Linguodidactics as a formative basis for teaching foreign languages. Linguodidactics as a general theory of teaching foreign languages
1 Questions of methodical training of a teacher of foreign
languages are of particular importance in our time. This is due to the fact that knowledge of the subject itself in most cases cannot provide the teacher with complete success in his work, [This is especially evident in teaching such a specific subject as a foreign language.
It is here where the practical mastery of the language being studied plays a decisive role, the knowledge, skills and abilities of the teacher himself will not become the property of the students if he does not know the theory of teaching a foreign language, if the teacher fails to multiply the theoretical provisions of the teaching methodology by a good command of a foreign language and positive personal characteristics for teachers
The theory of teaching foreign languages, which is based on the achievements of science, fruitfully illuminates practice, shows the best ways to move towards learning. ; the set goal. But practice, not supported by theory, and therefore rarely achieves the set goals at the appointed time. So in order to learn a foreign language? language at school was at the level of requirements that it imposes on the modern educational process, the future teacher should master the theoretical course "Methods of teaching a foreign language" well and, on its basis, successfully solve the tasks put forward by the life of the school itself, both during the passage teaching practice, writing term papers and dissertations, and h J in professional activities already in the position of a teacher. Theoretical course of foreign teaching methods;
T of strange languages should thus occupy a leading place in the system of professional training of a future teacher of a foreign language.
The following are put forward as the main parts of the course "Methods of teaching a foreign language":
(D) To reveal the main components of the theory of modern teaching a foreign language at school and, on this basis, to teach students to use ^jreoBetical&_knowledge^ in solving problems.
^Familiarize students with modern^ leading^ trends in teaching foreign languages both in our country and abroad.
Q^ Show parts.
And the means of modern methodology as a science, and then send students to creative search in the process of teaching a foreign language at school.
(jfo To study the positive experience of teaching the spirituality of Soviet teachers - masters of pedagogical work.
"НЪ To form in students in the course of seminars and practical classes the skills necessary in the practical activities of a teacher of a foreign language,
(JJ To introduce future teachers to reading special scientific and methodological literature, which should "serve as a source of continuous work on oneself in order to improve the level of professional qualifications.
The solution of these tasks should successfully prepare the future teacher of a foreign language for effective work in the modern Soviet school.
Having determined the tasks of the theoretical course of the methodology of teaching foreign languages, we should proceed to the consideration of the very concept of "methodology".
More on the topic § 1. The theory of teaching foreign languages and its tasks:
- Shchukin A.N. Teaching foreign languages: Theory and practice: A textbook for teachers and students. 2nd ed., rev. and additional, 2006
- § 2. Psychological foundations of teaching foreign languages
- § 1. Linguistic foundations of teaching foreign languages
- CONNECTION OF THE METHOD OF TEACHING FOREIGN LANGUAGES WITH RELATED SCIENCES. -
linguodidactics
is an model of linguistic personality. YAL secondary language personality
MOIA
Thing
General methodology Private technique
Historical M- study the history of methods. Experimental M- the theory of the experiment itself. Comparative M With other sciences:basicrelated
Research methods. Main: Auxiliary:
General didactic
The principle of unity of education and upbringing. Training should provide education. and all-round development of the individual. There must be unity of purpose to educate, develop, and educate. The content of the material should be connected with life - this warns against being carried away by the mechanical. workout.
The principle of scientific and systematic Scientific nature: the language develops => training should be based on the latest achievements in the field of language, the theory of education, upbringing, developmental psychology.
Systematic: consistent presentation of the material, from simple to complex, the connection between new and old material. Constant return to the learned.
Principles of Consciousness, Activity and Independence
Consciousness: depending on the level of students, the level of consciousness is different (z.B. constr. Ich möchte, schoolchildren memorize as a speech pattern, students - meaningfully).
Activity: practical activity is not manifested in the activity of speech. activities of the teacher, but in how he builds a lesson, causing activity in students, the desire and desire to work. => The teacher is a stimulus, an impetus for the activity of students.
Independence: self. reference to sources, work with a dictionary, search for new materials.
Accessibility principle: Accessibility: difficulty (subjective phenomenon) and complexity (objective phenomenon) of learning. It should not be completely easy for students, there should be difficulties, but an acceptable threshold of difficulties must be observed. One Difficulty Principle.
The principle of visibility:
Visualization: Linguistic (communicative-speech (visual demonstration); demonstration of linguistic phenomena in an isolated form (phonemes, morphemes, sentences, words); linguistic schema (tables, diagrams)
Extralinguistic: natural (room); visual (films, pictures); effective (reproduction, demonstration of actions) + visual, auditory, motor-motor (songs accompanied by actions)
Strength principle: Strength is ensured by: 1) the content of the material being studied, its importance and necessity; 2) the brightness of the presentation; 3) training of perception and reproduction of acquired material; 4) creative independence. applications; 5) systematic. control.
The principle of individualization(taking into account the individual characteristics of students).
general methodological(study general issues of teaching a foreign language).
principle of communicative orientation- involvement of students in oral and written communication, i.e. communication in the target language throughout the course; determines 1) the content of training; 2) selection and organization of studies. material: topics, areas of communication, situations of communication; 3) teaching aids.
mother tongue principle when selecting the content of training - textbook. material and its organization in studies. process.
