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19УДК 8 (80)
Sokolova G.P.
Department of Ukrainian and Russian as Foreign Languages, О. М. Beketov National University of Urban Economy in Kharkiv
Kharkiv, Ukraine https://orcid. org/0000-0003-1053-2417 Valchenko I. V.
Department of Ukrainian and Russian as Foreign Languages О. М. Beketov National University of Urban Economy in Kharkiv
Kharkiv, Ukraine http://orcid. org/0000-0003-2080-7760 Plotnikova T.O. Department of Ukrainian and Russian as Foreign Languages, О. М. Beketov National University of Urban Economy in Kharkiv
Kharkiv, Ukraine https://orsid.org/0000-0002-2384-0155
LINGUISTIC SOCIO-CULTURAL METHOD AND SOME PRINCIPLES OF THE FUNCTIONAL-COMMUNICATIVE APPROACH IN THE SYSTEM OF TEACHING A FOREIGN LANGUAGE AT
THE STAGE OF PRE-UNIVERSITY TRAINING
Соколова Галина Павловна
Кафедра украинского и русского языков как иностранных Харьковский национальный университет городского хозяйства
имени А.Н. Бекетова Харьков, Украина https://orcid. org/0000-0003-1053-2417 Вальченко Инна Викторовна
Кафедра украинского и русского языков как иностранных, Харьковский национальный университет городского хозяйства
имени А.Н. Бекетова Харьков, Украина http://orcid. org/0000-0003-2080-7760 Плотникова Татьяна Алексеевна
Кафедра украинского и русского языков как иностранных Харьковский национальный университет городского хозяйства
имени А.Н. Бекетова Харьков, Украина https://orsid.org/0000-0002-2384-0155
ЛИНГВОСОЦИОКУЛЬТУРНЫЙ МЕТОД И НЕКОТОРЫЕ ПРИНЦИПЫ ФУНКЦИОНАЛЬНО-КОММУНИКАТИВНОГО ПОДХОДА В СИСТЕМЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ НА
ЭТАПЕ ДОВУЗОВСКОЙ ПОДГОТОВКИ
DOI: 10.31618/ESSA.2782-1994.2022.1.78.267 Abstract: The article is devoted to various issues of methods of teaching a foreign language to foreign students. The article notes the need to differentiate the level of basic education of foreign students and individual approach to each of them, thus during studying should use different groups of tasks, and pay attention on degree of students' lexical and grammatical material, their general "background" knowledges and emotional mood. This presented work analyzes the features of the linguo-socio-cultural method; some principles of the functional-communicative approach are clarified; emphasizes the importance of using the "translation technique" in the classroom in English and Russian, as well as the use of a thematic glossary in the course "Country Studies. History"; the importance of reading literature in Russian and English in the process of social and cultural adaptation of foreign students of the preparatory department is studied.The purpose of the article is to demonstrate various methods and techniques for presenting new material, consolidating and testing knowledge that can be used by a teacher in practical classes in a foreign language. The task for the authors is to find effective forms of education, to identify mechanisms for optimizing the educational process that can develop the intercultural competence of students, as well as contribute to a positive mood of students during their staying, living and studying in our country. The authors come to the conclusion that texts and tasks for learning should be cognitive, arouse interest among students and be quite complex; it is necessary to use different groups of tasks, a small number of exercises for one rule being studied, and also actively apply game situations, tasks for finding errors and working with
dialogues. An important role is played by the selection of reading material, the use of fundamental methods in the study of a foreign language and their integration into a modern communicative method (the main task of which is to teach the student to express his thoughts in a foreign language in a difficult way, and only then proceed to the development of grammatical and syntactic rules).Such work with students (as well as the "translation technique") develops memory, thinking and logic, helps to create an English-speaking/Russian-speaking environment, there by overcoming the psychological language barrier among students. The basic research methods are cultural-typological and contrastive-comparative.
