In pedagogical terms, the term "method of teaching a foreign language" is mainly used in three meanings and denotes concepts that are different in content:
methodology as an academic subject in pedagogical educational institutions, which should provide theoretical and practical training of students for effective professional activities;
methodology as a set of forms, methods and techniques of the teacher's work, i.e. as a "technology" of professional practice;
methodology as a pedagogical science that has characteristics inherent in any science: object and subject of research, categorical apparatus, research methods.
Methodology as a science began to take shape at the end of the 19th and beginning of the 20th centuries. The process of the formation of the methodology took many decades. And her way of becoming is rather contradictory. Two questions were actively discussed: whether the methodology of teaching a foreign language is an independent or applied science, whether it is a theoretical or practical discipline.
Some researchers (Shcherba L.V., Ryt E.M., Rosenzveig Yu.V., Bloomfield L., Friz Ch.) considered the method of teaching foreign language as applied linguistics. EAT. Ryt wrote: "The method of teaching a foreign language is a practical application of the general conclusions of linguistics, especially comparative linguistics." Recently, this theory has been revived again in connection with the emergence of the theory of language contacts and psycholinguistics. Naturally, the features of the FL subject itself cannot but influence the learning process. At the same time, a number of issues related to the construction of the process of teaching a foreign language (a system of exercises, principles for constructing classes, control problems, the use of visual aids, etc.) cannot be solved only in the language of linguistics.
Scientist B.V. Belyaev argued that the methodology of teaching a foreign language is applied psychology, since the main patterns of learning a foreign language can be derived from the psychological patterns of mastering a foreign language, the main of which is to teach not just a foreign language, but thinking in it. The Sapir-Whorf theory served as a theoretical basis for this opinion, in which he argued that the structural and semantic differences of different languages correspond to differences in the ways of thinking, from which it was concluded that learning a foreign language is learning to think in it. Therefore, the technique, the purpose of which is to teach foreign language thinking, is applied psychology. However, this assertion was soon proven wrong. Scientist I.V. Rakhmanov showed that the number of words expressing concepts that are absent in another language is relatively small, more frequent are cases of mismatches in the meanings of words and phrases.
At present, the methodology of teaching a foreign language is interpreted as an independent theoretical and applied science that discovers and substantiates the patterns of teaching a foreign language.
As a result of the evolution of methodological concepts, two functionally different methods have developed: general and particular methods.
General methodology is engaged in the study of the patterns and features of the process of teaching a foreign language, regardless of what foreign language it is. So, the principles of selecting educational material, the ratio of oral and written speech at various stages of the lesson, etc. will be the same under equivalent learning conditions for any of the Western European languages studied in general education schools in our country.
But knowledge of the general patterns of teaching a foreign language turns out to be insufficient when the teacher is faced with the specific features of a particular foreign language. For example, ways of mastering continuous verbal forms are specific only for English, cumbersome patterns of composition, declension of nouns and adjectives are typical for German, and ways of forming numerals, using diacritics, abbreviating the article, the presence of a partitive article are typical for French. Even more significant differences are observed in phonetics. For English, triphthongs and diphthongs are specific, for French - nasal vowels. In all such cases, it is necessary to develop and implement such techniques, such methods and forms of teaching that would lead to a reasonably quick mastery of the relevant specific phenomena in a particular foreign language by students.
Thus, private technique explores learning those linguistic and speech phenomena that are specific to a particular foreign language.
General and private methods are interconnected. The general methodology is enriched on the basis of the experience of particular methods. On the other hand, the laws of the general methodology are reflected in the private one - thus enriching its theory.
The rapid development of methodological science gives rise to the branching off of independent branches of general methodology.
Comparative Method studies the organization of teaching foreign languages in different countries.
Historical technique studies the history of teaching methods.
Special technique considers individual aspects of the theory of learning (for example, the methodology for applying TSO, teaching a foreign language in a trilingual environment).
Each science has its own object and subject of research, as well as research methods and conceptual apparatus - a set of basic categories.
The distinction between the object and subject of science is mandatory from the point of view of research methodology. Every thing, phenomenon, relationship - everything that is known is an object of study (since it has not yet been known), therefore it is necessary to distinguish between the object and subject of the foreign language teaching methodology and distinguish them from objects and subjects of other sciences (pedagogy, psychology, and linguistics) . For the first time, the distinction between the object and subject of the foreign language teaching methodology was applied by I.L. Bim (Methods of teaching foreign languages as a science and problems of a school textbook. - M .: Rus yaz, 1977). The main objects of the methodology are, first of all, programs, textbooks, teaching aids that provide training in a particular academic subject; the process of teaching it (educational process), including the activities of the teacher and students, the main organizational forms of their interaction (a set of lessons, extracurricular activities, etc.). In other words, the real phenomena of a given sphere of reality and some results of cognition in a given area, fixed in a certain sign form and acting in an objectified, material form (the latter include programs, textbooks) act as objects of the methodology.
All of these objects are in one form or another also the objects of study of other sciences. Thus, curricula, programs, textbooks, teaching aids, the educational process, the teacher, the student are in the most generalized form the objects of pedagogy and didactics.
The student, the teacher, and, very indirectly, the teaching and upbringing process, on the basis of which the processes of the formation of the student's psyche are studied, all this, in turn, constitutes the object of pedagogical and social psychology.