The dominant role of exercises at each stage of teaching a foreign language.
Private didactic specify more specific questions of the general principles of education:
the principle of combining language training with language practice- emphasizes the need to master the language material as a means of achieving genuine communication in a foreign language within the framework of the school curriculum. The main task is speech practice, and speech exercises are the final stage of any work on the material of a foreign language.
the principle of interaction of the main types of speech activity- requires from the teacher of a foreign language such a thoughtful and clear organization of the UVP, which would ensure the harmonious formation and development of skills and abilities in a foreign language. All types of speech activity are closely related to each other.
the principle of oral advance in teaching reading and writing- makes it possible to organize learning in such a way that mastering oral foreign language along with reading becomes the main task of the school course. The correct implementation of this principle makes it possible to communicate in a foreign language, develops the student's language. And etc…
Question №10, 11. GRAMMAR.
Grammar skill is the ability to automatically recall from long-term memory the grammatical means necessary for verbal communication.
With the grammar-translation method, grammar was the starting point and goal of learning. "Free art" - "grammatica" (lat.) - was considered one of the components of any education and aimed to teach knowledge of a foreign language, provide information on philology, including when reading a text, and exercise the mind. The teaching of any language was carried out by means of grammar, as a rule, built on the model and likeness of Latin. Grammar was studied as a special subject and an end in itself.
At present, there has been a more objective approach to assessing the meaning and place of grammar in teaching foreign languages: now it is not a goal, but one of the important means of teaching foreign languages. Nevertheless, students most of all do not like to deal with grammar in foreign language lessons.
To teach a grammar means to form mechanisms special for a given language, so that the learner simultaneously develops a definition of knowledge and skills. Training is not the goal itself, but a means of mastering the methods of structural formation of speech.
Active loud material - a loud phenomenon intended for use in reproductive types of speech activity (oral speech) - in the middle classes (5-8). Passive - something that students can learn and understand when reading and listening - in high school.
Principles of selection of the timing material: PTS prevalence in oral and written speech of the timing of forms and structures; pts exemplary - rhythmic forms should serve as a standard for formations by analogy; pm polysemy - allows you to include the most common values of multivalued forms; pts exclusion of synonyms - the inclusion in the timing of at least only 1 of a number of g-ing synonyms.
Stages of work on the timing material: preparatory / orienting - students get acquainted with the new timing phenomenon, perform primary speech or language actions; stereotyping / situational - repeated use of the timing phenomenon in monotonous situations; variable situational - provides further automation of speech action.
At the beginning of the stage, the oral basis of education prevails with the connection of visual-verbal support. G-ke's learning takes place inductively (the main material is presented at the final stage).
On the average - training exercises for substitution.
At the senior level - systematization of timing material, active use of timing guides and manuals. Exercises: imitative (eg Emphasizing the timing of phenomena), substitution, transformational, game character.
There are 2 approaches to the formation of grammatical skills - explicit and implicit. The explicit approach involves the formation of grammatical skills based on the rules, while the implicit one does not study the grammatical rules.
Grammatical material is acquired in the process of oral anticipation, in the process of reading, and especially when performing special exercises. The purpose of grammatical exercises is to understand the form of a grammatical phenomenon, the semantics of some functions and the features of use in speech activity, the formation of grammatically correct speech skills. Exercises are an important step in working on grammar. It is associated with the accumulation of linguistic means and the practice of their use in various forms of communication.
Preparatory exercises:
Exercises in recognition and differentiation of a grammatical phenomenon:
determine by ear in dialogic unity a sentence with a new grammatical phenomenon, reproduce it (fix it in writing);
fill in the table / diagram, based on the formal features of the grammatical structure and the general rule;
select grammatical material from the text to illustrate the rule-instruction;
name the equivalent grammatical substitutions of the indicated structures;
conduct a “linguistic” reading of the text, analyze the grammatical phenomena used in it;
pick up to the beginning of the sentence given on the left, the ending located among the samples on the right;
Exercises in substitution(grammatical phenomena cannot be replaced, the lexical content is modified):
form sentences, pay attention to the participle form (Partizip II), make a similar table with other examples:
Transformation Exercises(transformations concern grammar):
convert the active voice to the passive, complete your example with explanations;
transform two simple sentences into a complex one, use the indicated unions;
convert declarative sentences from mini-text to interrogative ones, watch the word order;
convert the dialogue into a monologue, save all quantitative data (realities, etc.).
Question-matching exercises:
working in groups, find out how your friend spent the weekend:
answer the questions using one of the two options.
ask each other questions based on the samples and the diagram (repetition of prefixes):
do a question-answer exercise, replace the answer with a new option that makes sense:
language game "Who will make more questions about the content of the picture (text, series of drawings)?" When summing up, the number of questions, lexical and grammatical correctness and thematic conditionality in solving the task are taken into account.
reproductive exercises:
supplement / shorten / modify the dialogue containing the fixed grammatical phenomena;
fill in the gaps with verbs in Passive, retell the text;
put questions to the text “My family” (“My school”, “My hobby”, etc.), retell the text using these questions.
