5.3. Technology of communicative teaching of foreign language culture (E.I. Passov)
The greatest luxury on Earth is the luxury of human communication.
A. Sect-Exupery.
Passov Efim Izrailevich-Professor of the Lipetsk Pedagogical Institute, Doctor of Pedagogical Sciences, Honored Cultural Worker.
The history of teaching a foreign language goes back centuries. At the same time, the teaching methodology changed many times, focusing either on reading, then on translation, then on listening, or on a combination of these processes. The most effective, although the most primitive of the methods was the “governess method”, i.e. direct individual communication in language.
In the conditions of the Russian mass school, no effective method has yet been found that would allow a child to master a foreign language at a level sufficient for adaptation to a foreign-speaking society by the end of school.
The technology of communicative learning - learning based on communication - allows you to achieve such results.
Communication-based learning is the essence of all intensive foreign language teaching technologies. Intensive technology was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country (intensive courses by G. Doli, A. G. Gorn, etc.).
In higher education, the theory and practice of communicative intensive teaching of a foreign language was developed by G.A. Kitaigorodskaya.
Classification parameters
By level of application: private subject.
On a philosophical basis: adaptable.
According to the main development factor: sociogenic.
According to the concept of learning experience: Gestalt + associative-reflex + suggestopedic.
By orientation to personal structures: informational, OZUN + 2) COURT.
By the nature of the content and structure: educational, secular, general education, humanistic.
By type of control: modern traditional education. By organizational form: all forms. On approach to the child: cooperation, partnership. According to the prevailing method: dialogical + game.
In the direction of modernization: based on the activation and intensification of students’ activities.
Target orientations
Teaching foreign language communication through communication.
Assimilation of foreign language culture.
Conceptual provisions
A foreign language, unlike other school subjects, is both a goal and a means of learning.
Language is a means of communication, identification, socialization and familiarization of an individual with cultural values.
Mastering a foreign language differs from mastering a native one:
Methods of mastery;
Density of information in communication;
The inclusion of language in subject-communicative activity;
The set of implemented functions;
Correlation with the sensitive period of speech development of the child. The main participants in the learning process are the teacher and the student.
The relationship between them is based on cooperation and equal verbal partnership.
Principles of content construction
1. Speech orientation, teaching foreign languages through communication. It means practical lesson orientation. Only lessons are valid on language, not about language. The path “from grammar to language” is flawed. You can teach to speak only by speaking, to listen - by listening, to read - by reading. First of all, this concerns exercises: the more similar an exercise is to real communication, the more effective it is. In speech exercises, there is a smooth, measured and at the same time rapid accumulation of a large amount of vocabulary and grammar with immediate implementation; Not a single phrase is allowed that could not be used in real communication.
2. Functionality. Speech activity has three sides: lexical, grammatical, phonetic. They are inextricably linked in the process of speaking. It follows that words cannot be acquired in isolation from their forms of existence and use). It is necessary to strive for the majority of exercises to be absorbed speech units. Functionality assumes that both words and grammatical forms are acquired immediately in the activity: the student performs some speech task - confirms a thought, doubts what he heard, asks about something, encourages the interlocutor to act, and in the process learns the necessary words or grammatical forms. forms
3. Situational, role-based organization of the educational process. It is fundamentally important to select and organize material based on situations and communication problems that interest students of each age.
Everyone recognizes the need to teach based on situations; however, they understand this differently. Descriptions of situations (“At the ticket office”, “At the station”, etc.) are not situations; they are not capable of fulfilling the functions of motivating statements or developing the qualities of speech skills. Only real situations (a system of relationships between people as exponents of certain roles) are capable of this. To master a language, you need not to study the language, but the world around you with its help. The desire to speak appears in the student only in real or a recreated situation affecting the speakers.
4. Novelty. It manifests itself in various components of the lesson. This is, first of all, the novelty of speech situations (change of subject of communication, problem of discussion, speech partner, communication conditions, etc.). This is the novelty of the material used (its informativeness), and the novelty of the organization of the lesson (its types, forms), and the variety of working methods. In these cases, students do not receive direct instructions for memorization - it becomes a by-product of speech activity with the material (involuntary memorization).
5. Personal orientation of communication. There is no such thing as faceless speech; speech is always individual. Any person differs from another both in his natural properties (abilities), and in his ability to carry out educational and speech activities, and in his characteristics as an individual: experience (each has his own), context of activity (each student has his own set of activities in which he is engaged and which are the basis of his relationships with other people), a set of certain feelings and emotions (one is proud of his city, the other is not), his interests, his status (position) in the team (class). Communicative learning involves taking into account all these personal characteristics, because only in this way can the conditions for communication be created: communicative motivation is evoked, the focus of speaking is ensured, relationships are formed, etc.
6. Teamwork- a way of organizing a process in which students actively communicate with each other, and the success of each is the success of the others.
7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be acquired within the framework of a school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to present the country’s culture and language system in a concentrated, model form. The content side of the language should be Problems, not topics.
Features of the technique
Exercises. IN In the learning process, almost everything depends on exercises. The exercise, like the sun in a drop of water, reflects the entire concept of learning. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: conditional speech and speech.
Conditional speech exercises are exercises specially organized to develop a skill. They are characterized by the same type of repetition of lexical units and continuity in time.
Speech exercises - retelling the text in your own words (different in the class), describing a picture, a series of pictures, persons, objects, commenting.
The ratio of both types of exercises is selected individually.
Errors. In a partnership between students and teachers, the question arises of how to correct their mistakes. It depends on the type of work.
