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120ОСНОВЫ ОБУЧЕНИЯ ГОВОРЕНИЮ НА ИНОСТРАННОМ ЯЗЫКЕ
Бетяев Максим Андреевич
студент
Мордовского Государственного Педагогического Института
им.М.Е.Евсевьева Россия, г.Саранск
BASICS OF LEARNING TO SPEAK A FOREIGN LANGUAGE
Betyaev Maxim Andreewich
student
Mordovian State Pedagogical Institute named after M.E. Evsevev Saransk, Russia
Аннотация. Данная статья посвящена рассмотрению основ обучения говорению на иностранном языке. В настоящее время сложно переоценить значение обучения речевому общению, в котором говорение играет первостепенную роль. В современных Примерных программах по иностранному языку говорение занимает важное место. Целью обучения говорению у школьников является формирование иноязычной коммуникативной компетенции в говорении, позволяющей каждому из них осуществлять иноязычное общение в различных социально детерминированных речевых ситуациях и в соответствии с программными требованиями.
Abstract. This article is devoted to the basics of learning to speak a foreign language. At present, it is difficult to overestimate the importance of teaching speech communication, in which speaking plays a primary role. Speaking takes an important place in modern Sample foreign language programs. The purpose of teaching students to speak is to form a foreign language communicative competence in speaking, allowing each of them to carry out foreign language communication in various socially determined speech situations and in accordance with the program requirements.
Ключевые слова: иностранный язык, общение, говорение, речевое общение, коммуникативная компетенция.
Keywords: foreign language, communication, speaking, speech communication, communicative competence._
At present, it is difficult to overestimate the importance of teaching speech communication, in which speaking plays a primary role. Speaking takes an important place in modern Sample foreign language programs. The purpose of teaching students to speak is to form a foreign language communicative competence in speaking, allowing each of them to carry out foreign language communication in various socially determined speech situations and in accordance with the program requirements.
According to G. V. Rogov, F. M. Rabinovich, and T. M. Sakharova, the purpose of teaching speaking in a foreign language lesson is to form such speech skills that would allow the student to use them in non-educational speech practice at the level of common everyday communication [21, p. 21].
The goals of speaking are realized in the process of achieving the following tasks by students:
• quickly and correctly navigate the communication environment;
• consistently and logically build a statement in accordance with the plan;
• to find adequate linguistic means for expressing;
• use arguments in the statement that correspond to the speaker's communicative intent;
• express your thoughts with sufficient completeness;
• express your attitude to the subject of speech.
In the dictionary of methodological terms by E. G. Asimov and A. N. Shchukin, the following characteristics are given: "...a productive type of speech activity, through which oral verbal communication is carried out" [1, p.49].
According to N. D. Galskova and N. I. Gez, speaking is a form of oral communication, through which information is exchanged, carried out by means of language, contact and mutual understanding are established, and the speaker is influenced in accordance with the speaker's communicative intention [5, p.190].
From the point of view of E. I. Passov, "Speaking is an extremely multidimensional and complex phenomenon", which has the function of a means of communication, is one of the four types of activity, resulting in a product-a statement [16, p. 6].
I. A. Zimnaya believes that "... speaking should be considered as the very implementation of communication, as a process of external expression of the way of forming and formulating thoughts through language" [10, p. 69].
Consider the complex structure of the act of speaking, which consists of four phases:
1) incentive and motivational;
2) analytical and synthetic;
3) Executive;
4) controlling [1, p. 59-60].
Any speech intention arises on the basis of a motive, is mediated by a subjective speech code (subject code) and is formed as a plan or program of speech utterance. This phase represents the origin of an oral speech utterance and is a response to some presented stimulus that creates the basis for speech activity [9, p.28].
The analytical-synthetic phase is responsible for the internal formulation of the speaker's thoughts, i.e. for the selection of language tools for the implementation of the communicative intention.
The Executive phase is the actual voicing of the thought, its phonetic and intonation design. The thought formulated in the inner speech is clothed in a sound form.
The controlling phase involves comparing the voiced phrase with a certain reference sample for language and semantic errors that occur in the process of utterance in external speech, and, if necessary, their possible correction. [13, p. 217-219].
There are two main forms of oral-speech interaction: monological and Dialogic.
Each of the forms of speaking has its own specific features that should be taken into account in the educational process of a foreign language. Thus, statements implemented in monological form are usually planned in advance by the speaker, while Dialogic speech is controlled by both communication partners. For this reason, generated monologues differ in logical construction, semantic completeness, while dialogues are characterized by discontinuity and reactivity.
Let's look at each form in more detail.
In Russian linguistics, monologue speech is defined as the speech of a single person addressed to an interlocutor or a group of listeners in order to convey information in a more or less detailed form, Express their thoughts, intentions, evaluate events and phenomena, influence listeners by persuading or encouraging them to act [7 p.183].
The purpose of teaching monological speech is the formation of monological skills, i.e. the ability to logically consistently and coherently, fully and correctly in language terms to express their thoughts orally (S. F. Shatilov) [31, p. 81].
