Determining the content of teaching a foreign language is impossible without turning to psychology - the science of the patterns of mental reflection of reality in the human mind, which studies the mental properties, mental activity and state of the individual depending on the conditions in which they manifest themselves. Speech is one of the types of human activity.
As a result of speech activity, speech mechanisms are formed that ensure perception during listening and reading and the production (generation) of speech utterances (speaking, writing). When teaching a foreign language, educational (cognitive) activities are formed, during which the student masters the language, he develops speech mechanisms, and communication activities, during which he uses the language.
The object of learning in the activity approach and in the communicative orientation is speech action. In psychology, speech action is defined as the process of interaction of its components (communication participants; communicative intention and goal; subject content: topic, situation; linguistic means(extralinguistic and paralinguistic means)), aimed at generating a statement in a specific communication situation.
Speech actions are possible in the case when mastery of language material at each point of the educational process is brought to the level of skills and abilities. S. L. Rubinstein defines skills as automated components of consciously performed activity, formed through exercises and training. According to I. P. Pavlov, the physiological basis of skills is a dynamic stereotype. A. A. Leontiev noted that in order to communicate, insufficiently developed speech skills require speech skills. Skills involve creative activity. It is associated with thinking, imagination, emotions.
E.I. Passov made an attempt to “separate” skills and abilities. By skills he means “relatively independent actions in the system of consciousness, which have become one of the conditions for performing this activity.” They are associated with the formation of pronunciation, grammatical, lexical, graphic, spelling skills, reading and writing skills. A skill is “a conscious activity based on a system of subconsciously functioning actions and aimed at solving communicative problems.” It is associated with listening comprehension, speaking, reading and writing.
So, psychology allows us to determine the second component of the content of teaching a foreign language at school - this is the formation of skills and abilities to use the target language for communicative purposes.
Methodological component of training content.
The methodological component is teaching students rational methods of learning, learning a new language for them and developing the ability to practically use it for the purpose of communication (oral and written).
The selection of this component was undertaken because without equipping students with rational teaching methods, without developing the ability to use the ability to use learning tools foreign language, a textbook, a grammar reference book, a dictionary, a dictionary, as well as TSO, and without cultivating a culture of mental work, as well as clear planning of independent systematic work, it is not possible to master a foreign language even at the level of the requirements formulated by the program, since students must learn that their success in mastering English language will be determined by how they will engage in it themselves, work in class and outside of class time.
Thus, the selected components of the teaching content should be implemented throughout the entire foreign language teaching course in secondary school.
Contents of teaching foreign languages. Tools for teaching foreign languages.
The content of teaching foreign languages includeslinguistic, psychological, methodological, sociolinguistic Andsociocultural Components.
Linguistic component
covers:
1) strictly selected phonetic, lexical and grammatical minimums;
2) samples of speech utterances of different lengths, situationally and thematically determined, i.e. topics and text material for the development of oral and written speech;
3) language concepts, not characteristic of the native language of the students.
Psychological component
The content of training includes the skills and abilities being developed that provide students with the use of the target language in the process of communication. These include pronunciation, lexical, grammatical, spelling, reading and writing skills. On their basis, the skills of understanding speech by ear (listening), speaking, reading, and writing are developed. Speech skills ensure the development of creative activity in solving speech problems, in which the intellectual and emotional spheres take part.
Methodological component
The content of training is associated with students’ mastery of teaching techniques, knowledge of a new subject for them, and the development of skills and abilities for independent work. It provides training in rational teaching methods, the formation of skills in using a textbook, a grammar reference book, a dictionary, audio and video recording, and a computer. Students should be taught the transfer of knowledge, skills, abilities acquired while studying their native language and other subjects, as well as techniques for completing tasks in writing, reading, oral communication, etc. It is very important to help them properly organize their independent work, conduct self-control, and self-analysis of educational activities. Thus, the methodological component of the training content includes such aspects of academic work as:
planning your own educational activities;
selection of optimal means for solving assigned problems;
students’ use of various technologies for working with reference and educational literature in the process of completing an educational task;
implementation of self-control and self-correction in the process of educational activities.
Sociolinguistic component content of training involves the development of abilities to carry out different types speech-thinking activity and choose linguistic means that are adequate to the conditions of the communication situation, goals, social and functional roles of communication partners. The area of the sociolinguistic component includes, among other things, the ability to organize pedagogical communication and take into account a specific pedagogical situation.
Sociocultural component The content of training is that students master the national and cultural specifics of the country of the language being studied and the ability to carry out the communication process in accordance with these specifics. The modern concept of language education places an important emphasis on the need not to limit the study of a language to its verbal code. We are talking about the formation in the student’s mind of a “picture of the world” characteristic of a native speaker of this language as a representative of a certain society. Of particular relevance is the problem of modeling the educational process as an active “dialogue of cultures” designed to ensure the natural integration of the cultural and ideological values of world civilization, on the one hand, and the specific society of which the student is a representative, on the other hand. At the same time, we are not talking about suppressing the cultural identity of a student, but about an organic combination of universal human values and values inherent in a particular society.
