M.: Russian language, 1989. - 276 p. - ISBN 5-200-00717-8. The book is devoted to the main problems of teaching foreign language communication in line with the communicative methodology.
In the first part, the general theoretical problems of communicative learning are discussed, in the second part, the problems of teaching certain types of speech activity, and in the third part, some issues of the technology of communicative learning.
Intended for teachers of any language as a foreign language (including Russian), as well as for students of language institutes and university departments. Foreword.
General issues of communicative teaching of foreign language communication.
Communication as the goal of learning.
Where do learning objectives come from?
What is the goal now?
Can communicative competence serve as a goal?
What is communication?
Functions and types of communication.
How do people communicate?
What do we talk about, write about, read about?
Do we communicate in class?
How is communication organized?
Communication as an activity.
Means of communication.
Forms of communication.
General characteristics.
Communication and thinking.
Communication as a skill.
The problem of skills and abilities in teaching foreign languages.
Skill qualities. The concept of "speech skill".
Types of skills.
The quality of speech skills. The concept of "speech ability".
Types and composition of speech skills.
The ability to communicate as a system-integrative skill.
Skills required for oral communication.
Skills required to communicate in writing.
Optimal conditions communication training.
The situation as a condition for learning to communicate.
What is the situation?
What is situationality?
situation functions.
Types and types of situations.
Individualization as a condition for learning to communicate.
Individual properties of students and individual individualization.
Subjective properties of students and subjective individualization.
Personal properties of students and personal individualization.
Conditions for the formation of speech skills and the development of speech skills.
Means of teaching communication and their organization.
The concept of exercise.
Requirements that exercises must meet.
Requirements for exercises for the formation of speech skills.
Requirements for exercises for the development of speech skills.
Appropriate exercise.
Methodological characteristics of exercises used to form speech skills.
Language exercises.
Translation exercises.
transformation exercises.
Substitution exercises.
Question-answer exercises.
Conditional speech exercises as a means of forming speech skills.
Methodological characteristics of exercises used to develop speech skills.
Retelling as an exercise.
Exercises in the description.
Exercises in expressing attitudes, evaluations, etc.
Speech exercises as a means of developing speech skills.
Classification of exercises.
A system of exercises for teaching communication.
Why do we need an exercise system?
The system of exercises “language-speech and attempts to improve it.
How to create an exercise system?
Cyclicity as a mechanism of the educational process.
Reminders how aid learning.
Why are reminders needed?
What is a memo?
types of memos.
Organization of work with memos.
Principles of teaching foreign language communication.
What are “principles” and why are they needed in teaching.
Characterization of the basic principles of modern methodology.
general didactic principles.
Proper methodological principles.
Concepts „principle, „reception, „method, „system of education.
Principles of communicative learning to communicate. Teaching types of speech activity as a means of communication.
Learning to speak as a means of communication.
General issues.
Speaking as the goal of learning.
Psychophysiological mechanisms of speaking.
Stages of work on speech material in teaching speaking.
Communication of types of speech activity in the process of learning to speak.
Formation of lexical speaking skills.
The traditional strategy of teaching foreign language vocabulary.
The psychological structure of the word as a unit of assimilation.
Lexical skill as an object of mastery.
Functional strategy for the formation of lexical skills.
Technology of work with functional-semantic tables.
Reinforcements in the process of forming lexical skills.
Formation of grammatical speaking skills.
The traditional strategy for teaching the grammatical side of speaking.
Grammar skill as an object of mastery.
Functional strategy for the formation of grammatical speaking skills.
The role, place and nature of grammatical rules.
Reinforcements in the process of forming grammatical skills.
Formation of pronunciation skills.
A communicative strategy for teaching the pronunciation side of speaking.
Pronunciation skills as an object of mastery.
Technology for the formation of pronunciation skills.
Improving speech skills.
Tasks of the stage of improving skills.
Spoken text as a basis for improving skills.
The main types of exercises with spoken text.
Lessons to improve speech skills.
Teaching monologue.
Monologue statement as an object of learning.
Stages of work on a monologue statement.
Logical-syntactic scheme as an auxiliary tool.
Supports used in teaching monologue utterance.
Speech skill, speech exercises and teaching monologue.
Learning to listen as a means of communication.
Listening as a type of speech activity and as a skill.
Psychophysiological mechanisms of listening.
Difficulties in listening to foreign speech.
Tasks of the teacher in teaching listening.
Possible approaches to teaching listening.
Listening exercises.
Teaching reading as a means of communication.
Reading as a kind of speech activity.
Reading is a skill.
Psychophysiological mechanisms of reading.
Basic questions of teaching reading.
Exercises for learning to read.
Reading in common system learning.
Teaching writing as a means of communication.
Writing as a type of speech activity.
The tasks of teaching communication in writing.
Psychophysiological mechanisms of writing.
Exercises in teaching writing.
A few words about specific gravity letters. Technology of communicative learning to communicate.
Communication lesson.
The main features of a foreign language lesson.
Communication lesson.
Educational, developing and cognitive potential.
The purpose of a foreign language lesson.
The complexity of the lesson.
Lesson of repetition without repetition.
A lesson in control without control.
Speech activity as a goal and as a means of learning.
active position of the student.
The logic of a foreign language lesson.
Chapter. Communicative learning forms of communication.
Teaching the dialogic form of communication.
Dialogical form of communication as an object of assimilation.
The strategy and content of teaching the dialogical form of communication.
Exercises for teaching the dialogical form of communication.
A lesson in teaching the dialogical form of communication.
Group communication training.
Technology of work with speech groups.
Lesson teaching group form of communication.
Methods of communicative teaching of foreign language communication.
If you want to be an interlocutor.
How to start a lesson?
Installation as an element of pedagogical communication in the classroom.
Teacher and students as speech partners.
Supports: what, where, when, why?
Verbal supports.
Schematic supports.
Illustrative supports.
Testing, teaching!
"Solo" or "Chorus"?
To fix or not to fix?
Where to get time?
Conclusion.
