Developing students'-socio-cultural competence by using contemporary approaches

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Народное образование. Педагогика


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© Тастемирова А. Е. *, Маукебаева М. А.
Жетысуский государственный университет им. И. Жансугурова, Республика Казахстан, г. Талдыкорган
В дaнной стaтье рaссмaтривaются использовaние современных методов при формировaнии социокультурной компетенции m урокaх aнглийского языта. Социокультурнaя компетенция предполaгaет зш-ние культуры, трaдиции и ментaлитетa стрaны изучaемого языкa. Изучение языта без знaния культурных реaлий нaродa, может вести к искaжен-ному и огрaниченному использовaнию языкa. В статье приведена: ирик-тические приемы, которые могут быть использовaны m урокaх.
Ключевые слова: социокультурнaя компетенция, технология критического мышления, современные реaлии, aутентичный текст, лингво-стрaноведческaя компетенция.
This article discusses the use of modem methods for the formation of social competence in the English lessons. Socio-cultural competence involves knowledge of culture, traditions and mentality of the studied language. Learning a language without knowing the cultural realities of the people, can lead to a distorted and limited use of the language. The article presents practical techniques that can be used in the classroom.
Key words: sociocultural competence, technology of critical thinking, contemporary reality, authentic text and lingua-cultural competence.
Teaching a foreign language assumes formation of foreign-language communicative competence of students. The concept of communicative competence is defined as psychological, regional geographic, social factors of knowledge which determines use of the speech according to social norms of behavior.
Along with speech and language competence sociocultural competence is also one of communicative competence components. In structural terms sociocultural competence is the complex phenomenon and includes set of the components relating to various categories:
— the lingual-regional geographic component including knowledge of lexical units with national and cultural semantics, ability to apply them in situations of cross-cultural communication. National proverbs and sayings, phraseological units are reflection of people’s mentality. They give knowledge to students about rules and the principles of this nation representatives' communication, values and priorities.
* Старший преподаватель кафедры Иностранных языков и переводческого дела.
Современные методы и модели в преподавании иностранных языков
— socio-linguistic component (language features of social groups, representatives of different generations, genders, public groups, dialects) —
— socio — psychological component (possession socio-and the cultural caused scenarios, national and specific behavior models with use of the communicative equipment accepted in this culture) —
— culturological component (sociocultural, historian — cultural, ethnocultural background [2, p. 48].
The important factor of sociocultural competence formation is application of new technologies in training. The technology of critical thinking, design activity, training in cooperation and game technologies, practising training technology develop interest in foreign-language communication, expand its subject contents.
When forming sociocultural competence is very actual to apply contemporary approaches.
The design technique is considered productive in this case as it creates opportunity for the personal growth of the student, focuses them on disclosure of creative potential and cognitive activity development. Work of work on projects tech-nology, which is used in educational process: promotion of a hypothesis ^ creation of a problem situation ^ case study ^ specification and judgment ^ realization ^ presentation. The design technique is the personal focused kind of activity which provides conditions of self-knowledge and self-expression [2, p. 49].
The method of projects allows efficiency of training and provides its practical orientation. The subject of project works has socio-cultural and cultural studies sounding in aspect of contrast and comparative character. In the course of implementation of project works students collect, systematize and generalize the original material. The technology of training in cooperation helps to create conditions for vigorous joint educational activity of students various educational situations. Interactive interaction of students in couples or groups provides practical use of language in the situations which imitates reality.
This technology develops requirement constantly to improve the speech and creative abilities of students. For successful interaction in different situations of communication the method of role communication is used.
The comparison method which allows to compare the fact of native culture and culture of the target language, and also to draw a parallel of comparison of traditions, customs, manners, holidays and achievements is considered to be productive. Comparison and estimation, as a rule, happens in situations of communication. That dialogue as a communication form, and dialogue as contact, contact of the different countries representatives or dialogue of cultures took place and became reality, students need to observe stacks all steps: to come into contact with the interlocutor, to request and give information on the conversation course for the solution of the set of communicative task- to begin, support and finish conversation- to express the relation to the discussed question- to find out opinion and the relation of the interlocutor- it is good to be guided in the facts of culture and to be able to give an assessment of the description of the facts, realities and events.
For the development and formation of a sociocultural orientation by lessons imitating any occupations or types of works can be the most effective: excursion, travel, protection of tourist projects, lesson — competition, lesson — quiz and others.
Seizing sociocultural knowledge and abilities, students expand lingua-regional geographic and regional geographic at the expense of new subject about the country of the target language, its science, culture, realities, famous people in different types of speech activity: listening, speaking, reading and writing.
Authentic texts serve as a material for practicing listening skills: audio information in the museums, galleries, shop, the station, announcements at the airport, in transport and so on. Working with any text it is important not to forget about three main stages of work, no matter it is the audio text or simply information text for reading: pre-viewing, while viewing, post viewing.
Besides texts offered to students can reflect real life: weather forecast, news, sports reporting, instructions, and interview.
It is possible to give a role-playing game «Literature of Great Britain» as an example.
The objective of the game is to develop the skills to communicate with each other within the material study of «Literature and Writers of Great Britain».
The situation of communication: experts in the field of literature and the students gathered for talk — show. Students are grouped together and get role cards with tasks.
Group 1: «You are professionals. Make an overview of the highlights of the literary development of the UK».
Group 2: «You — connoisseurs of English writers. Notify interesting facts from the life of English writers».