Tools for teaching foreign languages
Teaching aids are material objects that can either replace the teacher in his functions or help him perform these functions.
They are:
Basic
Auxiliary
For the teacher
For students
Auditory (sound recording)
Visual (pictures, tables)
Visual-auditory (films, video)
Technical
Non-technical
The main means of learning is the language environment. The language environment is being replaced by an educational and methodological complex (UMC).
The educational and methodological complex includes:
1. The program is a document that should guide the teacher in his work in a particular class. The program defines goals and objectives for the formation of basic types of speech activity, plus general methodological recommendations for organizing the educational process.
2. A book for teachers - reveals the essence of the work on the educational and methodological complex as a whole. The principles on which the educational and methodological complex is built are outlined, lesson planning and distribution of material among lessons are proposed.
3. Textbook – contains material on teaching all types of speech activity.
4. Reading book – helps the student master reading in a foreign language. Home reading is required in all grades.
5. Sound recording (video recording) is a role model for developing the ability to understand speech by ear.
6. Workbook– for students to work independently at home. Allows students to master graphics and spelling, assimilate lexical and grammatical material while completing assignments for each lesson.
Teacher Tools:
Methodical manuals, which are included in the library of a foreign language teacher. The most important journal is the foreign language journal;
Dictionaries (including explanatory ones);
Technical means training (TSO): video, audio, filmstrips;
Non-technical means (not requiring special equipment): pictures, objects, toys, tables, handouts.
The content of teaching foreign languages is not constant. It changes in accordance with the goals of teaching foreign languages at a specific stage of the historical development of the education system. In this case, linguistic knowledge (primarily lexical and grammatical material) is divided into two groups depending on whether it is intended for active use in one’s own statements (productive) or only for recognition in texts (receptive). Since understanding information in a text from hearing and reading requires knowledge of a larger volume of linguistic material compared to the production of one’s own statements, the entire amount of knowledge is acquired by the student receptively, and part of it productively. In practice, the content of teaching a foreign language, for any purpose, includes only a small part of the linguistic means of a given language. This makes the problem of selecting the content of teaching foreign languages urgent.
When selecting the content of teaching foreign languages, one should take into account the specifics different types schools/classes, or more precisely, learning conditions. This provision concerns primarily the volume of language material being mastered. For example, in schools with in-depth study of a foreign language, the volume of acquired vocabulary and grammatical material will be more complete and broader than in a regular secondary school.
When deciding on the selection of training content, it is also equally important to determine the priorities of certain types of activities being formed and, consequently, the corresponding speech skills. For example, for those studying a language for tourism purposes, mastering the basics of oral foreign language speech is relevant, while for general education schools both receptive (reading, listening) and productive (speaking, writing) tasks are put forward. This, in turn, should create a reliable basis for further professional improvement of language proficiency.
The above approach to content selection also applies to its other components. In particular, it is impossible to teach students of secondary schools and gymnasiums, schools of humanitarian and technical profiles on the same texts and communication situations. At the level of selection of spheres and communication situations for children of preschool and primary school age, preference is given to the gaming sphere (not to be confused with play as methodical method, which can be used in work with any age group of students). At the “senior” stage, which receives an increasingly pronounced professionally oriented orientation, the subject side of the learning content should reflect, along with others, the professional sphere of communication that interests students (of course, within limited limits). At this stage, for students, during the period of formation of their professional interests, a foreign language should become a reliable means of satisfying cognitive interests. Therefore, in high school, it is justified to expand and deepen the topic at the expense of regional studies, general humanities or natural science material, focused on the future specialty of students. It is also necessary to provide for familiarity with the elements of career guidance and retraining in the country of the language being studied ( for example, within the framework of the topic/problem “Getting a job”), familiarization with the features of the chosen profession and the role of the studied language in mastering professional skills. Thus, in the content of training itself it is necessary to lay down mechanisms that reveal the possibility of practical use of the studied language as an important means of development and satisfying the interests of students, including non-linguistic ones.
The selection of the content of teaching foreign languages in general and its individual components is traditionally carried out in the domestic methodology, taking into account the following two principles: 1) the necessity and sufficiency of the content to achieve the goals of teaching the subject; 2) accessibility of the content as a whole and its parts for assimilation (see: Methods of teaching foreign languages..., 1982, p. 55). Let's look at these principles in more detail.
The first principle means that the content of training should cover those components that are important for achieving the goal. If in a modern school we are talking about developing students’ ability for intercultural communication, then in addition to information, methods of activity should be included in the content of training. expressed in oral and/or written text and tasks, also include emotional activity caused by the subject and the process of its assimilation. Since in relation to our subject, as well as to any other; this emotional activity is associated primarily with the positive attitude of the subjects of the educational process to the content of learning and to the object and process of its (content) assimilation; educational material and information of any nature used in the lesson should
Table 8 Interrelation of components of the content of teaching writing in a foreign language
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predict the desire of the teacher and student to work with him, and awaken students’ interest in learning in general and in a foreign language in particular. The emotional-evaluative component of the content of teaching foreign languages plays an important role in the qualitative assimilation by students of all other components of this content. For example, the formation of positive value orientations in relation to a foreign language and to activities related to its acquisition allows, in addition to the development of general educational and special skills, to solve other problems: to cultivate in students a desire to engage in self-education, to develop a desire to discover new areas of practical application. the language being studied, etc.