Аннотация: Статья посвящена разнообразным вопросам методики преподавания иностранного языка студентам-иностранцам. В статье указывается на необходимость дифференциации по уровню базового образования студентов-иностранцев и индивидуального подхода к каждому из них, т.е. при обучении следует использовать разные группы заданий, учитывая степень изученности студентами лексико-грамматического материала, их общие «фоновые» знания, а также эмоциональный настрой. В представленной работе анализируются особенности лингвосоциокультурного метода; уточняются некоторые принципы функционально-коммуникативного подхода; подчеркивается важное значение применения "техники перевода" на занятиях по английскому и русскому языкам, а также использование тематического глоссария по курсу «Страноведение»; исследуется значение чтения литературы на русском и английском языках в процессе социально-культурной адаптации иностранных студентов подготовительного отделения. Цель статьи - продемонстрировать различные способы и приемы представления нового материала, закрепления и проверки знаний, которые могут быть использованы преподавателем на практических занятиях по иностранному языку. Задачей для авторов является поиск эффективных форм обучения, выявление механизмов оптимизации учебного процесса, способных развивать межкультурную компетенцию учащихся, а также способствовать положительному настрою студентов во время проживания и обучения в нашей стране. Авторы приходят к выводу, что тексты и задания для обучения должны быть познавательными, вызывать интерес у учащихся и быть достаточно сложными; необходимо использовать разные группы заданий, небольшое количество упражнений на одно изучаемое правило, а также активно применять игровые ситуации, задания на поиск ошибок и работу с диалогами. Важную роль при этом играет отбор материала для чтения, использование фундаментальных методов в изучении иностранного языка и интегрирования их в современный коммуникативный метод (главной задачей которого является научить студента сложно излагать свои мысли на иностранном языке, и лишь затем приступать к освоению грамматических и синтаксических правил). Такая работа со студентами (как и «техника перевода») развивает память, мышление и логику, помогает создать англоязычную/русскоязычную среду, тем самым преодолевая психологический языковой барьер у учащихся. Базовыми методами исследования являются культурно-типологический и контрастивно-сравнительный.
Key words: foreign language teaching, modern communicative approach, linguo-socio-cultural method, individual psychological characteristics of foreign students.
Ключевые слова: преподавание иностранного языка, современный коммуникативный подход, лингвосоциокультурный метод, индивидуально-психологические особенности студентов-иностранцев.
In modern realities associated with the expansion of the geography of students at the university (as well as with their desire to learn English as a foreign language), the importance of integrating traditional methods, information technology and the linguo-sociocultural method into a comprehensive system of teaching a foreign language at the preparatory faculty is noted. "Increased demand in the study of foreign languages required an increased supply" [1]. The system-forming module for all stages of pre-university training is the Ukrainian language or English / Russian, depending on the language of instruction chosen by the students. Of course, interdisciplinary coordination is also important, since all subjects are subsequently taught in the same language. Justified, from our point of view, is an intensive course of the Russian/Ukrainian language with subsequent (or parallel) study of the English language by students. It's not a secret for anyone that foreign students (from India, Nigeria and other countries) who have chosen the English form of education, sometimes even by the fifth year, have difficulty overcoming the IPC and IGC (Introductory Phonetic Course and Introductory Grammar Course)
programs in Russian/Ukrainian, experiencing enormous difficulties in communication. This also applies to students of the preparatory faculty, where students from different countries study in mixed groups, and not all of them have an idea even about the elementary grammar course of the English language and pronunciation rules, have a meager vocabulary and do not have sufficient motivation (except for further education). in this language). And if the interest and motivation in the study of the Russian/Ukrainian language is quite understandable, then with the English language the situation is completely different. The main difficulty of teaching and learning English as a foreign language is the lack of: a language environment (and deep involvement of students in language practice), a situation of real / live communication, elementary basic knowledge of students. In addition, the initially different level of knowledge of English in a group of foreign students (from learning the article to the level of knowledge of the course A-2, B-1) significantly complicates the work of a teacher (not a native speaker). And although foreign students study English with a teacher who is not native, such an integrated
approach cannot be considered negative or incorrect, since the teacher (and students) has the opportunity to analyze and compare two language systems, compare grammatical structures and explain grammatical rules, it is better to convey information, to prevent and prevent possible errors.
The essence of any approach to learning a foreign language is to use it as a means of full-fledged communication, respectively, consisting of all aspects inherent in colloquial speech. Thus, special attention in the classroom to the development of listening skills, without which full communication is impossible to imagine. Such an integrated approach is necessary in order to develop students' communicative competence, in order to acquire the skills of understanding and conscious speaking, using grammatical rules. And here it is important to observe the basic principles of the functional-communicative approach in teaching.