The content of teaching such types of monologue as narration, description, and reasoning includes a system of supports that demonstrate the characteristics of these types of monologue in terms of content, structure, and lexical and grammatical features.
First, these are examples of narrative, descriptive, and argumentative texts.
Second, these are the lexical units and syntactic structures that are characteristic of storytelling, description, and reasoning.
There are two ways of development of skills in speaking:
1. From the top down
2. From the bottom up
The first way involves developing the skills of monologue speech based on the read text. Here the text acts as a role model, which is reproduced with various variations.
The second way is connected with the development of monological speech skills without relying on the expanded text, based on the studied vocabulary and learned syntactic structures that are proposed to be used in the disclosure of the topic.
According to M. A. Izmailov, monologue statements of students can be evaluated taking into account the following criteria:
• correspondence of the utterance to the topic (situation) and solution of the communicative problem;
• the scope of the statement;
• tempo of speech;
• variety of speech patterns;
• the degree of coherence, logic, reasonableness of the statement;
• the presence of creative elements in the statement;
• lexical and grammatical correctness of students ' speech [30, p. 122].
Mironova understands dialogue as a form of information exchange between two or more interlocutors through replicas. Linguistic and paralinguistic means of dialogue are determined by its theme and situation [15, p. 58].
K. I. Salomatov states that dialogic speech is one of the most common forms of spoken speech. The monologue form of speech takes up less space in colloquial speech, usually the monologue is preceded by a dialogue. A dialogue is an exchange of statements generated by one another during a conversation between two or more interlocutors [23; p. 14].
In psychological terms, Dialogic speech always has a number of characteristics:
• Dialogic speech is always motivated. Every utterance has a reason and purpose, which is determined either by external or internal stimuli. It is necessary to arouse the student's desire, the need to speak, and for this purpose it is necessary to create conditions under which there would be a desire to say something, to Express their thoughts and feelings.
• Dialogic speech is always addressed to the listener, addressed to the audience.
• Speech is always emotionally colored, because the speaker expresses his thoughts, feelings, attitude to what he says.
• Dialogic speech is always situationally conditioned, since it occurs in a certain situation. Pragmatism is the essence and determines the logic speaking.
• Reactivity of speech is manifested in its dependence on the partner, in the unpredictability of his reaction [22; p. 119].
In the methodology, it is customary to distinguish between standard and free dialogues. Standard dialogues represent typical situations on everyday topics. Free dialogues are as follows: interview, question, conversation, discussion. These types are characterized by different measures of participants ' activity. During training, it is recommended to alternate all types of dialogues [21, p. 130].
Let's clarify the stages and techniques of teaching dialogic speech:
The first stage is training based on a sample dialog. At this stage, the following tasks are solved:
1) automation of stable expressions and cliched phrases;
2) formation of skills and abilities to establish semantic links between replicas;
3) formation of skills and abilities to carry out lexical and structural transformation of replicas, their logical deployment.
The second stage is step-by-step drawing up of the dialog. Its main task is to strengthen the ability to establish semantic links between replicas. When teaching reactive students are taught not to repeat the lexical units and structure of the stimulus response, but to supplement the reaction with a stimulus to continue the conversation. Training in stimulus cues is accompanied by the installation of new, interesting information on the message.
At subsequent stages of speech activity of students is modeled on the basis of training speech situation, including such elements as the motive and purpose of speech activity, a description of the situation of communication, the communicating characteristics.
The third stage is training based on standard situations, involving the exchange of 2-3 replicas from each side. Its task: training in the use of all four communicative types of utterance - messages, three types of questions, urges, exclamations.
The fourth stage is training based on situations that encourage a detailed dialogue; these situations should be as accurate as possible a model of communication, reproducing such conditions of communication of people that cause real motives for speech activity.
The fifth stage is training in speech interactions: students solve speech and non-speech problems together in pairs and group work; the technique of artificially creating information disequilibrium of students through individual work on different sources is used; this motivates the exchange of information to collect all the data in a common Bank to solve the problem.
The sixth stage is teaching role-based communication in the form of a dialogue based on a role-playing game (dramatization of this text, combining replicas of different characters in the desired sequence - students receive replicas of their character and must listen to others to combine the replicas given to them in a common logical context; then students receive only a General description of the plot and each of their roles) [13, p. 125-126].
According to M. A. Izmailov, the control of the formation of Dialogic speech skills can be carried out on the basis of quantitative and qualitative indicators. Thus, quantitative indicators include:
- number of replicas on each side;
- the number of dialogical units of different types;
- number of pauses.
Quality indicators include:
- spontaneity;
- emotional coloring;
- ability to perform in various roles;
- ability to combine different types of dialogues;
- ability to solve the set communicative task in the course of dialogical communication (to convince, object, disagree, Express your opinion, etc.;
- lexical and grammatical correctness of students ' statements [30, p. 115].
Thus, after analyzing the scientific literature, we have identified the main aspects of teaching speaking in English: the goals and objectives of teaching speaking, what skills a high school student should have, the structure of the act of speaking, and the psychological features of speaking. The main forms of oral-speech interaction were analyzed in detail: monological and dialogical, and methods and techniques for teaching them.