It is recommended to correct phonetic errors not at the same time, but to take one sound and practice it for 1-2 weeks (do not notice other distorted sounds for now); then do the same with the 2nd, 3rd sound, etc. The attention of the class should be drawn to grammatical errors, but a lengthy explanation of the rules should not distract the student from the speech task. When making mistakes in a situation, it is generally inappropriate to correct them. It is enough to correct only those that interfere with understanding.
Space of communication. The “intensive” methodology requires a different, different from the traditional, organization of the educational space. The guys do not sit back to back, but in a semicircle or randomly. In such an improvised small living room, it is more convenient to communicate, the official atmosphere of the class and the feeling of constraint are removed, and educational communication takes place. This space, according to G. Lozanov, must also have sufficient time duration, imitate "immersion" into this language environment.
Literature
1. Share G. Happy English. - M., 1992.
2. Winter IL. Psychology of teaching foreign languages at school. - M., 1991.
3. Kitaygorodskaya G. A. Methodological foundations of intensive teaching of foreign languages. -M., 1986.
4. Communicative teaching of foreign language culture: Collection of scientific works. Issue 4. - Lipetsk, 1993.
5. Communicativeness of teaching - into school practice / Ed. E.I. Passova. - M., 1985.
6. The concept of communicative teaching of foreign culture in secondary school: A manual for teachers / Ed. E.I. Passova, V.V. Tsarkova. - M.: Education, 1993.
7. Passov E.I. and etc. Foreign language teacher, skill and personality. - M.: Education, 1983.
8. Passov E.I. Communicative method of teaching a foreign language. - M.: Education, 1991.
9. Passov E.I. Foreign language lesson in high school. - M.: Education, 1988.
10. Skalkin V.L. Communicative exercises in English. - M., 1983.
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5.4. Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov) Give me a foothold and I will turn the whole Earth over. Archimedes Shatalov Viktor Fedorovich-people's teacher of the USSR, professor at Donetsk Open University. He developed and put into practice a technology for intensifying learning, showing the huge, yet to be discovered reserves of the traditional classroom-lesson method of teaching. Classification parameters of technology By level of application: general pedagogical. On a philosophical basis: adaptable. According to the main development factor: sociogenic. According to the concept of assimilation: associative-reflex + stage-by-stage interiorization. By orientation to personal structures: informational - ZUN. By the nature of the content: educational, secular, technocratic, general education, didactocentric. By type of control: small group system + “tutor”. By organizational form: traditional class-lesson, academic, individual-group. On approach to the child: collaboration with elements of didactocentrism. According to the prevailing method: explanatory and illustrative. Target orientations ■Formation of ZUN. ■Education of all children, with any individual characteristics. ■Accelerated training (training for 9 years at the level of secondary school). Principles Multiple repetitions, mandatory step-by-step control, high level of difficulty, study in large blocks, dynamic stereotype of activity, use of supports, an indicative basis for actions; Person-centered approach; Humanism (all children are talented); Learning without coercion; Conflict-free educational situation, publicity of successes everyone opening prospects for correction, growth, success; Connection of training and education. Content Features The material is administered in large doses. Block-by-block layout of the material. Design of educational material in the form of supporting outline diagrams (Fig. 8) The basic outline is a visual diagram that reflects the units of information to be assimilated, presents various connections between them, and also introduces signs reminiscent of examples and experiences used to concretize abstract material. In addition, they provide a classification of goals by level of significance (color, font, etc.).
Support - an indicative basis for actions, a method of external organization of a child’s internal mental activity. Reference signal - an associative symbol (sign, word, diagram, drawing, etc.) that replaces a certain semantic meaning. Supporting notes - a system of reference signals in the form of a short conditional summary, which is a visual structure that replaces a system of facts, concepts, ideas as interrelated elements of an entire part of the educational material. Features of the technique Technology system The educational process according to V.F. Shatalov is presented in Fig. 9. Rice. 9. Technological diagram of the Shatalov system The main merit of V.F. Shatalov is the development of a system of educational activities for schoolchildren, ensuring fairly complete and general activity in the classroom. This is achieved by creating a certain dynamic stereotype of student activity. The basis of the stereotype of educational activity is represented by supporting notes (signals) - visual diagrams in which educational material is encoded. Working with reference signals has clear stages and is accompanied by a number of techniques and fundamental methodological solutions. 1. Learning theory in class: the usual explanation at the blackboard (with chalk, visuals, TSO); repeated explanation using a colorful poster - a supporting summary; a brief overview of the poster; individual work of students on their notes; frontal consolidation by blocks of notes. 2. Independent work at home: supporting notes + textbook + parental help. Memo to student: remember the teacher’s explanation using notes; read the assigned material from the book; compare what you read with the notes; tell the textbook material using notes (coding - decoding); memorize the outline as a support for the story; reproduce the summary in writing and compare it with the sample. 3. First repetition - frontal control of mastering the notes: all students reproduce the notes from memory; the teacher checks the work as it arrives; there is a “silent” and tape-recorded survey at the same time; after the written work - a loud survey. 4. Oral pronunciation of the supporting summary - the necessary stage of external speech activity during assimilation (P.A. Galperin) occurs during various types of questioning. 5. The second repetition is generalization and systematization: mutual control lessons; publication of lists of test questions in advance; Preparation; use of all types of control (at the blackboard, quiet, written, etc.); mutual inquiry and mutual assistance; game elements (team competitions, solving puzzles, etc.). Control, evaluation. V.F. Shatalov solved the problem of global step-by-step control of students' learning skills. A combination of constant external control with self-control and self-esteem, step-by-step control of everyone, the feasibility of demands, open prospects for correction, publicity of results, the absence of a bad grade, and removal of fear of a low grade are used. Forms of control: written based on reference notes, independent work, oral loud survey, silent survey, tape recorder, pair mutual control, group mutual control, home control, self-assessment. Every grade a student receives is posted on a public display.knowledge record sheet. It represents, as it were, the student’s track record, and grades take on the meaning of a positive encrypted characteristic. The publication of such characteristics plays a huge educational role. A very important point in this characteristic is that every student may change any rating to a higher one at any time. This is the principle of open perspectives. Each assessment, Shatalov believes, must first of all be a stimulus, which must necessarily evoke a positive reaction from the student. Twos cause negative emotions, conflict with the teacher, with the subject. Shatalov eliminates these conflict situations. Train of methodological techniques (pedagogical microelements) includes: flight repetition, relay tests, landing method, chain method, “swimming” in problems, finding errors in books, solving problems on pieces of paper, solving problems of choice (dies), solving in 4 hands, experiment lesson , blow to the brain, bottom-up solution, encouraging hints, lesson of open thoughts, sixth point, creative notes, tongue twisters, stress relief techniques (music, light, pauses, etc.), etc. Shatalov's system is didactic in content. But with the proper level of organization of students’ activities according to the principle “from work to behavior, and not from behavior to work,” it gives effective educational results: Everyone is introduced to the daily stress of work, hard work and will are fostered; Cognitive independence, confidence in one’s strengths and abilities arises; Responsibility, honesty, and camaraderie are formed. | |||
Note. The general pedagogical technology of V.F. Shatalov is implemented in the subject technologies of V.M. Sheiman (physics), Yu.S. Mezhenko (Russian language), A.G. Gaishtut (mathematics), S.D. Shevchenko (history), etc.