The second principle means taking into account the real capabilities of students to master the selected learning content. In this regard, the methodology raises the question of selecting “a minimum of linguistic, regional studies and speech material,” i.e. the minimum amount of training content necessary and sufficient to achieve the set goals in the specific conditions of teaching and learning the language.
The need to minimize the content of training is due to the fact that developing the ability for intercultural communication requires quite a lot of time. Therefore, exceeding the minimum acceptable content of training without taking into account the actual teaching time allocated for its study at school can lead to irreparable negative results: loss of interest on the part of students in learning the language, loss of confidence in the successful mastery of the target language, etc.
The procedure for selecting the content of teaching foreign languages is a multi-stage process. Despite the fact that all components of the training content are closely interconnected with each other (Table 8), a certain sequence can be observed in their selection.
The subject aspect of the training content is primary in its selection. Thematics play a special role, making it possible to determine, within certain areas and situations of communication, the nature of the language material, genre and stylistic features of texts. The leading component in collecting language material is a dictionary.
§ 2. Principles of teaching foreign languages
The term “principle” comes from the Latin word principium - “base”, “first principle”. Hence, the principle of teaching is the fundamental principle, the pattern according to which the system of teaching the subject should function and develop. In the domestic theory of learning, it is especially emphasized that the description of the principles is the key to creating a highly effective educational process in any type educational institution and in any academic discipline. This explains the fact that the problem of the principles of teaching foreign languages has traditionally been the focus of attention of domestic scientists and practicing teachers.
In most cases, methodologists try to establish a certain hierarchy of the basic principles of teaching foreign languages. At the same time, they rightly proceed from the fact that, on the one hand, “foreign language” as an academic discipline is one of the academic subjects in the education system and, therefore, “submits” to the laws proclaimed by general didactics, and on the other hand, to the methods of teaching foreign languages languages have their own methodological basis, which has its own patterns. Therefore, it is generally accepted to divide all principles of teaching foreign languages into general didactic and methodological (M. V. Lyakhovitsky, R. K. Minyar-Beloruchev, E. I. Passov, G. V. Rogova, F. M. Rabinovich, etc.). True, the so-called “combined” (in the terms of V.V. Safonova) approach, which includes individual principles of both general didactic and methodological plans in one group, cannot be ruled out.
Unfortunately, in educational process In a foreign language, the principles proclaimed by the learning theory are often violated. First of all, this concerns the so-called general educational principles (consciousness, the educational nature of training, strength, etc.). Indeed, for decades the principle of consciousness has been officially recognized in the methodology, but in practice it turns out that students, instead of consciously assimilating educational material they memorize the texts, dialogues, etc. they have prepared. The implementation of the principle of activity often comes down to this; that the student is only active when asked by the teacher. These and many other examples that could be cited indicate that the principles put forward in the methodology for the teacher, as a rule, play the role of only some subjective guidelines in the selection and organization of teaching content. This can be avoided by bringing the process of teaching foreign languages closer in its basic parameters to the process of language acquisition by a student in a natural language situation (i.e., making it fully communicative). To do this, it is necessary “...to create in the classroom a microcosm of the life around us with all the real, interpersonal relationships and purposefulness in the practical use of language” (Rivers V., 1992, p. 99). When designing and implementing foreign language teaching, it is important to take into account the logical relationships: 1) the subject of acquisition (in our case, this is the language, speech activity and culture of the country of the language being studied); 2) the patterns according to which the process of mastering this subject is structured; 3) the level of individual psychological development of students (see: Lompscher J., 1995, S. 46).
The principles being developed for teaching foreign languages are designed to model the modern process of teaching foreign languages as an open process that excludes directiveness on the part of the teacher and rejection of the content of learning on the part of the student. The open nature of the learning process means that it must have a pronounced personality-oriented orientation, due to the fact that the linguistic bi/multicultural personality of the student must be at the center of this process. The last point is significant for understanding the essence of the basic laws (principles) of constructing the modern process of teaching foreign languages, which we will begin to describe.
2.1. General didactic principles of teaching foreign languages
One of the important general didactic principles of teaching foreign languages is the principle of personality-oriented learning. This principle, in a certain sense, is connected both with the principle of educational and developmental teaching of the subject, and with the principle of individualization of training, put forward by a number of methodologists. The traditionally educational and developmental nature of teaching the subject is linked to the specific contribution of the academic subject “foreign language” to general education and student development. This is manifested in the fact that the student, in the process of mastering a foreign language, “realizes” his thinking: he deeply understands the ways of forming thoughts and learns the functioning of language as a means of communication. At the same time, its culture is being improved speech behavior(see: Mirolyubov A. A., 1998, pp. 41, 42). However, at present we should talk about the fundamental novelty of the principle under consideration. This novelty is due to at least three circumstances.
