CC BY
15
Rhetoric of speech. Art or technique of oral expression (UDC 808.5)
DOI: 10.18454/RULB.6.16 Тихомирова А.В.1, Богатырева О.П.2, Богатырёв А.А.3, Журавлева Т.А.4
'Институт педагогического образования Тверского государственного университета, 2Тверской государственный университет , 3'4Институт педагогического образования Тверского государственного университета ЛИНГВОДИДАКТИЧЕСКАЯ СХЕМА ЭТАПОВ И УРОВНЕЙ ОВЛАДЕНИЯ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИЕЙ
Аннотация
В развитие разработанной Г.И. Богиным (1929 - 2001) уровневой модели формирования вторичной языковой личности в качестве педагогической основы разработки учебных курсов и методик преподавания иностранного языка выделяются и кратко характеризуются уровни и этапы семантизации, валидации, валоризации и ревалоризации учащимся иноязычного слова.
Ключевые слова: лингводидактика, вторичная языковая личность, иноязычная коммуникативная компетенция, коммуникативная готовность, семантизация, валидация и валоризация иноязычной лексики, типология.
Tikhomirova A.V.1, Bogatyreva O.P.2, Bogatyrev A.A.3, Zhuravleva T.A.4
'Institute of pedagogical education, Tver state university, 2Tver state university, 3,4Institute of pedagogical education, Tver state
university
KEY LINGUODIDACTIC STEPS AND STAGES OF FL WORDING ACQUISITION
Abstract
The communicator-based linguodidactic approach implies thorough attention to FL acquisition stages and corresponding methodological implications for FL courses design elaboration. The article provides a step-by-step linguodidactic scheme of FL wording skills acquisition learning and teaching activities, including 5 steps of preparedness from the first encounter with a new FL word or expression and its primary semantization to revalorization.
Keywords: linguodidactics, communicator, EFL communicative competence acquisition, communicative preparedness, typology, FL wording, semantization, validation, valorization, revalorization.
Почта авторов / Author Email: innova86@mail.ru, bogatyrevaolga4@gmail.com, bogatyrial967@gmail.com, aspirantsha@mail.ru
1. Introduction
Communicator as the subject of discourse as language in action is the central notion of linguodidactis [3, 3]. Since SL/FL communicator formation is a complex task, based on manifold and multifaceted speech skills synthesis [4, 6 etc.], there arises the necessity for developing a special step-by-step methodology of FL proper wording for communicative purposes acquisition.
2. Stages, types and steps of FL wording skills acquisition
2.0. The first learner's encounter with a new foreign word may occur both in a FL speech or in a dictionary. The evasiveness orindeterminacy of meaning is acutely felt when these two instances of interpretation are separated: Is a word 'funny' positive or negative epithet? So the first necessary step in a new foreign word acquisition is its primary semantization, including the basic mental representation of alliance of meaning and form in the new foreign word.
2.1. Semantization
This first step in a new foreign word acquisition may be stipulated both by observing its occurrence in the text (or saying) or by looking up the new word or expression in a dictionary. In semantization these two instances of learning should interact, shedding light one on another in FL learner's attempt to make both ends meet, concerning actual meaning of the word in use and its virtual meaning in language, both provided through translation or interpretative analysis as well. The learning tool priority in learning new words and expressions yet belongs to the native language of the learner. Somehow, these most necessary procedures seldom guarantee proper use of a new word or expression by the learner in another speech context. The handicap comes about due to the power of some hidden rules (default and implicit, taken for granted by native speakers and causing certain immediate inferences in communication), concerning the authenticity of wording application in both written text or spoken discourse. So the distinction between meaning in communication context and dictionary meaning of the same word or expression may turn out to be even more sophisticated than that of 'language usage' for language system rules versus 'language in use' as one for communication [10, 8].
2.2. Validation
Another source of FL acquisition difficulty is disparity of language and discourse experience of the learner in regard to the actual level of communicative competence in native and foreign language acquisition. So the native language competence as means of overcoming the handicap may be handicapped as well. And here we reach the second necessary step in a new foreign word acquisition - its validation. The latter is based widely on
grammaticality (i.e. acceptability of wording from the point of view of grammar) of meaningful utterance construction.
