What is a communicative method. Communicative method of teaching foreign languages. For knowledge in the field of regional studies and language, quizzes, lotto, travel, competitions for the best route around the country, city, etc. are used.

An approach

Implementation of the leading, dominant idea of ​​learning in practice in the form of a specific strategy and using one or another teaching method.

The term "approach" can be used in the literature both in the broad and narrow sense of the word. When we talk about an approach in the broad sense of the word, we mean three components of this concept:

Linguistic component - how we select language tools for study

Didactic component - what techniques and technologies we use, how we organize development educational material

Psycholinguistic foundations of learning - what are the roles of students and teachers, what are their relationships, how the peculiarities of perception of language material by students are taken into account

Examples of approaches to learning English in the broad sense of the word:

Humanistic

Socioconstructivism

Communicative

Examples of approaches to learning English in the narrow sense of the word (when only one of the components is taken into account)

structural(only the linguistic component is taken into account, that is, the study of a certain sequence is of paramount importance grammatical structures)

individual( only the psycholinguistic component is taken into account, that is, central to this approach is taking into account the individual interests, needs, abilities, characteristics of each student)

Method.

A generalized training model based on one of the areas and based on specific approaches typical for this area. Characteristic is the use of certain educational material, a set of techniques and methods of interaction between teacher and students.

The method is a unified, logical and strictly developed system that

Techniques and teaching aids

Principle

Principles are the basic 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.

The principles can be classified in different ways, for example according to their area of ​​application:

Cognitive

Emotional-psychological

Linguistic

We also usually call didactic those principles that are true for teaching all subjects without exception, for example the principles of scientificity, clarity, activity, from simple to complex, etc.

We call principles that are applicable within one subject methodological. For example, in teaching a foreign language, these are the principles of oral advance, the principle of taking into account the native language, the principle of communicative interaction, etc.

Communicative teaching method

In our time of formation of a new technological structure and development international relations learning foreign languages ​​is becoming an integral part of education and life in general.

Today we can talk about the implementation new technique teaching - communicative, which appeared in the 90s and is now quickly gaining the palm.

The leading direction of this method is communication. Students apply their language abilities and skills in situations of real foreign language communication. Thanks to such opportunities, students can freely express their thoughts in a foreign language, using the relevant knowledge and skills acquired earlier in the lessons.

As the basic principles of communicative teaching foreign language also stand out:

1. The active nature of teaching a foreign language.

This principle is expressed in maintaining a balance between activities organized on an involuntary and voluntary basis. During lessons, the conditions of real communication are modeled in role-playing game And project activities for maximum use of involuntary memorization mechanisms. Different forms of work (individual, paired, group, collective) are considered as preparation for the conditions of real communication in a foreign language.

The activity aspect involves the development of subjectivity in students’ activities, i.e. self-development and improvement of language skills occurs through the conscious and active appropriation of new social experience and increasing the significance of the learning process and result. This aspect ensures differentiation and individualization of the educational process.

2.Communicative-cognitive orientation learning ensures the implementation of the main function of language - to be a means of communication. Under these conditions, the ability to navigate a communication situation is formed, adequately perceive speech, correctly construct one’s statement, as well as control and correct it depending on the speech situation. In addition, reading and writing skills as types of speech activity are formed and developed. Learning a language in communicative speech situations, on a text basis, enhances motivation in learning a language, increases awareness of its acquisition and interest in students creating their own texts.

3. Qualifications of teachers and their pedagogical literacy :

This important principle means that a foreign language teacher must have the appropriate psychological and pedagogical competencies::

Create a dominant theme in the lesson relationship style“teacher-student”,

Use control and evaluation system educational results,

Design a lesson using a configuration of appropriate methods methods(reproductive, game, heuristic, project, collective, information, etc.),

Provide students choices ,

Create comfort educational environment.

Studying a foreign language at school is aimed at achieving the following goals:

1. development of communicative competence in the totality of its components, namely:

- speech competence- development of communication skills in four types of speech activity (reading, listening, speaking and writing);

- language competence- mastery of linguistic means (phonetic, spelling, lexical, grammatical) in accordance with the topics and situations of communication; mastering knowledge about linguistic phenomena of the language being studied, different ways of expression in native and foreign languages;

- sociocultural, intercultural competence - familiarization at all stages of education, including the initial stage, of students with the culture, traditions, realities of the countries of the language being studied within the framework of topics, areas and situations of communication that correspond to experience, interests, psychological characteristics students at different stages of education; developing the ability to represent one’s country and its culture in conditions of intercultural communication; Formation and improvement of sociocultural competence in basic and high school directed to:

Development of the ability to navigate the sociocultural aspects of people’s life in the countries of the language being studied;

Formation of skills and abilities to look for ways out of situations of communication failure due to sociocultural interference in communication;

Formation of behavioral adaptation to communication in a foreign language environment, understanding of the need to follow the traditional canons of politeness in the countries of the language being studied, showing respect for the traditions, rituals and lifestyle of representatives of another cultural community;

Mastering ways of representing native culture in a foreign cultural/foreign language environment;

- compensatory competence- development of skills to overcome situations in conditions of shortage linguistic means when receiving and transmitting information;

- educational and cognitive competence- development of general and special educational skills, universal methods of activity; familiarization with available techniques self-study languages ​​of cultures, including using new information technologies.

Through the implementation of the educational potential of a foreign language, the personality of students develops. This means developing in students the need to study foreign languages ​​and master them as a means of communication, cognition, self-realization and social adaptation in a multicultural world in the context of globalization based on an awareness of the importance of studying a foreign language and their native language as a means of communication and knowledge in the modern world.

The communicative approach is characterized by:

· Language learning is learning to communicate

Meaning is paramount (not form!)

· Language is created by the individual trial and error

· Communicative competence is the desired goal (ability to use the linguistic system effectively and appropriately)

· Teachers help students in a way that motivates them to work with the language

Language is taught in context

· Attempts to communicate are encouraged from the very beginning

Alternative methods.

1. Dogme an approach that denies the use of textbooks and in which the main resource of learning becomes the communication of the students themselves, the things they brought with them and the environment.

