An analysis of the history of human development shows that a foreign language has always been an objective need of society, without which it cannot fully develop.

A foreign language (FL), like a native one, does not exist in society in isolation and cannot live its own life. It is closely connected with all spheres of society: economy, politics, art, etc.

FL performs four functions: serves as a means of cognition, is the guardian of culture, is a means of communication, acts as a tool for development and education: FL, in addition, serves as a means of not only interpersonal, but also international communication. With the help of a foreign language, one can learn what cannot be adequately known in the native language. As the guardian of another culture, the FL provides an invaluable service to the native language and culture, as it reveals another world and makes a person twice a person. As a tool for educating a foreign language, in a certain respect, it is generally irreplaceable: without it it is impossible to effectively cultivate respect for other peoples.
Our country is facing a task of great complexity: it is necessary to comprehensively study progressive technologies, to adopt everything new that has been accumulated in world production. For this, highly qualified specialists who know the foreign language are needed. As you know, the rights of enterprises to new forms of cooperation are expanding - direct ties with foreign partners. Granted the right to carry out export-import operations, the right to conduct joint research and development, etc. Solving these problems requires enterprises to have at their disposal specialists who can not only read specialized literature, but also communicate in a foreign language.
The low level of foreign language literacy of specialists not only undermines the competitiveness of our state, but also affects the economy within the country. This becomes especially noticeable when organizing joint ventures, where partners must know each other well, without which there is no trust. The accumulated experience already indicates that knowledge of, for example, English, will help to quickly master computer technology, to join the latest information technologies, to the knowledge associated with people using personal computers on the Internet. Therefore, it can be argued that raising the level of foreign language literacy is a powerful reserve for accelerating socio-economic progress. It is clear that it is unreasonable to save on a real evidence-based language policy in the field of teaching a foreign language. But more than just funds are needed. It is necessary to change the very attitude towards FL, taking into account the new economic and political realities.
The role of foreign language in politics is especially pronounced with the emergence of the so-called people's diplomacy. In recent years, hundreds of international organizations have emerged, hundreds of thousands of people began to visit each other, more and more high school students go to study in the USA, Great Britain, Germany, France. The experience of the first such exchanges showed that our schoolchildren, even those who speak a foreign language well, do not know well the culture of the country of the language being studied. This is no coincidence. For many decades, the teaching of a foreign language was carried out in isolation from the culture of the country. Difficulties arise due to the fact that neither teachers nor those who train them, until recently, had the opportunity to get a sufficiently deep understanding of the culture from the perspective of the language taught.
The low level of foreign language literacy is a negative factor affecting the reputation of our country in the field of cooperation with other states. Without knowing either the language or culture, we show disrespect, both to ourselves and to the people of another country.
What is the main reason for what is happening? It seems that the general education programs in foreign languages ​​are still focused mainly on how to behave in a store or on the street. Having satisfied his vital needs with the help of the “linguistic pronunciation minimum”, a person who wants to discuss intellectual problems can only remain silent, because intercultural dialogue requires mutual understanding, and not just understanding of what was said and the ability to respond to a remark. The latter is also necessary, and it is good if at least this is achieved. But, we repeat, this is good for courses, circles, etc.

We are talking about the concept of an educational institution. Obviously, such a concept should be based on new principles that are different from those on which the traditional method of teaching a foreign language was built. The concept of traditional is associated primarily with learning the rules and performing language exercises, that is, “talking about the language instead of communicating in the language” . Many teachers are still convinced that vocabulary + necessary structures = language, and this is at the heart of the learning process. But language is not mathematics (although language structures are nothing but formulas necessary for memorization) and not just an intellectual substance. The intellect does not come into action without a certain motivation and rarely functions without an element of emotions, namely these components are often missing in the methodological material. To teach communication in a foreign language, you need to create real, real life situations (i.e., what is called the principle of authenticity of communication), which will stimulate the study of the material and develop adequate behavior.