Literature.
The greatest luxury on Earth is the luxury of human communication.
A. Sect-Exupery.
Passov Efim Izrailevich-Professor of the Lipetsk Pedagogical Institute, Doctor of Pedagogical Sciences, Honored Worker of Culture.
History of learning foreign language spans centuries. At the same time, the teaching methodology has changed many times, relying either on reading, or on translation, or on listening, or on a combination of these processes. The most effective, although the most primitive of methods was the "governess method", i.e. direct individual communication in the language.
In the conditions of the Russian mass school, an effective methodology has not yet been found that would allow the child to master a foreign language at a level sufficient for adaptation in a foreign-speaking society by the end of school.
The technology of communicative learning - learning based on communication - allows you to achieve such results.
Communication based learning is the essence of all intensive technologies teaching a foreign language. The intensive technology was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country (intensive courses by G. Doli, A.G. Gorn, etc.).
In higher education, the theory and practice of communicative intensive teaching of a foreign language was developed by G.A. Kitaygorodskaya.
Classification parameters
By application level: private subject.
On a philosophical basis: adaptable.
According to the main factor of development: sociogenic.
According to the concept of learning experience: gestalt + associative-reflex + suggestopedic.
By orientation to personal structures: informational, OZUN + 2) COURT.
By the nature of the content and structure: educational, secular, educational, humanistic.
By type of management: modern traditional education. By organizational form: all forms. Approach to the child: cooperation, partnership. According to the prevailing method: dialogic + game.
In the direction of modernization: based on the activation and intensification of students' activities.
Target Orientations
Teaching foreign language communication through communication.
The assimilation of a foreign language culture.
Conceptual Provisions
A foreign language, unlike other school subjects, is both a goal and a means of learning.
Language is a means of communication, identification, socialization and familiarization of the individual with cultural values.
Learning a foreign language is different from learning a native language:
ways of mastering;
Density of information in communication;
The inclusion of the language in the subject-communicative activity;
A set of implemented functions;
Correlation with the sensitive period of the child's speech development. The main participants in the learning process are the teacher and the student.
Relations between them are based on cooperation and equal speech partnership.
Content Design Principles
1. Speech orientation, teaching foreign languages through communication. It means practical lesson orientation. Only lessons are valid on language, not about language. The path "from grammar to language" is vicious. You can learn to speak only by speaking, to listen - by listening, to read - by reading. First of all, this concerns exercises: the more an exercise is similar to real communication, the more effective it is. In speech exercises, there is a smooth, dosed and at the same time rapid accumulation of a large amount of vocabulary and grammar with immediate implementation; not a single phrase is allowed that could not be used in real communication.
2. Functionality. Speech activity has three sides: lexical, grammatical, phonetic. They are inextricably linked in the process of speaking. It follows from this that words cannot be assimilated in isolation from their forms of existence of use). It is necessary to strive for the majority of exercises to assimilate speech units. Functionality implies that both words and grammatical forms are assimilated immediately in activity: the student performs some speech task - confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to act and in the process learns the necessary words or grammatical forms
3. Situational, role-based organization of the educational process. Of fundamental importance is the selection and organization of material based on situations and communication problems that interest students of each age.
Everyone recognizes the need to teach on the basis of situations, but understands this differently. The description of situations (“At the checkout”, “At the station”, etc.) is not a situation, it is not able to fulfill the functions of motivating statements, to develop the quality of speech skills. Only real situations (a system of relationships between people as exponents of certain roles) are capable of this. To learn a language, one must not learn the language, but the world with his help. The desire to speak appears in the student only in real or a re-created situation affecting the speakers.
4. Novelty. It manifests itself in various components of the lesson. First of all, this is the novelty of speech situations (change of the subject of communication, problems of discussion, speech partner, conditions of communication, etc.). This is the novelty of the material used (its information content), and the novelty of the organization of the lesson (its types, forms), and the variety of working methods. In these cases, students do not receive direct instructions for memorization - it becomes a by-product of speech activity with the material. (involuntary memory).
5. Personal orientation of communication. Faceless speech does not happen, speech is always individual. Any person differs from another both in his natural properties (abilities), and in his ability to carry out educational and speech activities, and in his characteristics as a person: experience (each has his own), context of activity (each student has his own set of activities that he engages in and which are the basis of his relationships with other people), a set of certain feelings and emotions (one is proud of his city, the other is not), his interests, his status (position) in a team (class). Communicative training involves taking into account all these personal characteristics, because only in this way can the conditions for communication be created: communicative motivation is caused, purposefulness of speaking is ensured, relationships are formed, etc.
6. Collective interaction- a way of organizing the process in which students actively communicate with each other, and the condition for the success of each is the success of the others.
7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of a school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to represent the culture of the country and the language system in a concentrated, model form. The content side of the language should be Problems, not topics.
Features of the technique
Exercises. IN The learning process is almost all about exercise. In the exercise, like the sun in a drop of water, the whole concept of learning is reflected. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: conditional speech and speech.
Conditional speech exercises are exercises specially organized for the formation of a skill. They are characterized by the same type of repetition of lexical units, continuity in time.
Speech exercises - retelling the text in your own words (different in the class), description of a picture, a series of pictures, faces, objects, commenting.
The ratio of both types of exercises is selected individually.
Mistakes. In partnerships between students and teachers, the question arises of how to correct their mistakes. It depends on the type of work.
Phonetic errors are recommended not to be corrected at the same time, but to take one sound and work it out for 1-2 weeks (do not notice other distorted sounds yet); then do this with the 2nd, 3rd sound, etc. It is necessary to draw the attention of the class to grammatical errors, but a long explanation of the rules should not distract the student from the speech task. When speaking in a situation, it is generally inappropriate to correct errors. It is enough to correct only those that hinder understanding.
Communication space. The method of "intensive" requires a different, different from the traditional, organization of the learning space. The guys do not sit in the back of the head to each other, but in a semicircle or arbitrarily. In such an impromptu small living room, it is more convenient to communicate, the official atmosphere of the class, the feeling of constraint is removed, and there is an educational communication. This space, according to G. Lozanov, must also have sufficient time duration, imitate "immersion" in this language environment.
