The principles of professionally oriented foreign language formation in
communicative competence.
Under
the principles of foreign language education we understand the basic tenets of
the theory of foreign language education, which reflect the objective laws and
the laws of foreign language education and systematically determine the
structural organization, operation, development and improvement of the
processes of foreign language education and the formation of intercultural
communicative competence as the intended result, and also determine the
activities of teachers on the organization of these processes.
At
the present stage of development of the theory of intercultural communicative
foreign language education and allocate proper methodological principles (1).
Among the methodological principles are principles such as communicative
orientation, student- centeredness, cognitive, social, cultural and others
involving communicative partnership, co-creation, cooperation of all parties to
the communication on the stage of the exercise in the natural communication
(A.A. Leontiev (2), I.L .Bim [3], E. Passow (4), R.P. Milrud [5], N.D. Galskova
(6 ), etc.). They do not correspond to the conceptual and conceptual reflection
of the entity with the term " didactical principle " and,
accordingly, with content correlated with them principles consciousness,
activity, individual orientation, etc., so their selection is competent as
methodological principles. To determine the strategy, tactics, training and
implementation of the modern concept of foreign language education needed
"proper methodological principles ." Some of these principles
include: principles of discourse, pragmatized conditionality object
communication varied differentiation foreign language content, integrative,
authenticity of subject content , problematical , situational , etc. These
principles are necessary for the selection and construction of the content of
the subject " foreign language" and modeling modern foreign language
teaching process , to achieve the goals of forming intercultural communicative
competence.
Naturally,
the departure from the time-tested traditional classification principles of
foreign language teaching (particular methodological, methodical specifically )
is rather risky, but to equate the methodological principles means abandoning
reflect the true state of things in the modern theory of teaching foreign
languages . Thus, according to the author, rightly allocate 1) backbone
and conceptually meaningful set of methodological principles of teaching
foreign languages and 2) a system of methodological principles
governing the selection and construction of the objective content of foreign
language education choices together methods and technologies to ensure the
implementation of the modern theory of " intercultural of communication.
"We believe this classification eligible allocation Principles. Along with
the author we identify system and methodological principles, characteristics of
the system of foreign language education.
I. Communicative principle. According to modern educational regulations,
one of the main goals of foreign language teaching at various stages of
learning a foreign language is to develop communicative competence in all its
manifold components (linguistic, social, cultural, educational and cognitive,
discursive) that certainly closely associated with learning a foreign language
(foreign language discourse ) as a self-sustaining overcomplicated system that
is part of communicative field, certain deterministic environment.
II.
The principle of non-linearity. This principle is based on the notion that the
result does not impact the amount equal to the sum of their results.
Significant moment for the practice of language education in terms of its
developmental effect is that determines the possibility of non-linearity as a
constructive and destructive development system. Traditional basis of language
education is to teach language skills: speaking, listening, reading and
writing. The aim of language education is the formation of multicultural
language personality, capable of effective intercultural communication. Appeal
to the actual practice of teaching foreign languages shows that
the ability to implement effective intercultural communication can not be
considered as a simple addition of language skills and knowledge about cultural
norms. Mastering the skills students indicated separately is not a guarantee of
an integrated result, determining their ability to productive in terms of
intercultural communication.
III.
The not closed principle. According to this principle, the system interacting
with the environment and receiving the information are able to evolve. This
provision is particularly relevant for understanding the prospects for human
development in the conditions of formation of a global information society. In
modern conditions radically change the nature, form and intensity of human
interaction with the information environment that determines the increasing
importance of the cognitive approach in educational practice. Practice of
linguistic education requires further extension of the information fields (due
to the study of one or more foreign languages), which may have an ambiguous
effect on human development in terms of language education. Instability as a
consequence of the influence of the information field is a prerequisite for
human development as a complex self-organizing system, a situation of choice
and generate valuable new information (construction of a new socio-humanitarian
knowledge). State of instability determines the possibility of establishing a
new quality. In the context of educational practices become the point of
instability, in our opinion, of particular importance. This is due to the fact
that "only they can not force, informational way affect the choice
behavior of the system , its destiny" (in N.Vamlev). Understanding this principle
indicates the founding of the organization developing educational environment.
People- promoting transition system to a more complex level of organization.
In
synergetic approach system development depends on the quality of its
interactions with the environment. In the context of the interpretation of the
ideas of the synergetic approach to linguistic education is of interest
comprehension triad culture - education - people at different levels of its
manifestation.
Appeal
to synergetic ideas allows us to rethink the direction of the current practice
and prospects of development of linguistic understanding of human language,
education and culture as a self-developing open systems. In the synergetic
approach the system development is determined by the quality of its interaction
with the environment. In the context of interpretation of synergetic approach
ideas in linguistic education represents the interest of understanding such
triad as culture-education-human at different levels of its manifestation.