Linguistics also has a common object with the methodology of teaching foreign languages, namely the foreign language itself as a subject of study.
However, in the presence of the same objects, each science carries out their study from its own point of view, i.e. reflects and models them in its own way, taking as initial different aspects of these objects and, therefore, each has its own "abstract object", its own subject of study; “The totality of specific objects of scientific research is the object of this science. An abstract system of objects or a set (system) of abstract objects forms the subject of a given science” (Leontiev A.A.).
I.L. Beam defines the subject of the methodology as a generalization of the set of possible models of interaction of all phenomena, processes, connections, relations of the field of activity that is associated with teaching foreign languages.
Thus, the subject of methodology as a science includes all the ideal subsystems within the subject, i.e. our knowledge about it, fixed in the categories of purpose, content and teaching methods, which are closely interconnected with each other and interact with the methodology as a holistic, historically established system of our knowledge about this area of reality, reflected by the educational subject. Together, she generalizes and models as her subject.
The selected object and subject of the foreign language teaching methodology make it possible to define it as a science that studies the goals, content, methods and means of teaching, as well as methods of teaching and education on the basis of a foreign language.
Within the methodology as a science, it is important to consider its basic categories. The methodology is based on such basic categories as approach, system, method, technique, method and means.
Learning Approach - implementation of the leading, dominant idea of learning in practice in the form of a specific strategy and with the help of one or another teaching method (Kolesnikova I.A., Dolgina O.A.).
Approach - the most general initial idea, a conceptual, person-oriented position (humanistic, communicative).
Teaching method - the basic category of methodology, the understanding of which has a significant impact on the interpretation of other terms and concepts.
This term has several meanings in both domestic and foreign methods. In general didactics and other basic sciences, “method” means a way of knowing, a way of researching and solving a problem. Didactics deals with verbal, visual, practical methods.
In the methodology of teaching foreign language " method » is a generalized learning model based on one of the areas and based on specific approaches typical for this area (Kolesnikova I.A., Dolgina O.A.).
Method (in the broad sense of the word) - the general strategy of learning in a certain historical period (translated, direct, audiovisual ...).
Method (in the narrow sense of the word) - a way of joint activity of the teacher and students to achieve the goal (familiarization, training, application).
The problem of the relationship between method and approach remains debatable. Domestic methodologists and most foreign researchers believe that the approach to learning plays a fundamental role and is the dominant idea on which the new method is built.
The method and approach are interconnected and interdependent, there is no rigid, fixed subordination between them, they are characterized by constant interaction.
Researchers unanimously express the opinion that there is no absolutely correct and effective method for all learning conditions and come to the conclusion that it is necessary to combine different approaches, principles and elements of different methods, taking into account the specifics of learning, since what is effective in one conditions can have a completely opposite result in other learning conditions.
Learning principles - the main provisions that determine the nature of the learning process, which are formulated on the basis of the chosen direction and approaches corresponding to this direction. Clearly formulated learning principles help to decide what, how and what learning content to select, what materials and techniques to use.
Reception is the basic category of the methodology, correlated with specific actions, the totality of which is the essence of the activity being formed. There is a close relationship between the principles, techniques and method of teaching: a method characterized by a set of principles is implemented in a system of specific techniques. Each method has its own system of techniques, but the same techniques can be used in different methods. The rational combination and ratio of techniques determine the essence and effectiveness of the method.
Under reception learning understand the methodically defined action of the teacher, aimed at solving a specific problem. For example, the methods of getting acquainted with the meaning of new lexical units are the use of visualization, translation into the native language, definition ...
Target learning is what we strive for in the process of teaching a foreign language, this is an ideally planned result (I.L. Beam). First, the goal of training is set, only then the methodology is developed. The purpose of learning is closely related to the conditions of learning, since without them it is impossible to achieve it.
Conditions Learning refers to the circumstances in which learning takes place.
Learning tools are the tools of the educational process, with the help of which the goals set are achieved more successfully and in a short time. Teaching aids include: textbook, workbook, tape recorder, cards.
System about heaving - a complete set of components corresponding to a certain methodological concept; it determines the goals, content, principles, methods, techniques, ways, means, forms of organization of training and, in turn, is determined by them (E.I. Passov, E.S. Kuznetsova).
The system of teaching a foreign language, like any subject, is based on the provisions of the universal connection and interdependence of the phenomena of reality, the integrity of the continuously developing world and the systemic reflection of our knowledge about it. Any system includes the concept of a set of elements and the concept of integrity. The integrity of the system is ensured by the diverse links between its elements and their interaction during the functioning of the system. With regard to teaching foreign languages, it is advisable to consider the concept of a system at two levels: at the level of the most significant phenomena and processes that determine the initial provisions of the methodology of teaching foreign languages; at the level of the pedagogical process, that is, the activities of the teacher and students, mediated by the educational complex, which determines the final result - a certain degree of learning.
