The topic and problem of language education is relevant in the modern world. The reasons for this are well known: the processes caused by the greatest scientific breakthrough in the field of communication, the advent of the Internet, as well as geopolitical cataclysms. As a result, political barriers blocked the language barrier. Thus, the problems of language education in the modern world were presented as overcoming 3 barriers: psychological, cultural and linguistic.
Teaching and learning a foreign language is a very delicate matter. This is a complex psychological process of transition into an alien and alien world of another mentality of other ideas and concepts. The teacher is always in tension, no one can feel confident in knowing his subject, because the natural human language is huge (no native speakers can fully master it), besides, the language is in constant motion and development. Therefore, it is not surprising that teachers have psychological problems, and teachers foreign languages in particular Professor G.A. Kitayborodskaya formulates these barriers as follows: "This is the unwillingness to change, the fear of failure, of the unknown." This barrier of fear of failure, of making mistakes in foreign languages is very important. psychological factor, which complicates the work of teachers of foreign languages and interfere with communication. Therefore, teachers appear very important question: how to overcome the psychological barrier of fear, alienation and uncertainty.
First of all, you need to realize that no one knows his native language perfectly. It is also necessary to change the traditional relationship between teacher and student, which is characterized by a huge distance: the teacher acts as an omnipotent and omniscient person, and the student plays the role of an ignoramus. This is especially bad for learning foreign languages. And these priorities need to change.
In the modern world, it is necessary to change the relationship between teacher and student in the following aspects:
It is important to recognize and resolve the conflict between the teacher and the student, caused by a sharp change in the way of life, lifestyle, value system and other components.
Radically change the relationship between teacher and student, help the teacher learn to love and feel sorry for the student. In confirmation of this, there is a very simple and concise formulation of the methodology for teaching any subject, including a foreign language - these are two loves: love for your subject and for the student. To learn to respect the student, to see him as a person, to remember that learning a foreign language is a psychologically extremely difficult process, requiring a transition from one's native, familiar world to a strange and terrible world, reflected in a strange and terrible language.
Do not extinguish the torch, i.e. child's interest in excessive severity. It is very bad not to teach your students your subject, but it is much worse to instill in them an aversion to it. Then no one will teach them. It is very important to learn how to build relationships with students on the principles of mutual respect.
A foreign language teacher should be aware of his role in the modern world, the role of the so-called guide in this foreign world. But most importantly, one must believe that there are extremely few who are incapable of languages, but there are a lot of those who have lost faith in themselves, ruined by the excessive severity of the teacher.
There is no doubt that one of the main requirements is to take into account psychological characteristics, i.e. this implies a careful attitude towards the student following the teacher.
The opening of the cultural barrier turned out to be a very unpleasant surprise for both teachers and students, because it is more dangerous and more unpleasant than the language barrier for two main reasons:
The cultural barrier is not visible.
Cultural errors are perceived much more painfully and aggressively than linguistic ones.
In the conditions of mass communication, it became especially clear that language is the main means of communication, but far from being the only one. The success of communication depends on many factors. Culture in this context means traditions, way of life, beliefs, ideology, worldviews, system of values and more.
Teaching people to communicate (orally and in writing), to teach how to produce, create, and not only understand foreign speech is a very difficult task, complicated by the fact that communication is not just a verbal process. Its effectiveness, in addition to knowledge of the language, depends on many factors:
Terms of communication
Communication culture
Rules of etiquette
Knowledge of non-verbal forms of communication
Having deep background knowledge
In the process of teaching a foreign language, especially in conditions of multilingualism, the high efficiency of teaching communication, communication between people can be achieved only under conditions of a clear understanding and real consideration of the sociocultural factor. This factor includes the way of life of native speakers, their national character, their mentality, because the actual use of words in speech is determined by the knowledge of the social and cultural life of the speaker.
In other words, in addition to the meanings of words and grammar rules, you need to know:
When to say a particular sentence or phrase
As a given meaning, the object or concept lives in the reality of the world of the language being studied.
Thus, a person studying a foreign language must learn three pictures of a foreign world: real, cultural-conceptual and linguistic. But the path from the real world to the concept and its verbal expression is different for different peoples, which is due to history, geography, features of life and differences in the development of their consciousness.
The language barrier is the most obvious and the most difficult to overcome. Many of the difficulties of overcoming it are clear from the outset:
Differences in phonetics
Discrepancy between real pronunciation
The difference in the grammatical structure of the language
The absence of grammatical gender in English and, for example, the absence of the article in Russian
But there are also hidden language problems. And they are much more difficult. The main language difficulties begin with differences in vocabulary. This is the most insidious trap, as it is connected with the concept of the meaning of the word and the phenomena of the real world. Language is inseparable from man. Man, in turn, is inseparable from man. Accordingly, language is inseparable from man and his inner world. Language reflects this world and forms a person.
The meaning of a word is the thread that connects the world of language with the world of reality. The meaning of the native word leads to the native world. The meaning of a foreign language leads to a foreign world, foreign and alien. Let's take for example the simplest words behind which there are real objects.
The Russian word DOM is easy to translate into any language. For example on English language– house. However Russian word HOUSE has a broader meaning than the word house. In Russian, a house can be called not only the place where a person lives, but also the place where he works, and house is the place where a person can only live. And also the words HOUSE and house differ in usage. In Russian, DOM is a mandatory component of any address, but not in English. Thus, the Russian idea of a house and the English idea of the word house are two completely different concepts, defined by two different cultures. Take for example the sentence That morning she had a headache and stayed upstairs. In order to correctly translate and understand this sentence, you need to know what it is english house. If we translate this sentence literally, then it would be translated as follows: That morning she had a headache and stayed upstairs. The correct translation that conveys the meaning of the sentence would be: That morning she had a headache and she did not come out for breakfast. The fact is that in a traditional English house there are always only bedrooms upstairs, and a living room, dining room and kitchen on the ground floor. Therefore, the concepts upstairs (above, having climbed the stairs) and downstairs (below, having gone down the stairs) imply the arrangement of an English house. A Russian house does not have such a clear structure, and our second floor can be a nursery, a living room, a dining room, etc. depending on the desire of the owners of a particular house.
The concepts of both house and house have evolved over the centuries under the influence of lifestyle, culture, and many more factors. So behind the words different languages- different worlds. The word is a veil over real life.
Thus, each lesson is a clash of cultures. The language of other countries also reflects other concepts, in many ways a different world.
So, the main condition for mastering a foreign language as a means of communication is the co-study of language and culture. Without background knowledge about the world of the language being studied, it is impossible to actively use them. A particularly important innovation in the teaching of a foreign language is formulated as follows: the co-learning of a foreign language and the world with the native language and with the world of the student.
There are two principles of learning and teaching foreign languages.
Principle 1 is based on a simple fact: our intercultural partners need from us not only knowledge of their world, but also, to a greater extent, knowledge of our world. In other words, foreigners will communicate with us not only to learn from us about their world, but also to receive information from us about our world.
Principle 2 - based on the co-study of a foreign language and the culture of the people using this language as a means of communication. This principle has been intensively introduced into the educational process. However, full-fledged and effective communication is fully realized only on condition of knowledge of the native world.
Thus, the study of the native world is a necessary component of teaching and learning foreign languages in modern era.
So, the most important task of teaching foreign languages is the education of a patriot and a citizen of one's country. As the main conclusions on the issues of mastering foreign languages, the following can be proposed:
It is almost impossible to learn a foreign language perfectly. But absolutely everyone can learn to express their thoughts and communicate. There are no people who are absolutely incapable of languages.
The well-known metaphor “To teach any subject is to light a torch” can be transformed as follows: “Do not extinguish the torches! Otherwise, no one will ever fill the vessel.
The main thing in teaching a foreign language is two loves: love for the subject and love for children.
Two main principles are a necessary condition for teaching a foreign language for the purpose of real international communication.
And in conclusion, I would like to say the following words. Our specialty is in the center of public attention. We discuss our problems and try to solve them. We are responsible, dedicated people. We love our profession and are faithful to it. And, of course, we will overcome everything.
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1 3. Modern language education as a result or a problem of mastering a non-native language and a foreign culture As for education as a result, its meaning lies in the fact of appropriation by the individual, the state, and society of all those values that are “born” in the process of educational activity ( see: Gershunsky B.S.). Thus, the result of language education is determined at three levels: 1) individual-personal, 2) public-state, 3) general civilizational. At the individual-personal level, we are talking primarily about the knowledge, skills and abilities that each student acquires in the educational process. In this sense, the result, as a rule, is assessed directly in terms of quantitative and qualitative characteristics of language/language proficiency as a means of communication. But what is meant by language proficiency? What kind of knowledge, skills and abilities are we talking about when we say that a person “knows” a particular language. / The answer to the questions posed in the context of new views on the processes of mastering a non-native language by students can be briefly formulated as follows: to know a non-native language means to be able to speak, read, write, listen in this language, while the main criterion for language proficiency is mutual understanding with partners on communication, and not linguistic correctness (see: Bausch K. R., Kasper G., 1979; Selinker L., 1972; and others). One of the main conditions for language proficiency is the student's feeling that he can freely and without fear use his speech and language experience. Proficiency in a non-native language multidimensional concept. This concept includes, firstly, a person's knowledge of the so-called "objective" parameters of communication and possession of these parameters. First of all, we are talking about subject knowledge, conditioned by situations of communication and implemented with the help of linguistic means. This also includes knowledge of social relationships and the conditions for their implementation, necessary for the implementation of an individual communication program. Secondly, the basis of language proficiency is the readiness and ability of a person to analyze and evaluate communication situations, make an adequate decision regarding speech behavior and control their speech actions and the actions of their communication partners. These skills are based on knowledge of alternative possibilities of speech behavior, including a repertoire of various parameters necessary and sufficient for analyzing the situation of communication and all its determining factors. Thirdly, the ability to give a subjective assessment of one's own language is essential for mastering a non-native language.
2 to one's own communicative potential and the ability to use the variant possibilities of behavior, the adequate choice of which allows one to achieve the effectiveness of communication. Fourthly, when discussing the essence of the concept of "language proficiency", one cannot fail to say about the importance of a person's ability to use in his own speech activity and understand paralinguistic and extralinguistic elements of speech communication when decoding the statements of others. All components of the concept of “proficiency in a non-native language” can be reduced to general and communicative competence (see: Modern languages: study ..., 1996, p. 5). General competence determines the cognitive activity of a person, his ability to communicate with a foreign linguo-ethnoculture and learn it. This type of competence consists of: 1) declarative knowledge: knowledge about the world; knowledge from various fields: knowledge inherent in a particular culture and / or having a universal character (individual picture of the world); knowledge of the specifics of the studied language system; 2) individual psychological characteristics of a person, allowing him to carry out speech activity with varying degrees of success (for example, character traits, temperament, readiness and desire to communicate with a native speaker of the language being studied, attention to a communication partner and to the subject of communication, etc. ); 3) skills and abilities that provide the student with an economical, effective mastery of a language and culture that is not native to him (the ability to learn: work with a dictionary, reference literature, use computer and audiovisual teaching aids, etc.). 1) Communicative competence is the ability of a person to understand and generate foreign language statements in a variety of socially determined situations, taking into account the linguistic and social rules that native speakers adhere to. In a generalized form, communicative competence, as is known, consists of: knowledge about the system of the language being studied and the skills of operating with language (lexicogrammatic and phonetic) means of communication formed on their basis; the linguistic component of communicative competence; 2) knowledge, skills and abilities that allow understanding and generating foreign language statements in accordance with a specific communication situation, speech task and communicative intention, a pragmatic component of communicative competence; 3) knowledge, skills and abilities that allow for verbal and non-verbal communication with native speakers of the language being studied in accordance with the national
3 cultural features of a foreign linguo-society, the sociolinguistic component of communicative competence. Thus, if we take into account all the components of the concept of "proficiency in a non-native language", we can state the following. The result of teaching students non-native languages cannot and should not be limited to mastering linguistic competence, as well as the ability to use various forms and methods of speech activity (written / oral, paralinguistic / extralinguistic). The object of teaching and learning in the educational process in non-native languages, including foreign languages, is the above-mentioned set of knowledge, skills and abilities, and one of the learning outcomes is a certain level of proficiency in them. The totality of knowledge, skills and abilities as a result of language education is part of the universal human ability for verbal communication, but it also has its own specifics. What is this specificity? First, it is specific that in the process of mastering a non-native language, the student is introduced to new forms of expression that have their own national and cultural characteristics. Secondly, as you know, the basis of the knowledge of any language is the universal ability to discourse. This universality is partial. A certain set of discursive knowledge, skills and abilities assimilated by a person as the results of interpersonal communication is culturally specific, since any discourse is built according to the laws of a particular linguistic society. Thirdly, while mastering the language, a person learns (should learn if it is about preparing for intercultural communication) a complex of some extralinguistic, sociocultural knowledge, skills and abilities that characterize a particular foreign language as a representative of a certain linguistic-ethnosociety. Along with the linguistic knowledge, skills and abilities discussed above, mastering this complex is of particular importance for adequate understanding and generation of foreign language speech. It should be noted that in recent years, it is this aspect of teaching and learning non-native, including foreign, languages that has been the subject of close interest of linguodidactists and methodologists. Such interest is due to changes in the interpretation of the "language image" as an object of linguistic and linguodidactic research, which, of course, could not but affect the understanding of language education as a result. Let's dwell on this issue in more detail. The evolution of the "image of language" in linguistics, which took place throughout the 20th century, is most naturally associated with a change in "styles of scientific thinking" or scientific paradigms in linguistic research. From
4 understanding of the language as "the language of the individual" and the language as "a member of the family of languages", linguists move on to interpreting this phenomenon as a structure and then as a system; Further, as a type and character, with the advent of the computer revolution, a computer approach to language is being implemented, and, finally, at present, language is considered as a “space of thought and as a house of the spirit” (Stepanov Yu. S., 1995, p. 7). Each subsequent definition of the language does not completely replace the previous one and includes some of its features. Therefore, the modern definition of language as the “house of the spirit” “... although it is somewhat painted in the tone of the existential philosophy and hermeneutics of the 20th century ... nevertheless, if you understand it from the point of view of the history of science, it includes both the language of the individual and the language of people as a kind of constant of national culture, and much more, as a result of which only the definition of “house of the spirit” can be fully understood” (ibid.). The “image of language” acquires the features of an “image of space”, “in every sense of the real, visible, spiritual, mental space” (ibid., p. 32). It is this interpretation of the language that distinguishes modern linguo-philosophical reflections on this phenomenon (see also: Demyankov V.Z., 1995; Stepanov Yu.S., 1995; and others). The definition “language is the home of the being of the spirit” excludes the consideration of language simply as a tool, as an instrument of thinking and cognition. The role of natural language lies in the fact that it acts as the main form of fixing human knowledge about the world, as well as the source of studying this knowledge itself. A.A. Leontiev writes: “... any knowledge, even if it appears in a non-linguistic form in one or another specific intellectual act, can ultimately be reduced to linguistic knowledge; otherwise, it is not collective knowledge” (Leontiev A.A., 1968, p. 106). Human linguistic knowledge does not exist by itself. They, being formed through the personal experience of a person and being under the control of the norms and assessments that have developed in society, function in the context of his diverse experience. Therefore, for a native speaker to recognize a word means to include it in the context of previous experience, i.e., in “the internal context of various knowledge and relationships that are established in the corresponding culture as the basis for mutual understanding in the course of communication and interaction” (Zalevskaya A.A., 1996 , p. 26). The internal context is most naturally associated with individual knowledge, with access to an individual picture of the world. The stated provisions are of great importance for understanding the specifics of the processes of teaching / learning non-native languages and the planned result. The educational process should be aimed solely at introducing students to the new language code. The result of this process should be an individual picture of the world formed by the student with its universal and culturally specific characteristics. The latter are understood
5 characteristics of both the linguo-social environment in which the student "lives" and the foreign language environment characteristic of the bearer of a different culture, a different language. Hence, the planned results in the field of teaching and learning non-native languages for students should be expanded by attracting categories related not only to the language experience of students, but also to social, cultural, emotional. Since language is a means of conveying thought and, as such, it acts mainly as a kind of "packaging", the knowledge used in encoding and decoding language is by no means limited to knowledge about the language. These include knowledge about the world, the social context of statements, as well as the ability to retrieve information stored in memory, plan discourse, and much more. Therefore, the understanding of communicative competence as a result of language acquisition, widely accepted in recent years within the framework of the communicative approach in teaching non-native languages, should be closely linked to the cognitive and emotional development of the student. This is due to the fact that in order to understand and generate any foreign language text, a much wider context is needed than just a verbal one. Appeal to the language as a social phenomenon included in the socio-practical activity of a person and serving his social "existence", allows us to identify a model of the ability to verbal communication, which can and should act as a result of learning. The modern model of mastering a non-native language, which allows us to consider the language not in abstraction from a developing person, but as a side of the human personality, is the concept of a linguistic personality (G. I. Bogin, Yu. N. Karaulov), but in relation to teaching a non-native language of a secondary linguistic personality ( I. I. Khaleeva). Consequently, the result of education in the field of modern non-native languages is intended to be a formed secondary linguistic personality. This once again proves that the student's personality is a determining factor and a condition for the success of language education as a result (however, as a process). A linguistic personality is understood as a personality expressed in language (texts) and through language (Yu. N. Karaulov) and, therefore, not being the same particular aspect correlate of a personality in general, as, for example, a legal, economic or ethical personality is. Such an understanding of the content of the concept of "linguistic personality", its powerful integrative essence, allow us to assert that this "theoretical construct" has a general pedagogical status. The language personality of a student as a deeply national phenomenon is related to all academic disciplines studied in the national general education school(see: Galskova N.D., 2000).
