Lingvodidactics as a methodological basis for teaching foreign languages. Methods of teaching foreign languages as a science

This article explores linguodidactics as a methodological science, defining it as the formative basis of learning foreign languages.

Keywords: methodological complexity, linguodidactic data, monolingual and bilingual description of the language.

Teaching foreign languages is a complex, multidimensional and multifactorial process. In order to make it possible to obtain a complete picture of the patterns of its functioning, an integrative approach is necessary. Therefore, scientists are increasingly talking about the “methodological complexity” of modern methodological science, combining linguodidactics and methods of teaching foreign languages.

An analysis of modern domestic and foreign publications indicates that, starting from the 70s. XX century, linguo-didactics strengthens its theoretical foundations using an integrative approach in order to determine the basic patterns of the process of teaching foreign languages for subsequent use effective methods training and their further improvement. As a result, there was a need to create a flexible and variable system of forms, means and methods of teaching foreign languages, developing different methodological approaches. Currently, there is a general focus on strengthening the theoretical base of methodological science through linguistic and didactic data.

L.V. Shcherba believed that only linguodidactics allows one to master a language for educational purposes, since it, being an integrative science, is designed to provide both a description of the mechanisms of language acquisition and the specifics of managing these mechanisms in educational conditions.

Modern domestic scientists believe that linguodidactics is general theory language acquisition and proficiency in educational settings. This science is a theory of language “acquisition” or linguistic anthropology, which is close to certain aspects of applied linguistics developed in English-speaking countries.

According to G.I. The goddess of linguodidactics explores the laws of mastering any language, regardless of whether it acts as the first or second. He was one of the first to attempt to build a linguo-didactic model of linguistic personality, which, according to the author, is the central category of linguo-didactics as a science.
In Russian science, much attention is paid to language in justifying linguodidactics as a science. So, for example, N.M. Shansky speaks of a monolingual and bilingual description of language as the main goal of this discipline.

Monolingual description includes analysis for educational purposes of each level of the language and its fragments, linguistic operations to determine the content and structure of the corresponding section in the language learning course, language preparations for the textbook, teaching aids and dictionaries, definition and description for educational purposes of a minimum of theoretical information for study. A bilingual description of language for educational purposes is aimed at analyzing the similarities and differences of languages at various levels and determining the role of language in conditions of various bilingualism.

At the present stage of development of methodological science, three directions have clearly emerged: methodology, linguodidactics and technology.

Lingvodidactics is the theoretical part of language teaching methodology, which arose as a result of the integration of linguistics and methodology. The object of linguodidactics is theoretical basis the process of language teaching and its research: concepts, content of language education, organizational forms of teaching, mechanisms for research and design of the learning process. The subject of linguodidactics is the theoretical substantiation of the patterns of interaction between language teaching, teaching, and content. educational material and technologies of knowledge acquisition.

Linguodidactics is designed to solve such problems as developing theoretical foundations concepts of language education, description and explanation of the essence of the language teaching process and the conditions for its effectiveness, theoretical justification of methodological systems of language teaching and improvement of organizational forms of language teaching, the emergence of new teaching systems and technologies.

In the methodology of language teaching, linguodidactics performs such functions as scientific-theoretical (researches the learning process), constructive-modeling (improves the educational process) and integrative (combines the achievements of scientists from various scientific fields).

The linguodidactic principles that have developed over time are the main directions of language training and methods of teaching foreign languages. However, the state of modern higher education makes adjustments to the learning process. Proficiency in a foreign language is in demand only in cases where it is of a pragmatic nature and a specialist is able to effectively use his competencies in professional activities.

Pragmatization of foreign language activities of students has become one of the most pressing problems in language training. The combination of pragmatics, sociolinguistics and methodology has led to a new direction in methodology, which is called “pragmalinguo-didactics”. Its goal is to study the problems of teaching foreign language communicative competence, which allows students to adequately participate in real intercultural communication, depending on the communication situation. The priority task of pragmalingvodidactics is the implementation in the practice of training students of those global changes that are taking place in modern language, which ensures the development of the range of foreign language communication, the formation of the ability to clearly, clearly, logically and accurately express thoughts, adequately using linguistic means in accordance with the functional style of speech communication.

Despite the importance of conducting linguodidactic research, it is a mistake to associate linguodidactics exclusively with linguistics. Although linguistics constitutes the specifics of the methodology of teaching foreign languages, one cannot but take into account the multifunctionality and multidimensionality of the process of teaching the subject.