4. Correlation of didactics, linguodidactics and methods of teaching foreign languages (N.D. Galskova)
The methodology of teaching foreign languages as a pedagogical scientific discipline belongs to the humanities that explore the humanitarian sphere of human life, where the objective laws of social and social development and individual interests, motives, needs and capabilities of a particular person are closely intertwined. “Whatever particular aspects are dealt with by certain sections of humanitarian knowledge, they inevitably go back to the vital foundations of human existence. This complex world is the foundation of any humanitarian research, even if it remains as an obscure background,” writes E.V. Ushakov (Ushakov E.V., 2008, p. 356). Therefore, the subject of humanitarian knowledge is constituted by “humanly significant and meaningful material, personal dimensions of objects, their “fatefulness”” (Philosophy of social and human sciences, 2008, p. 127), and the object is “the space of human meanings, values, meanings that arise when and development of culture” (ibid., p. 129). It is this position that gives methodological knowledge a unique feature. Moreover, it becomes obvious that any methodology, being a humanitarian science, is based on the objective laws of social development and takes into account the value-semantic relationships that arise in society. Consequently, the methodology of teaching foreign languages is focused, first of all, on solving social and practical problems related to the implementation of the actual needs of society in the study of non-native languages by its citizens and with improving the quality of language education.
The methodology of teaching foreign languages, as you know, is interpreted as a pedagogical science and, of course, is most closely related to didactics. The latter is defined as a general "learning theory" that investigates the patterns of learning and organizing its activities as a social phenomenon. Therefore, since the methodology is interested in the process of teaching a particular academic subject (in our case, a foreign language), it is naturally qualified as a particular didactics. And it's hard to disagree with that. The subject "foreign language" is only one of the elements of the general educational system. And the very teaching of this subject is understood by methodologists, following didactists, as a specially (institutionally) organized, planned and systematic process, during which, as a result of the interaction between the student and the teacher, the assimilation and reproduction of a certain experience is carried out in accordance with a given goal. Consequently, the subject area of the methodology consists of “all ideal subsystems within the educational subject, that is, our knowledge about it, fixed in the categories of goals, content and teaching methods, which are in close relationship with each other and interact with the methodology as a holistic, historically established system of our knowledge. about a given sphere of reality reflected by an educational subject” (Bim I.L., 1974, p. 25). Hence it is clear why the target, content and organizational parameters of the process of teaching foreign languages are always considered through the prism of general didactic requirements. It can be said that from this point of view, the problem of “boundary” between didactic and methodological components is insignificant. However, this does not give reason to believe that the methodology, as already noted, does not have its own research goals and does not substantiate its own laws of the educational process in a foreign language.
Since the middle of the last century, the methodology of teaching foreign languages has been especially actively moving towards a better understanding of its specifics as a science. This difficult path of methodical cognition and evolutionary change of types of “scientific pictures of the studied reality” 1 in the methodology is perfectly shown in the monographic work of Academician A.A. Mirolyubov "History of the national methodology of teaching foreign languages" (Mirolyubov A.A., 2002). This work is a clear evidence that the methodology has accumulated a rich cognitive content, or, in other words, a fund of methodological knowledge, as proof that it is not just a set of rules, recipes and recommendations for solving practical problems of teaching a foreign language. And this is the great merit of domestic scientists - representatives of the "golden generation" of methodologists, among whom, along with A.A. Mirolyubov also I.V. Rakhmanova, I.L. Beam, S.K. Folomkin, N.I. Gez and others. Their integral contribution to Russian science consists, first of all, in substantiating the methodology as an independent scientific theory that performs (however, like every science) three main functions. The first function is associated with the analysis, classification and systematization of methodological concepts and categories associated with the field of teaching foreign languages, and bringing them into a logical relationship, and ultimately into a system. The second function of methodology as a science is to interpret, explain and understand the specific facts of real educational practice in the subject in the context of the concept of teaching foreign languages adopted in each historical period. And, finally, the third function is the function of predicting the future of the methodological system in foreign languages, determining the horizons of its immediate and long-term development.
Today's methodology of teaching foreign languages is a coherent logical system of scientific methodological concepts, methods and means of methodical scientific knowledge. It is also a powerful and convincing experimental basis for testing working hypotheses. All this together makes it able to formulate its own theoretical postulates and implement them in specific educational materials, technologies, teaching aids, in the real educational process. At the same time, the process of learning a foreign language, or rather the patterns of this process, which are the result of scientific substantiation of the goals, content, the most effective methods, techniques, forms of teaching foreign languages, taking into account the goals, selected content and specific learning conditions, acts as an object of study of the methodology. Therefore, for this science (as, indeed, for any other method), the target (why teach?), content (what to teach?) and “technological” (how and with what to teach?) aspects of learning become important. Along with this, the main problematic field of the methodology also includes questions related to the characteristics of the subjects involved in the learning process, namely: the teacher (who teaches the subject?) and the student (who studies the subject?).
There are hierarchical links between these questions. The initial and primary in teaching any subject, including a foreign language, is the goal that determines all other components of the subject area of the methodology. But at the same time, it should be borne in mind that all the issues outlined above have an equal and at the same time autonomous character. They must be considered in interrelation and mutual correlation, otherwise the dominance of one of them will distort the essence of this scientific field. As already mentioned, in the history of foreign language teaching methods, there are examples when interest solely in the content aspect (language) gave reason to consider this science as applied linguistics, and to the psychological characteristics of the learning process as applied psychology.