It is known that the modern methodology of teaching foreign languages is based on certain principles of teaching oral speech: the principle of communicative orientation; the principle of modeling a typical communicative situation; the principle of communicative activity; the principle of intensive practice; the principle of phasing of speech skills; the principle of adequacy. When including speech material in the program, each phrase should be evaluated from the point of view of the reality of its appearance in natural communication, and from the point of view of repetition (frequency) as "ready-made" linguistic signs; and speech constructions should (wherever possible) be communicative in nature. Following the principle of communicative orientation, it is necessary to identify a student's motivated need for foreign language and speech activity. Situation and speech are closely related and inseparable from each other, and since language is needed in certain situations, situations should be the starting point of learning. In the methodology, typical communicative situations serve as an analogue of real situations. In a word, the basis of teaching oral speech should be: communication, the need for communication, the possibility of communication, the practice of communication (intensive).
Many researchers study the problem of interference and the phenomenon of bilingualism and biculturalism, noting that interference can slow down and impede the process of mastering a second and subsequent languages. The reason for such interlingual influence is the similarity of linguistic phenomena, as well as various features of language learning, including didactic, linguistic, psychological. However, in our case, when studying Russian/Ukrainian, and then English (exactly in this order), it can contribute to the ability to compare and analyze linguistic phenomena, develop creative thinking. The teacher needs to pay attention to such moments as: a strong manifestation of the influence of the native language and the intermediary language; general educational level of student of preparatory cource ("background" knowledge); abilities and personal experience of communication of the student; the degree of motivation, etc. When explaining the material, one
should take into account the difference in perception between the student's native language, Russian/Ukrainian as a foreign language, and English as being studied (or as an intermediary language). Many mistakes (about half of them) when speaking a foreign language are made under the influence of the native language, and only some of them are within the language being studied. The linguo-socio-cultural method, which provides not only linguistic communication, but also intercultural communication, takes into account this fact. And when forming the correct speech in terms of grammar, it is important to monitor its content, pay attention to the meaning of the transmitted information (that is to say, the communicative level).
Since language learning is impossible without an appeal to culture, the system of techniques and methods (an integrated approach) of teaching English in groups with foreign students cannot but include the regional aspect, which expands the student's horizons, supplementing his knowledge [2; 3]. In addition, when reading various texts in the classroom, for example, about seasons and weather ("Seasons and Weather"), it makes sense to add information about the seasons not only in Ukraine in England (or America), but also in Ukraine, and also compare with weather and climatic conditions of the countries whose representatives are the students of the group. The same applies to many other topics ("Flat", "Education", etc). When preparing messages on these topics, the student has a fairly high motivation, because he owns the information and knows the subject of discussion. "Such students, who are easily oriented in national characteristics, history, culture, customs of the two countries, civilizations, as a rule, show a higher level of English as a foreign language. They possess linguo-socio-cultural competence - the ability to view language under the microscope of culture" [4; P. 195]. According to a number of scientists and methodologists (Passov E.I., Milrud R.P., Maksimova I.R., Shepeleva N.Yu., Gerasimchuk A.S., Trubitsina O.I., and others) [5; 6; 7; 8; 9], communicative competence (consisting of three main types: linguistic, speech and sociocultural) implies not only an idea of the phonetic features of the language and knowledge of the lexical and grammatical foundations of the language system, but also the practical knowledge of a foreign language, which already belongs to another component of the communicative competencies - speech. At this stage, skills are developed to adequately, to the place (and in fact) use language structures and rules in specific situations (express one's thoughts, desire, intention, request), while using both linguistic and extralinguistic forms of communication - facial expressions, gestures, movements, intonation ways of figurative expression. The third component of communicative competence (in the system of functional-communicative approach) is socio-cultural competence [10]. The purpose of using the linguo-socio-cultural method (when teaching foreign students) is the desire to combine linguistic structures (phonetics, vocabulary, grammar) with extra-linguistic The system of exercises proposed in the
manuals on the Russian and Ukrainian languages [11;12;13;14] (including models of speech communication / etiquette; question-answer exercises in teaching dialogic speech, modeling the corresponding form of real communication; tasks for the production of oral topics, etc. ) is, in our opinion, a methodologically adequate model of real communication. The principle of phasing of speech skills underlies the differentiation of types of exercises (training and communicative / speech). These exercises are ultimately designed to form, fix and polish the ability to navigate in natural situations of communication.