2. Lexical approach an approach in which vocabulary is considered to be the primary aspect, while grammar is secondary.

3. Total Physical Response The method is based on the fact that there is a relationship between speech and the corresponding action.

4. Suggestopedia The method is based on the use of music to achieve the necessary state of relaxation and calm for learning new material and believes that the teacher is the central figure in teaching, the main source of information.

5. Silent Method The method involves the use of colored sticks of different lengths to introduce new language material, considers the teacher and students as two collaborating parties, and encourages students to experiment and make hypotheses about the language system.

Purposeteaching foreign languages ​​in full high school is the achievement by students of foreign language communicative competence at a threshold level (Council of Europe term), that is, the ability and real readiness of schoolchildren to communicate in a foreign language and achieve mutual understanding with native speakers of a foreign language.

The GOAL according to the new standard is to teach children to learn (through the formation of UUD)

The Standard is based on system-activity an approach that provides:

· formation of readiness for self-development and continuing education;

· designing and constructing a social environment for the development of students in the education system;

· active educational and cognitive activity of students;

· construction of the educational process taking into account individual age, psychological and physiological characteristics students.

Integrative Goal teaching a foreign language in primary school - formation elementary commune

Goals in primary school

Formation of the ability to communicate in a foreign language

Introducing children to new social experiences using a foreign language

Development of speech, intellectual and cognitive abilities, general academic skills, motivation

Education and diversified development junior school student by means of foreign languages

Mastery foreign language communication even within limited limits, the process is multi-layered, multi-aspect, and communicative competence, which acts as the desired learning outcome, is a complex, multi-component phenomenon.

Modern lesson must comply with the needs of the state, i.e. must prepare the child for life in a high-tech competitive world. The lesson should develop independent and critical thinking skills, creative thinking, as well as the ability to work with information, learn and work in a team. A modern lesson must answer quality characteristics modern education. The main result of training is the development of generalized methods of action (competencies ) and achieving new levels of student personality development (competencies). In Russian pedagogy, the concept of meta-subject and personal results is introduced, which, along with subject results, should become a guideline for mastering school curriculum. Under Meta-subject results are understood as methods of activity mastered by students on the basis of one, several or all academic subjects that are applicable both within the framework of the educational process and when solving problems in real life situations.

Under personal results is understood as a formed
in the educational process system value relations students to themselves, to other participants in the educational process, to the educational process itself and to its results.

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The essence of the communicative method of teaching foreign languages

Let's turn to the specifics of a foreign language. First of all, a foreign language teacher teaches children methods of speech activity, so we talk about communicative competence as one of the main goals of teaching a foreign language.

Ya.M. Kolker elaborates on the following point: “In recent decades, traditional foreign language teaching has been contrasted with communicative and intensive methods.”

Communicative teaching of foreign languages ​​is activity-based in nature, since verbal communication is carried out through “speech activity”, which, in turn, serves to solve the problems of productive human activity in the conditions of “social interaction” of communicating people (I.A. Zimnyaya, G.A. Kitaygorodskaya, A.A. Leontyev). Participants in communication try to solve real and imaginary problems of joint activity with the help of a foreign language.

A.A. Leontyev emphasizes: “strictly speaking, speech activity, as such, does not exist. There is only a system of speech actions included in any activity - entirely theoretical, intellectual or partially practical."

According to the point of view of I.A. Zimnya “speech activity is a process of active, purposeful, language-mediated and situation-conditioned communication, interaction between people (with each other)” [ 3 , p. 93 ] Consequently, the author concludes that teaching speech activity in a foreign language should be carried out from the position of formation and independent activity, determined by the fullness of its characteristics.

The peculiarity of the activity type of learning is that, in its purpose and in its essence, it is associated, first of all, with a separate type of speech activity, therefore we see its widespread use when it comes to teaching reading, listening, translation, etc. And only in one of the methods known to us, which tries to cover teaching a foreign language as a whole, namely in the communicative method, do we find the main signs of an activity-based type of teaching.

According to E.I. Passov, the author of the communicative method, “communication presupposes speech orientation educational process, which consists not so much in the fact that a speech practical goal is pursued (in essence, all directions of the past and present set such a goal), but rather in the fact that the path to this goal is the practical use of language itself. Practical speech orientation is not only a goal, but also a means, where both are dialectically interdependent.”

M.B. Rakhmanina focuses on the following: “Speech partnership depends to a large extent on the communicative behavior of the teacher, which, finally, is also included in the aspect of the speech orientation of teaching and is due to the active nature of communication” [ 9, p. 53]. In fact, at all stages of mastering the material training is underway namely communication. But there are a number of points that require special training. So, for the ability to communicate special role play: the ability to enter into communication, curtail it and resume it; the ability to pursue one’s own strategic line in communication, to implement it in behavioral tactics contrary to the strategies of other communicators; the ability to take into account each time new (several new) speech partners, changing the roles of partners, or reversal of communication; the ability to probabilistically predict the behavior of speech partners, their statements, and the outcomes of a given situation.

The modern communicative method is a harmonious combination of many ways of teaching foreign languages, being probably at the top of the evolutionary pyramid of various educational methods.

On modern stage in teaching foreign languages, most linguist teachers consider “communication” to be the most effective and criticize traditional methods, working on the principle of “from grammar to vocabulary, and then moving on to consolidation exercises.” Artificially created exercises do not form a language user, and a person learning a language using this method would rather remain silent than utter an incorrect phrase. And “communication,” on the contrary, is intended to “untie” the language.

The Communicative Approach develops all language skills - from oral and writing before reading and listening. Grammar is mastered in the process of communicating in a language: the student first memorizes words, expressions, language formulas and only then begins to understand what they are in the grammatical sense. The goal is to teach the student to speak a foreign language not only fluently, but also correctly.

The rules and meanings of new words are explained by the teacher using vocabulary familiar to the student, grammatical structures and expressions, with the help of gestures and facial expressions, drawings and other visual aids. Computers with CDs, the Internet, TV programs, newspapers, magazines, etc. can also be used. All this helps to awaken students’ interest in the history, culture, and traditions of the country of the language being studied.

In foreign language lessons, the teacher creates situations in which students communicate in pairs with each other, in groups. This makes the lesson more varied. Working in a group, students demonstrate speech independence. They can help each other and successfully correct the statements of their interlocutors.