The concept of communicative learning trying to fix this bug.
As you know, everything that a person learns, he strives to use in the upcoming activity. It is also known that the use of knowledge, skills and abilities is based on transfer, and the transfer depends, first of all, on how adequate the learning conditions are for the conditions in which this knowledge, skills and abilities are supposed to be used. Therefore, it is necessary to prepare a student to participate in the process of foreign language communication in the conditions of foreign language communication created in the classroom. This determines the essence of communicative learning, which lies in the fact that the learning process is a model of the communication process.

Communicative an approach - a strategy that “models communication, aimed at creating psychological and linguistic readiness for communication, at conscious understanding of the material and methods of action with it, as well as at understanding the requirements for the effectiveness of the statement” .

In our country, Passov E.I., Kitaygorodskaya G.A., Kuzovlev V.P., Milrud R.P. deal with the issues of communicative learning. other.

Among the modern concepts of teaching a foreign language (neurolinguistic, the method of “full return”, “silent way”, etc.), in our opinion, there is no alternative to communicative technology for a number of reasons:

- the communicative approach is maximally aimed at bringing the educational process closer to the conditions of the real functioning of the language in the intersubjective (in the broad sense, dialogical) or text mode:
- the communicative approach is adequate to the very nature of the language in its cognitive and communicative essence;
- a communicative approach focused on the personality of the student, allows you to create a motivational background and develop the necessary skills for mastering a foreign language both in a relatively short period of study, and for further self-improvement, which implies complete or relative autonomy of the speaker in this language.

In the state of using the communicative approach in teaching a foreign language, there are several dominants that determine the development of this approach in teaching a foreign language:
1. Strengthening the cognitive perspective in the implementation of the educational process, which requires giving meaningfulness, purposefulness to both the entire training session (a series of classes), and its individual stages and individual tasks, both when explaining language facts by the teacher and when comprehending students. This dominance finds its practical realization:
a) in modeling problematic speech situations based on all types of texts;
b) the development of elements of reasoned discourse in the speech works of students; in natural speech, a simple description or dialogue for the sake of simple maintenance and contact is extremely rare; incomparably more often, speakers pursue a certain goal within the framework of a certain strategy and using certain speech tactics to express a certain meaning;
c) in connection with the latter - in practical terms, in the system of exercises, the active use of elements of logical argumentation, operations of rethinking or reformulating the same meaning on the basis of a proposition-judgment (statement) or syllogisms (a complex SPU sentence, text) in the form of a paraphrase, paraphrases, meaning compressions, establishing cause-and-effect relationships with the active use of various types of logical-semantic schemes.

2. Understanding the process of foreign language communication as intercultural communication, caused, on the one hand, by the strengthening of the role of international languages, and, on the other hand, by the dialogue of two (several) cultures, when a foreign language that models a certain picture of the world is superimposed on the primary native language. In this case, the goal of the process of teaching a foreign language should, obviously, be seen in teaching communication (speaking and writing) and understanding (oral and written), corresponding to the norms that really exist in the language being studied. Such a goal directs the educational process to the disclosure of those meanings, meanings and significances that reflect and values ​​that reflect holistic worldview inherent in this culture. For the practice of teaching a foreign language, this situation pays special attention to the peculiarities, differences in the linguistic expression and speech behavior of students, regional and authentic material, in the technology of teaching the intercultural factor determines the use of an interpretive method, illustrative material (slides, drawings, signs, maps, advertisements ), translation as a type of exercise;

3. Strengthening the intensity of learning by increasing the share of the student's verbal and cogitative activity, more clearly establishing the initial parameters and desired end results for certain periods of training, technologization of the educational process, especially at the stage of preparation for classes and independent work of the student; introduction of elements of psychological impact on the student (moral comfort, anxiety leveling, elements of influence on different types of perception and memory).

