Linguodidactics as a general theory of teaching foreign languages. Methodology as a theory of teaching foreign languages. The subject of the methodology. Methodological concepts. Research Methods - Document
4. Correlation of didactics, linguodidactics and methods of teaching foreign languages (ND Galskova)
The methodology of teaching foreign languages as a pedagogical scientific discipline belongs to the humanities, which investigate the humanities sphere of human life, where objective laws of social and social development and individual interests, motives, needs and capabilities of a particular person are closely intertwined. “Whatever particular aspects are involved in certain sections of humanitarian knowledge, they are inevitably rooted in the vital foundations of human existence. This complex world forms the foundation of any humanitarian research, even if it remains as an obscure background, ”writes E.V. Ushakov (Ushakov E.V., 2008, p. 356). Therefore, the subject of humanitarian knowledge is “humanly significant and meaningful material, personal dimensions of objects, their“ fatefulness ”” (Philosophy of Social and Humanitarian Sciences, 2008, p. 127), and the object is “the space of human meanings, values, meanings arising from assimilation and the development of culture ”(ibid., p. 129). It is this position that gives methodological knowledge a unique feature. Moreover, it becomes obvious that any methodology, being a humanitarian science, relies on the objective laws of social development and takes into account the value-semantic relationships that arise in society. Consequently, the methodology of teaching foreign languages is focused, first of all, on solving social and practical problems related to the implementation of the actual needs of society in the study of non-native languages by its citizens and with improving the quality of language education.
The method of teaching foreign languages, as you know, is interpreted as a pedagogical science and, naturally, is closely related to didactics. The latter is defined as a general "theory of learning", which investigates the laws of learning and organizing its activity as a social phenomenon. Therefore, since the methodology is interested in the process of teaching a certain academic subject (in our case, a foreign language), it is naturally qualified as private didactics. And it's hard to disagree with this. The subject “foreign language” is only one of the elements of the general educational system. And the very teaching of this subject is understood by methodologists, following didactics, as a specially (institutionally) organized, planned and systematic process, during which, as a result of the interaction of a student and a teacher, the assimilation and reproduction of a certain experience is carried out in accordance with a given goal. Consequently, the subject area of the methodology is made up of “all ideal subsystems within the academic subject, that is, our knowledge about it, recorded in the categories of purpose, content and teaching methods, which are closely interconnected with each other and interact with the methodology as an integral, historically established system of our knowledge. about this sphere of reality reflected by the subject ”(Bim I.L., 1974, p. 25). Hence, it is clear why the target, content and organizational parameters of the process of teaching foreign languages are always considered through the prism of general didactic requirements. It can be said that from this point of view, the problem of “borderline” between didactic and methodological components has an insignificant character. However, this does not give grounds to believe that the methodology, as already noted, does not have its own research goals and does not substantiate its own laws of the educational process in a foreign language.
Since the middle of the last century, the methodology of teaching foreign languages has been especially actively moving towards a better understanding of its specificity as a science. This difficult path of methodological cognition and evolutionary change of the types of “scientific pictures of the investigated reality” 1 in the methodology is perfectly shown in the monographic work of Academician A.A. Mirolyubov "History of the domestic methodology of teaching foreign languages" (Mirolyubov AA, 2002). This work is a clear indication that the methodology has accumulated a rich cognitive content, or, in other words, a fund of methodological knowledge, as proof that it is not just a set of rules, recipes and recommendations for solving practical problems of teaching a foreign language. And this is the great merit of domestic scientists - representatives of the “golden generation” of methodologists, among whom, along with A.A. Mirolyubov also I.V. Rakhmanova, I.L. Beam, S.K. Folomkin, N.I. Gez et al. Their integral contribution to national science consists, first of all, in substantiating the methodology as an independent scientific theory, which (like every science, by the way) performs three main functions. The first function is associated with the analysis, classification and systematization of methodological concepts and categories associated with the field of teaching foreign languages, and bringing them into a logical relationship, and ultimately into a system. The second function of the methodology as a science is to interpret, explain and understand the specific facts of real educational practice in the subject in the context of the concept of teaching foreign languages adopted in each historical period. And, finally, the third function is the function of forecasting the future of the methodological system in foreign languages, determining the horizons of its nearest and future development.
Today's methodology of teaching foreign languages is a coherent logical system of scientific methodological concepts, methods and means of methodological scientific knowledge. It is also a powerful and compelling experimental base for testing working hypotheses. All this taken together makes it able to formulate its own theoretical postulates and implement them in specific teaching materials, technologies, teaching aids, in a real educational process. At the same time, the object of the study of the methodology is the process of learning a foreign language, more precisely the patterns of this process, which are the result of the scientific substantiation of the goals, content, the most effective methods, techniques, forms of teaching foreign languages, taking into account the goals set, the selected content and specific educational conditions. Therefore, for this science (as, indeed, for any other methodology), the target (why teach?), Meaningful (what to teach?) And “technological” (how and with what help to teach?) Aspects of education become important. Along with this, the main problem field of the methodology also includes questions related to the characteristics of the subjects involved in the learning process, namely: the teacher (who teaches the subject?) And the student (who is studying the subject?).
There are hierarchical connections between the aforementioned issues. The initial and primary in teaching any academic subject, including a foreign language, is the goal, which determines all the other components of the subject area of the methodology. But it should be borne in mind that all the above issues are of an equal and at the same time autonomous nature. They must be considered in interconnection and intercorrelation, otherwise the dominance of one of them will distort the essence of the given scientific field. As already mentioned, in the history of the methodology of teaching foreign languages there are examples when interest exclusively in the content aspect (language) gave reason to consider this science as applied linguistics, and to the psychological characteristics of the learning process as applied psychology.
The above circle of the main problems that the methodology of teaching foreign languages deals with has a didactic nature, which, as noted above, is quite natural. This explains the fact that the goals, content, methods and methods of teaching foreign languages are formulated in the methodology, taking into account and in the context of general didactic provisions. At the same time, in their scientific research, Methodists have always sought to identify their own research object. It is he who, being individual for each academic discipline, allows one to "dissociate" from other methods and gives grounds to interpret general didactic requirements in their own way, in their own interests, while maintaining a general orientation towards the strategic vector of development of state educational policy in each specific historical period. The ability of the methodology to isolate its object and subject of research and gives it an independent scientific status, which, in turn, makes it necessary to formulate its own laws of achieving the desired results in the educational process. Therefore, scientific knowledge in the field of methods of teaching foreign languages is objectively associated not only with patterns that have a general didactic sound, but also with provisions reflecting the features of its research object - the process of teaching and mastering a specific academic subject. In our case, these features are due to the uniqueness of the content core of this process, which is a kind of social research, the mastering of which by the student occurs regardless of knowledge of the laws of this phenomenon or with a very limited amount of this knowledge. This social phenomenon is the language itself, which is foreign to the student. Today this phenomenon, due to the fact that the “image” of the language has changed both in the philosophy of language and in linguistic science proper, is interpreted broadly. It has been established that a person's linguistic knowledge does not exist by itself. They, being formed through his personal experience and being under the control of the norms and assessments prevailing in society, function in the context of the diverse experience of the individual. Consequently, a foreign language as an object of teaching and learning is not just a means of communication, and even more so not systemic linguistic phenomena. This object (today it can be called a linguoculture) is something more, since it “goes out” both on the attitude of a person to language, and on the problems of his introduction to another linguistic culture in all the diversity of its manifestation, including at the level of empathy, at the level of meanings of fundamental ideological concepts, ideas, concepts that reflect the orientational and existential needs of the speakers of a particular language of a particular era. Hence, the specificity of the experience acquired by the student in the course of mastering a language that is not native to him is also obvious. This experience is inherently linguocultural. It consists of foreign language skills and abilities, cognitive and socio-cultural knowledge, skills and abilities, values, personal qualities, etc.