During classes, the teacher takes on the functions of an organizer of communication, asks leading questions, pays attention to the original opinions of the participants, and acts as an arbiter in the discussion of controversial issues.

The difference between communicativeness is that instead of educational texts and dialogues specially tailored to the active vocabulary and grammar being studied, it uses imitation of situations from real life, which are played out in the classroom in such a way as to cause maximum motivation for speaking in students. So, instead of endlessly chewing on typical phrases from a textbook: “My name is Ivan. I live in Moscow. “I am a student”, etc., students studying the topic “Acquaintance” actually begin to actively get acquainted and discuss issues that interest them.

The topics discussed are mostly topics that students are familiar with at native language: this makes it possible to focus specifically on development communication skills, that is, the ability to use language spontaneously. It is preferable that the topics be “hot” - related either to the lives of the students themselves, or to aspects of modern life that are of interest to all (ecology, politics, music, education, etc.). In Western textbooks, especially at levels below Upper Intermediate, you are unlikely to find “topics” such as the biography of Shakespeare or the achievements of nuclear physics. Only at senior levels are “book” and “scientific” styles introduced.

Unlike audiolingual and other methods based on repetition and memorization, the communicative method sets exercises “with an open ending”: students themselves do not know what their activities in the class will lead to, everything will depend on reactions and answers. New situations are used every day. This maintains students’ interest in classes: after all, everyone wants to communicate meaningfully on meaningful topics.

Most of the time in class is spent oral speech(although reading and writing are also emphasized). At the same time, teachers talk less and listen more, only guiding the students’ activities. The teacher sets the exercise, and then, after “talking” the students, moves into the background and acts as an observer and arbiter. It is preferable that he uses only the target language.

The communicative method consists in likening the learning process to the communication process; more precisely, it is based on the fact that the learning process is a model of the communication process, albeit somewhat simplified, but in basic parameters adequate, similar to the real communication process.

Everything said above regarding the communicative method of teaching speaking a foreign language allows us to assert that the subject of training in this case is speech activity in a foreign language. In this method, the identification of verbal speaking skills is clearly visible, and exercises are proposed for their consistent formation. All this, in turn, gives grounds to assert that the communicative method of teaching speaking by E.I. Passova represents an activity-based type of teaching foreign languages.

Based on this chapter, we can highlight the following positive aspects of the communicative method of teaching foreign languages:

1. Only in the communicative method of teaching foreign languages ​​do we find the main features of the activity type of teaching, the peculiarity of which is that in its purpose and in its essence it is associated, first of all, with a separate type of speech activity, therefore we find its widespread use, when it comes to teaching reading, listening, translation, etc.

2. Practical speech orientation is not only a goal, but also a means, where both are dialectically interdependent.”

3. The modern communicative method is a harmonious combination of many methods of teaching foreign languages, being probably at the top of the evolutionary pyramid of various educational methods.

4. The use of a communicative teaching method removes the language barrier.

5. Grammar is mastered in the process of communicating in a language: the student first memorizes words, expressions, language formulas and only then begins to understand what they are in the grammatical sense. The goal is to teach the student to speak a foreign language not only fluently, but also correctly.

6. Computers with CDs, the Internet, TV programs, newspapers, magazines, etc. can also be used in the learning process. All this helps to awaken students’ interest in the history, culture, and traditions of the country of the language being studied.

7. Unlike audiolingual and other methods based on repetition and memorization, the communicative method sets exercises “with an open ending”: students themselves do not know what their activities in the class will lead to, everything will depend on reactions and answers. New situations are used every day. This maintains students’ interest in classes: after all, everyone wants to communicate meaningfully on meaningful topics.

Let us clarify for those who believe that the communicative technique implies the primacy of speaking before writing/listening/reading and vocab command. This is wrong. Communicative approach implies the ability to explain to him any of the above-mentioned aspects of the language through correct communication with the student. Example. The Present Perfect needs to be explained. Instead of telling your student in Russian how to use this tense, you create a lesson in such a way that from the context (!) he begins to understand the scope of application of this construction. The form in which the context is set can be whatever the teacher chooses for a given lesson: writing, listening, reading. And anyway, talk. So, to summarize, so as not to describe all the nuances on 10 pages. The communicative method is not a conversation on a given topic, but systems approach.

The communicative technique is usually used intuitively, because we understand that otherwise a person, going into a store, will not be able to buy bread for himself, knowing some terrible wilds.

Disadvantages of communication methods

This approach is not suitable for everyone (we apologize for the tautology). In this case, you need to resort to other methods. The main disadvantage of 100% communicative is that students with this method are often embarrassed or simply do not know how to ask their questions in a foreign language (and questions cannot help but arise). Native teachers also note this.

A large number of students who experienced the communicative teaching method English language on oneself, cannot be explained only by the fact that, they say, the teacher was bad or the method itself was wrong. Even after learning from experienced native teachers, students still make many mistakes in speaking. It cannot be that all teachers are bad. Obviously, the matter is different. The best communication technique is. But even after living abroad for a year or more, many often still speak incorrectly. We are sure that this is because both in a foreign language environment and in lessons with a communicative methodology, students are not stopped and their mistakes are not corrected. In a foreign country, no one cares about them, that’s understandable and okay. And in the lessons, the removal of the notorious language barrier- God forbid you knock down a student, as long as he speaks. How did you and I learn our native language? And like this: adults constantly corrected us with every mistake and showed us how to speak. The first words that a child confuses for a long time are “give” and “na.” When demanding a toy, he continues to say for a long time: “na-na-na” instead of “give”, and adults repeatedly correct him. It’s the same with a foreign language - great importance have repetitions of the correct options, and not just a clear explanation within the framework of a specific technique.

In addition, the rules as such are not explained. A person is given a certain set of examples, and the student himself must draw conclusions, and he must also identify the system of cause-and-effect relationships himself. And not all people, unfortunately, are now capable of such mental feats. It happens that you explain things in your native language, practice them a hundred times with examples, but still come to the next lesson “raw.” And again everything is new. Sometimes it takes more than one lesson to consolidate the material. But here, when these connections are not initially shown, I don’t know if we could learn the language like that. Although we really, really like a lot of things about the communication method.

