Methodological content of a foreign language lesson

When you get acquainted with pedagogical literature, dedicated to the lesson, at first, the variety of definitions given to this phenomenon is surprising. The lesson is considered:

1) as an organizational form of education,

2) as a segment educational process,

3) as a complex dynamic system,

4) as a complex controlled system,

5) as a system of didactic tasks, gradually leading students to assimilation,

6) as a logical unit of a topic, section, etc.

But in reality, it turns out that any of these (and, apparently, others) definitions are quite justified: it's all about the perspective of consideration. Such a complex phenomenon as a lesson can be considered from any point of view - content, structural, functional, organizational, etc. “Each lesson ... reflects the most important requirements of pedagogy, psychology, physiology, sociology and the subject taught; general and immediate tasks of training, education, development are realized; the activities of the teacher and students are organically combined, they act in a complex interaction of goals, content, methods" . This means that the lessons are fixed, synthesized into a special alloy of learning patterns, known by pedagogical science and formulated into certain principles and concepts.

In this sense, the lesson can be considered as a unit of the educational process, in the understanding of the “unit” by L. S. Vygotsky, i.e. as such a "part" of the whole, which has all its basic properties. This definition does not cancel, but, on the contrary, assumes that, being a unit of the educational process, a lesson is a complex controlled dynamic set of learning tasks that leads students in the best way to a specific goal under specific conditions.

If a lesson as a unit of the educational process should have the basic properties of this process, then the following is obvious: everything that will happen with the lesson and in the lesson, the quality of the lesson and its effectiveness will depend on how high-quality and effective the scientific concept that underlies the entire education system. It is the general fundamental provisions that serve as those strategic lines that allow solving the particular tactical tasks of each lesson. Therefore, the basis for building a lesson is a set of scientific provisions that determine its features, structure, logic and methods of work. This collection we we call the methodological content of the lesson.

When did the purpose of learning change? foreign languages and some patterns of learning to communicate were known, it became clear that the starting points on which to rely should be different. In other words, the methodological content of a foreign language lesson has changed. Unfortunately, it cannot be said that all the laws that make it possible to effectively teach communication have already been known and formulated, but one thing can be said with certainty: the methodological content modern lesson must be communication.

What is the need for this?

First of all, that over time, the discrepancy between the traditionally used teaching methods and the new goal began to be felt more and more clearly. To the credit of practicing teachers, it should be noted that they felt, and then realized this discrepancy. It is the teachers, i.e. those who ultimately implement all the ideas, who were able to see the practical expediency of communication.

What is this expediency?

Let's remember how they teach various professions. The surgeon first operates in the anatomy room, the driver and the pilot work with simulators, the future teacher practices at the school under the supervision of methodologists. Everyone learns in different conditions, but always in those (or similar to those) in which they will have to work. In other words, learning conditions should be adequate to the conditions of future activities.

Therefore, if we want to teach a person to communicate in a foreign language, then this must be taught in the conditions of communication. This means that learning should be organized in such a way that it is similar to the process of communication (communication). Only in this case it will be possible to transfer the formed skills and abilities: the student will be able to act in real conditions.

Of course, the learning process cannot be made completely similar to the process of communication, and this is not necessary: ​​what we gain due to the special organization of learning will be lost. Communicativeness means the similarity of the learning process and the communication process only in terms of basic features. What?

First, this purposeful the nature of speech activity, when a person seeks by his statement to somehow influence the interlocutor (when speaking and writing) or, for example, to learn something necessary (when reading and listening).

Secondly, this motivated the nature of speech activity, when a person speaks or reads (listens) because something personal prompts him to do this, in which he is interested as a person, and not as a student.

Thirdly, is the presence of some relationships with the interlocutor, forming a situation of communication, which ensures the speech partnership of students. Communication in writing is no exception: the relationship between a person and a book (the writer, the theme of his books, etc.).

Fourth, is the use of subjects of discussion that are really important for a given person of a particular age and level of development, or the choice of appropriate books, records for reading and listening.

Fifth, is the use of speech means that function in the real process of communication.

Not everything is listed here, but the main thing that will ensure the creation of adequate conditions. If we add to this a special (and specifically methodical!) organization of the learning process, then we will get exactly the basis of the lesson, which will constitute its proper methodological content.

From the standpoint of communicativeness, the methodological content of a foreign language lesson is determined by five main provisions.

§ 1. Individualization

Each of us has come across such a phenomenon: some event excites one person, pushes him to speech acts, encourages him to express his opinion, but leaves the other indifferent; or: one person reads adventure literature all his life and watches only detective and entertainment films, the other is prone to historical novels or love lyrics. This is because every person is an individuality with all its inherent features.

Didacts not accidentally put forward the principle of individualization and differentiation of education. Methodists also consider the principle of an individual approach necessary. G. V. Rogova writes: “One of the most important problems of teaching technology is the search for ways to make greater use of the individual abilities of students both in conditions of collective work in the classroom and independent work after school hours” . Communicative learning presupposes, first of all, the so-called personal individualization. “Ignoring personal individualization,” writes V.P. Kuzovlev, “we do not use the richest internal reserves of the individual” 2 .

What are these reserves? These are the following six properties of the student's personality: worldview, life experience, context of activity, interests and inclinations, emotions and feelings, the status of the individual in the team. They are the reserves that should be used by the teacher in the lesson. Thus, personal individualization lies in the fact that teaching methods are correlated with the specified personality traits of each student, that is, these properties are taken into account when performing exercises and tasks.

In the process of teaching speech activity, personal individualization becomes extremely important, because there is no faceless speech, speech is always individual. It is closely connected with consciousness, with all mental spheres of a person as a person. K. Marx wrote that the relation of man to his environment is his consciousness. And the attitude to the environment is expressed in speech. That is why it is impossible to effectively teach speech activity without referring to the individuality of the student.

How to implement it? It is necessary to study the students of the class well, their interests, characters, relationships, life experience, motivational sphere and much more, bringing all this into a special scheme - a methodological characteristic of the class, which is used in the preparation and conduct of the lesson. . The difficulty lies in the fact that this knowledge must be used in determining the content of exercises and their organization.

