CC BY
21
УДК 377
Chalakhyan A.L., teaching assistant, Financial University under the Government of the Russian Federation (Moscow, Russia), E-mail: alchalakhyan@fa.ru
Melnikova K.A., senior teacher, National University of Science and Technology MISIS (Moscow, Russia), E-mail: melnikova.ka@misis.ru
Avsievich P.D., teaching assistant, Moscow Pedagogical State University (Moscow, Russia), E-mail: pavsievish@gmail.com
SOCIOCULTURAL COMPETENCE DEVELOPMENT OF PEDAGOGICAL SPECIALITIES STUDENTS VIA THE INTERDISCIPLINARY APPROACH (ON THE BASIS OF TASK-BASED LEARNING). The article studies a problem of development of socio-cultural competence among students of pedagogical directions. The authors propose a strategy for the development of sociocultural competence, which improves both communication skills in a foreign language (English) and helps to adapt to authentic profile-oriented situations. The objective of the research is to prove effectiveness in the development of sociocultural competence and the English language proficiency using the proposed teaching strategy. The novelty of the research lies in the development of a strategy for the sociocultural competence development among students of a pedagogical specialty along with the development of language skills in the context of an interdisciplinary approach. As a result, it is found out that the interaction with the text, namely the decoding of culturally specific words, leads to improvement in the metacognitive analysis of cultural differences, and contributes to the improvement of language skills. This article is intended for higher educational institutions teachers of profile specialties.
Key words: task-based learning, authentic text, analytical reading, sociocultural and historical background, students' autonomy, vocational communicative skills
А.Л. Чалахян, асс., Финансовый университет при Правительстве Российской Федерации, г. Москва, Е-mail: alchalakhyan@fa.ru
К.А. Мельникова, ст. преп., Национальный исследовательский технологический университет МИСИС, г. Москва, Е-mail: melnikova.ka@misis.ru
ПД. Аесиееич, асс., Московский педагогический государственный университет, г. Москва, Е-mail: pavsievish@gmail.com
РАЗВИТИЕ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ У СТУДЕНТОВ ПЕДАГОГИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ С ПОМОЩЬЮ МЕЖДИСЦИПЛИНАРНОГО ПОДХОДА (НА ОСНОВЕ МЕТОДА ПРОБЛЕМНОГО ОБУЧЕНИЯ)
Статья посвящена проблеме развития социокультурной компетенции у студентов педагогических направлений. Авторы предлагают стратегию развития социокультурной компетенции, которая улучшает как навыки коммуникации на иностранном (английском) языке, так и помогает адаптироваться в аутентичных профильно ориентированных ситуациях. Цель исследования - доказать эффективность в развитии социокультурной компетенции и уровня владения английским языком с помощью предложенной стратегии обучения. Новизна исследования заключается в разработке стратегии развития социокультурной компетенции у студентов педагогической специальности наряду с развитием языковых навыков в контексте междисциплинарного подхода. В результате было обнаружено, что взаимодействие с текстом, а именно - декодирование культурно специфичных слов, привело к улучшению метакогнитивного анализа культурных различий, а также способствовало улучшению языковых навыков. Данная статья предназначена для педагогов высших учебных заведений профильных специальностей.
Ключевые слова: обучение на основе заданий, аутентичный текст, аналитическое чтение, социокультурный и исторический фон, автономия студентов, профессиональные коммуникативные навыки
Introduction
Modern education has experienced significant transformations in recent times. More and more teachers face problems of material selection and choosing a technique or approach for their lessons as the contemporary world needs not only intelligent students who are going to be teachers in their future but also open-minded ones. As a result, according to Harmer J. [1] in order to have a successful lesson and get a meaningful outcome from the learners to achieve predetermined goals, teachers should be careful with the materials they are going to use, language skills and systems to practice along with activities that will develop these skills. Thus, the overarching framework of methods used in the lesson is of utmost importance.
Owing to the current educational demand, a university teacher needs to find an interdisciplinary solution which enlightens third-year students about various spheres and develops critical thinking which seems to be one of the essential competencies of a public school teacher [2]. What is more, a modern pedagogical educational program requires knowing the literature of the studied language which is taught in the English language in order to boost students' English language level [3].
Thus, such modern problems necessitate modern solutions with an emphasis on developing learners' linguistic competence as well as creativity and critical thinking skills.
It is worth mentioning that dwelling upon the established approaches of using authentic texts in teaching English, the consideration of a text as a material base for exposing students to the study of lexical and grammatical items in the context prevails. The mentioned strategy promotes the complex analysis of the linguistic side of the text but not the sociocultural background of its creation. Lacking the information about the time of a text creation and the cultural values and traditions of the target culture embodied in the linguistic elements of a text could affect the perception of a written authentic material. Third-year students deprived of the information of the sociocultural factors determining the text formation may not appreciate the authentic material at a large-scale.
In such a case, in order to balance from the language-oriented and cultural-oriented approaches of working with authentic texts in teaching as a way to provide broader contextual analysis of a novel within the focus on lexical and grammatical language items, the interdisciplinary approach to be implemented. Not only should interdisciplinary approach be the focus but task-based learning as a tool to develop communicative competence.
As a result, the relevance of this article is due to the demand for the development of sociocultural skills to meet the criteria of a modern teacher.
The novelty of the article lies in the strategy for the development of sociocultural competence among students of pedagogical speciality along with the development of language skills in the context of an interdisciplinary approach.
The purpose of this article is to prove the efficiency in the development of so-ciocultural competence and English language level with the offered teaching strategy.
To achieve the set purpose we should do the following tasks:
• to examine the concept of sociocultural competence and its importance in the field of education;
• to review the existing literature on interdisciplinary teaching methods and their impact on students' sociocultural competence development within the implementation of Task-Based Language learning (TBL);
• to assess the effectiveness of an interdisciplinary approach in developing learners' sociocultural competence while teaching literature as a part of an English language course;
• to provide practical recommendations for educators on how to integrate interdisciplinary approaches into their teaching practice to foster students' sociocultural competence development.
