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Language guessing is subjective, but special exercises can make it manageable, for example:

Read the text and underline the signs of time, place, taking this into account, guess the meaning of the underlined words;

Underline international words, determine their meaning in your native language and in a foreign one.

Work on the development of linguistic conjecture leads to the expansion of linguistic and general horizons.

In the methodology of teaching foreign languages, productive and receptive lexical skills are distinguished. For the purpose of a strong mastery of vocabulary in oral form, an active and passive lexical minimum is distinguished. The main stages of work on vocabulary in the formation of skills are:

a) the tentative-preparatory stage, that is, the stage of semantization of words and their primary use;

b) the stage of speech training and the creation of lexical speech skills in oral speech exercises (situational-stereotyping and variable-situational stages).

Passive (non-speech) receptive lexical skills, that is, the skills of recognizing lexical material in oral and written text, are formed when performing lexical exercises and when reading texts.

When teaching the lexical side of speech, both in theory and in practice, many difficulties arise:

Selection of vocabulary, taking into account the communicative orientation of training;

Development of a rational methodological organization of vocabulary, its typology, based not only on the difficulties of its assimilation, but also taking into account the presence of different communicative tasks, features of the learning stage, different ratios of types of speech activity;

Improving the methods of teaching vocabulary, greater consideration of the need-motivational plan of speech, that is, the challenge of the need for a particular word.

The development of these problems could also contribute to the improvement of practice, where teaching vocabulary causes problems associated mainly with the memorization and use of words in speech. The brighter the impression made by the word, the more entertaining the situation in which it met, the better it is remembered. Practice shows that teachers often use situations to teach oral speech. The question of their use in the presentation of vocabulary in the methodological literature has not yet been widely covered. In practice, they are created mainly with the help of illustrative and objective visualization. Without denying this approach, many methodologists and practicing teachers state that it does not always prepare for the use of lexical units in speech. Situations at the speech level are usually aimed at organizing the conditions for the implementation of independent statements of students when they are faced with the task of expressing their own thoughts and their attitude to some moments. In this case, it is assumed that all the students' attention is directed to the idea, and not to those linguistic means by which it will be expressed. When presenting lexical units, the emphasis is on the development of these linguistic means, and situations are designed to create a communicative background, that is, that communicative orientation that will contribute to the use of words in speech. The communicative background will gradually, consistently reveal the scope of lexical units.

From psycholinguistics, it is known that the strength of the assimilation of a word depends on whether the diverse connections of a new word with those studied are established. At the same time, connections are established not only as a result of semantic actions, but also according to the laws of associations - connections formed under certain conditions between two or more mental phenomena. The actualization of the associative connection is that the appearance of one member of the association regularly leads to the appearance of another. Knowledge of associative links can help to focus on the most frequent reactions, to clearly imagine the place of a word in the semantic field, the degree of its proximity to other words and the nature of the relationship between them. In addition, the association of words contributes to a certain extent to the generation of a speech statement and is due to the proper linguistic connections of words.

Based on all these provisions, it can be concluded that new vocabulary will enter into associative links with previously studied words, and associative processes contribute to involuntary memorization. As is known from psychology, the material that is memorized involuntarily is firmly imprinted in the long-term memory of students, has the necessary accuracy and mobility, but subject to the organization of purposeful actions with this material. Associative links can certainly be used at the stage of vocabulary presentation. At the same time, it is important to take into account two points: the organization of the lexical material itself and the organization of purposeful actions with this material.

By their nature and structure, situations that are appropriate to use at the stage of presentation of lexical material refer to micro-situations that show the typical compatibility of certain lexical units.

findings

As a result of work on this issue and the systematization of the studied material on this topic, the following conclusions can be drawn:

The formation of monologue speech skills is a priority direction of the school in teaching a foreign language, which is carried out taking into account the age characteristics of children, with the ultimate goal of laying the foundations for the ability to coherently and logically express one's thoughts.

Theoretical foundations and methodological techniques for the formation of monologue speech are sufficiently developed in the scientific and methodological literature.

To systematize the work on the formation of a monologue statement, a methodically correctly selected set of exercises, the use and combination of non-traditional and traditional forms of organizing educational activities, continuity and consistency in the presentation of the material are necessary. It is important that students realize the real possibility of using language as a means of communication.

Purposeful and systematic work on the formation of monologue speech contributes to a significant increase in the ability to correctly express one's thoughts in a given language in the conditions of solving rather complex mental problems.

Therefore, taking into account the conditions of learning and the nature of the monologue, it is advisable to establish three levels of mastery in secondary school: medium, advanced and high, taking into account different learning conditions.

The general education school, for the most part, can provide an average level, the main goal of which is to develop skills in reading and understanding texts and the development of oral speech based on the text in the form of description and narration.