IV. The principle of observability. This
principle is related to the restriction and relativity of out ideas about the
system. In language education the principle of observability is interpreted by
us in following way. The learning process of foreign languages is very specific
and depends on different factors as internal factors (such as motivation,
previous educational experience and actual
level of development, cognitive styles and
used strategies to learn a foreign language) as external factors (such as peculiarities
of target language,
methodological maintenance of learning process). Methodical organization of foreign language learning process allows
to model the educational environment but social desired and real results are
not always coincided, and qualitative interpretation of the result may vary
depending on pedagogical aims and valuable teacher’s instructions. Ideas of
synergetic direction allow to rethink the actual practice and prospects of
linguistic education development in logic of understanding of the person,
language, education and culture as open self-developing systems.
V. The principle of emergence and order
strengthening by fluctuation. In synergetics the term ‘fluctuation’ means a
random deviation of the system from a middle position. In language education the term ‘middle
position’ is usually called as a ‘linguistic norm’ of native speaker and this
norm is a standard in the teaching of foreign languages. From the beginning in
closed systems any deviations from the norm are suppressed and eliminated by
the system. However, in open systems one of which is a language these
deviations are increased over time because of disbalance
strengthening and eventually they lead to high-quality change in a former order
and to emergence of a new order or to quantitative change of ‘norm’. The
history of emergence and development of languages is a bright illustration of
this principle. An example of high-quality change in language system can be a
great shift of vowels in the English alphabet (XIV-XV centuries). This shift of
vowels divided two languages into Middle English and Modern English. Example of
quantitative change can be quite large number of regional dialects i.e.
variants of the same language (as uniform system) observed in Great Britain and the USA. This principle is necessary for
explanation of language and cultural changes observed in learned languages and cultures.
VI. The principle of homeostasis.
Homeostasis is a phenomenon of program maintenance of system functioning in
some frames that allow to follow its aims.
According to N. Wiener, any system has an existence purpose. Thus the
system receives correcting signals about purpose, standard and ideal. Such
signals don’t allow going astray. Under the influence of external environment
some deviations may occur in the program. It is important to remember that such
structures exist while the flow of energy is supplied to the system that is
called dissipative structure far from equilibrium. It happens the same with the
structure of human brain if it doesn’t get any information it degrades (V.G.
Budanov). As a linguistic example is Standard English which was specially
invented to support the idea of Britain itself as a great industrial and
imperial power. The falling of Standards of English is observed now. According
to recent London schools’ survey it was said that only 15% of all
schoolchildren spoke so called “correct” English. In Great Britain people speak 48 different world languages and 20
different ways of English. These statistics demonstrate us many different ways
of English speaking used by citizens in modern Britain for communication.
Language is a good evidence how the citizen of Great Britain identifies
himself. One of ways of individuals and groups description to which they belong
to can be carried out through ethnicity or self-identification of this or that
citizen of Great Britain. According to the census of 1991 the largest ethnic
populations were found in London (25,6%) and the smallest ones were found on
Scotland (1,3%). Thus the ethnic status is a bright manifestation of the
homeostasis principle determinate by considerable reduction of artificial
support of Standard English. Such things happen because of bright manifestation
of will of British people in the frames of legalization of their status as
citizens who are in this or that social geopolitical demographic spheres where
the ethnic discourse as very difficult self-developing system is formed.
Thus all
mentioned and discussed above learning principles are very important in
formation of professional competence. Their using helps to realize the model of
competence approach in specialist training on tourism more fully.
Литература:
1
Концепция
иноязычного образования Республики Казахстан . Алматы, 2004.-29с.
2
Кунанбаева
С.С. Современное иноязычное образование: методология и теория.
Алматы,2005.-262с.
3
ГОСО
по специальности “Туризм”
4
Зимняя И.А.
Компетентностный подход в образовании (методолого-теоретический аспект)
//Проблемы качества образования. – Материалы XIV Всероссийского совещания. Книга 2. – М.,
2004. – С.6 – 12.
5
Брунер Дж.
За пределами непосредственной информации. – English Teaching Forum, 2005. – 125с.
6
Стернберг
Р. Практический интеллект. – Cambridge,
U.K.: Cambridge University Press, 1988. – 249 p.
7
Чинапах В.
Развитие познавательной компетентности старшеклассников в учебном процессе. –
М.:, 2003год. – 334с.
8
Littlewood W.T. Foreign Language Teaching Methods:
From Past Prescriptions to Present Principles // Foreign Language Teaching in Schools. – 2008. – №11(4). – Р. 1-13.
9
Основные современные концепции творчества и одаренности Под ред. Д.Б. Богоявленской.- Молодая гвардия.-1998.-102с.
10 Петровская Л.А. Компетентность в общении:
социально-психологический тренинг. – М., 1989.-187с.
11 Рубинштейн С.А. Принципы и пути развития психологии. М.,1959
12 Ломов Б.Ф. Категория общения в психологии//Вопросы
философии.-№8,1979-с.41-49
Резюме
Актуальный для современности компетентностный подход образования
определяет в качестве целей и конечного результата образования «систему
компетенций».
Компетентностный подход
предназначен привести в соответствие образование и потребности рынка труда.
Причина выбора компетентностного подхода обусловлена процессами гармонизации
«архитектуры» европейской системы высшего образования, сменой основополагающих
педагогических принципов, богатством понятийного содержания нового термина.