6 The concept of a secondary linguistic personality allows one to “see” the patterns of “appropriation” of a non-native language and the person's possession of it. These regularities are determined not from the position of one science, for example, psychology, linguistics or psycholinguistics, but at the interdisciplinary, linguodidactic level. Focusing on the concept of a secondary linguistic personality gives grounds to specify the target and content aspects of language education in a “two-plane unity”: the first plan is an authentic linguistic personality: the second is a secondary (doubled) linguistic personality, which is formed in the educational process in non-native languages and which is (should be) ) is the result of this process. An authentic linguistic personality acts, develops, functions in a particular linguistic society. In turn, each linguo-society is distinguished by its conceptual system “image of the world”, “picture of the world”, which meets orientational and existential (physical, spiritual, technological, ethical, aesthetic, etc.) needs. The picture of the world changes from one culture to another, therefore there are no identical national cultures, moreover, there are no identical images of consciousness 1 that display the same or even the same cultural object (see: Demyankov V.3., 1995, p. 19). If this is so, then in a linguistic personality as a carrier of the image of the world of a certain socio-cultural community, the “reference” potential of the linguistic and cognitive (linguo-cognitive) “natural” foreign phone as a carrier of not only a language, but also a certain “ linguistic" and "global" (linguo-cognitive and "conceptual") picture of the world. As a result, language education presupposes that students acquire the ability to understand the bearer of a different linguistic image of the world, an alien picture of the world. The foregoing leads to the idea that the “object of influence” of teaching actions in the educational process in modern non-native languages should be not only the communicative ability of the student, but also his secondary linguistic consciousness (the verbal-semantic level of the linguistic personality) and secondary cognitive consciousness (as the result of connecting the student to the cognitive, thesaurus level). Such a statement gives grounds to expand the object of learning a foreign language and, consequently, its result, by including in it, along with the above parameters, also knowledge about the world of another people in the “-form of images of consciousness”, understood as “a set of perceptual and conceptual knowledge of the individual about the object real world for their mental existence" (ibid., p. 10). From here
7, at least two conclusions can be drawn that are significant for understanding the essence of modern language education as a result. The first conclusion is that learning non-native language should be aimed not only at developing students' ability to practically use the language being studied in various socially determined situations (i.e., the development of communicative competence), but also at familiarization (“(students) to a different (national) image of consciousness. The level of familiarization and consequently, the level of socialization and interpretation of the “picture of the world” of the foreign language may be different depending on the conditions of learning. the motives and attitudes of a person belonging to a different community, where a different system of values operates, to understand (comprehend) the carrier of a different linguistic “image of the world.” This will become possible if the student has the skills of “cognitive action” inherent in the carrier of a different national culture (see: Khaleeva I. I., 1991, p. 311. Therefore, a positive result of learning a non-native language for It is possible to achieve a language learner provided that secondary cognitive constructions-meanings are built in his (student's) cognitive system, correlated with the knowledge about the world of a representative of a different linguocultural community. We are convinced that it is hardly possible to achieve a perfect result in the formation of a secondary linguistic personality at the thesaurus level, in isolation from the natural language environment, even in the conditions of a language university. Taking into account the conditions of teaching languages in a general education school, it is possible to set the task of developing in students the main features of a secondary linguistic personality, i.e. skills and abilities to operate with a lexicon that is determined by the socio-cultural context of the everyday life of a foreign-language society and represents a national linguistic personality as a generalized image of the corresponding linguistic type. In the field of receptive types of communicative activity, the above idea can be reduced primarily to teaching students the ability to understand a foreign text as a form social being their peers, representatives of a different linguistic community. In this case, students, interpreting the text and the intentions of the author of the text behind it, discover the concepts of a different culture and the stereotypes of the communicative behavior of its speakers. As for speaking and writing (productive types of speech activity), the planned result of language education may be the possession by students of the system of lexical-semantic-grammatical relations of the language being studied, allowing them to carry out communicative
8 activity in the most typical, standard situations of communication, i.e., at the so-called pragmatic level. The second conclusion is as follows. The need to familiarize with the image of consciousness of another nation in the most natural way focuses language education on the development of students' abilities not just for speech, but for intercultural communication. Consequently, as a result of this education, students can and should develop: a) readiness to comprehend the socio-cultural portrait of the countries of the studied language and its (language) speakers; b) ethnic, racial and social tolerance, speech tact and socio-cultural politeness; c) a tendency to seek non-violent ways to resolve conflicts. Education is the main area in which the formation of the student's personality is carried out. Therefore, when evaluating language education as a result, it is also important to take into account the value and creative orientations assimilated by the student, his behavioral qualities. Indeed, since in the educational process in non-native languages, which has a pronounced social entity, there is an enrichment of students with individual experience of communication with a different linguistic culture. and the cultural formation of a person's personality is inextricably linked with the development of his brain (A.N. Leontiev), positive changes in the general structure of the student's behavior should be put forward as a result of language education. These changes are the result of the generation of new types and forms and the mental reflection of the reality of activity inherent in the personality, new abilities that go into the sphere of intercultural communication and are associated with the ability of a person to operate with images of the consciousness of native speakers of this language (those mental formations that are usually called in linguistics the meanings of linguistic signs ). True, in this case we are not talking about the formation of a new consciousness in the student, completely identical to the consciousness of the native speaker of the language being studied. The task is to enrich the student's consciousness through the internationalization of the world outside his native society and familiarization with the image of the linguistic consciousness of his peers abroad as a carrier of a different conceptual system of the world. The means of such linguocultural enrichment is the image of consciousness of the student's original ethnolinguistic culture. Let's move on to the consideration of language education as a result at the public-state and general civilizational levels. The result of the first level of the two named is expressed in the importance that the knowledge of modern non-native languages acquires by the citizens of society from the point of view of its (society's) economic, scientific, technical, cultural, intellectual and demographic development. As for the linguistic
9 learning as a result at the general civilization level, then in this case we are talking about the fact that the student’s knowledge of a non-native language and understanding of the mental traditions and values of its speakers allow him to adequately carry out social interaction with representatives of other linguistic cultures, develop a full-fledged and multidimensional partnership both in the all-Russian, as well as on a pan-European scale and, more broadly, in the world community. Consequently, the socio-state and general civilizational levels of considering language education as a result correlate with the concept of socio-political and economic "profitability" of knowledge of modern non-native languages. Ideology, the state/society and its economic needs, traditions and rituals of pedagogical consciousness are the leading guidelines for education in any social environment. This provision is directly related to language education as a result. The social environment (socio-economic, political, socio-cultural and other features) forms the general background of his life and is, as already noted, the source of setting requirements for the level and quality of linguo-cultural training of students, i.e. requirements for language education as a result. First of all, this is manifested in the attitude of the society / state to non-native languages in general and to a specific language in particular, to people who speak a particular language, as well as in the requirements that society / state imposes on the level of language education at each specific stage of its development. socio-economic development. Socio-political and economic conditions are a priority when considering language education as a result, since it is these conditions that determine whether foreign language teaching will take place at all (see: Edmonson W., House J., 1993, S. 26). Any school reforms in the world and in our country are based on an economic basis (see: Malkova 3. A., Vulfson B. L., 1975; and others). Since the strengthening of the relationship between the economy and education is a long-term trend, it can be argued that, on the one hand, the problems of language education as a result require the creation of an appropriate material, technical and financial base, and on the other hand, the knowledge of non-native languages acts as one of the conditions for accelerating economic development. countries. The latter is due to the fact that non-native languages are a tool that allows a person not only to freely navigate in modern society, but also to qualitatively perform their professional functions, expand their professional and cultural horizons in the process of familiarizing themselves with various sources of information, including
10 modern information technologies. Therefore, language education as a result at the socio-state level can be considered as an economic category and an important reserve of socio-economic transformations in the country. In recent years, one can observe the uneven development, on the one hand, of socio-political and economic factors, and on the other hand, socio-cultural and methodological factors influencing the level and quality of linguo-cultural training of students. This unevenness manifests itself both at the level of time and at the level of space (Gvishiani D.M., 1982, pp. 8, 9). The unevenness at the level of time in relation to language education as a result is primarily due to the lag of its (education) socio-economic development from modern requirements regarding its technical equipment. In turn, unevenness in the context of space is manifested in the existing differences in the levels of development of the regions of our country. These differences, as studies show, affect the uneven development of educational regional systems in general and language education systems in particular. Thus, in regions with a high cultural potential and a wide network of higher educational institutions, i.e. in regions that are socially attractive, in-depth forms of language education are being developed and, as a result, the language training of students enrolled in an in-depth program, as well as the planned results, is of a higher quality and level. The 20th century, and especially its last decades, was a century of integration in various fields of social, cultural and scientific life. The education sector is also no exception. So, A.P. Liferov, exploring the problem of the integration of world education, writes that “... the internationalization of the economy, the strengthening of interaction between countries belonging to various "mega-blocs", the process of mutual adaptation of territorial economic structures are increasingly weakening isolationist tendencies, and individual states , as well as entire regions, are increasingly being drawn into the world society.<...>Submitting to the global trends of internationalization, modern education in its different parts with different intensity, consistency and effectiveness is still moving towards mutual rapprochement and interaction” (Liferov A.P., 1977, p. 59). A significant role in the integration processes is also played by the scientific and technological revolution, due to the emerging global infrastructure of electronic means of storage, processing, processing and
11 information transfer. In this regard, the role of language education cannot be overestimated. At the same time, along with the above-mentioned positive processes that bring peoples closer together, global problems arise and worsen in the modern world (ethnic conflicts, ecological problems and etc.). These problems are vital for all mankind and require the consolidation of its efforts for their solution. In this regard, it is precisely convergence and spiritual integration that are put forward today as an uncontested imperative for the next century. It is no coincidence that UNESCO currently defines the transition of mankind from a culture of war to a culture of peace as a strategic task. Education also has a huge role to play in solving this complex problem. As you know, violence is not inherent in human genes, but they also lack the skills and abilities to carry out social transformations in a non-violent way. These skills and abilities of dialogue and negotiation, a purposeful search for what unites people, not divides them, a consistent desire for democracy should constitute the targeted and meaningful aspects of education, and above all the humanitarian one, to which language education belongs. Hence, language education, as a result of the general civilizational level, dictates the need to form a new worldview in the student of the future. willingness and ability to live and work in a changing world with its ecological and informational problems, to successfully carry out various forms of communication with carriers of foreign linguistic and ethnic cultures, to process the information received in the course of this communication and make the necessary decisions. The expectation and planning of such a result in the field of language education and its real achievement are due to the fact that it is the language that is the means of adequate interaction between representatives of different linguistic communities and, therefore, with the appropriate educational technology a means of implementing social transformations at the all-Russian and planetary levels in a non-violent way.
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Any technological process begins with the study of the source material, its properties and suitability for further processing. The same thing happens in pedagogy. Today, all teachers are united by a common
problems
foreign language
education
at the present stage
and possible solutions
The combination of words familiar to the professional community, teaching foreign languages, is today increasingly being replaced by education in the field of foreign languages or foreign language education. Note that this is not a random or formal replacement of terms; it reflects modern, relevant social and scientific realities. If back in the middle of the last century they talked about the methodology of teaching foreign languages (the so-called academic discipline in a pedagogical university and often special departments where it was taught, the authors also gave this name to textbooks on methodology), already in the 70-80s. the term “methodology of teaching foreign languages” began to be meaningfully used. This is due to the fact that it was during this period that learning was realized as consisting of two equivalent processes: the process of teaching (the activity of the teacher) and the process of studying / learning (the activity of the learner of a foreign language). But already in the late 80's - early 90's. there is a need to reach a higher level - the level of language / linguistic education in conjunction with the processes of both teaching the student the language and mastering this language (I.I. Khaleeva, N.D. Galskova, etc.), the main way of obtaining
Key words: foreign languages, methods of teaching foreign languages, foreign language education, teaching foreign languages, value-centered approach to foreign language education.
which is the teaching of foreign languages.
The term "foreign language" education was proposed by E.I. Passov. Considering the problems of developing the individuality of students in general education schools in the context of the "dialogue of cultures", he writes: "Foreign language" as an academic subject is able to make a significant contribution to human development "by entering into culture". By joining it and becoming its subject, a person transforms himself, becomes an individuality. That is why the scientist believes that a "foreign language" should be considered not an "academic subject", but an "educational discipline", the purpose of which is "the development of the student's individuality to prepare him as moral person to the dialogue of cultures, i.e. to understanding among peoples. In turn, the science that studies the patterns of this process, according to E.I. Passov, should be called the methodology of foreign language education.
Without giving a critical assessment of the proposed E.I. Passov ideas, we will only express solidarity with him in the very formulation of the problem and try to present our point of view on the essence of modern foreign language education or linguistic education or education in the field of foreign languages (note that these are synonyms for us). In addition, we will be interested in the question of what "consequences" for educational field foreign language has an appeal to this category.
Until recently, "education" was understood as a means of educating a person, which was realized mainly through training, supplemented by self-education. Today, the concept of "education in the field of foreign
* While generally agreeing with the author on the need to orient the educational process to the personality of the student, including his moral qualities, we note, however, that the presented formulation of the goal has a pronounced pedagogical (general educational) coloring, i.e. does not reflect the specifics of the educational discipline "Foreign language".
languages” (as, indeed, any education) is a multifaceted phenomenon, interpreted both as a system, and as a process, and as a result, and as a value.
Of all four aspects, the evaluative dimension of education has become relevant precisely in recent decades due to the anthropocentric nature of the humanities, including modern theory teaching foreign languages. The anthropocentric paradigm has introduced into the methodological professional community such new categories as “subjectivity”, “linguistic worldview”, “conceptual worldview”, “linguistic personality”, “competence”, etc. It has changed the content of the functional load of modern linguistic education, the idea of its result and the value that it represents for the state, society and the individual.
As you know, from the point of view of the interests of the state, foreign language education can be considered as a key resource in such areas as an innovative economy, social cohesion and the development of its social structure. This gives grounds to speak of it as a socio-political phenomenon, which has cultural integrating and culture-creating as its leading functions.
For society, it is education that is one of the most important institutions of socialization, i.e. introducing the younger generation to a certain system of value-semantic relations, which is accepted (or legitimate) in one or another linguo-ethnosociety at a specific historical stage of its development. In this regard, foreign language education can be spoken of as a sociocultural phenomenon that, unlike language teaching, goes beyond the acquisition of knowledge, skills and abilities by the student in the area of his relationship to the activity he masters, to himself and the world around him. Thus, education in the field of foreign languages performs an axiological function, forming the value orientations of students, changing their motives, personal positions and providing
thus ultimately a significant impact on the value orientations of society.