Based on the above, the end result of scientific and cognitive activity in the field of methods of teaching foreign languages should be a certain historically determined methodological (conceptual) system of familiarizing a student with linguocultural experience, socially and culturally determined in its development. This, in particular, determines the interdisciplinary nature of this science, which, in its research related to the theoretical and methodological substantiation of methodological phenomena and the formulation of its own system of concepts, does not confine itself in its content and is not limited exclusively to internal reserves of self-improvement, but contacts with other scientific areas and , first of all, linguistic, psychological and pedagogical branches.
The domestic methodology of teaching foreign languages as a science is traditionally subdivided into a general methodology and a particular one. The first deals with the problems of teaching any foreign languages, the second - with the issues of teaching a specific language. A private methodology draws the basic provisions for its concepts exclusively from the general methodology and only for certain parameters is forced to make clarifications based on the characteristics of a particular linguistic culture. Therefore, it can be argued that these two options for teaching foreign languages do not have an absolute border between themselves. At the same time, each of them can be considered as a multi-level system. The upper levels of each of them use analytical and generalizing procedures to substantiate theoretical constructs, the main elements of which are such theoretical objects as goals, principles, content, methods and means of teaching foreign languages. It is on the upper tiers that the initial methodological concepts are formulated, around which general scientific approaches to teaching any foreign languages and / or a specific foreign language are built. In turn, the lower tiers, which are most closely related to the educational process, are responsible for the implementation of target, content and technological aspects of teaching foreign languages into real educational practice. Hence, it is obvious that the methodology of teaching foreign languages has different levels of scientific knowledge - theoretical and empirical. Of course, such a division is rather arbitrary, because it is a very difficult task to establish clear boundaries between theoretical and empirical aspects in the scientific field under consideration.
It is known that in the last decades of the last century, the methodology of teaching foreign languages as a science has entered a new stage of its development. It is due to a number of objective factors. These are favorable conditions for the differentiation of teaching foreign languages, and the variety of options for their study, and the variability of educational strategies and teaching tools. But the most significant was the fact that a new pedagogical ideology began to be introduced more and more intensively in the minds of both scientists and practicing teachers. In accordance with it, the process of teaching foreign languages began to be considered as a set of four areas, namely: "teacher" - "language teaching" and "student" - "language learning". It became obvious that the effectiveness of the methodological system is determined by many factors and, first of all, the degree of consistency and interconnectedness of the teaching activity of the teacher (language teaching) and the educational activity of the student (learning the language and, ultimately, mastering it 2). It was this circumstance that aroused among specialists in different directions, including methodological, a great research interest in the process of mastering a foreign language by a person. The following questions have acquired particular relevance for the methodology: What does it mean to “own” a foreign language? How does the process of its assimilation proceed in educational conditions? What should be understood by a person's ability to carry out social interaction using a language that is not native to him? What patterns underlie the formation of this ability in learning conditions? and etc.
Since the search for answers to the above questions was not within the competence of the methodology of teaching foreign languages, these functions in many countries, including Russia, have been taken over by a new scientific branch since the second half of the last century, which can be conventionally called linguodidactics. This convention in the name is dictated by the fact that until now there is no unambiguous opinion regarding the scientific status of this industry, object and subject of research, as well as the name.
So, for example, abroad, some scholars distinguish it as an independent scientific area 3, others, emphasizing its importance and giving it a different name, include it in language didactics 4, and still others refer to separate aspects of applied linguistics. But, despite such a polyphony of views on the linguodidactic direction existing abroad, they have something in common. First, it is the realization that the process of mastering a language in an educational setting is complex and multidimensional, and for this process to be successful, it is necessary to know the patterns of mastering foreign language knowledge, skills and abilities. Secondly, among foreign scientists there is a pronounced common desire to strengthen the theoretical basis of language didactics and methodology 5 at the expense of objective data on how the process of mastering a foreign language by a person takes place or should take place 6. And, finally, thirdly, it is necessary to note the general understanding that the linguodidactic scientific direction is designed on a broad interdisciplinary basis (based on the data of cognitive linguistics, psychology, the theory of language acquisition) to give answers to questions that, in the opinion of foreign colleagues, are not were and cannot be the subject of study of didactics and methodists. These include, in particular:
analysis of the language as an object of assimilation / teaching in various educational conditions;
analysis of the mechanisms of assimilation, appropriation of a language, reflecting its (language) current state and development;
substantiation of the nature of errors (linguistic, linguistic and cultural, and more broadly cultural) and mechanisms for their elimination;
research of linguodidactic features of teaching and learning a language in the context of multilingualism, individual and cultural characteristics of students, their age-specificity;
analysis and substantiation of factors that determine the completeness / incompleteness of language proficiency, etc.
As you know, Russian scientists are also actively declaring the relevance of conducting linguodidactic research. But the domestic experience of theoretical comprehension and substantiation of linguodidactics as a science, unfortunately, is very limited and contradictory. And here there is no unity in relation to the subject and object area of this science. In some publications, the main goal of linguodidactic research is seen in the description of the language for educational purposes (see, for example, N. Shansky, 1982, pp. 4-8). At the same time, it is emphasized that we are talking about linguodidactic models for describing a living language for educational purposes 7. In this case, we mean the study of the features, characteristics of the language for the purpose of studying it as a natural means of communication, as well as the analysis of those factors that determine the specificity of this object: the contingent of students, the specificity of the language environment in which learning takes place, the status of the language itself, etc. . (Markosyan A.S., 2004, p. 243).
In the works of other domestic scientists, linguodidactics is interpreted as a theory of "acquisition" of a language or a kind of linguistic anthropology, serving as a "metatheory" for the development of a mode of production of methods of teaching languages (Bogin G.I., 1982), and thirdly, as a theory of learning foreign languages, designed to develop the foundations of a methodology for teaching a subject in relation to various desired results (Khaleeva I., 1989).
Thus, the problem associated with the status of linguodidactics remains unresolved to this day. It is also not clear whether it is a linguistic or methodological science. Even if its methodological nature is recognized, it is not clear whether it can be considered an independent scientific discipline or a “substitute” for the general methodology of teaching foreign languages, or it acts as a new component of the latter.
Unfortunately, it is known that even today one can observe a gradual ousting from the methodological use of the concept of “methods of teaching foreign languages”, replacing it with “linguodidactics”. At the same time, these concepts are increasingly used as synonyms. This is evidenced, in particular, by the process of renaming a number of university departments of methodology into departments of linguodidactics without changing the content of the curriculum, and the methodologists themselves become the initiators of this movement. In the methodological literature, a proposal is made to replace the term "methodology" with the term "linguodidactics", while referring to foreign experience (see, for example, Minyar-Beloruchev RK, 1996, pp. 2-5, 36). But such a mechanical replacement of terms is hardly legitimate, and in foreign science there is no equal sign between linguodidactics and methodology.