The interdisciplinary linguodidactic approach is based on the principles of the philosophy of language, linguistics, psychology, the theory of intercultural communication, the theory of second language acquisition, psycholinguistics, etc. At the same time, linguodidactics is not the justification of one or another particular language technique. Being one of the branches of methodological science that substantiates the content components of education, training, teaching in their inextricable connection with the nature of language and the nature of communication as a social phenomenon that determines the activity essence of speech works, linguodidactics acts as a methodological aspect of the theory of learning. This science determines the fundamentals of the methodology of teaching foreign languages in relation to the desired results. It establishes objective rules according to which a model of teaching foreign languages is built, at the center of which is a bilingual (multilingual) and bicultural (multicultural) linguistic personality. Lingvodidactics as a science is aimed at describing the linguocognitive structure of a linguistic personality, substantiating the conditions and patterns of its development and studying the specifics of both the object of acquisition and teaching (language, the linguistic picture of the world of a native speaker of the language being studied), and the interaction of all subjects of this process, the nature of errors (linguistic, linguistic and cultural). and cultural) and mechanisms for their elimination. The priority is to study the characteristics of teaching and language acquisition in the context of multilingualism, individual and cultural characteristics of foreign language learners, their age specificity, factors determining the completeness or incompleteness of language proficiency, etc.

Consequently, the relevance of linguodidactic research is due to the need to create an objective scientific basis to evaluate the effectiveness of teaching methods and their further development, methods that are based, first of all, on the idea of the formation of a linguistic personality.

Bibliography

1. Bogin G.I. Modern linguodidactics: textbook. allowance / G.I. Bogin. - Kalinin, 1980.
2. Galskova N.D. Theory of teaching foreign languages: textbook. aid for students linguistic un-tov i fak. in. language higher ped. textbook establishments / N.D. Galskova, N.I. Guez. - M.: Academy, 2005. - P. 95-122.
3. Milrud R.P. Methodology and development of methods of teaching foreign languages / R.P. Milrud // Foreign. language at school - 1995. - No. 5. - P. 13-18.
4. Mitrofanova O.D. Lingvodidactic lessons and forecasts of the end of the 20th century / O.D. Mitrofanova // Foreign. language at school - 1999. - No. 4. - P. 12-18.
5. Solova E.N. Methods of teaching foreign languages: a manual for students. ped. universities and teachers / E.N. Solov. - M.: Astrel, 2008. - P. 10-16.
6. Shansky N.M. Lexicology of the modern Russian language / N.M. Shansky. - M., 1972.
7. Shcherba L.V. Language system and speech activity / L.V. Shcherba. - L., 1974.
8. Shchukin A.N. Teaching foreign languages: Theory and practice: textbook. manual for teachers and stud / A.N. Shchukin. 2nd ed., rev. and additional - M.: Philomatis, 2006. - P. 138-143.
9. http://www.superinf.ru/view helpstud.php

Bulletin of Northeastern State University
Magadan 2013. Issue 20

In pedagogical terms, the term “foreign language teaching methodology” is mainly used in three meanings and denotes concepts of different content:

methodology as an educational subject in pedagogical educational institutions, which should provide theoretical and practical training students to effective professional activities;

methodology as a set of forms, methods and techniques of a teacher’s work, i.e. as a “technology” of professional practical activity;

methodology as a pedagogical science that has characteristics inherent in any science: object and subject of study, categorical apparatus, research methods.

Methodology as a science began to take shape at the end of the 19th and early 20th centuries. The process of establishing the methodology took many decades. And her path to development is quite contradictory. Two questions were actively discussed: whether the methodology of teaching a foreign language is an independent or applied science, whether it is a theoretical or practical discipline.

Some researchers (Shcherba L.V., Ryt E.M., Rosenzweig Yu.V., Bloomfield L., Friz Ch.) considered the methodology of teaching a foreign language to be applied linguistics. EAT. Ryt wrote: “The methodology for teaching a foreign language is a practical application of the general conclusions of linguistics, especially comparative linguistics.” IN Lately this theory is being revived again in connection with the emergence of the theory of language contacts and psycholinguistics. Naturally, the characteristics of the foreign language subject itself cannot but influence the learning process. At the same time, a number of issues related to the construction of the foreign language learning process (system of exercises, principles of constructing classes, control problems, use visual aids etc.), cannot be solved only in the language of linguistics.

Scientist B.V. Belyaev argued that the methodology of teaching a foreign language is applied psychology, since the basic laws of teaching a foreign language can be derived from the psychological laws of mastering a foreign language, the main one of which is to teach not just a foreign language, but thinking in it. The theoretical basis for this opinion was the Sapir-Whorf theory, in which he argued that the structural and semantic differences of different languages correspond to differences in ways of thinking, from which it was concluded that learning a foreign language is learning to think in it. Consequently, the methodology, the purpose of which is to teach foreign language thinking, is applied psychology. However, this statement was soon proven wrong. Scientist I.V. Rakhmanov showed that the number of words expressing concepts that are absent in another language is relatively small; cases of discrepancies in the meanings of words and phrases are more frequent.

Currently, the methodology of teaching a foreign language is interpreted as an independent theoretical and applied science that discovers and substantiates the laws of teaching a foreign language.

As a result of the evolution of methodological concepts, two functionally different methods have emerged: general and specific methods.

General technique deals with the study of the patterns and features of the foreign language learning process, regardless of what foreign language language goes speech. Thus, the principles of selection of educational material, the relationship between oral and writing at various stages of the lesson, etc. will be the same under equivalent learning conditions for any of the Western European languages studied in secondary schools in our country.

