UDC 372.881.1

Ovezova U.A.¹ (Moscow, Russian Federation) – umeda_77@mail.ru; Wagner M.-N.L.¹ (Moscow, Russian Federation) – wagner.monica@gmail.com

¹Peoples’ Friendship University of Russia

Abstract. Effective foreign language teaching is the main goal of foreign language teachers’ work. Although this goal remains the same, understanding the effectiveness of foreign language teaching depends on the time and context of teaching. The purpose of this article is to characterize the effectiveness of foreign language teaching and to present methodological solutions that fit into the current understanding of effective foreign language teaching. In the framework of the author’s conceptual approach to solving the problem using the historical method of research, the article considers linguistic, communicative and personal-activity approaches to foreign language teaching. In accordance with the purpose of the study, the article presents three didactic solutions that best reflect the current understanding of effective foreign language teaching based on the personal-activity approach: the creation of concept maps, the inverted classroom method, and duo-ethnographic dialogues. In designing the structure of a concept map and considering its connections, or in comparing one’s own understanding of a problem with the teacher’s questions in a flipped classroom, or in a duet with an interlocutor who represents a different understanding of meaning, the student enters a learning space in which his or her previous knowledge is reconstructed, and deep learning occurs, due to the clear articulation of differences (interaction with new knowledge), the challenging of previous judgments (the temporal aspect), the negotiation of new meanings (search for patterns), and the conviction in the validity of reconceptualization (awareness of new knowledge), which corresponds to the criteria of today’s understanding of effective foreign language teaching.

Keywords: foreign language, linguistic approach, communicative approach, personal-activity approach, concept maps, flipped classroom method, duoethnographic dialogues.

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For citation: Ovezova U.A., Wagner M.-N.L. Methodological solutions for effective foreign language teaching based on the personal-activity approach. CITISE, 2025, no. 2, pp. 126-135.