Communicative-pragmatic method

There is no longer any need to talk about the communicative approach in its pure form. It's better to talk about communicative-pragmatic method, which quite includes an explanation of grammar in the native language at an elementary level, let’s say, to weak students. In addition, there are completely different cognitive types of students. Some people are able to deduce grammar from the context; for others, give them a rule first. This is very rude. On entry levels- the simplest and quick way- explanations are in Russian, anyway, the category will be learned in the native language.

The basic rule is this: in theory, the relationship between the “pure communicative approach” and the “rules” is determined primarily by how close the student’s native language is to the target language (is it included in one language family/ language group etc., that is, the percentage of analogies and differences in the structure of the language). The further the language being studied is “distanced” from the native one, the higher the proportion of “rules” required for understanding. And vice versa, the more linguistic parallels, the higher the proportion of “communicative” and the fewer “rules”. But this is a theory. At individual lessons At the forefront are the peculiarities of perception and wishes of a particular person.

• 1. The principle of speech direction. The speech orientation of the educational process lies not so much in the fact that a speech practical goal is pursued, but in the fact that the path to this goal is the practical use of language itself. Practical speech orientation is not only a goal, but also unity. Speech orientation presupposes the specificity of the exercises, i.e. degree, measure of their similarity to speech. All of them should be exercises not in pronunciation, but in speaking, when the speaker has a specific task and when he exercises verbal influence on the interlocutor. The principle of speech orientation also involves the use of communicatively valuable speech material. The use of each phrase must be justified by considerations of communicative value for the intended sphere of communication (situation) and for this category of students. The verbal nature of the lesson also plays an important role here.
• 2. The principle of individualization with the leading role of its personal aspect. Individualization takes into account all the properties of the student as an individual: his abilities, ability to perform speech and educational activities and mainly his personal properties. Individualization is the main real means of creating motivation and activity. A person expresses his attitude towards the environment in speech. And because This attitude is always individual, and so is speech. When teaching foreign language speech, an individual response is possible if the speech task facing the student meets his needs and interests as an individual. Any statement by the student should be, if possible, naturally motivated.
• 3. The principle of functionality. Any speech unit performs any speech functions in the process of communication. Often, after a course of study, students, knowing the words and grammatical forms, cannot use all this in speaking, because no transfer occurs (when pre-filling words and forms in isolation from the tasks they perform speech functions the word or form is not associated with the speech task).

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

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

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

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

5. Personal orientation of communication. There is no such thing as faceless speech; speech is always individual. Any person differs from another in his natural abilities, his ability to carry out educational and speech activities, and his characteristics as an individual: experience, context of activity (each student has his own set of activities that he is engaged in and which are the basis of his relationships with other people) , a set of certain feelings and emotions (one is proud of his country, the other is not), his interests, his status (position) in the team (class).

Communicative training involves taking into account all these personal characteristics, because only in this way can the conditions for communication be created: communicative motivation is evoked, the focus of speaking is ensured, relationships are formed, etc.

6. Collective interaction- a way of organizing a process in which students actively communicate with each other, and 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 acquired within the framework of a school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to present the country’s culture and language system in a concentrated, model form. The content of the language should be problems, not topics.

Exercises . In the learning process, almost everything depends on exercise. The exercise, like the sun in a drop of water, reflects the entire concept of learning. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: Conditional - speech and speech.

Conditional speech exercises- these are exercises specially organized to develop a skill. They are characterized by the same type of repetition of lexical units, continuity in time. (See p. 23)

Speech exercises- retelling the text in your own words (different in the class), describing a picture, a series of pictures, persons, objects, commenting. (See page 25)

The ratio of both types of exercises is selected individually.

The communicative method got its name at the suggestion of E.I. Passov, who substantiated the concept of the method in a number of publications. The method is based on the ideas of communicative linguistics, psychological theory of activity and the concept of individuality development in the dialogue of cultures, which determines

The linguistic concept of the method is based on the ideas of communicative linguistics.

1. The unit of communication (and, accordingly, training) is speech acts , those. speech actions regulated by the rules of speech behavior, performed in a certain speech situation, and having an addressee. For language learning important have the identification of different types of speech acts (informative, incentive, etiquette, etc.) in accordance with the learning objectives and the selection of language units to implement the content of speech acts. Some researchers consider a speech act as an elementary unit of speech behavior, while speech acts combined into units of a higher level form discourse (connected text). Reliance on speech acts in language teaching, according to many scientists, helps to optimize learning and increase its motivation.

The unit of selection of speech acts is speech intention speaker and listener, which meaningfully organizes and regulates their speech behavior. The student’s ability to realize intentions of various types (contact-establishing, regulating, informative, evaluative, etc.) is an important feature of classes within the framework of the communicative methodology and reflects a functional approach to the selection and presentation of educational material in the classroom.

Mastering language as a means of communication presupposes the formation in students communicative competence, meaning not only knowledge of the language system, but also the ability to correctly use language units to achieve communication goals. Consideration of spheres as units of communicative competence communicative activities, topics and situations of communication and programs for their deployment, communication tactics, social roles of communication participants, as well as highlighting different types competencies (speech, pragmatic, linguistic, sociocultural, etc.) contributed to ensuring the communicative orientation of learning through a clearer presentation of learning goals and ways to achieve them at different stages and levels of language proficiency.

For the psychological substantiation of the method, a personal-activity approach to learning was used, developed by the domestic psychological school(eg Winter, 1999). The foundations of this approach were laid in the works of L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, where personality was considered as a subject that is formed in activity and in communication with other people and which determines the nature of activity and communication.

Conceptual provisions of the communicative method according to E.I. Passov are the following:

1. A foreign language, unlike other school subjects, is both a goal and a means of learning.

2. Language is a means of communication, identification; socialization and familiarization of students with the cultural values ​​of the country of the language being studied.

3. Mastering a foreign language differs from mastering a native one:

Methods of mastery;

Density of information in communication;

The inclusion of language in subject-communicative activity;

The set of implemented functions;

Correlation with the sensitive period of speech development of the child.

The main participants in the learning process are teacher and pupil. The relationship between them is based on cooperation and equal speech partnership.