Translation exercises:
translate from a foreign language into Russian sentences / mini-texts containing fixed linguistic phenomena;
translate from Russian into a foreign language sentences / mini-texts containing the studied grammatical phenomena;
perform a reverse translation (on the left side of the page there is a sample in a foreign language, on the right side - an adequate translation into Russian language.
Speech exercises for teaching the use of grammatical phenomena are situationally determined. Situations contribute not only to the improvement of the grammatical side of speech, but also the lexical one, because the material on which they are built may go beyond the scope of the topic studied, especially in unprepared statements.
Question No. 12, 13. The role and place of lexical in mastering foreign language speech activity. The content of teaching the lexical side of oral speech.
Target – formation of lexical skill. Be able to combine the word according to lexical rules. Lexical skill is the choice of lexical units that is adequate to the speaker's intention. The lexical minimum is active - using in speech and passive, which students must remember for recognition and use.
Meaning
1. These skills are needed for any kind of speech activity.
2. Mastering the vocabulary of a foreign language solves educational goals - due to linguistic and regional knowledge, incl. the names of the realities that exist in the country of the language being studied.
3. Assimilation of vocabulary improves the work of all mechanisms of the psyche (memory, attention, inner speech, observation, etc.).
Difficulties - memorization of both the lexical unit itself and the rules of its functioning in the language (compatibility with other units of the language, stylistic and genre usage, etc.).
Modern science (highlights) differentiates learning difficulties vocabulary for the following parameters:
1.Shape: sound (thick - thin); graphic (heavy, height); grammatical (be, was, were).
2. Meaning- the polysemy of the lexical unit, as well as the discrepancy between the volume of meanings (semantic field) in the foreign and native languages.
3. Use- depending on the style, genre, as well as the place in the sentence.
Selection . The lexical layer of the language is the most extensive. It includes not only the vocabulary widely used in different communication situations, but also the vocabulary of sub-languages - incl. professional, scientific, etc. therefore, the creation of lexical productive / active and receptive minimums is mandatory for the successful teaching of foreign language communication in a certain type of educational institution.
The selection of lexical minimums for various types of educational institutions, subject to certain criteria, ends with different lists of lexical units.
Purpose, tasks and content of teaching vocabulary
Unlike grammar, which reflects the relationship between classes of words and always generalizes, vocabulary individualizes the statement, gives it a specific meaning. That is, a specific word conveys a specific concept and thoughts in general.
Mastering a word means mastering its meaning, its form (its sound and visual image), its ability to enter into connection with other words (semantic, grammatical), while the latter is not always motivated. This means mastering word formation, inflection and the use of words in speech, i.e. in certain types of offers.
The content of teaching the lexical side of speech provides for the possession of a lexical minimum, which provides the opportunity to communicate in everyday and socio-cultural spheres. The essence of the selection of vocabulary produced for educational purposes is to select from the set of words, set phrases and speech clichés included in the lexical composition of this course, the part that, in its composition and volume, corresponds to the goals and conditions of this course of study. At the same time, the selected minimum of vocabulary should ensure the development of the speech skills required by the program with sufficient reliability, be feasible for this contingent of students within the available rosary of hours, and contribute to the solution of educational and educational tasks.
Stages of work on new vocabulary :
1. Presentation. The new lexical unit is included in the composition of the phrase pronounced by the teacher. This phrase is repeated several times, while it is important to ensure the understanding of this new lexical unit due to the context (MoscowisthecapitalofRussia)
2. After that, the meaning of the new lexical unit is explained, i.e. going on her semantization, disclosure of the meaning of the word, the connection of its form and its concept. There are 2 ways of semantization - translational and non-translatable.
The choice of one or another method of semantization depends on the age of the students, on the stage of training, on the type of educational institution, and also on the LE itself.
3. Work on removing difficulties - phonetic, graphic, grammatical. It is carried out in the form of choral and individual repetition of a new unit in an isolated form or as part of a group of words, teacher's explanations and the most elementary exercises (general question, answer).
4. Primary consolidation - performing elementary exercises.
5. Subsequent consolidation - with the help of more complex exercises.
Stages – 1 .indicative - introduction of new units, explanation of such formation, primary development,
2 . standardizing - substitution, reproduction, transformation, automation,
3 .situational-variable - practice of those studied - reading, listening.
The assimilation of the lexical side of speech involves two main stages of work: the semantization of vocabulary and the automation of the use of lexical units.
The word has two sides - sensual and semantic. Sensual side - the word consists of a visual and auditory component, therefore it is an action, the action, in turn, has an articulatory and motor-graphic component. Thus, the word in the study must be heard, seen, pronounced.
Ways: synonyms and antonyms, definition, context, use of illustrative clarity, etymological analysis. Monolingual and translated.
Question No. 14 Learning to listen: difficulties in listening to foreign language information.
listening as a type of speech activity plays an important role in achieving practical, developmental, educational and educational goals and serves as an effective means of teaching a foreign language.
listening- a receptive type of speech activity (WRS), which is the simultaneous perception and understanding of speech by ear and, as an independent WRS, has its own goals, objectives, subject and result. This is a complex skill that cannot be fully automated, but only partially at the level of recognition of phonemes, words and grammatical structures.