4. One of the new requirements for teaching foreign languages ​​is the creation of interaction in the classroom, which is commonly called in the methodology interactivity. This principle is fundamental in the proposed concept. The principle is not new, but still not there is a single definition of this approach.
According to the definition of the Russian researcher R.P. Milrud, “interactivity is the unification, coordination and complementarity of the efforts of the communicative goal and the result by speech means.” According to this definition, we can conclude that the interactive approach is one of the means to achieve the communicative goal in the lesson. From the principle In terms of communicativeness, it is distinguished by the presence of true cooperation, non-assignment, where the main emphasis is on the development of communication skills and group work, while for a communicative task this is not an obligatory goal, because one of the most common types of communicative task is a monologue.
By teaching authentic language, the interactive method helps build conversational skills, as well as teaching vocabulary and grammar, providing genuine interest and therefore effectiveness. Moreover, the interactive approach develops skills that are important not only for FL. This is primarily associated with mental operations: analysis, synthesis, abstraction, comparison, comparison, verbal forecasting, anticipation, etc. The interactive approach develops the social psychological qualities of students: their self-confidence and their ability to work in a team; creates a favorable atmosphere for learning, acting as a means of socialization.
Interactivity not only creates real situations from life, but also makes students adequately respond to them through a foreign language. And when it starts to turn out, you can talk about language competence. Even if there are errors. The main ability to spontaneously, harmoniously respond to the statements of others, expressing their feelings and emotions, adjusting and rebuilding on the go, i.e. we can think of interactivity as a way of self-development through communication: the ability to observe and copy the use of language during collaborative discussion.
The use of a communicative approach in teaching a foreign language, which takes place in different conditions, naturally corrects the attitude towards certain methodological guidelines. In the conditions of a predominantly artificial environment for mastering a foreign language, remoteness from the country of the language being studied, the relative rarity of direct contacts with native speakers, the principle of consistency in learning acquires particular importance in the learning process, requiring an integrated approach to teaching all types of speech activity.
The effectiveness of using the communicative approach in the learning process naturally depends to a large extent on external pedagogical conditions: the individual readiness of students for speech activity, the degree of their motivation, the material equipment of the educational process, and the professional preparedness of the teacher himself.
The creation of such external conditions, along with the internal condition for the consistent fulfillment of linguodidactic requirements for the implementation of a communicative approach in teaching practice, ultimately contributes to the effectiveness of teaching a foreign language.

Used Books

1. Kitaigorodskaya G.A.. Methodological foundations of intensive teaching of foreign languages. - M. 1986.
2. Passov E.I. Communicative method of teaching a foreign language. - M .: Education. 1991.
3. Passov E.I. Fundamentals of communicative methods of teaching foreign language communication. – M.: Russian language. 1989.
4. Selevko G.K. Modern educational technologies. Textbook. - M .: Public education. 1998.

Methodological content of a foreign language lesson

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

1) as an organizational form of education,

2) as a segment of the 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 the goal of teaching foreign languages ​​changed and some patterns of teaching communication 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 of a modern lesson should 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 actions, encourages him to express his opinion, but leaves another 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 capabilities 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 Lena is sitting nearby, who collects books and devotes all her free time 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. Such work is also used as a speech exercise in 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 in 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 teach him to evaluate his 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 class 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 the 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 task of the teacher 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 problems 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 the exercises interesting - solving speech-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 the 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 - the 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 the connection of 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 are equally 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 the necessary words”, “Put the verbs in the right form”, etc., in which there is no situationality, at the stage of skills formation 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 is also unthinkable in constantly changing conditions of 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 classroom as a system of relationships is possible only with a 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 remembering 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 form 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 a 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 student's mind 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 is 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.

It follows from this, 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(from native language 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, one wonders, is this necessary?”

The fact is that speaking and translating are two different activities. Speaking is the realization of the stereotypes of a given language, while 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 translation from a foreign language into a native one, it is quite acceptable in some cases (semantization of 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 told different people about the same thing or heard 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 likely to differ from its other versions, the same content and the same meaning is conveyed in a 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 just 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 the 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 qualities of skill (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 of educational materials, the novelty of the form of lessons (lesson-excursion, lesson-press conference, etc.), the novelty of the types of work (reasonable change of known types and the introduction of new ones), the novelty of the nature of the work (classroom, extracurricular, circle, etc.) - In other words, the 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 acquires the corresponding character of thinking. “It is much easier to cripple the organ of thought than any other organ of the human body, and it is very difficult to heal it. 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 /.

Similar information.

