Современные методы и технологии преподавания иностранных языков
жүктеу/скачать 4,43 Mb. Pdf көрінісі
|
Sovremennye metody i tekhnologii prepodavaniya inostrannykh yazykov
| Ключевые слова:
межкультурное общение, социокультурная компе- тенция, этнопсихологические особенности, ориентировочные задания. 156 Representatives of different ethnic communities are characterized by eth- nopsychological peculiarities (EPP), which determine the ethnocultural specific- ity of the system of relations of the speaker of linguistic culture to the surrounding reality and are manifested in speech behavior during the interaction of represent- atives of different cultures. Due to the fact that the basis of the EPP of the speaker of a foreign language culture is the mentality, therefore, the EPP, like the mentality, is manifested in the intercultural communication in the perception, understanding and assessment of reality, national value orientations and behavioral strategies [5, p. 15]. A special set of assignments has been developed to form the sociocultural competence (SCC) of the linguistic university students taking into account the EPP of a speaker of a different culture. This complex implements the methodo- logical principles of the interconnected communicative and sociocultural devel- opment of the student’s personality, the phased formation of the SCC and the comparison of foreign and native cultures. Modern researchers define the assignments as a structural unit of the meth- odological organization of the material and recognize that the assignment is a re- flection of the basic characteristics of the entire educational process. The structure of the assignment includes a communicative task and an indication of how to solve it, the language material to be implemented by the given methods, and the method of supposed control or self-control [1, p. 199]. Following G. A. Kitaygorodskaya, we believe that the assignment presented to the student includes indicative, exec- utive and controlling components [3, p. 169–170]. The indicative component is presented in the statement of the assignment, which justifies the motive for the future speech action, directs the learner to the implementation of a specific com- municative task and acts as a stimulus for the learner's speech actions. The exec- utive component involves the direct implementation of the intended task. The con- trolling component of the task is aimed at exercising control or self-control, since the assignment contains certain objective requirements for the result of the up- coming action, which the student can analyze, compare with the result obtained, comprehend and draw conclusions about the quality of the solution of the com- municative task. In accordance with the selected components, the assignment is carried out in several steps with the simultaneous activation of the linguistic, sub- stantive, pragmatic and intercultural aspects: familiarizing with the intercultural situation, identifying and explaining the reasons for the misunderstanding be- tween the participants in the situation, searching for language tools for expressing one or another communicative intention and their use in situations of ICC, the organization of interaction with a speaker of a foreign language culture. Thus, the “assignment” in its multicomponent composition, which implies the consistent implementation of verbal behavior and aimed at solving specific communicative tasks by students, meets, in our opinion, the goals set for the formation of the SCC. The typology of the assignment complex includes indicative and interactive assignments. Indicative tasks are considered in more details and the examples of 157 them are presented. Indicative tasks are of a speech-preparatory nature and involve the mastery of sociocultural knowledge and the development of skills to navigate the carrier of the language being studied and in terms of interaction. When developing indic- ative tasks, we proceed from the theory of the phased formation of mental actions P. Y. Galperin [2], according to which internal mental actions are the result of internalization of external objective actions. The process of understanding exter- nal objective actions involves mastering knowledge, as well as analyzing, com- paring, evaluating, on the basis of which there is an understanding of external objective actions and planning of verbal interaction. In accordance with the theory of the phased formation of mental actions, we distinguished three types of indic- ative tasks: comparative, evaluative and planning. Comparative assignments are aimed at identifying typical EPP; analysis and comparison of typical EPP; development of sociocultural observability, soci- ocultural impartiality and the cultivation of sociocultural susceptibility. Assignments for identifying typical EPP of native and target languages in- clude: • жүктеу/скачать 4,43 Mb. Достарыңызбен бөлісу:
|