The range of main problems presented above, which the methodology of teaching foreign languages deals with, is actually didactic in nature, which, as noted above, is quite natural. This explains the fact that the goals, content, methods and ways of teaching foreign languages are formulated in the methodology, taking into account and in the context of general didactic provisions. At the same time, in their scientific research, methodologists have always sought to identify their own research object. It is he who, being individual for each academic discipline, allows him to “dissociate himself” from other methods and gives reason to interpret general didactic requirements in his own way, in his own interests, but at the same time maintaining a general orientation towards the strategic vector of development of state educational policy in each specific historical period. The ability of the methodology to isolate its object and subject of research gives it an independent scientific status, which, in turn, puts it in front of the need to formulate its own laws for achieving the desired results in the educational process. Therefore, scientific knowledge in the field of methods of teaching foreign languages is objectively associated not only with patterns that have a general didactic sound, but also with provisions that reflect the features of its research object - the process of teaching and mastering a particular academic subject. In our case, these features are due to the uniqueness of the content core of this process, which represents a kind of social research, the mastery of which by the student occurs regardless of the knowledge of the laws of this phenomenon or with a very limited amount of this knowledge. This social phenomenon is actually the language, which is non-native for the learner. Today, this phenomenon, due to the fact that the "image" of the language has changed both in the philosophy of language and in linguistic science itself, is interpreted broadly. It has been established that human linguistic knowledge does not exist by itself. They, being formed through his personal experience and being under the control of the norms and assessments that have developed in society, function in the context of the diverse experience of the individual. Consequently, a foreign language as an object of teaching and learning is not just a means of communication, and even more so not systemic linguistic phenomena. This object (today it can be called linguoculture) is something more, because it “outs” both on a person’s attitude to language, and on the problems of his familiarization with another linguoculture in all its diversity of manifestation, including at the level of empathy, at the level of meanings of fundamental worldviews. concepts, ideas, concepts that reflect the orientational and existential needs of speakers of a particular language of a particular era. Hence, the specificity of the experience acquired by the student in the course of mastering a non-native language is also obvious. This experience is inherently linguocultural. It consists of foreign language skills and abilities, cognitive and sociocultural knowledge, skills and abilities, values, personal qualities, etc.
Based on the foregoing, the end result of scientific and cognitive activities in the field of foreign language teaching methodology should be a certain historically determined methodological (conceptual) system for introducing the student to linguocultural experience, socially and culturally determined in its development. This, in particular, determines the interdisciplinary nature of this science, which, in its research related to the theoretical and methodological substantiation of methodological phenomena and the formulation of its own system of concepts, does not become isolated in its content and is not limited solely by internal reserves of self-improvement, but contacts with other scientific fields and , first of all, linguistic, psychological and pedagogical branches.
The domestic methodology of teaching foreign languages as a science is traditionally divided into a general methodology and a particular one. The first deals with the problems of teaching any foreign languages, the second deals with the issues of teaching a particular language. A private methodology draws the basic provisions for its concepts exclusively from the general methodology and only for certain parameters is forced to make clarifications based on the characteristics of a particular linguistic culture. Therefore, it can be argued that these two options for teaching foreign languages do not have an absolute border between them. At the same time, each of them can be considered as a multilevel system. The upper levels of each of them use analytical and generalizing procedures to substantiate theoretical constructs, the main elements of which are such theoretical objects as goals, principles, content, methods and means of teaching foreign languages. It is on the upper tiers that the initial methodological concepts are formulated, around which general scientific approaches to teaching any foreign languages and/or a specific foreign language are built. In turn, the lower tiers, which are most closely related to the educational process, are responsible for the introduction of targeted, content and technological aspects of teaching foreign languages into real educational practice. Hence it is obvious that the methodology of teaching foreign languages has different levels of scientific knowledge - theoretical and empirical. Of course, such a division is rather arbitrary, because it is a very difficult task to establish clear boundaries between theoretical and empirical aspects in the scientific field under consideration.
It is known that in the last decades of the last century, the methodology of teaching foreign languages as a science entered a new stage in its development. It is caused by a number of objective factors. These are favorable conditions for the differentiation of teaching foreign languages, and the variety of options for their study, and the variability of educational strategies and teaching aids. But the most significant was the fact that in the minds of both scientists and practicing teachers, a new pedagogical ideology began to take root more and more intensively. In accordance with it, the process of teaching foreign languages began to be considered as a combination of four areas, namely: "teacher" - "teaching the language" and "student" - "learning the language". It became obvious that the effectiveness of the methodological system is determined by many factors and, above all, by the degree of consistency and interconnectedness of the teaching activity of the teacher (teaching the language) and the learning activity of the student (learning the language and, ultimately, mastering it 2). This circumstance aroused a great research interest in the process of mastering a non-native language among specialists in various fields, including methodological ones. The following questions have acquired particular relevance for the methodology: What does it mean to “own” a foreign language? How is the learning process going in the classroom? What should be understood as the ability of a person to carry out social interaction using a non-native language for him? What patterns underlie the formation of this ability in learning conditions? and etc.
Since the search for answers to the above questions was not within the competence of the very methodology of teaching foreign languages, these functions in many countries, including Russia, have been taken over by a new scientific branch since the second half of the last century, which can conditionally be called linguodidactics. Such a convention in the name is dictated by the fact that until now there is no unequivocal opinion regarding the scientific status of this branch, object and subject of research, as well as there is no name.