• Developed a new approach to solving the key problems of methodology, including the problem of the status of methodology as an independent science of a new type
• Developed the concept of lesson logic, which includes four aspects: purposefulness, integrity, dynamism, coherence
• Developed a scheme of the genesis of the methodological skill of the teacher
• Developed a range of teacher professional skills (designing, adaptive, organizational, communicative, motivational, controlling, research, auxiliary) and professionalism levels (literacy level, craft level and skill level)

Main works

Selected bibliography:

• communication exercises. - M.: Enlightenment, 1967. - 96 p.
• Passov E. I., Kolova T. I., Volkova T. A., Dobronravova T. N. Conversations about a foreign language lesson: A manual for students of pedagogical institutes. - M.: Enlightenment, 1971. - 148 p.
  • Reissue: Conversations about a foreign language lesson: A guide for students of pedagogical institutes. - L .: Education, 1975. - 176 p.
• The main issues of teaching foreign language speech. - Voronezh: VGPI, 1974. - T. I. - 164 p. (T. II - 1976, 164 p.)
• Textbook on the methodology of teaching foreign languages. - Voronezh: VGPI, 1975. - 284 p.
• Conditional speech exercises for the formation of grammatical skills. - M.: Enlightenment, 1978. - 128 p.
• Foreign language lesson at school. - Minsk: Narodnaya Asveta, 1982.
  • 2nd edition: Foreign language lesson in high school. - 2nd ed., corrected. and additional - M.: Enlightenment, 1988. - 223 p. - ISBN 5-09-001602-X.
  • 3rd edition: Passov, E.I., Kuzovleva, N.E. A foreign language lesson. - M.: Phoenix, Glossa-Press, 2010. - 640 p. - (Handbook of a foreign language teacher). - 5000 copies. - ISBN 978-5-222-15995-8.
• The communicative method of teaching foreign speaking: a guide for teachers of foreign languages. - M.: Enlightenment, 1985. - 208 p.
  • 2nd Edition: Communicative Method of Teaching Foreign Language Speaking: A Handbook for Teachers of Foreign Languages. - 2nd ed. - M.: Enlightenment, 1991. - 223 p. - (Library of a foreign language teacher). - ISBN 5-09-000707-1.
• Passov, E. I., Kuzovlev, V. P., Tsarkova, V. B. Foreign language teacher. Skill and personality. - Enlightenment, 1993. - 159 p. - (Library of a foreign language teacher). - ISBN 5-09-004472-4.
  • 2nd edition: Passov, E. I., Kuzovlev, V. P., Kuzovleva, N. E., Tsarkova, V. B. Mastery and personality of a teacher: On the example of the activity of a foreign language teacher. - 2nd ed., corrected. and additional - M.: FLINTA, Nauka, 2001. - 240 p. - 3000 copies. - ISBN 5-89349-222-6.
• Passov E. I., Dvurechenskaya T. A. The concept of higher professional pedagogical education (on the example of foreign language education). - Lipetsk: LGPI, 1998. - 67 p.
• Communicative foreign language education. The concept of the development of individuality in the dialogue of cultures. - Lipetsk: LGPI-RTsIO, 2000. - 204 p.
  • Reissue: Communicative foreign language education: preparing for the dialogue of cultures. - Minsk: Lexis, 2003. - 184 p. - ISBN 985-6204-93-3.
• Passov E. I., Dvurechenskaya T. A. Grammar? No problem / Deutsche Grammatik - leicht gemacht. - Foreign language, 2001. - 360 p. - 10,000 copies. - ISBN 5-94045-033-4.
• Methodology of the technique: theory and experience of application (selected). - Lipetsk: LGPU, 2002. - 228 p. - (Methodological school of Passov).
• Forty years later, or a hundred and one methodical ideas. - M.: Glossa-Press, 2006. - 240 p. - 1000 copies. - ISBN 5-7651-0052-X.
• Terminology of methodology, or How we speak and write. - Chrysostom, 2009. - 124 p. - 500 copies. - ISBN 978-5-86547-480-7.