There is a lesson. An imitative conditional speech exercise is performed.

Teacher: I have a boat.

Student: I also have a boat.

Teacher: I often go boating.

Student: I also often go boating.

And, by the way, the nearest river is twenty kilometers from the village where the student lives. Can he be interested in what he has to say in class if the teacher neglected his life experience?

Another lesson is the development of monologue speech.

– Seryozha, tell us about your library.

- I don't have a library.

- And you imagine that you have it. What kind of books are there that you read? You taught the words on the topic, - encourages the teacher.

The series is silent. It doesn't care about the presence or absence of the library. Just knowing the words on the topic is not enough. After all, there is also a desire to speak, caused by the very sphere of human interests, the context of activity. Serezha does not have this desire. If he did speak, it would not be speaking, but the formal pronunciation of phrases "on the topic." That would not be his statement. And next to me is Lena, who collects books and that's it. free time devotes to reading. She should be asked about it. And to involve Serezha in a conversation in a different way, say, by asking why he does not collect books, would he like to collect books about the sport he is interested in, etc.

Thus, individualization is possible and necessary when performing both preparatory (conditional speech) and speech exercises.

Not only the content of education, but "the same techniques and teaching methods affect students differently depending on their individual characteristics" . For example, what is the use of pair work if the "interlocutors" of this pair do not have sympathy for each other; it is pointless to offer the class a task - to ask questions to the student if his speech status in the team is low; it is unreasonable to urge the phlegmatic; it is not necessary to offer an individual task to someone who is sociable by nature and likes to talk in a group, etc.

It is convenient to set individualized tasks at home. In this case, there is a combination of individual learning with group learning: the student tells the class what he learned at home. Since his comrades are not familiar with the content of his story, it is interesting for both them and the narrator. This work is also used as voice charging at the lesson. All students take turns preparing stories about what they are interested in.

A wide scope for individualization opens up when learning to read. Here, as in teaching speaking, it is necessary to have additional handouts, such as articles cut from newspapers and magazines. Articles can be processed, provided with explanations, etc., pasted on thick paper (cardboard) and systematized by topic. If a student is interested in music, give him an individual task - read an article about a tour of a famous singer, ensemble, etc. in the Soviet Union. or an interview with that singer and briefly tell the class about what they read. To do this, a strip of paper is attached to the card with the text, on which it is written: “Seryozha! I know that you are interested in music. Here's an interview with....Read it and then tell us why you like this singer." The next time, in a different class, a different, but also directly addressed, assignment is attached for a different student.

But no matter how motivated the student is and no matter how much he wants to speak out, read something, i.e. to complete the task, he must first of all know how this or that task is performed, be able to fulfill it. For this, communicative training provides for the so-called subjective individualization. It lies in the fact that students from the very first days are taught to perform different types of tasks, they are taught to learn. The better the student performs the tasks, the more successfully he will master the material, the faster he will reach the goal. Yu.K. Babansky cites very disturbing data: 50% of schoolchildren lag behind in learning due to poor skills learning activities.

Educational activity is as complex as any other, in addition, each person develops his own style of activity. Our task is to teach students this activity, and to teach its most rational methods. This is served by special memos. The memo should both motivate the student and orient him, set him up accordingly, mobilize all his mental processes and learn to evaluate their actions. In short, a reminder is a verbal model for receiving learning activities, i.e. a verbal description of why, why and how to perform and check any educational task.

A trusting tone is also important in the memo, which helps to remove the already significant tension in relation to the student to a foreign language.<..>

Communicative learning involves taking into account all the individual characteristics of the student in the lesson. This account is implemented in a differentiated approach to students. It has two options: 1) the class receives one common task, but different students receive different help; 2) different groups of students receive different tasks that complement each other when they enter the class.

But the task is not only in taking into account abilities, in their purposeful development. The well-known researcher of abilities I. Leites wrote that the multilateral development of abilities is a normal, full-fledged expression of human capabilities. The more developed the abilities, the more effective the activity.

So, individualization as a component of the methodological content of the lesson requires the teacher to adhere to the following provisions:

- the leading one is personal individualization, i.e. taking into account all the personality traits of each student when performing exercises, which provides motivation and interest in learning activities;

- individualization is used in teaching all types of speech activity, when performing all types of exercises, in the classroom and homework, i.e. permeates the entire educational process;

- without teaching students rational methods of educational activity, one cannot expect success in their work;

– an important aspect of individualization is taking into account the individual characteristics of students and their continuous development.

§ 2. Speech orientation

Speech orientation primarily means practical lesson orientation, as well as learning in general.

It is generally accepted that one cannot, for example, learn to read by learning the rules of reading, or to speak by learning only the rules of grammar. “The decisive factor in learning,” wrote B. V. Belyaev, “is foreign language and speech practice” . Therefore, only lessons are legitimate on language, not language lessons. This means that the awareness of some features of the language, or rather, of speech units, certainly takes place, but it is only possible to master any type of speech activity. performing this type of activity, i.e. learn to speak - speaking, listen - listening, read - reading. It is practical speech activity that should be devoted to almost all the time of the lesson.

The practical orientation of the lesson has another side related to the learning objectives. Usually every student learns a foreign language for some purpose, for something. If a student (and there are many) does not set himself the goal of learning to understand songs in a foreign language, learning to read literature about brands, for example, or about cars that he is interested in, etc., then the teacher’s task is to reveal to the student such the goal, in accordance with his: interests, professional intentions, etc. The presence of such a goal is very important, because if the work in the lessons is correlated with the goal and the student is aware of this and feels his progress towards the goal, the motivation for learning increases dramatically.

Therefore, each lesson should solve some specific practical tasks and bring the student closer to his goal; not only the teacher, but also the students need to know what speech skill or skill they will master by the end of the lesson.

Speech orientation also means speech character of all exercises.

The student's employment with practical speech actions does not yet provide effective learning, because learning speech activity is possible only through actions of a speech nature.

Indeed, do pupils “speak” or “read” little in other lessons? But is this speaking, is this reading in the true sense of the word? No. After all, no speech task is set for the student:

- Repeat the following sentences after me!