So, for example, abroad, some scholars single it out as an independent scientific field 3 , others, emphasizing its importance and giving it a different name, include it in language didactics 4 , and still others attribute it to separate aspects of applied linguistics. But, despite such a polyphony of views on the linguo-didactic direction that exist abroad, something in common can be traced in them. Firstly, it is the realization that the process of language acquisition in educational conditions is complex and multifaceted, and in order for this process to be successful, it is necessary to know the patterns of mastering foreign language knowledge, skills and abilities. Secondly, among foreign scientists there is a pronounced general desire to strengthen the theoretical basis of the didactics of language and methodology 5 at the expense of objective data on how the process of mastering a non-native language takes place or should take place 6 . And, finally, thirdly, it is necessary to note the general understanding that the linguo-didactic scientific direction is called upon, on a broad interdisciplinary basis (based on data from cognitive linguistics, psychology, and the theory of language acquisition), to provide answers to questions that, according to foreign colleagues, are not were and cannot be the subject of research by didacticists and methodologists. These include, in particular:
analysis of the language as an object of learning/teaching in various educational conditions;
analysis of the mechanisms of assimilation, appropriation of the language, reflecting its (language) current state and development;
substantiation of the nature of errors (linguistic, linguistic and cultural, and more broadly culturological) and mechanisms for their elimination;
study of linguodidactic features of teaching and learning a language in the context of multilingualism, individual and cultural characteristics of students, their age specificity;
analysis and justification of the factors that determine the completeness/incompleteness of language proficiency, etc.
As you know, Russian scientists are also actively declaring the relevance of conducting linguodidactic research. But the domestic experience of theoretical understanding and substantiation of linguodidactics as a science, unfortunately, is very limited and contradictory. And here there is no unity in relation to the subject and object area of this science. In some publications, the main goal of linguodidactic research is seen in the description of the language for educational purposes (see, for example, Shansky N.M., 1982, pp. 4-8). At the same time, it is emphasized that we are talking about linguodidactic models for describing a living language for educational purposes 7 . In this case, we mean the study of the features, characteristics of the language for the purpose of studying it as a natural means of communication, as well as the analysis of those factors that determine the specificity of this object: the contingent of students, the specifics of the language environment in which learning takes place, the status of the language itself, etc. (Markosyan A.S., 2004, p. 243).
In the works of other domestic scientists, linguodidactics is interpreted as a theory of “acquisition” of a language or a kind of linguistic anthropology, acting as a “metateory” for developing a modus for the production of language teaching methods (Bogin G.I., 1982), and thirdly, as a learning theory foreign languages, designed to develop the foundations of the methodology of teaching the subject in relation to various desired results (Khaleeva.I., 1989).
Thus, the problem associated with the status of linguodidactics remains unresolved to date. It is also not clear whether it is a linguistic or methodological science. Even if its methodological nature is recognized, it is not clear whether it can be considered an independent scientific discipline or a “deputy” of the general methodology for teaching foreign languages, or whether it acts as a new component of the latter.
Unfortunately, it is known that even today one can observe the gradual displacement of the concept of “methods of teaching foreign languages” from the methodological everyday life, replacing it with “linguodidactics”. At the same time, these concepts are increasingly used as synonyms. This can be evidenced, in particular, by the process of renaming a number of university departments of methods to departments of linguodidactics without changing the content of the course, and the methodologists themselves become the initiators of this movement. In the methodological literature, a proposal is made to replace the term “methodology” with the term “linguodidactics”, while reference is made to foreign experience (see, for example, Minyar-Beloruchev R.K., 1996, pp. 2-5, 36). But such a mechanical replacement of terms is hardly justified, and in foreign science there is no equal sign between linguodidactics and methodology.
And yet, despite the disagreement in the interpretation of the essence and content of linguodidactic research, there is real evidence of the importance of their results for the methodology of teaching foreign languages. First of all, it is necessary to name the linguodidactic models of mastering the student's language (linguocultural experience) in the learning environment. Today, at least two theoretical constructs are known that reveal the mechanism of language proficiency and mastery, which significantly influenced the domestic and foreign theory and practice of teaching foreign languages.
The first of them is made in the Western European traditions and is well known in world science under the name "communicative competence". Due to its pronounced pragmatic and instrumental nature, this theoretical concept has become very popular among methodologists, including in our country. Since the second half of the last century, domestic and foreign methods, having adopted this model of the formation of a person's communicative ability, have strengthened the communicative and pragmatic orientation of language teaching. As a result, the methodology substantiates various modifications of the communicative-oriented model of teaching foreign languages, which finally supplanted the so-called linguistic approach that dominated the theory and practice of teaching for quite a long time. The second theoretical construct, announced much later than the first model, is known as the concept of "linguistic personality" (Karaulov Yu.N., 1987), and in relation to a non-native language - "secondary (bi-/multicultural) linguistic personality" (Khaleeva I .I., 1989). His analysis shows that a linguistic personality is a linguistic substance and, at the same time, a linguodidactic concept, which is inherently a multi-layered and multi-component set of linguistic abilities, skills, readiness to implement speech acts of varying degrees of complexity. The adoption of this concept aims the modern methodological system not only at developing students' ability to practically use the language being studied in various socially determined situations, but also at their familiarization (at a certain level) with a different (national) image of consciousness, with the ability to recognize the motives and attitudes of the individual belonging to a different community, where a different system of values operates. However, methodologists have yet to comprehend the significance of this methodological concept for understanding the linguo-cognitive structure of the student's personality and the realization of the personality-developing possibilities of the process of teaching foreign languages.