Communicative method of learning a foreign language

The intensive method is distinguished by the intense study of a foreign language. Its main task is to teach easy and fast communication. First of all, you are taught to speak, and only then to write, this method teaches you to correctly express your thoughts, so that the interlocutor can understand you. Emancipation is the main requirement of this method for students. The traditional method is used in higher educational institutions and schools for the study of foreign languages. Learning grammar rules, applying them in sentences, various constructions, and then reinforcing: you have to do a lot of exercises on the same rule. The main place in the lexical-translational method is occupied by translation from Russian into foreign. This leads to the fact that the student, speaking a foreign language, still thinks in Russian, instinctively translating all the words in his mind. The traditional way allows you to learn grammar well, learn to read, write, and have a rich vocabulary. How does communicative differ from these established methods? In fact, it is to some extent a synthesis of those two ways of learning. But despite this, the communicative method has its own innovations, its own characteristics and advantages. This is the most popular method. According to his system, all foreign schools abroad are engaged. The main direction of this method is communication. Therefore, the presence of a representative of the language group, the language being studied is mandatory at the lesson. In the classroom, students are allowed to apply their language abilities in real life conditions. Thanks to such opportunities, students can freely express their thoughts in a foreign language using the appropriate grammar rules. The first step to mastering a language is memorizing words, expressions, and only then applying the existing knowledge to their grammatical basis. In the process of learning, all language skills are developed. You will learn how to speak and write, you will be able to translate foreign texts by ear and read well. Students learn to speak easily and freely, and most importantly, without errors. During classes, students, and even more so teachers, do not speak their native language. All explanations take place with the help of already familiar phrases and lexical constructions; facial expressions, gestures, audio recordings, any visual material - videos, pictures, photographs - are also used for explanation. An important point is that in the process of learning, students are immersed in the culture, geography, history of the country whose language they are learning. Reading the press of this country, watching its television, listening to its music, students are very interested in learning the language. Another important point of the communicative method is the work of students in pairs. The teacher creates all sorts of situations so that students can try themselves in real communication. This type of work allows students to independently correct each other, find errors in their speech and in the speech of their interlocutor. By discussing various topics and issues in groups, students can help their colleagues express their thoughts correctly, build a sentence so that it is most understandable. Role-playing and dramatization are considered an integral part of learning. This is very effective, especially at the first stage of learning a language. All sorts of interesting situations are played out between the students that need to be “resolved”. Various performances are played, small performances, fairy tales, everyday life situations are played out, the main task of these games is to develop speaking speech. Plots can be the simplest - a trip to the store, a trip on an excursion, an acquaintance. Participants must get out of any difficult situation using only the vocabulary of a foreign language. A problematic situation may be this: you get lost in an unfamiliar city and are trying to figure out how to get to a hotel whose address you forgot or lost. At the second stage of learning a foreign language, dramatization is replaced by a more complicated type of game, here the intellect is already connected. These are team games similar to the well-known to us "Brain Ring". Such trainings allow students to improve their outlook on the country whose language is being studied, as well as to test the general level of knowledge, ingenuity, erudition, and logic. The important point here is the competition itself, the desire to win. This makes the participants think faster, and in a foreign language. The communicative technique also practices discussion games. The essence of these games is to discuss and analyze current topics that concern students. Each student expresses his point of view on a particular issue. The teacher guides the students, develops the topic, asks leading questions, expresses his opinion. The topics of discussion are very diverse, they can discuss both favorite films and music, as well as environmental problems and unemployment, attitudes towards marriage and divorce, etc. These discussions require a relaxed atmosphere and help students to communicate in a foreign language without anxiety. Such simple communication relieves psychological fear and tension, students gradually begin to competently and clearly express their thoughts. These are the main features of the most popular communicative system for teaching foreign languages. This technique has become popular due to its effectiveness. You do not need to memorize the rules and language formulas, you just need to loosen up and learn to communicate in a foreign language. The communicative method creates all conditions for this.

The purpose of the communicative approach in teaching

The main goal of training is the communicative competence of students. The meaning of this term will be clearer and more understandable in comparison with the concept of grammatical competence. Grammar competence is the ability to competently build phrases and sentences, use and coordinate tenses correctly, this is knowledge of the parts of speech and knowledge of how sentences of different types are arranged. Grammar competence, as a rule, is the focus of many study guides, which provide certain grammatical rules and exercises to practice and consolidate these rules. Undoubtedly, grammatical competence is an important, but far from the only aspect in language learning. A person who has fully mastered all the grammatical rules, who knows how to correctly build sentences, can find difficulties in real communication in a foreign language, in real communication. That is, a person will experience a lack of communicative competence.