Research methods used in a process of research are analytical (analysis of scientific and methodological literature and a review of theoretical data relevant to the research topic), empirical (observation of educational activities), experimental (conducting experimental training based on the proposed strategy), statistical (quantitative and qualitative processing, analysis of data obtained during the preparatory forming and control phases of the experiment).
Theoretical significance of the research lies in the development of a methodology for teaching learners via interdisciplinary approach with respect to the development of sociocultural competence.
Practical significance lies in the possibility of using the proposed strategy to educate students' of linguistic faculties to develop their sociocultural competence. Moreover, this paper can be used in lectures of linguodidactics.
The issue of sociocultural competence was investigated by Adams T.W. The researcher claimed that the use of the authentic texts in teaching English has dominated in the pedagogical environment since the middle of the 20th century when the communicative approach to teaching a foreign language came into force [4, p. 1].
An authentic text as a cultural phenomenon is considered by Mishan F. [5], who believes that one of the many advantages of working with authentic materials is due to their "richness of cultural and linguistic content" [5, p. 219]. Expanding his view on sociocultural factors driven the process of text perception, Kazha-nova Z.N. said that "Each selected text reflects the natural language environment and is accompanied by an explanation that introduces the lesson into the learning situation" [6, p.419].
The existence of several approaches to the implementation of authentic texts into teaching English is viewed both from the linguistic and pedagogical sides. Bloemert,
Jasmijn, et al provide an outline of approaches to the text analysis from the different angles [7, p. 373-373]:
1. The text approaches deal with the setting, plot and characters analysis
2. The context approach imposes the idea of studying the historical or cultural contexts of literary texts. Rais. K unites the text and context approaches by labeling them as a cultural one. When it is applied, the students are given the information about the author and the literary movement, they study the sociocultural conditions of life and observe the culture depicted in the text [8, p. 97]. In our study we will use the term "cultural approach" to unite the precise study of the text's narrative with the sociocultural context of its creation.
3. The reader approach establishes the tight connection between the "the reader and the text".
4. The "language approach focuses on using literary texts to advance students' language skills, such as reading and speaking, but also knowledge of grammar and vocabulary".
As the authors claim, the overlap of the several approaches could "support high quality teaching and learning" [9, p. 372-373].
Considering the text within a frame of the sociocultural product created by the native writers, we regard a written authentic material as a rich source for expanding the knowledge about the target culture via the process of a text perception and the analysis of the cultural and historical background.
In order to contribute to third-year students' acquisition of both the language and the culture as well as giving them the space for the autonomous learning of finding, eliciting, analysing and decoding the socioculturally specific information in the text, the interdisciplinary approach was implemented as the most effective established practice used in pedagogy.
Interdisciplinary teaching is an approach to education that involves integrating multiple subject areas and perspectives to address complex issues or themes. This approach is increasingly recognized as an effective way to promote deeper learning, critical thinking, and problem-solving skills. Louanne Johnson argues that interdisciplinary teaching can help students develop critical thinking skills and prepare them for the complex problems they will face in the real world [10].
Having set one of the goals to develop students' ability to work with authentic written text as a cultural phenomenon, we have decided to implement TBL as a way to establish the path for independent text analysis. From the perspective of developing the student's vocational skills of creating the learning materials of working with authentic texts TBL approach will stimulate students' interaction with the material by applying the interdisciplinary approach to a text analysis as well as developing their skills of the material design.
The choice of overlapping the following approaches to a text analysis as cultural phenomenonand thematerial formasteringthelanguage s kills provides the basis for stimulating and creative dialogical communication between a reader and a text via identificotiae.enalysis and internretation ottSeaulturolsnd socialvalues retlectedin the text, alongside with the study of sociocultural and historical background.
Task-Based Learning (TBL) or Task-Based Language Teaching (TBLT) refers to an approach based (mfheese eftasesau№e core usrtetelanning and instrsstionin language teaching [11]. This leads to the Communicative Language Teaching (CLT) apprsach ahdlncons¡CereS ae tneleg¡salgeveloamental stanebeaousesome of h he features of CLT are reflected in TBL:
- The focus on process rather than product.
g Ualnr lonnsage en e toel to slice u commuaieative ptelnlem.
- Tasks are sequences according to difficulty (Natural Order Hypothesis by StevsnKrosasn)[12]l
- Language is learned through real-life communication.
- Meaning is emphasized rather than form.
TBL gives the tess amentrelroleinlannsaeelaarnins asdmanes №iuleE^mrnu meaningful to the learners. It is a way to get students engaged and using English with sucholemente ae coiiano radoa,Sg¡ldinsosnfigense wltnlanrpaaeaneeoc¡als¡tua-tions. TBL is not about giving different tasks to complete one after the other. A task is a communicative activity that is focused on achieving a particular goal, where the main objective is to convey meaning totherfhan to atoUucespec¡f¡c leneueoe strncdures. And as with all frameworks, TBL also has its own structure that should be followed in order to reach its aims.
Nunan suggests that TBL is an effective approach to language teaching because it promotes learner autonomy and engagement. He argues that tasks should be designed to be relevant and interesting to learners, and that learners should be given
Pre-Task: framing/regulating/modeling a task
opportunities to negotiate meaning and use language in real-life situations. Nunan emphasizes that the teacher's role is to facilitate the learning process, rather than to provide instruction, and that the language learning goals should be embedded in the task [13].
Skehan proposed a framework of TBL that emphasizes the importance of task complexity in promoting language learning. He suggests that tasks should be designed to challenge learners' existing language knowledge and to provide opportunities for language development [14].
The framework consists of three stages: pre-task, task, and post-task where each of them may be subdivided into several aspects.