Methodological developments concerning the teaching of English at the preparatory faculty of O. M. Beketov National University of Urban Economy in Kharkiv are presented in the same direction. They include lexico-grammatical exercises and tasks, exercises related to translation (both into Russian and into the native language), creative tasks aimed at building your own monologue statement (theme), developing dialogic speech, etc. Adjustments to education are also introduced by such a phenomenon as "adaptive quarantine" (which exists in our country at the present time), in connection with which some part of the training often takes place remotely. Therefore, more emphasis should be placed on the use of audio, video and interactive resources, while maintaining the basic skills that are still at the heart of any methodology (reading, writing, speaking and listening).
So, how can a practical lesson in a foreign language (in particular, English) take place? A practical lesson in a foreign language, which can be divided into several parts, includes: the development of speaking skills and the analysis of grammatical structures (usually, the beginning of the lesson is devoted to this); performing a written task and compiling dialogues on given topics; listening to an audio text (or a text read by a teacher) followed by a task; consolidation and repetition of the material covered. An obligatory part of such a lesson is also working with text and performing lexical and grammatical exercises. In addition, some part of the lesson can be devoted to such an exciting type of learning activity as "Translation", which will diversify and enliven the process of working in the classroom, bring interest to a somewhat monotonous and monotonous work with exercises. "Translation can be a good helper when teaching a foreign language. Not a single foreign language course can be started without the help of translation" [4; P. 195]. In addition, you can supplement the lesson with the task of translating conditional speech models and mini-texts into English and your native language. For example: "My uncle is an engineer. He works at the university. He gets up early in the morning"...etc. Traditionally, students can easily cope with this task, since the topics "Family", "Working Day", etc. have already been studied in the Russian language classes. The teacher has the right to apply a combination, a complex of different methods (especially if the group includes students from different countries with different backgrounds and knowledge bases). Including within the framework of any method
of teaching a foreign language, it is possible to actively use various types of testing during classes, which can also be divided into several types: grammatical - test work on a specific grammatical topic, tests based on choice: Grammar# Read the sentence: I didn
t.....anything, it was too dark. Tick the suitable answer:
/a) saw b) see c) seen etc.); lexical, controlling the assimilation and understanding of the studied material (Vocabulary # Match the verbs and phrases: to play, to ride, to use ... 1) ... the TV 2) ... a horse 3) ... football) and regional studies, designed to assess cultural knowledge, which will provide students the opportunity to participate in intercultural communication.
At one time at the V.N. Karazin Kharkov National University a special course "Translation Technique" was taught to improve the quality of knowledge of foreign languages. Of course, in this case, we do not train translators or teachers of English, but it is quite possible to adopt the useful experience of teaching a foreign language and skillfully apply it (both in working with lexical and grammatical language tasks, and speech - texts and oral topics). Although it must be admitted that in modern realities, "translation" from the "Google to the Help" series is also indispensable in situations where communication is impossible. By the time foreign students study prepositions (prepositions: on, in, to, at, ...), they are already familiar with the prepositional-case system and verbs from the IPC and IGC Russian/Ukraine course (Introductory Phonetic Course and Introductory Grammar Course). And the teacher just needs to pay attention to the difference in the use of the prepositions "in / on" and "at / to" "in / to", 'by", etc (for example, (Prepositional, Accusative, Genitive, Instrumental cases): in winter (_зимой), in_ May (в мае).. , in 2021 (в 2021 году), this week (на этой неделе), on the 6-th of September (_6-го сентября), on Friday (в пятницу), at 5 o 'clock; или в выражении статики/динамики: to be at the museum/to go to the museum; to stay at_work/go to_work; to be in the south/ to go to the south (быть на юге/ехать на юг); to go by car/bus (ехать на машине/на автобусе (на чем?); He works at the hospital/ She goes to the University - Он работает в больнице (где?) / Она идёт в университет (куда?).