Based on the above, it is possible to derive a “formula” of foreign language education or linguistic education, reflecting the state and public interests, namely: linguistic education = education + development + knowledge + training (teaching).
Thus, linguistic education consists, firstly, of educating the student by means of the subject "foreign language" of socially significant qualities and personal characteristics, and secondly, of the development, or rather, the expansion of his individual picture of the world through familiarization with linguistic and conceptual pictures. of the world of native speakers of the language being studied, thirdly, from their knowledge of a different language system, a different system of values, a better understanding of their “origins” and “roots”, commonality with “foreign” and difference from “other” and, fourthly, from learning subject knowledge, skills, abilities and methods of cognitive activity.
If we talk about a specific person, then for him a foreign language education is an essential factor in his (person's) "capitalization", as they say today, "human capital". Owning it, he gets real chances to take a more prestigious position in society, both socially and financially, to be competitive in the modern labor market, mobile and free in today's multicultural and multilingual world. Consequently, we see that the human-forming function, which was originally characteristic of any education, acquires specific shades or new aspects in the modern historical period of time, and the “formula” of linguo-education (more precisely, linguo-self-education, since it is known that it is impossible to teach and educate someone, you can only learn and “educate yourself”) gets the following expression: linguo(self)education = (self)education + (self)development + (self)knowledge (including self-assessment and self-reflection) + teaching (studying
and, ultimately, the student's mastery of the subject and procedural content of the activity, as well as the ways of assimilating this content).
None of the elements of the "formulas" indicated above can be excluded if we are talking about an effective educational policy in the field of foreign languages. Moreover, success will depend on how these formulas relate meaningfully to each other.
So, foreign language education, unlike teaching foreign languages, allows (and is forced to):
Enter the area of linguoformative values and meanings;
Affect the sphere of acquiring socially significant qualities by students;
To trace the system connections of all social institutions and all subjects of such complex processes and phenomena as intercultural and interpersonal communication, cognitive, professional activities in the native and studied languages, etc.
The relevance of addressing linguistic and educational values is due, as is known, to the specifics of the era in which human society entered at the end of the last century. Today, our country, and after it, domestic education and its subjects are especially acutely aware of the impact of ongoing structural and content changes. Let's briefly dwell on this.
The "breath" of time can be felt, first of all, in the sphere of the economy, which is becoming more and more pronounced innovative character. The era of the global innovation pattern, on the one hand, and the need to build a knowledge economy, on the other hand, endowed education with a new function - a service one, the implementation of which forces us to consider education as a national market of educational services. But most importantly, this era stimulated the widespread emergence of situations requiring non-standard solutions. Consequently, there is a demand for people/specialists who are able and willing to take these
decisions, to act freely, creatively and with interest.
The modern era is also called the "network" era. A single world of condensing information, a “planetary communicative space” makes education a mass communication system. This system provides access to experience and knowledge in the world, the ability to enter into contacts in the virtual space with different cultures and its representatives, etc. This radically changes the lifestyle of a modern person, accelerates its pace and the pace of development of the educational sphere. Let us cite the following quotation as confirmation of the relevance of this thesis: “In connection with the transition of mankind to a new post-industrial era of its existence, over the next few decades, education will obviously change more than in all three hundred plus years that have passed since the emergence of the school as a result of book printing.
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IGNATENKO KRISTINA VLADIMIROVNA, KUIMOVA MARINA VALEREVNA - 2013
Language education at the present stage of social development
In modern domestic methodological science, the term "language education" is increasingly used. It has a multidimensional nature and involves the consideration of education in the field of FL as a value, process, result and system.
Language education as a value is expressed in relation to it by the state, society and the individual. Consequently, one can speak of language education as a state, social and personal value. As you know, the role of any language is determined by its status in the state and society. Language can be an international means of communication. These are the languages of global distribution and universal culture, performing the maximum amount of social functions. These languages include: English, Russian, Spanish, Arabic and Chinese (main languages of UNESCO). If a language is spoken in a number of countries of a particular region (for example, German - in German-speaking countries; Russian - in the CIS countries), this language acquires the status of an interstate language. The language can also play the role of the state or local language. For example, the Russian language in Russia acts as state language, it is the official means of international communication. In turn, local languages include any language used in a particular region, region or county. separate country(for example, Tatar or Yakut and others in the corresponding national-state formations of our country).
The most significant in terms of educational and social opportunities of the individual in the modern world are the languages of global communication. At the same time, the state and society should create favorable conditions for learning local languages.
The dynamics of the country's social life and the transformations associated with it, interstate integration in the field of education, access to information wealth, to quality education in the country and abroad cause a public need for in large numbers citizens who practically know one or more modern (non-native) languages.
The main functions that modern (non-native, including FL) languages perform in society are:
In establishing mutual understanding between peoples - carriers of different languages and cultures;
Ensuring access to the diversity of world politics and culture, including through the means of new information technologies.
Thus, language and, consequently, language education act as an important tool for successful human life in a multicultural and multilingual community of people. Language education also acts as a significant means that forms the consciousness of the individual, his ability to be socially mobile in society and freely "enter" the open information space.
A pronounced need modern society in quality language education finds support at the state level. In accordance with educational policy, V high school FL as an academic subject is proposed to be studied from the 2nd grade.
At the same time, from the point of view of the state, the continuity of language education at all levels of education and its focus on the implementation of promising tasks of personal development are important, namely: the growth of the average level of education of citizens of the country, the increase in requirements for their general culture, the formation of their readiness for interethnic and intercultural cooperation.
The state and social value of language education should be supported by its personally oriented value. The latter is expressed in the extent to which students are aware of the importance of any non-native language as a means of communication in the modern multilingual and multicultural world and whether they have a need to learn languages and their practical use.
The requirements of the state and society for the results of linguocultural training of students are expressed in the ability of the latter to use the languages being studied in real intercultural communication. At the same time, it is important to form positive motivation and interest in foreign language communication, as well as a willingness to study it in the future.
Linguistic diversity and cultural diversity are currently considered as one of the most valuable elements of the global European and all-Russian cultural heritage and as a philosophy of intercultural social interaction in any multicultural and multilingual society. Linguistic diversity means not only the support and development of languages of global or interstate communication, but also the protection and development of local languages, i.e. regional languages and minority languages living in a particular territory. An individual's multilingualism means that he or she speaks (at different levels) at least two non-native languages as a means of intercultural communication with native speakers.
Russia is one of the largest multi-ethnic states, home to 176 peoples, nations and national groups. The linguistic and cultural diversity of Russia is one of its historical and cultural heritage.
The multicultural and multilingual “landscape” of Russia creates a fruitful basis for the development of the multilingualism of an individual. If we are talking about "exit" to the pan-European and world spheres of communication, then it is very important to familiarize students with a foreign language.
The all-Russian level of intercultural communication requires careful attention to the national languages and cultures of Russia, the languages and cultures of minorities living in Russia. It is this approach that is fundamentally important for understanding modern language education as a value. Hence it is obvious that the concept of "language education" has a broad meaning - the mastery of students, along with native and foreign languages, non-native languages of Russia. At the same time, it is important to realize that all languages are equal. It is also important that there is a need to practically use these languages.
Society and the school should create conditions for self-expression and self-realization of students - representatives of different ethnic and linguistic groups, but living and studying next to each other. This, in turn, should contribute to solving the problem of interethnic integration of the peoples inhabiting Russia.
Language education as a process is aimed at familiarizing students with a new means of communication for them, at their knowledge of a foreign culture and understanding of their own culture, instilling in them a readiness for dialogue and tolerance towards other languages and cultures. According to the anthropocentric principle, which is one of the leading ones in determining the features of modern language education as a process, the student is promoted to the rank of a subject of educational activity and a subject of intercultural communication. This means that it is he who is the central element of the system of school language education. Such a functional load of a student determines the specifics of language education as a process. First, it is about creating educational process a situation in which students need to show their own activity to solve communicative and cognitive tasks. The latter should be creative and problematic. Secondly, it is important to exclude from the learning process possible manipulations by students by the teacher, their little-conscious verbal and mental activity. Students need to develop the ability to independently carry out communicative activities, freely and liberatedly realize their communicative intentions, as well as the ability to interact without conflict in different situations communication, including with the help of their non-native language. Thirdly, the student acquires not only communicative competence in the field of oral and written foreign language communication, but also subject-cognitive competence and social-affective competence. The first type of competence involves students' knowledge of a foreign culture, common and different in this culture and their own. In turn, social-affective competence is understood as a system of values brought up on the basis of a foreign culture (tolerance, openness), as well as on the basis of one's own cultural space (development of personal qualities and social responsibility).
As can be seen from the above, modern language education as a process involves the development of the student's personality as a whole, his intellectual (cognitive) and emotional-volitional (non-cognitive) abilities and personal qualities, which are primarily manifested in the language.
The specificity of language education lies in strengthening the cognitive aspects of teaching a non-native language. This involves expanding the scope of the educational process by including in this process the real individual experience of the student obtained in intercultural communication. For example, modern child learns that next to him in the class are children of different nationalities who know their native language to one degree or another. While studying a foreign language, children can also enter into correspondence, including on the Internet, with their foreign peers. Tourist trips with parents abroad provide great opportunities for developing the ability to intercultural communication.
Language education as a process is a combination of its four equivalent areas: "teacher" - "student" and "language teaching" - "language learning". The school is designed to help each child realize his individual way of mastering a foreign language for him, stimulate him to show his own activity (mental, speech-thinking, creative), and teachers to creatively carry out their professional activities in order to qualitatively achieve the planned results.
All of the above leads to the conclusion that the modern specificity of language education as a process consists in raising the student's status in the educational process and in real communication, motivating him to study languages and cultures, and realizing his personal responsibility for the results of this process.
The result is the formation of general competence and communicative competence among schoolchildren.
General competence is the student's ability to engage in cognitive activity and his ability to communicate with someone else's linguistic culture and learn it. This competence is based on:
1) knowledge about the world and knowledge inherent in a particular culture;
2) individual psychological characteristics of the student (character traits, temperament, attention to the partner in communication and to the subject of communication; readiness and desire to enter into a dialogue with a native speaker of the language being studied), allowing him, with varying degrees of success, to carry out speech activity in the language being studied;
3) skills and abilities that provide the student with effective mastery of a language and culture that is not native to him (ability: to work with a textbook, workbook, reading book, dictionary, etc.).
Communicative competence is the ability to understand and generate foreign language statements in a variety of communication situations.
Teaching schoolchildren a non-native language should be aimed not only at developing students' ability to practically use the language being studied in various situations (i.e., developing general and communicative competence), but also at familiarizing children with a different (national) image of consciousness of a carrier of a different conceptual system of the world at the most elementary level. Therefore, as a result of language education, the following can and should also be:
a) the student's readiness to comprehend the socio-cultural portrait of the country / countries of the language being studied and its native peer;
b) ethnic, racial and social tolerance, speech tact and politeness;
c) a tendency to seek peaceful ways to resolve any conflicts, including in the educational process.
So, the student's personality is a determining factor and a condition for the success of language education as a result (however, as well as a process and a value).
Now let's consider the features of language education as a system, which is understood as either a set of educational processes in a foreign language, or a system of educational institutions in which a foreign language is studied. Features of the functioning of the system of language education in educational institutions are determined by the following factors:
Socio-economic and political;
Socio-pedagogical;
methodical;
Sociocultural;
Individual.
Socio-economic and political factors determine the social order of society in relation to the level and quality of training in a foreign language, which is expressed in the prestige / non-prestige of studying a foreign language at school and in the priorities in choosing a foreign language. Thus, due to new economic and socio-political conditions and due to greater freedom educational institutions in the choice of the content of education, the priority position in the domestic (as well as in the western) school is occupied by the English language, which displaces other languages (French, German and Spanish).
Socio-pedagogical factors are responsible for the implementation of the social order in relation to the teaching of a foreign language. This is expressed in the definition:
Conceptual approaches to the content of the subject "FL" and its organization in the context of general educational tasks;
The place and status of a subject in language education and in an educational institution of a particular type;
The number of teaching hours allocated for the study of a foreign language.
This group of factors is concretely embodied in such a policy document as the curriculum.
Methodological factors embody the social order of society in relation to the FL at school in the categories of methodological science itself. This is where results come into play. scientific research in the field of teaching methods for foreign languages and related sciences, the material and technical capabilities that the educational process has. These factors are embodied in specific programs, textbooks, manuals and other methodological materials.
Socio-cultural factors involve taking into account the socio-cultural context of teaching a foreign language, i.e.:
Commonality / difference between the culture of the country of the language being studied and the original culture of the students;
Remoteness / proximity of the country of the language being studied from the country in which the foreign language is being studied;
The attitude of society towards the people speaking this or that foreign language, its culture and society;
Cultural and social relations accepted in society. Individual factors are the individual and social characteristics of students and teachers, namely:
Their positions as subjects of the educational process;
Their desires, intentions, interests, plans;
Social and cultural orientation;
Level of general development;
Motivation in learning/teaching a language.
The development of the modern system of language education as an important part of the school education system is determined by two main trends:
1) democratization, which is expressed: a) in the unity of the federal, regional and school components of the content of language education; b) the variability of education in foreign languages and freedom in the choice of means, ways to achieve the goal of primary education;
Thus, the main function of the system of language education is a personality-forming function, i.e. systematic training and education of students aimed at mastering them:
A non-native language as a means of indirect and direct communication with native speakers of this language, a means of learning someone else's and one's own national cultures, one's native language;
A non-native language as a tool to successfully navigate the modern multicultural and multilingual world;
Value orientations and norms of verbal and non-verbal behavior, due to the specifics of the socio-cultural, political and socio-economic stages of development of the native country, the country of the language being studied and world civilization.
Introduction
1. Structure and content of modern linguistic education
1.4 Analysis of the current English textbook
2. Foreign language as a subject: specificity, place in the system of modern education
Conclusion
List of used literature
The modernization of school education, which is currently being carried out in our country, is associated, first of all, with a qualitative renewal of the content and ensuring its developing cultural character. In this regard, special attention is paid to creating conditions for the development of the student's creative personal potential and expanding the possibilities of modern in-depth education, including language education.
The formation of a student's ability for intercultural communication contributes to the development of personal qualities: sociability, tolerance, culture of communication. In general, students should realize that the study of a foreign language leads to mutual understanding of people - representatives of other cultures, to knowledge of the cultures of other peoples and, on the basis of the latter, to an awareness of the cultural identity and values of their people. The content of teaching foreign languages at school involves the mastery of both direct (speaking, listening) and indirect (reading and writing) forms of communication within the limits indicated in the program for each specific stage of education.
Recently, the question of the use of new technologies in education has constantly arisen. Speaking of new technologies, we mean not only technical means, but also new forms and methods of teaching, as well as a new approach to the learning process in secondary schools.
In the modern world, schooling in general and teaching foreign languages in particular require a revision of both the general methodology and specific methods and techniques, that is, a revision of the concept of education. Entry into the world community, various processes taking place in the spheres of politics, economics, culture, mixing and movement of peoples and languages determine the problem of intercultural communication, mutual understanding of communication participants belonging to different nationalities. All this cannot and will not affect the methods of teaching foreign languages, and cannot but pose new problems in the theory and practice of teaching foreign languages.
The problem of teaching a foreign language as a means of communication is of particular importance in the modern school. Thus, the main goal in teaching foreign languages is the formation and development of the communicative competence of schoolchildren, teaching the practical mastery of a foreign language.
All this determines the relevance of this work.
Object of study: the process of teaching foreign languages itself.
Subject of research: modern concepts of education.
The purpose of the study: to study the problem of the content and structure of modern linguistic education.