First, as noted above, real communication includes the actual knowledge, opinions and desires of a person, as well as the so-called social conditions - such as authority, power, role relations and relations of politeness. These parameters are cognitively conditioned, i.e. They<<...релевантны лишь постольку, поскольку участники коммуникации знают эти правила, способны использовать их и могут связать свои интерпретации того, что происходит в коммуникации, с этими "социальными" характеристиками контекста» (Дейк ван Т. А., 1989, с. 14).
Secondly, the developmental (cognitive) aspect of modern foreign language teaching is associated with the interconnected communicative and sociocultural development of the student’s personality.
And thirdly, the student is understood as an intellectual (thinking) and autonomously (independently) acting individual, his speech activity is influenced by his general, constantly changing speech experience (including in his native language), as well as personal individual experience in mastering language/culture and communication in the target language. Thus, the modern content of the above principle is to develop in students, along with communicative competence, empathic abilities, as well as to expand their individual picture of the world through familiarization with elements of a foreign culture and comparison of these elements with their own linguistic culture.
That is why the personality-oriented orientation of teaching foreign languages, as A. A. Leontiev rightly notes, is designed to:
1) facilitate students’ assimilation of social experience, i.e. knowledge, skills and abilities that are necessary for normal life in society, a specific society (and not only in the future, but also at each stage of its current development);
2) stimulate the student’s ability to think freely and creatively;
3) to form a student’s worldview, to create a holistic picture of the world in all its diversity;
4) develop the ability to consciously plan one’s development, understand the dynamics of the latter and learn independently, including independently assimilating a new linguistic culture;
5) to form in the student a system of personal properties and qualities that contribute to his self-development: motivation, reflection, systemic knowledge as a means of controlling the formed picture of the world, etc. (see: Leontjew A. A., 1995, S. 25, 26).
The personally oriented orientation of teaching foreign languages, which meets the basic tenets of the theory of foreign language acquisition in educational settings, radically changes the idea of the essence of teaching the subject and its main characteristics. The basis of such learning is the balanced and equal interaction of all participants in the educational process, as well as the mutual conditionality and diverse dynamic relationships of all components of the educational process. This is quite convincingly shown by J. Lomlscher, who puts forward the idea of the existence of two educational paradigms:
1) training as “transfer of knowledge, skills and abilities”;
2) training aimed at “free disclosure of personality” (see: Lompscher J., 1995, S. 43, 44).
The personally oriented orientation of teaching foreign languages correlates with learning considered in the context of the second educational paradigm. Its adoption fundamentally changes the system of relations between teachers and students. The natural authority of a teacher, stemming from his subject competence and professional excellence, has nothing to do with authoritarianism. The teacher-student relationship is built on the principles of partnership, based on exciting joint activities and cooperation aimed at achieving a common goal. The teacher and student act as equal subjects. This means that a specific educational process is “open” in nature and is oriented by their common efforts and interaction so that, whenever possible, the goals, motives, interests, preferred strategy in teaching each student and the educational group as a whole, as well as the individuality and style of professional activity are taken into account teachers. Schoolchildren actively participate in the selection, organization and design of the content of a specific lesson; The teacher acts as a consultant, assistant, participant in games and activities. Since the authoritarian communication style has a negative impact on the student’s social behavior and does not contribute to the construction of “open” learning, as well as the acquisition of the target language as a means of intercultural communication, the modern educational process in foreign languages, understood as a specially organized communication of its subjects in order to develop students' ability for intercultural communication, it should not be built from the point of view of the priorities of the educational material. The starting point is the student as a subject of the educational process and as a subject of intercultural communication, his individual picture of the world, his needs and motives, sociocultural and individual development programs.
Hence, the content and technology of teaching foreign languages must correspond to the current interests and needs of the student, his age characteristics and stimulate his verbal, cognitive and creative activity. Each student in a study group is an individual. Everyone has their own special structure of abilities, their own preferences in choosing certain topics, problems, and types of activities. The teacher, relying on the student’s individual development programs, ensures his successful progress in mastering a non-native language. At the same time, since teaching foreign languages is a set of equally significant processes - the teaching activity of the teacher and the activity of the student in mastering the language - each student must realize that the qualitative result of his work on the language is determined primarily by his own efforts and aspirations. Together with the teacher, he bears equal responsibility for the success and quality of the educational process.
Under the influence of the teacher, the educational materials he uses and the forms of interaction, partnership, “dialogical” relationships develop not only between the teacher and students, but also between students. Positive group dynamics emerge and are maintained. It is not competition, but cooperation that determines the atmosphere in a study group. Paired and group work, tasks involving movement, changing partners, joint creative tasks and projects give students experience in coordinating actions in solving common problems and the joy of cooperation. Frontal work, which involves the obvious dominance of the teacher, is reduced to a minimum.
The educational process should be harmoniously focused on each student, the study group as a whole and the teacher. If students make mistakes in oral and written statements, the teacher uses a personally oriented technology for correcting these errors, which is based on support and assistance to the student from the teacher.