Literature
1. Gaishtut A.G. Techniques for intensifying mathematics teaching in grades 4-5. - Kyiv, 1980.
2. Kalmykova Z.I. Pedagogy of humanism. - M.: Knowledge. 1990.
3. Mezhenko Yu.S. Basic notes for language lessons // Russian language and literature in secondary schools. -1990. - No. 1-12.
4. Pedagogical search / Comp. I.N. Bazhenova. - M.: Pedagogy, 1987.
5. Salmina L.G. Sign and symbol in teaching. - M.: MSU, 1988. .
6. Selevko G.K. Album of diagrams for a physics course. - Omsk, 1986.
7. Fridman L.M. Pedagogical experience through the eyes of a psychologist. - M.: Education, 1987.
8. Shatalov V.F. Where and how the triplets disappeared. - M.: Pedagogy, 1980.
9. Shatalov V.F. Basic notes on kinematics and dynamics. - M.: Education, 1989
10. Shatalov V.F. Reference signals in physics. 6th grade, 7th grade. - Kyiv, 1979.
11. Shatalov V.F. Pedagogical prose. - M.: Pedagogy, 1980.
12. Shatalov V.F. Psychological contacts. - M., 1992.
13. Shatalov V.F. Support point. - M.: Pedagogy, 1987.
14. Shatalov V.F. The experiment continues. - M.: Pedagogy, 1989.
15. Shatalov V.F., Sheiman V.M., Khapt A.M. Basic notes on kinematics and dynamics - M.: Education, 1989.
16. Shevchenko S.D. School lesson: how to teach everyone. - M.: Education, 1991.
Functions of the situation
The transfer of speech skills usually means their use in new situations that did not occur during the learning process. Very often we witness how a student accurately operates with some language material in the so-called preparatory exercises, but turns out to be helpless when it needs to be used in the communication process. This means that the skill of using this phenomenon has not “turned on”, since it is not capable of transfer. Essentially, communication training is aimed at using language in new communication situations. Therefore, the success of training depends on how effectively transferable skills are developed.
Many methodologists believe that the whole point is in the number of exercises, in how high the degree of automation of the skill is. The point, however, is the quality of the preparatory exercises, i.e., the level of automation. This means that the conditions in which speech skills are formed must provide and develop the ability to transfer. And this is possible if the conditions of preparation are adequate to the quality of the conditions of communication.
The quality of situational speech is decisive. There are three aspects here: 1) the functional side of speech, i.e. the presence in the spoken phrases in the process of assimilation, preparation) of a speech task, the purpose of the utterance (and not the grammatical purpose); 2) situational relevance of phrases (speech units), i.e. their correlation with the system of relationships between interlocutors. (The first and second are interdependent aspects.); 3) identity, logical, semantic context created by the phrase. The combinations of phrases used in the preparation according to the laws of associations will serve as a prerequisite for their more successful functioning in new situations.
Situations have all these aspects. That's why they (situations) are one of the ways to develop speech skills, capable of transfer. This is the first function of situations. And from the point of view of this function, one can define the situation as a system of relationships between interlocutors, reflected in their consciousness, which, thanks to this, is capable of situationally and contextually marking assimilated speech units and forming speech skills capable of transfer.
2. The second function of situations is to be a way to motivate speech activity. Unmotivated learning, according to I.A. Zimnyaya and A.A. Leontyev, deprives this training of psychological content, because it is teaching form for the sake of form.
Why is the situation a way of motivation? Motivation is based on need, which is a decisive factor in human behavior. “A motive,” wrote A. N. Leontyev, “is an object that meets one or another need and which, in one form or another, reflected by the subject, leads its activity.”
Human needs are not only vital, for example, for food, but also intellectual, moral, etc. (D.N. Uznadze). And a person can satisfy these needs indirectly, through speech. The desire to satisfy one's need, in our case - to speak for some purpose, arises, as a rule, with certain relationships between the subject and the interlocutor, with the surrounding world in the situation.
In educational settings, the need to speak out most often arises. This can be done if: a) new factors are introduced each time into the situation as a system of relationships; b) take into account the interests, desires, aspirations, goals, beliefs, inclinations, etc. of the students; c) connect the speech situation with the general activities of students.
