Robinson Crusoe, as a young and impulsive wanderer, defied his parents and went to sea

The actuality of course paper is elucidate the most effective strategies on teaching through case-study methods for young learners and investigating strategies in order to accept to EFL classroom.To achieve intended result, I will collected much about the case-study method.
The aim of course paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as well as to compare its advantages and disadvantages with current training methods
The subject of the course paper: To provide detailed and descriptive information about prospects of the case method to the teacher and students.
Theoretical value is the significance of the research. Theoretically, it is given some scholars viewpoints, further theoretical and psychological conclusions are shown in this course paper.
Practical value of the work is implementing case study to develop students’ critical thinking and worldview.
Research method of this study - we applied a systematic literature review to identify, define and compare case method of teaching with currentmethods. In this regard, we searched in the databases of PsycINFO, ScienceDirect andGoogle Scholar using keywords of CMT, learning cycle theory, organizational trainingand individual differences.
The structure of the course paper: Thе structurе оf thе cоursе wоrk cоnsists оf 4 pаrts: introduction,main part, conclusion and the list of used literature.

CHAPTER 1
The classification of the Case method in the El 12 classroom
1.1 Language learning and the Case-study method
Case study is a teaching method based on the description of a realor hypothetical situation that reuires a solution or action. To break this down into simpler terms, a case can be defined as a person, a group of people, an event or a situation. In broader terms, a case can even relate to a location. A study is an in-depth examination or analysis of a topic. In this circumstance, it’s a very specific analysis of an individual case.
Case Studies help to provide clarity and clear results to understand complex issues because of their in-depth analysis. Due to the research focusing on 1 topic, Case Studies are able to show how unique the case is, while gaining a better understanding of a particular issue.No analysis is provided, so learners analyze the case themselves to make a decision or produce possible solutions. Case sltudies have been in use for several decades to train students in business, law, medicine, and other disciplines by exposing them to situations they are likely to encounter in their professional practice. Case studies are considered effective because “by presenting content in the format of a narrative accompanied by questions and activities that promote group discussion and solving of complex problems, case studies facilitate development of the higher levels ofvBloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to analysis, evaluation, and application” [2,21]
Case studies are also useful for training learners of English as a foreign language (EFL) because to find a solution to a case study, thelearners need to apply linguistic skills in combination with analytical and/or interpersonal skills—the kind of situation
that can occur in “real life,” outside the classroom. Case studies, a form of task-based learning (TBL), allow teachers to implement the communicative approach: the central focus is on completing a task, and students use language as a tool to communicate their ideas instead of doing language exercises to practice a grammar point or lexical item.
TBL is considered conducive to language learning because it is learner-centered in learning. The focus of the task is on meaning; it has “a clearly defined, non-linguistic outcome” [6,121], and learners select thelinguistic resources they need to complete the task.
The teacher’s role is that of a facilitator and advi or who circulates among the students and is available for language-related questions. This article gives general guidelines for EFL teachers interested in incorporating case
studies in their teaching; it also provides an 0example of a case study that can be used as is or as a model that teachers can adapt to their
needs.The case-study method is particularly suitable for involving students in spoken interactions, such as discussions. According to the Common European Framework of Reference for Languages, the skills required for formal discussions include the “ability to follow the p discussion” by “understanding points given prominence, keeping up with animated debate” and the “ability to contribute” by “probing, evaluating and challenging the contributions of others and arguing one’s own position convincingly” [5,87]. A case study also supports interactions through “goal-oriented cooperation” that leads to"collaborative, task-focused work,” such as “discussing a document” [5,88]
Furthermore, case studes provide training in reading comprehension, audiovisual or aural comprehension (when students watch a video or listen to a recording), and possibly written and oral production, such as writing a report or addressing an audience when presenting solutions. Case studies can be tailored to different language levels and teaching situations, such as English for specific purposes (ESP) or lcontent-based learning (language acquisition combined with the study of a subject matter).
Cases may range from everyday issues to high-content cases that require in-depth subject-matter knowledge and involve the analysis of accompanying data such as graphs, charts, and other supporting documents. The more complex the case is, the more specific the knowledge and the more specialized thecontributions of others and arguing one’s own position convincingly. A case study also supportsInteractions through “goal-oriented cooperation”that leads to “collaborative, task-focused work,” such as “discussing a document[5,88]. Furthermore, case studies provide training in reading comprehension, audiovisual or aural comprehension (when students watch a video or listen to a recording), and possibly written and oral production, such as writing a report or addressing an audience when presenting solutions. Case studies can be tailored to different language levels and teaching situations, such as English for specific purposes (ESP) or content-based learning (language acquisition combined with the study of a subject matter). Topics may range from everyday issues to high-content cases that require in-depth subject-matter knowledge and involve the analysis of accompanying data such as graphs, charts, and other suporting documents. The more complex the case is, the more specific the knowledge and the more specialized the language students will need. High-context cases are therefore suitable for learners who have sufficient proficiency in English and specialized knowledge; this is the case for many ESP students studying business, engineering, or other subjects. If teachers want to create their own subjectspecific case studies, they may consider thepossibility of collaborating with a specialist subject teacher.