Literature
1. Share G. Happy English. - M., 1992.
2. Winter IL. Psychology of teaching foreign languages at school. - M., 1991.
3. Kitaygorodskaya G. A. Methodical bases of intensive teaching of foreign languages. -M., 1986.
4. Communicative teaching of foreign culture: Collection of scientific papers. Issue 4. - Lipetsk, 1993.
5. Communicative learning - in the practice of the school / Ed. E.I. Passova. - M., 1985.
6. The concept of communicative teaching of a foreign culture in high school: Teacher's Manual / Ed. E.I. Passova, V.V. Tsarkova. - M.: Enlightenment, 1993.
7. Passov E.I. and etc. Foreign language teacher, skill and personality. - M.: Enlightenment, 1983.
8. Passov E.I. Communicative teaching method foreign language. - M.: Enlightenment, 1991.
9. Passov E.I. Foreign language lesson in high school. - M.: Enlightenment, 1988.
10. Skalkin V.L. Communication exercises for English language. - M., 1983.
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5.4. Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov) Give me a point of support and I will move the whole Earth. Archimedes Shatalov Viktor Fyodorovich-People's Teacher of the USSR, Professor of the Donetsk Open University. He developed and put into practice the technology of intensification of learning, showing the huge, yet undiscovered reserves of the traditional classroom method of teaching. Technology classification parameters By application level: general pedagogical. On a philosophical basis: adaptable. According to the main factor of development: sociogenic. According to the concept of assimilation: associative-reflex + gradual interiorization. By orientation to personal structures: informational - ZUN. By the nature of the content: educational, secular, technocratic, educational, didactic-centric. By type of management: small group system + "tutor". By organizational form: traditional class-lesson, academic, individual-group. Approach to the child: cooperation with elements of didactocentrism. According to the prevailing method: explanatory and illustrative. Target Orientations ■Formation of ZUN. ■Teaching all children, with any individual data. ■ Accelerated learning (9 years of study in the volume of secondary school). Principles Multiple repetition, mandatory step-by-step control, high level difficulties, studying in large blocks, a dynamic stereotype of activity, the use of supports, an indicative basis of actions; Person-centered approach; Humanism (all children are talented); Learning without coercion; Conflict-free educational situation, publicity of success everyone opening prospects for correction, growth, success; Combination of education and upbringing. Content Features The material is injected in large doses. Block layout of the material. Registration of educational material in the form of reference outline diagrams (Fig. 8) The reference abstract is a visual diagram that reflects the units of information to be assimilated, presents various connections between them, and also introduces signs reminiscent of examples, experiences involved in concretizing the abstract material. In addition, they provide a classification of goals according to the level of significance (color, font, etc.).
Support - orienting basis of actions, a way of external organization of internal mental activity child. Reference signal - an associative symbol (sign, word, diagram, drawing, etc.) that replaces a certain semantic meaning. Reference abstract - a system of reference signals in the form of a brief conditional abstract, which is a visual construction that replaces the system of facts, concepts, ideas as interrelated elements of an entire part of the educational material. Features of the technique Technology system the educational process according to V.F.Shatalov is presented in fig. 9. Rice. 9. Technology system Shatalov systems The main merit of V.F. Shatalov is the development of a system of educational activities for schoolchildren, which provides a fairly complete and general activity in the classroom. This is achieved by creating a certain dynamic stereotype of students' activities. The basis of the stereotype of educational activity is represented by reference notes (signals) - visual diagrams, in which is encoded educational material. Working with reference signals has clear stages and is accompanied by a number of techniques and fundamental methodological solutions. 1. Learning theory in the classroom: the usual explanation at the blackboard (with chalk, clarity, TCO); repeated explanation on a colorful poster - a reference abstract; a brief overview of the poster; individual work of students on their notes; frontal fixing on abstract blocks. 2. Independent work at home: reference notes + textbook + parental help. Student Reminder: remember the teacher's explanation using notes; read the given material in the book; compare what you read with the summary; tell the textbook material using the abstract (coding - decoding); memorize the synopsis as the basis of the story; reproduce the abstract in writing and compare with the sample. 3. The first repetition - frontal control of mastering the abstract: all students reproduce the summary from memory; the teacher checks the work as it arrives; simultaneously there is a "silent" and tape interrogation; after written work - a loud poll. 4. Oral pronunciation of the supporting abstract - the necessary stage of external speech activity during assimilation (P.A. Galperin) occurs during various kinds survey. 5. The second repetition is generalization and systematization: mutual control lessons; publishing test lists in advance; Preparation; the use of all types of control (at the blackboard, quiet, written, etc.); mutual inquiry and mutual assistance; game elements(competition of teams, solving puzzles, etc.). Control, evaluation. VF Shatalov solved the problem of global step-by-step control of students' learning. A combination of constant external control with self-control and self-assessment, stage-by-stage control of each, feasibility of requirements, open prospects for correction, publicity of results, lack of a deuce, removal of fear of a low assessment are used. Forms of control: written according to the supporting notes, independent work, verbal loud interrogation, silent interrogation, tape, paired mutual control, group mutual control, home control, self-assessment. Each grade received by a student is recorded on an open for reviewknowledge sheet. It represents, as it were, the student's track record, and the grades acquire the value of a positive encrypted characteristic. The publication of such characteristics plays a huge educational role. A very important factor in this characterization is that every student can change any grade to a higher grade at any time. This is the principle of open perspectives. Each assessment, Shatalov believes, should be, first of all, an incentive, which must necessarily cause a positive reaction from the student. Twos cause negative emotions, conflict with the teacher, with the subject. Shatalov eliminates these conflicts. Loop of methodological techniques (pedagogical microelements) includes: flight repetition, relay tests, landing method, chain method, “bathing” in tasks, search for errors in books, solving problems on leaflets, solving problems by choice (dice), solution in 4 hands, experiment lesson , a blow to the brain, a bottom-up solution, prompt encouragement, a lesson in open thoughts, the sixth point, a creative summary, tongue twisters, stress relief techniques (music, light, pauses, etc.), etc. Shatalov's system is didactic in its content. But with the proper level of organization of students' activities according to the principle "from work to behavior, and not from behavior to work", it gives effective educational results: Everyone joins the daily labor tension, industriousness, will are brought up; There is cognitive independence, self-confidence, abilities; Responsibility, honesty, camaraderie are formed. | |||
Note. The general pedagogical technology of V.F. Shatalov is implemented in the subject technologies of V.M. Sheiman (physics), Yu.S. Mezhenko (Russian language), A.G. Gaishtut (mathematics), S.D. Shevchenko (history), etc.
