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12<<C©yL©qUQUM~J©U©MaL>>#MI)),2(0]9 / PEDAGOGICAL SCIENCES
Lohvinenko A. Yu.
Ph. D., lecturer at the department of germanic philology and methods of foreign languages State establishment "South Ukrainian national pedagogical university named after K. D. Ushynsky"
DOI: 10.24411/2520-6990-2019-10684 A PRACTICAL-ORIENTED APPROACH IN THE FORMATION OF TOLERANT SPEECH BEHAVIOR OF FUTURE FOREIGN LANGUAGE TEACHERS
Abstract
The article reveals the feasibility of using a practice-oriented approach in the formation of tolerant speech behavior in the process of preparing future teachers of a foreign language, which is based on the mastery by students ofpedagogical universities ofpractical skills in organizing the educational process in future professional activities. It is indicated that in practical classes future teachers have the opportunity to use theoretical knowledge, while being active in interaction with both the teacher and other students. Examples of practical exercises contributing to the formation of this construct are given.
Key words: future foreign language teachers, foreign language seminars, communicative skills, tolerant behaviour.
The reform of the Ukrainian educational system, which is taking place at the present stage, the entry of Ukraine into the European educational space determines the search for new forms and methods of organizing education of future teachers. This is especially true for future teachers of foreign languages, who are not only carriers of Ukrainian traditions, but also other cultures.
An important role, in our opinion, in education of future teachers is played by a practice-oriented approach, which is based on the mastery by students of pedagogical universities of practical skills in organizing the educational process in future professional activities. It is in seminars that future teachers have the opportunity to use theoretical knowledge, while being active in interaction with both the teacher and other students.
Any practice, according to M. Heidegger, consists of three components: 1) a set of tools, items, equipment used to perform a specific task, as well as a set of relevant knowledge, skills and abilities of the individual to use them; 2) a social space that limits the feasibility, the activity performed as a unity of a practical task, tools and skills of a person; 3) an individual involved in the activity, acquiring his social and subjective "identity" in this space (for example, to be a teacher) [2]. The peculiarity of practical borrowing in a foreign language is that they contribute to the development of communicative models of students' behavior in situations close to real professional activities.
One cannot disagree with the statements of Yu. Gordienko, E. Melekhina, N. Sysoeva that the activity of a teacher of a foreign language has certain features related to the subject and methods of studying it. In the aspect of our research, based on their research, we highlight some of them:
1) A foreign language is both a goal and a means of learning, which distinguishes it from other disciplines. It is the teacher who determines what to teach with language means, choosing tasks for this that will contribute to the formation of tolerant speech behavior of students in the communication process.
2) During the education, the teacher performs the function of both an equal partner in direct interaction with students and a qualified specialist in the field of language, which teaches and corrects their activities.
Moreover, the interaction between the teacher and students should be an example of tolerant communication, and the main responsibility for building such an interaction depends, first of all, on the professionalism of the teacher in organizing educational activities.
3) The effectiveness of educational activities depends on the ability of the teacher to arouse and maintain students' interest in learning a foreign language, using authentic language material and adapting it to the needs of students. This is due to the fact that the formation of tolerant speech behavior of future teachers should correspond to the social conditions of modern society, and the teacher should use his pedagogical experience, advanced pedagogical ideas and best practices in the field of tolerant interaction.
4) The goal of the activity of a teacher of a foreign language is to familiarize students with a different culture, and the totality of the material and spiritual values of society in all areas is the content of education. Moreover, the formation of tolerant speech behavior among future teachers is carried out by comparing the characteristics of a foreign culture with the corresponding achievements of their own culture at the emotional and rational levels [1], [3], [4].
Based on our own experience, we can argue that the formation of a culture of tolerant speech behavior is most effectively facilitated by the use of interactive teaching methods in practical classes, which greatly contribute not only to the activation of cognitive activity of students, but also to the development of verbal and non-verbal communication skills in a foreign language, enrichment of vocabulary familiarization with tolerant communicative models of behavior in various situations.
We completely agree with I. Gordienko, who emphasizes that the interaction, which is based on the teacher's pedagogical tolerance, is a way of cognition that is carried out in the process of joint activity of learning subjects who interact, exchange information, express their thoughts, express their feelings and defend their own position, without offending others and without harming them, together solve problem situations, try to come to an agreement, model the methods of activity, evaluate behavior, and not personal each other's features work in a tolerant environment of business cooperation [1, p. 163].