The pre-task stage works as a lead-in stage with the aim to introduce the topic and activate the lexical resource students may need when completing the task. It all starts with setting and introducing the topic (via pictures, phrases, songs etc.) and recalling vocabulary that may be useful in the task and outside. After that, the teacher gives instruction on the tasks and makes sure that all the learners understand how they will tackle the main task.
In the task cycle stage, future teachers cooperate and use whatever language they need to solve a problem that was stated by the teacher. The roles of the teacher here are mostly as an observer and facilitator. They come to the group and provide necessary guidance only on and after the report, in the language focus stage.
This last stage refers to the 1st P in the PPP (Presentation-Practice-Production) framework and allows students to work closely with the language form they have been introduced to in the previous stage [15]. At this point learners understand the meaning of this form of language, and it has already been contextualized in the tasks cycle. Learners practice the features of this form with the teacher and complete extra tasks for further study of this language form.
In moving from one component to another we are placing different linguistic demands on learners, but they are demands which reflect natural language use:
- in the task stage third-year learners gain fluency and work with the meaning of the language they are using. They get confidence in themselves as an effective communicator;
- in the planning and reporting stages students experiment with the language and have support from the teacher and their peers. Reports give them motivation to improve their work or reason to feel proud of themselves and give them the sense of achievement that promotes student motivation to continue studying the language.
- in the post tasks stage, they are given the opportunity to explore the form of the language and complete several tasks on it.
The main strength of TBL is that the focus is switched from the teacher to the learner, which helps to develop student autonomy. Students themselves decide what content and language they want to include and they have independence from tne tegener, os in some hramtional ElT Ttis geus the csportenity to solve
real life tasks that they would see outside the classroom, and to use different skills and sostamadhatwerepracticed before. At the same time TBL gives a purpose to communicate, which is one of the aims of this approach. Due to this, it is one of the best ways for a teacher to vary the lessons and make them strongly commu-
The possible limitations of this approach are that the language and the outcomes ofУhotaokmas doens raeddte . ltresulres n buns smouaterensSaratory work in order to reduce problems during the lesson. At the same time the teacher has to take into account that some tasks given to the students demand more lessons to devote se sosing them. Is das onset the teannpr sdmgln lulls tne at^L^drnn pP o nsquence of lessons as a chain in order to keep one lesson from sinking in language use compared to others.
As a control group, we have chosen third year students who will get a qualification of a teacher after graduation. It is worth considering that according to the syllabus the lanpuade anPlUedatureere twosubjectPudone monuie whlcPare i nterrelated and interconnected. Overall, there were 24 learners(B2 + level).
Before the implementation of our strategy, at a diagnostic stage, we measured the level of sociocultural competence according to the questionnaires of I. V. Soykina according to the following criteria [16, pp.167-169]:
• Metlaetlonal eriPerienimot¡ ves for learning a foreign language, the strength of motivation. [17]
• Cognitive criterion: knowledge of socio-cultural features and realities of the country, norms and rules of interaction between people, models of speech communication, behavior, Ideas, beliefs, judgments, customs, traditions, communication strategies, tactics [18, p. 113-114].
Task cycle: task -> planning -> report (working collaboratively without a teacher)
Language focus : Analyses & Practice (specific issues)
Fig. 1. Willis J. A Framework for Task-Based Learning
• Language level which was measured by the Dialang system [19].
We took into account all the mentioned needs and decided that TBL was the most suitable approach owing to its freedom and ability to teach independence, which is an essential skill for the future career. At the beginning of our experiment, third-year learners possessed no knowledge of cultural aspects of English literature, since in previous years, they were exposed to reading American literature. As a result, we have decided to incorporate reading "Theatre" by WS. Maugham, an English novel, into the learning process, as they were already familiar with American literature from the first half of the 20th century.
Pre-task stage. During the procedure, students were given handouts created by the teacher in order to familiarize them with:
1. Historical and cultural background, e.g. how extra linguistic factors are revealed in the text;
2. Content, e.g. follow-up questions about the chapters (CCQ questions and several quotations to revise the context of their use);
3. Vocabulary, stylistic devices and grammatical aspects, e.g. sort out the most significant items of a chosen chapter which will be useful in real life communication.
The work has been subdivided into several steps as follows:
At a pre-stage, a teacher provides future teachers with the author's biography and the historical setting the novel was written in.
The second step is dedicated to evoking third-year students' knowledge of the historical and social background of the UK in the first half of the 20th century. The teacher asks eliciting questions devoted to the discussion of social class system in the English culture, stimulates to characterise the daily routine of the citizens and asks to name the culturally-driven patterns of establishing the communication by the native speakers. At this stage, the teacher establishes the sociocultural background in order to depict the values of the representatives of the English society in the 20th century to be discussed after the reading sessions.
Pre-text discussion. In order to appeal to learners' experience of visiting theatre, the teacher asks them the plot-connected questions to give students the clues concerning the complexity of Julia Lambert character in the novel which will be analysed during the lessons.
1. How often do you go to the theatre? Are the special plays you are attracted to? What are the aspects you tend to appreciate in the first place?
2. Then the learners are given the quotation by Julia's boss Jimmie Langdon who promoted the actress and praised her acting skills:"The public isn't really interested in the theatre. In the great days of the English stage, people didn't go to see the plays, they went to see the players. It didn't matter what Kemble and Mrs. Siddons acted. The public went to see them." [20, p.9] This quote reflects the attitude of Julia and expands our view on her acting career. At the same time, it foreshadows the appearance of a young accountant, who saw Julia's performance three times due to his admiration of her. Additionally, the mentioned phrase highlights the second vital topic in the novel-foreshadowing the parallel between Julia Lambert and Mrs. Siddons's acting and private life story.