In terms of the motivational function, a situation can be defined as a system of dynamic relationships between subjects of communication, which, arising on the basis of their life activity and reflected in their consciousness, specifies a need and motivates a purposeful and personally meaningful solution to the communicative task of communication.
3. The third function is that the situation serves a condition for the development of speech skills.
4. The fourth function of the situation is to be way of presenting the material. It manifests itself in cases where, by semantizing words, we include them in whole statements that are situational in nature (it does not matter whether this is done orally or in the form of microtexts when teaching reading); the same applies to the process of presentation of grammatical material: it is possible to show the functioning of the structure of speech only on the basis of the situation.
As can be seen, in this function the situation appears mainly in receptive types of activity. One should not think that other functions are the lot of only productive species. The situation as a method of motivation, for example, is applicable in teaching reading and listening (say, creating a situation where the necessary action is reading a passage or listening to it).
5. The fifth function was “discovered” not so long ago: it turned out that the situation could be effective the basis for organizing speech material. What gives reason to think so?
Communicative learning involves, as is known, the creation of the learning process as a model of the communication process. The situation is the basis for the functioning of communication: the entire process of communication is actually a continuous, dynamic series of situations replacing each other. Hence the task is to simulate situations for learning. But the situation is not only a social or psychological phenomenon; it also has a substantive aspect. It is legitimate to ask the question: is it possible to teach communication if the content aspect of teaching, for example the thematic organization of material, remains alien to what takes place in communication? Of course not. Therefore, it is necessary to select and organize the material so that it is adequate both to the structural side of the situation (as a system of relationships, and to its content side, which appears in the form of problematic and objective communication.
The subjects of discussion included in a particular problem are usually connected by certain relationships. These objects exist outside of man, independently of him. But at some point they “connect” to human activity: a certain event occurs (a person observes it or learns about it), which introduces a mismatch into the system of relationships between a person and the environment (another person). A person is faced with a task (the norm has been violated). Its solution requires a speech act, expressed in the person’s attitude to the mismatch of the system of relationships and the desire to bring the relationship back to “normal”, to change them. A person’s relationship to the created situation is his speech function. It is the speech function that is the organizing principle in the situation. And in the organization of the material it should play the same role.
So far, unfortunately, the material is organized either by topic or around social contacts such as “Buying a newspaper at a kiosk,” “ordering lunch in a cafe,” “seeing off at the station,” etc. Of course, such social contacts take place in communication. But a person who has studied only on their basis will, perhaps, be able to have a conversation in the specific living conditions of the country of the language being studied, while the original situations of verbal communication will remain inaccessible to him.
It is necessary to reorient the organization of material towards genuine situations. To do this, you need to: 1) identify the most frequent situations as systems of relationship and 2) build probable programs of speech behavior of interlocutors in these situations. And then select speech material for these situations.
Considering the functions of the learning situation, we can conclude that situation as a methodological category is a unit of organizing the process of teaching foreign language communication.
Types and Kinds of Situations
There are more than enough names of types of situations. They can be classified according to the following criteria.
Adequacy of the communication process. Here we distinguish between natural situations when there is a certain circle of objects, circumstances prompting a statement, regardless of whether this circle was created or existed on its own, and real situations created by visual means or imagination.
V.L. Skalkin and G.L. Rubinstein correctly noted that natural situations cannot provide planned work on speech acquisition. They therefore propose a so-called training speech situation (in essence, this is the same thing that others call an artificial situation and try to distinguish it from a natural one. (...) .
Remember now what we said about the transfer of speech skills (actions): in order for them to be transferable, they must be formed in situational conditions. Consequently, it is in situational conditions that it is necessary to both form speech actions (skills) and develop speech activity (skill). Based on this, we can say that, first of all, situations of two types are needed: for the formation of skills and for the development of skills. Strictly speaking, these are not two types of situations, but two ways of organizing situations, where they are organized in different ways a p r a l e n a.
How is this possible?
Each speech unit potentially has a certain context, a situational field that “allows into itself” only the interlocutor’s remarks that are specific in meaning and logic. For example: the phrase “What wonderful weather today!” does not allow the answer “I read a book yesterday.”
For educational purposes, the interlocutor’s remark (in life it is diverse both in semantic and structural terms) can be directed in one functional direction: for this it is enough to use the appropriate setting, for example, “Do you think I should do what I am going to do?”: - I I want to go to the cinema.- Go!;- I want to take this book.- Take it!; - I'll go to Moscow tomorrow.- Go.
The student always uses one form of the imperative mood in his remarks (Go! Take it! Go! and so on.). Thus, he learns the action of creating a given structure. Here his response is conditioned by the context and task (setting), and is methodically aimed at mastering one particular action. Probably, from a methodological point of view, it is right to call such situations conditional situations. And their product can be called microdialogue. In them, individual actions and speech skills are formed.
For the development of speech activity (skills), conditionality, limited situation is not needed (this does not mean that control is not needed), at this stage one should use unconditional situations where the speaker does not bound by a rigid, externally specified program of activity. The situations with which we began the presentation of this paragraph of the chapter are suitable here. The product of an unconditioned situation is a dialogue or monologue utterance.
Sometimes the term “communication situation” is used, for example, “At the post office”, “At the station”, “Receiving guests”, etc. The term itself is legitimate, but not in this sense. It is incorrect to single out situations based on the location of the speaker: at the post office, at the train station, and in the cinema, the same situation can arise as a system of relationships.
However, types and types of situations can be identified from other positions. How?
Above, situations were defined as systems of relationships between communicating people. But this is not enough, because for practical purposes, to create situations, it is necessary to know what these relationships are.
Analysis of relationships shows that they can be “set” by four leading factors: the social status of a person, his role as a subject of communication, the activity performed and moral criteria. In this regard, we can routinely name the types of relationships as follows: (1) status, (2) role, (3) activity and (4) moral. Let's look at them briefly.