Correct is not the elimination, but the gradual and consistent overcoming of difficulties in the learning process. As psychologists point out, the most effective is such training, which is carried out under conditions of high tension in the psyche of the individual, mobilization of his will and attention, and the precise functioning of all mechanisms.
Distinguish:
1) Difficulties due to the nature of the language material, in turn, can be divided into a) phonetic, b) lexical and c) grammatical difficulties.
a) Phonetic difficulties colloquial speech is sometimes considered the main, if not the only one. The poor development of phonemic hearing, the absence of pronounceable skills, the insufficient formation of acoustic-articulatory images distract the listener's attention to the linguistic form of the message, as a result of which the meanings of words and syntagmas as units of perception are not recognized.
Phonetic difficulties can be both common to all foreign languages and specific to individual languages. A common difficulty is the lack of a clear boundary between sounds in a word and between words in a sentence; the presence in foreign languages of such phonemes that are not in the native language. The discrepancy between spelling and pronunciation of words is especially typical of the English language.
The presence in the student's mind of a graphic image of a word that differs from the sound one often prevents the recognition of this word in sounding speech, due to the great clarity and strength of the first.
A particular difficulty for a Russian student is that in foreign languages such qualities of sound as longitude and brevity, openness and closeness have a semantic and distinctive meaning. In Russian, these qualities are not phoneme distinguishers, but only shades of the same form.
In the flow of speech, familiar words change their familiar sound under the influence of progressive or regressive assimilation. Deep penetration into the context requires polysemantic words, paronyms (the sound of which differs in only one sound), antonyms and synonyms.
When perceiving such words by ear, it is necessary to keep the whole context or situation in memory, otherwise the word learned earlier and better is heard instead of another.
Words that sound close to the words of the native language, but have different meanings, are also perceived with difficulty, although interlingual interference at the lexical level, when perceived by ear, is apparently much less pronounced than intralingual.
b) Among the lexical difficulties it is necessary first of all to attribute the presence in the English language of homonyms (hour - our) and homophones. Words that are close in sound also cause great difficulty, especially paronyms (economic-economical), words expressing paired concepts (answer - ask, give-take, west-east), words that have the same compatibility, or simply met side by side for the first time - otherwise saying everything that can be confused.
c) In the field of grammar, the greatest difficulty causes a discrepancy in the syntactic pattern of the phrase - an unusual word order (assigning the preposition in the sentence to the very end).
Question number 23 Planning the educational process.
Planning yavl. One of the most important conditions for the successful activity of teachers and students. Conditions determining the success of planning: the teacher's knowledge of learning objectives, requirements for practical. skills and abilities for each class, program material for each class, teaching aids, features of learning conditions and age conditions, DOS. method. requirements, level of proficiency in. lang. students, their relationship to the language. Types of planning: calendar - a quarter or half a year; thematic - def. goals, conditions, volume of material, formation of speeches. skills and abilities. The student must master the volume of vocabulary, gr. material, united by one theme. Must be resolved obshcheobr and educate. tasks. It is necessary to take into account the character of the upzh-th, the last execution will complement. material and technical equipment. When creating a system of lessons, the following are planned: the goal of learning (the general goal of a series of lessons), specific private goals of each lesson; lesson - ensures the achievement of educational, educational and practical tasks. Practical skills of verbal communication should be improved. Lesson components: org. Moment (the main task is the formation of lesson goals and the creation of a primary goal for solving the problems of this lesson); introduction of new material (it is important to correctly determine its dosage and consistent introduction so that students understand everything), its training (depends on the goals of the lesson, types of training are selected , defining their number, sequence of execution), creating skills and their control (included in the lesson, plays an important role in learning: diary entries, grading), development of speech skills in speaking, reading, writing and their control , the formation and recording of homework and commenting on grades. Upzh help form speech. skills and abilities. It is important that the goal of a series of lessons find its realization in the complex of exercises in the lessons.
Linguodidactics as a general theory of teaching foreign languages
The term "linguodidactics" was introduced in 1969 by N. M. Shansky and since 1975 has been recognized by MAPRYAL as an international one. linguodidactics is a general theory of language acquisition and proficiency in learning environments. It explores the general patterns of language teaching, the specifics of the content, methods and means of teaching a particular language, depending on the didactic goals, objectives and nature of the material being studied, the conditions of monolingualism (monolingualism) or bilingualism (bilingualism), the stage of learning and the intellectual and speech development of students.
The central category of linguodidactics is an model of linguistic personality. A linguistic personality is understood as a personality expressed in and through language. According to the linguist YAL- this is a multicomponent set of language abilities, skills and readiness for the implementation of speech acts, which are classified, on the one hand, by types of speech activity, on the other hand, by language levels, i.e. phonetics, grammar and vocabulary. With regard to the study of a foreign language, we are talking about the formation secondary language personality- the totality of a person's ability to communicate in a foreign language at an intercultural level, by which is understood adequate interaction with representatives of other cultures. This set of abilities/readiness is both the goal and the result of mastering the foreign language. At the same time, linguodidactics gives a description of the model of a secondary linguistic personality, its levels, mechanisms and conditions for functioning and formation in educational conditions, factors that determine the completeness / incompleteness of language proficiency, etc.
