TRIAL TEACHING AS A METHOD OF EXPERIMENTAL VERIFICATION OF AN AUTHOR’S METHODOLOGY

Abstract

The article examines the specific features of organizing and conducting trial teaching as a component of experimental research in foreign language teaching methodology within the framework of Master’s training in the specialty «Secondary Education (English Language and World Literature)». The relevance of the study is determined by the insufficient development of the methodology of trial teaching despite the availability of substantial research devoted to pedagogical experiments in general.

The purpose of the article is to define the structure of trial teaching and to substantiate the conditions for its effective organization in order to verify the effectiveness of author-developed foreign language teaching methodologies.

Methodology. The methodological framework of the study is based on methods of theoretical analysis, comparison, generalization of scientific sources, and modeling within a systemic approach.

The scientific novelty lies in the systematic description of the structure of trial teaching, clarification of the content of its stages of organization and implementation, and identification of the conditions ensuring experimental validity and reliability of results.

The study demonstrates that trial teaching is an effective tool for hypothesis testing and has a formative character, contributing to the improvement of foreign language teaching. Four stages of trial teaching are described: organization, implementation, recording of results, and their interpretation. It is established that the effectiveness of the research depends on the clarity of the aim and hypothesis, the justified selection of participants, the quality of experimental materials, the validity of assessment criteria, and the objectivity of data processing and interpretation.

Conclusions. Trial teaching serves as the key method for experimentally verifying the effectiveness of a developed methodology within a Master’s research framework, due to its pilot nature and the necessity of preliminary approbation in real educational settings.