Group 3: «You — the audience. Ask clarifying questions you listen to the information on «(use the expression request: Could you ??? Would you mind ??? Would you be so kind as to … ?).
Thus, the main source of social and cultural information is considered to be the text. Many scholars have pointed out the need for the use of authentic materials in teaching a foreign language, which will be matched or adapted to the particular stage of education and the level of knowledge of students [3, p. 15]. Texts of country-nature now occupy an increasingly prominent place in the process of teaching foreign languages. In them, students become familiar with the realities of the country the language is spoken, receive additional knowledge in the field of geography, education, culture and life of the country the language is spoken. The authentic texts of common specific vocabulary, the mastery of which gives an idea not only about the meaning of the word, but also additional information, which it carries — his lexical background. Addressing cognitive interest and is developing intelligent positive feelings. Special attention, according N.A. Sala-novich [1, p. 47] deserves literary texts in the target language, since, according to psychologists, students are more likely to evaluate the actions and feelings of
Современные методы и модели в преподавании иностранных языков
literary heroes than their own. From the foregoing, it should be noted that the authentic texts may enhance the communicative and cognitive motivation, form the socio-cultural, lingua-cultural, intercultural competence, positive impact on the personal-emotional state of students, allow simultaneous access to the language and culture, and knowledge of the language without culture It will be distorted and limited.
The work on the formation of social competence, the following types for post-reading exercises are aimed at dialogues and monologues. Here are some of them (the situation «Complimenting and Showing Appreciation):
— Decide what the meaning of the word «compliment» is in English and Russian.
— Choose the words that are often used when people give compliments- choose the adjectives used for a) people, b) clothes c) food- choose the phrases used for complimenting (eg «It'-s delicious», «Thank you», «Welcome home», «My warmest congratulations», «You look good today»).
The following tasks and exercises to perform various mental operations (analysis, synthesis, comparison of generalization, association): the determination of lexical items, grammatical phenomena, remarks and questions that reflect the cultural identity and / or representing background knowledge, the reality of the country the language is spoken / rules verbal behavior, etc., and their relevance / irrelevance in the cultural and linguistic environment, and so on. For example:
— Compare Compliments given in English and Russian.
— Read the list and say «Yes» if it is a common compliment in your culture or «No» if it is not. Explain your answer.
1. Physical Appearance
e.g. «You have a beautiful smile», «Your hair looks nice».
2. Personality
e.g. «You have a good sense of humour», «He'-s got a great personality».
— Guess what is meant by the phrase «He is a nice person» (good, good) — in pairs decide how to render into English «You are a good man» and select a person from your group to give this compliment- think of an action situation to show your appreciation (eg Victor is a very fine person. He is always ready to help anybody).
— Say how you feel when you are given compliments: «I feel embarrassed / lonely / frightened / happy / delighted, etc. Explain why.
— What do you associate the compliment «Your child is cute» with? What kind of situations can it be used in?
— Find A mistake in the following situation and correct it.
American teacher: «Ann, your English is improving. I am pleased with your work».
Ann (a foreign student): «Oh, no. My English is not very good».
American teacher: «Why do you say that, Ann? You'-re doing very well in your class».
Ann: «No, I am not a good student».
— Say whether it is true or false.
1. Ann is not a good student.
2. Ann thinks that teacher is not very good.
3. The teacher does not understand why Ann thinks she is not a good
The great value in the admission of students to the cultural values of the people-carrier language are authentic materials, such as videos. Their use contributes to the essential requirements of the communicative method — imagine in the process of mastering the language as a living comprehension of foreign language culture- individualization of learning.
Another advantage of movies is its emotional impact on students. Therefore, attention should be directed at developing the student'-s personal attitude to what he saw.
The structure video lessons for teaching socio-cultural content of speech can be divided into 3 phases: 1) Pre-viewing tasks- 2) While viewing tasks- 3) Postviewing tasks. In the first phase the students reported the name of the movie and offers a guess about its contents. Then we introduce a new vocabulary needed to understand and designed for active ownership. New vocabulary is introduced before watching each part. Particular attention is paid to phraseology. In the second stage before viewing each part of the learner is offered a question or a task for the development of social competence, the installation of an understanding. Preliminary work may include lingua-cultural comment. The third step is checking of the core content. It provides answers to the questions before viewing and tasks, exercises to choose correct answers and logical sequence. Such exercises help the students to pay attention to certain facts that deserve attention from the standpoint of the formation of social competence. Exercises after watching are designed not only to consolidate but also to expand the material coming out into the real situation of communication, interpretation and comparison with the reality, behavioral reactions, traditions and norms within the native culture.
Using internet-resources can also help the teacher in planning lessons aimed at the formation of social competence.
Thus, in the formation sociocultural competence within the subject «Foreign Language» is necessary to combine creatively different tools and techniques to use different types of exercises. At the present stage of development of science we can say with confidence that in the formation of social and cultural competence of all the great features will provide multimedia — interactive capabilities of Web forums, video and on phone conferences, online discussions, Internet projects, texts and chats with representatives of the country the spoken language [5, 6].
Современные методы и модели в преподавании иностранных языков
Список литературы:
1. Саланович Н. А. Роль и место чтения художественного текстов на старшем этапе обучения // ИЯШ. — 2001. — № 3. — С. 46−51.
2. Писаренко Т. Н. Использование квизи при работе с текстами страноведческого характера // ИЯШ. — 2001. — № 4. — С. 48−50.
3. Мильруд Р. П., Максимова И. Р. Современные концептуальные принципы коммуникативного обучения иностранному языку // ИЯШ. — 2000. -№ 4. — С. 14−19.
4. www. festival. 1september. ru.
5. Бердичевский А. Л. Диалог на уроках родной культуры и иностранных языков / А. Л. Бердичевский, Н. Н. Соловьева // ИЯШ. — 1993. — № 6. -С. 3−5.

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