And nevertheless, despite the differences in the interpretation of the essence and content of linguodidactic research, there is real evidence of the importance of their results for the methodology of teaching foreign languages. First of all, it is necessary to name the linguodidactic models of the student's mastering of the language (linguocultural experience) in the educational environment. Today, at least two theoretical constructs are known that reveal the mechanism of language proficiency and mastery, which significantly influenced the domestic and foreign theory and practice of teaching foreign languages.
The first of them is made in Western European traditions and is well known in the world science under the name “communicative competence”. Due to its pronounced pragmatic and instrumental nature, this theoretical concept has become very popular among methodologists, including in our country. Since the second half of the last century, domestic and foreign methodology, having adopted this model of the formation of a person's communicative ability, strengthens the communicative and pragmatic orientation of language teaching. As a result, the methodology substantiates various modifications of the communicative-oriented model of teaching foreign languages, which finally supplanted the so-called linguistic approach, which prevailed for a long time in the theory and practice of teaching. The second theoretical construct, announced much later than the first model, is known as the concept of "linguistic personality" (Karaulov Yu.N., 1987), and in relation to a non-native language - "secondary (bi- / polycultural) linguistic personality" (Khaleeva I .I., 1989). His analysis shows that a linguistic personality is a linguistic substance and at the same time a linguodidactic concept, which is essentially a multi-layered and multicomponent set of linguistic abilities, skills, readiness to carry out speech actions of varying degrees of complexity. The adoption of this concept aims the modern methodological system not only at the formation of students' ability to practically use the language being studied in various socially determined situations, but also at their familiarization (at a certain level) with a different (national) image of consciousness, with the ability to recognize motives and personality attitudes. belonging to a different community, where a different system of values operates. However, methodologists have yet to comprehend the meaning of this methodological concept for understanding the linguo-cognitive structure of the student's personality and the realization of the personal developmental possibilities of the process of teaching foreign languages.
It is quite obvious that the problem of the relationship between linguodidactics and methodology is far from its final solution, and here one can find more contradictions than clarities. But, for example, physicists, as you know, are already accustomed to the fact that the appearance of contradictions in a certain area is usually a harbinger of the discovery of some regularity. I would like to believe that it will be so in the field of methods of teaching foreign languages. True, this can become a reality only if the solution of the named problems becomes the subject of intensive scientific research and constructive scientific dialogue.
Today, hypothetically, it can be assumed that the relationship between linguodidactics and methodology, regardless of whether the former is an autonomous learning theory or part of a general teaching methodology, is not identical with the relationship between theory and practice. These scientific branches (if we recognize linguodidactics as such), no doubt, are interconnected with each other. At the same time, linguodidactics is not aimed at developing specific recommendations for methodologists. She, based on the data of her own multivariate analysis of the characteristics of the language "intended" for learning for educational purposes, substantiates and formulates the general patterns of its assimilation in educational situations. In turn, the methodology, relying on these regularities and general didactic provisions, theoretically substantiates and practically tests various ways / approaches / methods / means of “teaching” students a language that is not native to them. From this point of view, the importance of linguodidactic and didactic knowledge for the theory and practice of teaching foreign languages can hardly be overestimated. Therefore, we can speak with good reason about the “methodological complexity” of modern methodological science (Hellmich N., 1980, pp. 218-224), which includes both linguodidactics and methods of teaching foreign languages.
THEORY OF TEACHING FOREIGN LANGUAGES AS A SCIENTIFIC FIELD
In the previous sections, it was shown that the process of teaching foreign languages is complex, multifaceted and multifactorial. It is hardly possible to get a complete picture of the regularities of the functioning of this process on the basis of the data of any one scientific discipline. This requires an integrative approach. In addition, as noted above, in the educational process, not only the language is "acquired", but also something else, more, overlooking the problems of attitude to language, the formation of the student's personal qualities. These circumstances force many scientists in recent years to talk about the "methodological complexity" of modern methodological science, including such scientific areas as linguodidactics and methods of teaching foreign languages. As will be shown below, such an understanding of methodological science is consonant with L.V. Shcherba's position on the correlation of a complex of many sciences in the interests of increasing the scientific character of the process of teaching foreign languages (see: L.V. Shcherba, 1947).
Linguodidactics - a relatively young scientific discipline, dating back to the 1970s. Since these years, methodological science has been striving to strengthen its theoretical foundations by implementing a truly integrative approach to determining the basic laws of the pedagogical process of teaching foreign languages in order to create an objective scientific basis for assessing the effectiveness of teaching methods and their further improvement. The fact is that it was during this period that in most of the developed countries of the world, including Russia, a new socio-economic and political situation arose, a distinctive feature of which was integration trends in all spheres of human activity of representatives of different cultures. In these conditions, practical knowledge of foreign languages has become an urgent need for people. The need to satisfy these diverse needs stimulated the creation of a flexible and variable system of forms, means and methods of teaching foreign languages, the development of various methodological approaches.
The variety of options for teaching foreign languages and teaching aids has presented new requirements for the teacher / teacher, who, in the new pedagogical conditions, needs to be able to act not according to strictly prescribed rules, but in accordance with his own conscious choice from among possible methodological systems of the one that is more adequate to the conditions. learning. To do this, he also needs to know what should be understood by "language proficiency" and what laws the process of language acquisition takes place in an educational setting. The new educational "ideology" required a rethinking of methodological problems from the point of view of the processes of mastering a language by a student in various educational conditions. We are talking about obtaining objective data on language acquisition, supported not so much by empirical research on the material of a particular language (these data follow from the field of private methodology), as by a deep theoretical substantiation of all the factors affecting the process of mastering a foreign language, regardless of the specific learning conditions.
In other words, in foreign and domestic methodological science, there is a general focus on strengthening its theoretical base at the expense of linguodidactic data, allowing one to navigate in a variety of methodological opinions and approaches, which are sometimes contradictory and often insufficiently substantiated in theoretical terms.
Indeed, the process of mastering a language in an educational setting is the subject of interests of psychologists, psycholinguists, linguists, and methodologists. At the same time, approaching the understanding of this process only from the standpoint of a particular discipline means not getting a complete picture showing the mechanism of language acquisition for educational purposes (Reinicke W., 1979). This can be done, according to the scientist, only linguodidactics, because it, being an integrative science, is designed to give both a description of the mechanisms of language acquisition and the specifics of managing these mechanisms in educational conditions.
The concept developed by V. Reinicke is based on the idea of the existence of three independent and at the same time interrelated scientific disciplines that make up the theory of teaching foreign languages: 1) the theory of language acquisition, or linguodidactics; 2) didactics of a foreign language; 3) methods of teaching a specific language, or a private methodology (see: Reinicke W., 1983).
The commonality of the above scientific disciplines is due to the fact that at the center of their research is the ability of a person to use the language code for communication purposes. Let us immediately make a reservation that the promotion of a person's ability to carry out verbal communication to the rank of the central category of the above sciences is very progressive, since only in this case it can be said that the subject of interests of scientists dealing with the multifaceted problems of teaching foreign languages becomes a linguistic personality.