It is quite obvious that the problem of the relationship between linguodidactics and methodology is far from its final solution, and here one can find more contradictions than clarity. But, for example, physicists, as is known, are already accustomed to the fact that the appearance of contradictions in a certain area is usually a harbinger of the discovery of some regularity. I would like to believe that this will be the case in the field of methods of teaching foreign languages. True, this can become a reality only if the solution of these problems becomes the subject of intensive scientific research and constructive scientific dialogue.
Today, hypothetically, it can be assumed that the relationship between linguodidactics and methodology, regardless of whether the first is an autonomous theory of learning or part of a general teaching methodology, is not identical to the relationship between theory and practice. These scientific branches (if linguodidactics is recognized as such), without a doubt, are interconnected with each other. At the same time, linguodidactics is not aimed at developing specific recommendations for methodologists. It, based on the data of its own multivariate analysis of the features of the language, “intended” for learning for educational purposes, substantiates and formulates the general patterns of its assimilation in educational situations. In turn, the methodology, based on these patterns and general didactic provisions, theoretically substantiates and practically tests various ways/approaches/methods/means of “teaching” students a non-native language. From this point of view, the importance of linguodidactic and didactic knowledge for the theory and practice of teaching foreign languages cannot be overestimated. Therefore, with good reason, we can talk about the "methodological complexity" of modern methodological science (Hellmich N., 1980, pp. 218-224), which includes both linguodidactics and the methodology of teaching foreign languages.
The issues of methodological training of a teacher of foreign languages should be the topic of a serious and far from short conversation. This is explained by the fact that knowledge of only a foreign language in most cases cannot provide the teacher with complete success in his work. In order for the knowledge, skills and abilities of the teacher himself to become the property of students, the teacher must possess the basic theoretical provisions of the methodology and be able to apply them in practice, know a foreign language well and have a certain potential for positive personal qualities.
In pedagogical terms, the word methodology is most often used in 3 meanings:
1) as a theoretical course, as an academic discipline;
2) as a set of forms, methods and techniques of the teacher's work, i.e. as a technology of professional practice;
3) as a pedagogical science, having, on the one hand, the characteristics inherent in any science in general (theoretical foundation, experimental base, etc.), on the other hand, specific objects of study, due both to the essence of the subject itself and to the ways of mastering it .
If we talk about the methodology as a theory of learning in the most general form, then we cannot fail to point out main components of the educational process, which make up the totality of objects of study and objects of research, namely: the teaching activity of the teacher, the educational activity of the student and the organization of learning. The educational process proceeds in such a way that the driving forces in it are subjective and objective factors.
Subjective factors include the learning activities of the teacher and the learning activities of the student. Under organization of training In the broad sense of the term, this means the following objective factors: learning objectives, its content, methods, techniques, as well as teaching aids. Without a clear interaction of all three components, the educational process cannot be effective, and in some cases it becomes impossible. As soon as one of the components of the educational process is inactive, the effectiveness of training is reduced to zero. For example, if the purpose of the lessons is not clear, the wrong means are chosen, or the teaching methods are unsuccessful, there will be no tangible result. Even if you decide to study Turkish not thanks to a teacher, but are going to take Turkish language courses in Moscow, then you must be conscientious about choosing the course itself. Learn about his program, method of submission and, of course, learn about his reviews and opinions.
The goals of the theory of teaching foreign languages
Thus, we can say that object learning methodology is the process of learning a foreign language. Thing methodology covers the ways of joint activities of the teacher and students aimed at the implementation of practical (communicative) and educational tasks. From here foreign language teaching methodology - it is a science that studies the goals, content, methods and means of teaching, as well as methods of teaching and education on the basis of a foreign language.The technique can be divided into general and private.
General methodology is engaged in the study of the patterns and features of the process of teaching a foreign language, regardless of what foreign language is in question. Thus, the principles of selecting educational material, the ratio of oral and written speech at various stages of the lesson, ways to intensify the educational process, etc. will be the same under equivalent learning conditions for any of the Western European languages.
But knowledge of the general patterns of teaching a foreign language is insufficient when the teacher is faced with the specific features of a particular foreign language. Thus, the ways of mastering continuous verbal forms are specific only to the English language, cumbersome patterns of word formation, declension of nouns and adjectives are characteristic of the German language. Even more significant differences are observed in phonetics. Thus, there is a need to develop private technique, which studies the teaching of those linguistic and speech phenomena that are specific to a particular foreign language. In recent years, a branch of science called linguodidactics has been studying these issues. In addition, there is an experimental methodology, a methodology for applying TSO, a historical methodology, the purpose of which is to study the emergence and development of various teaching methods.
The main objectives of the theoretical course "Methods of teaching foreign languages" are:
1) to reveal the main components of the theory of modern teaching a foreign language, to form the necessary theoretical base for students, including methodological knowledge, knowledge from the sciences of psychological, pedagogical and philological cycles adjacent to the methodology, and the corresponding system of ideas about the content, structure, forms and methods of a teacher's professional activity on the management of educational activities of students in the process of mastering a foreign language;
2) introduce the most well-known methodological approaches, systems and methods, the latest technologies, as well as progressive experience in teaching foreign languages and foreign culture in domestic and foreign schools;
3) to form students' skills of creative application of their knowledge in the process of solving educational, educational, developmental and educational tasks in the system of continuous teaching of foreign languages;
4) to develop their own methodological skills: planning, adaptive, communicative, organizational, motivational, research, as well as professional and methodological thinking, which will contribute to the successful solution of the problems of foreign language education in various pedagogical situations.