(1) In the relationships that develop on the basis of the social status of the subjects of communication, the social qualities of the individual are manifested in accordance with the social structure of society. (………).
When creating situations of verbal communication, social status and the relationships it defines can become dominant depending on the nature of communication between the subjects as representatives of social communities and the tasks facing them. Such situations can be: discussions of the rights and responsibilities of citizens of different countries, teleconferences between representatives of young people from different countries, meetings with fellow countrymen, conversations between specialists, conversations about traditions, customs, life of the country of the language being studied, etc.
Based on the above, we identify the first type of situation - situations of social status relationships.
(2) In regulated communication, along with status ones, it is possible to distinguish another type of relationship - role relationships. This includes relationships that arise during the performance of a) intra-group roles: leader - follower, old-timer - newcomer, etc.; b) roles that develop in the process of formal and informal communication: organizer, erudite, critic, generator of ideas, ringleader , upstart, dreamer, etc. (any combination of them is possible). In informal communication, roles are correlated with the significant values of the group of which students are members, and are of a personal nature. When discussing their acquaintances and classmates, depending on the existing system of relationships, peers endow each other with a wide variety of, sometimes impartial, categorical characteristics, in which one or more of the most expressive personality traits or qualities are manifested: “fan”, “music lover”, “breaker”, “materialist”, “fashionist”, “nihilist”, etc. Although these definitions are mostly negative (as they are given more often to others than to themselves), they to some extent reflect the intra-group informal structure of relationships and aptly mark personal properties. Playback informal roles in a situation of verbal communication will help to see the real relationships of adolescents, their interests, hobbies, and through them influence students, their motivational sphere.
Role relationships are mostly stereotypical, formalized in nature. A role is the functional side of status, which is determined by rights and responsibilities, the situational position of the subject in a certain system of relationships. Each role corresponds to a set of specific expectations from other people, which, in essence, determine relationships according to the status occupied and the role played. The presence of these relationships allows us to identify the second type of ps i t u a t i o n - situations of role relationships.
Note that status and role relationships can manifest themselves in activity and moral relationships. In the latter, they take on a personal character, the roles played in them reflect the leading psychological and moral qualities of the individual: “humorist”, “arrogant”, “pessimist”, “daredevil”, “coward”, “crybaby”, “quiet”, “fidgety” , “selfish”, “rude”, “greedy”, “skeptic”, “fair”, “quibbler”, “modest”, etc.
(3) Bearing in mind that communication serves human activity as a whole, one cannot help but notice the relationships that develop in the activity itself, in the process of interaction between interlocutors, in the process of carrying out any forms of joint activity. Let's call this type - mutual relations with joint activities (activities). (…).
Relations between subjects, organically woven into any activity, can have the nature of dependence, coordination, subordination, mutual assistance, mutual stimulation, support, exchange of experience, solidarity, cooperation, trust, exactingness, cooperation, resistance, interference, open opposition, ignoring, etc. etc., they can take the form of friendly competition, healthy rivalry, but they can also escalate into hostile competition and confrontation.
These relationships underlie the third type of situations of relations of joint activity (activity relationships). It is important to note that communication and activity are deeply interconnected. Speaking about their genetic interdependence, A. N. Leontyev noted that during the development of speech, a word is acquired not as a result of “chattering”: “this is a glass”, “this is a fork”, but as a result of dressing, feeding, etc., when the word it's emotionally significant.
This leads to a conclusion, the importance of which for teaching a foreign language is difficult to overestimate: when learning to communicate, it is necessary « connect" all possible activities and develop speech in connection with them. After all, communication in its essence is designed to “serve” all other types of activities (A. A. Leontyev). So far, unfortunately, in the learning process there is only academic activity; learning to communicate seems to hang in the air, divorced from its basis. Meanwhile, for learning, you can choose any form of joint activity that is significant for students and is well known to them, in the implementation of which they have individual and joint experience. The methodology for such training is still waiting for its researcher. (4)
Finally, we must not forget that communication involves not abstract subjects playing some roles and carrying out joint activities, but living people, individuals, with all their inherent properties. Therefore, their communication is (regardless of their will) a form of discovery and a way of realizing equitable relationships. They are integrative in nature, permeate all spheres of people’s lives, are an integral attribute of any type of human relationships, and are of key importance for creating situations, as they constantly “shine through” in everyday life, in people’s actions. These relationships have the greatest “situationality”.
Moral problems are constantly recreated in people's lives. By resolving them, you can actualize the need for communication through the creation situations of moral relationships. This is the fourth type of situation.
All human relationships represent an integrative unity; all their types interact and interpenetrate. Depending on the dominance and any type of relationship, the situation of verbal communication can be considered, say, as a situation of relations of joint activity, but this at the same time means that they are implicitly included in the activity relationship, are their parties and other relationships. Thus, any type of relationship is equipotential, has a synthetic nature, and with the dominance of one type of relationship, other types of relationships are realized to one degree or another.
But considering a situation as a dynamic system of relationships is just one aspect of its analysis - epistemological, when the situation is presented as a concept. No less important is its consideration in a functional aspect - as a form of organizing the learning process. Indeed, in the learning process, the situation as a system of relationships does not arise, is not recreated, but is a whole complex of objective and subjective factors that can be designated by the concept of “situational position.” (………..)
Thus, we can conclude that the situation is this is a universal form of functioning of the communication process, existing as an integrative dynamic system of social-status, role, activity and moral relationships of the subjects of communication, reflected in their consciousness and arising on the basis of the interaction of the situational positions of the communicants.