Speaking about the specificity of the scientific areas that make up the theory of teaching foreign languages, the author notes that it (specificity) is associated with a different attitude of each of them to the main category of research - the ability to verbal communication. So, linguodidactics studies the problems associated with analysis , management and modeling the processes of language acquisition. In this case, we are talking about the description and explanation of the mechanisms and internal structural-forming processes of mastering the language, both native and foreign. For a specialist dealing with didactic issues, the ability to verbal communication acts as strategic learning objective , while the subject of the private methodology is transfer process and assimilation (study) of the ability to communicate in the target language, taking into account the specific learning conditions .
Since the methodologist deals with the formation of the ability to communicate in the target language, he must have knowledge of the features of the process of mastering this ability. However, the method itself does not form such knowledge, it takes it from other areas of knowledge, and above all from didactics. The latter is the science of the general laws of teaching any, without exception, language.
A small comment needs to be made here. The fact is that until the end of the 1950s, foreign scientists mainly operated only with the concept of "methodology", and only starting from the 1960s, the analysis of the problems of teaching foreign languages began to be carried out not only at the methodological level, but also at the didactic level. The methodology was defined as a science that develops systems of learning actions (learning technology) aimed at familiarizing students with the content of learning in specific learning conditions of learning (see: G. Neuner, 1989). In turn, language didactics is understood as a scientific field that studies the problems of selection and organization of teaching content, development of teaching aids (see: D. Strauss, 1984).
G.E. Pifo asserts: “The processes, influence, context of activity, the content of the educational process are so complex that didactics in fact must answer complex and large questions: what?(from the total volume of rapidly developing knowledge), why?(in terms of the importance and value of the learning content for the student), why?(taking into account the needs of students during the period of study and in future activities), when?(in relation to the appropriate learning conditions, age and individual characteristics of the trainees) and, finally, as?(in a certain way planned circumstances in which students gain access to the object of assimilation and the opportunity to master skills, evaluate them, and also practically use them) "(Piepho H.E., 1979, p. 71).
There are at least two conclusions to be drawn from the above quote.
Firstly, didactics in the understanding of our foreign colleagues is the science of teaching foreign languages, more precisely, the science that deals with the theoretical substantiation of the goals of teaching and learning languages, the selection and organization of teaching content, the development of means and methods of teaching any language in any hypothetically possible learning situations ... As will be shown below, such an understanding of the subject of a scientific field as "language didactics" correlates with the research subject-object area of the domestic general method of teaching a language.
Secondly, language didactics, or the general method of teaching a language, has no direct analogy with linguodidactics. The latter, in contrast to didactics and methodology, is not interested in the process of transferring foreign language knowledge, skills and abilities to students, but in the process of language acquisition, that is, a person's ability to acquire a language, its mechanisms, internal structural-forming processes of language acquisition in educational conditions, language as an object assimilation in various situations, and above all in educational conditions.
If we return to the concept of V. Reinicke, then we can once again emphasize its positivity in connection with the advancement of the idea of the complex nature of methodological science. At the same time, one cannot agree with the categorical statement of the author regarding the autonomy of linguodidactics as a scientific field, its exclusive theoretical orientation. The author argues that, taking into account the specificity of the subject of the study of linguodidactics, it cannot be an integral part of didactics and necessarily associated with it. In other words, linguodidactics has an independent status in relation to language didactics. Disagreement with this position is based on the fact that it is not possible to establish clear boundaries between didactics and linguodidactics in that part of the latter, which concerns the process of mastering a foreign language in educational conditions. In this sense, the theory of language teaching (more precisely, the theory of learning a language or mastering a language in educational conditions - Sprachlehrforschung), developed by West German scientists K. R. Bausch and H. J. Krumm, constitutes a certain opposition to the concept of W. Reinicke. This theory arose in the early 1970s in connection with the reform of university education in Germany and the need to develop a new course and modern training programs for future foreign language teachers.
The theory of teaching languages first developed as an independent branch, very soon it came into close contact with language didactics. The main research area of this theory is the institutionally controlled process of learning / mastering / mastering a foreign language.
The initial thesis in substantiating the subject area of the theory of teaching languages was the provision on the fundamental difference between the process of mastering a language in learning conditions from the process of mastering a language in the natural conditions of its (language) being (see: Bausch K.R., Konigs F.S., 1983).
The main provisions of the theory of teaching languages in a generalized form can be presented as follows.
Firstly, this scientific branch has an independent research status in contrast to the theory of second language acquisition (Zweitsprachenerwerb), which develops psycholinguistic research in the field of native language acquisition in relation to acquisition of a second language in a natural language environment. Thus, the theory of language learning examines the process of controlled assimilation (learning) of a language. The specificity of this process is due to the action of factors both of a subjective nature, associated with the personalities of the subjects directly participating in this process, and factors of an external, objective nature caused by the need to institutionally manage and organize this process.
Secondly, the central concept of the theory of language learning is the concept of "learning / learning" a language. Learning a language is a process that depends on the learner. At the same time, this is the result of teaching actions from the outside - the activities of the teacher, as well as the teaching aids used.
Thirdly, the separation of the theory of teaching languages into an independent scientific branch does not imply a categorical rejection of the main provisions of the theory of mastering a second language. However, the point in this case is not about what should be taken from the second theory to the first. It is important to determine how certain provisions of the theory of mastering a second language can and should be used in the theory of language learning. For example, as shown above, the idea of the sequence of natural language acquisition, put forward in recent years by psycholinguists, helps to present the process of teaching a foreign language as a process of development and interaction of certain communication strategies, strategies of educational activities for language acquisition in educational conditions outside the natural language situation.
Fourth, the theory of language learning examines the controlled process of learning a foreign language at an interdisciplinary level. At the center of this process is the student, therefore, the problems associated with the study of factors affecting the mechanism of language acquisition come to the fore, and not with checking the effectiveness of possible forms, means and methods of teaching. In this regard, the position is put forward on the incorrectness of setting the equal sign between the theory of language teaching and applied linguistics, on the one hand, and on the other, between the theory of language teaching and methodology. It is difficult to disagree with this position, since applied linguistics, as you know, deals with the applied aspects of linguistic research, and the methodology deals with problems of a rather technological (in a broad sense) properties associated with substantiating the methods, means and techniques of effective mastering by students of the content of teaching a foreign language.
It should be noted that in substantiating the independent status of the subject area of the theory of language teaching, the authors of the concept under consideration are not as categorical as V. Rainike. Emphasizing the difference between this field and didactics and methodology, they emphasize the need to closely link this science with teaching practice. The theory of language teaching is a certain competition for language didactics (see: Christ H., Hullen W., 1989). However, the goal of this theory is nevertheless to give an accurate description of the subject area "teaching and learning a language" and on this basis to substantiate methods that embody a truly integrative approach to the process of teaching foreign languages.
Thus, the theory of language teaching, substantiated by German researchers, is designed to explore and describe the universal mechanisms of language acquisition in educational conditions and to deduce the objective laws of the language teaching process that can be used by didactics and methodologists.
At the same time, it must be admitted that the promotion of such a category as "teaching / learning" of language as the central concept of this science indicates insufficient attention on the part of its authors to language as an object of assimilation in educational conditions. This, unfortunately, reduces the theoretical significance of a number of conceptual provisions, because it is language (or rather, a person's ability to master and use language) that should act as one of the central categories of linguodidactics.