1.1 Language policy in the field of linguistic education: goals, principles, content
It is hardly an exaggeration to say that the term "communication" is one of the most "fashionable". It is often found in a wide variety of modern discourses: in scientific and technical, political, economic, socio-theoretical. This term is most actively used, perhaps, in the context of a discussion about the socio-cultural specifics of the current stage of development of society, in which, according to the generally accepted point of view, education plays a decisive role.
At the same time, education is considered not only as a type of cognitive, culture-forming and socializing activity of an individual at a certain stage of his life, but as a continuous process based on communication. This follows from the idea that dominates both in the social sciences and in the political world about the modern social community, characterized by various terms: "post-industrial society", "postmodern society", "information society", etc. The essence of such descriptions is to emphasize the special the role of knowledge. One of the most successful metaphors in defining modern sociality belongs, as is known, to M. Castells, who represents society as a gigantic and all-encompassing network structure of communications.
The importance of effective communication, as a rule, is determined by the need to ensure economic competitiveness, on the one hand, and mutual understanding of peoples on the European continent, on the other. The "construction" of a plural-lingual and plural-cultural "citizen of Europe" is thus seen as one of the most important socio-political tasks of the European Union.
In this regard, the language education policy is undoubtedly an essential component of the overall policy in the field of education, both in terms of solving economic and social problems, and in maintaining democratic citizenship and a sense of belonging to the "European home".
The issues of language policy are becoming increasingly relevant for Russia in the context of its economic reorientation and in connection with its declared and real entry into the world space with all the ensuing consequences for politics, education and culture. If we turn to the texts of modern official documents on national educational policy, we can see that the following are proclaimed as key imperatives and goals: integration of the Russian education system into the pan-European educational space and taking a competitive position in this system; entry into a global/regional expert community that shares a common ideology and culture, ensures the development of a common metalanguage, a common understanding of the content of education and its results. To this end, the importance of supporting a variety of social partnerships and cooperation through bilateral and multilateral models between educational institutions Russia and abroad, between higher and secondary vocational education and other institutions of society, especially enterprises and business, between Russian and foreign social institutions.
In modern society, we can talk about three main areas of controversy that are directly related to the problem of "lifelong education" and education in its traditional sense, in the center of which is the language.
The first, fueled by various conservative ideologies, is based on the cultural and symbolic significance of the language, its representative function, a kind of function of the "flag" of national and ethnic identity. It is this discourse that has become noticeably more active in recent times, both on domestic soil and in Europe.
The second direction can be conditionally characterized as liberal in a broad sense, since it is usually based on roots that go back to certain principles of classical liberalism - to the concepts of "free market", democratic values and civil society. It is around these principles that the neoliberal argumentation about globalization is built, on the one hand, and the European argumentation of the legal "communicating community" in the spirit of J. Habermas's "deliberative democracy", on the other.
The third version of the discourse goes back to the critical paradigm of social thought, which to some extent absorbed certain Marxist motifs in their latest interpretations, for example, in the works of representatives of the Frankfurt School, as well as in such methodologically oriented areas of sociology as the socio-analysis of P. Bourdieu.
As for the first of the directions, emphasizing the national-ethnic aspects and symbolic functions language, its revival has recently been considered as a kind of reaction to the intensification of globalization processes and is associated with the collapse of the socialist bloc. In the 1980s-1990s, at the intersection of sociolinguistics, political and cultural ethnography, anthropology and political science, a new theoretical direction began to develop - "political linguistics", focusing on symbolic principles in the interaction of language, politics and ethnicity, considering the symbolic and communicative functions of language as relatively independent. One of the important sociolinguistic concepts is the concept of "language ideology", which refers to the formation of a stable opinion about the language, the system of prerequisites and beliefs on which the solution of language issues in educational and other contexts is based. In the sphere of linguistic ideology, for example, there are opinions about the characteristic features of the language: the ease of its assimilation, the ability to adequately reflect modern phenomena, convey the meaning of scientific provisions, the value attached to the language in the labor market. One of the most widespread language ideologies is based, in part, on the hypothesis that the value inherent in languages is not the same, and therefore there is a certain linguistic inequality.
Despite the complexity and inconsistency of the processes language development among the peoples of Russia, researchers note that the communicative power of many languages of the ethnic groups inhabiting it has steadily declined, while their symbolic significance has been constantly guarded. These languages were practically not used in official everyday life, in office work, in the non-humanities. In the post-war period, with rare exceptions, the circulation of books in these languages was steadily declining, and the number of schoolchildren studying in national languages was declining. Cultural and linguistic processes that began in the late 80s - early 90s also proceeded in a complex interweaving of communicative, or practical, instrumental principles with symbolic principles. After the collapse of the Soviet Union, it became obvious to many that too optimistic assessments of the success of the Soviet language policy turned out to be premature. Despite the fact that the Russian language continues to act as the dominant language in the CIS and is still widely spoken in the former Soviet republics, the political component is increasingly coming to the fore, causing its rejection in a number of emerging nation-states. Particularly painful is the rejection of the Russian language, as is known, in the former Baltic republics, in which, especially after their entry into the European Union, it is being replaced by English, which is increasingly performing the function of a lingua franca. This is due to the desire of the states that left the USSR to use the national language as a symbol of political autonomy and a tool for constructing a new political identity.
Thus, in the linguistic policy of the "pre-perestroika" period in relation to the languages of the peoples living in the territory of the former Soviet Union, and later the CIS, a tendency to emphasize symbolic aspects to the detriment of communicative ones prevailed for a long time.
The underestimation of the communication-linguistic aspect in the emerging new sociality is manifested both in relation to the realities of post-Soviet ethno-linguistic and political-linguistic relations, and to the imperatives of international integration and the general socio-cultural tasks of building a civil democratic society. As for the first point, it seems that the problem of a single language of communication in the system of education and science for representatives of certain ethnic minorities and peoples living in the territory of the former Soviet Union is not yet acute enough. Linguistic and educational heritage of the Soviet cultural policy, which led to the widespread use of the Russian language, still provides a certain linguistic unity and a situation of diglossia, including in the field of education and employment. Nevertheless, it is impossible to ignore the already emerging trends towards the displacement of the Russian language by other foreign languages, especially in the border regions. At the same time, as in the whole world, there is an active penetration of the English language into many political and educational contexts.
Recently, in the context of the growing internationalization of the Russian economy, education and science, the issue of communication and linguistic tools for Russia's entry into the international scientific and educational space, especially in connection with joining the Bologna process, has become much more relevant.
Discussions on this issue are closely integrated with the conceptual field and issues of "lifelong learning" and are part of the general "liberal", in a broad sense, discourse, in all the variety of economic, political and socio-cultural varieties and manifestations. The most popular and widely used concepts around which the two main strands of this discourse are built are, as already noted, democratic civil society and globalization.
As regards the first direction, a typical illustration of the "linguistic turn" in social theory we can consider the approach of J. Habermas. Based on the concept of "deliberative democracy", he proposes to consider the practice of joint construction and improvement of the constitution as a discursive situation in which personal rights are justified and legitimized through democratic discourses of public discussion.
Another influential point of view on the role of language in education and society as a whole is presented in the works of the famous French sociologist P. Bourdieu, who considers language as one of the social practices. The education system in general and linguistic education in particular, as well as language policy, both official and implicit, are considered by him in connection with the concept of "linguistic capital" as one of the ways to implement symbolic power. In his approach to language and linguistic interaction, P. Bourdieu relies on the concept of social practice he developed.
In a society that speaks a single language, this practical ability is far from evenly distributed, different segments of the population have different opportunities and abilities to adapt to the linguistic "market", that is, they have different amounts of what P. Bourdieu calls "linguistic capital". Moreover, the distribution of "linguistic capital" is associated with specific ways of distributing other forms of capital - economic, cultural, etc., the configuration of which determines the place of an individual in a given social space.
Accordingly, differences in accents, grammar, and vocabulary, which are usually not taken into account by formal linguistics, are, in essence, a kind of indicators of the social positions of speakers and a reflection of the amount of "linguistic capital" that they possess.
According to P. Bourdieu, the legitimization of the social world is not, as some believe, the product of a deliberate and purposeful action of propaganda or symbolic "imposition". It is rather "the result of the fact that people, as 'agents', apply to the objective structures of the social world structures of perception and evaluation that they derive from these structures themselves and tend to present the world as if obvious from themselves."
The presentation of the "linguistic" aspect of educational practices in the context of "lifelong learning" would be far from complete without referring to the most politically influential discourse, based largely on economic ideologies and built around the concept of globalization. It is he who largely determines both European and domestic educational policy. The logic of the argumentation of the "globalization" direction is perhaps the best known and most widely used in various discourses of social construction, both in the global context and on domestic soil.
In the course of globalization, which implies a qualitatively new level of quantity and complexity of information, financial and human flows, the importance of language competence is radically increasing, becoming an indispensable condition and factor in the successful development of social processes and individuals. This is manifested in the sphere of competition for jobs in the international labor market, in the expansion of opportunities for free choice of residence and tourism, as well as in the expansion of life horizons through the experience gained as a result of contact with the cultural achievements and successes of other peoples. It contributes to the understanding of other value systems, worldviews, ways of life and is a prerequisite for participation in the social order. The linguistic codes favored by society reflect the real social organization and can promote or vice versa hinder the formation and development of new relationships. Any social interaction, be it the exchange of information, mutual influence and other forms of cooperation, is possible only if there is an environment and a means of interaction. The problem of language competence, therefore, is closely related to the success of the implementation of the program focused on "lifelong learning".
With the intensification of international interactions, more and more come to the fore communication skills, new forms of "literacy" required to work with new technologies, as well as the knowledge of one or more foreign languages, which in the full sense acquires the meaning of "linguistic capital". Communicative linguistic "competences" are seen as "basic skills" necessary for any member of society to receive education, work, cultural interaction and self-realization: in this sense, language learning is a lifelong process. The study of foreign languages, in accordance with this approach, contributes directly to the creation of a competitive economy based on knowledge, improving general cognitive abilities and strengthening native language skills, laying the foundations for the formation of an entrepreneurial mentality. In this regard, one of the important tasks of European policy is to demonstrate the importance of learning languages and build a system of "language education throughout life", providing the necessary infrastructure, financial, human and methodological resources. Thus, the traditional view of language as a symbol of national identity is being replaced by new approaches, according to which language is viewed as an economic entity. The "reification" of languages affects both the motivation of people and the choice of a particular language for learning. In addition, it directly affects the priorities for financing language education at the level of public institutions - both public and private.
It is far from accidental that the last decades have been characterized by an unprecedented increase in interest in the study of foreign languages, especially English, the teaching of which has become a powerful industry both in English speaking countries, as well as in various regions the globe. Russia is far from an exception in this sense. Proficiency in at least one language other than one’s mother tongue becomes the key to getting a promising job, career advancement, successful economic and political cooperation, and, last but not least, ordinary human communication and mutual understanding.
Another important factor that has a significant impact on the change in the teaching and learning of languages is the revolutionary changes in the development of communication technologies. An increasing part of the Russian population is becoming more or less involved in the social and cultural life of other countries through new media, such as satellite television, video and audio products, and other means of modern communication. The Internet not only opens up access to a huge amount of authentic discourses of various kinds, but also makes it possible to communicate interactively with native speakers of other languages and cultures, including convenient time in native mode. Multimedia, audio and video technologies make it possible to organize learning with a teacher much more effectively, and also provide opportunities self-study language tailored to individual needs. The result of this explosion in the language teaching business has been the development of a variety of curricula, thousands of textbooks and manuals, the latest technical means, as well as the emergence of a new theoretical discipline related to "second language acquisition". The study and teaching of foreign languages, thus, has already become de facto one of the most popular and actively developing areas of "lifelong learning".
1.2 Interconnected teaching of language and culture as the basis for the formation of the ability to intercultural communication
The fact that there is a single, complementary relationship between the teaching of foreign languages and intercultural communication is not worth talking about at length. This is so obvious. Each lesson of a foreign language, no matter where it takes place, at school or within the walls of a university, is a practical collision with a different culture, primarily through its main carrier - the language. Each foreign word reflects a foreign culture, behind each word there is a subjective, conditioned only by a given linguistic culture, a peculiar impression of the world around.
The main task of teaching foreign languages in modern Russia is to teach the functional side of a foreign language and its more practical application. The solution of this pragmatic task is possible only under one condition - that a sufficiently solid fundamental theoretical base will be created. To create it, you must first of all:
1) apply the results of theoretical works on philology to the practice of teaching foreign languages;
2) theoretically comprehend and generalize the vast practical experience of teachers of foreign languages.
In the traditional approach to learning foreign languages, the main teaching method was to read texts in a foreign language. And this applied not only to the school level of education, but also to higher education. The topics of everyday communication were represented by the same texts, only concerning the subjects of everyday communication, however, few of these specialists, having read such texts, could adequately behave in a real situation that would require the use of knowledge of a practical foreign language, and not its large-scale literary sides. It was then that they appeared adapted texts, which could fit the entire content of Shakespeare's tragedies on 20 pages. Unfortunately, this is now the fault of the teaching methodology. modern literature, but this is not the subject of this work.
Thus, of the four language skills, among which we mean reading, speaking, writing and listening comprehension, the most passive form, reading, was realized in practical terms. Such passive teaching of a foreign language based on written texts was limited only to understanding, and not to creating one's own linguistic experience.
Modern close cultural communication has returned the methodology of teaching foreign languages back to normal. Now, teachers are striving to teach how to practically use the linguistic material available in stock.
Now, on the basis of higher education, teaching a foreign language is perceived precisely as a means of everyday communication with carriers of another culture. The task of higher education is to form a well-educated person who has in his arsenal fundamental training not only in narrow specializations, but also in a broad sense, for example, how to study a foreign language without reference to the chosen profession, that is, technical specialists must be proficient not only in not so much technical English, or another foreign language, but also be able to use it, first of all, with similar specialists, only speaking a different foreign language.
The maximum development of communication skills is the main, promising, but very difficult task facing foreign language teachers. To solve it, it is necessary to master both new teaching methods aimed at developing all four types of language proficiency, and fundamentally new teaching materials that can be used to teach people of the effect to communicate. At the same time, of course, it would be wrong to rush from one extreme to another and abandon all the old methods: they must be carefully selected all the best, useful, tested by teaching practice.
The main components of such a foreign culture include the following elements that bear a national-specific coloring:
Traditions, as well as rituals that can be perceived as traditions;
Traditionally - everyday culture;
daily behavior;
National pictures of the world, which reflect the specifics of the perception of the surrounding world;
Artistic culture, which can also be attributed to the elements of ethnography and ethnology.
As mentioned above, the meaning of words and grammatical rules is not at all enough to consider that you know the language. It is necessary to know as deeply as possible the very culture of the language being studied. In other words, we can say that theoretical knowledge of the language should be supplemented by practical skills of when to say what to say, to whom and with whom, how to use the meaning of a given word in a particular context. That is why more and more attention is paid to the study of the world of the language itself, that is, the study of the country in which the foreign language being studied is spoken. This direction has received the name "linguocultural studies".
Linguistic and regional studies is a didactic analogue of sociolinguistics, developing the idea of the need to merge teaching a foreign language as a set of forms of expression with the study of the social and cultural life of native speakers.
Linguistic and regional studies as an academic discipline is directly related to the methodology of teaching foreign languages. But only in contrast to the teaching methodology, focused on the theoretical knowledge of a foreign language, more related to the grammatical construction of a written text, linguistic and regional studies focuses on the study of extralinguistic factors, that is, the study of social structures and units that underlie any national culture.
Difficulties arise mainly when teaching active methods of language acquisition - that is, teaching writing and speaking. In this case, the main difficulties arise for two reasons in the collision with intercultural communication.
