title: Ð¤Ð°ÐºÑÐ¾ÑÑ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð»ÐµÐºÑÐ¸ÐºÐ¾-Ð³ÑÐ°Ð¼Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð²ÑÐºÐ¾Ð² ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð¿ÑÐ¸ Ð¸Ñ Ð²ÑÑÑÑÐ¿Ð»ÐµÐ½Ð¸Ð¸ Ð² ÑÐ¾Ð»Ð¸ Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°ÑÐµÐ»Ñ
title: Factors of acquiring foreign language lexical and grammatical skills by students majoring in linguistics in the course of their performance as a teacher
Creators: name: ÐÐ°ÑÐºÐ¸Ð½Ð°, ÐÐ»ÐµÐºÑÐ°Ð½Ð´ÑÐ°
name: ÐÐ°Ð·Ð¾Ð²ÑÐºÐ°Ñ, Ð¢Ð°ÑÑÑÐ½Ð°
name: Ð¢Ð°ÑÑÐ¾Ð², ÐÐ¼Ð¸ÑÑÐ¸Ð¹
name: "Ð¡Ð¸ÑÑÐµÐ¼Ð½ÑÐ¹ Ð°Ð½Ð°Ð»Ð¸Ð· Ð² Ð¿ÑÐ¾ÐµÐºÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð¸Ð¸ Ð¸ ÑÐ¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¸", Ð¼ÐµÐ¶Ð´ÑÐ½Ð°ÑÐ¾Ð´Ð½Ð°Ñ Ð½Ð°ÑÑÐ½Ð¾-Ð¿ÑÐ°ÐºÑÐ¸ÑÐµÑÐºÐ°Ñ ÐºÐ¾Ð½ÑÐµÑÐµÐ½ÑÐ¸Ñ (26; 2022; Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³)
Publisher: name: ÐÐÐÐÐ¢ÐÐ¥-ÐÐ ÐÐ¡Ð¡
Year: 2023
Subjects: Ð²Ð¾Ð²Ð»ÐµÑÑÐ½Ð½Ð¾ÑÑÑ
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Ð»ÐµÐºÑÐ¸ÐºÐ¾-Ð³ÑÐ°Ð¼Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¸Ðµ Ð·Ð°Ð´Ð°Ð½Ð¸Ñ
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ÑÑÐ½ÐºÑÐ¸Ñ Ð°ÐºÑÐ¸Ð²Ð°ÑÐ¸Ð¸
Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ Ð½ÐµÐ¹ÑÐ¾Ð½Ð½Ð¾Ð¹ ÑÐµÑÐ¸
involvement
team work
conducting
lesson fragment
lexical and grammatical assignments
basic course book
developing additional assignments
perceptron with one hidden layer
activation function
neural network training

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description: The article describes how linguistic majors acquire lexical and grammatical skills by participating in group work and conducting a fragment of a lesson. In the experiment described in the article, the students of exposure groups prepared and conducted a fragment of a class in small subgroups working in MS Teams and also developed additional exercises so that the other learners could consolidate the lexical and grammatical material. To this end, before each class, the teacher formed a team of 6 students with different proficiency levels. The composition of the team changed each time. In class, each of the team members gave their own fragment of the lesson. In the reference groups, the students were exposed to the same lexical and grammatical topics and performed the same amount of homework and classroom assignments as the students in the exposure groups, but the introduction and consolidation of new learning material was carried out by the teacher, and the students did their homework individually. We built a neural network model of learning outcomes from diagnostic test results. After the results of the diagnostic and final tests were compared, it appeared that the results in the exposure groups were much higher than in the reference ones. This can be explained by the higher degree of responsibility assumed by the students of the exposure groups for the results of their work and their greater involvement in the educational process.