3. After discussing the quote and finding the arguments for supporting Jimmie Langdon's point of view, students proceed to a pair of work discussing their favorite actors and dwelling upon the tragedy of being an actor/actress. The discussion activates learners' schemata on the topic of performing on a stage and after that they predict the misfortunes of the acting career that the main character, Julia Lambert, could experience.
While-reading and post-reading stages. Participants write a biography from the main characters' points of view (Julia Lambert and her husband, Mike) in order to analyse their personality the way their background shapes the life values. In a lesson, the teacher asks learners to underline the facts that proves the belonging of the main characters' to different social classes:
- "And she was glad he'd been to Cambridge. He had rowed for his College and at one time there was some talk of putting him in the university boat." (Julia on Michael education) [20, p.22]
- Julia felt "that she must conceal the actress, and without effort, without deliberation, merely because she felt it would please, she played the part of the simple, modest, ingenuous girl who had lived a quiet country life" [20, p. 30].
The mentioned phrases are rich in giving the sociocultural elements of British society (the cultural approach to a text).
After-reading. The first task students were faced with was to do follow-up activities after reading devoted to stylistic analysis of the text and vocabulary tasks. In the lessons, the first stage of working with the text was devoted to checking future teachers' knowledge of content, analyzing the main characters' behavior by examining lexical and grammatical items. After reflecting on their analysis, participants moved to complex stylistic analysis of the text, where they discussed their types, connotations, and influence on reader perception.
The second stage of work with vocabulary was restricted to analyzing the content of the text:
• revise the context in which the lexical items were used
• use five adjectives to describe the house of Julia and Michael.
• What was the interior design? Was it modern or classical?
• By what means the author described the financial and social position of the main characters?
In order to answer the question, describe the location of the house, google the information about London districts and tell if their house is located in a rich or a poor area. To scaffold students, the teacher shows them the following quotation from the text: " They lived in Stanhope Place, and when they arrived Julia told the butler to show the young man where he could wash his hands' [20, p. 3].
• do controlled-practice, e.g. match the term to its definition, come up with the antonyms/synonyms to the words, fill-in-the gap tasks etc;
• do free-practice.
The following stage of the text analysis was devoted to introducing the historical and cultural background by analyzing the culturally specific lexical items and notions used in the text. Here are some of the examples:
"She took him into a fair-sized room behind the dining-room. Though it was supposed to be Michael's private sitting-room - "a fellow wants a room where he can get away by himself and smoke his pipe" - it was chiefly used as a cloak-room when they had guests. There was a noble mahogany desk on which were signed photographs of George V and Queen Mary. Over the chimney-piece was an old copy of Lawrence's portrait of Kemble as Hamlet. On a small table was a pile of typescript plays." [20, p. 9-10].
After showing the passage, the teacher started to ask questions about the reign of George V and Queen Mary. This helps them to identify the importance for characters of the novel keeping signed photographs of the royal family. This information gives us the implicit facts about the social position of the main characters thanks to the implementation of the cultural and language approaches to the text analysis.
The next element of the text perception is connected with establishing the links between the perception of the female character the way the author portrayed her. The teacher gives learners the creative tasks to stimulate the analysis of the communicative patterns of Julia Lambert and her husband in the following situation:
The students are divided into two groups. First group writes a letter from Julia's point of view to her husband Michael when he was in America. The first group writes an emotional letter and should structure the narration with the use of metaphors, similes and hyperbole to reflect on the emotional state of Julia. The second group writes a letter from Michael's point of view to Julia when he lived in America. The male's letter should consist of emotionally neutral lexical items with the simple sentences. The vivid examples of the letters illustrate the psychological differences between the characters, thus stimulating students to analyse the mood of the characters, decide on the mood of writing and structure the letter in a precise manner suitable for the characters. Such a task combines the language approach to a text with the analysis of a stylistical items as well as a reader approach to trace down how learners' perception of the characters changed during the reading.
Having introduced and set the scheme for the creation of handouts, participants have to work in small groups and discuss the chapters together.
To facilitate the group in accomplishing its academic objectives, a weak form of the TBL was implemented. This model advocates for a pedagogical sequence that begins with the model, given by the teacher to enhance the quality of SS's further outcome (while working in 'a task stage') within acquisition of language forms. This method is designed to ensure that students utilize language structures that correspond to their current level of proficiency while also providing support and guidance to help progress towards more authentic and successful task presentation. This form of instruction can be described as task-supported language teaching.
Task circle. At home, students worked in small groups in order to create the handouts for the chapters they were responsible for. During the lesson, learners presented their work by conducting the lesson devoted to the discussion of the named chapters, monitoring their peer's answers to check not only the content (asking comprehensive questions), but also to analyse the sociocultural background. The teacher's position was to observe presenters' interaction with the peers, the way the discussion of the chapters proceeded (the type of eliciting questions asked, by what means the presenters stimulated students to establish connections between the character's behavior and their cultural background).
There are several examples created by the participants devoted to the analysis of the sociocultural and historical background of the novel:
• When studying the historical and social background of the story, the majority of performers succeeded in noticing, analyzing and evaluating the importance of these factors in analyzing the text. For example, some third-year learners wrote down such words as "aristocratic", "duchess", "bohemian", and "heirless" to illustrate the social class division and discuss its role in British society.
• To discern the correlation between Mrs. Siddons' and Julia Lambert's lives, students gave additional information about Mrs. Siddons, reflected on her position in a historical theatrical legacy, and were asked to identify the parallels of their careers.
• Another illustration of deep analysis of the text is the way they examined symbolism in the text: W.S. Maugham mentioned several times historical figures such as Madame de pompadour, Alfred de Musset, etc. Students treated these references as comparisons that Maugham made consciously between the characters and these historical figures.