Literature
1. Gaishtut A.G. Methods of intensification of teaching mathematics in grades 4-5. - Kyiv, 1980.
2. Kalmykova Z.I. Pedagogy of humanism. - M.: Knowledge. 1990.
3. Mezhenko Yu.S. Supporting notes in language lessons // Russian language and literature in secondary educational institutions. -1990. - № 1-12.
4. Pedagogical search / Comp. I.N. Bazhenova. - M.: Pedagogy, 1987.
5. Salmina L.G. Sign and symbol in education. - M.: MGU, 1988. .
6. Selevko G.K. Album of schemes for the course of physics. - Omsk, 1986.
7. Fridman L.M. Pedagogical experience through the eyes of a psychologist. - M.: Enlightenment, 1987.
8. Shatalov V.F. Where and how did the troikas disappear? - M.: Pedagogy, 1980.
9. Shatalov V.F. Reference notes on kinematics and dynamics. - M.: Enlightenment, 1989
10. Shatalov V.F. Reference signals in physics. 6th grade, 7th grade. - Kyiv, 1979.
11. Shatalov V.F. Pedagogical prose. - M.: Pedagogy, 1980.
12. Shatalov V.F. Psychological contacts. - M., 1992.
13. Shatalov V.F. Support point. - M.: Pedagogy, 1987.
14. Shatalov V.F. The experiment continues. - M.: Pedagogy, 1989.
15. Shatalov V.F., Sheiman V.M., KhaptA.M. Reference notes on kinematics and dynamics - M.: Enlightenment, 1989.
16. Shevchenko S.D. School lesson: how to teach everyone. - M.: Enlightenment, 1991.
M.: Russian language, 1989. - 276 p. - ISBN 5-200-00717-8. The book is devoted to the main problems of teaching foreign language communication in line with the communicative methodology.
The first part discusses the general theoretical problems of communicative learning, the second - the problems of teaching certain types of speech activity, the third - some issues of the technology of communicative learning.
Intended for teachers of any language as a foreign language (including Russian), as well as for students of language institutes and university departments. Foreword.
General issues of communicative teaching of foreign language communication.
Communication as the goal of learning.
Where do learning objectives come from?
What is the goal now?
Can communicative competence serve as a goal?
What is communication?
Functions and types of communication.
How do people communicate?
What do we talk about, write about, read about?
Do we communicate in class?
How is communication organized?
Communication as an activity.
Means of communication.
Forms of communication.
General characteristics.
Communication and thinking.
Communication as a skill.
The problem of skills and abilities in teaching foreign languages.
Skill qualities. The concept of "speech skill".
Types of skills.
The quality of speech skills. The concept of "speech ability".
Types and composition of speech skills.
The ability to communicate as a system-integrative skill.
Skills required for oral communication.
Skills required to communicate in writing.
Optimal conditions for learning to communicate.
The situation as a condition for learning to communicate.
What is the situation?
What is situationality?
situation functions.
Types and types of situations.
Individualization as a condition for learning to communicate.
Individual properties of students and individual individualization.
Subjective properties of students and subjective individualization.
Personal properties of students and personal individualization.
Conditions for the formation of speech skills and the development of speech skills.
Means of teaching communication and their organization.
The concept of exercise.
Requirements that exercises must meet.
Requirements for exercises for the formation of speech skills.
Requirements for exercises for the development of speech skills.
Appropriate exercise.
Methodological characteristics of exercises used to form speech skills.
Language exercises.
Translation exercises.
transformation exercises.
Substitution exercises.
Question-answer exercises.
Conditional speech exercises as a means of forming speech skills.
Methodological characteristics of exercises used to develop speech skills.
Retelling as an exercise.
Exercises in the description.
Exercises in expressing attitudes, evaluations, etc.
Speech exercises as a means of developing speech skills.
Classification of exercises.
A system of exercises for teaching communication.
Why do we need an exercise system?
The system of exercises “language-speech and attempts to improve it.
How to create an exercise system?
Cyclicity as a mechanism of the educational process.
Reminders as an aid to learning.
Why are reminders needed?
What is a memo?
types of memos.
Organization of work with memos.
Principles of teaching foreign language communication.
What are “principles” and why are they needed in teaching.
Characterization of the basic principles of modern methodology.
general didactic principles.
Proper methodological principles.
Concepts „principle, „reception, „method, „system of education.
Principles of communicative learning to communicate. Teaching types of speech activity as a means of communication.
Learning to speak as a means of communication.
General issues.
Speaking as the goal of learning.
Psychophysiological mechanisms of speaking.
Stages of work on speech material in teaching speaking.
Communication of types of speech activity in the process of learning to speak.
Formation of lexical speaking skills.
The traditional strategy of teaching foreign language vocabulary.
The psychological structure of the word as a unit of assimilation.
Lexical skill as an object of mastery.
Functional strategy for the formation of lexical skills.
Technology of work with functional-semantic tables.
Reinforcements in the process of forming lexical skills.
Formation of grammatical speaking skills.
The traditional strategy for teaching the grammatical side of speaking.
Grammar skill as an object of mastery.
Functional strategy for the formation of grammatical speaking skills.
The role, place and nature of grammatical rules.