But knowledge general patterns Foreign language teaching turns out to be insufficient when the teacher is faced with the specific features of a particular foreign language. For example, methods of mastering Continuous verbal forms are specific only to the English language, cumbersome patterns of composition, declension of nouns and adjectives are characteristic of the German language, and methods of forming numerals, the use of diacritics, abbreviation of the article, and the presence of a partitive article are characteristic of the French language. Even more significant differences observed in phonetics. For in English triphthongs and diphthongs are specific, for French - nasal vowels. In all such cases, it is necessary to develop and implement such techniques, such methods and forms of teaching that would lead to reasonably rapid mastery by students of the relevant specific phenomena in a particular foreign language.

Thus, private technique explores the teaching of those linguistic and speech phenomena that are specific to a particular foreign language.

General and specific methods are interconnected. The general methodology is enriched based on the experience of private methods. On the other hand, the laws of the general methodology are reflected in the particular one, thus enriching its theory.

The rapid development of methodological science gives rise to the splitting off of independent branches of the general methodology.

Comparative methodology studies the organization of foreign language teaching in different countries.

Historical methodology studies the history of teaching methods.

Special technique examines individual aspects of learning theory (for example, the methodology for using TSO, teaching a foreign language in trilingual conditions).

Each science has its own object and subject of research, as well as research methods and conceptual apparatus– a set of basic categories.

The distinction between the object and the subject of science is mandatory from the point of view of research methodology. Every thing, phenomenon, relationship - everything that is cognized is an object of research (since it has not yet been cognized), therefore it is necessary to distinguish between the object and subject of the foreign language teaching methodology and distinguish them from the objects and subjects of other sciences (pedagogy, psychology, and linguistics) . For the first time, the distinction between the object and the subject of a foreign language teaching methodology was applied by I.L. Bim (Methods of teaching foreign languages as a science and problems of a school textbook. - M.: Rus yaz, 1977). The main objects of the methodology are, first of all, programs, textbooks, teaching aids that provide training in a particular academic subject; the process of teaching it (teaching and educational process), including the activities of the teacher and students, the main organizational forms of their interaction (a set of lessons, extracurricular activities and so on.). In other words, the objects of the methodology are real phenomena of a given sphere of reality and some results of knowledge in a given area, recorded in a certain symbolic form and appearing in an objectified, material form (the latter include programs, textbooks).

All specified objects are in one form or another also objects of study of other sciences. Thus, curricula, programs, textbooks, teaching aids, the educational process, the teacher, the student are, in the most general form, objects of pedagogy and didactics.

The student, the teacher, and very indirectly the educational process, on the basis of which the processes of formation of the student’s psyche are studied - all this, in turn, constitutes the object of pedagogical and social psychology.

Linguistics also has a common object with the methodology of teaching foreign languages, namely the foreign language itself as a subject of instruction.

However, in the presence of the same objects, each science studies them from its own point of view, i.e. reflects and models them in its own way, taking different aspects of these objects as initial ones and, therefore, each has its own “abstract object”, its own subject of study; “a set of specific objects scientific research– this is the object of this science. An abstract system of objects or a set (system) of abstract objects forms the subject of this science” (Leontyev A.A.).

I.L. Bim defines the subject of the methodology as a generalization of the set of possible models of interaction of all phenomena, processes, connections, relationships in the sphere of activity that is associated with teaching foreign languages.

Thus, the subject of methodology as a science includes all ideal subsystems within an educational subject, i.e. our knowledge about it, recorded in the categories of purpose, content and teaching methods, which are in close relationship with each other and interact with the methodology as an integral, historically established system of our knowledge about this area of reality, reflected by the educational subject. All together she generalizes and models as her subject.

The selected object and subject of foreign language teaching methodology make it possible to define it as a science that studies the goals, content, methods and means of teaching, as well as methods of teaching and education using foreign language material.

Within the framework of methodology as a science, it is important to consider its basic categories. The methodology is based on such basic categories as approach, system, method, technique, method and means.

Approach to training – implementation of the leading, dominant idea of learning in practice in the form of a certain strategy and with the help of one or another teaching method (Kolesnikova I.A., Dolgina O.A.).

Approach is the most general initial idea, a conceptual, personality-oriented position (humanistic, communicative).

Teaching Method – a basic category of methodology, the understanding of which has a significant impact on the interpretation of other terms and concepts.

This term has several meanings both in domestic and foreign methods. In general didactics and other basic sciences, “method” means a way of knowing, a way of researching and solving a problem problem. Didactics considers verbal, visual, and practical methods.

In the methodology of teaching foreign languages " method “- a generalized training model based on one of the directions and based on specific approaches typical for this direction (Kolesnikova I.A., Dolgina O.A.).

Method (in the broad sense of the word) – the general strategy of teaching in a certain historical period (translated, direct, audiovisual...).

Method (in the narrow sense of the word) - a way of joint activity between a teacher and students to achieve a set goal (familiarization, training, application).

The problem of the relationship between method and approach remains debatable. Domestic methodologists and most foreign researchers believe that the approach to teaching plays a fundamental role and is the dominant idea on which the new method is built.

The method and approach are interconnected and interdependent, there is no rigid, fixed subordination between them, they are characterized by constant interaction.