The following example is aimed at illustrating the creative tasks set up followed by language analysis:
• To appeal to peers' experience, the group responsible for showing their handouts, asked the following questions to their peers: How did you feel about the breakup? What were your feelings at the moment of parting? How did you cope with the breakup,
what helped you? These questions established the mood for the discussion of Julia's mental state after a break-up. Then, students wrote a post on Telegram "How to survive the breakout?" Once the rules were written, the participants asked their peers to name the rules Julia followed. The mentioned task helps to develop creative thinking and at the same time check the content of the read chapters in a novel way.
• After that, the learners provide the list of quotes of Julia revealing her mental state after the break up. They find the stylistic devices and explain their meaning in the context of Julia's life: "I'm a beast, I'm a slut. <..>I'm rotten through and through.'", "I feel like a queen returning from exile" etc. [20, p. 178].
Despite the fact the development of sociocultural competence is mostly focused on cultural aspects, in our experience, we also decided to work on language skills as reading authentic text may cause some difficulties in understanding the idea as well as replenishing your vocabulary with more authentic phrases. It is worth mentioning that learners were improving all language aspects in the process of group work: lexis, phonetics, grammar, speaking, reading, writing. Speaking about lexis, the main goal was to find out new adjectives as well as idioms to implement them in their active vocabulary. For example: "He paid for it on the nail" - to pay someone on the spot; "it was a weight off her mind" - a relief after having shared what one is thinking or feeling with others). [20, p. 102, 141].
In addition, students used various methodological techniques when they were explaining new material, for example, they not only deductively gave the material to students, but also inductively tested the students' primary knowledge by means of the following exercises:
Tick the phrases you know (as an example of 'test-teach-test approach' where language items are taught rather inductively than deductively [1, p. 379]):
• To be sufficiently well established
• He was unperturbed
• Those words gave her a thrill
• Having a few minutes still to spare
In the process of teaching writing, it is essential to take into account grammatical peculiarities of the text as it may contain different styles of writing: formal or informal letter, etc.
Analysis of presentations gave the opportunity to discuss the stylistic devices they have included into their handouts. In addition, their work with vocabulary was conducted in alignment with the cultural approach to the text: they noticed historical words but they didn't go further in discerning their contemporary meaning. As a result, the teacher had to facilitate analysis of the historical background.
As it was mentioned above, at the pre-task circle the teacher selected 7-10 sentences to illustrate the stylistic devices (SD) to analyze. Firstly, students discussed the answers in small groups and then checked together. It turned out that the majority did not show confidence in naming the SD and providing the arguments to support their view. The teacher supported learners' work predominantly by giving the list of SD (metaphor, simile, hyperbole, irony) and explaining the chosen quotes in the context of discussing the themes in and the plotline of the novel. When future teachers were responsible for creating their own handouts, they chose the list of the sentences and via conducting a lesson helped their peers who struggled with the answers by stressing out the differences between two chosen SD.
At the final stage, in order to illuminate the complexity and intricacy of conducting stylistic text analysis, the teacher gave the list of sentences being shown and discussed previously to check how well they grasped the information.
Language focus. In accordance with the established approaches to teaching English literature and developing linguistic knowledge, Lazar G. and Rais К. outlined that the language-based approach to teaching literature in English lessons enhances students to "develop a response to literature through examining the linguistic evidence in the text" [9, p. 25]. Based on such a call for studying the language used to portray vividly and precisely the main characters of the novel as an appeal to aesthetic perception of the literary work, the emphasis was given to investigate stylistic devices.
Being an integral part of the Foreign Language discipline, special attention was paid to the language in the text, namely, improving language skills and systems: stable words and expressions, phrases, words, accent features and writing in various genre styles.
The teacher's task at this stage is to check how well the language features that should have been deduced and worked out during the presentation of the novel's chapters at the task cycle stage were mastered. Moreover, to cover all the set goals from the strategy, it is necessary to give the development of new lexical units on controlled practice. For instance, at the lesson, web-tools were implemented to learn new vocab-
Table 1
Example of the task used to learn new vocabulary
Curtain tall suggesting a positive and successful future
Auspicious a room, especially in a theatre, in which actors put on clothes and make-up
Halting the band's last appearance on stage
Final call the time just after a play or show when the performers come to the front of the stage and the audience applauds
ulary and as a result, by means of freer practice, learners had to talk about the hero's day in order to practise new words by means of matching the terms and definitions in the context. Students were given a piece of text on the basis of which they did the task as follows:
In addition, the teacher drew the students' special attention to what could have been missed by the speakers during the presentations, which is one of the main components of the work in the TBL method (for example, the phonetic features of the "Cockney" accent - since not all were shown by the students). At the task circle stage, students gave a theoretical difference between RP and Cockney (since phonetics is also included in the triad of Foreign Language disciplines), and also showed some pronunciation features in this accent on the example of phrases of heroes: "I thought I recognized you the moment I saw you, that's why I turned back, to make sure, see, and I said to meself, if that's not Julia Lambert I'm Ramsay Macdonald. Then you stopped to look in that shop window and that give me the chance to 'ave a good look at you. What made me 'esitate was seeing you in the Edgware Road. It seems so funny, if you know what I mean" [20, p. 167].
Examples of the following phonetic features were given:
• glottal stops, like in water Лга^э/, cottage /kDPidj/;
• th' = /v/ 'think' - /fi^k/, 'theatre - /йэ?э/', 'author'- Мэ/.
At the language focus stage the teacher focused on such phonological features
as:
• 'h' dropping: horrible /Dr^w/, who /u:/, help /ewp/;
• replacing /k/ before a consonant: blackboard /ble?bo:d/ with subsequent practice in reading the characters' monologues.
Students were also drawn to the grammatical features of the construction of the text, as it partially or completely echoed the main grammatical components of the main course of a Foreign language at the C1 level, for example [20]:
It was her who found the golden ring in the garden yesterday. (inversion)
Not since he was with his friends gambling was he full of the joys of spring. (cleft sentence). Eventually, students performed grammar exercises on these topics, and also altered fragments of the text of the novel for the given structures.