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The goals and objectives of this work were determined as follows: research methods: analysis of scientific literature, as well as Internet resources on methods of teaching foreign languages, educational psychology, linguistics and their analysis.
^ Methodological basis This study was based on the works of such authors as Vereshchagina I.N., Rogova G.V., Solovova E.N., Gez N.I., Galskaya N.D., Shatilov S.F. and etc.
^ Theoretical significance The research is to substantiate the use of exercises that provide multiple repetitions at the stage of primary consolidation and contribute to the formation of lexical skills in students.
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Practical significance
This research lies in the possibility of applying the accumulated didactic and theoretical material in practical activities in the process of teaching vocabulary; using recommendations for effective memorization of vocabulary in the educational process.
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I. Theoretical foundations of teaching the lexical side of speech at the initial stage of training.
1.1 Goals of teaching vocabulary at the initial stage of education
To begin with, we will define the initial stage. The initial stage in secondary school is understood as the period of studying a foreign language, which allows one to lay the foundations of communicative competence, necessary and sufficient for their further development and improvement in the course of studying this subject. To lay the foundations of communicative competence, a fairly long period of time is required, because students need to become familiar with the target language as a means of communication from the first steps. [Rogova G.V., 2000, p. 118]
The initial stage is also important because success in mastering the subject and developing learning skills in subsequent stages depends on how learning proceeds at this stage.
From the specifics of the subject “foreign language” it follows that students must master the target language as a means of communication and be able to use it in oral and written forms. Those. mastery of all forms of communication and all speech functions so that mastery of a foreign language culture is a means of: interpersonal communication, enriching the spiritual world, defending one’s beliefs.
Since the goal of education is the development of oral and written forms of communication, knowledge of the vocabulary of a foreign language is an integral prerequisite for the implementation of this goal.
To carry out the process of teaching the lexical side of speech, it is necessary to find out the basic content of the concept of “vocabulary”. S.I. Ozhegov’s dictionary contains the following definition of this concept: “Vocabulary is the vocabulary of a language or the work of a writer.” [Ozhegov, S.I., 1973, p.275] The dictionary of foreign languages says that “vocabulary is a set of words that are part of a language; the vocabulary of the works of any author or a set of words used in any field of activity.” The Soviet encyclopedic dictionary believes that “vocabulary is 1) the entire set of words, the vocabulary of a language; 2) a set of words characteristic of a given version of speech, one or another stylistic layer.”
Analysis of concepts allows us to conclude that teaching vocabulary is a specially organized process, during which the reproduction and assimilation of certain experience with the vocabulary of the English language is carried out.
The initial and necessary building material with the help of which speaking is carried out are lexical units. A lexical unit is defined as “a unit of language that has an independent lexical meaning and is capable of performing the functions of a unit of speech” [ Rogova G.V., Vereshchagina I.N., 1988, p. 50]
Lexical units can be:
2) stable phrases;
3) clichéd phrases (expressions)
Lexical units have their own specificity and four features of lexical units can be distinguished:
The form of a word should, first of all, be understood as its sound envelope, perceived by ear. When teaching vocabulary, one should take into account the features of pronunciation and spelling of the lexical units being studied.
The content side of a word is formed by its meaning
The use of a word is associated with its grammatical design, thanks to which it forms various word forms
In addition to its own “internal” properties, a word has special “external” properties - the ability to be combined with other words, due to which phrases are formed. [http://festival.1september.ru/articles/601177].
Lexical skill in the methodology of teaching foreign languages is considered from various points of view. R.K. Minyar-Beloruchev considers lexical skill both a component of speech skill and as an independent elementary skill. In turn, other methodologists do not consider lexical skill to be elementary, for example, V.A. Buchbinder distinguishes in lexical skill the ability to combine lexical units with each other and the ability to include elements of speech patterns in speech; according to S.F. Shatilov's lexical skill includes such components as word usage and word formation; E.I. Passov distinguishes in the lexical skill the operation of calling and the operation of combining words R.K. Minyar-Beloruchev, believing that the operations of word formation and combination of lexical units relate to grammar, and not to vocabulary, defines lexical skill as “the ability to automatically recall from long-term memory a word, phrase and ready-made phrase corresponding to a communicative task” [ Foreign language teaching methodology, 2004, p. 50]. A more detailed component basis of lexical skills is presented by E.G. Azimov and A.N. Shchukin, who highlight, along with such operations as calling a word and combining lexical units, also determining the adequacy of the choice and combination of units depending on the situation.
Lexical skills represent the lexical side of speech, they are components of speech skills, and form the foundation for ensuring the use of language as a means of communication. [Shatilov S.F. , 1986, p. 120]. Lexical skill operates with lexical units and complexes of lexical units (words, phrases, phrases).
It should be noted that word use requires not only knowledge of words, but also the ability to manipulate them in the course of utterance. This time-consuming task is solved in two aspects: not only to learn to use vocabulary in one’s own speech, but also to understand it in the speech of others. The lexical correctness of foreign language speech is expressed, first of all, in the correct use of words, i.e. in combining words of the foreign language being studied according to its norms, often differs from the rules for combining their equivalents in the native language. This discrepancy is due to the divergence in the lexical systems of the two languages as a manifestation of the discrepancy between the concept and meaning of words.
The basic qualities of lexical skills coincide with the qualities of other aspect skills, but it is also necessary to indicate qualities that are characteristic only of lexical skills.
The qualities of lexical skills that are also characteristic of other aspect skills include: automation (low level of tension, sufficient speed of action, smoothness); flexibility (the ability to function a skill in new communication situations using new speech material); consciousness (the ability to self-control and self-correction); stability (strength); independence; interfering influence of the native language system (impact from native language skills).
