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24Обучение аргументации на уроке иностранного языка с учётом принципов партисипативного подхода
Быстрай Елена Борисовна,
профессор, доктор педагогических наук, заведующий кафедрой немецкого языка и методики обучения немецкому языку, ФГБОУ ВО «Южно-Уральский государственный гуманитарно-педагогический университет» E-mail: bistraieb@cspu.ru
Белова Лариса Александровна,
доцент, кандидат филологических наук, доцент кафедры немецкого языка и методики обучения немецкому языку, ФГБОУ ВО «Южно-Уральский государственный гуманитарно-педагогический университет» E-mail: belovala@cspu.ru
Штыкова Татьяна Валентиновна,
доцент, кандидат педагогических наук, доцент кафедры немецкого языка и методики обучения немецкому языку, ФГБОУ ВО «Южно-Уральский государственный гуманитарно-педагогический университет» E-mail: shtykovatv@cspu.ru
Челпанова Елена Владимировна,
доцент, кандидат педагогических наук, доцент, заведующий кафедрой английского языка и методики обучения английскому языку, ФГБОУ ВО «Южно-Уральский государственный гуманитарно-педагогический университет» E-mail: chelpanovaev@cspu.ru
Шабалина Анастасия Александровна,
доцент, кандидат педагогических наук, доцент кафедры педагогики и психологии, ФГБОУ ВО «Южно-Уральский государственный гуманитарно-педагогический университет» E-mail: shabalinaaa@cspu.ru
В современном мире востребованы специалисты, обладающие такими качествами, как способность к самоанализу, саморазвитию, умеющему работать в команде, принимать решения, убеждать других. В условиях глобализации аргументированно выступать или вести диалог с партнёрами приходится на иностранном языке. Обучение аргументированному высказыванию на иностранном языке предполагает формирование умения правильно формулировать тезис, подбирать аргументы, строить высказывание с использованием средств образности и интонационной выразительности изучаемого языка. Все это требует высокой умственной активности и учит в дальнейшем не только находить решения в проблемных ситуациях, но и без страха выступать на конференциях, участвовать в дискуссиях, обсуждать общественно-политические вопросы. Обучение аргументированному высказыванию на языковых факультетах успешнее всего проходит, если учитывать парти-сипативный подход. Статья посвящена анализу процесса аргументации, приведены результаты опроса студентов на предмет умения использовать аргументы в сообщениях на иностранном языку, предложены упражнения на развитие аргументированной речи и формы работы соответствующие принципам парти-сипативности.
Ключевые слова: коммуникация, партисипативный подход, аргументированное высказывание, убеждение, взаимодействие, аргументатор.
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Communication, being the main function of the language, provides possibility for communication, intercultural dialogue and interaction with other people. The main goal for students' learning a foreign language is to master the ability to communicate or "engage in communicative activity" [1, p. 37]. In classroom management at language faculties communicative exercises must be used abundantly to develop students' ability to communicate. Such exercises are modeled, based on repetition, they use the same structures, which leads to some kind of automation. When a student encounters a native speaker, he uses memorized clichés in communication and cannot formulate his thought. In the process of language learning, it is important to use tasks that make you think, analyze the situation, solve problems, focusing on the content of the statement, "in the center of which is a thought, and the language is used for its intended purpose - it forms and formulates these thoughts" [2, p. 371].
In the modern world, such personal qualities as the ability for introspection, self-development, self-education are relevant, for their formation it is important to use new forms of work that make it possible to evaluate the completed action and provide feedback, in which they receive information about the compliance of the results achieved with the set goals [3, c. 229].
To achieve the result, one should choose such forms of work in a foreign language lesson that will help increase students' awareness in different fields of knowledge, improve interpersonal relations, teach them to respect the opinions of others, have their own opinion and be able to formulate it. All this will be combined with a participatory approach to learning, which "provides an opportunity for each student to actively participate in learning, interact on an equal footing with the teacher and other students, cultivate tolerance" [4, p. 51].