The basic principles of constructing training content using the communicative teaching method are the following:

1. Speech orientation, those. teaching a foreign language through communication. The communicative method was the first to put forward the position that communication should be taught only through communication. This means a practical orientation of the lesson. And here it should be added that communication is the most important condition proper upbringing.

Communication is not simply declared as a simple application to learning (often traditional in nature), but in fact serves:

a) the channel through which cognition is carried out;

b) a means of developing individuality;

c) a tool for developing the necessary personality traits;

d) a way to transfer experience and develop communication skills.

First of all, it should be recalled that a foreign language teacher teaches students methods of speech activity, so we are talking about communicative competence as one of the main goals of teaching a foreign language. But communicative competence can be formed only on the basis linguistic competence a certain level. However, the goal of education in all types of schools is not the language system, but foreign language speech activity, and not in itself, but as a means of intercultural interaction. Language is an element of culture; it functions within a certain culture. Consequently, we must be familiar with the peculiarities of this culture, the peculiarities of the functioning of language in the culture. And here we are already talking about the formation regional studies competence.

You can learn to speak only by speaking, to listen by listening, to read by reading. First of all, this concerns exercises: the more similar an exercise is to real communication, the more effective it is. IN speech exercises there is a planned, 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.

Therefore, in order to develop in schoolchildren the necessary skills and abilities in one or another type of speech activity, as well as linguistic competence at the level determined by the program and standard, active oral practice for each student in the group.

Functionality.

This principle presupposes, first of all, awareness on the part of students of the functional purpose of all aspects of the language being studied, i.e. Every student must understand what practical language proficiency can give him personally.

Functionality assumes that both words and grammatical forms are acquired immediately in activity: the student performs some speech task - confirms a thought, doubts what he heard, asks about something, encourages the interlocutor to act, and in the process assimilates necessary words or grammatical forms. It follows from this that functionality is manifested precisely in the fact that the object of assimilation is not the speech means themselves, but the functions performed by these means. The selection and organization of material is carried out depending on the need for students to express certain speech functions.

The functionality of training as a whole is ensured communicative, functionally adequate behavior of the teacher and students.

Situational.

In other words, this is a role-based organization of the educational process. Communicative learning is carried out on the basis of situations that are understood (unlike other methodological schools) as a system of relationships.

It is fundamentally important to select and organize material based on situations and communication problems that interest students of each age.

The need to teach based on situations is recognized by all teachers and understood, however, to varying degrees. Description of such situations as “At the ticket office”, “At the station”, etc. are not situations, because it is not capable of fulfilling the functions of motivating statements and developing the qualities of speech skills. Only real situations (a system of relationships between people as exponents of certain roles) are capable of this. To master a language, you need not to study the language, but the world with his help.

The situation exists as an integrative dynamic system of social status, role, activity and moral relationships between the subjects of communication. It is a universal form of functioning of the learning process and serves as a way of organizing means, a method of their presentation, a way of motivating speech activity, the main condition for the formation of skills and the development of speech skills, a prerequisite for teaching communication strategies and tactics.

The “educational situation” as a unit of learning, modeling the situation as a unit of communication, retains all the basic qualities of the latter, all the diversity of relationships between those communicating. This is what allows us to use the situation as a basis for cooperation. The desire to speak appears in students only in a real or recreated situation affecting the speaker.

Novelty.

It manifests itself in various components of the lesson. This is, first of all, the novelty of speech situations (change of subject of communication, problem of discussion, speech partner, communication conditions, etc.) This is the novelty of using the material (its informativeness). Novelty prescribes the use of texts and exercises that contain something new for students, the refusal to read the same text or exercises with the same task multiple times, and the variability of texts with different content but based on the same material.

Thus, novelty ensures the refusal of arbitrary memorization (statements, dialogues, texts, etc.), develops speech production, heuristics and productivity of students’ speech skills, arouses interest in educational, cognitive and any other activities. Students do not receive direct instructions to memorize - it becomes a by-product of speech activity with the material (involuntary memorization).

Personal orientation of communication.

There is no such thing as faceless speech; speech is always individual. Any person differs from another both in his natural properties (abilities), and in his ability to carry out educational and speech activities, and in his characteristics as a person: (experience (each has his own), context of activity (each student has his own set of activities in which he is engaged 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).

And exactly personal individualization involves taking into account and using all these parameters inherent to the individual. All this makes it possible to evoke true motivation in the student (both general communicative motivation based on need and situational one). In this case, it is not stimulation that works, but internal motivation; motivation turns out to be brought into learning from the outside, not imposed, but is a direct product of the teaching method itself. At the same time, the educational system must take into account the cognitive needs of individual students (groups of students) related to their individual interests, hobbies, professional intentions, etc.

Modeling.

The volume of regional and linguistic knowledge is very large and cannot be acquired within the framework of a school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to present the country’s culture and language system in a concentrated, model form, i.e. build a model of the content of the object of cognition. This model is a kind of general model, a source of knowledge for all students,

The content of the educational aspect is ensured by modeling the content side of communication in various types of speech activity. The content side of communication consists of problems selected taking into account the age and individual interests of students, as well as the types of activities they perform and interdisciplinary connections. In other words, the content of the language should be problems, not topics.

At the core this method exercises lie, because In the learning process, almost everything depends on exercise. “The exercise, like the sun in a drop of water, reflects the entire concept of learning.” With the communicative method of teaching, all exercises must be speech in nature, i.e. communication exercises. E.I. Passov builds 2 rows of exercises: conditional speech and speech.

Conditional speech exercises are exercises specially organized to develop a skill. They are characterized by the same type of repetition of lexical units and continuity in time. When executing conditionally speech exercises For students, the speech task is in the foreground. When performing it, they form by analogy with the model and use the form necessary to express the speech task. This means that form is not learned in isolation from function, but, on the contrary, in close connection with function, at the expense of the latter.

Speech exercises are characterized by the fact that when performing them, students decide speech task. They are used when retelling text, describing pictures, persons, objects, to comment on certain events, to express one’s own assessment and attitude to a particular fact.