The stylistic analysis of the novel broadens not only learners' knowledge about the linguistic items (their connotations, collocations and the context used in) but also stimulates readers to critically analyse the cultural side of a linguistic sign. Suffice to say that students can expand their vocabulary and knowledge of English grammar which helps to improve their language skills in the foreign language discipline, which once again emphasizes the double goal achieved by means of working with an authentic text. To track the ability to identify, illuminate, and analyze stylistic devices is of particular significance for mastering the strategies of language text analysis at a deep level. To firmly establish a connection between the language expressions and world categorization, we assigned the task to underline the sociocultural phenomena and analyse through which lexical and grammatical items the sociocultural information is expressed both implicitly and explicitly. The vital aspect to highlight is that at the pre-task circle the diagnostic test was conducted on stylistic analysis based on the examples from the novel shown by the teacher. The results of the diagnostic test demonstrated participants' gaps in identifying the stylistic devices, and the outcome underscored the profound significance of pre-teaching the wide aspect of stylistic devices. The exposure to the following detailed stylistics study stems from the fact that the majority of students concentered on identifying types of imagery (visual, auditory, tactile, gustatory, olfactory), repetition, and epithets, while the vast range of stylistic devices were not named at all which proved that the analytical outcome bore out their ignorance in stylistic terms.
The obtained data was a trigger for illuminating the importance of language analysis. Firstly, the teacher conducted short lectures explaining the following stylistic devices: Irony (verbal, situational, dramatic), sarcasm, satire, metaphor and its types (genuine/trite, simple/extended), synesthesia, personification, metonymy, and its types (genuine/trite), pun, and zeugma. The participants were also given the tasks to identify the differences between these devices and they hold continuous assessment of stylistic devices on blooket.com.
Afterward, to devote attention to stylistical text analysis, the teacher divided learners into small groups and assigned them the task to create handouts for the peers to master the analytical skills of finding and explaining stylistic devices. Providing the pace for group work is an entirely appropriate way to tackle the problem of language units' identification, recognition, and exposure in an autonomous way. While creating the materials devoted to the distributed chapters, learners had to provide the context in which the sentences were used and ask their peers to identify and explain the contextual use of the chosen sentences. In that way, they got comprehensive and extensive input of stylistic devices and were theoretically and practically prepared to conduct accurate stylistic analysis in the next lessons.
In the process of text perception the vital role is given to critical analysis of the context and the time creation of a text as a mirror reflecting the sociocultural information about the target culture. Critical thinking is an inseparable part of meaning construction when mastering a foreign language, as it helps to decode the culture that the language is associated with. This is consistent with previous assertions that language "prompts novel cognitive representations' [21, p. 363]. To teach students to decode another language through reading, we have decided to concentrate on sociocultural and historical background to elicit the semantic features of words in the context of a text creation. In this case, the reading comprehension largely depends on the readers'
participant in constructing the learning process by means of efficient interaction with the target culture. In order to effectively navigate participants in analysing not only the linguistic side of an authentic text but as well as the cultural and the historical background of its creation, the TBL to be implemented as a way to stimulate learners to interactive text perception and analysis.
To bring the analysis of the results to a close, it is of great importance to state that students' vocational skills were developed on the basis of creating handouts for the chapters. Working with one material base during the term, students not only mastered the cultural, historical, and social features of the historical period, but also demon-stratedt hroughtextana lysis by providing the thoughtful questions and tasks in their handoute.
Aswgll as thgthur students' exposure to foreign literature was previously dominated by American texts. Their lack of knowledge in British literature therefore provides a clean slate upon which to study their sociocultural development as naïve experimental subjects.
The combination of intensive and extensive reading provides the ground for students' professional development: continuous elaboration of handouts allows students to expand their vocational skills in task design, lesson planning, and also through means of materials presentation.
The extent, to which students' sociocultural competence was developed, was measured by the analysis of students' replies. The ground for collecting the reliable and comprehensible answers was constrained to the following criteria:
• The ability to provide the theoretical basis on British norm-standardized way ofcommsn ication with the following confirm of the use of the language items at a lexical, syntactical, and grammatical levels.
• The mastery to claim that the mentioned facts are undeniable because of the roinlset.
• Accumulate the correlation between the objective highlight of the phenomena witeiheculliraSyand cognitively predefined rules of transmitting the message.
Despite the fact that at the beginning of the experiment, the students' outcome of tSeenaiyeBwas sopo ifiicial and not theoretically sustained, it inhibits students' discussion of the text's context. The relevance of discussion of the historical and sociocultural bsckground wasdriven from that situation, and, respectively, in the preceding lessons, studentouS Sed Sedam onstrate the scant evidence of noticing and identifying the cult eralworule asdnetion s, accompanied by revealing the links between the mindset and the language. There can be no doubt that reading and analysing an authentic text is of great significance for learning the language, doing stylistic and cultural analysis altogether, but it is not always practical and valid to conduct the in-depth cognitive analysis of the text.
Swrtherreiearch development can be conducted in terms of boosting language skills through reading British literature of pedagogical specialities students.
Библиографический список
1. Harmer J. The practice of English language teaching. London; New York, 2001: 401-405.
2. OnerD., AggulY.G. Criticalthinkingforteachers.IntegratedEducationandLearning. Cham: Springerlnternational Publishing, 1995: 319-336.
3. Institute of International Education: the curriculum of students of pedagogical directions. Available at: https://drive.google.com/drive/folders/1GY3iWsw5iyidBCrMGOA4jktZQfush Stp
4. Adams T.W. What Makes Materials Authentic. ERIC Document Reproduction, 1995.
5. MishanF. Authenticatingcorporaforlanguagelearning:aproblemand itsresolution. ELTJournal.2004; Т. 58, № 3: 219-227.
6. Кажанова З.Н. Коммуникативная ориентация в отборе и обработке учебного текстового материала. Вестник Тамбовского государственного технического университета. 2009; T. 15,№2:417-421.