We believe that teaching a reasoned statement in a foreign language lesson complies with the principles of a participatory approach and contributes to the development of mental activity. Argumentation, as an integral part of human knowledge in its most diverse areas, contributes to the achievement of truth. Any person strives to know the truth, to get to the bottom, to understand values, to find answers to questions that are significant to him, in the process of mental activity he uses reasoning addressed to himself or other persons.
The object of our research is the process of teaching students argumentation in a foreign language through introducing a compositional pattern of a dialogue or monologue depending on the chosen communicative strategy and tactics, for example, "a persua-
sion will contain a sequence of arguments and objections, counterarguments and contradictions, arrangements or disagreements" [5, p. 7873-7877]. Thus, there is an attempt to make an algorithm of teaching foreign speech argumentation. The algorithm is based on the major principle of the communicative method: the process of learning re-edifies the process of real communication, with learning being simplified in some aspects [6, 7].
Argumentation as a type of social communication is a symbolic interaction mediated by natural language, the purpose of which is to recreate the meaning of a judgment. Argumentation, as a process, is represented by three elements. The first element is the thesis (the main idea or statement that is disputed or proved in the process of controversy). The second important element is arguments (thoughts used to prove or disprove a thesis). And the third element is a demonstration (a chain of logical operations to prove or refute a thesis statement).
The process of argumentation is based on certain patterns, the construction of which serves the purpose of changing the opinion of the opponent. For the effectiveness of the conversation, rules are created, the observance of which will lead to the desired result. Thinking through arguments for persuasion, choosing vocabulary, collecting the necessary information for proof, one should also develop a line of conduct or communicative tactics for holding polemics that will help the interlocutor agree with the subject of the argument.
If the discussion was successful, the points that led to the achievement of the goal should be noted in order to take them into service next time. In case of failure, you need to try to understand where the ar-gumentator made a mistake: was his speech not convincing enough, did he find the necessary evidence, examples, did he use the arguments correctly. A fiasco in a discussion can occur due to the argumentator's indecisive behavior, when he is nervous, fiddling with his things, actively gesticulating or talking too loudly, repeating the same thing several times. In any case, you need to analyze the situation, draw a conclusion and avoid mistakes in the future.
How effective the argumentation will be also depends on the personal qualities of the interlocutor. In this case, not only his opinion, experience, knowledge and beliefs related to specific issues raised by the ar-gumentator are significant, but also such personal characteristics of the recipient as flexibility, tolerance, and a tendency to accept arguments. Expecting that the interlocutor will accept the thesis, the argumenta-tor cannot be based solely on the logic of the statement. For the debate to be successful, the recipient needs not only to understand the thesis, but, most importantly, to accept it. Then the disputant will be faced with the need to take into account the interests, to respect the beliefs of the recipient on issues related to this argument, as well as his intellect, inclinations and hobbies.
In everyday life, people are constantly faced with argumentation, which can be represented by oral and
written texts. Written forms are used to write requests, advertising texts, personal letters, instructions. Oral forms are widely used in conversations, speeches, reports. Each person has his own opinion and tries to express it convincingly, but in order to be heard, understood and accepted, you must be able to argue your point of view. It is not always and not easy for everyone to do this in their native language, but in a foreign language it is a particular difficulty due to insufficient knowledge of vocabulary, clichés, as well as methods for selecting arguments, and the inability to find the necessary information.
A reasoned statement in a foreign language is a monologue that is full of meaningful information and is subordinate to the performance of a specific communicative task. To convey the meaning, thematic vocabulary, phraseological units, cliches, corresponding situations are used, which determine the communicative orientation of the content of the composed monologue statement. An argumentative monologue is characterized by a purposeful meaning corresponding to the communicative intent of the speaker.