- Put the verbs in the past tense!

- Build some sentences according to the model!

Performing such exercises, the student does not speak, but only pronounces. It may be asked: are not the actions of imitation, transformation and analogy that the student masters important? Certainly important. But when learning speech activities are needed speech actions. A speech task should be set before the student, and when performing it, he imitates, transforms some speech units or builds them by analogy. Such features are inherent in conditional speech exercises.

As for purely speech exercises, not everything is fine here in terms of communication:

- Retell the text!

- Read the text!

Tell me how you write a letter!

A simple retelling of the content of a text that everyone has read, an aimless reading of a text, a report on how a letter is usually written - all this is devoid of speech orientation. Speech exercises are always speech activities in new situations and with a specific goal.

Speech orientation implies and motivation of the statement.

A person always speaks not only purposefully, but also motivated, i.e. for something, for some reason. Are students' statements always motivated in a foreign language lesson? No. What moves a student when he describes today's weather? The desire to warn the interlocutor so that he does not get wet in the rain? Nothing like this. They are driven only by the task of describing.

Of course, natural motivation in the learning process is not always fully achievable: many students do not have an immediate need for knowledge of a foreign language and communication in it. But it is possible to cause this need indirectly.

It is known that motivation is influenced by the conditions of organization of activity. . If you make the process of doing exercises interesting - solving verbal-thinking tasks that correspond to the interests of students - you can positively influence motivation in general: at first, students will simply do the exercises with enthusiasm, then they will speak.

Speech orientation also implies speech(communicative) value of phrases. It is not uncommon for phrases to be heard in class that no one ever uses in real communication. So, for example, phrases like: “This is a pen”, “A chair by the closet”, “The book is green”, “In autumn the days are shorter and the nights are longer”, etc., do not represent a communicative value. After all this, it is difficult to convince students that a foreign language is the same means of communication as their native language.

Communicative value may also not have any grammatical phenomena, say, prepositions of location - on couch, under sofa, at sofas, etc.

Finally, the speech orientation of learning determines speech character of the lesson in general: its concept (a lesson-excursion, a lesson-discussion, a lesson-discussion, etc.), its organization, structure and execution (the behavior of students and, mainly, teachers). All this will be further discussed in detail.

What has been said about the speech orientation of the lesson allows us to formulate the following provisions that the teacher should be guided by:

- the absolute means of forming and developing the ability to communicate should be recognized as the constant speech practice of students in communication;

- all exercises in the lesson should be speech to one degree or another;

- all the work of the student in the lesson should be related to the goal that the student understood and accepted as his goal;

- any speech action of the student in the lesson should be purposeful in terms of influencing the interlocutor;

- any speech action of the student must be motivated;

- the use of a particular phrase, topic, etc. cannot be justified by any considerations if they are devoid of communicative value;

- any lesson should be speech both in design and in organization and execution.

§ 3. Situation

Imagine that you come to your friend and declare from the threshold: “You know, Petya will come home late.” What kind of reaction will this cause? If your statement has nothing to do with you or your friend, if he does not know any Petit at all, then he will be at least surprised.

In the real process of communication, such situations are hardly possible. In the lessons of a foreign language, both texts and exercises contain phrases about some mythical Petya and Vasya, which have nothing to do with the affairs, or the personality of the student, or his relationship with the class and the teacher. Such phrases are deprived of one of the main qualities of speech and speech units - situationality.

In one of his works, V.A. Sukhomlinsky described an interesting case: the teacher gave the students the task to come up with sentences with verbs. And so the students dispassionately uttered: “The tractor is plowing the field”, “The rabbit is eating hay”, etc. “In the sentences that the students“ thought up ”,” wrote V. A. Sukhomlinsky, “one could hear such indifference, such dead boredom that I thought: is this a living speech? Is this the students' own thought? ... If by mistake a child said: the student is swimming, and the steamer is going, the collective farmer is eating, and the rabbit is going - no one would have noticed ... ".

The situational nature of teaching requires that everything said in the lesson somehow relates to the interlocutors - the student and the teacher, the student and the other student, their relationship. Situation - this is the correlation of phrases with the relationships in which the interlocutors are.

Imagine that, while discussing the affairs of your acquaintance Petya with a friend, you learned something important about him. Coming to a friend, you say: "You know, Petya will come home late." In this case, this phrase means something for your friend and for your relationship with him, the further course of events, the development of the conversation depends on it. In this case, the phrase is situational.

Situation is a condition vital for learning to speak. To understand this, you need to correctly understand what the situation is. It is often mistakenly understood as a combination of circumstances and objects around us. Hence, “situations” such as “At the cash desk”, “At the stadium”, “In the dining room”, etc. arise in the lessons. But the teacher probably noticed more than once that, being in such a “situation”, the student reluctantly answers or is generally silent. The desire to speak is often absent from the student, not only in an imaginary situation, but also in a realistically recreated during the lesson - for example, on an excursion to the school library or around the city.

It is generally accepted that the situation is an incentive to speak. Therefore, if the above "situations" do not stimulate the student's utterance, then they are not situations in the sense of the word in which we use it.

And indeed, situation is a system of interlocutors' relationships rather than the objects around them. After all, you can talk about books on the street, and about traffic - in the library. It is the relationships of the interlocutors that encourage them to certain speech acts, give rise to the need to convince or refute, ask for something, complain, etc. And the wider and deeper these relationships, the easier it is for us to communicate, because behind our speech there is a large context - context our joint activities, and we are understood perfectly.

Students' statements are often not associated with their activities, with those events in the classroom, school, city, village, country in which they take part. And it's easy to do so. It is important to remember that communication speech situations With The activity of students not only stimulates their statements, but also helps to realize that a foreign language is a means of communication.

However, one should not think that this limits the role of situations in teaching communication. Their main significance lies in the fact that they the same degree are necessary both for the formation of speech skills and for the development of speech skills.

The teacher has probably come across such a phenomenon more than once - the student knows the words, but cannot use them, knows this or that grammatical form, but is not able to use it. What's the matter? The fact that the formed skills (lexical or grammatical) are not capable of transfer, because they do not have the leading quality for speech skills - flexibility. And flexibility is developed only in situational conditions, thanks to the use of one or another speech unit in a number of similar situations.