The relationship between linguodidactics and methodology is not the relationship between theory and practice. Linguodidactics formulates general laws concerning the functioning of the mechanisms of a person's ability to communicate in a foreign language and the ways of their formation. The methodology adopts linguodidactic patterns, "prepares" them from the point of view of pedagogical laws and implements them in specific textbooks, systems of exercises, teaching aids, in the educational process.
Question №2 Methodology as a concept of teaching foreign languages. Object, subject, research methods.
MOIA is a science that studies the goals, content, methods and means of teaching, as well as methods of teaching and education on the basis of a foreign language.
Thing research is the process of teaching the younger generation foreign languages and its education by means of this subject.
Distinguish between general and private methods. General methodology studies the features of the process of teaching a foreign language, regardless of the foreign language. Private technique studies the process of teaching a particular foreign language in specific conditions. For example, the methodology of teaching English in a Russian-speaking audience.
Historical M- study the history of methods. Experimental M- the theory of the experiment itself. Comparative M-species of OIA in different regions of the planet. With other sciences:basic Key words: linguistics, pedagogy, psychology, psycholinguistics, didactics, philosophy, logic; related: sociology (various social layers), theory of inf-tion, methodology of teaching Russian as in-go / FL in the national school.
The methodology as a science faces the following problems: defining a foreign language as a subject (clarification of the goals and objectives of education, selection of learning content), studying the activities of a teacher (development of organizational forms, methods and techniques of O), studying the activities of a student (checking the effectiveness of those or other methods, studying the development of the child, etc.).
Research methods. Main: retrospective study of the experience of the fatherland and foreign schools, ped and method theories in the past and at the present stage; generalization of the modern position of the teacher's experience; trial training, experimental O., scientifically fixed observation, experiment. Auxiliary: conversation, questioning, testing.
Methods of teaching foreign languages is a science that studies the goals, content, methods and means of teaching, as well as methods of teaching and education on the basis of a foreign language.
MOIA, being independent pedagogical science associated with a number of other sciences. The methodology is based on data and patterns linguistics(which studies the material of the language and its functioning); M has a close relationship with psychology in two directions: psychology of speech and pedagogical psychology; based on general principles didactics and the theory of education.
Thing- a set of abstract objects, that is, all the problems associated with this field of activity.
Object of the methodology- programs, textbooks, teaching aids; educational process; the main organizational forms of interaction between students and teachers (a set of lessons, extracurricular activities, etc.).
Research methods:
I) basic:
1) critical analysis of literary sources (ability to evaluate, isolate, generalize)
2) summarizing the positive experience of teaching advanced teachers (
3) scientifically recorded observation (collection of facts, their classification, generalization in the form of conclusions)
4) trial training (fragmentary testing of individual methods, exercise systems limited in time)
5) experiential learning (based on conducting mass learning according to the method proposed by the researcher)
6) experiment (materialization of a hypothesis, a scientifically established experience. The main thing is to take into account the circumstances and conditions of the course)
II) auxiliary:
1) questioning (subjectively, mass survey order)
2) testing (tests of various types. short terms. control of knowledge and speech skills)
4) timing (the study of the course of the process in time by measuring the duration of individual parts of the process, as well as the loss of lost time)
5) oscillographic analysis (research teaching foreign pronunciation, rhythm, melody)
Principle- an elementary methodological act aimed at solving a specific problem of teaching at a certain stage of a practical lesson.
Method- a generalized model for the implementation of the main components of the educational process, which is based on the dominant idea of the main methodological task.
Education system - a general model of the educational process, corresponding to a certain methodological concept, which determines the selection of material, the purpose, forms and content of education, the medium of education.
The relationship of linguodidactics and methodology:
Linguodidactics acts as a methodological aspect of the theory of learning.
It gives a description of the secondary language personality. This scientific discipline describes
levels, mechanisms, conditions for the functioning and formation of a linguistic personality. It points to the factors that determine the completeness or incompleteness of language proficiency, substantiates the main patterns of mastering a foreign language for educational purposes. And the methodology of teaching foreign languages, in turn, is aimed at the scientific substantiation of various models of the formation of a secondary linguistic personality.
Question 4. The purpose of teaching a foreign language as a socio-pedagogical and methodological category. The content of teaching a foreign language: components, their selection and organization
The purpose of language learning(according to Shchukin) - a pre-planned result of language acquisition activities, achieved using various techniques, methods and teaching aids.
· Learning objectives are among the basic components of the learning system.
· They influence the choice of content, forms, methods, teaching aids.
· The goals of education are a reflection of the objective needs of society in the possession of its members in foreign languages in a particular historical period of its development.
Kinds:
1. Practical - students' mastery of the language as a means of communication, as well as the formation of a number of general educational skills (such as the ability to work with a book, logically and consistently express one's thoughts, make study notes, use modern teaching technologies), ensuring the effectiveness of language acquisition in the given parameters. Thus, the practical goal is understood more than just the ability to communicate acquired in the learning process, it also includes knowledge, skills and abilities of a technological nature that provide and stimulate the process of mastering the language.