1) lexical and phraseological compatibility of words. Each word of each language has its own reserve of compatibility inherent only in this language. In other words, it is "friendly" and combined with some words and "not friendly" and, accordingly, not combined with others. Why one can only win a victory, and suffer a defeat, why one can play a role in Russian, have a meaning, and draw conclusions, compliments. Why English verb to pay, meaning "to pay" is supposed to be combined with such incompatible, from the point of view of the Russian language, words as attention attention. Why do Russian combinations of strong tea, heavy rain in English sound like "strong tea" (strong tea), "heavy rain" (heavy rain)
2) several meanings of a foreign word. Bilingual dictionaries confirm this phenomenon. Translation of words using a dictionary that gives the "equivalents" of their meanings in another language, provoking their students to use foreign words.
a ration book - cards,
to do the books - keep accounts,
our order books are full - we no longer accept orders,
to be in smb "s good / bad books - to be in good / bad standing,
I can read her like a book - I see right through her
we must stick to / go by the book - you must follow the rules,
I "ll take a leaf out of your book - I will follow your example,
Was not brought to book for that - for this he was brought to justice.
The same situation - when the translation of a single word does not match the translations of this word in phrases - can be illustrated by examples from Russian-English dictionary:
note - note,
business note - memorandum,
memorandum - report,
love note - love letter, billet-doux;
closed - closed,
private meeting - private meeting,
enclosed space - indoors
That is, the problem of intercultural communication in teaching foreign languages has existed for a long time, but linguists approached its close study quite recently, and this problem began to be considered from a new position of linguistic and regional studies, which makes it possible to increase the impact of intercultural communication on students for more practical mastering of a foreign language.
1.3 Individual approach to learning a foreign language
The term "individual approach" is understood as a system of didactic means of organizing the educational process in a foreign language, including changing the purpose, content, process and form and orienting a foreign language course to the acquired profession and possible areas of its real use in professional activities. An individual approach is considered by us as a complex pedagogical phenomenon that determines the effectiveness of teaching a foreign language and involves the active role of the subject of educational activity. The conditions for the successful implementation of an individual approach are differentiation, which is expressed in taking into account the initial language training, setting personally significant goals, developing sustainable and rational skills for independent work and the ability to carry out systems approach to the acquisition of knowledge.
When teaching a foreign language, the psychophysiological mechanisms of speaking in the native language are broken and new mechanisms of speaking in a foreign language are formed. It should be noted that the choice of foreign languages for study at school or any other educational institution is in no way connected with either the linguistic or even the psycholinguistic side of the problem. It is determined by purely utilitarian goals: popularity in the world, the availability of personnel, textbooks, etc.
2.1 The purpose of teaching foreign languages as a socio-pedagogical and methodological category
The purpose of learning is an important socio-pedagogical and methodological category. Therefore, the appeal to it is carried out taking into account all the factors that determine (determine) language education as a whole. The methodological component of the concept of "the goal of teaching foreign languages" forces us, when formulating it, to refer to the main provisions of linguodidactics and methods of teaching foreign languages.
The determinism of the goals of teaching foreign languages gives reason to believe that this category is a kind of intermediate link between social and methodological.
The goal is due to:
· the needs of society and the state, expressing their social order;
It itself determines the entire system of language education, determining its content, organization and results.
The basis of teaching foreign languages as a social phenomenon is the social activity of people, their relationships and interactions.
At present, the goal of teaching foreign languages should be understood as the formation of the personality of students who are able and willing to communicate at the intercultural level.
The complexity and multidimensionality of the strategic goal of teaching foreign languages dictate the need to consider it as a combination of three aspects:
Learning objectives reflect the social order of society and depend on the conditions of learning and the language needs of students. The choice of purpose depends on the profile of the educational institution in which a foreign language is taught.
Learning objectives are the leading component of a foreign language program and determine the choice of method, selection of content, means and teaching methods. They can be formulated by both the teacher and the students. An important role in the goal-setting performed by the teacher is played by the analysis of the specific language needs of students. Learning goals formulated without taking into account the data of such an analysis, as a rule, do not correspond to the goals that students set for themselves, which leads to a decrease in the motivation and effectiveness of the educational process as a whole.
It is impossible to study a foreign language as a means of communication without knowledge of the world of this language. The picture of the world surrounding native speakers is not just reflected in the language, it also forms the language and its native speaker, and determines the features of speech usage. Thus, the main goals of teaching foreign languages in universities at the present stage can be formulated as teaching a language as a means of communication between specialists, maximizing the development of students' communicative abilities, familiarizing themselves with the sociocultural picture of the world of the language being studied.
The goal of learning is a pre-planned result of the teaching activity of the teacher or the learning activity of students. The goals change and depend on the social order of society, the conditions of education, as well as on the language needs of students (student’s needs). Throughout the entire period of study, the learning objectives changed - reflecting the overall learning strategy. At different times, it was about teaching a foreign language - the ability to read, write, then - teaching various types of RD, the goal is the possession of all types of RD. Now they are talking about communication and cultural aspects, the formation of a secondary linguistic personality (which is impossible in high school). The learning conditions are real: the number of hours, the number of students, manuals, materials.
Goal groups:
General educational - are of a developmental nature and are aimed at developing the intellectual abilities of students
Educational
Practical - formulated differently(eg the formation of competence).
Goals are general, and tasks are particular: for example. learning to communicate is the goal, and the goal of the lesson is the formation of lexical speaking skills, the task is to teach coherent statements, etc.
Learning Content Components:
1) linguistic material (phonetic, lexical, grammatical, spelling), receptive / productive minimums are distinguished here
2) systemic knowledge about the language being studied, which has a communicative meaning (specific speech rules, background knowledge - about the language system, about the state structure, etc.
3) skills: lexical, grammatical, pronunciation, spelling, skills of operating with language material., skills of four types of RD
4) speech material: speech samples, formulas, clichés, communication situations, topics, sample texts for listening and various kinds readings, sample dialogues
5) exercise
6) organization
At the present stage, the goal of CFL in secondary school within the framework of basic course is the mastering by students of the basics of foreign language communication, in the process of which the upbringing, development and education of the individual is carried out. Hence the practical, educational, educational and developmental goals.
The practical goal implies mastering receptive and productive types of speech activity at the minimum sufficient level of communicative competence, in other words, the practical goal is to teach schoolchildren to communicate in a foreign language. The target dominant is reading as an indirect form of communication between people.
The educational goal is, firstly, that the student acquires the opportunity to use another language other than his native language, and secondly, in the development of the philological outlook of students: studying a foreign language, the student better understands the features of his native language, is more aware of the acquired linguistic concepts (synonymy , ambiguity, etc.) and gets acquainted with a number of new ones (article); students enrich their understanding of language as a social phenomenon and at the same time develop thinking, since they have to perform mental operations of analysis and synthesis when comparing 2 languages. Learning a foreign language affects development cognitive interests students, acquaint them with the life, culture of the country of the language being studied, with some historical events.
The educational goal involves the formation of an evaluative-emotional attitude to the world, a positive attitude towards the foreign language, to the culture of the countries of the language being studied, to understanding the importance of studying the foreign language and the need to use it as a means of communication.
development goal. During practical training FL students develop a semantic guess (language guess), the ability to transfer knowledge and skills to a new situation, develop language, intellectual and cognitive abilities (the sphere of feelings and emotions), readiness for further education.
The principles of teaching foreign languages, implemented in accordance with the concept of "Programs for teaching foreign languages to students of schools with in-depth study of foreign languages, lyceums and gymnasiums" reflect the patterns that underlie the achievement of the learning goals facing the school.
The main principles are the following:
1. Teaching foreign languages is a continuous process of functioning of an integral system based on the dynamics of a phased-concentric expansion of the volume of acquired knowledge, skills and abilities.
2. The process of teaching foreign languages is active, as close as possible to natural human activity. This principle is realized in a student-oriented approach to learning, activation of mental and moral-volitional efforts of the student.
3. The principle of student activity in learning is inextricably linked with the principle of complex motivation, which combines the cognitive needs, interests, hobbies, emotions, attitudes and ideals of each student, as well as the desire to know oneself and assert oneself, that is, everything that makes up the meaning of teaching.
4. The student masters a foreign language consciously, which involves the student's understanding of the language material in the unity of its form and function.
5. The process of teaching foreign languages has a personality-oriented orientation, which implies a democratic style of communication between a teacher and a student.
6. Teaching a foreign language has a communicative orientation, which involves the use of a foreign language as a means of communication, the achievement by students of a certain level of communicative competence.
7. Teaching a foreign language involves simultaneous and interconnected communicative and sociocultural development student.8. Teaching a foreign language involves interconnected teaching of all types of speech activity as ways of implementing speech communication, but subject to a differentiated approach to each of them.
The new situation in language education has revealed the need to use new modern pedagogical technologies. Considering the problem of pedagogical technologies, the Methodological Association of School Foreign Language Teachers proceeds from the fact that modern technologies should be aimed at: - intensifying the process of mastering the main course - a qualitative change in the level of foreign language proficiency - ensuring the effective development of the student's personality through the subject "foreign language" and his possibilities.
In this regard, the project-oriented method of teaching a foreign language makes the educational process expedient not only from the point of view of the teacher, but also students, makes them feel everything that happens to them at school differently. This technique allows solving the problem of socialization of the individual and education of a citizen.
At present, there is a sharp increase in interest in the problems of the ethnopsycholinguistic level, which consider the language as a reflection of sociocultural reality, which accordingly makes it necessary to study a holistic picture of the world that is present in the cultural tradition of both one's own and the people being studied.
The principle of variability proclaimed in Russian education enables secondary educational institutions choose any model of the pedagogical process, including author's. Under these conditions, a foreign language teacher is given a certain freedom of creativity, the freedom to choose innovative models and teaching technologies, without which the modern educational process is unthinkable.
Innovative phenomena that give rise to the specifics of the teacher's activity in modern conditions cause the transition from the knowledge paradigm of the pedagogical process to the individual, from "communicating" to interactive teaching methods.
All of the above, as well as the need to find ways to intensify the use of innovative teaching methods in teaching English at school, in the context of the constantly changing realities of modern society and its active development, determine the relevance of the work and determine the choice of its topic.
The problem of teaching foreign languages at school today, of course, requires a systematic analysis of speech-cogitative activity from psycholinguistic, linguistic, psychological positions.
Traditional methods of teaching a foreign language involve the assimilation of knowledge in artificial situations, as a result of which the future graduate does not see the connection of the subject being studied with his future professional activity.
The most effective means of developing the thinking of future graduates is simulation. Such an approach in teaching provides an imitation of the elements of professional activity, its typical and essential features. Its use in foreign language classes makes it possible to form communication skills and abilities; develops the habit of self-control, contributes to the real preparation of students for the upcoming activities and life in society as a whole; helps to make foreign language classes more lively, interesting, meaningful, enable students to express their own opinions more and more often, express feelings, thoughts, assessments, i.e. think in a foreign language.
As methods that provide an increase in the professional orientation of learning a foreign language, there can be: communication - a dialogue about professional information read in a foreign language, analysis of social and professional situations, performance by schoolchildren creative tasks with specialized content, game situations, role-playing games, quizzes.
The effect of using innovative technologies to increase the professional orientation of learning a foreign language at school, as practice shows, is most noticeable when they are used in the system of classes, ensuring the mastery of a whole range of skills, laying an effective basis for its effective profiling in life.
2.2 Methods of teaching foreign languages: object, subject, research methods
In works on the history of methods of teaching foreign languages, the following main groups of methods are distinguished:
translation (grammar-translation and lexical-translation);
direct and natural methods and their modifications;
· mixed methods;
· consciously-comparative and consciously-practical methods;
· activity-personality-communicative methods.
Until the end of the XIX century. the main object in teaching classical (dead) and then modern (living) foreign languages was the language system itself. "The purpose of teaching a language is the communication of knowledge about its general structure," W. Humboldt wrote in 1809. The language system was studied through the translation method. The purpose of the translation method was to teach students to read. Translation as the main way of explaining and mastering new material met the goal of teaching the vocabulary and grammar of a foreign language.
Thus, in the practice of teaching a foreign language, the language system was considered as a global object of learning, up to the first decades of the 20th century. A number of economic, political and social reasons determined the shift in emphasis from the language system as the main object of learning to speech action, speech behavior of a person in a foreign language. The need for effective teaching of a foreign language at a level suitable for communication has sharply raised the problem of adequate teaching methods.
The grammatical-translational method that had dominated for centuries was replaced by the so-called "direct" method, or the "governess method". The basic assumptions of this method are still the basis on which education is built in most Western schools and in FL courses.
Already at the end of the XIX century. in the works of M. Berlitz and F. Guen - representatives of the natural method, and then representatives of the direct method of teaching - straightness (G. Suita, G. Palmer, etc.), a completely different practical goal is set - to teach students to speak a foreign language. The main teaching method is now not translation, but following, imitation of an oral speech pattern, its imitation and memorization. Speech practice, speech actions in a foreign language (as the main object of learning) were most clearly expressed in the concept of the largest linguist, the founder of structuralism in linguistics L. Bloomfield: "There is no connection between knowledge of a language and command of it ... Language proficiency is not a question knowledge... Language proficiency is a matter of practice... In language, skill is everything and knowledge is nothing."
At the same time (beginning in the 1920s) psychology began to pay more and more attention to the conceptual and semantic aspects of phenomena. It is noted that understanding general principle performing an action and choosing the right motivation are much more important factors in the process of developing a skill than the frequency of repetition. Accordingly, in the methodology of teaching a foreign language, the emphasis shifts to the internal factors that determine learning; there are methods based on the active work of thinking, on the development of semantic conjecture. And though in the spotlight foreign psychology teaching foreign language continues to be the formation of speech actions, the requirement for their comprehension finds more and more supporters (according to the "English Teaching Forum", 1974).
The two described objects of foreign language teaching - the language system and speech actions in foreign language - served as the basis for J. Carroll to single out two main foreign theories of foreign language teaching. According to J. Carroll, “one of them can be called audiolingual habit theory, and the other cognitive code-learning theory. Audiolingual skill theory, which is more or less the “official” theory of the reform of teaching a foreign language in the USA, includes the following fundamental provisions:
Since speech is primary and writing is secondary, the acquisition of skills should occur primarily as learning discrimination reactions in listening and speech reactions;
Skills should be automated to the maximum extent so that they are carried out without the participation of consciousness;
Automation of skills occurs mainly through training, through repetition.
In contrast, according to the theory of conscious code acquisition, language acquisition is the process of acquiring conscious control over the phonological, grammatical, and lexical patterns of a second language primarily through the conscious study and analysis of these patterns. This theory considers the understanding of the structures of a foreign language by students more important than the ability to operate these structures, since it is believed that if the student is sufficiently familiar with the structures of the language, operational skills are developed automatically when using the language in meaningful situations.
Analyzing the situation that has developed in the modern practice of teaching foreign languages, J. Carroll calls for "a deep rethinking of the existing theories of teaching foreign languages in the light of modern achievements psychological and psycholinguistic theory". In a number of works by J. Carroll, P. Pimsler, W. Rivers and other authors, for more than ten years, the question has been raised of reorienting learning from a person's speech behavior to the very personality of the student, to the need to take into account his abilities, interests and motives for learning.
According to the well-known psychologist and linguist I.A. Zimnyaya, it was in Soviet psychology that all the basic prerequisites for the theoretical substantiation of a new approach to teaching foreign languages were created. So, in the works of Soviet psychologists (L.S. Vygotsky, P.P. Blonsky, S.L. Rubinshtein, A.N. Leontiev, L.V. Zankov, P.I. Zinchenko and others), a general theory of activity and the theory of mental and mnemonic activity, in particular. Much attention in Soviet psychology was paid to thinking, comprehension, understanding in human cognitive activity.
These psychological works and the linguistic teaching of L.V. Shcherba formed the basis of the consciously comparative and consciously practical methods of teaching a foreign language. Speech skills act as an object of learning in both directions. It is important to emphasize that it was in our country in the practice of teaching a foreign language that the task of teaching thinking in this language was first set. As noted by B.V. Belyaev, "the most important and basic psychological principle of this training should be considered, in our opinion, the principle of teaching thinking in a foreign language. Students should be taught not just a foreign language, but thinking in it."
Thus, all the theoretical prerequisites for the third shift of emphasis in CFL were created: from language as a system and speech as a process of using the system to speech activity in CFL.