Researchers unanimously express the opinion that there is no absolutely correct and effective method for all learning conditions and come to the conclusion that it is necessary to combine various approaches, principles and elements of various methods, taking into account the specifics of learning, since what is effective in one setting may have completely the opposite result in other learning conditions.

Principles of training – basic provisions that determine the nature of the learning process, which are formulated on the basis of the chosen direction and approaches corresponding to this direction. Clearly formulated teaching principles help resolve the issue of what, how and what training content to select, what materials and techniques to use.

Technique is a basic category of methodology, correlated with specific actions, the totality of which constitutes the essence of the activity being formed. There is a close connection between the principles, techniques and teaching method: a method characterized by a set of principles is implemented in a system of specific techniques. Each method has its own system of techniques, but the same techniques can be used in different methods. A rational combination and correlation of techniques determine the essence and effectiveness of the method.

Under reception teaching understand the methodologically determined action of the teacher aimed at solving a specific problem. For example, methods for familiarizing yourself with the meaning of new lexical units are the use of clarity, translation into your native language, definition...

Target learning is what we strive for in the process of teaching a foreign language, this is an ideally planned result (I.L. Beam). First, the learning goal is set, only then the methodology is developed. The learning goal is closely related to the learning conditions, since without them its achievement is impossible.

Conditions learning are the circumstances under which learning occurs.

Learning tools are tools of the educational process, with the help of which the set goals are achieved more successfully and in a short time. Teaching aids include: textbook, workbook, tape recorder, cards.

System O ordeals – a complete set of components corresponding to a specific methodological concept; it determines the goals, content, principles, methods, techniques, methods, means, forms of organizing training and, in turn, is determined by them (E.I. Passov, E.S. Kuznetsova).

The system of teaching a foreign language, like any subject, is based on the principles of the universal connection and interdependence of the phenomena of reality, the integrity of the continuously developing world and the systematic reflection of our knowledge about it. Any system includes the concept of a set of elements and the concept of integrity. The integrity of the system is ensured by the diverse connections between its elements and their interaction during the functioning of the system. In relation to teaching foreign languages, it is advisable to consider the concept of a system at two levels: at the level of the most significant phenomena and processes that determine the starting points of the methodology for teaching foreign languages; at the level of the pedagogical process, that is, the activity of the teacher and students, mediated by the educational complex, which determines the final result - a certain degree of learning.

Tutorial. — 3rd ed., erased. - M.: Academy, 2006. - 336 p. - ISBN 5-7695-2969-5. The textbook (2nd ed., revised - 2005), written by well-known experts, authors of numerous textbooks and teaching aids on school and university methods, is designed to develop teachers of any non-native languages a general idea of the theory of teaching foreign languages as a scientific field, of the principles of constructing 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 departments of foreign languages of higher pedagogical educational institutions, as well as teachers of various types of schools. 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 language education system.
Chapter. The intercultural paradigm is a new ontology of modern language education.
Intercultural learning: origins, content.
Interlingual hypothetical model of foreign language acquisition and the main characteristics of the process of teaching foreign languages.
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.
Lingvodidactics as methodological basis teaching foreign languages.
Methods of teaching foreign languages as a science.
The goal of teaching foreign languages as a socio-pedagogical and methodological category.
Chapter. Contents and principles of teaching foreign languages.
Contents of teaching foreign languages.
Principles of teaching a foreign language.
Part. Training in oral and written communication.
Chapter. Listening training.
Brief psychological characteristics listening.
Factors that determine the success of listening and understanding foreign language speech.
Audio text as an object of speech activity of the listener and as a carrier of information.
Goals of teaching listening.
A system of exercises for teaching listening.
Monitoring the development of listening skills.
Chapter. Speaking training.
Brief psychological characteristics of speaking.
Factors that determine the success of teaching speaking.
Dialogue/monologue texts and their communicative purposes.
Goals of teaching speaking.
A system of exercises for teaching speaking.
Communication games.
Control of speech skills.
Chapter. Learning to read.
Brief psychological characteristics of reading as a form of written communication.
Reading technique and development of technical skills.
Classification of types of reading.
Goals of teaching reading.
Texts for teaching reading.
Education different types reading.
Checking comprehension while reading.
Chapter. Teaching writing.
Brief psychological characteristics of writing as one of the forms of written communication.
Goals of teaching writing.
Development of writing technique.
Methods of teaching writing as a form of communication.
Control of written texts.
Part. Means of implementing speech communication.
Chapter. Pronunciation training.
The role and place of pronunciation in teaching oral and written communication.
A brief description of the pronunciation features of German, English and French in a methodological interpretation.
Basic requirements for teaching pronunciation.
Introducing students to new phonetic material.
Exercises for the formation of auditory-articulatory and rhythmic-intonation skills.
Chapter. Vocabulary teaching.
The role and place of vocabulary in teaching foreign languages.
Brief description of foreign language vocabulary in a methodological interpretation.
Selection of productive and receptive vocabulary.
The main stages of working on lexical material.
Exercises for the formation of lexical skills.
Chapter. Teaching grammar.
The role and place of grammar in teaching foreign languages.
Brief description of foreign language grammar in a methodological interpretation.
Selection of productive and receptive grammar.
The main stages of working on grammatical material.
Exercises to develop grammatical skills.
Bibliography.