7. Bloemert J. et al. Students' perspective on the benefits of EFL literature education. The Language Learning Journal. 2019; Т. 47, № 3: 371-384.
8. РаисК. ХудожественнаялитературавобучениианглийскомуязыкувРоссии. Вопросыобразования.2018; № 2: 91-116.
9. Lazar G. Literature and language teaching: A guide for teachers and trainers. Cambridge University Press, 2009.
10. Johnson L.A. Teachingoutsidethebox:Howtograbyourstudentsbytheirbrains.JohnWiley& Sons,2015.
11. Willis J. A flexible framework for task-based learning. Challenge and change in language teaching. 1996; Т. 52: 62.
12. Krashen S.D., Terrell T. Naturalapproach. NewYork:Pergamon,1983: 20.
13. Nunan D. Task-based language teaching. Cambridge university press, 2004.
14. SkehanP. etal. Acognitiveapproachto languagelearning.OxfordUniversity Press, 1998.
15. Scrivener J. Learning teaching. Oxford: Macmillan, 2005; Т. 2.
16. Сойкина И.В. Формирование интереса к изучению иностранного языка у студентов педагогического вуза неязыковых специальностей. Диссертация ... кандидата педагогическихнаук.Брянск, 2003.
17. Пахотина С.В. Диагностика уровня сформированное™ социокультурной компетенции у студентов факультета физической культуры педагогического вуза. Молодой ученый.2014;№4 (63):1060-1064. Availableat:https://moluch.ru/archive/63/9708/
18. Пахотина С.В. Формирование социокультурной компетенции студентов: на примере факультета физической культуры: монография. Saarbrucken: LAP LAMBERT AcademicPublishing,2014.
19. Dialang system. Lancaster University. Available at: https://dialangweb.lancaster.ac.uk/
20. Maugham S. Theatre. Vintage classics. 2001.
21. Evans V. Cognitive linguistics. Edinburgh University Press, 2006.
References
1. Harmer J. The practice of English language teaching. London; New York, 2001: 401-405.
2. Oner D., Aggul Y.G. Critical thinking for teachers. Integrated Education and Learning. Cham: Springer International Publishing, 1995: 319-336.
3. Institute of International Education: the curriculum of students of pedagogical directions. Available at: https://drive.google.com/drive/folders/1GY3iWsw5iyidBCrMGOA4jktZQfush Stp
4. Adams T.W. What Makes Materials Authentic. ERIC Document Reproduction, 1995.
5. Mishan F. Authenticating corpora for language learning: a problem and its resolution. ELT Journal. 2004; T. 58, № 3: 219-227.
6. Kazhanova Z.N. Kommunikativnaya orientaciya v otbore i obrabotke uchebnogo tekstovogo materiala. Vestnik Tambovskogo gosudarstvennogo tehnicheskogo universiteta. 2009; T. 15, № 2: 417-421.
7. Bloemert J. et al. Students' perspective on the benefits of EFL literature education. The Language Learning Journal. 2019; T. 47, № 3: 371-384.
8. Rais K. Hudozhestvennaya literatura v obuchenii anglijskomu yazyku v Rossii. Voprosy obrazovaniya. 2018; № 2: 91-116.
Motivational Criteria
Cognitive Criteria Language
Bwdorw thw experiment ilAftwr the experiment
Fig. 2. Results of the assessment of the formation of sociocultural competence
attention to noticing, analyzing, and decoding culturally-specific words, which leads to improvingtheirmeta-cognitive analysisofcultural differences.
Finally, after the strategy implementation we conducted one more measurement andfvtPPo foXowigc restltewUi vhace prose ntptinOig urgf.
In itisdernvngnraCedallfUccrnePawniehform ssgiovunuralmomeetonneimn inroved1 Thus, at ttne vn% begh^cg nf wurnx.hrimeut mefivotoa.gtl octy <№% df ytudenrs,hhwever,ottOeenCaf thaexcer¡mectrUeeealteot sfgwud progrens upto 56%d Needleseto vey ubocf aofvitive ctitvria. Indivifualls created handouts improved ycnn¡t¡og iPUs %smie% ton4%t Mo|•gocgr,we mnsttaoe into account language boosting from 24% up to 72%. All the criteria were measured the same way as at the diagoovtic otage.
Coeclusioe
Thudamands oftho rueWgoi adeaahan ogwaeeiorting ardespfa. linvuigtlУcontper tence via mastering the foreign language calls for considering a learner as an active
9. Lazar G. Literature and language teaching: A guide for teachers and trainers. Cambridge University Press, 2009.
10. Johnson L.A. Teaching outside the box: How to grab your students by their brains. John Wiley & Sons, 2015.
11. Willis J. A flexible framework for task-based learning. Challenge and change in language teaching. 1996; T. 52: 62.
12. Krashen S.D., Terrell T. Natural approach. New York: Pergamon, 1983: 20.
13. Nunan D. Task-based language teaching. Cambridge university press, 2004.
14. Skehan P. et al. A cognitive approach to language learning. Oxford University Press, 1998.
15. Scrivener J. Learning teaching. Oxford: Macmillan, 2005; T. 2.
16. Sojkina I.V. Formirovanie interesa kizucheniyu inostrannogoyazyka u studentovpedagogicheskogo vuza neyazykovyh special'nostej. Dissertaciya ... kandidata pedagogicheskih nauk. Bryansk, 2003.
17. Pahotina S.V. Diagnostika urovnya sformirovannosti sociokul'turnoj kompetencii u studentov fakul'teta fizicheskoj kul'tury pedagogicheskogo vuza. Molodoj uchenyj. 2014; № 4 (63): 1060-1064. Available at: https://moluch.ru/archive/63/9708/
18. Pahotina S.V. Formirovanie sociokulturnoj kompetencii studentov: na primere fakul'teta fizicheskoj kul'tury: monografiya. Saarbrucken: LAP LAMBERT Academic Publishing, 2014.