In this regard, it is appropriate to note that the use of exercises such as “Insert necessary words”, “Put the verbs in the correct form”, etc., in which there is no situationality, it is inappropriate.

As for the development of speech skills, here the situation as a system of relationships is a necessary condition. First, only when taking into account the relationship of the communicants can the speaker's strategy and tactics be implemented, without which speech activity is unthinkable. Secondly, only in situations (with their constant variability) such a quality of speech skills as productivity develops, without which speech activity in constantly changing conditions is also unthinkable. speech communication(on the memorized “you won’t go far”). Thirdly, only in a situation as a system of relationships is the speaker's independence possible (he does not depend on any supports - he relies not on external visualization, but on memory, on thinking). In a word, there is no such quality of skill or its mechanism that would not depend on the situation as a learning condition.

The essence of situationality shows that its implementation is unthinkable without personal individualization, because the creation of situations in the lesson as a system of relationships is possible only with good knowledge of potential interlocutors, their personal experience, the context of activity, worldview, feelings and the status of their personality in the class team.

So, situationality as a component of the methodological content of the lesson determines the following provisions:

- the situation of communication in the lesson can be created only if it is based on the relationship of interlocutors (students and teachers);

-each phrase spoken in the lesson should be situational, i.e. relate to interlocutor relationships;

- situationality is a necessary condition not only for the development of speech skills, but also in the process of skills formation, i.e. in preparatory exercises (lexical and grammatical).

§ 4. Functionality

Functionality is a very complex and voluminous concept. To reveal its paramount importance for communicative learning, let's start with the most revealing aspects, let's see how work usually goes on the grammatical and lexical aspects of speech activity.

As you know, each grammatical structure has its own form and its own grammatical meaning. A lexical item also has both its form and its meaning. Therefore, sometimes they argue like this: in order to use a grammatical structure in speaking, you need to be able to formalize it, and in order to use a lexical unit, you need to remember its form and meaning. Let's designate this learning strategy "form-meaning", or "memorization-use". It seems so logical that, it would seem, there is nothing to oppose to it. But it's not.

The fact is that both the grammatical structure and the lexical unit, in addition to form and meaning, also have a speech function - their purpose, that is, they are used in speaking to express confirmation, surprise, denial, doubt, clarification, etc. They are so are strongly associated with these functions, which are called into memory immediately, as soon as one or another speech task arises before the speaker. Therefore, in speaking, the association "function - form (+ meaning)" operates.

Do we always develop such an association? Unfortunately no. In order to first simply memorize words or learn to form some kind of grammatical form, students perform exercises that require them to focus on the rules for forming a form or on memorizing a word and its meaning. This means that the leading is the formal, and not the functional side of the speech unit. As a result of the disjointed, sequential assimilation of form and function, the form is not associated with the function, and there are cases when the student “knows, but does not know how”: for example, he knows how to form the past tense from the verb “read”, but when he wants to report already happened, says: “I was reading this book yesterday”, not noticing that he uses the present tense form.

Functionality, on the other hand, presupposes the promotion of the function of the speech unit, and this function does not come off the linguistic side, but is the leading one; It is to the function that the student's consciousness is mainly directed, while the form is assimilated mainly involuntarily. At the same time, the nature of the reported rules-instructions also changes.

Usually, starting to explain (for example, the future tense), the teacher says:

- Guys, today we will learn the future tense with you. It forms...

The functional approach requires something else:

“Guys,” the teacher should say, “if you want to say what you will do after school today, tomorrow, in a month, that is, in the future, then use this form for this ...

Having shown the sample, the teacher offers conditional speech exercises in which the student receives a new speech task each time: “Promise that you will do what you are asked to do”, “Express an assumption about what your friend will do in the following cases”, etc. .P.

As a result, the form of the future tense is strongly associated in the mind of the student with the functions of promises, assumptions, etc., and, therefore, will be called every time in speech activity (in a situation) there is a need to solve the corresponding speech task - to promise, assume and etc.

L.V. Zankov wrote: “Lessons in instilling skills are often monotonous and dreary to the point of impossibility.” Functionality, on the other hand, can not only lead to the formation of transferable skills, but also make the automation process itself interesting.

To ensure the functionality of learning, in the settings for the exercises, you need to use all those speech tasks that are used in communication. What are these tasks?

1) To report(notify, report, notify, report, announce, inform);

2) Explain(clarify, concretize, characterize, show, highlight, focus attention);

4) condemn(to criticize, to refute, to object, to deny, to accuse, to protest);

5) Convince(prove, substantiate, assure, induce, inspire, persuade, inspire, insist, beg, etc.).

Functionality is not just about speaking. When teaching reading, listening, it is no less important. After all, the function of reading and listening as types of speech activity always consists in extracting information: a book, an article, a note are read in order to learn something new, get a topic for discussion, have fun, clarify details, understand the general meaning, answer the questions put in the article. question, express a judgment about various aspects of the subject of the article, etc. Broadcasts and stories are usually listened to for the same purposes. This should be taken into account when compiling tasks for teaching reading and listening.

Functionality also determines the need to use in teaching all those speech units that function in speaking. Usually attention is paid to speech units of two levels - a word and a phrase. There are, however, two more equally important levels - the phrase and superphrasal unity. Both need to be specially trained. Firstly, it is known that the bulk of errors are just in phrases. Therefore, it is necessary to purposefully assimilate the most frequent phrases, to achieve their automated use. One should not think that it is enough to achieve mastery of words, and they will be combined in speech themselves. Secondly, as regards superphrasal unity, it is not generated by itself, even if a person is able to express himself at the level of individual phrases. The coherence of speech, its logic, characteristic of superphrasal units, requires special training.

In this regard, it is important to consider that in the language as a system of signs that is used for communication, there are three aspects: vocabulary, grammar, phonetics. These aspects are independent, they can be studied separately, independently of each other. Science confirms this: lexicology, theoretical grammar, theoretical phonetics.

Speech activity has three aspects: semantic (lexical), structural (grammatical), pronunciation. They are inextricably linked in the process of speaking.