It should not be forgotten that in order to form communicative competence outside the language environment, it is not enough to saturate the lesson with conditional speech (they are also called conditional communicative) or speech (communicative) exercises that allow solving communicative problems. It is important to provide students with the opportunity to think, to solve some problems that give rise to thoughts, to reason about possible ways to solve these problems, so that students focus on the content of their statement, so that the thought is in the center of attention, and language acted in its direct function - the formation and formulation of these thoughts.

In the process of communicative activity and communication, a person solves a communicative problem (for example, how to object to someone, how to approve someone’s action). A speech act is required here. But in order to commit such an act, you need to think: take into account what to say, how to present this or that phrase, how to react and whether it is worth saying at all. this moment etc. Such a task becomes a speech-thinking task.

And as noted above, the main feature of communicativeness is always truly communicative tasks, i.e. those that pose a speech-thinking task for students. Consider the following examples.

If you look into the classroom and listen to the instructions that the teacher gives to the students, you can often hear the following:

1) Write a story on the topic “How I spent my holidays.”

2) Answer the questions based on the text.

3) Make up a dialogue with new words.

Quite a familiar picture. And such examples can be given infinitely. If you turn to students and ask them what they think about when they receive such assignments, you can hear the following answers: “So as not to make mistakes,” “I try to do it in order to get a good grade,” or “Nothing at all!” »

Here are examples of tasks of another type:

1) Each of you wanted to spend your holidays interestingly and profitably. What do you think this means?

2) What would you like to ask your friend if you found out that he was on vacation abroad?

Of course, you can notice the difference between tasks. And the whole point is that these two teachers understand communication differently. For the first teacher, it is important to complete the task itself. For the second - the desire, need, interest of students in its implementation. His tasks touch on the sphere of emotions, feelings of values, and this is exactly what our communication involves With another person. In the process of communication, a person develops models and patterns of behavior, which subsequently “enter inside” the person. Only what arouses interest and the need to express one’s attitude is assimilated.

From the above we can conclude that the selection and use of speech-thinking tasks provides all the other signs of communication, to which E.I. Passov includes:

1) motivation of learning;

2) inclusion in communication;

3) activity;

4) interaction;

5) meaningfulness;

6) personal meaning;

7) problematic;

8) verbalization of exercises;

9) communicative thinking;

10) contrast;

12) situational;

13) functionality;

14) focus;

15) expressiveness;

16) communicative value of phrases;

17) pragmatics of speech;

18) emotionality.

Therefore, if we want to implement truly communicative teaching of communication, we must first of all ensure that the tasks offered to students are essentially speech-thinking tasks.

The communicative method got its name at the suggestion of E.I. Passov, who substantiated the concept of the method in a number of publications. The method is based on the ideas of communicative linguistics, psychological theory of activity, and the concept of individuality development in the dialogue of cultures.

The latter determines The ultimate goal of teaching a foreign language is to master a foreign language culture in the process of intercultural communication.

Initially, the method was intended for teaching speaking. Subsequently, the scope of its application expanded to all types of oral and written communication, including practice in translation activities.

The peculiarity of the method is manifested in an attempt to bring the process of language learning closer to the process of real communication (hence the name of the method). This circumstance determines objectivity; the process of communication, which is expressed in the careful selection of speech topics, intentions and communication situations, reflecting the practical interests and needs of students, the communicatively motivated behavior of the teacher and students during classes.

In the context of the personal-activity approach, language teaching is aimed at developing speech skills, and speech activity acts as the object of training. In this regard, the problem arises of maintaining students’ need to communicate in the target language and mastering not only the language, but also the culture of its speakers.

This idea of ​​the interaction of language and culture in the learning process within the framework of the communicative method received the following justification: any education (and the process of language acquisition should be considered not only as a learning process, but also as educational process) achieves its goal only when its content is culture. Education serves as a means of transmitting culture, and foreign language culture is the end result of communicative education in its four aspects: educational, cognitive, developmental and educational.

The personal-activity approach, implemented within the framework of the communicative method, also presupposes maximum consideration in the learning process of the national, age, individual psychological characteristics of students as individuals. This accounting is carried out through the content and forms of educational tasks, through the nature of communication with students. From the perspective of this approach, communication is considered as equal-partner cooperation, and learning in cooperation is considered as an effective form of teaching speech activity.

The communicative method is based on the following methodological principles:

1. Speech orientation of learning, meaning that speech activity is not only a means of learning, but also its goal.

This circumstance presupposes:

a) communicative behavior of the teacher, who involves students in general activities and thereby influences the communication process;

b) the use of exercises that recreate communication situations as much as possible,

c) direction voluntary attention students on the purpose and content of the statement and, to a lesser extent, on its form.

2. Taking into account the individual psychological characteristics of the student with the leading role of his personal aspect:

a) language acquisition abilities (type of memory, level of phonemic hearing, ability to generalize, etc.);

b) skills to perform certain types of activities, i.e. learning skills (more high level skills provides greater readiness for active participation in activities);

V) personal properties by interests, worldview, position in the student team;

d) general intellectual abilities (inherited and acquired);

e) his inherent preferences when collecting information (visual, auditory, motor);

e) dominant character cerebral hemispheres (left - tendency to analysis, right - tendency to synthesis);

g) sensitivity to environment(noise, light, comfort of learning conditions);

h) affective type in the educational process (anxiety, tolerance).

For the communicative method, individualization of learning, based on the student’s personality characteristics, is the main means of creating motivation for learning and activating students during classes.

3. Speech-mental activity as the constant involvement of students in the process of communication in a direct (verbal) or indirect (mental) form.

4. Functional approach to the selection and presentation of educational material at all levels: lexical, grammatical, situational, thematic. This means that any unit of language is assigned some speech function in the process of educational activity. Disadvantage traditional education is learning words and grammar rules in isolation from speech functions. In this regard, the content of the utterance determines the nature of the presentation of linguistic material.

5. The situational nature of the learning process, considered both as a method of speech stimulation and as a condition for the development of speech skills.

6. Problematicism as a way of organizing and presenting educational material. In accordance with this principle, the teaching material should be of interest to students, appropriate to their age, and serve as the basis for solving speech and thinking problems by involving students in discussing the content of texts and communication problems.