Thus, the main content of the principle of a person-oriented orientation in teaching foreign languages is the consistent activation of each student’s intellectual abilities, knowledge and speech experience, his emotions and moods, as well as the development of these personal parameters.
The second general didactic principle, which is especially important in the organization of a modern educational subject, is the principle of consciousness. The content of this principle, which received its justification within the framework of the conscious-comparative method (see: Mirolyubov A. A., 1998), is that students are aware of the actions and operations they are mastering with language material (primarily grammatical). In other words, skills and abilities in mastering linguistic material are formed on a conscious basis.
It is quite obvious that the principle under consideration is of great importance for modern teaching of foreign languages. This statement is based on the fact that the deep basis of the interconnected communicative, sociocultural and cognitive development of students is the ability to consciously use the target language as a means of communication and self-expression and knowledge of the most important subsystems of the target language.
Mastering language means allows the student to consciously manage the process of choosing appropriate means during communication and the process of individual language acquisition. At the same time, the principle of consciousness receives a new meaning in the context of the above-formulated patterns of mastering a foreign language in educational settings. The novelty of this principle is the following: teaching foreign languages should be built as a cognitive process.
Cognitiveness, according to the fair remark of A.A. Leontiev, is associated with the fact that the student does not simply master the language system and language as a means of communication. Since, as already noted, language itself does not express any meanings that exist independently of conceptual systems, language acquisition is not only and not so much the acquisition of a means of encoding concepts, but the formation of a student’s picture of the world. This picture of the world consists of both verbal and objective meanings. Hence it is obvious that the academic subject “foreign language” should not be taught as a “formal system”. To teach language is to teach culture, bearing in mind the interrelated communicative, sociocultural and cognitive development of the learner. The student must learn to correlate his own and other people’s, to realize what unites his culture and the culture of the country of the language he is studying, and what is different and why. It is this thesis that organically links such concepts as “cognition” and “empathy,” which allows us to talk about cognitive empathy and the need for its development in students in educational settings.
In our opinion, the provision on an integrated approach to motivating students can be considered as a derivative of the principle under consideration (R.K. Minyar-Beloruchev, V.V. Safonova). An integrated approach to motivation is aimed at developing in schoolchildren:
1) sensitivity and interest in the phenomena of a different mentality and foreign culture;
2) the ability to perceive and understand these phenomena, compare them with one’s own worldview and cultural experience, find differences and commonalities between them;
3) the ability to navigate the phenomena of a different way of life, a different way of consciousness and a system of feelings, a different hierarchy of values, and enter into dialogue with them;
4) the ability to critically comprehend and thereby enrich one’s own picture of the world.
The development of these qualities and skills is carried out in the process:
1) familiarizing students with the way and conditions of life in the country of the language being studied;
2) mastering the etiquette of verbal and non-verbal behavior accepted in these countries;
3) students’ assimilation of knowledge of everyday culture and the culture of holidays;
4) acquaintance with children's, adolescent and youth subcultures;
5) critical understanding of social problems and trends;
6) emotional contact and intellectual work with examples of high culture.
During the learning process, one-sided portrayal of reality should be avoided: for example, solely from the perspective of the country of the language being studied or from the usual perspective of the native culture. On the contrary, the “polyphony” of educational content, the representation of different views, points of view and opinions, while leaving freedom of choice for students, develop their ability to think independently, interest and respect for their native language and culture. It should also be borne in mind that the student’s penetration into a foreign world is a complex and multifactorial process, which is accompanied by a period of formation of the internal experience of sociocultural images.
The third didactic principle that needs to be addressed. sounds like this: foreign language teaching, aimed at developing students' ability for intercultural communication, should be structured as a creative process.
The process of mastering a foreign language is a creative process, and not a process of mechanical development of speech skills, not “programmed behavior.” Therefore, learning a non-native language is an activity that goes beyond the narrowly understood educational activity. Depending on age, educational material and other factors, learning is organized as a game, writing or dramatizing a fairy tale, developing a project, solving a problem problem, discussion, etc. In any case, the activities in which students are involved in the lesson are informal, motivated, and equally addresses the cognitive, intellectual and emotional spheres of their personality, thereby providing each student with greater opportunities for individual self-expression.
The creative nature of the process of teaching foreign languages is manifested in the fact that the student, solving certain communicative tasks, realizes his own intentions, i.e. acts on his own behalf. Students should have the opportunity to independently transfer previously acquired knowledge, skills and abilities into a new context of their use. Only in this case will creative competence develop, which is an indicator of communicative proficiency in a foreign language at a certain level. At the same time, in the educational process a situation should be created in which the use of a non-native language by schoolchildren is natural and free - the same as it appears in their native language. It is quite obvious that in this situation they are expected to be able to focus their attention not so much on the linguistic form of the utterance, but on its content.