2. General education - involves the use of the language being studied to improve the general culture of students, expand their horizons, knowledge about the country of the language being studied and - through the language - about the world around them as a whole. This goal is achieved in the process of analyzing the texts used in the classroom, talking with students, and discussing current problems. Achieving this goal contributes to the development of students' logical thinking (drawing up a plan, theses), a culture of communication, methods of mental work (work with a book, reference literature). Achieving a general educational goal involves the acquisition by students of regional and linguistic knowledge.
3. Educational - implemented through the attitude of students to the language and culture of its speakers involves the formation of a respectful and benevolent attitude towards the language, the people who speak it, its culture; understanding the importance of learning foreign language in the context of international cooperation; systems of moral values and attitudes towards the world; active life position; sense of justice, responsibility, respect for others, conscientious attitude to work. This goal is realized in the process of reading and discussing texts, conversations, meetings with native speakers, excursions.
4. Developing - involves the development of language and speech abilities of students in the process of mastering a foreign language (the ability to guess, a sense of language, compensatory skills); development of mental functions associated with speech activity (types of memory, verbal-logical thinking, emotions, personality activity); development of motivation for further mastery of a foreign language and culture.
Components: 1. Communication tools(phonetic, lexical, grammatical, regional studies, linguistic and regional studies); 2. Knowledge how to use such means in the process of communication. 3. Skills and abilities, formed in the course of training and providing the opportunity to use the language as a means of communication; 4. Spheres, topics, situations of communication, within which the learning content can be implemented; 5. Culture
Selection principles: The first principle: the need and sufficiency of the content to achieve the goal of learning. The material intended for assimilation should be sufficient within the framework of the goal.
Second: the availability of the content of training for its assimilation (taking into account the possibilities of students for assimilation of the material selected for classes).
1. Language-knowledge: Language is a system of signs in the form of phonetic, lexical, grammatical means, which are a tool for expressing thoughts, feelings, expressions of will and serving as a means of communication between people. To master a language means to learn:
Language units(language material): sound(phonemes, syllables, phonetic words, etc.), significant units of language(morpheme, word, phrase, sentence). Language units for educational purposes are subject to minimization, taking into account the stage and purpose of training - there are lexical, phonetic, grammatical, regional minimums.
Rules and methods of using the language in the process of communication: instruction rules, generalization rules, pattern rules.
As a result, one acquires knowledge - a system of landmarks, reliance on which allows you to carry out speech activity that is correct from the point of view of the norms existing in the language being studied.
2. Speech skills: Speech - a way of forming and formulating thoughts through language in the process of communication: inner speech, external (oral), external (written). Units of speech are acquired in the process of performing training exercises, which leads to the formation of speech skills. Skill - automated action with phonetic, lexical, grammatical material in the process of receptive or productive activity. Allocate speech skills: phonetic (sound design of speech), lexical (choice of lex units and their correct combination), grammatical (correct design of combinations of words, sentences) and motor (technical side of writing, pronunciation of sounds).
Stages of formation of speech skills: introductory (understanding the meaning of the phenomenon); analytical (conscious performance of a speech action based on a rule); standardizing (achieving automatism when performing speech actions); varying (transferring verbal actions to various situations of communication). Thus, the skill is automated, flexible, stable, conscious.
3. Speech activity-skills: Speech activity- the process of receiving and transmitting information using language in the process of communication, which is a set of speech actions. Productive types of speech activity: speaking, writing; receptive: reading, writing. Speech activity takes place in the form of communication between the participants, the unit of communication is speech act, realizing the speech intention of the participants in the communication. Components of a speech act: a) the sender of information (speaking or writing); b) recipient of information (reader or listener); c) message-text in oral or written form.
The means of mastering speech activity is the performance of speech exercises, the result of which are the skills acquired by students. Speech skill - the ability of the student to participate in various types of speech activity based on acquired knowledge and skills. The skill is characterized by awareness, independence, productivity, dynamism. Depending on WFD: skills audit(understand spoken language) speak(express thoughts orally) read(understand written language) write(transmit ideas in writing) transfer(to convey the content of speech by means of another language). !!!Skills are part of skills as components.+ learning skills (about them separately at the end)
4. Culture-intercultural communication: as a result of acquaintance with the culture of the country of the language being studied, students acquire knowledge, skills and abilities that provide the opportunity intercultural communication - the ability for mutual understanding of communication participants belonging to different national cultures. Maximum consideration of the culture of native speakers: a) background knowledge of native speakers; b) traditions and customs; c) norms of everyday communication, etiquette; d) everyday and artistic culture. Teaching a foreign language involves mastering by students the features of the cultural life of its speakers.
Tutorial. - 3rd ed., erased. - M .: Academy, 2006. - 336 p. ISBN 5-7695-2969-5 a general idea of the theory of teaching foreign languages as a scientific field, of the patterns of building the educational process with the development of oral and written communication. The novelty of the author's approach lies in the fact that a foreign language (as an academic subject) is considered as an integral part of language education in an artificial language environment. For students of linguistic universities and foreign language departments of higher pedagogical educational institutions, as well as teachers of schools of various types. Table of contents
Preface.