Focusing on the study of comparative forms of adjectives and adverbs, it seems very productive to compare the two language systems and draw parallels with Russian, as well as with the native language: Today the water in the river colder than it was before/ January is the coldest month - Сегодня вода в реке холоднее, чем раньше/ Январь - самый холодный/холоднейший месяц. It should be emphasized that such degrees of comparison as "good/good-better-best/best" or "bad/bad-worse-worst/worst" are also non-standard (an exception): The weather is worse than it was yesterday/ The mother is the best person in the world -Погода хуже чем вчера /Мама - самый лучший человек в мире [15].
"Negation" (negative forms) in English is easier for students to understand if we add to the usual explanation that there is a "double negation" in Russian,
but not in English: I can do nothing/ We saw nobody -Я ничего не могу сделать/ Мы никого не видели. «А classic is something that everybody wants to have read and nobody wants to read» (Mark Twain). In other words, the speech models of the Russian/Ukrainian language are fixed at the lesson at the same time (in a new perspective for students), and the difficulties of perceiving any topic in English are removed.
Reading and translating the statements of famous people, proverbs and sayings, creating game situations (in a certain part of working with the text in the classroom) allow the student to think analytically and figuratively (without translating literally), develop memory and logic, and the study of the mentality of the country of the studied language, traditions and customs also contribute to the expansion of the student's horizons, often help to build grammatical constructions correctly and makes it possible to understand sayings, phraseological turns and humor. This work arouses genuine interest among foreign students. For example, for the topics "Seasons", "Home", etc., it is proposed to learn and translate the following proverbs / sayings: Everything is good in its season - Все хорошо в свое время; A storm in a teacup - Буря в стакане воды/; East or West - the home is the best - В гостях хорошо, а дома лучше/ [16]. The following sayings are perfect for the topic "Degrees (levels) of Comparison": Better an egg today than a hen tomorrow - Лучше синица в руке, чем журавль в небе/ (the literal translation is: "Better an egg today than a chicken tomorrow"); Better late than never - Лучше поздно, чем никогда/; and others: Every day is not Sunday - Не все коту Масленица/ (or the literal version: "Not every day is Sunday"); Tastes differ - О вкусах не спорят/. Repeating grammar-part "Plural Form" of "nouns", you should suggest to students to translate and memorize a couple of interesting proverbs: Many doctors have killed the king/ Too many cooks spoil the broth - У семи нянек дитя без глазу или же: У трёх пастухов волк овец съел (but in fact: "Many doctors killed the king" / "Too many cooks spoiled the broth" - Много врачей убили короля/ Слишком много поваров испортили бульон).
The inconsistency of idioms in different languages, as a rule, often distorts speech and leads to misunderstanding of the content of expressions, causing difficulties in perception by foreign students. In other words, that is, it is necessary to take into account the difference in perception between their native language, Russian and English as foreign, because it is well known that they even think in the language of the country to which they belong.
Thus, an individual and multi-level approach to teaching a foreign (English) language with intensive teaching of Russian/Ukrainian languages makes it possible to perform a difficult task - to teach a student the necessary skills that affect the worldview, value system, self-identification, the ability to think, the ability to compare and analyze. Various activities in the classroom help to create a foreign language environment, thereby overcoming the psychological language barrier among students. Applying traditional
methods and integrating new areas of methodological, linguistic, psycholinguistic and cultural studies, it is possible to model the information minimum that is necessary for adequate perception of a foreign text and foreign speech by students of preparatory faculties.
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Timaniuk Valeriia
Ph.D. in Pharmaceutical Sciences, assistant professor Ukrainian Engineering Pedagogics Academy, Ukraine
Timaniuk Volodymyr Ph.D. in physics and mathematics, professor National University of Pharmacy, Ukraine
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ANALYSIS OF THE FORMATION AND DEVELOPMENT OF THE PERSONNEL TRAINING SYSTEM IN THE GALLERY OF INTELLECTUAL HUMIDITY: PROBLEMS AND TASKS
DOI: 10.31618/ESSA.2782-1994.2022.1.78.262 Summary: The article is devoted to the study of the state and development of education in the field of intellectual property. The stages of formation of education in Ukraine and its importance for the innovation economy are defined. The basic organizations of higher education involved in training and professional development in the field under study are identified. Opinions and suggestions of leading specialists in the field of intellectual property, which will contribute to the modernization of training processes in the field of intellectual property in the system of education, are described. Proposals for the inclusion in the normative disciplines of