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In order to form students' skills of tolerant speech behavior, the course of the discipline "English language" introduced the module "Tolerance of an English teacher." At the lecture, which was held in the format of a heuristic conversation with future teachers, issues such as ''What do you mean by tolerance?'', ''Should a teacher be tolerant?'', ''What qualities do you think a tolerant teacher should have?'' were discussed. It should be noted that the problem of tolerance caused a great response among students. Discussing the importance of teacher tolerance, they not only called the qualities necessary for this (courtesy, friendliness, understanding of students, tact, etc.), but also gave examples of manifestation of intolerance in the school environment.
Students noted that pupils use very often abusive nicknames, rude (often obscene) words, ridicule, humiliation in relation to weaker classmates, representatives of other nationalities, children with certain developmental disabilities (physical or mental) in their communication. Reflecting on the reasons for this behavior, we came to the conclusion that a very important role in this attitude towards people around is played by the family, which shows signs of disrespect for certain professions (including teachers), social status, nationality, religion, etc.
In addition, students on the basis of their own school experience gave examples of intolerant behavior of teachers who use psychological (and in some cases physical) humiliation in relation to individual students. Such behavior is unacceptable for the teaching profession, since it should be an example for its students in communicating with people around them, and do everything possible to eradicate such a phenomenon as bullying, which is increasingly spreading in the school environment.
To realize the essence of tolerance and intolerance several exercises were conducted on the seminars: "Associations", "Minorities", "Disabilities", "European Train", aimed at students understanding that the differences between people in physical development, belonging to a different culture or religion, way of life are not the reasons for the manifestation of intolerance to them.
The practical lesson ''Greetings, gestures, customs in different countries'' aroused great interest. To do this, the day before the students were divided into three groups, each of which was to prepare a presentation on how representatives of different cultures greet each other, what gestures are the same for some peoples and can have an offensive character in others, what customs are needed to know visiting different countries. During the discussion, that the lesson turned out to be not only interesting, but also very informative, because they not only knew a lot about what they heard and saw, but began to understand the behavior of foreign students who
are studing with them, changed their attitude towards some of their "peculiarities".
At the next practical lesson, the role-playing game ''Interview ...'' was held. Cards were given to students, in which it was indicated exactly who and in what situation they would be interviewing. Future teachers should have thought: where to start the interview, what questions to ask, what words to choose. Other students played the roles of the people who gave the interview. At the same time, they were offered various situations and emotional states in which the interview took place (for example, a famous film actor who refuses to interview; a famous politician who constantly tries to advertise himself and his political program; a person who became a homeless person, the parents of a child with disabilities etc.). During the discussion, students noted that they could not always immediately select the necessary words to achieve results, sometimes the behavior of the person they interviewed caused irritation, they were ready to emotionally break. But such an activity contributed to the fact that they understood the need for the formation of tolerant speech behavior in communication with various people.
For the seminar ''Bullying at school'' students were asked to pick up examples of manifestation of intolerant behavior using Internet sources, journalistic materials, fragments of feature films and documentaries, television programs, which highlight the problems of tolerance / intolerance in educational institutions.
Thus, the practical training contributed to the acquisition of skills of tolerant speech behavior that will be useful to future teachers of a foreign language not only in future professional activities, but in everyday life.
References
1. Gordienko Yu. A. Formation of pedagogical tolerance of future teachers of foreign languages of elementary school: dis. ped. Sciences: 13.00.04. Lutsk, 2017. 341 p.
2. Heidegger M. Time and Being / Transl. from English Moscow: World, 1993. 406 p.
3. Melekhina EA. Pedagogical reflection in the professional development of teachers of a foreign language for professional purposes. Bulletin of MSLU. 2010. Issue. 3 (582). S. 151-163.
4. Palshkova I. O. Formuvannyy professional-pedagogical culture of the Maybuty teacher of a cob school: practical training pidkhid: dis ... doct. Ped.sci-ence: 13.00.04. Odessa, 2009.474 s.
5. Sysoeva N. A. The potential of the discipline "Foreign Language" in the education of tolerance of students of a pedagogical university in the context of the introduction of the Federal State Educational Standard of Higher Professional Education. Izvestia Volgograd. state ped un-that. 2014. No. 4 (89). S. 203-206