Reinforcements in the process of forming grammatical skills.
Formation of pronunciation skills.
A communicative strategy for teaching the pronunciation side of speaking.
Pronunciation skills as an object of mastery.
Technology for the formation of pronunciation skills.
Improving speech skills.
Tasks of the stage of improving skills.
Spoken text as a basis for improving skills.
The main types of exercises with spoken text.
Lessons to improve speech skills.
Teaching monologue.
Monologue statement as an object of learning.
Stages of work on a monologue statement.
Logical-syntactic scheme as an auxiliary tool.
Supports used in teaching monologue utterance.
Speech skill, speech exercises and teaching monologue.
Learning to listen as a means of communication.
Listening as a type of speech activity and as a skill.
Psychophysiological mechanisms of listening.
Difficulties in listening to foreign speech.
Tasks of the teacher in teaching listening.
Possible approaches to teaching listening.
Listening exercises.
Teaching reading as a means of communication.
Reading as a kind of speech activity.
Reading is a skill.
Psychophysiological mechanisms of reading.
Basic questions of teaching reading.
Exercises for learning to read.
Reading in the general system of education.
Teaching writing as a means of communication.
Writing as a type of speech activity.
The tasks of teaching communication in writing.
Psychophysiological mechanisms of writing.
Exercises in teaching writing.
A few words about the specific gravity of the letter. Technology of communicative learning to communicate.
Communication lesson.
The main features of a foreign language lesson.
Communication lesson.
Educational, developing and cognitive potential.
The purpose of a foreign language lesson.
The complexity of the lesson.
Lesson of repetition without repetition.
A lesson in control without control.
Speech activity as a goal and as a means of learning.
active position of the student.
The logic of a foreign language lesson.
Chapter. Communicative learning forms of communication.
Teaching the dialogic form of communication.
Dialogical form of communication as an object of assimilation.
The strategy and content of teaching the dialogical form of communication.
Exercises for teaching the dialogical form of communication.
A lesson in teaching the dialogical form of communication.
Group communication training.
Technology of work with speech groups.
Lesson teaching group form of communication.
Methods of communicative teaching of foreign language communication.
If you want to be an interlocutor.
How to start a lesson?
Installation as an element of pedagogical communication in the classroom.
Teacher and students as speech partners.
Supports: what, where, when, why?
Verbal supports.
Schematic supports.
Illustrative supports.
Testing, teaching!
"Solo" or "Chorus"?
To fix or not to fix?
Where to get time?
Conclusion.
Literature.
The essence of the communicative method of teaching foreign languages
Let us turn to the specifics of a foreign language. First of all, a foreign language teacher teaches children the ways of speech activity, so we are talking about communicative competence as one of the main goals of teaching a foreign language.
Ya.M. Kolker elaborates on next moment: "In recent decades, it has been customary to oppose traditional teaching of foreign languages with communicative and intensive methods"
Communicative teaching of foreign languages is of an activity nature, since verbal communication is carried out through “speech activity”, which, in turn, serves to solve the problems of productive human activity in the conditions of “social interaction” of communicating people (I.A. Zimnyaya, G.A. Kitaigorodskaya, A.A. Leontiev). Participants of communication try to solve real and imaginary tasks of joint activity with the help of a foreign language.
A.A. Leontiev emphasizes: “Strictly speaking, speech activity, as such, does not exist. There is only a system of speech actions that are part of any activity - wholly theoretical, intellectual or partially practical.
According to the point of view of I.A. Winter "speech activity is a process of active, purposeful, language-mediated and situation-conditioned communication, interaction of people with each other (with each other)" [3, p. 93] Therefore, the author concludes that the teaching of speech activity in a foreign language should be carried out from the position of formation and independent activity, determined by the fullness of its characteristics.
The peculiarity of the activity type of learning lies in the fact that, in its purpose and in its essence, it is connected, first of all, with a separate type of speech activity, so we meet its widespread use when we are talking about learning to read, listen, translate, etc. And only in one of the methods known to us, trying to cover the teaching of a foreign language as a whole, namely, in the communicative method, we find the main features of the activity type of learning.
According to E.I. Passov, the author of the communicative method, “communicativeness implies a speech orientation of the educational process, which consists not so much in the fact that a practical speech goal is pursued (in fact, all areas of the past and present set such a goal), but in the fact that the path to this goal is the actual use of the language. Practical speech orientation is not only a goal, but also a means, where both are dialectically interdependent.
M.B. Rakhmanina focuses on the following: “Speech partnership depends to a large extent on the communicative behavior of the teacher, which, finally, is also included in the aspect of the speech orientation of teaching and is due to the activity nature of communication” [9, p. 53]. In fact, at all stages of assimilation of the material, communication is taught. But there are a number of points that require special training. So, for the ability to communicate, a special role is played by: the ability to enter into communication, curtail it and resume it; the ability to carry out one's own strategic line in communication, to carry it out in the tactics of behavior contrary to the strategies of other communicators; the ability to take into account each time new (several new at once) speech partners, changing the roles of partners, or the appeal of communication; the ability to probabilistically predict the behavior of speech partners, their statements, the outcomes of a given situation.
The modern communicative method is harmonious combination many ways of teaching foreign languages, being probably at the top of the evolutionary pyramid of various educational methods.
On present stage teaching foreign languages, most linguists consider "communicative" to be the most effective and criticize traditional methods that work on the principle of "from grammar to vocabulary, and then the transition to reinforcement exercises." Artificially created exercises do not form a language user, and a person who learns a language using this particular technique is more likely to remain silent than to utter an incorrect phrase. And "communicativeness", on the contrary, is called upon to "untie" the language.
The Communicative Approach develops all language skills - from oral and writing to reading and listening. Grammar is mastered in the process of communication in the language: the student first memorizes words, expressions, language formulas, and only then begins to understand what they are in a grammatical sense. The goal is to teach the student to speak a foreign language not only fluently, but also correctly.