An increased level is characterized by increased attention to oral speech, differentiation of teaching in the upper grades, depending on the interests and inclinations of students. Monologue speech develops in connection with reading and listening: students make an independent report on what they have read, listened to with a personal assessment, and the ability to speak in connection with the situation within the main areas of communication is also formed. This level can be achieved in schools and classes with in-depth study of a foreign language, as well as in humanitarian classes, where an in-depth study of a foreign language is also conducted.

A high level of language proficiency is a free or almost fluent command of the language, not only practically - all types of speech activity, which means for monologue speech performance with independent messages in which different speech forms are freely combined. Speech is characterized by persuasiveness and emotional impact, syntactic complexity.

In general, all teaching of monologue speech should be aimed at mastering the ability to logically reveal a thought, highlight the main thing, draw conclusions or a conclusion, which contributes to improving the culture of communication and contributes to humanitarian education.

The successful development of monologue speech skills is facilitated by tasks that are creative, individual in nature, requiring motivated statements from students. All types of work used in teaching monologue speech should be a single whole.

It is important to achieve the desire of students to work and make them feel their capabilities, their progress. This increases interest in learning a foreign language.

The preparation of the term paper convinced me of the great importance of further work aimed at developing the skills of monologue speech. It is in the ability to communicatively - motivated, logically consistently and coherently, quite fully and correctly in linguistic terms to express one's thoughts orally and that the meaning of mastering a foreign language lies in many respects.

Bibliography

1. Babinskaya P.M. Implementation of communicatively oriented teaching of a foreign language./ P.M. Babinskaya // Capital education -2010.- No. 9

2. Andreasyan I.M. Teaching in cooperation as a priority technology for teaching English to schoolchildren. / I.M. Andreasyan Yu.V. Maslov // Foreign Languages ​​of the Republic of Belarus - 2008 - No. 3

3. Maslyko E.A. Handbook of a foreign language teacher. / E.A. Maslyko P.K. Babinskaya // Minsk- 1992.

4. Passov E.I. Fundamentals of the communicative methodology of teaching foreign language communication. / E.I. Passov. //- M.- 1989.

5. Passov E.I. Foreign language lesson in secondary school / E.I. Passov.// - M. Enlightenment - 1989.

6. Rogova G.V. Methods of teaching foreign languages ​​in secondary school / G.V. Rogova, F.M. Rabinovich, T.E. Sakharova // M. Education - 1991.

7. Gin A.A. Methods of pedagogical technique: A guide for the teacher / A.A. Gin // Moscow: Vita - Press, 1999

8. Schukin A.N. Methods of teaching Russian as a foreign language: / Proc. manual for universities // A.N. Schukin. - M.: Higher. school, 2003.

8. Galskova N.D., Gez N.I. Theory of teaching foreign languages. Linguodidactics and methodology: textbook. allowance for students. lingu. un-tov and fact. in. lang. higher ped. textbook institutions / N.D. Galskova, N.I. Gez. - 3rd ed., erased. - M.: Publishing center "Academy", 2006.

9. Derekleeva N.I. Development of the communicative culture of students in the classroom and in extracurricular activities. / N.I. Derekleeva // Moscow - 2005

10. Antonova E.S. Communicative-activity approach: study guide / E.S. Antonova.// - M. - 2007.

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Consideration of the history of the development of teaching intercultural communication. Determination of the purpose and content of linguistic and cultural knowledge as an aspect of foreign language communicative competence. Requirements of the state standard of education in English.

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 a 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.

• 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 teaching of foreign culture (E. I. Passov).

In the conditions of the Russian mass school, no effective methodology has yet been found that would allow a child to master a foreign language at a level sufficient for adaptation in a foreign-speaking society by the end of school. Communication-based learning is the essence of all intensive foreign language teaching technologies.

Idea: Teaching foreign language communication using communication methods and communication techniques specific to a foreign culture. A foreign language, unlike other school subjects, is both a goal and a means of learning. Language is a means of communication, identification, socialization and familiarization of the individual with cultural values. The main participants in the learning process are the teacher and the student. Relations between them are based on cooperation and equal speech partnership.

Process training is organized on the basis of the following principles:

