Project method in the formation of socio-cultural competence at the lessons of foreign languages.
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The role of project activity of schoolchildren in the formation of socio-cultural competence in a foreign-language study. The method of projects gives the free choice in the usage of the target language in the framework of a certain research and the expansion of creative potential of work with the study material.Article "Project method in the formation of socio-cultural competence at the lessons of foreign languages."
Project method Kurmanova Asem.docx
Kurmanova Asem Kazbekovna, 4th year student
Eurasian National University named after L.N.Gumilyov Astana, Kazakhstan
Project method in the formation of sociocultural competence at the lessons of
foreign languages.
Modern conception of the foreign languages education is based on
theintegrated teaching language and culture of the studied language. Thus, in
teaching English it is necessary to strenthen its sociocultural component and make
a transitfrom factological introduction of the material to the valueoriented one.In
our opinion, semiotic approach has a great potential in the development of
students’ sociocultural competence. At the English lessons students should
learnabout the semiotic method, they should be taught semiotic reading,
opportunities of semiotic analysis of different texts should be demonstrated.
Development of students’ socio cultural competence presupposes:
understanding of the fact that all people show culturally conditioned behaviour;
realization that social differences (age, sex, social class, place of living, etc.)
greately influence the way people speak and behave; formation of tolerant attitude
to other cultures;familiarization with conventional behaviour of different cultures
representatives in various situations; realization by students of their own cultural
behaviour and acquiring skills to analyze it; development of the ability to
recognize cultural connotations and decode them; teaching students to recognize,
distinguish and productively apply cultural codes for the best results of
communication; improving students’ ability to define how their own sociocultural
belonging influences their behaviour and teaching them to correct their own acts
according to situations. At the English lessons we propose to analyze both culture
in the whole and its separate parts (ideas, cultural products, cultural behaviour).
There are three main groups of exercises, which help us to do it: Exercises that
help to develop the sence of cultural context and give students background
knowledge: recognizing cultural images and symbols, working with cultural
products (souvenirs, money, headlines, poems, etc.), exploring values andattitudes,
exploring song lyrics, analyzing associations and cultural artefacts,determining
contextual clues. Exercises that help students to learn reading visual signs. These
tasks help students to read and interpret cultural signs in foreign products, analyse
stereotypes,decode messages, understand nonverbal means of communication.The
most important are tasks where students are proposed to compare
culturalexperience of the country of studied language and the one of their own
culture. Such exercises presuppose making cultural commentaries, analysing of the
spiritual and commercial values of both countries, comparing connotative
meanings of the sign indifferent cultures, explaining cultural behaviour, etc.In the
process of teaching English considerable attention should be paid to thestudy of cultural codes and their semiotic analysis. It will help students to acquire proper
sociocultural competence, background knowledge and communicatesuccessfully
with representatives of other cultures.
The modern sociocultural situation provides new opportunities and prospects
for cooperation with foreign countries, promoting the dialogue of cultures as a
comparison, interaction and understanding of other cultural values. In this regard,
the sociocultural aspect has become a priority in teaching foreign languages. Any
training, as is known, is a process of transferring the culture to a younger
generation in a certain volume and different manifestations, which contributes to
the formation of the personality. In this process, language is one of the means of
cultural transmission. In modern conditions, one can not speak of the formation of
a fullfledged person without taking into account the development of his socio
cultural competence [1].
The formation of sociocultural competence by means of a foreign language is
aimed at developing the world outlook of students and preparing them to study the
history of mankind, their country and their people, to realize themselves as carriers
of national values, to develop the communicative culture of students and their
spiritual potential [2].
Sociocultural competence determines the success of communication between
students and representatives of foreign culture, allowing them to feel confident in a
foreign environment. Sociocultural competence consists of two aspects: linguistic
and informational. The linguistic aspect includes teaching a foreign language
(studying language and culture through language) and sociolinguistics (using the
language in various social situations). Information aspect includes information
about culture (culture achievements, etiquette, clothing, cuisine, values and
customs) and regional studies (information on geographical location, climate, state
structure, economic and political system, etc.) [3].
The subject of regional studies is the totality of information about the country
of the studied language its social and economic structure, customs, traditions,
culture of the people whose language has become the subject of study. Information
of regional character broadens the horizons of students, forms tolerance among
them the quality that is necessary for the modern person, promotes the
development of communicative and sociocultural competence among students.
In the middle of the XX century a new scientific discipline appeared
lingvostranovedenie regional geographyoriented linguistics, which studies a
foreign language in comparison with the native language. Linguistic culture was
originally interpreted as a field of methodology, related to the study of ways to
familiarize students with the reality of the country of the language being studied. In
the 1990s, the content of linguistic culture was clarified, which was interpreted as a
methodological discipline that realizes the practice of selecting and presenting in
the educational process information about the national and cultural specifics of the
speech communication of the native speaker with the goal of forming a socio
cultural competence [4]. Scientists N.D. Gal'skova and N.I. Gez singles out the constituent parts of
communicative competence that are foreignlanguage, which, in the linguistic
cultural understanding, includes knowledge, skills and abilities with a national and
cultural meaning:
linguisticcultural knowledge of the national peculiarities of the studied
language and the formation of skills of operating with means of communication
with the nationalcultural semantics;
linguisticcultural knowledge, skills and abilities that allow to perceive and
generate foreign language statements in accordance with the cultural background,
nationallyconditioned situation of communication, speech task and general
communicative intention;
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linguisticcultural knowledge, skills and abilities that allow to carry out
nationallyspecific speech and nonverbal communication with native speakers of
the language under study in accordance with the national and cultural
characteristics of another's lingvosocium.