In this regard, it is important that the education system emancipates the student, freeing him from any manipulation by the teacher. In the educational process of foreign languages, there are at least two opportunities to interest and activate the student. The first possibility is related to the construction of the proposed circumstances, so that the student actually finds himself in a situation where he has to act one way or another. In the second case, we are talking about situations in which the student transforms into a person (simulation) acting in these circumstances. In other words, in the second case we are talking about techniques that simulate situations of real speech communication. However, it is quite obvious that the first opportunity should occupy an increasingly significant place in the modern educational process, gradually displacing other opportunities to interest the student.
Learning a foreign language is associated not only with students mastering a new means of encoding/decoding thoughts. This process is designed to stimulate the student’s ability for free creative thinking, to form his picture of the world, to promote his self-development and self-reflection. Therefore, the content of training is not subject to mechanical assimilation, but to intellectual and creative processing. By creating their own illustrations for certain situations, composing sketches, poems, fairy tales and stories, recording radio plays on a tape recorder, developing projects, designing collages, making suggestions on the topic and form of lessons, etc., students modify and enrich what the teacher has proposed or textbook contents. Thus, they become true co-authors of the educational process, giving vent to their cognitive activity, searching for the necessary information about the country of the language being studied, its traditions and history, creatively, in accordance with a specific task, processing this information.
The fourth didactic principle is related to active nature of learning in general and foreign languages in particular. Its content is as follows: Teaching foreign languages, aimed at developing students’ ability for intercultural communication, should be of an active nature, which is expressed in the external and internal (mental) activity of the student.
This principle is based on the ideas of activity theory (J1. S. Vygotsky, A. R. Luria, A. N. Leontiev, etc.), according to which activity is considered as the active interaction of a person with the surrounding reality. During this interaction, a person acts as a subject who purposefully influences an object and thus satisfies his real needs. Consequently, the principle formulated above correlates in a certain sense with the principle of activity accepted in domestic didactics and methodology. However, in this case, it is necessary to keep the following in mind. From the standpoint of the basic principles of activity theory, learning is a necessary condition, an important component and result of activity, when in the course of the student’s acquisition of individual experience, the development of memory processes and mental operations, the acquisition of knowledge and skills, their reproduction and production, his relationship with the surrounding reality changes. Thus, it is possible to implement a truly activity-based approach to teaching foreign languages provided that it is planned not from the point of view of the interests of the processes of teaching the subject, but from the point of view of the specifics of the processes of learning a foreign language by students. Students must show their own internal activity in studying the subject. This activity and self-development of students in the course of demonstrating their activity are important prerequisites for motivation to master the language and culture of its speakers.
In accordance with the activity theory, J. Lompscher rightly proposes to distinguish from the whole variety of processes that arise in learning two main forms: learning organized through activity, and learning organized as an activity (see: Lompscher J., 1995, S. 41). In the first case, we are talking about the inclusion of various types of activities in the educational process: games, applied activities, etc. In the second, learning itself is considered as an activity. Both approaches are widely used in teaching foreign languages. If we talk about various types of activities typical for students of a particular age, then, as is known, their intensive introduction into domestic teaching practice is associated primarily with a broad experiment in early learning of foreign languages, which was carried out in the late 1980s - early 1990s in Russia. Learning as an activity is a process understood as the interaction of the subjects participating in it.
Observation of the practice of schools shows that most often the first form of teaching is implemented in the educational process in a foreign language. At the same time, the lesson presents, as a rule, the now traditional frontal work, in which the teacher asks/encourages the student to speak, and the student/s respond. Consequently, speech activity in this case is shown by the teacher, and students are active only if they are asked (see, for example: Milrud R. P., 1995). Such communication between subjects of the educational process can be called one-way (from teacher to student/students). Most often, it presents the learning model as “the transfer of knowledge, skills and abilities.” However, if we are talking about the activity basis of the process of teaching foreign languages, then such a paradigm of relations between its subjects should be replaced by a system of relations that has a so-called multilateral nature. This can be achieved by using individual, group and collective forms of teaching in the teacher’s work, which are mostly interactive (oriented towards interaction) in nature and contribute to the development of the student’s ability to independently carry out communicative activities, i.e. to prove himself as an independent and full-fledged student. participant in this activity.
The model of multilateral communication in the classroom represents learning as the “free disclosure of personal capabilities” of the teacher and students. It, as noted above, significantly changes the positions and functions of the subjects of the educational process. Moreover, this model of communication in the classroom focuses teaching foreign languages not on the development of correct speech (formed most often on the basis of a given sample), but on the independent generation and understanding of statements by students within the framework of an authentic situation. With this approach, we should be talking about learning to adequately express complex thoughts and states in relation to the goals, conditions and participants of communication, and not just about verbal response and verbal adaptation to the communicative situation. In addition, it is important to create conditions in which: 1) verbal communication is organically woven into the intellectual and emotional context of other student activities (games, surveys, publishing a magazine, search activities, etc.); 2) interdisciplinary connections are consistently implemented, the “narrow space” of communication in the classroom is expanded by searching for opportunities for authentic communication outside of class hours; 3) every student, even the weakest linguistically and less active psychologically, has the opportunity to show his own imagination and creativity, activity and independence.