Communicative competence

Communicative competence may include the following aspects:

Knowledge of how to use the language for various purposes and functions,

Knowledge of how the language changes depending on a particular communicative situation and the participants in this situation themselves (for example, knowledge of the differences between formal speech and informal, oral and written).

Ability to maintain a conversation even with a limited lexical and grammatical base.

How is a foreign language taught?

The communicative approach primarily focuses not on the correctness of language structures (although this aspect also remains important), but on other parameters:

Interaction of participants in the process of communication,

Understanding and achieving a common communicative goal,

Trying to explain and express things in different ways,

Expanding the competence of one participant in communication through communication with other participants.

The role of the teacher in teaching

The teacher, when using the communicative approach, as a rule, acts as:

Assistant

• Advisor.

The focus is on group learning. The task of the teacher and students is to learn to work together, to move away from individualized learning. The student learns to listen to his comrades, to conduct conversations and discussions in a group, to work on projects together with other group members. The student focuses more on his group mates than on his teacher as a model.

Exercises and tasks

Exercises and tasks that are used in teaching foreign languages ​​using a communicative method.

projects,

communication games,

communication exercises,

theatricals,

Discussions.

Efim Izrailevich Passov is a Russian linguist, a specialist in the field of methods of foreign language education. Doctor of Pedagogical Sciences…

Achievements

In linguistic methodology

He proved the fundamental difference between a speech skill and a motor skill, which formed the basis for the development of a methodology for conditional speech exercises;

Introduced in the methodology a new set of concepts based on the concept of "foreign language education" as opposed to the traditional concept of "teaching foreign languages". Passov first proposed the term "foreign language culture" to refer to the subject of foreign language education and rethought a number of traditional methodological terms: "reception" as an integration of operational actions, material means, methods and conditions adequate to the goal; "adequacy"; “means of learning” (exercises as activity means); "situation" and "situational position" (to denote, respectively, the system of relationships and the totality of factors that determine these relationships); "principle" and "hierarchy of principles"; "Level of systematic exercises"; "fact of culture", "problem" (in Passov's system of concepts including ten invariant "subjects of discussion") and others

At the First Congress of the International Association of Teachers of Russian Language and Literature (MAPRYAL) in 1968, for the first time in the world, he formulated the principles of communicative teaching of speech; subsequently created the first theory-model of communicative speech teaching, which later became the basis of the theory of communicative foreign language education

Determined the stages of formation of lexical, grammatical and pronunciation skills and levels of speech development; developed a three-stage scheme for mastering speech material - from the formation of speech skills to their improvement and development of speech skills - which is the basis for the typology of foreign language lessons

He proposed a solution to the problem of selecting speech material by modeling the system of speech means and the culture of the country of the language being studied

Developed a new approach to the organization of speech material (the so-called problem organization, in contrast to the traditional - thematic); a new approach allows organizing speech material by modeling heuristic forms of real communication

In the general methodology

Developed a new approach to solving the key problems of methodology, including the problem of the status of methodology as an independent science of a new type

Developed the concept of lesson logic, which includes four aspects: purposefulness, integrity, dynamism, coherence

Developed a scheme of the genesis of the methodological skill of the teacher

Developed a range of teacher professional skills (designing, adaptive, organizational, communicative, motivational, controlling, research, auxiliary) and professionalism levels (literacy level, craft level and skill level)

The founder of the communicative method in teaching foreign languages ​​in Russia is Passov Efim Izraelevich - Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, a well-known scientist in the field of foreign language education methods, author of the Fundamentals of the Communicative Methodology of Teaching Foreign Language Communication and the Concept of Personality Development 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 transfer, and to the development of a fundamentally new type of exercise - conditional speech. So what are

Principles of the communicative methodlearning

1. The principle of speech orientation. The speech orientation of the educational process lies not so much in the fact that a practical speech goal is pursued, but in the fact that the path to this goal is the very practical use of the language. Practical speech orientation is not only a goal, but also a unity. Speech orientation implies the eloquence of exercises, i.e. degree, measure of their similarity of speech. All of them should be exercises not in pronunciation, but in speaking, when the speaker has a specific task and when he carries out a speech impact on the interlocutor. The principle of speech orientation also involves the use of communicatively valuable speech material. The use of each phrase must be justified by considerations of communicative value for the intended area of ​​communication (situation) and for this category of students. The speech character of the lesson also plays an important role here.