In domestic science, the point of view is put forward that linguodidactics is a general theory of mastering and proficiency in a language in learning conditions. From this point of view, this science is a theory of the "acquisition" of a language or a kind of linguistic anthropology, which acts as a "metatheory" for the development of a mode of production of methods of teaching foreign languages (see: Bogin G.I., 1980). In a sense, this understanding of linguodidactics as a science is close to individual aspects of Applied Linguistics, developed in English-speaking countries.
G.I.Bogin rightly notes that linguodidactics explores the laws of mastering any language, regardless of whether it acts as the first or the second. He was one of the first to attempt to build a linguodidactic model of a linguistic personality, which, according to the author, is the central category of linguodidactics as a science.
It should be noted that Russian scientists traditionally pay great attention to language in substantiating linguodidactics as a science. So, for example, N.M.Shansky defines monolingual and bilingual description of the language for educational purposes as the main goal of this scientific branch.
Monolingual description includes: 1) analysis for educational purposes of each level of the language and its fragments; 2) linguistic operations to determine the content and structure of the corresponding section in the school course of the Russian language; 3) language blanks for a textbook, teaching aids and dictionaries; 4) definition and description for educational purposes of a minimum of theoretical information for study. Bilingual description of a language for educational purposes is aimed at analyzing the similarities and differences of languages at various levels and determining the role of language in the context of various bilingualism (see: Shansky N.M., 1982, pp. 4-8).
Recognizing the importance of conducting linguodidactic research in the above areas, one cannot fail to note the fallacy of linking linguodidactics exclusively with linguistics. Despite the fact that it is linguistics that is the essential factor that makes up the specifics of the methodology of teaching foreign languages, one cannot discount the multifunctionality and multidimensionality of the process of teaching the subject. The interdisciplinary linguodidactic approach to the analysis of the above problems is based on the data of the philosophy of language, linguistics, psychology, the theory of intercultural communication, the theory of mastering a second (non-native) language, psycholinguistics, etc. At the same time, linguodidactics is not a substantiation of one or another particular language methodology. Being one of the branches of methodological science, "... which substantiates the content components of education, training, learning 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, which are based on the mechanisms of social interaction of individuals" ( Khaleeva I.I., 1989, p. 199), linguodidactics acts as methodological aspect of learning theory. This means that this science is designed to develop the foundations of the methodology of teaching foreign languages in relation to various the desired results of this process. It allows you to identify objective patterns according to which a model of teaching foreign languages should be built, in the center of which is the bilingual (polylingual) and bicultural (polycultural) linguistic personality of the student. Linguodidactics as a science is designed to comprehend and describe the linguo-cognitive structure of a linguistic personality, substantiate the conditions and patterns of its development as a desired result in the process of teaching and learning a foreign language, and also study the specifics as an object of assimilation / teaching (language, linguistic picture of the world of the native speaker of the target language), so and the interaction of all subjects of this process, the nature of errors (linguistic, linguistic and cultural and, more broadly, cultural) and the mechanism for their elimination. The study of the features of teaching and learning a language in the context of multilingualism, individual and cultural characteristics of students, their age, factors determining the completeness / incompleteness of language proficiency, etc. and their further development, methods, which are based primarily on the idea of the formation of a linguistic personality. This gives grounds to conclude this section with the words of O.D. renewal of methodological science and linguocultural search ”(Mitrofanova OD, 1999, p. 363).
Linguodidactics
is an linguistic personality model. YL secondary linguistic personality
MY
Item
General methodology Private technique
Historical M- study the history of methods. Experimental M-theory of the experiment itself. Comparative M With other sciences:baselineadjacent
Research methods. Basic: Auxiliary:
General didactic
The principle of the unity of training and education. Training should provide educated. and all-round personality development. There should be a unity of goals, educated, developed, and educated. The content of the material should be associated with life - this warns against enthusiasm for mechanics. training.
The principle of scientific and systematic Scientificness: language develops => training should be based on the latest achievements in language, theory of education, upbringing, developmental psychology.
Systematic: consistent presentation of material, from simple to complex, the relationship between new and old material. A constant return to what has been learned.
The principles of consciousness, activity and independence
Consciousness: depending on the level of students, the level of consciousness is different (z.B. construct Ich möchte, students memorize as a speech sample, students - meaningfully).
Activity: practical activity is not manifested in the activity of speeches. the teacher's activities, but in how he builds a lesson, causing students to be active, desire and desire to work. => The teacher is a stimulus, an impetus for the activity of students.
Independence: self. referring to sources, working with a dictionary, searching for new materials.
Accessibility principle: Accessibility: difficulty (subjective phenomenon) and complexity (objective phenomenon) of learning. Students should not be completely easy, there should be difficulties, but the acceptable threshold of difficulties must be observed. The principle of one difficulty.
Visibility principle:
Visibility: Linguistic (communicative-speech (visual demonstration); demonstration of linguistic phenomena in an isolated form (phonemes, morphemes, sentences, words); linguistic schematic (tables, diagrams)
Extralinguistic: natural (room); visual (films, pictures); effective (reproduction, demonstration of actions) + visual, auditory, motor-motor (songs accompanied by actions)
Strength principle: Strength is ensured by: 1) the content of the studied material, its importance and necessity; 2) the brightness of the presentation; 3) training of perception and reproduction of the assimilated material; 4) the independence of the creative. applications; 5) systematic. control.
The principle of individualization(taking into account the individual characteristics of students).
General methodological(study general issues of learning a language).
principle of communicative orientation- involving students in oral and written communication, i.e. communication in the target language throughout the course; determines 1) the content of training; 2) selection and organization of studies. material: topics, areas of communication, communication situations; 3) teaching aids.
mother tongue principle in the selection of training content - textbook. material and its organization in the textbook. process.
The dominant role of exercises at each stage of learning IL.
Private didactic concretize more specific issues of general principles of teaching:
the principle of combining language training with language practice- emphasizes the need to master the linguistic material as a means of achieving genuine communication in the foreign language in the framework of the school curriculum. The main task is speech practice, and speech exercises are the final stage of any work on the FL material.
the principle of interaction of the main types of speech activity- requires from the teacher of the foreign language such a well-thought-out and clear organization of the educational program, which would ensure the harmonious formation and development of skills and abilities in the foreign language. All types of speech activity are closely related to each other.
the principle of oral advance in teaching reading and writing- makes it possible to organize training in such a way that mastering oral foreign language, along with reading, becomes the main task of the school course. The correct implementation of this principle makes it possible to communicate in FL, develops the language of the student. And etc…
Question number 10, 11. GRAMMAR.
Grammatical skill is the ability to automatically recall grammatical means necessary for verbal communication from long-term memory.
In the grammar-translation method, grammar was the starting point and goal of learning. "Free art" - "grammatica" (lat.) - was considered one of the components of any education and aimed to teach the mastery of a foreign language, to provide information on philology, including when reading a text, to exercise mental gymnastics. Teaching any language was carried out by means of grammar, as a rule, built on the pattern and likeness of Latin. Grammar was studied as a special subject and an end in itself.
Currently, there has been a more objective approach to assessing the meaning and place of grammar in teaching foreign languages: now it is not a goal, but one of the important means of teaching foreign languages. And nevertheless, the students most of all do not like to study grammar in foreign language lessons.
