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THE ROLE OF COMMUNICATIVE APPROACH AND THE PRINCIPLE OF SITUATION IN LEARNING SPEECH Novik КР. Email: Novik684@scientifictext.ru
Novik Ksenia Pavlovna - Teacher, PRACTICAL PATTERNS OF LANGUAGE DEPARTMENT, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses the role of the communicative approach and the principle of situationality in teaching oral productive speech. The communicative approach first emerged in the 70s as a result of the work of experts from the Council of Europe and since then has become widespread throughout the world and has become one of the main methods of teaching foreign languages. The ultimate goal of training within the framework of this approach is the formation and development of communicative competence, i.e. readiness and ability of students to verbal communication. For this purpose, the article analyzes some of the principles of a communicative approach in teaching a foreign language. Keywords: communicative approach, language teaching, speech perception, communicative principles.
РОЛЬ КОММУНИКАТИВНОГО ПОДХОДА И ПРИНЦИПА СИТУАТИВНОСТИ В ОБУЧЕНИИ РЕЧИ Новик К.П.
Новик Ксения Павловна - преподаватель, кафедра практических аспектов языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в статье рассматривается роль коммуникативного подхода и принципа ситуативности в обучении устной продуктивной речи. Коммуникативный подход впервые возник в 70-х годах как результат работы экспертов Совета Европы и с того времени получил широкое распространение во всем мире и стал одним из главных методов обучения иностранным языкам. Конечной целью обучения в рамках названного подхода является формирование и развитие коммуникативной компетенции, т.е. готовности и способности учащихся к речевому общению. Для этой цели в статье проанализированы некоторые принципы коммуникативного подхода при обучении иностранному языку.
Ключевые слова: коммуникативный подход, обучение языку, восприятие речи, коммуникативные принципы.
UDC 303.039.4
A communicative approach to teaching foreign languages is an approach aimed at developing students' semantic perception and understanding of foreign speech, as well as mastering the language material for constructing speech utterances.
The communicative approach to teaching foreign languages is based on the provision that the formation of speech skills and abilities should go under conditions that are as close as possible to those that can be found in natural communication [1].
In order to understand better, what a communicative approach is, it is worth considering a set of accompanying principles.
E.I. Passov identifies the following principles of a communicative approach when teaching a foreign language:
1. The principle of the speech orientation of the educational process, which consists not so much in the pursuit of a speech practical goal, but in the fact that the path to this goal is the practical use of the language itself;
2. The principle of individualization of education, which is understood as taking into account all the properties of the student as an individual: his abilities, his ability to carry out speech and educational activities, and mainly his personal properties;
3. The principle of functionality determines, first of all, the selection of material adequate to the communication process;
4. The principle of situationality. Fundamentally important is the selection and organization of material based on situations and communication problems that interest students and are as close to life as possible;
5. The principle of novelty. The process of communication is characterized by a constant change in the subject of the conversation, circumstances, conditions, tasks, etc. [4].
The named approaches implements the basic requirements for the modern educational process:
- communicative behavior of the teacher in the lesson; the use of tasks that recreate situations of communication of real life and involving the implementation of training actions in such situations;
- parallel assimilation of the grammatical form and its function in speech (this circumstance leads to a reduction in the number of training exercises performed in the classroom and an increase in the role of speech-oriented exercises);
- taking into account the individual characteristics of the student with the leading role of his personal aspect, the situational nature of the learning process, considered both as a way of stimulating speech activity and as a condition for the development of speech skills [3].
According to E.I. Passov, the author of the communicative method, "communicativeness assumes the speech orientation of the educational process, which is not so much that the practical goal of speech is pursued, but that the path to this goal is the practical use of the language itself' [4].
The communicative approach is perfectly motivated: its goal is to interest students in learning a foreign language by means of accumulating and expanding their knowledge and experience. Trainees should be prepared to use the language for real communication outside the classroom.
According to G.B. Rogova, the principle of communicative orientation in learning should permeate the entire educational process. Reliance on it must take place when presenting language material so that students see its communicative function, i.e. They knew that with the help of this language unit they could tell what to learn about, what to express during training in mastering the material and when applied in solving communicative problems [5].
The communicative orientation also means that even in cases of work on mastering the language material (phonetics, vocabulary, grammar), it must necessarily end with a demonstration of how the studied language material is used to achieve relevant communication in the studied foreign language. In other words, linguistic material cannot become the main object and the main goal of the educational process in a foreign language: its mastery is only a stage that ends with the use of this material in a foreign language.
According to proponents of a communicative approach to learning, the basis of verbal communication for educational purposes should be considered speech the situation. A training situation is understood as specially created conditions, circumstances, interlocutor relationship system in order to educational impact on students in the implementation speech actions in a foreign language. In other words, instructional speech a situation is the smallest communicative unit that is capable, with on the one hand, provoke a student's speech reaction, on the other hand, become student's speech act
Consider what is "situational". Original in this sense, the arguments of M.S. Ilyina. He believes that the speaker expresses his thoughts "every time in such a unique way that the
sound of speech lasts a certain time to determine the situation." Hence the conclusion: situationality is the correspondence of the natural pace of speech and the situation.
Other methodologists (I.M. Berman, V.A. Bukhbinder) define situationality as the quality of speech, its ability to reflect the situation with language means.
Now we need to find out why situationality is needed in teaching foreign language speech, and what functions the situations perform.
Many methodologists believe that the whole thing is in the number of exercises, in how high is the degree of automation of the skill. The point, however, is as preparatory exercises, i.e., the level of automation. This means that the conditions in which speech skills are formed should provide, develop the ability to transfer. And this is possible if the training conditions are adequate in terms of quality to the conditions of communication. Among all the functions of situations, four main ones can be distinguished:
1. Situations are one of the ways to form speech skills that can be transferable.
2. Their second function is to be a way of motivating speech activity.
3. The essence of the following function is that situations can be an effective basis for organizing speech material.
4. The fourth function is to be a way of presenting the material. It manifests itself in cases when semantizing words, we include them in entire statements, situational in nature.
Given the functions of the situation in training, we can conclude that the situation as a methodological category is an effective means of teaching oral communication [2].
So, the multiple solution of communicative speech tasks leads to the formation of practical skills in the field of basic types of speech activity. Therefore, at each stage of teaching a foreign language at school, the educational process should be saturated with speech exercises, which are a decisive factor in the practical knowledge of a foreign language.
References / Список литературы
1. Bagramova N.V. Communicatively interactive approach as a way to increase mastery of a foreign language // Materials of the XXXI All-Russian Scientific and Methodological Conference of Teachers and Graduate Students. Vol. 18. 127 p.
2. Drozhzhina T.E. Using situations is one of the effective means of improving the effectiveness of the lesson. // Foreign languages at school, 1985. № 6. 253 p.
3. Lukyanova M.I. Modern lesson and the requirements of GEF / comp. / Public education, 2012. № 8. 270 p.
4. Passov E.I. Communicative method of teaching foreign language speaking. M., 2015. 285 p.
5. Rogova G.V. The role of the educational situation in teaching a foreign language. Foreign languages at school, 2005. 217 p.