A reasoned statement in a monologue should contain a stating thesis and arguments, as well as an indication of the relationship between them. At the same time, a monologue is often composed of components that cannot be attributed to either the thesis or evidence. These may be various explanations of the situation; descriptions of actions, people, landscapes; clarification of any points, explanation of the essence of the problem; not related to the topic of retreat. We must not forget that the thesis position can be challenged. To challenge it, you need strong arguments -counterarguments. The truth of the thesis is born in a dispute, but such a discussion can be conducted in two ways: first, a thesis is put forward and arguments / counterarguments are proposed leading to a proof or refutation of the key statement, or arguments, evidence are listened first, and as a result, the participants in the controversy themselves come to a conclusion and formulate a thesis. To distinguish a conclusion from a thesis, it should be remembered that the latter is a clear statement of truth, characterized by objectivity. Arguments should correspond to the thesis in their logic, accuracy and impartiality. It should be borne in mind that the argumentation process does not consist of separate components of the thesis and evidence, but of their connection that forms the conclusion. Conclusions form the logical basis of reasoning.
A foreign language teacher forms students' communicative competence in the field of communication in oral and written forms at levels that will allow them to communicate with representatives of other cultures; lays the foundation for mastering a foreign language as a means of interpersonal and professional communication. Important in this case is "the development of logical thinking, the ability to convincingly substantiate one's point of view in a foreign language" [8, p. 253].
To understand whether students can independently build reasoned statements in a foreign language, we conducted a survey among 2-3 year students of the
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Faculty of Foreign Languages, inviting them to answer the following questions:
1. What means of a foreign language do you use to build a reasoned statement?
2. Can you make a reasoned report (short message) or make sentences with arguments in a foreign language?
3. What do you think can interfere with the construction of a reasoned statement in a foreign language?
As a result of a survey of 100 people, we received the following results. To build a reasoned statement, the respondents make the most of subordinate clauses (additional, attributive, subordinate reasons, goals), in terms of vocabulary, comparisons, synonyms, antonyms are the most popular. There are also answers - emotionally colored vocabulary, introductory words, metaphors. Answering the second question, respondents (51%) noted that they can make a report if they have enough time to prepare, 37% of respondents said they would prepare a report and 12% could make sentences containing arguments. Obstacles to the construction of statements, according to the survey, can be ignorance of the specifics of the subject of the dispute, ignorance of thematic vocabulary, lack of knowledge of the strategy for conducting polemics and the ability to select the right arguments.
In order for students to be able to reasonably build a monologue statement in a foreign language, when working with text, use tasks and exercises aimed at developing this skill, as well as contributing to the improvement of forms of joint work. First of all, students should be able to determine the main idea, that is, find a thesis and formulate it in their own words (provided they understand the content of the text). Having identified the problem, you need to find arguments or evidence in the text, and you should distinguish between important and non-essential information. The text may contain not only arguments, but also the opinion of opponents, that is, counterarguments. Therefore, you can invite students to write down information in two columns: "for" and "against". To activate the vocabulary, further dialogues are composed, where one interlocutor proves the thesis, the other, on the contrary, refutes it.
For a more detailed study of the issue, you can delve into the problem and add your own arguments or counterarguments, using your experience and knowledge. To present your own opinion on a problematic topic, you can use such forms of work as a group discussion or presentations. While one group is presenting their arguments, the other groups are tasked with finding weaknesses in the reasoning, questioning the facts, leading to debate. During disputes, you can use the technique of "anticipatory discussion of objections" and "references to authorities" when arguing theses [9, p. 35-41].
5 To prepare their own speech, students use the fin-5 ished text (film, audio recording) as a source of infor-^ mation, changing or supplementing statements. Key ° words, phrases, plan, associograms, mental maps, a glossary of argument vocabulary can serve as lan-
guage supports. Important in such work is the selection and formulation of informative, relevant arguments.
To stimulate mental activity, students can be offered the following tasks:
• retell the text, change the beginning or end of the story;
• come up with a story according to the plan or by keywords;
• determine the topic of the read text, explain your choice;
• divide the text into paragraphs according to the meaning, come up with headings for them;
• make a dialogue based on a monologue or a monologue based on a dialogue.