Committee on Education of St. Petersburg

State educational institution of secondary vocational education
St. Petersburg College of Management and Economics
"Alexandrovsky Lyceum"

THEORY AND METHODS
FOREIGN LANGUAGE TEACHING

Methodological manual for students
secondary vocational education
specialties

050303 “Foreign language”

St. Petersburg 2010

1. Methods of teaching foreign languages as a science. Basic terms and concepts.. 4

1.1. Methods of teaching foreign languages as a science, its relationship with other sciences. 4

1.2. General didactic principles of teaching foreign languages.. 4

1.3. Private methodological principles of teaching foreign languages.. 5

1.4. Methods and techniques of teaching. 6

1.6. Goals and objectives of teaching a foreign language. 7

1.7. Means of education. 8

1.8. Specifics of the methodology of teaching a foreign language in initial stage. 8

1.9. Specifics of methods of teaching a foreign language at the middle stage of training. 9

1.10. Linguistic and regional studies as an aspect of foreign language teaching methods. 10

1.11. A foreign language lesson, its main structural components. Planning. 10

1.12. Formation of communicative competence of students. eleven

1.13. Independent work of students in a foreign language. 12

2. Methods of teaching various aspects of the language.. 13

2.1.1. The purpose of teaching phonics. 13

2.1.2. The sequence of learning the sounds of the English language. 13

2.1.3. Typology of exercises for the formation of auditory pronunciation and rhythmic-intonation skills. 14

2.2. Vocabulary teaching. Characteristics of the stages of work on vocabulary. 15

2.3. Teaching grammar. 16

2.3.1. The purpose of teaching grammar in school. 16

2.3.2. Stages of working on grammatical material.. 17

3. Training in different types of speech activities.. 19

3.1. Speech activity. Interconnected training in various types of speech activities 19

3.2. Learning to read.. 20

3.3. Listening training.. 22

3.4. Speaking training.. 23

3.5. Teaching writing. 26

4. Control in teaching a foreign language.. 28

4.1. Functions, types and forms of control. 28

4.2. Linguodidactic testing. 28

5. Modern directions in methods of teaching a foreign language 30

5.1. Communicative method of teaching a foreign language. thirty

5.2. Project methodology. thirty

5.3. Training using computer technologies. 31

5.4. Problem-based learning. 31

REFERENCES... 32

Terminological glossary.. 33

activities of the teacher and students aimed at achieving the goals of training, education and development of students.

Teaching methods are combined into two interrelated groups:

– teaching methods – demonstration, explanation, organization of training, organization of practice, correction, evaluation;

– teaching methods – familiarization, comprehension, participation in training, practice, self-assessment, self-control.

The leading methods for teaching foreign languages are the following: demonstration, explanation, practice .

Teaching methods are classified according to various criteria:

According to the source of acquiring knowledge and developing skills and abilities - the teacher’s word, story, conversation, language analysis, exercises, working with a book, excursion, using visual aids;

According to the degree and nature of students’ participation in the educational process - active, passive teaching methods;

By the nature of the students’ work – oral and written, classroom and home, individual and collective.

Currently greatest distribution received a classification of teaching methods based on the activity approach to learning. In this regard, the following stand out:

Methods that ensure mastery of an academic subject (verbal, visual, practical, reproductive, problem-search, inductive, deductive);

Methods that stimulate and motivate learning activities (cognitive games, educational discussions, problem situations);

Methods of control and self-control (survey, test, exam, etc.).

Reception – a basic category of methodology, the smallest teaching unit in a teacher’s activity, an elementary methodological act aimed at solving a specific task for a teacher at a certain stage of a practical lesson.

Reception is integral part content of the teaching method and it should be considered as the initial step in the hierarchy of the basic categories of the methodology.

For example, techniques associated with explaining new material can be: description, comparison, juxtaposition, observation.

The purpose of specific teaching techniques is: communication of knowledge, formation of skills and abilities, stimulation educational activities students to solve specific problems of the learning process.

1.5. Contents of teaching foreign languages

The structure of the training content includes:

1. Systematic knowledge about the language being studied, having communicative significance, specific speech rules high degree generality, as well as background knowledge.

2. Skills (pronunciation, lexical, grammatical and spelling) of operating with a selected minimum of language material.

3. Speech skills.

4. Study skills, techniques and skills mental activity, methods of independent acquisition of knowledge (techniques of reading and listening culture, methods of working with text and vocabulary, methods of memorization, methods of focusing attention, methods of working with reference literature, methods of preparing for tests and exams).

5. Language material(phonetic, lexical, grammatical and spelling),

6. Speech material (speech samples, formulas and cliches, communication situations, topics, sample texts for reading, listening, sample dilogy).

7. Teaching techniques.

1. Necessity and sufficiency of content to achieve the set learning goal.

2. Availability of training content for its assimilation.

1.6. Goals and objectives of teaching a foreign language

The purpose of training – a pre-planned result of educational activity, achieved using a set of techniques, methods and teaching aids.