Such a combination of special lingvostranovedcheskih knowledge, skills and
abilities will allow to form a sociocultural competence and will determine the
target level of knowledge of the foreign language being studied and the culture of
foreign culture [4].
Thus, linguistic culture and regional studies should serve as a catalyst for
students' desire to learn the language, but due to the poorly developed procedural
aspect of the work of teachers with such material, the positive potential and the
vast opportunities inherent in it are lost. The majority of teachers in acquaintance
with extralinguistic data, their fixation and control of assimilation use the same
methods as when working on ordinary texts, while here a special system of
receptions and exercises that take into account the specifics of the proposed
material is needed.
One of the methods of teaching a foreign language is philological. It is used
by teachers who, by their basic education, are teachers of language and literature.
Teaching countryspecific material with the help of a philological technique this
is the linguistic culture [2].
In the modern foreign method of teaching English as a foreign language, great
attention is paid to familiarizing foreign students with the culture of Great Britain,
the way of life of its people especially British schoolchildren, directly in the
process of learning English. We can talk about a certain system of realizing the
linguisticcultural approach in all three levels of instruction.
In the first stage (grades 56), students learn the implicit (mainly through
authentic illustrations) from the first lessons with the individual realities of Great
Britain.
At the second stage (grades 79), the language preparation of students allows
them to become more acquainted with the history, culture of the UK, the way of
life and problems of British schoolchildren. At this stage in every lesson in the practice of speech, all learned speech actions are necessarily reproduced in
situations of a regional nature.
At the third stage (1011 grades) the previously obtained knowledge about the
country of the studied language (communicativebehavioral standards in various
spheres of communication, integrative skills of communicating in English in
informal and official communication) is systematized. Thus, at this stage, the
ethics of discussion in English are taught when discussing the culture, styles and
way of life of people in Englishspeaking countries [2].
Work with projects and messages of regional character is used when
acquaintance of students with the material, starting from the middle level. This
provides a good basis for the repetition and implementation of interdisciplinary
links, and also encourages the active involvement of students in the dialogue of
cultures [5]. In addition to general academic skills (systematic systematic
presentation of the prepared material and elementary skills of scientific research),
project activities contribute to the formation of skills to use speech cliches,
frequency phrases, certain grammatical forms. In addition to intellectual and
communicative skills, it is very important that through these types of work students
develop creative skills.
Project activities contribute to the formation of sociocultural competence at
the elementary level when teaching a foreign language at the initial stage. Using
the project method in foreign language lessons helps to teach students to
understand a speech in a foreign language, inform the interlocutor about
themselves, induce the interlocutor to speech behavior, ask questions and answer
them, express consent or disagreement, desire or unwillingness, approval or
disapproval [5]. In addition, the application of the project method increases the
students' interest in the teaching in general and in the study of a foreign language,
in particular, by developing internal motivation by transferring the center of the
learning process from teacher to student.
The project methodology allows individual work on a topic that is of greatest
interest to each participant of the project, which undoubtedly entails increased
motivated activity of the student. He chooses the object of research, he decides for
himself: to confine himself to a textbook (simply by performing the next exercise),
or to read other literature. However, often students turn to additional sources of
information, analyze, compare, leaving the most important and entertaining [5].
It should be noted that not all students are immediately and easily involved in
the work on the project.
You can not offer a task that one or another student can not fulfill. Tasks must
correspond to the individual level at which each participant of the project is
located. It is necessary to help everyone to decide on a specific topic, advise on
what to look for and how to present their results.
It is this moment that determines the main job of the teacher of English with
his students: he discusses the intermediate results, corrects errors in the use of
language units. Schoolchildren have a fear of a foreign language, they are better at maintaining its logical system. This kind of work provides many opportunities to
apply the passed grammatical phenomena and structures. Undoubtedly, the
grammatical units of a foreign language worked out in this situation are more
firmly fixed in the memory of the student.
The use of new information technologies not only revitalizes and diversifies
the educational process, but also opens great opportunities for expanding the
educational framework, which undoubtedly carries a huge motivational potential
and contributes to the principles of individualizing learning. Project activity allows
students to act as authors, creators, enhances creativity, expands not only the
general outlook, but also contributes to the expansion of linguistic knowledge.
The project method has a number of advantages over traditional teaching
methods, such as: increasing the motivation of students when learning English,
visual integration of knowledge in various subjects of the school curriculum, and
space for creative and creative activity.
References
1. Serikov V.V. Education and personality. Theory and practice, the design of
pedagogical Systems – М., Логос. 1999. 286 с.
2. Pochinok T.V. Formation of sociocultural competence / Foreign languages at
school. 2006. №7. Pр. 26.
3. Vereschagin E.N. Language and culture 2010. 237 p.
4. Podoprigorova L.A. The Internet in foreignlanguage teaching / Foreign
languages at school. 2003. №6. Pр. 2531.
5. Monahan, J. Ethnic Diversity / J. Monaghan – Foreign & Commonwealth
Office, 2001. 24 p.
Project method in the formation of socio-cultural competence at the lessons of foreign languages.
Project method in the formation of socio-cultural competence at the lessons of foreign languages.
Project method in the formation of socio-cultural competence at the lessons of foreign languages.
Project method in the formation of socio-cultural competence at the lessons of foreign languages.
Project method in the formation of socio-cultural competence at the lessons of foreign languages.
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