The rules, the meanings of new words are explained by the teacher with the help of vocabulary familiar to the student, grammatical structures and expressions, with the help of gestures and facial expressions, drawings and other visual aids. Computers with CDs, Internet, TV programs, newspapers, magazines, etc. can also be used. All this contributes to the awakening of students' interest in the history, culture, traditions of the country of the language being studied.
In foreign language lessons, the teacher creates situations in which students communicate in pairs with each other, in groups. This makes the lesson more varied. Working in a group, students show speech independence. They can help each other, successfully correct the statements of the interlocutors.
The teacher in the classroom assumes the functions of an organizer of communication, asks leading questions, draws attention to the original opinions of the participants, and acts as an arbiter in the discussion of controversial issues.
The difference between communicativeness is that instead of specially adjusted to the active vocabulary and the studied grammar of educational texts and dialogues, it uses imitation of situations from real life which are played out in the classroom in such a way as to arouse the maximum motivation in students to speak. So, instead of endlessly chewing on typical phrases from a textbook: “My name is Ivan. I live in Moscow. I am a student”, etc., students studying the topic “Acquaintance” actually begin to actively get to know each other and discuss issues of interest to them.
Discusses mainly topics with which students are familiar with mother tongue: this makes it possible to focus specifically on the development of communicative abilities, that is, the ability to use the language spontaneously. It is preferable that the topics be "hot" - related either to the life of the students themselves, or to all aspects of modern life that are of interest to all (ecology, politics, music, education, etc.). In Western textbooks, especially the levels below Upper Intermediate, you will hardly find such "topics" as Shakespeare's biography or achievements nuclear physics. Only at the senior levels are introduced "bookish" and "scientific" styles.
Unlike the audiolingual and other methods based on repetition and memorization, the communicative method sets exercises “with an open ending”: the students themselves do not know what their activity in the class will result in, everything will depend on reactions and answers. The situations used every day are new. This is how students' interest in classes is maintained: after all, everyone wants to meaningfully communicate on meaningful topics.
Most of the time in class is oral speech(although reading and writing are also emphasized). At the same time, teachers speak less and listen more, only directing the activities of students. The teacher sets the exercise, and then, having “talked” to the students, fades into the background and acts as an observer and arbitrator. Preferably, he should use exclusively the target language.
The communicative method consists in likening the learning process to the communication process, more precisely, it is based on the fact that the learning process is a model of the communication process, albeit somewhat simplified, but adequate in terms of basic parameters, similar to the real communication process.
All of the above regarding the communicative method of teaching speaking in a foreign language allows us to assert that the subject of training in this case is speech activity in a foreign language. In this method, the allocation of speech skills of speaking is clearly traced, and exercises are offered for their consistent formation. All this, in turn, gives grounds to assert that the communicative method of teaching E.I. Passova represents an activity type of teaching foreign languages.
Based on this chapter, the following positive sides communicative method of teaching foreign languages:
1. Only in the communicative method of teaching foreign languages do we find the main features of the activity type of learning, the peculiarity of which is that, in its purpose and in its essence, it is connected primarily with a separate type of speech activity, therefore we meet its widespread use, when it comes to learning to read, listen, translate, etc.
2. Practical speech orientation is not only a goal, but also a means, where both are dialectically interdependent.
3. The modern communicative method is a harmonious combination of many ways of teaching foreign languages, being probably at the top of the evolutionary pyramid of various educational methods.
4. The use of the communicative teaching method removes the language barrier.
5. Grammar is mastered in the process of communication in the language: the student first memorizes words, expressions, language formulas, and only then begins to understand what they are in a grammatical sense. The goal is to teach the student to speak a foreign language not only fluently, but also correctly.
6. Computers with CDs, the Internet, TV programs, newspapers, magazines, etc. can also be used in the learning process. All this contributes to the awakening of students' interest in the history, culture, traditions of the country of the language being studied.
7. Unlike the audiolingual and other methods based on repetition and memorization, the communicative method sets exercises “with an open ending”: the students themselves do not know what their activity in the class will result in, everything will depend on reactions and answers. The situations used every day are new. This is how students' interest in classes is maintained: after all, everyone wants to meaningfully communicate on meaningful topics.
Situation Functions
The transfer of speech skills is usually understood as their use in new situations that did not take place in the learning process. Very often we are witnessing how a student accurately operates with some kind of language material in the so-called preparatory exercises, but turns out to be helpless when it needs to be used in the process of communication. This means that the skill of using this phenomenon has not "turned on", since it is not capable of transference. Essentially, communication learning focuses on using language in new communication situations. Therefore, the success of learning depends on how effectively transferable skills are formed.
Many methodologists believe that it's all about the number of exercises, how high the degree of automation of the skill. The point, however, is in the quality of preparatory exercises, i.e., in the level of automation. This means that the conditions under which speech skills are formed must provide, develop the ability to transfer. And this is possible if the conditions of preparation are adequate in terms of their qualities to the conditions of communication.
Decisive is the quality of situational speech. There are three aspects here: 1) the functional side of speech, that is, the presence in the spoken phrases in the process of assimilation, preparation) of a speech task, the goal of the statement (and not the grammatical goal); 2) situational relatedness of phrases (speech units), i.e. their correlation with the interlocutor relationship system. (The first and second are interdependent aspects.); 3) identity, logical, semantic context created by the phrase. Used in the preparation of the chain of phrases according to the laws of associations, they will serve as a prerequisite for their more successful functioning in new situations.
All of these aspects are present in situations. That's why they (situations) are one of the ways to develop speech skills, capable of being transferred. This is the first function of situations. And from the point of view of this function, it is possible to define the situation as a system of relationships between interlocutors, reflected in their minds, which, thanks to this, is able to situationally and contextually mark assimilated speech units and form speech skills that can be transferred.
2. The second function of situations is to be way of motivating speech activity. Unmotivated learning, according to I.A. Zimnyaya and A.A. Leontiev, deprives this training of psychological content, for it is training in form for the sake of form.