Tasks of the theory of teaching foreign languages
To achieve these goals, the following are put forward as the main tasks of the theoretical course "Methods of teaching foreign languages".Future teachers of a foreign language should:
1) be able to systematize and compare various methodological approaches to teaching foreign languages in our country and abroad, know the features of teaching foreign languages in all parts of lifelong education;
2) to know the goals and content of teaching foreign languages, modern methods and technologies of teaching foreign languages, systems and sets of exercises and teaching methods for teaching all aspects of the foreign language being studied and types of foreign language speech activity;
3) to possess the skills of selecting and organizing language and speech material for training sessions and independent work of students, the skills of managing the educational activities of students;
4) be able to use in teaching a foreign language a variety of forms, exercises and teaching methods, taking into account personality-oriented and differentiated approaches to students, as well as modern social and information technologies of education;
5) own the criteria for the analysis and evaluation of modern domestic and foreign educational and methodological complexes, have primary experience with them.
The methodology of teaching a foreign language considers issues related to the process of transferring foreign language skills, abilities and knowledge. The object of the methodology is the process of teaching a foreign language, the process of mastering the content of education in a foreign language in specific learning conditions. The subject of the methodology is the scientific substantiation of the goals, the content of teaching a foreign language, the development of effective methods, techniques and forms of teaching. Distinguish between general and private methods. The general methodology studies the features of the process of teaching a foreign language, regardless of the foreign language. A private technique studies the process of teaching a particular foreign language in specific conditions. For example, the methodology of teaching English in a Russian-speaking audience. The main methods in the theory of teaching a foreign language are observation, conversation, questioning, testing, trial, experimental training, experiment.
The relationship between linguodidactics and methodology is not the relationship between theory and practice. Linguodidactics formulates general laws concerning the functioning of the mechanisms of a person's ability to communicate in a foreign language and the ways of their formation. The methodology adopts linguodidactic patterns, "prepares" them from the point of view of pedagogical laws and implements them in specific textbooks, systems of exercises, teaching aids, in the educational process. Auxiliary sciences - pedagogical psychology, psycholinguistics.
The specifics of teaching a foreign language:
The state standard of general education provides for the compulsory study of a foreign language in the secondary school. All school. items can be divided into 3 groups.
Group 1: mastering knowledge (goal): history, physics
Group 2: the formation of skills and abilities (labor)
Group 3: subjects of the language cycle
The peculiarity of these subjects is aimed at the formation of the ability to communicate, speech skills and abilities that provide communication at a certain level. When studying the native language, the first plan is the educational function, the task of improving speech is being solved. In the lessons of a foreign language, students master the language as a means of communication. On the 1st plan - a practical function. Mastering the theory and system of the language is constant, as it is necessary for the formation of skills and abilities.
Conditions for teaching a foreign language, types of schools:
The specifics of the conditions for teaching a foreign language concluding. in the following: 1) learning in a foreign language in an artificially created language environment; 2) in strictly limited time; 3) in the absence of a social need for I.I. as a means of communication; 4) begins after mastering the r. i. - inhibitory effect. Under these conditions, the teacher must: 1) create an atmosphere of foreign language communication in the classroom; 2) to create in students the need to study I.I.
Advanced / non-advanced study depends on the number of hours per week:
1-4: 2-3/2 5-9:6/3 10-11: 4-6/3
The main methodological categories: goals, content, principles, methods, means, techniques, forms, types, modes of work in the lesson I.Ya.
HIGHER PROFESSIONAL EDUCATION
N.D. GALSKOVA, N.I. GEZ
THEORY OF LEARNING
FOREIGN LANGUAGES
LINGUODIDACTICS AND METHODS
Educational and Methodological Association for Education
in Linguistics Ministry of Education
Russian Federation as a teaching aid for students studying in the specialty
"Theory and Methods of Teaching Foreign Languages and Cultures"
3rd edition stereotypical
UDC 802/809(075.8)
BBK81.2-9ya73
N.D. Galskova- part I;
N.I. Gez- part II, III
Reviewers:
Doctor of Pedagogy, Professor, Academician of the Russian Academy of Education A. A. Mirolyubov;
Department of Linguodidactics, Moscow State Regional University
(head of the department - candidate of philological sciences N. N. Mikhailov)
Galskova N. D., Gez N.I.
D176 Theory of teaching foreign languages. Linguodidactics and methodology: textbook. allowance for students. lingu, un-tov and faculty. in. lang. higher ped. textbook institutions / N.D. Galskova, N.I. Gez. - 3rd ed., erased. - M.: Publishing Center "Academy", 2006. - 336 p. ISBN 5-7695-2969-5
Textbook (2nd ed., Rev. - 2005), written by well-known experts, authors of numerous textbooks and manuals on school and university methods, is designed to form teachers of any non-native languages a general idea of the theory of teaching foreign languages as a scientific field , about the patterns of building the educational process in the development of oral and written communication. The novelty of the author's approach lies in the fact that a foreign language (as an academic subject) is considered as an integral part of language education in an artificial language environment.
For students of linguistic universities and faculties of foreign languages of higher pedagogical educational institutions, as well as teachers of schools of various types.