The communicative method is one of the combined teaching methods. It is similar to direct methods by its focus on practical language acquisition through the assimilation of language units from the context and communication situations with minimal use of translation. Like the group of conscious methods, it is characterized by adherence to the principle of consciousness. In contrast, however, to the conscious-practical (and even more so grammatical-translation) method, work in which is carried out in the direction from the conscious assimilation of language facts to automatism in their use, in the communicative method the primary role is given to speech activity , speech practice, during which mastery occurs speech samples in accordance with the intentions of communication. In this case, grammar is given a auxiliary role, and grammar material is introduced functionally.

The advantage of the method is the attempt to combine in the educational process the study of language through culture, and culture through language. This achieves the idea of ​​foreign language education as a process of transferring foreign language culture. In modern methods, this thesis has received further development within the framework of the linguocultural direction in teaching based on the substantiation of the content of intercultural competence of students.

Tandem method. This is a way for two partners with different native languages ​​to independently learn a foreign language, working in pairs. The goal of the tandem is to master the native language of your partner in a situation of real or virtual communication, get to know his personality, the culture of the country of the language being studied, as well as obtain information on areas of knowledge of interest. This method originated in Germany in the late 1960s. as a result of meetings between German and French youth. Later, two main forms of work within the framework of the method were formed - individual and collective, which can be integrated into one another.

Individual tandem participants are selected by tandem centers different countries based on specially developed questionnaires that take into account individual characteristics and needs of the individual, such as age, motivation for learning a language, place of work/study, gender, level of knowledge, hobbies, preferences. Tandem centers also organize primary personal contacts between those wishing to learn a language using this method. Language learning partners jointly determine the goals, content and means of mutual learning. Some tandem participants prefer to master the language only through informal communication when visiting excursions, watching TV shows together, etc. Others consider it necessary to attend additional language courses.

If language acquisition in an individual tandem is an autonomous, natural and largely spontaneous process, then the collective form of a tandem is didactically controlled and conscious in nature. Interpersonal communication is complemented or included in a mono- or bilingual language course. Depending on who is participating in the tandem course - schoolchildren, working youth, students, teachers - its content and work strategy are determined. The tandem course differs from the traditional learning process in that it takes place in conditions of natural, real, and not artificially created communication.

The tandem method is based on two principles of learning: the principle of reciprocity and the principle of autonomy. The principle of reciprocity assumes that each of the training participants receives the same benefits from communication, which is possible if both partners spend approximately the same time and equal efforts on mutual training. The principle of personal autonomy is based on the fact that each communication partner is independently responsible in his part of the training, not only for the choice of the goal, content and means of training, but also for its final results.

In 1992-1994. Work began on creating an international tandem network on the Internet. It can be argued that mutual teaching of a foreign language using the tandem method is effective means intensification of the educational process. It also helps to successfully implement subject-subject relations of intercultural cooperation in the process of language teaching and education using a foreign language.

Use facial expressions and gestures to express communicative intent;

Switch the conversation to another topic.

Object of learning (assimilation): culture-intercultural communication. Knowledge of only units of language and how to use them in speech, however, is clearly not enough to use language as a means of communication. This requires knowledge of the culture that a native speaker uses to reflect the reality around him. After all, the use of words in speech is largely determined by knowledge of the life of native speakers. “Language does not exist outside of culture,” wrote E. Sapir, an American linguist, “i.e. outside the socially inherited set of practical skills and ideas that characterize our way of life” (Sapir, 1993, p. 185).

The above allows us to assert the need to include in the content of training (along with language, speech, speech activity) another component - culture as a set of experiences of people whose language has become the subject of study.

Word culture ambiguous. In relation to language teaching, the most significant seems to be the understanding of culture as the totality of the results of the activities of human society in industrial, material and spiritual life.

Language and culture are closely related to each other in the process of communication. After all, language is the custodian of cultural values ​​imprinted in units of language, in oral and written texts. Being a carrier of culture, language is at the same time a transmitter of cultural values ​​from one generation to another. When a child masters his native language, he also assimilates the generalized cultural experience of previous generations who spoke this language. Acquaintance with a foreign language allows you to master not only a new language code, but also the lifestyle, customs, and cultural achievements inherent in its speakers.

Language does not exist outside of culture and, being one of the types of human activity, is integral part culture. The foregoing allows us to conclude that culture is one of the objects of learning (along with language, speech, speech activity).

A special science deals with the formation and development of human culture - cultural anthropology(anthropology - the science of man), studying the general problems of the cultural development of mankind. The subject of study of this science is the culture of people (nation, class, group, individual) in all its manifestations: way of life, national character, the results of spiritual, social and production activities, including the ability of humanity to develop culture through communication between people. Particular attention in this science is paid to the interaction of language and culture.

The branches of the science of language directly related to the study of culture are: linguistic and regional studies And linguoculturology, which is interpreted as complex scientific discipline a synthesizing type that studies the interconnection and interaction of culture and language in the process of its functioning.

As a result of getting to know the culture of the country of the language being studied, students acquire knowledge, skills and abilities that provide the opportunity for intercultural communication, i.e. ability for mutual understanding of communication participants belonging to different national cultures.

Mastering intercultural communication in language classes requires maximum consideration of the national cultural characteristics of native speakers, which usually include:

a) background knowledge inherent in native speakers as a reflection of their culture and absent in the domestic culture of language learners;

b) traditions and customs as stable elements of culture;

c) norms everyday communication, including etiquette;

d) household and artistic culture as a reflection of cultural traditions, etc.

Teaching a foreign language presupposes that students master the cultural life of its native speakers, without adequate participation in intercultural communication very difficult.

It is also important to keep in mind that mastering a foreign language culture in the process of learning a foreign language does not start “from scratch.” By the beginning of training, under the influence of the general sociocultural background of their native environment, students have already formed a certain idea of ​​​​the culture being studied, and the task of the teacher is to contribute either to the improvement (deepening) of this idea, or to overcome existing stereotypes. In this regard, it can be argued that, along with the native culture (“culture No. 1”), under the influence of established stereotypes about the culture being studied (“culture No. 2”), new culture(“Culture No. 3”).