Why is the situation a way to motivate? Motivation is based on need, which is a decisive factor in human behavior. "A motive," wrote A. N. Leontiev, "is an object that meets a particular need and which, in one form or another, is reflected by the subject, leads its activity."
Human needs are not only vital, for example, in food, but also intellectual, moral, etc. (D.N. Uznadze). And a person can satisfy these needs indirectly, through speech. The desire to satisfy one's need, in our case - to speak for some purpose, arises, as a rule, in certain relationships of the subject with the interlocutor, with the surrounding world of the situation.
In educational conditions, the need to speak out most often has to be evoked. This can be done if: a) each time new factors are introduced into the situation as a system of relationships; b) take into account the interests, desires, aspirations, goals, beliefs, inclinations, etc. of the trainees; c) tie speech situation with the general activities of students.
In the aspect of the motivational function, the situation can be defined as a system of dynamic relationships between the subjects of communication, which, arising on the basis of their life activity and reflected in their minds, specifies any need and motivates a purposeful and personally meaningful decision. communicative task communication.
3. The third function is that the situation serves condition for the development of speech skills.
4. The fourth function of the situation is to be way of presenting the material. It manifests itself in those cases when, semantizing words, we include them in whole statements, situational in nature (it does not matter whether this is done orally or in the form of microtexts when teaching reading); the same applies to the process of presentation of grammatical material: it is possible to show the functioning of the structure of speech only on the basis of the situation.
As can be seen, in this function the situation appears mainly in receptive activities. It should not be thought that other functions are the lot of only productive species. The situation as a way of motivation, for example, is applicable in teaching reading and listening (say, creating a situation where necessary action is reading a passage or listening to it).
5. Fifth function "discovered" not so long ago: it turned out that the situation can be effective the basis for the organization of speech material. What gives grounds for believing so?
Communicative learning involves, as you know, the creation of a learning process as a model of the communication process. The situation is the basis for the functioning of communication: the entire process of communication is actually a continuous, dynamic series of situations replacing each other. Hence the task is to simulate situations for learning. But the situation is not only a social or psychological phenomenon, it also has a substantive aspect. It is legitimate to ask the question: is it possible to teach communication if the content aspect of learning, for example, the thematic organization of the material, remains alien to what takes place in communication? Of course not. Therefore, it is necessary to select and organize the material in such a way that it is adequate both to the structural side of the situation (as a system of relationships) and to its content side, which acts as a problem and objectivity of communication.
The subjects of discussion included in a particular problem are usually connected by certain relationships. These objects exist outside of man, independently of him. But at some point they "connect" to human activity: a certain event occurs (a person observes it or learns about it), which introduces a mismatch in the system of relationships between a person and the environment (another person). A task arises before a person (violated, norm "). Its solution requires a speech act, expressed in the attitude of the person to the mismatch of the system of relationships and in the desire to bring relations back to the "normal", to change Their relationship to the situation that has arisen is his speech function.
So far, unfortunately, the material is organized either by topic or around social contacts such as, Buying a newspaper at a kiosk, ordering lunch in a cafe, seeing off at the station, etc. Of course, such social contacts take place in communication. But a person who has studied only on their basis will, perhaps, be able to converse in the specific everyday conditions of the country of the language being studied, while the real situations speech communication remain inaccessible to him.
It is necessary to reorient the organization of the material to real situations. To do this, you need to: 1) identify the most frequent situations as a system of relationships and 2) build probable programs speech behavior interlocutors in these situations. And then choose speech material for these situations.
Taking into account the functions of the situation in learning, we can conclude that the situation as a methodological category is a unit of organization of the process of teaching foreign language communication.
Types and types of situations
The names of the types of situations are more than enough. They can be classified according to the following criteria.
Appropriateness of the communication process. Here, natural situations are distinguished, when there is a certain circle of objects, circumstances that prompt one to speak, regardless of whether this circle was created or existed on its own, and art military situations created visual means or imagination.
V. L. Skalkin and G. L. Rubinshtein correctly noted that natural situations cannot ensure systematic work on the assimilation of speech. They therefore propose the so-called educational speech situation (in essence, this is what others call an artificial situation and try to distinguish it from the natural one. (...) .
Recall now what we said about the transfer of speech skills (actions): in order for them to be capable of transfer, they must be formed in situational conditions. Therefore, it is in situational conditions that it is necessary to form speech actions (skills) and develop speech activity (skill). Based on this, we can say that, first of all, two types of situations are needed: for the formation of skills and for the development of skills. Strictly speaking, these are not two types of situations, but two ways of organizing situations where organizing them in different methodological ways a p r a v l e n a.
How can this be done?
Each speech unit potentially has a certain context, a situational field that "allows into itself" only the interlocutor's remarks that are defined in meaning and logic. For example: the phrase “What wonderful weather today!” does not allow the answer "And I read a book yesterday."
For educational purposes, the interlocutor’s remark (in life it is diverse and structurally semantically) can be directed into one functional channel: for this, it is enough to use the appropriate setting, for example, “Do you think I should do what I am going to do?”: - I I want to go to the cinema.- Go!;- I want to take this book.- Take it!; - I'll go to Moscow tomorrow.- Go.
The student in his remarks uses one form of the imperative mood all the time (Go! Take! Go! and so on.). Thus, he learns the action of designing this structure. Here his remark is determined by the context and the task (setting), methodically aimed at mastering one particular action. Probably, similar situations from a methodological point of view, it is legitimate to call conditioned situations. And their product can be called a micro-dialogue. Individual actions and speech skills are formed in them.
For the development of speech activity (skill), conditionality, the limitation of the situation is not needed (this does not mean that control is not needed), on this stage unconditioned situations should be used, where the speaker is not bound by a rigid program of activity given from the outside. The situations with which we began the exposition of this paragraph of the chapter are suitable here. The product of an unconditioned situation is a dialogue or monologue in an utterance.
Sometimes the term "communication situation" is used, for example, "At the post office", "At the station", "Receiving guests", etc. The term itself is legitimate, but not in this sense. It is wrong to single out situations according to the location of the speaker: at the post office, at the train station, and in the cinema, the same situation can arise as a system of relationships.