Case study research has played a very important role in applied linguistics since the field was established, particularly in studies of language teaching, learning, and use. The case in such studies generally has been a person (e.g., a teacher, learner, speaker, writer, or interlocutor) or a small number of individuals on their own or in a group (e.g., a family, a class, a work team, or a community of practice). The cases are normally studied in depth in order to provide an understanding of individuals’ experiences, issues, insights, developmental pathways, or performance within a particular linguistic, social, or educational context. Rather than discuss constructs, hypotheses, and findings in terms of statistical patterns or trends derived from a larger sample or survey of a population of language learners, as in some quantitative research, a qualitative case study of a person presents a contextualized human profile. Case study has contributed substantially to theory development, generating new perspectives or offering a refutation or refinement of earlier theories in applied linguistics by analyzing linguistic, cultural, and social phenomena associated with children, adolescents, young adults, and older adults. In recent years, the purview of case studies in applied linguistics has expanded to include many previously underrepresented topics, linguistic situations, theoretical perspectives, and populations.
Using Case Studies for research and learning are valuable for answering the how and why questions. They are a great way to generate new theories or solutions to existing problems.
The research used in Case Studies are also often primary sources of information. In other words, they’re sources of information that relate to the person, place or situation depending on the topic. For example, this could include newspaper articles, bank statements, samples, timelines, interviews, and more. This means that theCase Study methodprovides a wide understanding of the context needed to gain a better insight into a particular topic quickly.
The use of the case-study method at the English lessons in a professional environment (Business English, English for managers, English for economists, English for professionals in the field of advertising, for specialists in public relations) pursues two complementary objectives, namely, to further improve the communicative competence (linguistic and socio-cultural) and the formation of professional skills of students. Familiarity with the case (reading of the professionally-oriented authentic texts and their subsequent translation), an independent search for solutions (inner monologues in English), and the process of analysis of the situation at the lesson (monologue and dialogue speech prepared and spontaneous) are the examples of communicative tasks.
Foreign language activity is carried out in the following sequence: discussion of the information contained in a case, identifying the most important information, the exchange of ideas and a plan to work on the problem, work on the problem (discussion) to develop solutions; discussion of the final decision, preparation of the report; reasoned brief report.
The process of preparing the students for solving a case is based on skills and abilities to work with information tools, which allows updating the existing knowledge, stimulates research activities. For example, at the stage of collecting information a variety of sources, based on modern communications such as television, video, computer dictionaries, encyclopedias and databases available through the communication system are used. These sources often provide more comprehensive and more relevant information.
The next stage is information processing, i.e. classification and analysis of the facts to represent the overall picture of the phenomenon or event. The final phase is representation of the reasoned decision which can be submitted in the form of presentations, illustrated text messages, tables, graphs, charts, etc.
The technology of work with a case in the learning process includes the following:
1) individual self-study work of students with the case study materials (identification of problems, formulation of the key alternatives, offering solutions or recommended action);
2) work in small groups on the problem and its solutions;
3) presentation and examination of the results of small groups to general discussion.
Classroom communication related to work on the case (discussion, argument, description, comparison, persuasion, and other speech acts) develops the skills of the right strategy of verbal behavior, norms and rules of the English-language communication. Students ‘comments on the content of the case study are evaluated on the following skills: analytical, managerial, decision-making skills, interpersonal skills, creativity, oral and written communication skills in English (lexical and grammatical aspect). Therefore, the method provides both cases and a particular type of educational material and special methods for its use in educational practice of the English language.
The case study method provides a student with actual theoretical knowledge and practical experience and opportunities to consolidate the monologic and dialogical skills of reasoning thoughts. opinions, ideas, proposals. Carrying research, a student studies to take alternative points of view and to argue for his/her own decision of a break-through situation, to show and to improve analytical and assessment skills and teamwork. It should be noted that the use of the ease study method requires a lot of time for the successful implementation of work on solving cases. However, the experience gained in the process of applying this method by teachers has shown that the ease method greatly increases the effectiveness of the educational process since it allows to simulate the future activities or the learners and form a positive motivation for mastering a foreign language and obtaining new competences as social activity. communication skills, listening skills and the correct expression of thoughts.