2. The principle of individualization with the leading role of its personal aspect. Individualization takes into account all the properties of the student as an individual: his abilities, ability to carry out speech and educational activities, and mainly his personal properties. Individualization is the main real means of creating motivation and activity. A person expresses his attitude to the environment in speech. And since this attitude is always individual, so speech is individual. When teaching foreign language speech, an individual reaction is possible if the speech task facing the student meets his needs and interests as a person. Any statement of the student should be as naturally motivated as possible.

3.The principle of functionality. Any speech unit performs some speech functions in the process of communication. Often after a course of study, students, knowing words and grammatical forms, cannot use all this in speaking, because. there is no transfer (when words and forms are pre-filled in isolation from the speech functions they perform, the word or form is not associated with the speech task).

Functionality determines, first of all, the selection and organization of material adequate to the communication process. Approach to the needs of communication is possible only if speech means are taken into account and the material is organized not around conversational topics and grammatical phenomena, but around situations and speech tasks. The unity of the lexical, grammatical and phonetic aspects of speaking is also necessary.

4. Principle of novelty. The process of communication is characterized by a constant change

topics of conversation, circumstances, tasks, etc. Novelty provides flexibility of speech

skills, without which their transfer is impossible, as well as the development of speech skills, in particular its dynamism (methodologically unprepared speech), the ability to paraphrase (the quality of productivity), the combination mechanism, the initiative of the statement, the pace of speech, and especially the strategy and tactics of the speaker. This requires a constant variation of speech situations.

5. Personal orientation of communication. Faceless speech does not happen, speech is always individual. Any person differs from another both in his natural abilities, and in his ability to carry out educational and speech activities, and in his characteristics as a person: experience, context of activity (each student has his own set of activities that he is engaged in and which are the basis of his relationships with other people) , a set of certain feelings and emotions (one is proud of his country, the other is not), his interests, his status (position) in the team (class).

Communicative training involves taking into account all these personal characteristics, because only in this way can communication conditions be created: communicative motivation is evoked, 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 of the language should be problems, not topics.

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: Conditionally - speech and speech.

Conditional speech exercises- these 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. (See p. 23)

Speech exercises niya - retelling the text in your own words (different in the class), description of the picture, a series of paintings, faces, objects, commenting.

The ratio of both types of exercises is selected individually.

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) connect the speech situation with the general activity 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, concretizes any need and motivates a purposeful and personally meaningful solution to the communicative task of 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 the 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 relation to the person and the mismatch of the system of relationships and in the desire to again bring relations back to "normal", 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 true situations of verbal communication will 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 for the speech behavior of 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 a statement, regardless of whether this circle was created or existed on its own, and art venous situations created by 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, which “allows into itself” only the replicas of the interlocutor 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, “What do you think, should I 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! etc.). 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, from a methodological point of view, it is legitimate to call such situations 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), at this stage, unconditioned situations should be used, where the speaker does 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, the social status and the relationships determined by it can become dominant depending on the nature of the communication of the subjects as representatives of social communities and the tasks facing them. Such situations can be: discussions of the rights and obligations of citizens of different countries, teleconferences between representatives of young people 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 in 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 prevailing 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”, “fashionista”, “nihilist”, etc. Although these definitions are mostly negative (as 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 qualities of the individual: "humorist", "smart", "pessimist", "daredevil", "coward", "crybaby", "quiet", "fidget" , "selfish", "rude", "greedy", "skeptic", "fair", "nitpick", "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 “pounding”: “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 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, torn off from its foundation. Meanwhile, for learning, you 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 people’s actions. 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 one degree or another.

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. Indeed, 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 - it 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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