Foreign language speech activity as an object of teaching a foreign language determined the emergence and development of a number of methods classified as activity-personal-communicative (in practice often combined under the name of communicative). The focus of communicative methods is the formation of communicative competence, much attention is paid to taking into account the personal characteristics of students, the communicative motivation of the educational process. The technology of the communicative method of teaching - learning based on communication - is implemented in such modern methodological developments as game, group, problem, project, modular teaching methods, training according to the Dalton plan, etc., as well as in the whole direction known as intensive teaching of a foreign language.
IN modern methodology there is no single point of view on the definition of the content of education. Some researchers define it only as a language material to be mastered, others also include in it the possession of the material, i.e. relevant skills and abilities. The second point of view seems to be more acceptable, since the main goal of teaching foreign language at school, unlike other humanitarian subjects, is not the assimilation of a certain amount of educational material, but the formation of skills and abilities for the practical use of foreign language for communicative purposes. That. language material should be considered only as one of the components of the content of teaching a foreign language, along with the skills and abilities that provide practical knowledge of the studied language material in various types of RD.
2.3 New information and telecommunication technologies in teaching foreign languages
Let's move on to the consideration of modern, innovative methods of teaching a foreign language, aimed at more effective development personality and adaptation (both social and professional) within today's rapidly changing society.
multilateral method.
The modern multilateral method originates from the so-called "Cleveland Plan" developed in 1920. Its main principles:
1. A foreign language cannot be memorized through rote memorization, because created individually by each. Thus, training exercises should be minimized in favor of spontaneous speech of trainees.
2. Language is culture, i.e. cultural knowledge is transmitted in the process of language learning through authentic language materials.
3. Each lesson should be built around a single focus, students in one lesson should learn one isolated unit of learning content.
4. Grammar, like the dictionary, is taught in measured portions in a strict logical sequence: each subsequent lesson should increase the already existing stock.
5. All four types of speech activity must be present simultaneously in the learning process.
The training material is presented in long dialogues followed by exercises in a question-answer form.
As a rule, the texts offered for studying this method give a good idea of the culture of the country of the language being studied. However, the role of the teacher limits the possibility of creative use of the studied material by students in situations of direct communication with each other.
Full physical reaction method.
This method based on two main premises. First, on the fact that foreign language perception skills oral speech must precede the development of all other skills, as occurs in young children.
Secondly, the language of the lesson is usually limited to concepts that describe the situation "here and now" and easily explainable examples in the language being studied. Learners should never be pushed into speaking until they themselves feel they are ready for it.
The method is not intended to teach reading and writing, and the language, to the extent that is acquired when teaching by this method, is not the natural language of everyday communication.
natural method.
The purpose of training is to achieve an average level of foreign language proficiency by students. The teacher never draws students' attention to speech errors, as it is believed that this can slow down the development of speech skills. The early productive period begins from the moment when the passive vocabulary of students reaches about 500 vocabulary units.
From the point of view of pedagogy, the main components of an innovative approach to learning are the activity approach. This approach is based on the idea that the functioning and development of the individual, as well as interpersonal relationships students are mediated by the goals, content and objectives of socially significant activities.
Active learning.
Based on the fact that the student is increasingly faced in real life with the need to solve problem situations. This method is aimed at organizing the development, self-organization, self-development of the individual. The basic principle is that the learner is the creator of his own knowledge. Active learning is, of course, a priority at the present stage of teaching a foreign language. After all, effective management of educational and cognitive activity is possible only when it is based on the active mental activity of students.
Teaching a foreign language at school using innovative technologies involves the introduction of a number of psychological approaches, such as: cognitive, positive, emotional, motivational, optimistic, technological. All these approaches are addressed to the personality of the student.
Teaching a foreign language using the Internet.
The introduction of information and communication technologies in the learning process began not so long ago.
However, the pace of its spread is incredibly rapid. The use of Internet technologies in foreign language classes is an effective factor for the development of students' motivation. In most cases, children like to work with a computer. Since classes are held in an informal setting, students are given freedom of action, and some of them can "shine" their knowledge in the field of ICT.
The prospects for the use of Internet technologies today are quite wide. It could be:
Correspondence with residents of English-speaking countries through Email;
· Participation in international Internet conferences, seminars and other network projects of this kind;
· Creation and placement of sites and presentations on the network - they can be created jointly by the teacher and the student. In addition, it is possible to exchange presentations between teachers from different countries.
As pedagogical experience shows, the work on creating Internet resources is interesting for students for its novelty, relevance, and creativity. The organization of cognitive activity of students in small groups makes it possible for each child to show their activity.
However, it should be noted that information Technology, Internet technologies are by no means a panacea for increasing the motivation and independence of students in the process of learning a foreign language in cognitive process. To achieve the maximum effect, it is necessary to use a wide range of innovative, including, of course, a variety of media educational technologies in the learning process.
Language portfolio as one of the promising means of teaching a foreign language at school.
The language portfolio in modern conditions is defined as a package of working materials that represent one or another experience / result of a student's learning activity in mastering a foreign language. Such a package / set of materials allows the student and the teacher, based on the result of the educational activity presented in the language portfolio, to analyze and evaluate the volume academic work and the range of achievements of the student in the field of language learning and foreign language culture.
For the first time, the idea of creating a self-assessment tool for foreign language proficiency appeared in Switzerland more than 10 years ago. At present, an Accreditation Committee has been established under the Council of Europe, where projects of language portfolios are sent, which are further evaluated and discussed, as well as accredited.
The goals and forms of work with a language portfolio can be different.
In its conceptual essence, the language portfolio is a flexible learning tool that can be adapted to almost any learning situation. One of the important advantages of the language portfolio, in comparison, in particular, with "one-time" texts, is the ability for the student to independently track their dynamics in the level of proficiency in the language being studied over a certain period of time. In a certain situation, the work of a student with a language portfolio can be correlated with the compilation of his own personal (individual) learning tool. This educational tool creates a situation of development and ensures real involvement in the course of the educational process.
The task of developing, improving, optimizing the methods of teaching a foreign language has always been one of the urgent problems Russian education. Conducted studies of pedagogical work in this area have shown that teaching foreign languages at school today is impossible without an innovative component. In the light of modern requirements for the goals of teaching a foreign language, the status of both the student and the teacher is changing, which are moving from the "teacher-student" scheme to the technology of student-centered learning in close cooperation.
In psychology and didactics, the idea of problem-based learning has become widespread since the late 1960s. Issues of problem-based learning are covered in the studies of such psychologists and didacts as A.V. Brushlinsky, V.A. Krutets-Kiy, T.V. Kudryavtsev, A.A. Leontiev, A.M. Matyushki, V. Okon, Yu.K. Arkhangelsky, Yu.K. Babansky, V.V. Kraevsky, I.Ya. Lerner, M.I. Makhmutov, M.N. Skatkin and others.
A wide range of issues is associated with the concept of "problem learning" in the psychological and pedagogical literature: 1) stages of development of problem learning; 2) definition of problem-based learning and basic concepts; 3) differences between problem and traditional types of learning; 4) the ratio of two types of education, their place and role in the system of modern education.
Before proceeding to a detailed consideration of the above problems, we will consider the terminological apparatus associated with the name of the problem and traditional types of education. Most authors believe that problem-based learning is a type of learning (I.Ya. Lerner, M.I. Makhmutov, M.N. Skatkin), there are scientists who believe that problem-based learning is a learning method (M.G. Garugyuv ), the learning system (T.V. Kudryavtsev), or the approach to learning (T.A. Ilyina). In the psychological and pedagogical literature, the concepts of "traditional learning", "explanatory and illustrative learning" (T.V. Kudryavtsev, M.I. Makhmutov), "information learning", "information-reporting learning" (V.A. Krutetsky, MN Skatkii, NF Talyzina), "information-reproductive education" (I.Ya. Lerner). This kind of variety of terms is due to the fact that each author singles out one of the aspects of traditional learning in principle of its organization, opposing it to problem learning.
When determining the essence of problem-based learning, its goals and principles of organization, most scientists adhere to a single point of view.
From the point of view of T.V. Kudryavtsev, problem-based learning is a learning system in which the student not only acquires knowledge by solving problem situations, but also masters ways to solve them.
M.I. Makhmutov emphasizes that problem-based learning is a type of learning based on the interaction of a teacher and a student, during which not only the acquisition of knowledge and skills by solving problems takes place, but, most importantly, the formation of students' creative abilities.
Thus, the essence of problem-based learning is the formation and development of students' creative abilities by activating their thinking on the basis of problem situations created by the teacher in the process of mastering new knowledge, skills and abilities by students.
The basic concepts of problem-based learning are such as "problem", "problem task", "problem situation". It is significant that there is still no consensus on the interpretation of these concepts, since the authors consider them both from didactic and psychological positions.
The most general meaning of the term "problem" is its understanding as a task" (A.V. Brushlinsky), "didactic problem" (T.V. Kudryavtsev), "educational problem" (I.Ya. Lerner). This indicates that that the authors rightly emphasize the objective existence of the problem (task, task), which allows using it for educational purposes.According to another point of view, the "problem" is considered as a subjective factor, as an internal problem experienced and realized by the subject. According to N.L. Eliava, the issue of accepting the task, of the emergence of a problem is important.
When defining the concept of "task", it is also possible to note some discrepancies. A number of authors understand the "task" as a "learning task" (A.M. Matyushkin, I.Ya. Lerner), as "a problem learning task ... a set of questions that create a problem situation" (T.V. Kudryavtsev), as a problem containing an "objective contradiction" (M.I. Makhmutov). In connection with the foregoing, we note that there is a fair opinion, and according to which the objectivity of the task is recognized. So, in this meaning, "task" coincides with the terms "task" and "learning problem". In psychology, at the same time, the term "task" is widely used in the sense of "a mental task", in which the thinking of the subject participates (V.A. Malakhova).
So, defining the concepts of "problem", "task", "task", some authors emphasize the objective, others - the subjective nature of these concepts. To some extent, to overcome such discrepancies and to determine the differences between the concepts of "problem" (task) and "task" helps the fair statement of M.I. Makhmutov, who believes that the task is perceived by the listener as a problem when he "sees" a certain connection between the data of the task and the requirement of new information contained in it, with his previous knowledge. In this case, the task as an objective phenomenon takes on a subjective character, it is reflected in the mind of a person and becomes a problem for him. The correlation of the concepts "task", "task", "problem" and "problem situation" is also essential, since the "task", reflected in the mind of a person, becomes a "problem" for him, which he must solve in a "problem situation".
Considering that problem-based learning exists within the framework of the general education system, where the non-problem type of learning still dominates, it is necessary to identify the features of non-problem and problem-based learning.
Some authors (M.I. Makhmutov, N.F. Talyzina, A.V. Brushlinsky) contrast these two types of learning in terms of the goals and principles of organization. According to N.F. Talyzina, traditional education is "reporting, information-reporting, dogmatic", since the object of awareness in the learning process is rules, means, and not problems, which are the object of awareness in problem-based learning. A.V. Brushlinsky also believes that if the goal of non-problem learning ("reporting" learning, in the terminology of the author) is only for students to acquire knowledge, then the goal of problem-based learning is to put the student in the position of a "discoverer", "researcher", encountering questions and problems that are feasible for him. At the same time, the process of informing learning, according to L.V. Brushlinsky, is organized in such a way that the teacher presents ready-made knowledge, and the student "passively" learns it, and then applies it in the process of solving the problem. While in the conditions of problem-based learning, students independently gain knowledge about the very process of solving practical and theoretical tasks, while the role of the teacher is to organize problem situations. Thus, A.V. Brushlinsky sees the main difference in the place that the process of solving problems occupies in educational activity.
It should be noted that both types of learning should be used in this area due to the specifics of a foreign language as an academic subject, where language is both the goal and the means of learning. Nevertheless, it should be noted that the above psychological and didactic provisions are not always taken into account in the practice of teaching a foreign language, where a non-problematic type of education sometimes dominates. It is possible to overcome such a negative experience only on the basis of understanding the goals and principles of organizing this or that type of training. So, for example, the use of problem-based learning makes it possible to activate thinking and memory to a greater extent and, on this basis, optimize the process of mastering foreign language speech. As for the organization of the educational process, if in the framework of non-problem learning the student is the object of pedagogical influence, then in the conditions of problem learning he becomes the subject of the educational process and accepts in it Active participation.
The rational combination of non-problem and problematic types of learning, in our opinion, is especially important to take into account, since much in a foreign language cannot be comprehended on the basis of problem situations (a foreign language is a product of a different geo- and socio-cultural space and is reflected in a different information field), which means that a share of non-problem learning is needed.
What will be the problematic teaching methodology, in particular, teaching foreign languages? The purpose of teaching in general and a foreign language as the subject of our research in particular is the development of the individual in the information and value space. Language is a means of knowing and interpreting the world. Speech is a way of exchanging information in the course of communication between people. Thinking and soul is the process of "deobjectification" and "objectification" of material and ideal values. An important point is that with the growth of the level of problematicness, the degree of knowledge deepens, and the horizon remains just as far away; This means that the essence of being is not in the comprehension of the ultimate truth, but in constant development, in movement towards this horizon.
The essence of the problem-value method of studying a foreign language is in the very dialectic of knowledge, in the movement from reproductive to productive. And the whole process according to Kovalevskaya can be represented using a three-stage model:
1. Presentation by the teacher and perception by the student of the cognizable object.
2. Assignment of a cognizable object by the student through the creation of problem situations by the teacher based on a system of problem tasks.
3. Creativity of the student and teacher in the creation of new objects of knowledge
The peak of popularity of the problematic approach in teaching a foreign language falls on the beginning of perestroika processes in the material public sphere in 1987-1990. The crisis of 1991-1993, as it were, suspended research in this area, which was resumed in 1994 by the very fact of holding the conference "Problems in teaching foreign languages at the university" in Perm. The return of the ideas of problem-based learning in 1997-1999 in the context of the concept of humanization of education testifies to a new round of qualitatively different restructuring processes in the spiritual sphere of the personality, formed in early childhood.
Analysis of dissertation research from 1972 to 1999 on the use of the provisions and concepts of problem-based learning in the methodology of teaching foreign languages made it possible to determine the main directions of these works. The problematic approach is applied at different levels of the educational system: in general education and special schools (O.M. Moiseeva, S.V. Yutkina), in a pedagogical university at the language faculty (I.V. Budikh, P.B. Gurvich). The works were devoted to the study of various foreign languages: English, German, French and Russian as a foreign language. A small number of works are devoted to the use of a problem-based approach for teaching language aspects: phonetics, vocabulary, grammar (D.V. Draganova, G.I. Gontar). Most of the works are aimed at teaching the types of speech activity: interconnected teaching of speaking, reading, writing, listening (I.A. Zimnyaya, I.V. Budikh, A.E. Melnik).
The authors see the educational value of problem situations in different ways and use them to activate speech-cogitative activity and develop the intellect of students (I.A. Zimnyaya, S.V. Yutkina), increase the motivation for learning and foreign language communication (L.L. Masharina, I.P. Gerasimov), improving the quality of education, adequate knowledge of a foreign language (I.A. Zimnyaya, G.A. Ovsyannikova), management of the learning process and self-learning (A.L. Ruzhinsky, I.L. Andreeva). It is significant that many authors consider the educational value of problem situations not in the system, but in isolation, highlighting the stimulating, teaching or organizing functions, leaving the educating and controlling function unattended. feedback.
The study of the above works made it possible to identify both their advantages, determined by a fairly careful analysis of a single object or direction of research (the stage of education, the language aspect, the type of speech activity, a particular language), and the main drawback associated with the consideration of individual elements of the dynamic system of the problematic approach as a whole. When considering each problem in a certain period, it becomes necessary to isolate areas of research for a more careful study of them, but with the accumulation of scientific experience, a qualitative leap occurs, integrating elements into a system, individual areas into a scientific approach. Thus, the need to formalize a problematic approach to teaching foreign languages is due, on the one hand, to the spiritual need of society, and on the other hand, the possibility of education.