Content of teaching a foreign language: linguistic, psychological, methodological components The problem of content in the methodology of teaching foreign languages continues to be one of the most pressing. In the methodology of teaching foreign languages, there is still no consensus on the content of teaching FL. The content of training is determined by the goals and is determined specifically by historical circumstances, the level of development of methodology and related sciences, the level of development of teaching aids, programs, textbooks. Learning Objectives: Practical purpose.
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The problem of content in teaching foreign languages (FL) continues to be one of the most pressing. In the methodology of teaching foreign languages, there is still no consensus on the content of teaching (SO).
Learning Objectives:
- Practical goal.Students must master a foreign language as a means of communication and be able to use it b be called in oral and written forms: when understanding speech by ear (listening), in one’s own n nal statements (speaking), in reading and writing.
- Educational purpose.During training, important moral qualities of the individual are cultivated. The study of a foreign language contributes to the formation of the student’s views on the world around him, on the place of man in nature and in society, on the nature of his relationship to the environment in which he lives, to himself. The specific content of the education of moral qualities embodied A is in the word. Studying a foreign language forms such an important side of the personality as the ability to implement t communicate.
- Educational purpose. The student acquires a second language and, therefore, a new means of expressing thoughts. Correct use of language means ensures And gives the opportunity to understand each other, perceive and transmit thoughts when communicating. Studying a foreign language improves the general linguistic culture of expressing thoughts both in the native language and in the foreign language.
- Developmental goal.4 groups of skills and abilities:
- educational and organizational: formed in the educational process when using ra h different operating modes: teacher - class, when exercising self-control.
- educational and intellectual skills develop due to the organization of work with educational mats e rial with its appropriate presentation.
- educational and informational: both when working on oral speech and when reading.
- educational and communicative: Oral speech serves as both a means and a goal of language learning.
CO is not a static, but a constantly evolving category, which reflects both the subject aspect (a variety of knowledge involved in the process of teaching a subject) and the procedural aspect (skills and abilities to use acquired knowledge in order to carry out oral and/or written n no communication).
- I. B. Bim SO: 1) linguistic and speech material at different levels of organization (from words to spoken text) and rules of design, and handling them (“linguistic” information A tion), elements of “linguistic culture”; 2) subject content conveyed using these units within the topic, in relation to the communication situation; 3) subject and mental n ny actions with foreign language material, on the basis of which knowledge, skills and abilities are formed in line with the main types of RD (extralinguistic information).
- S. F. Shatilov identifies 4 main aspects. 1) Language material that must be organized accordingly (a) the word “ready-made phrases” (stamps); b) speech about b sample (sentence, phrase); c) text, topic); 2) Skills and abilities that ensure mastery of different types of RD. 3) System of exercises.Text material.
- G. V. Rogova: 1) linguistic, 2) psychological; 3) methodological
Linguistic component of training contentlanguage material: strictly selected n nal phonetic, grammatical, lexical minimums and speech material, as well as speech samples e utterances of varying length, situationally and thematically determined.
In teaching a foreign language at school, one should adhere to the sequence from speech to language, i.e. teach the language system through speech in the process of organized, purposeful communication.
A speech utterance in a foreign language teaching method takes the form of an educational unit. This could be a word, phrase, speech sample or standard sentence, sample dialogue, o b a type of monologue that is longer than a sentence. A structural group that unites different in nature can act as an educational unit. s sayings. Working with such speech units helps to imprint structural-semantic schemes in the mind. A learning of students and, consequently, the formation of a language system.
Psychological component of the content of foreign language teachingdeveloped skills and abilities
As a result of speech activity, speech mechanisms are formed, ensuring e critical perception during listening and reading and production (generation) of speech utterances s vanii (speaking, writing). Subject of RD (content plan of the statement). RD finds re A lization in specific actions and operations that ensure the operation of the relevant m e speech mechanisms responsible for listening, speaking, reading and writing.
In psychology, speech action is defined as the process of interaction of its components (communication participants; communicative intention or goal; subject content: topics, with And situations; linguistic means; extralinguistic and paralinguistic means), aimed at O the birth of an utterance in a specific communication situation.
Speech actions are possible when the mother’s language and speech skills A scrap at every point of the educational process has been brought to the level of skills and abilities. S. L. Ruby n Stein defines skills as automated components of consciously performed activity, formed through exercise and training. E.I. Passov made an attempt to “ra” h lead” skills and abilities. By skill he understands “relatively independent actions in the system of conscious activity, which, thanks to the full set of qualities, have become one of the conditions for the performance of this activity. The ability is defined by him as “a conscious activity b ity based on a system of subconsciously functioning actions and aimed at p e solving communication problems.”
Methodological component of foreign language teaching contentis associated with students' mastery of e mothers of learning, knowledge of a new subject for them, development of independent work.
The educational process is impossible without the active activity of students as subjects of learning. With this formulation of the question, the role of the teacher as the organizer of the educational process increases. There is a need to shift the emphasis from the active work of the teacher to the active worker. b ity of students. The teacher is required to have a creative approach to solving educational problems, which O if the learning activity itself were interesting for students and not only aroused high motivation A tion, ensuring activity in the lesson, but would also retain its influencing force in the external e lesson time.
