРОЛЬ ОБРАЗОВАТЕЛЬНЫХ ПРОСТРАНСТВ В ИЗУЧЕНИИ ЯЗЫКОВROLE OF LEARNING SPACES IN LEARNING LANGUAGESШилибековаА. С.ShilibekovaA.

 PhD, Director, Centre for Teaching Excellence

Vancouver

 Director, Centre for Teaching Excellence; , Doctoral student in Educational Technology and Learning Design, Faculty of Education

Vancouvere-mail:  aigerim.shilibekova@sfu.ca  

aigerim.shilibekova@ucanwest.caUniversity Canada WestКанадаUniversity Canada West; Simon Fraser UniversityCanada2020190220215837181Copyright © Шилибекова А.С., 20212021Шилибекова А.С.Shilibekova A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://asu.ejournal.kz/jour/article/view/292

 Данная статья представляет литературный обзор исследований, посвященных изучению особенностей образовательных пространств и их влияния на развитие языковых компетенций преподавателей и студентов. Представленный обзор является частью комплексного проекта по разработке концептуальных рамочных основ и проведению эмпирических исследований на базе "English Only Space" (EOS) - инновационного образовательного пространства, реализованного вАтырауском университете.При создании EOS автор использовала подход, определяющий под образовательным пространством, или, согласно Концепции ОЭСР (2013), физической средой обучения, «физические пространства (включая формальные и неформальные), в которых взаимодействуют  преподаватели и студенты, содержание (контент), оборудование и технологии». Практические решения относительно проектирования образовательного пространства были сделаны на основе детального разбора наиболее современных публикаций из разных областей науки, сравнения точек зрения  авторов и определения на их основе новых трендов в разных областях науки, таких как филология, педагогика, психология, прикладная лингвистика и экология. Выводы исследований позволили достигнуть условий, когда обучение языку становится инструментом междисциплинарного познания, а физическая среда – возможностью управления ресурсами наиболее эффективно для достижения максимального результата обучения.Вместе с тем, настоящий литературный обзор послужил драйвером активного старта для проведения дальнейших практико-ориентированных исследований в EOS на основе двух предположений: необходимости поиска и развития уникальных способов изучению  английского языка, исследуя широкий спектр влияющих (средовых) факторов; реализованности основной цели пространства, если оно продвигает и поддерживает опыт, способствующий обучению идостижению результатов обучения.  

This article presents a literature review of selected studies devoted to the research of the features of learning spaces and their impact on the development of language competencies of teachers and students. The presented review is a part of a comprehensive project to develop a conceptual framework and conduct empirical research based on “English Only Space” (EOS) - an innovative learning space implemented at Atyrau State University. When designing EOS, the author used an approach that defines, under the learning space, or, according to the OECD Concept (2013), the physical environment of learning, “physical spaces (including formal and non-formal) in which teachers and students interact, content (content), equipment and technology.” Practical decisions in designing this learning space were based on a detailed analysis of the latest publications from different disciplines, comparing various authors’ views and determining new trends in a number of fields such as philology,applied linguistics, pedagogy, psychology, and ecology. Such approach allowed achieving conditions when language teaching and learning turns into an instrument of interdisciplinary cognition, and the physical environment provides affordances formanaging resources efficiently in order to achieve maximum learning outcome. At the same time, the present literature review served as a driver for an active start for further practice-oriented research in EOS based on two assumptions: the need to search and develop unique ways of learning English, exploring a wide range of influencing (environmental) factors; the fulfillment of the main purpose of the space if it promotes and supports experiences that promote learning and the achievement of learning outcomes.

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The authors declare that there are no conflicts of interest present.