Most scientists carefully examine the main provisions and concepts of problem-based learning, but do not consider problem-based learning in relation to non-problem or informational type of learning, and problem situations in teaching a foreign language in comparison with non-problem situations, which does not allow them to reveal the true educational value of problem-based learning, since "everything is relative".
Many authors analyze the interpretation of the concepts and provisions of problem-based learning for the methodology of teaching foreign languages, but in the experiment they use non-problem tasks, considering them problematic. This is due to the fact that a holistic dynamic system of conditions and methods for creating problem situations and problem tasks has not yet been developed, correlated with various linguistic aspects (phonetics, vocabulary, grammar) and types of speech activity (speaking, listening, reading, writing), and also taking into account the levels of problematicity in learning, determined by the degree of complexity of the problem, the level of activity of the student in solving it, their intellectual capabilities.
The vast majority of scientists consider the problem situation at the first level of problematicity (according to the degree of student activity in solving the problem), when the teacher creates a problem situation, and the student solves the problem. Unfortunately, they ignore the second level of problematicity, at which the teacher partially together with the student creates a problem situation and the student solves the problem, and the third level, where the student independently creates a problem situation and participates in solving the problem himself or together with the group. It is the level approach to a problem situation that can ensure the transition from a closed social system to an open one, from a static development of an educational system to a dynamic one, from planar structures of educational situations to spatio-temporal structures, from developing models of problem situations to self-developing "chains" of problem situations, from learning , upbringing and development to self-education, self-education and self-development of subjects of educational and public space.
Scientists carefully examine the conditions for assigning a problem situation, correlated with the cognitive and communicative needs and abilities of students, but do not consider the conditions for accepting and not accepting a problem situation by teachers organizing the learning process. In this context, the question may arise about the levels of problematic learning for a teacher, which will be determined by the degree of novelty of the problem itself, the level of his activity and readiness to work with problem situations, predisposition or ability to work in a problem mode. So, for example, by analogy with the levels of student activity in solving a problem, 3 similar levels can be distinguished for a teacher: at the first level, the teacher works with problem situations taken from the textbook; at the second level, he partially creates problem situations himself during preparation for the lesson and at lesson, at the third level he becomes the author of his own script and the director of his performance (lesson), and then the creator of the theater ( scientific direction). By this we tried to show the versatility of the level idea of problematicity, which can develop in different spaces and time regimes.
A number of authors develop sound series and systems of exercises based on the principles of problem-based learning, but unfortunately, they use the traditional typology of exercises, "connecting the unconnectable" and "violating the commandment" according to which, in a problem situation, the student simultaneously acquires knowledge, masters the skills of their practical application and masters a mechanism for self-statement of the problem for the development of new knowledge and skills, vision of new problems. In this regard, it is necessary to revise the traditional typology of exercises, based on the creation of problematic and non-problematic situations and, accordingly, problematic and non-problematic tasks, "chains" of tasks that energetically unwind the spiral of the educational process.
Most researchers carefully analyze and use the terminological apparatus of problem-based learning, however, there are authors who simultaneously use traditional terminology with passive meanings, for example, "teacher", "discipline".
The study of the current state of the problematic approach in teaching a foreign language made it possible to find out seven main reasons for the insufficiently widespread use of this theoretically based approach in teaching practice.
The first reason is socio-economic and political. The spread of the information method of education in our country until the 1990s was justified precisely to the extent that it corresponded to the needs and capabilities of a relatively closed and stable society. Perhaps that is why problem-based learning, so deeply developed in theory, has not been properly applied in the practice of teaching foreign languages.
The second reason is methodological. Elements of problem-based learning were introduced at the level of one academic subject into the information method system "directly", often without taking into account the "incompatibility" of some principles of both teaching methods. Thus, a strong traditional system "absorbed" a foreign element, an organism.
The third reason is didactic. At the level of different subjects, for example, the history course at school, based on the problem method, came into conflict with other courses built according to the rules of information education, since the question of the place and role or educational value of problem situations in the general system of education has not been resolved.
The fourth reason is psychological. The complexity of creating a problem situation in teaching a foreign language lies in the fact that the “unknown” in it must be correlated with the cognitive and communicative needs and capabilities of the student who is able to appropriate it, as well as the teacher who is ready to accept it.
The fifth reason is of a psychological and didactic nature. In most studies, the attention of the authors is focused on the problem situation and the ability of students to resolve this situation, while the teacher's skills in working with problem situations are fundamental, since it is the teacher who "includes" the student in the problem situation at the first stage.
The sixth reason is sociolinguistic in nature. The complexity of creating a problem situation in teaching a foreign language is associated with the specifics of a foreign language as an academic subject in the context of a personal-activity approach that considers language both as a goal and as a means of learning. When teaching a foreign language, the student must master not only language knowledge and speech skills, but also accept new system thinking and socio-cultural worldview.
Seventh reason methodical nature. In most works, the levels of problematicity are associated with the degree of activity of the student in solving the problem, and only at the first stage, when the teacher poses a problem, and the student solves it. However, no less important is the second stage, when the teacher together with the student poses a problem, and the student solves it, as well as the third stage, at which the student independently poses the problem and solves it. It is essential that the levels of problematicity depend not only on the level of complexity of the problem itself, the level of activity of the student in solving it, but also on his intellectual, creative abilities. The level approach allows us to see the problem situation not as a point on a limited plane, but as a dynamic model in an infinite space. The study of research on the application of the problematic approach in teaching a foreign language and the analysis of the reasons for the insufficient use of this approach in teaching practice allows us to outline promising directions in the development of the concept of a problematic approach in teaching a foreign language:
1. Determine the purpose of the problematic approach in the methodology of teaching foreign languages, its place and role in the system of information education, depending on the capabilities of the educational material, the time of study, age and individual foreign language needs and the capabilities of the group of students and each student individually.
2. Reveal the educational value of problem situations based on the study of such functions as stimulating, controlling, educating.
3. Experimentally test the model of teaching a foreign language in the aggregate of all types of speech activity, built on the principle of a reasonable combination of non-problem and problem situations, as well as "chains" of problem situations of different levels of problematicity.
The specifics of the creation and peculiarities of the assignment of problem situations in the process of teaching a foreign language are related to the following range of issues:
1. features of creating problem situations based on problem-communicative tasks;
2. cognitive and communicative needs and the ability of students to "appropriate" problem situations;
3. professional needs and capabilities of teachers in managing the process of resolving problem situations; 4. Formation and development of the skills of students and teachers to work with problem situations.
To create a learning situation, it is necessary to know the components included in its semantic content. The components of the semantic content of the situation include the following: purpose, participants, place and time of communication.
When creating a non-problem situation, all components of the semantic content should be indicated: participants, place, time, purpose of communication, not complicated by an obstacle. An example of a non-problematic situation: "You want to buy your friend a gift - a book that he asked you for. You buy it in a bookstore. (Conversation with the seller)." In this case, all components of the semantic content are indicated: the participants in the communication - the buyer and the seller, the purpose of communication - the purchase of a famous book, the place and time of communication - book Shop, work time.
Problem situations can be created based on the inclusion of a problem on the way to achieving the goal and varying the number of unknown components, which determines the degree of problematicness. For example, "You want to buy a gift for your friend, but don't know what to buy...". In this case, only the purpose of communication, complicated by an obstacle, is known - the purchase of a gift, while the rest of the components of the semantic content of the situation, such as place, time, participants in communication, are unknown. Accordingly, the student himself chooses the place and time, as well as the participants in the communication. The question arises which components can be known and which are unknown (optional). Based on the definition of a problem situation that arises when there is a problem, an obstacle to achieving the goal, a goal complicated by an obstacle should become a known component of the problem situation. Such components as: place, time, participants in communication can be optional, unknown, while the number of unknown components determines the degree of complexity of the situation, as well as the variability of solutions. In addition, it is necessary to determine the maximum value of the unknown components, at which the problem situation, as too complex, cannot be assigned by students, as well as the minimum value, at which the problem situation, as too easy, ceases to be a problem, moving into the category of non-problem situations.
Consider concrete examples two types of situations and how to create them. First of all, we will show how a non-problem situation can be transferred to the category of problem situations. An example of a non-problem situation: "You need to inform your brother about your arrival, who lives in another city. You call him at work. From a conversation with him, you understand that he will be glad to see you" In this non-problem situation, all components are indicated: the purpose of communication, uncomplicated by an obstacle, place, time. Participants in the conversation.
In order to make this situation problematic, it is enough to include in its semantic content a problem, an obstacle to achieving the goal. An example of a problem situation: "You need to inform your brother about your arrival. Who lives in another city. You call him at work, but his colleague says that he is on a business trip" In this case, although all optional components are known, the situation is problematic, because there was a problem on the way to achieve the goal.
Let us complicate the problematic situation by "withdrawing" optional components from its semantic content. Example: "You need to inform your brother who lives in another city about your arrival. You call him at work, but they tell you that he is on a business trip." Now, in a problem situation, the time and place are known, while the participants are unknown.
By eliminating components and thereby complicating the problem situation, the number of solutions can be increased. Example: "You need to inform your brother who lives in another city, but in this moment he is on a business trip. How to contact him?" Similar problem situations, where all optional components are unknown, may be too difficult to solve. It is essential that when formulating a problem situation, it is necessary to indicate the purpose of communication, it is desirable to indicate the place of communication, the time of communication should not be strictly limited, participants in communication may not be indicated, which increases the number of possible solutions.This approach allows you to build problem situations of various levels of complexity with a focus on the cognitive and communicative needs and opportunities for foreign language activities of students.
Based on the position of T.V. Kudryavtsev that when creating problem situations, the solution of the main problem should proceed against the background of solving a chain of subordinate problems arising from one another, we consider it expedient when teaching a foreign language to use "step" problem situations in which the goal is complicated not one, but a series of successively proposed obstacles.
Here is an example of a step-by-step problem situation: "You must inform your brother who lives in another city about your arrival, but 1. Your phone is intermittent ... 2. You call, but find out that his address has changed ... 3. You call at work , but they tell you that he is on a business trip .. 4. Finally, you manage to contact your brother, but it is very hard to hear, there is little time left, and you did not say the main thing ...
On the basis of stepwise problem situations, the teacher supports communication, offering more and more new problems to solve in accordance with the course of thought of the speakers, gradually involving the whole group in the process of solving the problem.
In order to ensure optimal conditions for the assignment of problem situations by students (according to I.A. Zimnyaya), these situations must meet certain requirements that are correlated with the cognitive and communicative needs and capabilities of a particular contingent of students. Within the framework of teaching a foreign language, the cognitive and communicative needs of students can be understood as an interest in resolving problem situations in their native and foreign languages, and under cognitive and communicative capabilities - the ability and ability to resolve such situations in their native and foreign languages. Since problem situations are presented in the form of a system of problem tasks, we will consider these tasks. Cognitive-linguistic tasks should be based on interesting forms of presentation (visualization, charades, crossword puzzles, riddles), cognitive-communicative tasks can be created on the basis of modeling life situations that would be interesting and feasible for schoolchildren, spiritual-cognitive tasks should be based on solving problems of the inner world of children. Accordingly, problem situations and problem tasks must meet the requirements that are correlated with the cognitive and communicative needs and abilities of students.
As already noted, the most developed in the methodology of teaching foreign languages is the communicative-cognitive level of solving problem situations, this determined the area of study of the conditions for the transition of an objective problem situation into a subjective problem situation. In order for the learning situation to meet the needs of students to resolve it in their native and foreign languages, it must meet the following general requirements for the two types of situations. Based on the provisions of M.I. Makhmutov, we believe that problem situations for teaching foreign language speech must meet the following requirements:
2. include an obstacle to achieving the goal, as well as unknown components in the structure of semantic content in accordance with the needs and abilities of schoolchildren;
Let's move on to considering the ability of students to allow students to resolve learning situations in their native and foreign languages. In order for the cognitive and communicative needs of students not to come into conflict with their capabilities, the learning situation should model such a natural situation that the student could implement in Everyday life especially in their native language. Thus, learning situations must meet the following requirements: correspond to life experience and background knowledge in the use of such situations, which can be identified in the course of conversations and special questions. In addition, problem situations should correspond to the ability of students to solve problems, such abilities, according to psychologists, are determined by the structure of intelligence.
Identification of abilities to resolve problem situations in a foreign language allows you to differentially select problem situations of various levels of complexity, determined by the number of unknown components in its semantic content, with a focus on such abilities.
Complications at the time of appropriation of learning situations in a foreign language class can be associated primarily with the lack of opportunities for students to solve these situations in a foreign language, especially in English. initial stage learning. Here, the main requirement will be the compliance of the level of complexity of these situations with the level of language training and foreign language abilities of this contingent.
Linguistic foreign language abilities include - the use of a more complex structure of the statement (the number of separate turns, the use of phrases of greater length, complex and complex sentences); for speech - a more formalized mechanism for selecting words (fewer repetitions of a lexical and syntactic nature, pauses of hesitation); semantic - a wider coverage of the subject of discussion (the number of denotations and their subject features, the depth of understanding of the speech message).
The linguistic difficulties in the design of a foreign language statement in educational situations include: 1. deficiency grammatical structures; 2. lack of words within the topic, subtopic; 3. inability to use language means adequately to the situation of communication; 4.deficiency of contact-establishing formulas; 5. lack of formulas for the logical and semantic organization of the statement. It is necessary to find out which of the listed difficulties complicate the resolution of these situations in a foreign language to a greater extent, which can subsequently overcome them.
Based on the foregoing, we can conclude that the conditions for assigning learning situations by students are largely determined by the correspondence of these situations to the needs and abilities of students to resolve these situations in their native and foreign languages.
According to the classification of A.S. Karpov, one can distinguish the ability of teachers to manage the process of resolving problematic and non-problematic situations:
1. Skills related to the preparation of the situation: 1) determine the cognitive and communicative needs and the ability of students to resolve situations; 2) Design situations with these needs and opportunities in mind.
2. Skills that ensure the process of appropriation of situations by students: 1). Choose situations from the list of available ones that correspond to the foreign language needs and abilities of each student; 2) correctly offer situations to another student, if the first "does not accept" this situation.
3. Skills aimed at managing the process of resolving situations: 1) follow the course of thought of the speakers and flexibly change the course of the conversation if it comes to a standstill; 2) exercise strict control and flexible correction of students' speech, monitor the process of students' self-control.
4. Skills aimed at analyzing one's own actions in the educational process or the ability of self-control and self-regulation: 1) to make, if necessary, changes to the developed situations and the methodology for working with them; 2) transfer the results of their experience of working with situations to colleagues, as well as learn from their experience.
Using the provision on the rational correlation of non-problem and problematic types of learning in teaching a foreign language, it should be added that the proportion of non-problem and problematic in learning depends both on the capabilities of the educational material, the time of training, and on the age and individual foreign language needs and capabilities of a particular group of students and each student individually.
If we talk about problem situations, then we can expect that the process of assigning problem situations by students to a greater extent depends on how much a foreign language teacher understands, accepts a problem approach, and also possesses the necessary "problem" skills.
2.4 Changing the structure and content of the educational standard in the field of a foreign language based on a competency-based approach
Taking into account the above parameters, it seems to us that the most fruitful process of teaching a foreign language will be in the case of a competency-based approach. Next, we will justify the reasons and principles of its application.
The competence-based approach in determining the goals and content of general education is not completely new, and even more so alien to Russian school. Orientation towards the assimilation of skills, methods of activity, and, moreover, generalized methods of activity, was the leading one in the works of such domestic teachers as V.V. Davydova, I.Ya. Lerner, V.V. Kraevsky, M.N. Skatkin and their followers. In this vein, both separate educational technologies and educational materials were developed. However, this orientation was not decisive, it was practically not used in the construction of standard curricula, standards and evaluation procedures. Therefore, today, in order to implement the competency-based approach, it is necessary to rely on international experience, taking into account the necessary adaptation to the traditions and needs of Russia.
The competence-based approach was first developed in England. As T.M. Kovalev, it was an approach that was generated and comprehended not within education, but was a response to a specific order of the professional sphere. In other words, this approach focuses on such a system for ensuring the quality of training of schoolchildren that would meet the needs of the modern world labor market. Thus, the competency-based approach in education is an attempt to bring into line, on the one hand, the need of the individual to integrate himself into the activities of society and, on the other hand, the need of society to use the potential of each individual to ensure their economic, cultural and political self-development.