From this it follows, firstly, that when teaching speech activity, one cannot assimilate words in isolation from their forms, grammatical phenomena - outside of their embodiment in words, pronunciation - outside of functional speech units. It is necessary to strive to ensure that speech units are assimilated in the vast majority of exercises (this can be a word, a phrase, a phrase, and a superphrasal unity), so as not to distract the student with constant explanations. If the student in the exercise answers your questions, confirms your thought, objects to you, etc., then you can formulate your remarks in such a way that they consistently use either a grammatical (phonetic) phenomenon to be automated, or the necessary words. When the exercise is organized correctly, the student forgets (or even does not suspect) that he is learning something: he is talking. We can say that lessons only in terms of material can be lexical, grammatical - in spirit they should be speech.

The second consequence of the unity of the sides of speech activity is a different - functional - approach to the use of rules.

Each teacher probably thought about the questions: to give a rule in this case or not to give it, at what point to give it, how to formulate it, etc., and it is not surprising: after all, the nature of the exercise and its effectiveness depend on this.

Most often, the opinion is expressed that knowledge (rules) should always be a prerequisite for speech practice. This is associated with the consciousness of learning: a rule is given - conscious learning, not given - unconscious. The matter, however, is more complicated.

Let's compare three skills: the skill of writing a letter (apparently, it can be formed without rules, by simple copying), the skill of pronouncing a sound (here one imitation is most often not enough), the skill of using or understanding a complex syntactic structure (in this case the premise of the rule is most likely necessary).

In our opinion, the methodological approach in this case should be as follows:

1) the place and nature of the rules in the process of forming a speech skill is determined specifically for each language form;

2) the necessity and place of the rules are determined taking into account formal and functional difficulties, correlation with the native language (to avoid interference), automation conditions (stage, age of students, etc.);

3) knowledge is formulated in the form of rules-instructions, i.e. brief instructions on how the student should act in order to avoid mistakes in a speech act, and are given precisely at those moments in the automation process when these mistakes are possible. Such a method is called knowledge quantization. It allows you to save those automation conditions (speech orientation, functionality), which were mentioned above. The speech act itself comes to the fore, it is in the field of consciousness of the student, and the instruction only helps to perform it without distracting the student's attention.

It is very important to take into account that the rules-instructions that are communicated during the assimilation of a particular speech unit should not at all constitute a complete body of knowledge about this phenomenon. This is necessary only when studying a language, a language system; As for speech activity, only the minimum rules-instructions that are necessary for mastering and using each specific speech unit should be selected.

The above is no less important for receptive activities - reading and listening. When mastering them, rules-instructions are also necessary, but they are of a different nature. Their main purpose is to serve as "identification marks" of certain speech units, because receptive activities are based on the "form-meaning" association.

The third consequence of the functional unity of the three aspects of speech activity is exclusion of translation exercises(With mother tongue to foreign).

Comparison with the native language helps to better understand a foreign language, its structure, subtleties, patterns. But knowing and assimilating, from the point of view of learning, are not the same thing. When teaching speech activity, what is important, first of all, is not knowledge, but skills, abilities that allow not to talk about the language, but to use it. In this case, the native language often serves as a brake. Any teacher knows well that most mistakes are due to the influence of the native language, its stereotypes that have taken root in the minds of students. Therefore, the need to prevent possible errors of students should be recognized.

It is necessary to emphasize the distinction between two concepts - "reliance on the native language" and "accounting for the native language", although they seem to be identical. According to tradition, "reliance on the native language" is interpreted as a constant comparison of two language systems, used as a starting point for learning. As for the “recording of the native language”, he aims the teacher at anticipating the interfering influence of the native language (before the lesson) and preventing it in each specific case by organizing exercises in such a way that the student does not feel that the assimilation is due to some kind of comparison, because the latter is not the starting point.

Translation from the native language is just a constant comparison of two language systems. On this occasion, A. N. Leontiev said: “Of course, it is possible to form speech in a foreign language through the formation of a functional translation system - just like you can go, for example, from Moscow to Bucharest via Paris, but why, you ask, is this necessary?”

The point is that speaking and translating are two different types activities. Speaking is the realization of stereotypes given language, Translation is the realization of the stereotypes of two languages. Speaking, we express our thoughts, our attitude, but when translating, it is necessary to adequately convey other people's thoughts.

There are also purely methodological arguments against translation: translation is a very difficult exercise, students spend a lot of time on it and make a lot of mistakes. All this hinders the effective formation of skills.

It is easy to show that translation exercises do not develop the mechanisms necessary for speaking, at least on such a speech mechanism as the choice of words. It is known that when speaking, a person recalls (remembers) words in connection with a speech task in a certain situation, i.e. on the basis of the “thought-word” association (recall the “function-form” association). In the translation exercises, the student recalls a foreign word according to the word of his native language, therefore, the “word-word” association works, i.e. absolutely not the one that is needed for speaking.

Thus, in order to effectively teach speaking as a means of communication, translation exercises should be abandoned. At least in class. As for the translation from a foreign language into a native one, it is quite acceptable in some cases (semantization abstract words, translation of individual complex grammatical phenomena in teaching reading).

So, functionality as a component of the methodological content of the lesson dictates the need to comply with the following teaching rules:

- the leading in the assimilation of lexical units or grammatical phenomena (speech patterns) is their function, and not the form;

- in the settings of exercises when teaching all types of speech activity, one should use the whole variety of speech tasks;

- the use of knowledge occurs on the basis of their quantization in the form of rules-instructions, taking into account the acquired phenomenon and learning conditions;

- translation from the native language when teaching speaking in the classroom is excluded.

§ 5. Novelty

Have you ever talked about the same different people Or hear others do it? If this is not a poem, not a quotation, not reading what has been memorized from the stage, then each time the story is probably different from its other variants, the same content and the same meaning is conveyed in new form. Why? Yes, because human speech is inherently productive, not reproductive. Of course, many speech units - words, phrases, sometimes phrases - are used by the speaker as ready-made and are reproduced (reproduced), but their forms and combinations are always new. It cannot be otherwise: after all, a situation with many of its components is always different, always new, and a person who does not take this into account will not only not achieve the goal, but will also look ridiculous.