19. Dialang system. Lancaster University. Available at: https://dialangweb.lancaster.ac.uk/
20. Maugham S. Theatre. Vintage classics. 2001.
21. Evans V. Cognitive linguistics. Edinburgh University Press, 2006.
Статья поступила в редакцию 31.03.23
УДК 378
Abdurakhmanova P.D., Doctor of Sciences (Philology), Professor, Dagestan State Pedagogical University (Makhachkala, Russia),
E-mail: passikhat05@mail.ru
Sagidova M.Ch, Cand. of Sciences (Philology), senior lecturer, Dagestan State Pedagogical University (Makhachkala, Russia), E-mail: passikhat05@mail.ru
Shabanova D.S., Cand. of Sciences (Philology), senior teacher, Dagestan State Pedagogical University (Makhachkala, Russia), E-mail: passikhat05@mail.ru
THEORETICAL APPROACHES TO THE FORMATION OF SPEECH CULTURE IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE. The article highlights modern theoretical approaches to the people studying at Russian universities speech culture formation in the foreign language learning process. Before talking about this subject, the most significant features of the human society development over the past three decades are studied. According to the results of their analysis, it is concluded that the improvement of the language training system, and, therefore, the introduction of measures to develop their speech culture into it, is a necessary condition for the further progressive higher education system development in our country. Then the characteristic features of the modern pedagogy development are demonstrated, which determine the need to modernize the foreign language training of students, including non-linguistic specialties. The key components of the effective foreign language training process at the present Russian higher education development stage are studied, special attention is paid to the speech culture formation. The phenomenon of speech culture is characterized as one of the most important modern university graduate professional portrait features. Next, its formation model is proposed and pedagogical conditions are identified that ensure the effectiveness of such a model implementation.
Key words: speech culture, formation of students' speech culture, higher education, foreign language in university, foreign language in non-linguistic university
ПД. Абдурахманова, д-р филол. наук, проф., ФГБОУ ВО «Дагестанский государственный педагогический университет», г. Махачкала,
E-mail: passikhat05@mail.ru
М.Ч. Сагидова, канд. филол. наук, доц., ФГБОУ ВО «Дагестанский государственный педагогический университет», г. Махачкала,
E-mail: passikhat05@mail.ru
Д.С. Шабанова, канд. филол. наук, ст. преп., ФГБОУ ВО «Дагестанский государственный педагогический университет», г. Махачкала,
E-mail: passikhat05@mail.ru
ТЕОРЕТИЧЕСКИЕ ПОДХОДЫ К ФОРМИРОВАНИЮ РЕЧЕВОЙ КУЛЬТУРЫ В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА
Освещаются современные теоретические подходы к формированию речевой культуры лиц, обучающихся в российских вузах, в процессе изучения иностранного языка. Перед разговором о данном предмете изучаются наиболее существенные особенности развития человеческого общества на протяжении трёх последних десятилетий. По результатам их анализа заключается, что совершенствование системы языковой подготовки студентов, а, значит, и внедрение в неё мер по развитию их речевой культуры, представляет собой необходимое условие дальнейшего поступательного развития системы высшего образования в нашей стране. Затем демонстрируются характерные черты развития современной педагогики, определяющие необходимость модернизации иноязычной подготовки студентов, осваивающих, в том числе, неязыковые специальности. Изучаются ключевые составляющие процесса эффективной иноязычной подготовки на современном этапе развития системы отечественного ВО, особое внимание при этом уделяется формированию речевой культуры. Характеризуется феномен речевой культуры как одной из важнейших черт профессионального портрета выпускника современного вуза. Далее предлагается модель её формирования, и выявляются педагогические условия, обеспечивающие эффективность реализации такой модели.
Ключевые слова: речевая культура, формирование речевой культуры студентов, высшее образование, иностранный язык в вузе, иностранный язык в неязыковом вузе
Актуальность темы, выбранной для рассмотрения в рамках настоящей статьи, может быть объяснена рядом объективных процессов, происходящих в современном человеческом обществе. Наиболее ярким из них является усиление глобализации [1, с. 80-81]. Оно прослеживается в социально-экономической, политической и культурной сферах (А.Г. Асмолов, Е.В. Бебенина, ГВ. Бурменская, И.А. Володарская, Н.Д. Гальскова, И.М. Елкина, Н.Ф. Коряковцева).
Естественно, что процесс подготовки кадров, конкурентоспособных в условиях такого общества, также должен претерпеть определённые изменения [2, с. 160]. Сегодня в ходе их обучения повышенное внимание должно уделяться формированию иноязычных компетенций (ГВ. Бурменская, И.М. Елкина, Е.И. Пассов) [3, с. 18]. Данная ситуация, в свою очередь, требует интенсификации поисков наиболее эффективных подходов к процессу развития таковых [4, с. 24-25].
Таким образом, цель нашего исследования мы можем определить как освещение современных теоретических подходов к формированию речевой культуры в процессе изучения иностранного языка.
Для её достижения необходимо решить следующие задачи:
- продемонстрировать характерные черты развития современной педагогики, определяющие необходимость модернизации иноязычной подготовки студентов, осваивающих, в том числе, неязыковые специальности;
- изучить ключевые составляющие процесса эффективной иноязычной подготовки на современном этапе развития системы отечественного ВО, уделяя внимание, в том числе, формированию речевой культуры;
- охарактеризовать речевую культуру как одну из важнейших черт профессионального портрета выпускника современного вуза;
- предложить модель её формирования;
- выявить педагогические условия, обеспечивающие эффективность реализации этой модели.
Решению вышеперечисленных задач способствовало применение следующих методов исследования: анализ педагогического опыта авторов, изучение литературы, затрагивающей интересующую нас проблематику.