Students should be taught observe behind the facts of language (for example: not only listen, but also hear the difference between sounds). Students shouldteach knowledge transfer, skills and abilities acquired while studying their native language, to study a foreign language,teach techniques for completing tasksin writing and reading, preparing oral communication,teach self-control and self-control o correction as well as self-analysis results of educational activities. Students should teach how to use : textbook, workbook, reading book, etc., shouldteach planningmy work: what, where and when I will be in s to fill up.
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Learning Objectives:
^ Practical goal. Students must master a foreign language as a means of communication, be able to use it in oral and written forms: when understanding speech by ear (listening), in their own statements (speaking), in reading and writing.
^ Educational purpose. During training, important moral qualities of the individual are cultivated. The study of a foreign language contributes to the formation of the student’s views on the world around him, on the place of man in nature and in society, on the nature of his relationship to the environment in which he lives, to himself. The specific content of the education of moral qualities is embodied in the word. Studying a foreign language forms such an important aspect of personality as the ability to communicate.
^ Educational purpose . The student acquires a second language and, therefore, a new means of expressing thoughts. The correct use of linguistic means provides the opportunity to understand each other, perceive and convey thoughts when communicating. Studying a foreign language improves the general linguistic culture of expressing thoughts both in the native language and in the foreign language.
Developmental goal. 4 groups of skills and abilities:
educational and organizational: formed in the educational process using different modes of work: teacher - class, when exercising self-control.
educational and intellectual skills develop due to the organization of work with educational material and its appropriate presentation.
educational and informational: both when working on oral speech and when reading.
educational and communicative: Oral speech serves as both a means and a goal of language learning.
I. B. Bim - CO: 1) linguistic and speech material at different levels of organization (from words to spoken text) and rules of design, and handling them (“linguistic” information), elements of “linguistic culture”; 2) subject content conveyed using these units within the topic, in relation to the communication situation; 3) subject and mental actions with foreign language material, on the basis of which knowledge, skills and abilities are formed in line with the main types of RD (extralinguistic information).
S. F. Shatilov identifies 4 main aspects. 1) Language material that must be organized accordingly (a) the word “ready-made phrases” (stamps); b) speech sample (sentence, phrase); c) text, topic); 2) Skills and abilities that ensure mastery of different types of RD. 3) System of exercises. Text material.
G. V. Rogova: 1) linguistic, 2) psychological; 3) methodological
In teaching a foreign language at school, one should adhere to the sequence from speech to language, i.e. teach the language system through speech in the process of organized, purposeful communication.
A speech utterance in a foreign language teaching method takes the form of an educational unit. This can be a word, phrase, speech sample or standard sentence, sample dialogue, sample of a monologue statement of greater length than a sentence. A structural group that unites statements of different nature can act as a training unit. Working with such speech units contributes to the imprinting of structural-semantic schemes in the minds of students and, consequently, the formation of a language system.
^ Psychological component of the content of foreign language teaching - developed skills and abilities
As a result of speech activity, speech mechanisms are formed that ensure perception during listening and reading and the production (generation) of speech utterances (speaking, writing). The subject of the RD is (the content plan of the statement). RD finds implementation in specific actions and operations that ensure the operation of the corresponding speech mechanisms responsible for listening, speaking, reading and writing.
In psychology, speech action is defined as the process of interaction of its components (communication participants; communicative intention or goal; subject content: topic, situation; linguistic means; extralinguistic and paralinguistic means), aimed at generating an utterance in a specific communication situation.
Speech actions are possible in the case when mastery of language and speech material at each point of the educational process is brought to the level of skills and abilities. S. L. Rubinstein defines skills as automated components of consciously performed activity, formed through exercises and training. E.I. Passov made an attempt to “separate” skills and abilities. By skill he understands “relatively independent actions in the system of conscious activity, which, thanks to the full set of qualities, have become one of the conditions for the performance of this activity. He defines skill as “conscious activity based on a system of subconsciously functioning actions and aimed at solving communicative problems.”
^ Methodological component of the content of foreign language teaching - is associated with students’ mastery of learning techniques, knowledge of a new subject, and the development of independent work.
The educational process is impossible without the active activity of students as subjects of learning. With this formulation of the question, the role of the teacher as the organizer of the educational process increases. There is a need to shift the emphasis from the active activity of the teacher to the active activity of the students. The teacher is required to have a creative approach to solving educational problems so that the educational activity itself is interesting for students and not only causes high motivation, ensuring activity in the lesson, but also retains its impact outside of class time.
^ Students should be taught observe behind the facts of language (for example: not only listen, but also hear the difference between sounds). Students should teach knowledge transfer, skills and abilities acquired while studying their native language, to study a foreign language, teach techniques for completing tasks in writing and reading, preparing oral communication, teach self-control and self-correction, and introspection results of educational activities. Students should teach how to use: textbook, workbook, reading book, etc., should teach planning my work: what, where and when I will do it.
