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Лебедев А.В., Васильев В.В.
COMMUNICATIVE SYSTEM AND ACTIVITY APPROACH IN TEACHING FOREIGN LANGUAGES
Международный языковой центр Language Link
Ключевые слова: коммуникативный подход, системно -деятельностный подход, обучение иностранным языкам.
Аннотация: В статье рассматриваются некоторые аспекты коммуникативного системно-деятельностного подхода в обучении иностранным языкам отечественных и зарубежных авторов.
Key words: communicative approach, system and activity approach, teaching foreign languages.
Abstract: The article discusses some aspects of the communicative system and activity approach to teaching foreign languages of domestic and foreign authors.
Development in the 60-70-ies of the 20th century related to scientific methodology - linguistics, psychology, general didactics, the occurrence of psycholinguistics, social psychology, theory of activity gave rise to a communicative, activity, student-centered method, which is commonly called the communicative approach or the communicative method. The focus of this method is the formation of the communicative competence, the
creation of communicative motivation of the educational process, taking into account the student's personal characteristics.
Conceptual provisions of the communicative method of E.I. Passov are as follows:
1. A foreign language unlike other subjects is both the aim and learning tool.
2. Language is a means of communication, identification, socialization and initiation of an individual to the cultural values of the country of the language being studied.
3. Mastering a foreign language is different from the native one in ways of mastering, the density of information in the communication, involvement of language in communication activities, a set of implementable functions [1].
Domestic scientists came to the concept of system and activity approach as a result of an attempt to bring together two lines of research in psychology and pedagogy, that is system and activity approaches. The development of the system approach or system constituent in the framework of system and activity approach is based on the thesis that due to the increased amount of information, to overcome the contradiction between its growth and the possibility of its digestion can only be achieved via systematic organization of knowledge. System approach aims to disclose the integrity of the phenomenon or process under study , specification of its internal and external relationships or interactions, among which it is necessary to identify the most significant, or systemically important links. The activity component of system and activity approach is aimed at the analysis of structure of students' educational activity and study of its constituents, that is subject content; motives that impel a subject to the activity; objectives, means and results. It implies a specific teacher's work on the selection and organization of students' activities to enhance their cognitive activity. Thus the choice of objectives and planning, its organization and control is carried out deliberately by a student who also conduct self-examination and evaluation of his/her own performance [2-3].
From the perspective of the system approach it is common practice to distinguish the following components of the teaching system: approaches to teaching, goals and objectives, content, process, principles, methods, tools, organizational forms of teaching. These components are system entities, as they are: a) aimed at achieving a common goal, i.e. language teaching; b) they are closely related and manifest themselves in each act of learning activity; c) formed under the influence of the environment, which imposes the requirements, what and how to teach due to the needs of society; d)
combined with each other through teaching as a framework of the system [4].
In his studies of system and activity approach A.G. Asmolov gives evidence of the focus of the approach on personal development, formation of civic identity, possibility of formation of values. All components of the teaching system are interconnected to a certain hierarchical dependence, but the dominant role in the system belongs to the learning objectives, which are formed under the influence of the environment and have an impact on the choice of teaching approaches, methods, principles, tools and organizational forms of teaching. Through these components a system of teaching is implemented in the form of an educational process, organizational and structural unit of which in the classroom is a practical lesson, and functional is a system of speech acts and operations united in educational activity periods [5]. The systemically important basis for the development of an individual within the framework of system and activity approach to the implementation of Federal State Educational Standards refers to activities. This thesis suggests a special interaction model between a teacher and student. Knowledge is no longer given by a teacher as a finished product. A teacher is responsible for the organization of research work of students so that they could find a solution to the problem and explain how to act in such circumstances. Teaching material no longer plays the role of the result obtained by students, and takes on the role of the educational environment the purpose of which is to create conditions for students to realize their own educational product [6].
Communicative language teaching is pragmatic in nature, since verbal communication is carried out by means of speech activity, which, in turn, is used to solve problems of human productive activity in conditions of social interaction. Participants of communication try to solve real and imaginary tasks of joint activities with the help of a foreign language.
This approach creates a positive environment for active and free development of the personality in the activity. In general, these conditions are as follows: learners have the opportunity to freely express their thoughts and feelings in the process of communication; each participant of communication is in the focus the others; expression of personality is more important than demonstrating language proficiency; participants of communication feel safe from criticism for mistakes; the use of language material is subject to the problem of individual speech intention; language material corresponds to the speaker's verbal and cogitative capabilities; relations are based on non-judgment, noncriticality and "empathy".
The behavior of the speaker in speech communication is understood today primarily as active and pragmatic implementation of linguistic,
psychological and socio-cultural knowledge required for students to effectively communicate in a foreign language. These skills include mastering the language as a discourse, i.e. as a way to deploy ideas in the text. Such knowledge implies the possession of ways of building oral and written texts of various genres. This knowledge suggests keeping the individual psychological characteristics of participants of communication and their socio-cultural experience. Finally, the knowledge is intended to be autonomous and differentiated.
According to conclusions of O.S. Toisteva system and activity approach integrates systemic approach to the organization of educational process and its activity interpretation, i.e. understanding of an educational process as a set of diverse interrelated and interdependent types of activities of all subjects involved in it. Given that all the subjects of education are divided into two main categories that is subjects that organize and carry out the educational process and the subjects for which it is organized it can be said that systemically organized educational process, in accordance with the activity concept, is a kind of meta-activity for managing other activities, students' activities, which is in their vital interests and needs providing a balanced influence on all spheres of their personality.
All the teaching of foreign languages as part of this approach is built in a sequence of seven units: 1) introduction of foreign language speech material; 2) building skills possession; 3) increased use of the acquired material in speech activity during the formation of the corresponding speech and communication skills; 4) the formation of primary experience in foreign language learners in the process of foreign language speech and communication; 5) self-esteem, and testing language skills; 6) correction of learning and self-correction of mastering a foreign language; 7) Formation of bases of proximal development zone to further acquisition.
Communicative method contributes to the fast mastery of students' speaking skills. This is achieved due to the assimilation of different types of monologue speech, model forms of dialogues and language modeling forms. In the foreground is a particular language model. The basic unit of the lesson and the entire strategy of this method of learning is the act of speaking. In general communicative system and activity approach enables efficient use of traditional and new teaching methods. The systemic nature of a combination of various educational components opens up broad opportunities for their differentiated use at certain stages of learning, to determine the level and specific learning objectives, and herewith appropriate structure and content of exercises and teaching methods are formed.
Communicative method as the ultimate goal of learning involves the formation of the communicative competence, which consists of language, speech, subject, socio-cultural, educational and compensatory competencies. Motivational aspect plays an important role in foreign language acquisition. The central for communication-oriented method is learning through educational communication activities, approximate to the real, taking into account individual characteristics of students, creation of real communication situations by setting verbal and cogitative tasks. Methodical provision of a living foreign language in the classroom has become the subject of extensive research, which continues today.
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6. Нарыкова Г. В. Системно-деятельностный подход в обучении как основа реализации ФГОС основного общего образования // ФЭН-Наука. 2014. № 5-6. С. 36-38.
Магомедов Р.М.
КОМПОНЕНТЫ ГОТОВНОСТИ УЧИТЕЛЯ ИНФОРМАТИКИ К ИСПОЛЬЗОВАНИЮ НОВЫХ ОРГАНИЗАЦИОННЫХ ФОРМ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ
Финансовый университет при Правительстве РФ
Ключевые слова: Компоненты, готовность, мотивация, учитель, информатика, студент, организационная форма, образовательный процесс.
Аннотация: В статье раскрывается методические аспекты