There is an opinion that a foreign language can be mastered only through abundant memorization. And they sound at installation lessons: “Remember (learn) these words”, “Memorize a sample dialogue”, “Read and retell the text”, etc. But this, firstly, is inefficient: you can learn a lot of dialogues and texts and not be able to speak, and secondly, it is not interesting. It has long been proven that there is another way - involuntary memorization. This path requires such an organization of work, in which the material to be memorized is included in the activity, hinders or contributes to the fulfillment of the goal of this activity. In this case, the student does not receive direct instructions for memorizing this or that material; it is a by-product of activity with the material (words, text, dialogue, etc.). For example, if a student has read a text about Paris, he can be given the following assignments in sequence:

a) Find phrases in the story that are similar in content to the data.

b) Find phrases that characterize ...

c) What would you most like to see in Paris?

d) What best describes Paris? etc.

Performing these exercises, the student is forced to refer to the material of the text all the time, but, as it were, from new positions, to use it to complete new tasks, which will lead to his involuntary memorization. And the material memorized in this way is always operational, it can always be easily used (unlike memorized texts and dialogues) in any new situations of communication.

To no lesser extent, novelty should be manifested in teaching speaking. Here it assumes a constant variability of speech situations, which is necessary in order to prepare the student for a “meeting” with any new situation, and not only with the one (or those) that took place in the lesson. And this skill is achieved by constantly varying speech situations, by replacing G, speech situation each time some new component: speech task, interlocutor, number of interlocutors, interlocutor relationships, an event that changes these relationships, characteristics of an interlocutor or some object, subject of discussion, etc.

This is necessary in order to teach communication in adequate conditions. Communication itself is precisely characterized by a constant change of all these components, in other words, our communication is heuristic. Let us show this in more detail, since the understanding of this thesis is of fundamental importance for the organization of the lesson.

A)Heuristics of speech tasks (functions). It is understood as a situationally determined possibility of their various combinations. So, the interlocutors can react to the “request” as follows:

One should not think that the combinations of speech tasks are endless. The analysis showed that it is possible to single out the most typical combinations for these situations, which should be taken as the basis for constructing exercises.

Note that each task is included in a variety of combinations, not only as a stimulus, but also as a reaction. For example, "promise":

request - promise promise - promise

offer - promise - promise - refusal

invitation - promise promise - doubt

advice - promise promise - gratitude

This makes it possible to ensure the maximum repeatability of each function in all possible heuristic combinations.

b) Heuristic of the subject of communication. Communication can relate to one or several subjects at once with the leading role of one of them. For example, if the subject of discussion is a plan for the participation of schoolchildren in the harvest, then we can talk about pioneering work in general, and the mechanization of agriculture.

In communication, speech constantly moves from one subject to another: sometimes to a close one, connected with the previous one, sometimes to one that has nothing in common with the previous one.

From the point of view of the heuristics of the subject of communication, one can distinguish between mono-subject and multi-subject communication, which cannot be ignored in teaching.

c) Heuristic content of communication. It lies in the fact that the disclosure of the same subject of communication (with the same speech task) can occur due to different content. For example, in order to prove the falsity of bourgeois democracy (the subject is “bourgeois democracy”, the task is “proof, persuasion”), one can operate with specific facts gleaned from newspapers, give examples from literature, refer to figures, or use data from a textbook on social science, eyewitness accounts, etc.

d) Heuristic form of utterance. It manifests itself in the fact that people do not communicate with the help of memorized, fully prepared statements, but create new ones each time, corresponding to a given situation.

e) Heuristic speech partner. Any communication from the point of view of initiative can proceed in different ways: the initiative is in the hands of one interlocutor, the initiative is in two of them, all participants in communication are equally initiative. In other words, there is communication with the constant initiative of the interlocutors and with the variable initiative. The first seems to be easier than the second.

It is quite clear that, depending on these options, the heuristics of his speech partners are different for each of the communicating people. Is it possible not to take this into account and not to teach speaking in conditions of at least group communication? Of course no. Otherwise, the speaker will not be able to rebuild on the go, will not be adequate to the situation changing at any given moment.

Summing up, we can say that heuristics permeates the entire process of communication. Therefore, it is necessary to teach communication on a heuristic basis. This is what contributes to the development of many qualities of speech skills (flexibility, for example, as the basis of transfer skills) and skill qualities (for example, dynamism, productivity, purposefulness).

Thus, a productive mastery of the material should serve as a guideline. By the way, this is exactly what is required in exams when some new situation is presented. This productivity can only be ensured in such exercises that involve combining, paraphrasing the material for speech purposes. It should also be noted that novelty as a component of the methodological content of the lesson is one of the main factors that ensure the interest of students. This refers to the novelty of the content. teaching materials, novelty of the form of lessons (lesson-excursion, lesson-press conference, etc.), novelty of types of work (reasonable change of known types and introduction of new ones), novelty of the nature of work (class, extracurricular, circle, etc.) - In other words, constant (within reasonable limits) novelty of all elements of the educational process.

All of this, to one degree or another, remains to be discussed further. But the content of the training materials needs special mention.

“In order for the student to understand and entertain what is being taught, avoid two extremes: do not tell the student about what he cannot know and understand, and do not talk about what he knows no worse, and sometimes better than the teacher”, - wrote L. N. Tolstoy.

How often do we forget about it Here is what, for example, is sometimes suggested to read to students: “This is a school. The school is big. The school has many classes. All classes are large. Children study here. What can a twelve-year-old modern accelerated teenager learn from this?

How to give meaningful tasks to such texts?

Sometimes any nonsense is pronounced at foreign language lessons - the main thing is that it is not pronounced in Russian. Even the term exists - "educational speech". Meanwhile, students have a dangerous thought: if we don’t speak anywhere like in foreign language lessons, then a foreign language is not a means of communication. As experience shows, this idea takes root in the minds of students by the end of the fifth grade. A third of school time (the best third) is lost, and it is very difficult to change a student's attitude, to return his deceived hopes.