Qualities specific to lexical skills include: greater logical-semantic awareness (as opposed to grammatical skills), lexical equipment [ Methods of teaching foreign languages, 2004, p. 29].
Features of vocabulary acquisition include the connection of lexical material with the content of communication. Also: an inexhaustible supply of vocabulary, difficulties associated with the internal form of the word, sound, graphic, grammatical; with the meaning of the word, with the nature of compatibility with other words, with use. Also: continuous accumulation of vocabulary, limited topics, insufficient number of lessons. [ Galskova, N.D., Gez, N.I., 2004, p.289]
The main goal of working on vocabulary at the initial stage is the formation of a vocabulary that is necessary and sufficient for basic communication in the educational and everyday spheres; as well as providing lexical content for mastering grammar.
At the initial stage, strict minimization of vocabulary is necessary. The teacher can go beyond the minimum, but he must understand that nothing extra should be given. At this stage there should be a very close connection between lexical work and grammatical work, so the selection of special verbs is necessary. The word is included in phrases and sentences, so the student must be able to use the word in context. Vocabulary must be selected in accordance with the goals of grammar.
Simultaneously with the study of lexical units, we teach speech, so vocabulary should be organized thematically.
At the initial stage, polysemy is excluded, the word is taken only in one meaning, important and relevant for students. Synonymy is also excluded, while antonymy is used very widely, because antonyms are used in the same contexts. To memorize vocabulary, it requires high repetition, so the same vocabulary is included in all texts and exercises of the lesson. Memorizing words is active.
It is customary to distinguish between active and passive lexical minimum. Active, or productive, vocabulary includes words that students must learn and use to express their thoughts. Passive, or receptive, vocabulary consists of words that students must understand when reading and listening to foreign language speech. Passive vocabulary increases due to the potential vocabulary, which includes words whose meaning students can guess by similarity to their native language, by word-forming elements, and by context.
Almost all vocabulary at the initial stage is active; there is almost no passive vocabulary. This is the core of the future dictionary.
When selecting active vocabulary for the minimum dictionary, the following principles are taken into account:
frequency (usuality, prevalence).
thematic value (may not be a very common word, but necessary).
wide compatibility (words with high compatibility are preferable to words with rare compatibility, because with a limited amount of active vocabulary they allow you to express more diverse content).
Thus, we found out that at the initial stage it is necessary to lay the foundations of English language proficiency from the perspective of vocabulary. L Mexico in the system of linguistic means is the most important component of speech activity. The purpose of teaching vocabulary is to develop lexical skills. Lexical skills are components of speech skills, and form the foundation for ensuring the use of language as a means of communication. The lexical correctness of speech is determined by the development of lexical skills in a foreign language. Teaching the lexical side of speech occurs in conjunction with teaching grammar.
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1.2 Stages of working on lexical material
When teaching lexical skills, it is necessary to master not only various techniques and methods, but it is also necessary to take into account the main stages of working on lexical material. Stages of skill formation are called “segments of time that differ from each other in their tasks and methods of learning” [Minyar-Beloruchev R.K., 1996, p. 140]. A clear organization of the main stages of work on lexical material is one of the ways to overcome the difficulty when students’ active vocabulary is reduced due to the transition of words to a passive vocabulary.
Let's start looking at the main stages of teaching lexical skills.
All stages of the formation of lexical skills represent a single whole, and the isolation of stages is determined methodically to specify each of the stages in order to provide for the main difficulties in the exercises. [Gez N.I., 1982, p.205]. The effectiveness of the formation of lexical skills is directly determined by the effectiveness of the formation of expanding associative connections of words. Unlike grammatical skills, the stages of formation of lexical skills are not so clear and defined. As for the number of stages in the formation of lexical skills, their number varies from two to three. So in the works of A.N. Shchukin there is a characteristic of two stages of the formation of lexical skills: introduction (presentation) and activation of the development of “the ability to use words and phrases to construct statements when perceiving messages, the use of vocabulary in verbal communication” [ Babinskaya P.K., Leontyeva T.P., 2003, With. 132]. It is more common to identify three stages in the formation of lexical skills. N.I. Gez believes that the main stages of the formation of lexical skills include: familiarization; initial acquaintance; development of skills and abilities to use vocabulary in various types of speech activity [Gez N.I., Lyakhovitsky M.V. et al., 1982, p. 205]. R.K. Minyan-Beloruchev identifies the following stages in the formation of lexical skills: familiarization; repetition; repetition and search [Minyar–Beloruchev R.K., 1996, p. 56].
In essence, this phasing coincides with the well-known phasing of the formation of skills by S.F. Shatilov, which includes: an orientation-preparatory stage (introduction, semantization of a new word and its primary reproduction); stereotyping-situational stage (situational training and creation of strong lexical speech connections in similar speech situations); variable-situational stage (creation of dynamic lexical speech connections) [Shatilov S.F., 1986, p. 185].
The unanimity of methodologists is obvious in defining the first stage of the formation of lexical skills (familiarization, introduction), which involves working on the form of the word (pronunciation, spelling, grammatical and structural features), meaning and use. In many ways, the effectiveness of vocabulary acquisition is predetermined by the first (familiarization) stage.
At the initial stage, the vocabulary being studied belongs to the productive vocabulary, that is, these are the lexical units that students must instantly retrieve from memory to designate the concepts they need and correctly reproduce them in loud speech in compliance with all norms of use - pronunciation, coordinating, grammatical [Krichevskaya K .WITH. // ILS No. 4, 1998, p. 11].
The most important problem of the first stage is the introduction and semantization of vocabulary, i.e. “disclosure of the meaning of lexical units” [Minyar-Beloruchev R.K., 1996, p. 95]. New words should be worked on both in context and in isolation, since the contextual meaning of a word is not always the main one.