However, types and types of situations can be distinguished from other positions. How?
Situations have been defined above as systems of interrelations between communicants. But this is not enough, because for practical purposes, to create situations, it is necessary to know what these relationships are.
An analysis of relationships shows that they can be "set" by four leading factors: a person's social status, his role as a subject of communication, the activity performed, and moral criteria. In this regard, in working order, the types of relationships can be called as follows: (1) status, (2) role, (3) activity and (4) moral. Let's consider them briefly.
(1) In relationships that develop on the basis of the social status of the subjects of communication, the social qualities of the individual are manifested in accordance with the social structure of society. (………).
When creating situations of verbal communication social status and the relationships defined by it can become dominant depending on the nature of the communication of subjects as representatives of social communities and the tasks facing them. Such situations can be: discussions of the rights and obligations of citizens different countries, teleconferences between representatives of youth from different countries, meetings with fellow countrymen, conversations of specialists, conversations about traditions, customs, life of the country of the language being studied, etc.
Based on the foregoing, we single out the first type of psi situation - situations of social status relationships.
(2) In regulated communication, along with status relationships, it is possible to single out another type of relationship - roles. This includes relationships that arise during the performance of a) intra-group roles: leader - follower, old-timer - novice, etc.; b) roles that develop in the process of formal and informal communication: organizer, erudite, critic, generator of ideas, ringleader , upstart, visionary, etc. (any combination of them is possible). In informal communication, roles are related to the significant values of the group of which students are members, and are of a personal nature. When discussing their acquaintances, classmates, depending on the established system of relationships, peers endow each other with the most diverse, sometimes impartial, categorical characteristics, in which one or more of the most expressive personality traits or qualities are manifested: “fan”, “music lover”, “breaker”, “Thingish”, “fashionable”, “nihilist”, etc. Although these definitions are mostly negative (since they are given more often to others than to themselves), they to some extent reflect the intra-group informal structure of relationships, aptly mark personal properties. informal roles in a situation of verbal communication will help to see the real relationships of adolescents, their interests, hobbies, and through them to influence students, their motivational sphere.
Role relationships are mostly stereotyped, formalized. The role is the functional side of the status, which is determined by the rights and obligations, the situational position of the subject in a certain system of relationships. Each role corresponds to a set of certain expectations from other people, which, in essence, determine the relationship according to the status occupied and the role played. The presence of these relationships makes it possible to single out the second type role-playing situations.
Note that status and role relationships can manifest themselves in activity and moral relationships. In the latter, they take on a personal character, the roles played in them reflect the leading psychological and moral character personalities: "humorist", "know-it-all", "pessimist", "dared man", "coward", "crybaby", "quiet", "fidget", "selfish", "rude", "greedy", "skeptic", "fair", "nitpicky", "modest", etc.
(3) Bearing in mind that communication, having served the activity of a person as a whole, one cannot fail to notice the relationships that develop in the activity itself, in the process of interaction of the interlocutors, in the process of carrying out any forms of joint activity. Let's call this type - mutual relations of joint activities (activity). (...).
Relationships of subjects organically woven into any activity can be in the nature of dependence, coordination, subordination, mutual assistance, mutual stimulation, support, exchange of experience, solidarity, cooperation, trust, exactingness, cooperation, resistance, interference, open opposition, ignoring, etc. etc., they can proceed in the form of friendly competition, healthy rivalry, but they can also escalate to hostile competition and confrontation.
These relationships underlie the third type of situations of relations of joint activity (activity relationship). It is important to note that communication and activity are deeply interconnected. Speaking about their genetic interdependence, A.N. Leontiev noted that during the development of speech, the word is acquired not as a result of “sharpening”: “this is a glass”, “this is a fork”, but as a result of dressing, feeding, etc., when the word it's emotionally significant.
This leads to a conclusion, the importance of which for teaching a foreign language can hardly be overestimated: when teaching communication, it is necessary « connect" all possible types activities and develop speech in connection with them. After all, communication is inherently designed to “serve” all other activities (A. A. Leontiev). So far, unfortunately, only learning activities take place in the learning process, learning to communicate, as it were, hangs in the air, cut off from its foundation. Meanwhile, for learning, one can choose any form of joint activity that is significant for students and is well known to them, in the implementation of which they have individual and joint experience. The methodology of such training is still waiting for its researcher. (4)
Finally, we must not forget that communication involves not abstract subjects who play some roles and carry out joint activities, but living people, individuals, with all their inherent properties. Therefore, their communication is (regardless of their will) a form of discovery and a way of realizing moral relations. They are integrative in nature, permeate all spheres of human life, are an integral attribute of any kind of human relationships, are of key importance for creating situations, as they constantly “shine through” in Everyday life in the actions of people. These relationships have the greatest "situationality".
Moral problems are constantly recreated in the life of people. By resolving them, you can actualize the need for communication through the creation situations of moral relationships. This is the fourth type of situation.
All human relationships are an integrative unity, all their types interact, interpenetrate. Depending on the dominance of any type of relationship, the situation of verbal communication can be considered, say, as a situation of relations of joint activity, but this simultaneously means that they implicitly enter into activity relationships, are their sides. and other relationships. Thus, any type of relationship is equipotential, has a synthetic character, with the dominance of one type of relationship, other types of relationships are realized to some extent.
But considering the situation as a dynamic system of relationships is just one of the aspects of its analysis - epistemological, when the situation is presented as a concept. Equally important is its consideration in the functional aspect - as a form of organization of the learning process. After all, in the learning process, the situation as a system of relationships does not arise, is not recreated, but is a whole complex of objective and subjective factors that can be designated by the concept of "situational position". (………..)
Thus, we can conclude that with and t at and ts and I - this is a universal form of functioning of the communication process, existing as an integrative dynamic system of social status, role, activity and moral relationships of the subjects of communication, reflected in their minds and arising on the basis of the interaction of the situational positions of the communicants.
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