Teachers use in the classroom materials from newspapers, magazines, radio, television. This is absolutely correct, because no textbook can keep up with modernity. And modernity is an obligatory component of informativeness, novelty of the lesson.

The information content of the material is one of the important prerequisites for the effectiveness of the lesson, which affects its educational value and the development of students. The lack of information content, as well as the “spiritually” memorization associated with it, is not such a harmless phenomenon as it might seem, since along with the mindless assimilation of what is ready, a person involuntarily learns the corresponding character of thinking. “It is much easier to cripple the organ of thought than any other organ human body and is very difficult to cure. And later - and it is completely impossible. And one of the most “sure” ways to mutilate the brain and intellect is the formal memorization of knowledge” (Volkov G. N.). Therefore, many rightly believe that “to solve the problem of improving the quality of educational work in a fundamental way means to solve the question of what to base the system of the educational process on: memorization or organization of intense mental activity” (Polyakov V.N., Balaeva V.I.).

The solution to this dilemma is unambiguous: of course, the intensification of mental, speech-thinking, creative activity. Moreover, “to start purposeful development creative thinking as soon as possible so as not to miss the very rich opportunities of childhood.

It is for all this that the principle of novelty stands up, on which communicative learning is based.

So, what should the teacher remember in connection with novelty as a mandatory characteristic of the methodological content of the lesson:

- with the development of speech skills, it is necessary to constantly vary speech situations associated with the speech-thinking activity of students;

– speech material should be memorized involuntarily, in the process of performing verbal-thinking tasks;

- the repetition of speech material is carried out due to its constant inclusion in the fabric of the lesson;

- exercises should ensure constant combination, transformation and rephrasing of speech material;

- constant novelty of all elements of the educational process is necessary.

This is, in brief, the methodological content of a modern foreign language lesson. As can be seen from the foregoing, all the main provisions are interconnected and interdependent: failure to comply with one of them damages the entire system of communicative learning. Hence the main task is to observe the communicative basis in its entirety. Only such a methodological content of the lesson can ensure its effectiveness.

/ From: E.I. Passov. Foreign language lesson in high school. - M.: Enlightenment, 1988. - S. 6-27 /.

Technology of "Communicative teaching of foreign culture

E.I. Passova»

This technology, unlike other methods of teaching foreign language speech activity, aims to prepare students for the process of foreign language communication and offers it a set of adequate means. What are the principles of building content using this technology.

1. Speech orientation, teaching foreign languages ​​through communication. This means the practical orientation of the lesson. Only lessons in language are legitimate, 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 (use). It is necessary to strive to master speech units in most exercises. 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. Situation, role-based organization of the educational process with maximum motivation of educational situations. 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 a real or recreated situation that affects 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 memorization).

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 the team (class).

Communicative training involves taking into account all these personal characteristics, since only in this way can communication conditions be created: positive emotional saturation, communicative motivation are caused, purposefulness of speaking is ensured, relationships are formed, etc.

6. Collective interaction is 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; self-realization of the individual in the group.

7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of 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 of the language should be problems, not topics.

Features of the technique

Exercises. In the learning process, almost everything depends on the exercises. 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 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, describing 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. TO grammatical errors it is necessary to attract the attention of the class, 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 "interactive intensive" requires a different, different from the traditional, organization of the learning space. The guys sit in a semicircle or randomly. 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 should also have a sufficient temporal duration, imitate "immersion" in a given language environment.

Communication is off-topic. The main drawback of the topic is the lack of relationships between the participants in it.

The most important distinguishing feature of the communicative technology of teaching foreign language speech activity is the organization of the process of assimilation of speech material. (Descriptions of the process of assimilation of speech material are the description of the technological chain of the educational process, which gives the teacher the opportunity to present the main milestones on the way to the intended goal.)

The main mechanism for organizing the educational process based on the communicative technology of teaching foreign language speech activity is cyclicity. A cycle is a certain number of lessons required to bring a given speech dose to the stage of speech skills. It is clear that speech skill, as the ability to control speech activity, does not suddenly appear in a person. It is possible to bring the possession of any speech material to the level of skill only if all stages of the assimilation process are observed.

The process of assimilation of speech material goes through 3 main stages:

stage of skills formation;

the stage of improving skills;

stage of development of speech skills.

The planned three stages of work are not segments of the entire course of study, but stages periodically repeated throughout the course, through which a certain dose of speech material passes each time. General Skill speaking develops gradually from the ability to master individual doses of speech material.

Thus, the speech dose necessary for communication on a particular problem passes through a certain number of cycle lessons, and is brought to speech skills. In the cycle, each lesson is a link in the chain of lessons.

Such a system, consistency in the study of the material generates success even among low-performing and average-performing students. They go step by step to speech skills. The joy of learning appears, the desire to work, the process of educating self-esteem, self-realization of the individual.

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Efimm Izramilevich Pamssov (b. April 19, 1930, Gorodok, Vitebsk region, BSSR) is a Russian linguist, a specialist in the field of methods of foreign language education. Doctor of Pedagogical Sciences, Honored Worker of Science of the Russian Federation. Head of the Russian Center for Foreign Language Education, Professor Yeletsky state university them. I. A. Bunina, Honorary Professor of the Nizhny Novgorod State Linguistic University, Honorary Professor of the Minsk State Linguistic University, Head of the Laboratory of Foreign Language Education of the Lipetsk Institute for the Development of Education.

Graduated with honors from the Minsk State Pedagogical Institute of Foreign Languages ​​in 1953. In 1965 he graduated from the two-year Higher Pedagogical Courses at Leningrad University.

German teacher from 1953 to 1957 high school No. 15 of Vitebsk, from 1957 to 1963 senior teacher of the German language of the Vitebsk State Pedagogical Institute. In 1958-1960, he was the head of the department of foreign languages ​​of the philological faculty of the All-Russian State Pedagogical Institute.

From 1966 to 1970, he headed the Department of Methods of Teaching Foreign Languages ​​at the Gorky Pedagogical Institute of Foreign Languages ​​(now the Nizhny Novgorod State Linguistic University). Since 1971, the head of the German language department of the Lipetsk Pedagogical Institute, in 1979 he created and headed the department of methods of teaching foreign languages ​​(later transformed into the department of teacher training), from the same year - head of the Laboratory of textbooks.