In order for a lexical skill to function, it is necessary to store lexical material in long-term memory, but this process does not take place in the form of a haphazard set of sound or graphic complexes, but through a system of connections characteristic of a selected word, phrase or speech cliche.
The meaning of a word can be revealed in various ways, which are usually grouped into two groups:
1) non-translation methods of semantization. This is, first of all, a demonstration of objects, gestures, actions, paintings, drawings, and so on. In addition, this is the disclosure of the meaning of a word in a foreign language using a definition (n\a: a librarian is a person who works in a library), through enumeration (n\a: Dogs, cats, hamsters are animals), synonyms or antonyms (n/a: A city is a big town); definition of a word based on a contextual guess, knowledge of facts (n\a: Columbus discovered America in 1492); semantization using known methods of word formation and (n\p: a plant – to plant), etc.
2) translation methods of semantization: replacing a word with the corresponding equivalent of the native language; translation is an interpretation in which, in addition to the equivalent in their native language, students are provided with information about the coincidence or discrepancy in the scope of the meaning.
The listed methods of semantization have their advantages and disadvantages.
Non-translation methods develop guesswork, increase practice in the language, create supports for memorization, and strengthen associative connections. At the same time, non-translation methods require more time than translation methods and do not always ensure accurate understanding.
Translation is time-saving and universal in application. sometimes more effective. It can be used to explain concepts that are not in the active vocabulary and do not require memorization. This method is used to prevent errors when explaining the so-called false friends of the translator. But the teacher should not abuse the use of translation when revealing the meanings of new words. This reduces student interest and motivation. The feeling of joy from learning a foreign language is lost. However, one should not completely forget about the use of translation and use it within reasonable limits.
The choice of methods of semantization depends on the qualitative characteristics of the word, on its belonging to the productive or receptive minimum, on the stage of learning and language preparation of the class, as well as on whether students work independently or under the guidance of a teacher. [Galskova N.D., Gez N.I., 2004, p. 299]
At the initial stage of training, the optimal combination of translated and untranslated methods of semantization will be depending on the nature of the input material, and non-translation methods are of the greatest interest to students.
In addition, when selecting methods of semantization, it is useful for the teacher to take into account the individual characteristics of students’ perception. American psychologists divided children into three groups (based on psychological characteristics of perception): auditory, visual, kinesthetic learners. Auditory learners are students who prioritize auditory perception; They respond well to the teacher’s explanations, they like to listen, but they also look forward to the opportunity to speak out.” Visuals are based on visual perception of information. Such children learn on the basis of observations and demonstrations and are immune to sounds. Kinesthetic learners learn through action, through direct participation in business; they are impulsive, immediately begin to act, and choose decisions that require active action.
When organizing work on vocabulary, the teacher must take into account the needs of children of all three types of perception so that the process is as effective as possible.
The stage of familiarization with lexical material determines the strength of its assimilation.
Semantization of vocabulary units proposed for acquisition is only the first step towards mastering them. After the explanation of words new to students, their consolidation should follow, which is achieved by performing a specially designed set of lexical exercises.
Training and creating strong and flexible lexical connections is a key element in the formation of lexical skills. The training “has as its goal the consolidation of already established connections of new lexical units and their expansion” [Minyar-Beloruchev R.K., 1996, p. 114]. Researchers also highlight the stages of formation of lexical skills. So A.N. Shchukin defines the following stages of the formation of lexical skills:
word perception (creation of a sound image);
awareness of the meaning of the word;
imitation of a word (in isolation or in a sentence);
designation aimed at the independent name of objects defined by a word;
combination (using words in different phrases); the use of words in different contexts [Shchukin A.N., 2003, p. 129].
At the stage of primary consolidation, exercises should be part of a general system of exercises designed to develop the skills and abilities of using lexical material in listening, speaking, reading and writing. They are characterized by the following features:
they must form an integral part of the explanation, performing illustrative, explanatory and controlling functions;
new lexical units should be presented in a familiar lexical environment and on learned grammatical material;
Exercises should include not only elementary operations, but also complex mental actions that develop the creative abilities of students and allow them, already at the stage of primary consolidation, to use newly introduced material in all forms of verbal communication.
The nature of primary consolidation depends on the stage of training. At the initial stage, primary consolidation may be of a playful nature. Pronunciation of new words, for example, can be done with different voice strengths, with different emotional connotations, and so on. At advanced stages, the work begins to be more complex and varied. Communicative and role-playing games are added to the preparatory and speech exercises, the volume of receptive vocabulary increases [Galskova N.D., Gez N.I., 2004, p.300].
The third stage of working on vocabulary is application. Here, students are required to use new words in statements, in dialogic and monologue form, understand the text by listening, and understand new words when reading the text. It should be noted that mastery of a word in a foreign language largely depends on the nature of reinforcement and practice, and not on the method of introduction. And the central link in all the work on creating lexical speech skills is the second and third stages, i.e. stages of creating strong and flexible lexical speech skills. [Shatilov S.F., 1977, p. 172]
So, lexical speech skills are the skills of intuitively correct formation, use and understanding of foreign language vocabulary based on speech lexical connections between the auditory-speechmotor and graphic forms of a word and its meaning, as well as connections between words of a foreign language. The discrepancy between the lexical systems of a foreign and native languages is the cause of lexical errors in students’ speech. Lexical correctness of speech is determined by the development of lexical speech skills in a foreign language.
The main stages of working on vocabulary are: familiarization with new material, initial consolidation, development of skills and abilities to use vocabulary in various forms of oral and written communication.
To effectively master vocabulary, it is necessary to include all stages of learning, since they are a single whole.
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1. The main and decisive factor is practical training in foreign language speech activity (listening, speaking, reading and writing). 85% of the time is spent on this.
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