To teach grm-ke means to form mechanisms special for a given language timing so that the student simultaneously develops the timing of his knowledge and skills. Training is not the goal itself, but a means of mastering the methods of the structural formation of speech.
Active grammar material is a timing phenomenon intended for use in reproductive types of speech activity (oral speech) - in the middle grades (5-8). Passive is a timing phenomenon that students can recognize and understand when reading and listening - in high school.
The principles of selection of timing material: the prevalence of timing forms and designs in oral and written speech; pts of exemplaryness - timing forms should serve as a standard for formations by analogy; pts ambiguity - allows you to include the most common meanings of ambiguous forms; pts exclusion of synonyms - the inclusion in the timing of at least 1 of a number of c-k synonyms.
Stages of work on timing material: preparatory / orienting - learners get acquainted with a new timing phenomenon, perform primary speech or language actions; stereotyping / situational-repeated use of the timing phenomenon in monotonous situations; varying situational - provides further automation of speech action.
At the initial stage, the oral basis of training prevails with the connection of visual-verbal support. Teaching G-ke occurs inductively (the main timing material is presented at the final stage).
On average, substitution training exercises.
At the senior level - systematization of timing material, active use of timing reference books and manuals. Exercises: imitative (for example, Underlining the timing of phenomena), substitutional, transformational, playful.
There are 2 approaches to the formation of grammatical skills - explicit and implicit. The explicit approach assumes the formation of grammatical skills based on the rules, about the implicit one - without learning the grammatical rules.
The grammatical material is assimilated in the process of oral anticipation, in the process of reading, and especially when performing special exercises. The purpose of the grammatical exercises is to understand the form of the grammatical phenomenon, the semantics of some functions and the peculiarities of their use in speech activity, the formation of the skills of grammatically correct speech. Exercise is an important step in grammar work. It is associated with the accumulation of linguistic means and the practice of using them in various forms of communication.
Preparatory exercises:
Exercises in recognizing and differentiating a grammatical phenomenon:
define by ear in dialogical unity a sentence with a new grammatical phenomenon, reproduce it (fix it in writing);
fill in the table / diagram based on the formal signs of the grammatical structure and the generalizing rule;
pick up grammatical material from the text to illustrate the rule-instruction;
name the equivalent grammatical replacements of the indicated structures;
conduct a "linguistic" reading of the text, analyze the grammatical phenomena used in it;
match the beginning of the sentence given to the left, the ending located among the samples on the right;
Exercises in substitution(grammatical phenomena cannot be replaced, the lexical content is modified):
form sentences, pay attention to the form of the participle (Partizip II), draw up a similar table with other examples:
Transformation exercises(transformations concern grammar):
convert the active voice into a passive voice, add your example with explanations;
transform two simple sentences into a complex one, use the indicated conjunctions;
convert narrative sentences from mini-text to interrogative sentences, keep track of the word order;
transform the dialogue into a monologue, save all quantitative data (realities, etc.).
Question-Answering Exercises:
Working in groups, find out how your friend spent the weekend:
answer the questions using one of two options.
ask each other questions, based on samples and a diagram (repetition of prefixes):
do the question-and-answer exercise, replace the answer with a new option that matches the meaning:
language game "Who will make more questions about the content of the picture (text, series of drawings)?" When summing up, the number of questions, lexical and grammatical correctness and thematic conditionality in solving the task are taken into account.
Reproductive exercise:
supplement / shorten / modify the dialog containing fixable grammatical phenomena;
fill in the gaps with verbs in Passive, retell the text;
put questions to the text "My family" ("My school", "My hobby", etc.), retell the text using these questions.
Translation exercises:
translate sentences / mini-texts containing fixed linguistic phenomena from a foreign language into Russian;
translate sentences / mini-texts containing learned grammatical phenomena from Russian into a foreign language;
perform a reverse translation (on the left side of the page there is a sample in a foreign language, on the right - an adequate translation into the OC.
Speech exercises for teaching the use of grammatical phenomena are situationally conditioned. Situations contribute not only to the improvement of the grammatical side of speech, but also the lexical one, because the material on which they are built can go beyond the scope of the studied topic, especially in unprepared statements.
Question number 12, 13. The role and place of lexical in mastering foreign language speech activity. Learning content for the lexical side of oral speech.
Target - the formation of lexical skills. Be able to combine a word according to lexical rules. Lexical skill is the choice of lexical units that are adequate to the speaker's intention. The lexical minimum is active - using in speech and passive, which students must remember for recognition and use.
Meaning
1. These skills are needed for any kind of speech activity.
2. Mastering the vocabulary of foreign languages solves educational goals - due to linguistic and regional knowledge, incl. names of realities that exist in the country of the target language.
3. The assimilation of vocabulary improves the work of all mechanisms of the psyche (memory, attention, inner speech, observation, etc.).
Difficulties - memorizing both the lexical unit itself and the rules of its functioning in the language (compatibility with other language units, stylistic and genre use, etc.).
Modern science (highlights) differentiates learning difficulties lexicon of foreign languages according to the following parameters:
1. Form: sound (thick - thin); graphic (heavy, height); grammatical (be, was, were).
2. Value- polysemy of a lexical unit, as well as a mismatch in the volume of meanings (semantic field) in a foreign and native languages.
3. Use- depending on the style, genre and place in the offer.
Selection ... The lexical layer of the language is the most extensive. It includes not only vocabulary widely used in various communication situations, but also vocabulary of sub-languages - incl. professional, scientific, etc., therefore, the creation of lexical productive / active and receptive minima is mandatory for the successful teaching of foreign language communication in a certain type of educational institution.
The selection of lexical minima for various types of educational institutions, subject to certain criteria, ends with different lists of lexical units.
Purpose, objectives and content of teaching vocabulary
Unlike grammar, which reflects the relationship between classes of words and always generalizes, vocabulary individualizes a statement, gives it a specific meaning. That is, a specific word conveys a specific concept and thoughts in general.
To master a word means to master its meaning, form (its sound and visual image), its ability to communicate with other words (semantic, grammatical), while the latter is not always motivated. This means mastering word formation, inflection and the use of a word in speech, i.e. in certain types of sentences.
The content of teaching the lexical side of speech provides for the mastery of the lexical minimum, which ensures the possibility of communication in the everyday and socio-cultural spheres. The essence of the selection of vocabulary for educational purposes is that from the set of words, stable phrases and speech cliches that are part of the lexical composition of this course, select the part that, in terms of its composition and volume, corresponds to the goals and conditions of this course of study. At the same time, the selected minimum of vocabulary should, with sufficient reliability, ensure the development of speech skills required by the program, be feasible for a given contingent of students within the framework of the available rosary hours, and contribute to the solution of educational and educational problems.
Stages of work on new vocabulary :
1. Presentation. The new lexical unit is included in the phrase pronounced by the teacher. This phrase is repeated several times, while it is important to ensure understanding of this new lexical unit at the expense of context (MoscowisthecapitalofRussia)
2. After that, the meaning of the new lexical unit is explained, i.e. happens her semantisation, disclosure of the meaning of a word, the connection between its form and its concept. There are 2 ways of semantization - translatable and permanent.
The choice of one or another method of semantization depends on the age of the students, on the stage of training, on the type of educational institution, and also on the LE itself.