Bringing up close and urgent problems for students for discussion, introducing elements of competition increase interest in classes. The so-called novelty effect increases the interest of students in completing tasks. The teacher needs to skillfully vary situations, problems, sources of information, partners, roles, activities. And students learn not only to speak a foreign language, to convince, but also to work together, make decisions, delegate rights and responsibilities, which is the main principle of the participatory approach.
Teaching a reasoned statement in a foreign language implies the formation of the ability to correctly formulate a thesis, select arguments, build a statement using the means of figurativeness and intona-tional expressiveness of the language being studied. All this requires high mental activity and teaches in the future not only to find solutions in problem situations, but also to speak at conferences, participate in discussions, and discuss socio-political issues without fear.
Литература
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2. Карпова О.Л., Найн А.Я. Развитие коммуникативной компетенции бакалавров физической культуры на основе интегративно - развивающего подхода // Проблемы современного педагогического образования. 2018. Вып. 59-3. С. 370-373.
3. Белова Л.А., Быстрай Е.Б., Слабыше-ва А.В. Развитие механизмов самоконтроля у студентов вузов при изучении иностранного языка // Перспективы науки и образования. 2019. № 5 (41). С. 229-242. doi: 10.32744/ pse.2019.5.17
4. Быстрай Е.Б., Белова Л.А., Штыкова Т.В. Формирование умений педагогического взаимодействия в процессе проведения занятий с учётом партисипативного подхода // Обзор педагогических исследований. 2022. Т. 4, № 4. С.51-57.
5. Communicative intentions and strategies as the staging ground of enhancing Russian students' English speech skills / E.V. Chelpanova,
E.A. Shmidt, M.V. Bolina [et al.] // Edulearn21: 13th International Conference on Education and New Learning Technologies, Spain, 05-06 July 2021. - Spain: IATED Academy, 2021. - P. 78737877.
6. Болина М.В., Дмитриева Р.Х., Шмидт Е.А., Челпанова Е.В. Обучение говорению: Учебно-методическое пособие. - Саратов: Вузовское образование. 2016.51 с.
7. Челпанова Е.В. Педагогические условия обучения иноязычному говорению // Modern Science. 2016. No 8. P. 65-72.
8. Бейсенбаева Б.А., Смагулова Г.К., Каската-ева Ж.А. Об обучении студентов неязыковых специальностей устной аргументированной речи // Международный журнал прикладных и фундаментальных исследований. 2014. № 11-2. С.250-254.
9. Кирпу С.Д. Обучение устной аргументированной речи на занятиях по иностранному языку в вузе // Научно-методический электронный журнал «Концепт». 2016. № 19. С. 35-41.
TEACHING ARGUMENTATION IN A FOREIGN LANGUAGE LESSON IN CONSIDERING THE PRINCIPLES OF A PARTICIPATIVE APPROACH
Bystray E.B., Belova L.A., Shtykova T.V., Chelpanova E.V., Shabalina A.A.
South Ural State Humanitarian Pedagogical University.
In the modern world, there's a demand for specialists having such qualities as the ability for introspection and self-development, people who can work in a team, make decisions, and convince others. In the context of globalization, it is necessary to be able to persuade your partners in a foreign language, conduct a dialogue of argumentation. Teaching reasoned utterance at language faculties is most successful if the participatory approach is taken into account. The article is devoted to the analysis of the argumentation process: the results of a survey of students on the ability to use arguments in messages in a foreign language are given, exercises for the development of reasoned speech and forms of work corresponding to the principles of participation are proposed.
Keywords: communication, participatory approach, reasoned
statement, persuasion, interaction, argumentator.
References
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5. Chelpanova E., Shmidt E., Bolina M., Novikova V., Naumen-ko L. Communicative intentions and strategies as the staging ground of enhancing Russian students' English speech skills // EDULEARN21 Proceedings 2021. pp. 7873-7877. doi: 10.21125/edulearn.2021.1606 https://library.iated.org/view/ CHELPAN0VA2021C0M
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