In the methodology of teaching a foreign language, it is customary to distinguish four goals of teaching a foreign language:

1.Practical .

2. General education .

3. Educational

4. Developmental .

The leading learning goal in modern methods of teaching foreign languages is considered practical a goal that reflects the need of society to master a foreign language as a means of communication.

The practical goal of training is aimed at acquiring knowledge, skills and abilities related to proficiency in language as a means of communication.

General education the goal of teaching involves the use of the language being studied to improve the general culture of students, broaden their horizons, and increase knowledge about the country of the language being studied. When studying a foreign language, students realize that to express various relationships and concepts there are different means, similar or different from the means of the native language.

Educational The learning goal is realized in the process of working on texts of different genres, conversations with students, watching films, and conducting extracurricular work.

1.7. Means of education

Means of education – one of the main categories of methodology, a set of teaching aids and technical devices with the help of which the teacher’s activities in teaching language and the activities of students in mastering the language are managed.

Learning tools make language acquisition easier and more effective.

Structurally, there are:

1. Teaching aids for the teacher (foreign language program, book for the teacher, methodological manuals, reference and scientific literature).

2. Teaching aids for students (textbook, reading book, collection of exercises, various reference books and dictionaries).

In addition, there are two groups of teaching aids equally addressed to both the teacher and students:

1. Audiovisual teaching aids (auditory, visual).

2. Technical means training.

As a rule, teaching aids form standard training complex , designed to work with a specific student population and designed for a specific learning profile. The required components of the complex are: a textbook, a teacher's book, a workbook, and an audio application. Other components specify and complement the content of the textbook. These include: a book for reading, a collection of exercises, manuals for the development of oral and written speech, various dictionaries, video courses, computer programs, a developed test system, materials for independent work students and methodological recommendations for them, questions for tests and exams.

A typical educational complex is created in accordance with the foreign language training program and implements the content of this program. Currently, along with the term standard training complex the term is also used educational methodological complex .

1.8. Specifics of the teaching methodology
foreign language at the initial stage

Under initial stage of training is understood as a cycle or period of training that ensures the fulfillment of the final goals of training at the most elementary level, that is, the possibility of communication in a selected form, in a selected range of situations different situations communication.

In a narrow sense, the initial stage of teaching a foreign language means teaching in the primary grades of a secondary school.

The initial stage of training is characterized by relative incompleteness, openness of goals, content, forms and methods of teaching.

Purpose the whole course primary education the subject of a foreign language is the formation of skills and abilities in students independent decision the simplest communicative and cognitive tasks in oral speech, reading and writing.

The choice of one or another teaching technology should be made taking into account psychological and age characteristics junior schoolchildren, such as: increased emotionality, mobility, fatigue from uniformity. These features suggest frequent shifts types of activities in the lesson, change and variety of forms, methods and techniques of teaching, holding active pauses and physical education minutes in the middle of the lesson.

Junior students school age They are distinguished by visual-figurative thinking, which presupposes the widespread use of various types of visual aids in foreign language classes. Visualization helps students understand new material, creates support in understanding this material, as well as conditions for its practical application.

At the end of the initial stage of teaching a foreign language, students should have the following skills: communication skills V various types speech activity: speaking – conduct a dialogue within a topic defined by a specific program, speak out about yourself and the world around you, and at an elementary level be able to express your opinion; listening – understand and respond to foreign speech within the program topic; reading – read aloud expressively, read silently (full comprehension of what was read and understanding of the main content of the text); letter – be able to write short congratulations, a personal letter to a friend, fill out the address, make a written plan of the text you read, make the necessary extracts from it.

1.9. activities in the lesson.

According to this, there are three main types of lessons:

Lesson on developing speech skills;

Lesson on improving speech skills;

Lesson on developing speech skills.

Lesson structure includes permanent components – beginning of the lesson, main part (explaining new material, performing preparatory and speech exercises), the final part (summarizing the lesson, homework) and variable components , which are available within each of the named parts of the lesson and represent different ways beginning of the lesson, introducing and consolidating the material.

Planning a lesson involves the teacher determining the content of the lesson and its material support. The quality of the lesson largely depends on a well-thought-out lesson plan.

Apply two main type of planning – long-term and current.

Target forward planning– determine the teacher’s work system for the entire period of study. This type of planning is implemented in thematic lesson plans. These plans form lesson topics, tests and tests. The number of hours allocated to study each topic is established. Thematic plans help the teacher to monitor the implementation of the curriculum.

Current planning consists of developing individual lesson plans. The lesson plan is the teacher's working document. It provides a formulation of the topic of the lesson, its goals and objectives, develops the content of the lesson and its material support. Lesson plans should be precise and specific, concise and concise.

1.12. Formation of students' communicative competence

Communicative competence – ability to solve communication problems that are relevant for students and society using a foreign language different situations communication; students’ ability to use facts of language and speech to achieve communication goals.

The formation of communicative competence of students is the leading goal of teaching a foreign language at school at the present stage.