3. Work on the removal of difficulties - phonetic, graphic, grammatical. It is carried out in the form of a choral and individual repetition of a new unit in an isolated form or as part of a group of words, teacher's explanations and the most elementary exercises (general question, answer).
4. Primary reinforcement - performing elementary exercises.
5. Subsequent consolidation - with the help of more complex exercises.
Stages – 1 indicative - the introduction of new units, an explanation of such an education, primary development,
2 ... standardizing - substitution, reproduction, transformation, automation,
3 .situationally varying - the practice of the studied - reading, listening.
The assimilation of the lexical side of speech involves two main stages of work: the semantisation of vocabulary and the automation of the use of lexical units.
The word has two sides - sensual and semantic. Sensual side - a word consists of a visual and auditory component, therefore it represents an action, an action, in turn, has an articulatory and motor-graphic component. Thus, when studying, the word must be heard, seen, spoken.
Methods: synonyms and antonyms, definition, context, use of illustrative clarity, etymological analysis. Monolingual and translated.
Question number 14 Learning to listen: difficulties in listening to foreign language information.
Listening as a type of speech activity, it plays a large role in achieving practical, developmental, educational and educational goals and serves as an effective means of teaching a foreign language.
Listening- receptive type of speech activity (WFD), which is the simultaneous perception and understanding of speech by ear and as an independent WFD has its own goals, objectives, subject and result. This is a complex skill (WFD) that cannot be fully automated, but only partially at the level of recognizing phonemes, words and grammatical structures.
It seems correct not to eliminate, but to gradually and consistently overcome difficulties in the learning process. As psychologists point out, the most effective is such training, which is carried out in conditions of high tension of the individual's psyche, the mobilization of his will and attention, the precise functioning of all mechanisms.
Distinguish:
1) Difficulties due to the nature of the language material, in turn, can be divided into a) phonetic, b) lexical and c) grammatical difficulties.
a) Phonetic difficulties colloquial speech is sometimes considered the main, if not the only one. Poor development of phonemic hearing, lack of pronounced skills, insufficient formation of acoustic-articulatory images distract the listener's attention to the linguistic form of the message, as a result of which the meanings of words and syntagmas as units of perception are not recognized.
Phonetic difficulties can be both common to all foreign languages and specific to individual languages. A common difficulty is the lack of a clear boundary between sounds in a word and between words in a sentence; the presence in foreign languages of such phonemes that are not in the native language. The discrepancy between the spelling and pronunciation of words is especially common in the English language.
The presence in the mind of a student of a graphic image of a word, which differs from a sound one, often prevents the recognition of this word in sounding speech, due to the great clarity and strength of the former.
A particular difficulty for a Russian student is the fact that in foreign languages such qualities of sound as longitude and brevity, openness and closeness have a meaningful meaning. In Russian, these qualities are not differentiators of phonemes, but only shades of the same form.
In the flow of speech, familiar words change their familiar sound under the influence of progressive or regressive assimilation. A deep penetration into the context requires polysemantic words, paronyms (the sound of which differs only in one sound), antonyms and synonyms.
When perceiving such words by ear, it is necessary to retain the entire context or situation in memory, otherwise a word learned earlier and better is heard instead of another.
Words that sound similar to the words of the native language, but have different meanings, are also perceived with difficulty, although interlingual interference at the lexical level during listening is apparently much less pronounced than intralingual interference.
b) Among the lexical difficulties it is necessary, first of all, to attribute the presence in the English language of homonyms (hour - our) and homophones. Words that are similar in sound also cause great difficulty, especially paronyms (economic-economical), words expressing paired concepts (answer - ask, give-take, west-east), words that have the same collocation, or are simply encountered for the first time nearby, - otherwise saying everything that can be confused.
c) In the field of grammar, the greatest difficulty causes a discrepancy in the syntactic pattern of the phrase - an unusual word order (assignment of a preposition in a sentence to the very end).
Question number 23 Planning the educational process.
Yavl scheduling 1 of the most important conditions for the successful work of teachers and students. Conditions that determine the success of planning: the teacher's knowledge of the learning objectives, requirements for practical training. skills and abilities for each class, program material for each class, teaching aids, peculiarities of learning conditions and age conditions, DOS. method. requirements, level of proficiency in. lang. students, their relationship to language. Types of planning: calendar - a quarter or half a year; thematic - def. goals, conditions, volume of material, formation of speeches. skills and abilities. The student must learn the def. volume of vocabulary, gr. material, united by one theme. General education and upbringing must be resolved. tasks. It is necessary to take into account the har-r upzh-y, the last performance will be supplemented. material and technical equipment. When creating a system of lessons, the following are planned: the goal of teaching (the general goal of a series of lessons), specific particular goals of each lesson; lesson - ensures the achievement of educational, educational and practical tasks. Practical skills of verbal communication should be improved. Lesson components: org. Moment (the main task is the formation of the goals of the lesson and the creation of a primary goal for solving the problems of this lesson); the introduction of new material (it is important to correctly determine its dosage and sequential introduction so that the students understand everything), its training (depends on the goals of the lesson, types of training are selected , determine their number, sequence of execution), the creation of skills and their control (included in the lesson, plays an important role in learning: entries in the diary, grading), the development of speech skills in speaking, reading, writing and their control , formation and recording of home assignments and commenting on assessments. UJ help form speech. skills. It is important that the goal of the series of lessons is realized in the complex of learning exercises in the lessons.
Linguodidactics as a general theory of teaching foreign languages
The term "linguodidactics" was introduced in 1969 by N. M. Shansky and since 1975 has been recognized by MAPRYAL as an international one. Linguodidactics Is a general theory of language acquisition and proficiency in a learning environment. She explores the general patterns of teaching languages, the specifics of the content, methods and means of teaching a certain language, depending on the didactic goals, objectives and nature of the studied material, the conditions of monolingualism (monolingualism) or bilingualism (bilingualism), the stage of learning and intellectual and speech development of students.
The central category of linguodidactics is an linguistic personality model. A linguistic personality is understood as a personality expressed in language and through language. In the understanding of a linguist YL- is a multicomponent set of linguistic abilities, skills and readiness to carry out speech acts, which are classified, on the one hand, by types of speech activity, on the other, by language levels, i.e. phonetics, grammar and vocabulary. With regard to the study of a foreign language, we are talking about the formation secondary linguistic personality- the totality of a person's ability to communicate in a foreign language at the intercultural level, by k. Is understood as adequate interaction with representatives of other cultures. This set of abilities / readiness is both the goal and the result of the mastery of the FL. At the same time, linguodidactics provides a description of the model of a secondary linguistic personality, its levels, mechanisms and conditions of functioning and formation in educational conditions, factors that determine the completeness / incompleteness of language proficiency, etc.
The relationship between linguodidactics and methodology is not the relationship between theory and practice. Linguodidactics formulates general laws concerning the functioning of the mechanisms of a person's ability to communicate in a foreign language and the ways of their formation. The methodology adopts linguodidactic laws, "prepares" them from the point of view of pedagogical laws and implements them in specific textbooks, exercise systems, teaching aids, in the educational process.
Question №2 Methodology as a concept of teaching foreign languages. Object, subject, research methods.
MY Is a science that explores the goals, content, methods and means of teaching, as well as methods of teaching and education based on the material of a foreign language.