The competence-based approach is one of the approaches that is opposed to the "knowledge-based" one in the understanding of the student's accumulation and the teacher's translation of ready-made knowledge, i.e. information, information. The introduction of a competency-based approach, according to A.V. Khutorsky, into the normative and practical component of education allows solving a problem typical of the Russian school, when students can master a set of theoretical knowledge well, but experience significant difficulties in activities that require the use of this knowledge to solve specific problems or problematic situations.
The competence-based approach in education first of all requires the definition of the "key competence" of a school graduate. The concept of key competence acts as a key one. This concept is based on the ideology of forming the content of school education "from the result." The named concept includes the results of learning, expressing the "increment" of knowledge, skills, experience of personal self-development, experience of creative activity, experience of emotional-value relations. The key competencies of a school graduate are distinguished by their integrative nature, since their sources are various spheres of culture and activity (domestic, educational, civil, spiritual, social, informational, legal, ethical, environmental, etc.)
Based on the foregoing, we can formulate the definition of the concept under consideration as follows. The key competence of a school graduate is a complex personal education, which includes axiological, motivational, reflective, cognitive, operational-technological, ethical, social and behavioral components of the content of school education.
With regard to a foreign language, the materials of the Council of Europe consider two types of competences in the field of a foreign language: general competences and communicative language competence. General competencies include:
The ability to learn (ability to learn),
existential competence,
Declarative knowledge (declarative knowledge),
Skills and know-how
Communicative language competence includes:
Linguistic component (lexical, phonological, syntactical knowledge and skills),
Sociolinguistic component (sociolinguistic component),
Pragmatic component (knowledge, existencial competence and skills and know-how relating to the linguistic system and its sociolinguistic variation).
As a result of many years of work under the auspices of the Council of Europe, linguo-didactic descriptions of living European languages made in line with communication-oriented teaching of foreign languages. The introduction of a communicative-oriented approach into the practice of teaching foreign languages was undertaken with the aim of preserving and multiplying the rich linguistic and cultural heritage of different peoples, for an intensive exchange of technical and scientific information, achievements in the field of culture, ideas, labor force to increase people's mobility. The key principle of this approach was the focus on language acquisition as a means of communication in real life situations relevant to students.
The main principles in accordance with which the specifications for the English language have been developed are a level approach to the presentation of linguo-didactic units and a communicative-oriented approach to the selection of learning content. In the field of English, materials have been developed for levels A2 (in the original Waystage terminology), B1 (Threshold) and B2 (Vantage). (J.A. van Ek, J.L.M. Trim. Threshold 1990/ Cambridge University Press, 1998; J. A. van Ek, J. L. M. Trim. Vantage/ Cambridge University Press, 2001; J. A. van Ek, J. L. M. Trim. Waystage 1990/ Cambridge University Press, 1991 and others. )
The following components of communicative competence are distinguished:
Grammar or formal (grammatical competence) or linguistic (linguistic) competence - systematic knowledge of grammatical rules, vocabulary units and phonology, which transform lexical units into a meaningful statement;
Sociolinguistic competence (sociolonguistic competence) - the ability to choose and use adequate language forms and means, depending on the purpose and situation of communication, on the social roles of the participants in communication, that is, on who is the communication partner;
Discourse competence - the ability to construct coherent, coherent and logical statements of different functional styles in oral and writing on the basis of understanding various types of texts when reading and listening; involves the choice of linguistic means depending on the type of utterance;
Sociocultural competence (sociocultural competence) - knowledge of the cultural characteristics of a native speaker, their habits, traditions, norms of behavior and etiquette and the ability to understand and adequately use them in the process of communication, while remaining a carrier of a different culture; the formation of socio-cultural competence involves the integration of the individual in the system of world and national cultures.
This concept has become a leader in the field of teaching foreign languages and has served as a platform for creating curricula, teaching aids and teaching methods. Revolutionary for the problems of teaching foreign languages in this concept was that the apparatus of text formation at the sentence level, namely grammar and vocabulary, was no longer considered as the goal of learning in itself, but was a means to fulfill communicative goals.
Communicative competence, in accordance with the concept proposed by its author van Eck, includes the following components:
linguistic competence,
sociolinguistic competence,
discursive competence,
Sociocultural competence,
social competence,
strategic competence,
social competence.
Linguistic competence is understood as the ability to construct grammatically correct forms and syntactic constructions, as well as to understand semantic segments in speech, organized in accordance with the existing norms of the English language, and to use them in the sense in which they are used by native speakers in an isolated position. Linguistic competence is the main component of communicative competence. Without knowledge of words and the rules for the formation of grammatical forms, structuring meaningful phrases, no verbal communication is possible.
Sociolinguistic competence consists in the ability to choose the desired linguistic form, method of expression, depending on the conditions of the communicative act: the situation, the communicative goal and intention of the speaker, the social and functional role of the communicants, the relationship between them, etc.
Discursive or speech competence is understood as the ability to use a certain strategy for constructing and interpreting a text. As part of discursive competence, the specification of written and oral types of texts and tactics of speech behavior is considered. At the same time, the types of texts that the student is able to produce and those that he must interpret are distinguished.
Sociocultural competence implies familiarity with the national and cultural specifics of the speech behavior of native speakers, with those elements of the sociocultural context that are relevant for the generation and perception of speech from the point of view of native speakers: customs, rules, norms, social conventions, rituals, regional knowledge, etc. .
Social competence is manifested in the desire and ability to enter into communicative contact with other people. The desire to make contact is determined by the presence of needs, motives, a certain attitude towards future communication partners, as well as their own self-esteem. The ability to enter into communicative contact requires a person to be able to navigate the social situation and manage it.
Strategic competence makes it possible to compensate for the lack of knowledge of the language, as well as speech and social experience of communication in a foreign language environment, by special means.
The Objectives of English Language Teaching (The Objective), according to which the van Eck and Trim specifications were developed, are designed for adult learners who come to the country of the language being studied, or who use English to communicate in their country, both with native speakers and as a language - an intermediary when communicating with representatives of other nationalities. The content of the specifications of different levels to varying degrees satisfies the communicative needs when communicating in situations of social, everyday and socio-cultural everyday communication.
The proposed program has the following format. The first section of the program presents the content of teaching and educating students within each component of educational competence, as well as technologies for their development. In the second section, the content is presented in the format of codifiers. The codifiers represent the didactic elements of each competence within the components of educational competence, as well as the recommended level for their introduction into teaching. In the form of codifiers, learning technologies and task forms are also presented to facilitate the organization of the teacher's work and the choice teaching materials. If necessary, we recommend that teachers use the "English-Russian terminological reference book on the methods of teaching foreign languages".
Key competencies are basic, universal. Their characteristic features are expressed in the following: they are multifunctional, over-subject and interdisciplinary, require significant intellectual development, multidimensional (include analytical, communicative, prognostic and other processes).
In the structure of the key competencies of school graduates, we single out, according to the "Strategy for Modernizing the Content of Education", the following:
Competence in the field of independent cognitive activity, based on the assimilation of ways to acquire knowledge from various sources of information, including extracurricular ones;
Competence in the field of civil and social activities (performing the roles of a citizen, voter, consumer, etc.);
Competence in the field of social and labor activity (including the ability to analyze the situation on the labor market, the ability to assess one's own professional capabilities, navigate the norms and ethics of labor relations, self-organization skills);
Competence in the domestic sphere (including aspects of one's own health, family life, etc.);
Competence in cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual).
The question remains how training and education within the framework of individual items provides the content side of education as a whole. One cannot but agree that an important outcome of schooling is the development of independent cognitive activity of students, which will ensure the possibility of continuing education for life. However, the assimilation of methods for acquiring knowledge from various sources of information is only one of the general educational skills acquired by a student at a school desk, and each subject studied contributes to the development of these skills. At the same time, each subject has its own specifics in the study and requires special approaches and technologies. Comprehension of different points of view in this aspect leads to the identification of another competence that allows the most effective and adequate implementation of educational activities and providing the process of development and self-development of the student, namely educational competence.
The development of these key competencies among schoolchildren is one of the most important positive outcomes of school education. Evaluation or measurement of the process and the final result of school education is one of the ways to judge the competencies of school graduates.
Thus, the structure of educational competence can be represented in the unity of its four components: existential, object, social and evaluative. The content of educational competence in all its components underlies the understanding of the essence of key competencies. The development of these components of educational competence ensures the development of the key competencies of the student.
Assessment of the quality of educational competence requires determining the quality of each of its components according to the following indicators:
1. Criteria for assessing the quality of the components of educational competence
2. Indicators for assessing the quality of educational competence
3. Levels of manifestation of indicators for assessing the quality of the components of educational competence
The quality of the existential component of educational competence is determined by a personal-semantic criterion. Its indicator is the personal meaning, or value-motivational attitude of the student to the goal, content and process of education, the levels of manifestation of which can be conditionally divided into Value level (3), Imperative level (2), Utilitarian-pragmatic level (1)
The quality of the object component of educational competence is determined by the cognitive-operational criterion (knowledge and skills). The indicators for evaluating the quality of an object component are the completeness of knowledge and the effectiveness of knowledge. The levels of manifestation of indicators for assessing the object component are as follows. By level of knowledge:
1. Knowledge is complete (3)
2. Partial knowledge (2)
3. Knowledge is not formed (1)
By skill level:
1. Skills formed (3)
2. Skills are partially formed (2)
3. Skills are not formed (1)
The quality of the social component of educational competence is determined by a communicative criterion. An indicator for assessing the quality of the social component of OK is the readiness for social interaction. Indicators for assessing the quality of the components of educational competence can be manifested at three levels:
1. Readiness formed (3)
2. Readiness is formed partially (2)
3. Readiness is practically not formed (1)
The quality of the evaluation component of educational competence is determined by a reflective criterion. An indicator of the quality assessment of the social component of OK is the critical thinking. This indicator can be manifested at three levels:
1. Critical thinking is formed (3)
2. Critical thinking is partially formed (2)
3. Critical thinking is not formed (1)
The quality of the development of educational competence has a complex hierarchical structure and is manifested in the unity of its two sides: the quality of the process of developing educational competence and the quality of the result (educational competence). The unity and interrelation of the procedural and resulting components of the quality of the development of educational competence of students is characterized, first of all, by the fact that the high quality of the process naturally leads to a high quality of the result, and a change in the requirements for the quality of the result, in turn, necessitates adequate changes in the requirements for the quality of the process. .
For management purposes, the following components can be distinguished in the structure of the quality of development of educational competence of students:
Quality of organizational support;
The quality of teaching;
The quality of the content of education;
The quality of technologies for the development of educational competence of students;
The quality of the result is the quality of educational competence.
The first four of them reflect the procedural, and the last - the resulting aspect of quality management for the development of educational competence of schoolchildren. The first of these are the conditions and means of ensuring High Quality results of the development of educational competence. As a result educational process the quality of development of educational competence of students is considered.
The didactic model of the quality of the content of education can be represented in the form of indicators for the selection and structuring of the content of education. We include the following indicators.
The content completeness indicator reflects the degree of compliance of the content training sessions the content of standards and curricula, as well as the content of educational and cognitive activity of students.
An indicator of the affordability of the content of education. This indicator actually determines the feasibility of content for schoolchildren. It allows you to make a conclusion about the degree of overload (underload) of students.
The indicator of content complexity determines the ratio of the degree of abstraction of the content of education and the experience of trainees. The more significant the difference in them, the more difficult the training material is for the trainees.
Such a representation of the quality of the development of the educational competence of students in combination with the use of various qualimetric methods and procedures can serve as an integral criterion for the effectiveness of the process of developing the educational competence of students and the basis for developing a technology for managing its quality.
Conclusion
Education is considered not only as a kind of cognitive, culture-forming and socializing activity of an individual at a certain stage of his life, but as a continuous process based on communication. This follows from the idea that dominates both in the social sciences and in the political world about the modern social community, characterized by various terms: "post-industrial society", "postmodern society", "information society", etc. The issues of language policy are becoming more and more relevant for Russia in conditions of its economic reorientation and in connection with its declared and real entry into the world space with all the ensuing consequences for politics, education and culture.
If we turn to the texts of modern official documents on national educational policy, we can see that the following are proclaimed as key imperatives and goals: integration of the Russian education system into the pan-European educational space and taking a competitive position in this system; entry into a global/regional expert community that shares a common ideology and culture, ensures the development of a common metalanguage, a common understanding of the content of education and its results. To this end, the importance of supporting various social partnerships and cooperation within the framework of bilateral and multilateral models between educational institutions in Russia and abroad, between higher and secondary vocational education and other institutions of society, especially enterprises and business, between Russian and foreign social institutions is emphasized.
A serious problem of domestic linguistic education is the growing need for new generation specialists who are able to successfully adapt and creatively approach the constantly changing requirements and conditions of the educational environment. Until recently (and in many educational systems - to the present) languages were studied in order to be able to read and understand the literature of another culture, that is, for the perception of written information, and not for the purpose of communicating with other people on a wide range of issues. Language was both the subject and the content of the lessons. Accordingly, the training of teachers was mainly of a literary-historical and special-scientific nature. In the new communicative space that the world is becoming more and more of, the traditional content of linguistic programs and teaching methods requires a radical revision.
The opening educational and professional prospects of activity in the international context are increasingly serving as a source of external motivation in the study of foreign languages, introducing "healthy pragmatism" into the formation of learning objectives, encouraging entry into the global educational space, which also means integration into the international system of language education, which involves the use of on a European scale of uniform educational standards, the development of comparable assessment criteria educational levels and training programs.
The domestic experience in the formation of a system of language education indicates that it is increasingly acquiring the features of "lifelong education": various institutional and informal structures that provide teaching foreign languages from an early age and covering a variety of age categories are becoming more and more in demand. This suggests that there is an urgent need for more flexible than the traditional university and school systems, educational technologies and organizational forms of teaching and learning foreign languages that can satisfy ever-increasing educational needs, taking into account individual motivations, needs and opportunities.
Foreign languages in Russia, and their teaching is in great demand today, as there is an urgent need to use such knowledge in everyday life. This, of course, has an impact on teaching methods. Previously used methods have now lost their practical significance and require a radical update and modernization. The increasing demand for the teaching of foreign languages, in turn, dictates its own conditions. Now, no one is interested in grammatical rules, and even more so, in the history and theory of language itself. Modern living conditions require from the study of a foreign language, first of all, functionality. Now they want not to know the language, but to use it as a means of real communication with speakers of other cultures.
In this regard, it was necessary to radically change the view on the teaching of a foreign language, taking into account greater attention and emphasis on linguistics and intercultural communication.
The purpose of teaching foreign languages at school is to develop students' ability to communicate in foreign languages, allowing them to enter into an equal dialogue with representatives of other cultures and traditions, to participate in various fields and situations of intercultural communication, to join modern world processes of civilization development. Its achievement implies, first of all, the development of a sufficiently high level of communicative competence among schoolchildren while simultaneously forming and improving the child's personality, capable of not only further self-education in the study of foreign languages, but also the use of acquired knowledge to solve important life problems. The task of developing, improving, optimizing the methods of teaching a foreign language has always been one of the urgent problems of Russian education. Conducted studies of pedagogical work in this area have shown that teaching foreign languages at school today is impossible without an innovative component. In the light of modern requirements for the goals of teaching a foreign language, the status of both the student and the teacher is changing, which are moving from the "teacher-student" scheme to the technology of student-centered learning in close cooperation.
Problem learning It is aimed at an independent search for new knowledge and methods of action by the trainee, and also involves the consistent and purposeful promotion of cognitive problems for students, resolving which, under the guidance of a teacher, they actively acquire new knowledge. Consequently, it provides a special type of thinking, the depth of belief, the strength of the assimilation of knowledge and their creative application in practical activities. In addition, it contributes to the formation of motivation to achieve success, develops the mental abilities of students.
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