Part. General problems of the theory of teaching foreign languages.
Chapter. Language education at the present stage of social development.
Language education as a value, or awareness of the importance of mastering modern non-native languages.
Education in the field of modern non-native languages as a process.
Modern language education as a result or problem of mastering a non-native language and foreign culture.
Language education as a system: structure, functions and main components.
Foreign language as a subject in the system of language education.
Chapter. Intercultural paradigm is a new ontology of modern language education.
Intercultural learning: origins, content.
Interlingual hypothetical model of mastering a foreign language and the main characteristics of the process of teaching foreign languages.
The secondary linguistic personality is the goal and result of teaching foreign languages.
Intercultural competence as an indicator of the formation of a secondary linguistic personality.
Chapter. The theory of teaching foreign languages as a scientific field.
Linguodidactics as a methodological basis for teaching foreign languages.
Methods of teaching foreign languages as a science.
The purpose of teaching foreign languages as a socio-pedagogical and methodological category.
Chapter. The content and principles of teaching foreign languages.
The content of teaching foreign languages.
Principles of teaching a foreign language.
Part. Teaching oral and written communication.
Chapter. Listening training.
Brief psychological characteristics of listening.
Factors determining the success of perception and understanding of foreign speech by ear.
Audio text as an object of speech activity of the listener and as a carrier of information.
Objectives of learning to listen.
A system of exercises for teaching listening.
Control of the formation of listening skills.
Chapter. Learning to speak.
Brief psychological characteristics of speaking.
Factors that determine the success of learning to speak.
Dialogic/monologic texts and their communicative purposes.
The goals of learning to speak.
System of exercises for teaching speaking.
Communication games.
Control of speech skills.
Chapter. Learning to read.
Brief psychological characteristics of reading as one of the forms of written communication.
Reading technique and the formation of technical skills.
Classification of types of reading.
The goals of teaching reading.
Texts for learning to read.
Teaching different types of reading.
Control of reading comprehension.
Chapter. Writing training.
Brief psychological characteristics of writing as one of the forms of written communication.
The goals of teaching writing.
The development of writing technique.
A method of teaching writing as a form of communication.
Control of written texts.
Part. Means of realization of speech communication.
Chapter. Pronunciation training.
The role and place of pronunciation in teaching oral and written communication.
A brief description of the features of the pronunciation of German, English and French in a methodical interpretation.
Basic requirements for teaching pronunciation.
Familiarization of students with new phonetic material.
Exercises for the formation of auditory-articulatory and rhythmic-intonation skills.
Chapter. Learning vocabulary.
The role and place of vocabulary in teaching foreign languages.
Brief description of foreign vocabulary in the methodological interpretation.
Selection of productive and receptive vocabulary.
The main stages of work on lexical material.
Exercises for the formation of lexical skills.
Chapter. Grammar teaching.
The role and place of grammar in teaching foreign languages.
Brief description of foreign grammar in the methodological interpretation.
Selection of productive and receptive grammar.
The main stages of work on grammatical material.
Exercises for the formation of grammatical skills.
Bibliography.
HIGHER PROFESSIONAL EDUCATION
N.D. GALSKOVA, N.I. GEZ
THEORY OF LEARNING
FOREIGN LANGUAGES
LINGUODIDACTICS AND METHODS
Educational and Methodological Association for Education
in Linguistics Ministry of Education
Russian Federation as a teaching aid for students studying in the specialty
"Theory and Methods of Teaching Foreign Languages and Cultures"
3rd edition stereotypical
UDC 802/809(075.8)
BBK81.2-9ya73
N.D. Galskova- part I;
N.I. Gez- part II, III
Reviewers:
Doctor of Pedagogy, Professor, Academician of the Russian Academy of Education A. A. Mirolyubov;
Department of Linguodidactics, Moscow State Regional University
(head of the department - candidate of philological sciences N. N. Mikhailov)
Galskova N. D., Gez N.I.
D176 Theory of teaching foreign languages. Linguodidactics and methodology: textbook. allowance for students. lingu, un-tov and faculty. in. lang. higher ped. textbook institutions / N.D. Galskova, N.I. Gez. - 3rd ed., erased. - M.: Publishing Center "Academy", 2006. - 336 p. ISBN 5-7695-2969-5
Textbook (2nd ed., Rev. - 2005), written by well-known experts, authors of numerous textbooks and manuals on school and university methods, is designed to form teachers of any non-native languages a general idea of the theory of teaching foreign languages as a scientific field , about the patterns of building the educational process in the development of oral and written communication. The novelty of the author's approach lies in the fact that a foreign language (as an academic subject) is considered as an integral part of language education in an artificial language environment.
For students of linguistic universities and faculties of foreign languages of higher pedagogical educational institutions, as well as teachers of schools of various types.
UDC 802/809(075.8)
BBK 81.2-9ya73
The original layout of this publication is the property of the Academy Publishing Center, and its reproduction in any way without the consent of the copyright holder is prohibited.