The decisive factor in this case will be the influence of the native culture on the idea of ​​the culture of the country of the language being studied. In this regard, taking into account the native culture in interaction with the culture of the country of the language being studied is reflected both in the name of the corresponding teaching principle (principles of intercultural interaction) and in the “cultural dialogue” as a means of intercultural communication (Safonova, 1996) . The result of getting to know the culture of the country of the language being studied and mastering the methods of intercultural communication is the formation of sociocultural competence as an integral part of communicative competence.

Sociocultural competence provides the opportunity not only to participate in intercultural communication, but also to use the language at the level of its native speaker, i.e. to become a linguistic personality who knows how to organize his speech behavior in accordance not only with the norms of the language being studied, but also with the culture of its speakers.

4. Competence as a result of learning

When characterizing the level of language proficiency achieved as a result of training, the methodology widely uses the term competence, introduced into scientific use by the American linguist N. Chomsky (b. 1928) to denote the inherent ability of a person to perform as an activity (from the Latin competentis - capable). Initially, the term denoted the ability necessary to perform certain, predominantly linguistic activities in the native language. Competent the speaker (listener), according to N. Chomsky, must form (understand) an unlimited number of sentences based on models, and also have a judgment about the statement, i.e. see formal similarities (differences) in two languages.

In relation to teaching foreign languages, this concept has received detailed development within the framework of studies conducted by the Council of Europe to establish the level of proficiency in a foreign language (Strasbourg, 1996), and is defined as the ability to perform any activity based on acquired during learning knowledge, skills, abilities, work experience. Communicative competence in its modern interpretation includes the following types of competencies: linguistic, sociolinguistic (speech), discursive, strategic, social, sociocultural, subject, professional.

Subsequently, requirements for each type of competence were also developed and a “Language Proficiency Level Scale” was compiled (see Chapter 4).

In literature recent years Attempts have been made to separate two concepts: competence And competence(eg, Su-rygin, 2000). The latter term is increasingly found in the literature in the form of such phrases as general educational competence (Zimnyaya, 1999), professional competence (Gershunsky, 1998), etc. Moreover, if competence is understood as the ability to perform any action -ability (including speech), then competence is the content component of such ability in the form of knowledge, skills, abilities acquired during training.

Thus, competence is a range of issues in which someone is knowledgeable, knowledgeable, and experienced. Competence is a personality trait based on competence.

Let's characterize the content various types competencies developed in language classes and which are the ultimate goal of language teaching and language acquisition.

Communicative competence is the ability to carry out speech activity using the means of the language being studied in accordance with the goals and situation of communication within a particular field of activity. It is based on a set of skills that allow participation in verbal communication in its productive and receptive forms. Communicative competence is based on a number of other competencies.

Linguistic (language) competence is the possession of knowledge about the language system, the rules for the functioning of language units in speech and the ability, with the help of this system, to understand other people’s thoughts and express one’s own judgments orally and in writing.

Speech competence means knowledge of the methods of forming and formulating thoughts using language, providing the ability to organize and carry out speech action (realize communicative intention), as well as the ability to use such methods to understand the thoughts of other people and express one’s own judgments. It also means the ability to use language in a speech act. Some researchers also call this type of competence sociolinguistic and stic, trying to emphasize the inherent ability of the owner of such competence to choose the necessary linguistic form and method of expression depending on the conditions of the speech act: the situation, communicative goals and intentions of the speaker.

Sociocultural competence implies students' knowledge of the national and cultural characteristics of the social and speech behavior of native speakers: their customs, etiquette, social stereotypes, history and culture, as well as ways to use this knowledge in the process of communication. The formation of such competence in language classes is carried out in the context of a dialogue of cultures, taking into account differences in the sociocultural perception of the world and ultimately contributes to the achievement of intercultural understanding between people and the formation of a “secondary linguistic personality.”

Social competence is manifested in the desire and ability to communicate with other people, in the ability to navigate a communication situation and construct a statement in accordance with the communicative intention of the speaker and the situation. This type of competence is also called pragmatic competence, wanting to emphasize the inherent ability of a language speaker to choose the most effective method expression of thought depending on the conditions of the communicative act and the set goal.

Strategic (compensatory) competence is a competence with the help of which a student can fill gaps in language knowledge, as well as speech and social experience of communication in a foreign language environment.

Owning it allows you to:

at reading: a) anticipate the content of the text by its title, genre, table of contents in the book; b) guess the meaning of unfamiliar words, based on the context, topic, situation; c) when accessing a dictionary, choose the correct meaning of the word you are looking for; d) guess the meaning of an unfamiliar word based on familiar elements of its structure (root, suffix, etc.);

at hearing: a) guess the meaning of a word or phrase based on the context; b) when interpersonal contact turn to your partner for help (for example, ask to repeat what was said);

at speaking; a) simplify the phrase, relying on known words, speech patterns and the structure of its construction; b) amend your speech using expressions like “Excuse me, I’ll say it differently,” etc.

Discursive competence (from the French discours - speech) means the student’s ability to use certain strategies to construct and interpret a text. The concept of discourse means a coherent text, super-phrase unity. The difference between text and discourse is as follows. If a text is understood as a certain abstract-formal construction, then a discourse is understood as texts generated as a result of communication.

Consequently, discourse is a speech work that, along with linguistic characteristics, has extralinguistic parameters that reflect the situation of communication and the characteristics of the participants in communication. Discourse competence is knowledge of the features inherent in various types of discourses, as well as the ability to generate discourses in the process of communication. The most common types of discourse in the educational and professional sphere of communication are report, message, discussion, questioning, etc.

Subject competence is the ability to navigate the content of communication in a certain field of human activity.

For a future language teacher, the professional competence acquired during training is also extremely important.

It provides the ability to successfully professional activity and includes:

a) knowledge from the field of didactics, methodology, psychology, linguistics and other sciences significant for the professional activity of a teacher;

b) the ability to organize students’ educational activities and manage such activities;

c) the ability to possess communicative competence as close as possible to the level of native speakers;

G) personal qualities, ensuring efficiency pedagogical work(demandingness, politeness, responsibility, etc.).

If we adhere to the distinction of terms competence And competence, That. the above definitions of terms knowledge, skills, abilities, which students must learn give an idea of ​​the content side of the competence, and the ability to use them in various communication situations that is formed gives an idea of ​​the competence of the language speaker within the framework of the acquired competence.