References:
1. Rogova, G. V. Methods of teaching a foreign language in secondary school: method. manual / G. V. Rogova, F. M. Rabinovich, T. E. Sakharova. - M.: Enlightenment, 2006. - 287 p.
2. Azimov, E. G. New dictionary of methodological terms and concepts: theory and practice of language teaching / E. G. Azimov, A. N. Shchukin. - Moscow: ICAR, 2010. - 446 p.
3. Galikova, N. D. the Theory of teaching foreign languages. Linguodidactics and methodology: textbook. manual for students / N. D. Galskova, N. I. Gez. - M.: Academy, 2009. - 198 p.
4. Passov, E. I. Communicative method of teaching foreign language speaking : manual for teachers / E. I. Passov. - M.: Enlightenment, 1985. - 208 p.
5. Leontiev, A. A. Fundamentals of the theory of speech activity / ed. by A. A. Leontiev. - Moscow: Nauka, 1974. - 241 p.
6. Leontiev, A. A. Fundamentals of psycholinguistics: textbook / A. A. Leontiev. Moscow: Smysl, 1999. 287 p.
7. Milovanova L. A. Actual methods of teaching foreign languages: textbook / L. A. Milovanova [et al.]; ed. by V. A. Tsybaneva. - Volgograd: VGAPO, 2019. - 252 p.
8. Kolesnikova, I. L. English-Russian terminological reference guide on the methodology of teaching foreign languages / I. L. Kolesnikova, O. A. Dolgina. Saint Petersburg: BLITZ, 2001, 183 p.
9. Shatilov, S. F. Methods of teaching the German language in secondary school: textbook. manual for students / S. F. Shatilov. - M.: Enlightenment, 1986. - 223 p.
10. Shamov, A. N. Methods of teaching foreign languages: General course: studies. textbook / ed. edited by A. N. Shamov. Moscow: AST, 2008. 253 p.
11. Mironova, N. Ya. Learning to listen to French colloquial speech: autoref. dis. ... candidate of medical Sciences / Mironova Nina Yakovlevna; MSU. - M., 1982. - 25 p.
12. Salomatov, K. I. Problems of teaching Dialogic speech / K. I. Salomatov // Foreign languages at school, 2007, no. 6, Pp. 14-15.
13. Rogova, G. V. Methods of teaching English at the initial stage in secondary school: a guide for teachers / G. V. Rogova, I. N. Vereshchagina. - M.: Enlightenment, 2005. - 222 p.
УДК 796 : 005.591.6
ВЛИЯНИЕ ПСИХОЛОГИИ В ПРОЦЕССЕ РЕАБИЛИТАЦИИ
Борисова Наталья Ивановна
преподаватель кафедры физической подготовки Сотникова Елена Андреевна
курсант 3 курса следственного факультета.
Омская академия МВД России, Россия, 644092, г. Омск, ул. Комарова, 7
Аннотация. В данной работе раскрываются психологические аспекты процесса реабилитации травмированного спортсмена. Приводится подборка понятия спортивной травмы. Рассматриваются факторы, влияющие на возникновение травмы. Приводится правильное построение тактики по процессу восстановления спортсмена. Показывается, что восстановление должно в себе сочетать комплексную программу, разрабатываемую с разными специалистами. Так же рассматриваются факторы, способствующие эффективности процесса реабилитации.
Ключевые слова. Психология спорта. Травмированный спортсмен. Реабилитация. Программа. Спорт.
Спорт - это всегда активность, которая сопровождается получением травм разной степени тяжести. Что касается профессионального спорта, то речь будет идти о неизбежности травм, в результате психологических и физических нагрузок . В данной работе мы рассмотрим психологические аспекты в процессе получения и восстановления от полученных травм.
В науке существует большое количество определений спортивной травмы. Многие авторы расходятся относительно критериев травм следовательно дают разное толкование. Например, Куинн и Фаллон (Qшnn,Fallon) определяют травму как «травмирующее событие в жизни, повлекшее физические и психологические последствия», Гоулд и Одри раскрывают травму как «значительное негативное событие, повлекшее за собой изменения в жизни». Если прочитать довольно немалое количество определений, то можно отметить, что авторы не ограничиваются только физическими последствиями, что на Наш взгляд является правильным, поскольку травма это не всегда результат физического воздействия, спортсмен может находиться в плохом эмоциональном состоянии, переживании и тому подобное, что и будет являться главной причиной. Мы хотим предложить свою трактовку данному определению, где травма раскрывается как «прежде всего определенное состояние, с наступлением которой утрачивается возможность полноценно функционировать, в силу физических и психологических последствий».
Существуют причины, вызвавшие какие-либо дисфункции. У спортсменов высока вероятность состояния агрессии, фрустрации, депрессии. В данной ситуации травмированный спортсмен не может здраво и адекватно оценить свое состояние и правильно выбрать путь реабилитационного процесса, где также важно определить нужную цель, для того чтобы достигнуть ее. Известность причин полученной травмы влияет на психологическую реакцию спортсмена на это событие. В данной ситуации спортсмен будет четко понимать, что его будет ожидать и каков будет его курс восстановления, но нередко