Item research is the process of teaching the younger generation to foreign languages and their upbringing by means of this subject.
Distinguish between general and specific methods. General methodology studies the features of the process of teaching a foreign language regardless of the foreign language. Private technique studies the process of teaching a specific foreign language in specific conditions. For example, the methodology of teaching English in a Russian-speaking audience.
Historical M- study the history of methods. Experimental M-theory of the experiment itself. Comparative M- features of JIN in different regions of the planet. With other sciences:baseline: linguistics, pedagogy, psychology, psycholinguistics, didactics, philosophy, logic; adjacent: sociology (different social layers), theory of information, methodology of prep-I rus as in-go / IYa in the national school.
The methodology as a science is faced with the following problems: the definition of a foreign language as an academic subject (clarification of the goals and objectives of training, selection of training content), the study of the teacher's activities (development of organizational forms, methods and techniques of O), the study of student activities (checking the effectiveness of certain other techniques, the study of child development, etc.).
Research methods. Basic: a retrospective study of the experience of school and school, ped and method of theories in the past and at the present stage; generalization of the current position of the teacher's experience; trial training, experienced O., scientifically recorded observation, experiment. Auxiliary: conversation, questioning, testing.
Modern methodological science is a complex science and includes linguodidactics and methods of teaching a foreign language. She explores the patterns of language acquisition. Linguodidactics is a science that studies and forms general patterns of methods of mastering foreign language knowledge, skills and abilities. The central category of linguodidactics is the linguistic personality model. (= a set of linguistic abilities and skills for the implementation of speech actions that determine the development / behavior of a person in a certain area) With regard to the study of a foreign language, we are talking about the formation of a secondary linguistic personality. (= this is a set of human abilities to communicate at the intercultural level) This set of abilities / readiness is both the goal and the result of mastering the FL. At the same time, linguodidactics provides a description of the model of a secondary linguistic personality, its levels, mechanisms and conditions of functioning and formation in educational conditions, factors that determine the completeness / incompleteness of language proficiency, etc. and substantiates the basic laws of language acquisition in educational conditions. For the formation of this ability, it is necessary to master the verbal-semantic code of the target language and the conceptual picture of the world inherent in native speakers. In a secondary school, the formation of a secondary linguistic personality is limited due to the existing learning conditions - imperfect language skills of students.The method of teaching foreign language considers issues related to the process of transferring foreign language skills, abilities and knowledge. The object of the methodology is the process of learning FL, the process of assimilating the content of education in FL in specific learning conditions. The subject of the methodology is the scientific substantiation of the goals, the content of teaching a foreign language, the development of effective methods, techniques and forms of teaching. Distinguish between general and specific methods. The general methodology studies the features of the process of teaching a foreign language regardless of the foreign language. A private methodology studies the process of teaching a specific foreign language in specific conditions. For example, the methodology of teaching English in a Russian-speaking audience. The main methods in the theory of learning FL are observation, conversation, questioning, testing, trial, experimental training, experiment.
The relationship between linguodidactics and methodology is not the relationship between theory and practice. Linguodidactics formulates general laws concerning the functioning of the mechanisms of a person's ability to communicate in a foreign language and the methods of their formation. The methodology adopts linguodidactic laws, “prepares” them from the point of view of pedagogical laws and implements them in specific textbooks, exercise systems, teaching aids, and in the educational process. Auxiliary sciences - educational psychology, psycholinguistics.
The specifics of teaching a foreign language:
The state standard of general education provides for the compulsory study of foreign language in the secondary school. All school. items can be divided into 3 groups.
Group 1: assimilation of knowledge (goal): history, physics
Group 2: the formation of skills and abilities (labor)
Group 3: subjects of the language cycle
The peculiarity of these subjects is aimed at the formation of the ability to communicate, speech skills and abilities that provide communication at a certain level. When studying the native language on the first plan - the educational function, the problem of improving speech is solved. In the lessons of foreign language - students master the language as a means of communication. On the first plan - a practical function. Mastering the theory and system of the language is constant, as it is necessary for the formation of skills and abilities.
Learning conditions for foreign languages, types of schools:
The specifics of the learning conditions of the IL concludes. in the next: 1) training in a foreign language in an artificially created language environment; 2) in a strictly limited time; 3) in the absence of social need for I.I. as a means of communication; 4) begins after mastering r.ya. - inhibitory effect. In these conditions, the teacher must: 1) create an atmosphere of foreign language communication in the classroom; 2) create a need for students to study I.I.
In-depth / non-in-depth study depends on the number of hours per week:
1-4: 2-3/2 5-9:6/3 10-11: 4-6/3
The main methodological categories: goals, content, principles, methods, means, techniques, forms, types, modes of work in the lesson I. Ya.
1 Questions of methodological training of teachers of foreign
languages acquire special significance in our time d This is due to the fact that knowledge of the subject itself in most cases cannot ensure the teacher's complete success in his work, [This is especially clearly manifested in teaching such a specific subject as a foreign language.
It is here, where the practical mastery of the language being studied plays a decisive role, that the knowledge, skills and abilities of the teacher himself will not become the property of the students if he does not know the theory of teaching a foreign language, if the teacher does not know how to multiply the theoretical provisions of teaching methods by good knowledge of a foreign language and positive personal characteristics for teachers
The theory of teaching foreign languages, which is based on the achievements of science, fruitfully illuminates practice, shows the optimal ways of moving towards learning. ; the set goal. Practice, however, is not supported by theory, and therefore rarely reaches the set goals at the appointed time. Therefore, in order to study a foreign language? language at school was at the level of the requirements imposed on the modern educational process, the future teacher must master the theoretical course "Methods of teaching a foreign language" and, on its basis, successfully solve the problems put forward by the life of the school as pedagogical practice, writing coursework and thesis, and h J in professional activities already in the position of a teacher. Theoretical course of teaching methods of foreign language;
Thus, strange languages should occupy a leading place in the system of professional training of a future foreign language teacher.
The following are put forward as the main parts of the course "Methods of teaching a foreign language":
D
^ To acquaint students with modern ^ leading ^ tendencies in teaching foreign languages both in our country and abroad.
Q ^ Show components.
And the means of modern methods as a science, and then send students to a creative search in the process of teaching a foreign language at school.
(jfo To study the positive experience of teaching the teachers of Soviet teachers - masters of pedagogical work.
"НЪ" In the course of seminars and practical classes to form students' skills necessary in the practical activities of a foreign language teacher,
(JJ To involve future teachers in reading special scientific and methodological literature, which should "serve as a source of continuous work on oneself in order to improve the level, professional qualifications.
The solution of the listed tasks should successfully prepare the future foreign language teacher for "effective activity in the modern Soviet school.
Having defined the tasks of the theoretical course of the methodology of teaching foreign languages, one should proceed to consider the very concept of "methodology".
More on the topic § 1. The theory of teaching foreign languages and its tasks:
- Shchukin A.N .. Teaching foreign languages: Theory and practice: Textbook for teachers and students. 2nd ed., Rev. and additional, 2006
- § 2. Psychological foundations of teaching foreign languages
- § 1. Linguistic foundations of teaching foreign languages
- RELATIONSHIP OF THE METHODS OF TEACHING FOREIGN LANGUAGES WITH THE RELATED SCIENCES. -
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