COMMUNICATIVE SYSTEM-ACTIVITY APPROACH TO TEACHING ENGLISH

COMMUNICATIVE SYSTEM-ACTIVITY APPROACH TO TEACHING ENGLISH

Zikrilaeva Shakhnoza Bobonazarovna

English language teacher, Chirchic, school №15

Let us first consider in general terms a communicative system-activity approach to teaching English. This approach represents the implementation of such a learning method in which ordered, systematic and interrelated teaching of the English language is carried out as a means of communication in the conditions of speech activity modeled (reproduced) in educational classes - an integral and integral part of the general (extralinguistic) activity. A communicative system-activity approach involves a complete and optimal systematization of the relationship between the components of the learning content. These include a system of general (for example, extra-linguistic, pedagogical) activity, a system of speech activity, a system of verbal communication (communication, interaction and mutual perception), a system of the English language itself, a systematic correlation of native and English languages ​​(their consciously-comparative analysis), a system speech mechanisms (speech production, speech perception, speech interaction, etc.), text as a system of speech products, system of structural-speech formations (dialogue, monologue, monologue in dialogue, different types of speech speech utterances and messages, etc.), the system (process) of mastering the English language, the system (structure) of human speech behavior. As a result of this approach in training, a system of English language proficiency is formed, implemented and operates as a means of communication in the broad sense of the word. Such a system, taking into account its use for teaching the English language, should include the interdependence of general motives with the motives and needs of the communication associated with it; subject content and methods of performing activities; typical conditions of its course and the nature of the interaction of its participants (interindividual, group), as well as determining the nature, content and forms of relationships and communication of participants adopted in the framework of this activity: in the unity of their communicative, interactive and perceptual aspects, role, place, spheres and situations of English-language speech communication.

Determining for teaching English is:

1) the nature of the influence of general activity on the content, selection and organization of educational language and speech material;

2) modeling in the educational process communication situations and methods of forming speech skills and skills of students;

3) methods and techniques for managing their educational activities in the classroom with a teacher and in independent work.

 For educational purposes, options for general activity are differentiated, provided that it is related to training: real (educational), actual (extracurricular), and potential (future).

Of great interest for the creation of a general-activity basis for teaching English is the correlation of units of activity: operation, action and actual activity. For organizing the management of the process of mastering the English language and the practice of the English-speaking society of students, the activity concept is of particular importance, including the theory of P. K. Anokhin on the acceptor of action, which justifies the interaction of the phases of planning, execution and comparison in the process of performing actions by man. In general, the systematization of general activity and the definition of its interaction with speech activity are carried out on a conceptual basis developed by L. S. Vygotsky, A. N. Leontyev, A. A. Leontyev and others.

Speech activity as a system is considered as an integral and integral part of the overall activity. Systematizing speech activity, it should be noted that both special and interconnected training in the types of speech activity that service communication, including speaking, listening, reading and writing, is important for teaching English-speaking communication. The hierarchy of units of speech activity (speech operation, speech action and speech activity proper) provides the process of formation of speech skills and orderliness, systematicity, continuity and logic. Using the theory of speech activity allows you to form the motives of English-language speech communication in the learning process and ensure their implementation in situations simulated in the classroom.

Systematization of communication involves the analysis of the content, structure and interaction of its communicative (information exchange between partners), interactive (interaction of partners) and perceptual (mutual perception and understanding of partners) aspects. Of great interest for teaching English-speaking communication is the analysis of the combination in speech interaction of native speakers of speech and non-speech means of communication (facial expressions, gestures, body movements, etc.), taking into account their national-cultural specificity. Structural forms of communication (dialogue, monologue, monologue in dialogue, dialogue in monologue, polylogue), components of the communication act (cycle, period, macrodialogue), speech communication genres (monologue-message, reasoning, proof, etc. .), dialogue (conversation, debate, question-answer dialogue, reflection, etc.), accepted speech English etiquette and communication techniques in certain social situations, as well as a role repertoire of speech influences and reactions in different situationally and thematically determined communication acts .

The systematization of linguistic material for the purpose of teaching English-speaking communication involves the use of both a systematic description of the phonetic, lexical and grammatical aspects of the language, as well as data from communicative linguistics and pragmalinguistics, functional grammar, and contrastive linguistics. Systematization of the language as a means of communication should meet three basic requirements:

 1) to create the linguistic basis for teaching English, taking into account the language experience of students and their knowledge of their native language;

2) to teach them a specific (full, truncated or selective) version of the English language system;

3) meet the conditions for the implementation in learning the communicative function of the English language and the mastery of it by trainees.

The systematization of the correlation of the native language with English has three aspects:

1) selection and pre-educational organization of language and speech material for teaching English-speaking communication;

2) the dynamic correlation of language and speech units in the learning process;

3) the formation of the skills of correlation of the native and English languages ​​in the process of mastering the latter.

The training includes a linguistic and methodological typology of the studied linguistic phenomena and the formation of skills and abilities of foreign language communication. Such a correlation requires the creation of special communicative reference books and teaching aids that would allow students to develop the ability to quickly switch from one language to another and include in the training an active juxtaposition of two languages, as well as to form a developed intermediate language in the linguistic thinking of students for internal correlation of both languages in the process of generation and semantic perception of speech utterances in English-speaking communication with the continuing primacy of the native language in speech thinking. The correlation of the native and English languages ​​in teaching English-speaking communication should be ensured by such sets of exercises that, without prejudice to the authenticity of English-speaking speech, would fully realize the original communicative intentions (without adjusting them to the available language means), formed in speaking by native language. On the whole, the creation of such sets of exercises is connected with the peculiarities of the structure and functioning of the mechanisms of generation and semantic perception of speech utterances, which are part of the system suitable for teaching English-speaking communication.

The experience of organizing training in English-speaking communication in accordance with various methodological concepts shows that the insufficiency of the system-forming factors of such training significantly narrows the scope, degree and quality of using English as an effective means of communication. The most typical errors in the methodology of teaching English-speaking communication are: substitution of the concept of speech communication with the concept of speech activity or the process of formation of skills; specialization of teaching one thing to the detriment of the other and the whole; the adoption of private as general and universal (for example, speech etiquette or the so-called “tourist” language is represented as communication or communication); identification of oral reproduction of language material with communication; transfer of communicative-non-expedient material into communication; mixing nominations with communication, etc.

At the same time, to make up a multi-system of organizing training in English-speaking communication can be the idea that it is hardly possible to clearly and carefully correlate and reconcile all systems in a single training system, taking into account all the specific characteristics of a dual process - learning / mastering for real and effective training and the practice of using the communicative function of the language. To avoid this, it is necessary to distinguish the following large blocks in a systematic approach to teaching English-speaking communication:

- pre-training systematization of communication training;

- selection and organization of the content of training;

- systematization and differentiation of linguistic and speech material;

- distribution and organization of components of the content of training, language and speech material for the preparatory, specialized and integrative stages of training;

- systematization of training sessions in stages;

- systematization of management of educational activities of students;

- systematization of management of the practice of English-speaking communication.

LIST OF REFERENCES

1.        Маслыко Е.А. и др. «Настольная книга преподавателя иностранного языка». Минск, Вышэйшая школа, 2001.

2.        Подласый И.П. «Педагогика» т.1,2. Москва, Владос, 2001.

3.        Алешкина Н.П. «В Великобританию без переводчика: Учеб. Пособие». Москва, 1993.