He founded and since 1990 headed the Interuniversity Center for Communicative Teaching of Foreign Language Culture (later - the Russian Center for Foreign Language Education). Since 1995, he has been working at the Yelets State University. I. A. Bunina as a professor of the Department of Foreign Languages ​​of a Pedagogical Profile, a supervisor and a consultant for dissertations of postgraduate students of the department. She also supervises postgraduate research at the Faculty of Foreign Languages ​​of Kursk State University. Scientific supervisor of the schools "Lingua Plus" (Lipetsk), "Interlingua" (Voronezh), "Lingua Center" (Surgut). December 11, 2006 E. I. Passov, professor of the Lipetsk branch of the Nizhny Novgorod State Linguistic University, was awarded honorary title Honored Professor of NSLU. Under his leadership, more than sixty Ph.D. and more than ten doctoral dissertations have been defended.

E. I. Passov - founder of the journal "Communicative Methods", scientific editor of the yearbook "Problems of Foreign Language Education", published by the Center for Foreign Language Education, created by him, organizer of conferences and symposiums of various levels.

The communicative approach to teaching a foreign language formed the basis of the communicative learning theory, which considers language competence in the conditions social interaction. A feature of the communicative approach lies in the similarity of the learning process with the real process of communication: the learning process models the communication process, while maintaining adequacy.

The dominant idea of ​​the communicative approach is the communicative orientation of all types of speech activity - speaking, listening, reading and writing. Language proficiency as a means of communication involves the creation of such conditions under which the assimilation of language material would be carried out in a natural way, in the process of communication, the course would be purposeful, ensuring the achievement of educational goals. The content of the subject "foreign language" includes educational information about aspects of the language (phonetics, vocabulary, grammar, stylistics), which forms the basis for the formation and development of skills and abilities related to the mastery of four types of speech activity, due to a specific communication situation. Teaching a foreign language as a means of communication involves the acquisition by students of a complex of linguistic knowledge and the acquisition of communication skills and abilities. The linguistic component of the learning content includes strictly selected language and speech material, phonetic material, lexical minimum, grammatical reference, samples of speech utterances of various lengths, situationally and thematically conditioned. This technique breaks the traditional order of language deployment.

Refusal to comprehensively study aspects of the language (phonetics, vocabulary, grammar) does not lead to mastering the rules and vocabulary in solving communicative problems.

Learning ready-made clichés and phrases related to specific situations also does not lead to mastery of a foreign language, since this does not contribute to the conscious formation of a language system. Only consistent, purposeful learning of the language system through speech in the process of speech activity makes it possible to form the mechanisms of speech.

When teaching a foreign language, educational and cognitive activity is formed, during which the language is assimilated and the mechanisms of speech activity and communication activities are laid.

The methodology for organizing educational activities should be aimed at the implementation of communicative and cognitive goals, taking into account the requirements that determine its effectiveness: the consistency of the actions of the teacher and the student, the development of independence, consciousness and motivation. The analysis of skills for each type of speech activity made it possible to identify design, constructive, communicative and organizational skills.

Determining the structure of intellectual skills in a foreign language is based on the understanding of communication as a communicative-cognitive activity, involving the generation and interpretation of texts based on productive (speaking, writing) and receptive (listening, reading) activities in a particular situation. This implies the need for the formation of skills associated with each type of speech activity that accompany verbal and non-verbal communication skills. At the same time, the language is considered as a communication environment and an “arsenal of means” that should be “motivated to operate”.

Teaching functional knowledge of a foreign language on the basis of communicativeness implies the adequacy of the imparted knowledge to the tasks of mastering the language as a system of speech means, more precisely, the educational model of this system, which is designed to replace the real one.

Using the model of a foreign language world as an effective psychological technique minimizes the interfering influence of the native language and provides control over the learning process. Mastering a foreign language is the awareness of new ways of thinking, providing the ability to perceive and transmit thoughts by means of another language.

The founder of the communicative method in teaching foreign languages ​​in Russia is Passov Efim Izrailevich - Doctor of Pedagogical Sciences, Professor, Honored Worker of Science of the Russian Federation, a well-known scientist in the field of methods of foreign language education, author of the Fundamentals of the communicative method of teaching foreign language communication and the Concept for the Development of Individuality in the Dialogue of Cultures. He proved the essential difference between a speech skill and a motor skill, which led to a psychological substantiation of the process of forming a skill capable of being transferred, and to the development of a fundamentally new type of exercise - conditional speech. So what are

Passov Efim Izrailevich - Professor of the Lipetsk Pedagogical Institute, Doctor of Pedagogical Sciences, Honored Worker of Culture.

The history of teaching a foreign language goes back 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 foreign language teaching technologies. The intensive technology was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country.

IN high school theory and practice of communicative intensive training 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.

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 speech development child.

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 building principles:

1. Speech orientation, teaching foreign languages ​​through communication. This means the practical orientation of the lesson. Only lessons in language are legitimate, 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 to master speech units in most exercises. 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 is not situations, it is not able to fulfill the functions of motivating statements, to develop the quality of speech skills. Only real situations can do this. To learn a language, you need not to study the language, but the world around you with its help. The desire to speak appears in the student only in a real or recreated situation that affects the speakers.

4. Novelty. It manifests itself in various components of the lesson. First of all, this is the novelty of speech situations. This is the novelty of the material used, and the novelty of the organization of the lesson, 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.

5. Personal orientation of communication. Faceless speech does not happen, speech is always individual. Any person differs from another both in his natural properties, and in his ability to carry out educational and speech activities, and in his characteristics as a person: experience, context of activity, a set of certain feelings and emotions, his interests, his status in the team. 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 is 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 of the language should be problems, not topics.

Features of the technique:

Exercises. In the learning process, almost everything depends on the exercises. 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, not discontinuity in time.

Speech exercises - retelling the text in your own words, describing 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 practice it within 1-2 weeks; 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 a sufficient temporal duration, imitate "immersion" in a given language environment.