© Galskova N. D., Gez N. I., 2004
ISBN 5-7695-2969-5© Galskova N.D., Gez N.I., 2005, with corrections
© Publishing Center "Academy", 2006
FOREWORD
This manual is addressed to students of language universities and faculties of a pedagogical profile, teachers and teachers of any non-native languages, graduate students working on topical problems of language education, as well as specialists in the field of professional training and advanced training of teaching staff.
The main purpose of the manual is to give an idea of the current state and prospects for the development of national language education, the requirements for the level and quality of linguocultural training of students of various categories in the context of language policy in the field of education. The concept of "linguocultural training" of students includes their knowledge at various levels of any languages and cultures, both native and non-native. This gave grounds to the authors of this manual to proceed from the fact that language education is education in the field of all modern (native and non-native) languages and cultures. But since the areas of teaching and learning of native and non-native languages, as well as the areas of practical use of these languages, differ from each other and each of them has its own specific features, in the book, education in the field of the native language and education in the field of modern non-native languages are treated as conjugated , but at the same time autonomously functioning spheres. It is in this perspective that the presentation of the problems of education in the field of modern non-native languages is given, with the awareness of a certain convention, the terms "language education" and "education in the field of foreign (and, more broadly, all non-native) languages" are used as synonymous.
The complexity and dynamism of the development and functioning of the sphere of modern language education impose new requirements on all its subjects, and above all on the teacher. The teacher must not only be fluent in individual innovative technologies for teaching his subject, but also understand the essence of the patterns that underlie them, see their origins and development prospects. This is especially significant at the milestone stages of the development of methodological science, one of which is going through the modern theory of teaching non-native languages. This stage is associated with a consistent appeal to the intercultural paradigm of studying the processes of teaching and learning languages and cultures, which in the most natural way requires a rethinking of the conceptual and categorical apparatus of methodological science, the essence of modern techniques, methods and means of teaching languages, and the specifics of the teacher's functional load. The latter acts not only as a "translator" of the new language code and "linguistic" content, but also as the initiator and organizer of the student's intercultural interaction with native speakers of the language being studied, the formation of his readiness and ability to take an active part in this interaction. To successfully perform this function, a teacher must have the appropriate knowledge, skills and abilities to model the educational process based on a holistic, systematic approach to education in the field of non-native languages and the culture of their speakers.
GENERAL PROBLEMS OF THE THEORY OF TEACHING FOREIGN LANGUAGES
Chapter I
LANGUAGE EDUCATION AT THE PRESENT STAGE OF PUBLIC DEVELOPMENT
Recently, the term "language education" has been used quite often, but at the same time, there is no single point of view on its content among scientists and practitioners. Language education is often understood as the process of mastering systematized knowledge, skills and abilities,
allowing to carry out foreign language speech activity. In other cases, language education is interpreted as the result of this process or as a system of educational institutions in which non-native languages are taught.
Such a disagreement in the views on the essence of the term "language education" testifies, on the one hand, to its versatility, and on the other hand, to the desire of didacticists and methodologists to focus only on certain aspects of the functioning of language education, which, of course, does not allow us to see the essential characteristics of this phenomena in general. Therefore, in our opinion, it would be correct, taking the multidimensionality of the concept as a “point from the count” of the analysis of the term of interest to us, to consider “language education” as: 1) value, 2) process, 3) result, 4) system (see: Gershunsky B.S., 1997, p. 38).
Aspect division of the analyzed concept does not mean a violation of its integrity. Moreover, it is possible to show its essence as a complex and multifaceted phenomenon, in our opinion, only in the unity and complementarity of the above-mentioned aspect characteristics.
§ 1. Language education as a value, or awareness of the importance of power
deniya modern non-native languages
If we accept the logic of B. S. Gershunsky's reasoning, then language education as a value involves consideration of three axiological blocks:
Language education as a state value;
Language education as a social value;
Language education as a personal value.
We immediately note that we are talking about interconnected blocks. Only in the harmony of state, public and personal interests in the development of language education in the country, giving it priority at all levels under consideration, it is possible to achieve high-quality results in solving not only the socio-pedagogical problems facing society, the state, education, but also socio-cultural problems .
Awareness of language education as a value determines the relevance of the development and implementation of scientific and practical actions related both to the analysis of the attitude of the state, society and the individual towards it, and to ensuring the prestige of this education at the public, state and personal levels.
The role of any language is determined by its status in society, the state. Language can be an international means of communication. First of all, we are talking about the languages of global distribution and universal culture, which perform the maximum amount of social functions. Such languages include, for example, English, Russian and German. If a language is spoken in a number of countries of a particular region (for example, German - in German-speaking countries), this language acquires the status of an interstate language. The language can also play the role of the state or local language. The first languages include, for example, the Russian language in Russia, which is the official means of interethnic communication, the second languages include any language used in a particular region, region or district of a particular country (for example, Tatar, Yakut and others in the corresponding national-state formations ). It is quite obvious that from the point of view of the formation of the value orientations of a particular individual in the modern world, the expansion of its educational and social opportunities, the most significant are the languages of global communication. But this thesis does not mean that, along with the languages of international communication, local languages should not be studied and that the state and society should not create favorable conditions for this.