One needs practice for proper wording competence acquisition in FL learning. But language usage may come to clashes with "language in use". The handicap comes into now, when the main source of validation lies in authentic speaking / writing practice, not fully disclosed as an instance of a rationally formulated single rule. Here the learner is likely to confront the problem of limitations, imposed on native language as a source of translation and interpreting a strange one and on a universalmeta-language as based on clear categories and strict rules of deduction. This both linguistic and meta-linguistic handicap situation may partly be alleviated by exemplification of proper use of the wording in instances of authentic discourse [1]. The pedagogical accent on positive support is a must have for validation level of FL wording competence formation. The predominant traits of words in use from the point of view of validation process correspond to communication models 1 to 5 on the 10 major communicative competence types / scales list [9, 51-52].
2.3. Valorization
Since there is "no denotation without connotation" [1 etc.] another challenge, a non-native speaker confronts in acquiring FL communicative competence, is the problem of adequate word choice between two or more synonymous expressions. So here comes the third necessary step forward in FL acquisition. This one we call valorization, since it concerns both significance and value of the proper wording in providing successful and efficient interpersonal communication.
The acceptability and the appropriateness of wording is commanded now not only by grammar of language system, but also by the grammar of meaningful utterances exchange between conversation participants. Here the learner is expected to face thevariety of word choice to make an acceptable and effective task-solving speech move. By now the learner is encouraged by many instances of successful FL wording application. Yet the main discoveries are up to the learner to make. Those are based widely on reflectivity (i.e. reflective ability) of the learner and special case reflection [2]. The latter may be referred to the 'adequate synthesis' and the 'cognition' level of comprehension as part of communicator skills development levels model, proposed by G. Boguine [4, 15, 32 etc.].
Now there is much to find out about proper word escort for the interpersonal communication in certain situation and context. It's just high time now to draw the line between "Sorry", "Excuse me", "I beg your pardon", "I must apologize for..." instead of unified Russian "Prostite / Izvinite". Valorization may be a matter of
speaking in context, but it may also be a matter of learning conventional conversational pragmemes [5, 570], having so much to do with indirect speech acts and default social interpretation conventions. Somehow, the priority in communicative skills acquisition now belongs to target language differentiated wording use rather than to learner's native language wording experience. The FL use is now viewed as constructed by language - that is not just "viewed" through another language forms.
The valorization step in FL acquisition allows the acquired words and speaking / listening (writing and reading) skills function as tool of conversation, acquiring new knowledge and better understanding.
2.4. Revalorization
The revalorization step in FL speaking skills acquisition embraces instances of reassessment of communicative skills within frame of growing art of conversing in FL. Here the word play is welcome to take part in a special conversational interplay, concerning mastering voluntary construction / deconstruction of interpersonally shared reality and its meanings. This step forward in FL acquisition is voluntary and creative par excellence. Yet there are still more rules and strategies to uncover in order to convey effective social interaction within frame of task-solving goalseeking communication activity. Revalorization is especially important in case of indeterminacy of communicative situation [cf. 8]. Decoding of intricate role playing communicators' masques is on the agenda. The interplay of wording (in different styles) and communicator's masques choosing and changing implies revalorization of language tools and conversation strategies.
Revalorization of language tools, conversation rules a rhetoric structures is a part of rethinking speaker's strategies and tactics in
speech constructing and speech message construing. For example, small talk intro or irony may be viewed as a way of breaking the rules (or say - Gricean principle of Cooperation), but in a sense it may also be regarded as a sort of a rule, organizing conversation in the way it will keep going (e.g. in English interpersonal Business Communication Culture unlike German Business Communication Culture). Revalorization also concerns shift in genre of speaking (or writing), since the balance of style and genre matters in making the text effective for the target audience. Code-switching strategies as well as various meta-communicative interventions and comments, meta-communicative and meta-cognitive disambiguation, explications and amendments pertain to revalorization of language tools and interpersonal meanings by the speaker. Revalorization takes place when one reconsiders the hierarchy and contribution of play of parts in meaning construction of the text as a whole piece of communication. These tasks correspond vastly to models of communication and communicative competence 6 to 9 [9, 53].
3. Conclusion
As part of the presented FL wording and communicative competence acquisition steps and stages each step imposes a new frame of optimum methodological design of FL-learning activity -as based on analogy, on exemplification, on variety of choice or on voluntariness in proper communication strategy initiative. FL acquisition stages 1-3 are best controlled by testing techniques, while stages 3-4 - by quest-solving tasks / quests [6; 7 etc.]. This stages and steps scheme is intended to provide ground for methodological FL course design elaboration.
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