employee
Moscow City Pedagogical University
graduate student
Russian Federation
The author compares the methodological approaches with common lexical components in the terms, and conducts a study of these approaches’ educational content, scope of implementation and educational goals. As a result of the theoretical analysis, conclusions related to the differentiation of approaches are drawn, the person-oriented and subject-field-driven approaches are clearly distinguished, and the independence of the subject-activity approach is questioned. Based on the study of theoretical material, it has been established that the subject activity approach should be considered as a subtype of the subject-field-driven one, and the latter can be studied exclusively within the framework of higher education.
foreign languages teaching, person-oriented approach, subject-field-driven approach, subject-activity approach
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