The formation of communicative competence is carried out within the framework communicative method training, which is based on following principles training:

Speech and mental activity

Situational conditionality,

Novelty,

Accounting individual characteristics students and their interests;

Using communication exercises.

A student has communicative competence if, under conditions of direct or indirect contact, he successfully solves the problems of mutual understanding and interaction with native speakers of the language being studied in accordance with the norms and traditions of the culture of this language.

Units of communicative competence are:

Areas of communication activity,

Topics, communication situations and programs for their deployment,

Speech actions

Social and communicative roles of interlocutors (scenarios of their communicative behavior),

Types of texts and rules for their construction,

Language minimums.

The level of communicative competence is determined by the stage and purpose of training.

The structure of communicative competence includes the following components:

Linguistic (possession of a system of information about the language being studied according to its levels);

Speech (mastery of methods of forming and formulating thoughts through language and the ability to use such methods in the process of perceiving and generating speech);

Sociocultural (familiarization of students with the national and cultural specifics of speech behavior and the ability to use those elements of the sociocultural context that are relevant for the generation and perception of speech from the point of view of native speakers);

Linguistic and regional studies (knowledge of national customs, traditions, realities of the country of the language being studied, the ability to extract regional information from language units and use it, achieving full communication);

Compensatory (if there is a deficiency linguistic means ability to use paraphrases, chains of logically connected simple sentences instead of one complex, synonyms, non-verbal means communication).

1.13. Independent work of students in a foreign language

Independent work – a type of learning activity performed by students without direct contact with the teacher or controlled by the teacher indirectly through special educational materials.

Independent work is a special, highest form of educational activity; it is determined by the individual psychological differences of students and their personal characteristics, it requires high level self-awareness and reflexivity.

Independent work can be carried out both outside the classroom and in class in written or oral form.

Independent work can be individual, pair or group.

Study materials for independent work are methodically organized in such a way as to compensate for the lack of contact with the teacher. This is achieved through methodological recommendations specially developed by the teacher for each type of independent work.

A set of tasks for independent work should provide the opportunity individual choice and determining the amount of material needed to achieve the learning goal.

Tasks should be active and creative in nature, stimulating the search for independent solutions.

Mastering the techniques of independent work is a prerequisite for developing self-education skills.

2. Methods of teaching various aspects of language

2.1. Phonetics teaching

2.1.1. Purpose of teaching phonics

From the point of view of methods of teaching a foreign language under phonetics refers to the aspect in a practical course of teaching a foreign language aimed at developing auditory pronunciation skills.

IN school course When teaching a foreign language, work on staging and correcting pronunciation is carried out at the initial stage of training. Students must master the so-called approximate pronunciation , that is, pronunciation close to standard pronunciation and allowing phonetic errors that do not disrupt the communication process and do not distort the meaning of the statement .

Practical purpose teaching phonetics at school is the formation the following types phonetic skills:

- auditory related to the ability to distinguish and understand sounds when listening to the speech of others;

- pronunciation related to the phonemic correct pronunciation of all studied phonemes in isolation and in the stream of speech;

- rhythmic-intonation, that is, intonation and rhythmic skills correct design own speech and understanding in a similar manner to the formalized speech of others.

2.1.2. Sequence of learning the sounds of the English language

The sequence of learning the sounds of the English language is determined by two provisions:

1. The need to develop oral speech skills from the very beginning of training.

2. The need to take into account the phonetic difficulties that students face when mastering the phonetics of the English language.

In the methodology of teaching English, it is customary to distinguish three groups of phonemes.

Knowledge – the result of the process of cognition of reality, its reflection in the human mind in the form of ideas, judgments, conclusions and theories.

Communicative competence – the ability to solve communication problems that are relevant for students and society using a foreign language; different areas life; the student’s ability to use facts of language and speech to achieve communication goals.

Control – the process of determining the level of knowledge, skills and abilities of a student as a result of his performance of oral or written assignments, tests and formulating on this basis an assessment for a certain section of the program, course or period of study. Control also refers to the part of the lesson during which the teacher evaluates how a student or group of students masters the content of the subject.

Lexical skill – automated action of choosing a lexical unit is adequate to the plan and its the right combination with other units in productive speech and automated perception and association with meaning in receptive speech.

Linguodidactic test – a set of tasks prepared in accordance with certain requirements, which has undergone preliminary testing in order to determine its quality indicators and allows the test takers to identify the degree of their linguistic and communicative competence.

Methodology – 1) theoretical course, academic discipline; 2) a set of forms, methods and techniques of a teacher’s work, i.e. technology of professional and practical activity of a teacher; 3) pedagogical science, theory of teaching a particular discipline.

Methods of teaching foreign languages – a science that studies the patterns, goals, content, means, techniques, methods of the teaching system, as well as studies the processes of teaching and upbringing using the material of a foreign language.

Teaching Method – as a general didactic concept, it is a set of methods of interrelated activities of the teacher and students aimed at achieving the goals of teaching, education and development of students.

Skill - an action that has reached the level of automatism, characterized by integrity and the absence of element-by-element consciousness.