• 1. speech direction, teaching foreign languages ​​through communication. This means the practical orientation of the lesson. Only lessons in language are legitimate, not about language. The path "from grammar to language" is vicious. You can learn to speak only by speaking, to listen - by listening, to read - by reading. First of all, it concerns exercises: the more the exercise is similar to real communication, the more effective it is. In speech exercises, there is a smooth, dosed and at the same time rapid accumulation of a large amount of vocabulary and grammar with immediate implementation; not a single phrase is allowed that could not be used in real communication.
• 2. Functionality. Speech activity has three sides: lexical, grammatical, phonetic. They are inextricably linked in the process of speaking. It is necessary to strive so that in most exercises not words, but speech units are assimilated. Functionality implies that they are assimilated immediately in activity: the student performs some kind of speech task: confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to act and in the process learns the necessary words or grammatical forms.
• 3. situationality, role-based organization of the educational process. Of fundamental importance is the selection and organization of material based on situations and communication problems that interest students of each age. To learn a language, you need to study not it, but the world around you with its help. The desire to speak appears in the student only in a real or recreated situation that affects the speakers.
• 4. Novelty. It manifests itself in various components of the lesson. This is, first of all, the novelty of speech situations (change of the subject of communication, problems of discussion, speech partner, conditions of communication, etc.). This is the novelty of the material used (its information content), and the organization of the lesson (its types, forms), and the variety of working methods. In these cases, students do not receive direct instructions for memorization - it becomes a by-product of speech activity with the material (involuntary memorization).
• 5. Personal orientation of communication. Faceless speech does not happen, it is always individual. Any person differs from another both in his natural properties (abilities), and in his ability to carry out educational and speech activities, and in his characteristics as a person: experience (each has his own), context of activity (each student has his own set of activities that he 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 city, 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 caused, purposefulness of speaking is ensured, relationships are formed, etc.
• 6. Collective interaction- a way of organizing the process in which students actively communicate with each other, and the condition for the success of each is the success of the others.
• 7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of a school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to represent the culture of the country and the language system in a concentrated, model form. The content of the language should be problems, not topics.
• 8. Exercises. In the learning process, almost everything depends on the exercises. They, like the sun in a drop of water, reflect the whole concept of learning. In communicative training, all exercises should be speech in nature, that is, exercises in communication. E. I. Passov builds two series of exercises: conditional speech and speech. Conditional speech exercises are specially organized for the formation of a skill. They are characterized by the same type of repetition of lexical units, continuity in time. Speech exercises are a retelling of the text in your own words, a description of a picture, a series of pictures, faces, objects, commenting. The ratio of both types of exercises is selected individually. In partnerships between students and teachers, the question arises of how to correct mistakes. It depends on the type of work.
• 9. Communication space. The method of "intensive" requires a different, different from the traditional, organization of the learning space. The guys do not sit in the back of the head to each other, but in a semicircle or arbitrarily. In such an impromptu small living room, it is more convenient to communicate, the official atmosphere of the class, the feeling of constraint is removed, and there is an educational communication. This space should also have a sufficient temporal duration, imitate "immersion" in a given language environment.

Result: Communicative teaching of a foreign language culture is of a general didactic nature and can be applied in teaching any subject. It contributes to the development of the emotional sphere, communication skills, affiliation motivation, the ability to navigate in situations of various kinds and make decisions that correspond to the position of the individual.

"to" to to

The common thing in all author's schools is the conditions for the course of the learning process: the attitude of schoolchildren to themselves, to each other, to the teacher, the teacher to himself and to the students. In this regard, let's find out what kind of teachers themselves would like to be? What is the "ideal" teacher?

Summing up many myths, we can say that an ideally good teacher should know everything, understand everything, be better and more perfect than any ordinary normal person. As we can see, the image of a “good” teacher begins to lose its human features, becoming like an angel, because it is impossible to bring them to life.

Psychologists offer another model of a good teacher. Good teacher - is a happy teacher. To do this, you need to create an appropriate relationship with students. As you know, there are no bad people - there are bad relationships. Every teacher understands this and strives to be subtle, kind, etc. - and "the students sit on their heads!" When he tries to maintain order, he loses contact with the children. It is very difficult to find the middle, and the teacher is forced to turn to the class either on the bright side, or on the dark side. As a result, children never know what to expect from him in the next minute, which, of course, does not contribute to a warm relationship. Psychologists say that in order to be happy, the teacher needs to try to create his own relationship with children, characterized by:

• 1. Openness, i.e., the almost complete absence of manipulations with the clarity of the goals of the actions of both parties.
• 2. The interdependence of each participant in the pedagogical process, in contrast to the former complete dependence of the student on the teacher.
• 3. The right to authenticity of every member of the class, including the teacher.
• 4. The ability to meet basic interpersonal needs in the classroom and ensure that they are met in this way.

In fact, all copyright schools use the idea of ​​cooperation. It is interpreted as the idea of ​​a joint developmental activity of adults and children, sealed by mutual understanding, penetration into each other's spiritual world, a joint analysis of the course and results of this activity. As a system of relations, cooperation is multifaceted; but the most important place in it is occupied by the teacher-student relationship. Traditional teaching is based on the position of the teacher as the subject and the student as the object of the pedagogical process. In the concept of cooperation, this provision is replaced by the idea of ​​the student as the subject of his educational activity.

Therefore, two subjects of the same process must act together, be partners, partners, form an alliance of the older and more experienced with the less experienced; none of them should be above the other. Cooperation in relations "student - student" is realized in the general life of school groups, taking various forms (commonwealth, complicity, empathy, co-creation, co-management). Thus, the basis of teacher happiness is in cooperation with students and their colleagues.

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 his 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 The relationship of a person to the situation that has arisen is his speech function. It is the speech function that is the organizing principle in the situation. And in the organization of the material, it should play the same role.

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 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 the 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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