UDC 802/809(075.8)
BBK 81.2-9ya73
The original layout of this publication is the property of the Academy Publishing Center, and its reproduction in any way without the consent of the copyright holder is prohibited.
© Galskova N. D., Gez N. I., 2004
ISBN 5-7695-2969-5© Galskova N.D., Gez N.I., 2005, with corrections
© Publishing Center "Academy", 2006
FOREWORD
This manual is addressed to students of language universities and faculties of a pedagogical profile, teachers and teachers of any non-native languages, graduate students working on topical problems of language education, as well as specialists in the field of professional training and advanced training of teaching staff.
The main purpose of the manual is to give an idea of the current state and prospects for the development of national language education, the requirements for the level and quality of linguocultural training of students of various categories in the context of language policy in the field of education. The concept of "linguocultural training" of students includes their knowledge at various levels of any languages and cultures, both native and non-native. This gave grounds to the authors of this manual to proceed from the fact that language education is education in the field of all modern (native and non-native) languages and cultures. But since the areas of teaching and learning of native and non-native languages, as well as the areas of practical use of these languages, differ from each other and each of them has its own specific features, in the book, education in the field of the native language and education in the field of modern non-native languages are treated as conjugated , but at the same time autonomously functioning spheres. It is in this perspective that the presentation of the problems of education in the field of modern non-native languages is given, with the awareness of a certain convention, the terms "language education" and "education in the field of foreign (and, more broadly, all non-native) languages" are used as synonymous.
The complexity and dynamism of the development and functioning of the sphere of modern language education impose new requirements on all its subjects, and above all on the teacher. The teacher must not only be fluent in individual innovative technologies for teaching his subject, but also understand the essence of the patterns that underlie them, see their origins and development prospects. This is especially significant at the milestone stages of the development of methodological science, one of which is going through the modern theory of teaching non-native languages. This stage is associated with a consistent appeal to the intercultural paradigm of studying the processes of teaching and learning languages and cultures, which in the most natural way requires a rethinking of the conceptual and categorical apparatus of methodological science, the essence of modern techniques, methods and means of teaching languages, and the specifics of the teacher's functional load. The latter acts not only as a "translator" of the new language code and "linguistic" content, but also as the initiator and organizer of the student's intercultural interaction with native speakers of the language being studied, the formation of his readiness and ability to take an active part in this interaction. To successfully perform this function, a teacher must have the appropriate knowledge, skills and abilities to model the educational process based on a holistic, systematic approach to education in the field of non-native languages and the culture of their speakers.
GENERAL PROBLEMS OF THE THEORY OF TEACHING FOREIGN LANGUAGES
Chapter I
LANGUAGE EDUCATION AT THE PRESENT STAGE OF PUBLIC DEVELOPMENT
Recently, the term "language education" has been used quite often, but at the same time, there is no single point of view on its content among scientists and practitioners. Language education is often understood as the process of mastering systematized knowledge, skills and abilities,
allowing to carry out foreign language speech activity. In other cases, language education is interpreted as the result of this process or as a system of educational institutions in which non-native languages are taught.
Such a disagreement in the views on the essence of the term "language education" testifies, on the one hand, to its versatility, and on the other hand, to the desire of didacticists and methodologists to focus only on certain aspects of the functioning of language education, which, of course, does not allow us to see the essential characteristics of this phenomena in general. Therefore, in our opinion, it would be correct, taking the multidimensionality of the concept as a “point from the count” of the analysis of the term of interest to us, to consider “language education” as: 1) value, 2) process, 3) result, 4) system (see: Gershunsky B.S., 1997, p. 38).
Aspect division of the analyzed concept does not mean a violation of its integrity. Moreover, it is possible to show its essence as a complex and multifaceted phenomenon, in our opinion, only in the unity and complementarity of the above-mentioned aspect characteristics.
§ 1. Language education as a value, or awareness of the importance of power
deniya modern non-native languages
If we accept the logic of B. S. Gershunsky's reasoning, then language education as a value involves consideration of three axiological blocks:
Language education as a state value;
Language education as a social value;
Language education as a personal value.
We immediately note that we are talking about interconnected blocks. Only in the harmony of state, public and personal interests in the development of language education in the country, giving it priority at all levels under consideration, it is possible to achieve high-quality results in solving not only the socio-pedagogical problems facing society, the state, education, but also socio-cultural problems .
Awareness of language education as a value determines the relevance of the development and implementation of scientific and practical actions related both to the analysis of the attitude of the state, society and the individual towards it, and to ensuring the prestige of this education at the public, state and personal levels.
The role of any language is determined by its status in society, the state. Language can be an international means of communication. First of all, we are talking about the languages of global distribution and universal culture, which perform the maximum amount of social functions. Such languages include, for example, English, Russian and German. If a language is spoken in a number of countries of a particular region (for example, German - in German-speaking countries), this language acquires the status of an interstate language. The language can also play the role of the state or local language. The first languages include, for example, the Russian language in Russia, which is the official means of interethnic communication, the second languages include any language used in a particular region, region or district of a particular country (for example, Tatar, Yakut and others in the corresponding national-state formations ). It is quite obvious that from the point of view of the formation of the value orientations of a particular individual in the modern world, the expansion of its educational and social opportunities, the most significant are the languages of global communication. But this thesis does not mean that, along with the languages of international communication, local languages should not be studied and that the state and society should not create favorable conditions for this.