Letter – a productive type of speech activity that provides the expression of thoughts in graphic form.

Principles of training – basic category of the methodology; methodical reflection of known laws and patterns. The principles of training in their entirety determine the requirements for the training system as a whole and its individual components - goals, content, forms and methods of training.

Speech activity – is active, goal-oriented, indirect language system and the process of transmitting and receiving messages determined by the communication situation.

Semantization – identifying the meaning and meaning of a language unit; the process and result of communicating the necessary information about the content of a language unit.

Skill – the ability to perform an action based on developed skills and acquired knowledge. Skill creates the opportunity to perform actions not only in familiar, but also in changing conditions.

Lesson – the basic organizational unit of the educational process in school, the purpose of which is to achieve a completed but partial learning goal; The lesson is conducted with a constant composition of students, according to the schedule, taking into account the training program.

Phonetic skill – the ability to correctly perceive an audible sound pattern, associate it with meaning, and adequately reproduce it.

The purpose of training – a pre-planned result of educational activity, achieved using a set of techniques, methods and teaching aids.

Reading – a receptive type of speech activity for the perception and understanding of written text.

HIGHER PROFESSIONAL EDUCATION

N.D. GALSKOVA, N.I. GEZ

LEARNING THEORY

FOREIGNERS LANGUAGES

LINGUODIDACTICS AND METHODS

Educational and methodological association for education

in Linguistics from the Ministry of Education

Russian Federation as a teaching aid for students studying in the specialty

“Theory and methodology of teaching foreign languages and cultures”

3rd edition, stereotypical

UDC 802/809(075.8)

BBK81.2-9ya73

N.D. Galskova- part I;

N.I. Guez- part II, III

Reviewers:

Doctor of Pedagogical Sciences, 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.

G176 Theory of teaching foreign languages. Linguodidactics and methodology: textbook. aid for students lingv, un-tov and fak. in. language 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

The textbook (2nd ed., revised - 2005), written by well-known experts, authors of numerous textbooks and teaching aids on school and university methods, is designed to form among teachers of any non-native languages a general understanding of the theory of teaching foreign languages as a scientific field , about the patterns of constructing 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 foreign language departments of higher pedagogical educational institutions, as well as teachers of various types of schools.

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.

PREFACE

This manual is addressed to students of language universities and pedagogical faculties, teachers and lecturers of any non-native languages, graduate students working on current problems 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 current state and prospects for the development of domestic language education, about the requirements for the level and quality of linguistic and cultural training of students of various categories in the context of language policy in the field of education. The concept of “linguocultural preparation” of students includes their knowledge at various levels of any languages and cultures, both native and non-native. This gave the authors of this manual the basis 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 spheres of teaching and studying native and non-native languages, as well as the spheres practical use 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 related, but at the same time autonomously functioning spheres. It is from this perspective that the problems of education in the field of modern non-native languages are presented, 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 places new demands 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 prospects for development. This is especially significant at the milestone stages of the development of methodological science, one of which is experiencing modern theory 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 most naturally 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 a new language code and “language” content, but also as an initiator and organizer of intercultural interaction between a student and native speakers of the language being studied, and the formation of his readiness and ability to take an active part in this interaction. To successfully perform this function, the teacher must have the appropriate knowledge, skills and abilities that allow him 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 CURRENT STAGE OF SOCIAL DEVELOPMENT

Recently, the term “language education” has been used quite often, but there is no common 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 educational institutions, in which non-native languages are taught.

Such a disagreement in views on the essence of the term “language education” indicates, on the one hand, its diversity, and on the other, the desire of didactics and methodologists to focus attention only on certain aspects of the functioning of language education, which, naturally, does not allow us to see essential characteristics this phenomenon as a whole. Therefore, in our opinion, it would be correct, taking the multidimensionality of the concept as a “point of reference” for the analysis of the term we are interested in, and consider “language education” as: 1) value, 2) process, 3) result, 4) system (see: Gershunsky B.S., 1997, p. 38).

The aspect division of the analyzed concept does not mean a violation of its integrity. Moreover, it is possible, in our opinion, to show its essence as a complex and multifaceted phenomenon 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

teaching 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.

Let us 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 importance at all levels under consideration, is it possible to achieve high-quality results in solving not only social and 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 social, state and personal levels.

The role of any language is determined by its status in society and the state. Language can be an international means of communication. We are talking primarily about languages of global distribution and universal human culture, which perform the maximum range of social functions. Such languages include, for example, English, Russian and German languages. If a language is spoken in a number of countries in a particular region (for example, German in German-speaking countries), this language acquires interstate status. Language can also play the role of a state or local language. The first languages include, for example, the Russian language in Russia, which serves as an official means of interethnic communication; the second languages include any language used in a specific 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 value orientations of a particular individual in modern world, expanding its educational and social opportunities The most significant are the languages of global communication. But this thesis does not mean that, along with languages international communication Local languages should not be studied and that the state and society should not create favorable conditions for this.

Lingvodidactics as a methodological basis for teaching foreign languages. Methods of teaching foreign languages ​​as a science

activities of the teacher and students aimed at achieving the goals of training, education and development of students.