К.п.н. Голикова Л.В., магистрант Арипжанова А.
Южно-Казахстанский
государственный педагогический институт, Казахстан
Региональный социально-инновационный университет, Казахстан
BASIC PRINCIPLES OF COMPETENCE AND COGNITIVE APPROACH TO TEACHING ENGLISH
TO HIGH SCHOOL STUDENTS
Changes in recent years in the general education
system, its modernization, the transition to competence - education model
suggest the need to develop and implement a new value approach to general
education. Greatest importance for the students acquire knowledge not isolated
and generalized skills , manifested in the willingness to cope with life and
professional problems, the ability to foreign language communication , training
in information technology, etc. Thus, at present the main result of the
activities of an educational institution should be no system knowledge and
skills in itself, but a set of key competencies in intellectual, civil,
сommunication, information and other spheres [2, p. 25].
The concept of “core competence” the ideology shaping
the content of school education “of the result”. The title includes the concept
of learning outcomes express the “increment” knowledge, skills, experience,
personal self-development, experience of creative activity, experience emotional
value relations [2, p. 27].
Based on the definition of "competence" as a
set of personal characteristics student (value-semantic orientations,
knowledge, skills, abilities) due to his experience in a particular social
activities and personal- important area we highlight the structure of
competence components such as cognitive (knowledge), the operational (skills)
and personal component. By the cognitive component of learning and cognitive
competence of students applies knowledge of the ways the organization of
goal-setting, planning, analysis, reflection and self-evaluation.
Operational component includes the following skills:
the objective is to organize and its achievement; organize self- learning and
cognitive activity; ask questions to the observed facts, identify the causes of
the phenomena; cognitive ability to set objectives and hypotheses; own
measurement skills, work with instructions; ability to speak verbally and in
writing about the results of his research using computers, etc.
Personal component includes the following individual
student quality: tenacity, independence, curiosity, sociability, creativity,
etc.
Educational and cognitive competence includes elements
of logical, methodological, general educational activity, correlated with real
knowable objects. Formation of learning and cognitive competence - is the
formation of skills training activities, skills to analyze their activities.
Systematizing skills, for example, formed by drawing support schemes,
algorithms activities (translation algorithm of direct speech into indirect
speech). To establish this competence self-control and mutual control in the
classroom are widely used [3, p. 55].
In the process of learning a foreign language for the
formation of key competencies, including educational and informative, it is
advisable to use the following technologies: method of projects, development of
critical thinking through reading and writing method of debate, game technology
(language games, role play, dramatization), problem discussion, interactive
learning technology (in pairs, small groups), scenario- context technology,
technology of modular training.
One of the conditions for the formation of
competencies is to introduce modern teaching technologies, including
interactive. Formation of this competence occurs throughout schooling. Each
academic discipline makes a greater or lesser contribution to its formation.
The content of the subject “foreign language” has sufficient funds for the
development of students’ cognitive competence training.
Thus, the primary means of forming educational and
cognitive competence when learning a foreign language at school are various
technologies, forms and methods of teaching. And the teacher should remember
that competency is a task that has not only educational, but also a vital
rationale is performing student knows exactly what he acquired skill required
in the future [3, p.61].
Contemporary methodology of teaching EFL is
characterized by two main paradigms – communicative and cognitive. Within the
framework of the communicative paradigm language and its analysis is connected
mainly with acquisition of speech activity; within the framework of the
cognitive paradigm language is related to cognition and processes associated
with it. To solve a number of methodological problems a synthesis of the
mentioned above paradigms is needed.
That is why examining the contemporary strategy of teaching EFL we will
consider the basic principles of both the communicative and the cognitive
approaches.
The core issue of the communicative approach is that
the process of language acquisition should be organized as a process of real
communication in situational environment [3, p. 13]. Within this approach the
main objective of language teaching is the communicative competence. The
fundamental idea of the cognitive approach is that the learning process should
be aimed at acquiring (or rather inferring) knowledge, structuring and
systematically arranging its units, storing and applying them while getting
adapted to reality [3, p. 14]. The ultimatum of cognitive language teaching is
the cognitive competence.
Considering the fact that learning another language
enhances the learner’s understanding of and insights into the world, the
commonsensical idea would be to combine the communicative and cognitive
approaches and receive an approach, which incorporates both communication and
cognition. The impetus and rationale for it come from changing educational
realities in the world, that presupposes the shift from an emphasis on teacher-centered
to an emphasis on learner-centered classrooms and from transmission-oriented to
participatory or constructivist knowledge development. Thus, the main objective
of communicative and cognitive teaching a foreign language is the communicative
and cognitive competence as a developed ability to perform speech and mental
activity while solving real and ideational problems via target language. To
observe how to reach this objective we will consider the basic principles of
the communicative and cognitive approach.
The first principle means that foreign language
acquisition should be done through speech activity, which is specifically
human. Speech activity is looked upon as a purposeful, determined by
language and stipulated by a situation process of reception and
production of speech in the human interaction [1, p. 43].
The second principle concerns the conditions conducive
for communicative and cognitive teaching. These conditions presuppose stimulation
of mental and speech activity of students. It can be done through
modeling problem situations, which include intellectual obstacles that students
are supposed to overcome [1, p. 48].
The third principle implies creating authentic
situations of socialization that ensures and specifies its motivational and
natural character [1, p. 52].
The fourth principle specifies the importance of taking
into consideration students’ epistemological styles (empirical, rational
and metaphorical). These are basically the ways via which a person
cognizes the world and acquires knowledge [1, p. 57].
The fifth principle deals with students’ linguistic
personality development. Since language is a medium of collective
consciousness it is possible to speak of a personality as such which is part of
social consciousness, has a language capacity and manifests in speech behavior,
thus becoming a linguistic personality [1, p. 60].
The sixth principle emphasizes the assumption that learning
a foreign language conduces and facilitates students’ worldview formation.
The cognitive activity is looked upon as a triad consisting of three
overlapping stages: acquisition of information, its incorporation into the mind
and its operation in speech [1, p. 63].
The seventh principle accentuates the requirement
of students’ knowledge space development. Knowledge units are
supposed to be the concepts of different levels of abstraction and complexity.
Concepts may be considered “the constructive mental blocks” of the
conceptual representation of the world, or knowledge space of a person.
The eighth principle maintains the idea that in the
process of the English language acquisition students’ multiple intelligences
are developed and applied. The notion of multiple intelligences was
introduced by H. Gardner. He defined it as the ways through which a
person perceives and processes information in the acts of cognition. Among
the multiple intelligences H. Gardner distinguishes the linguistic,
logical-mathematical, visual-spatial, musical, interpersonal,
intrapersonal, bodily-kinesthetic and naturalist intelligences [1, p.
67].
Considering the mentioned above we arrive at the
conclusion that in the process foreign language acquisition both the
communicative and the cognitive paradigms are combined. The combination of
these paradigms results in the communicative and cognitive approach to language
teaching. This approach is established on the basic principles which accentuate
the necessity to develop not only communicative but also cognitive skills and
capacities of students that will reflected in relevant competences.
Литература:
1. Aljughaiman, A. & Mowrer-Reynolds, E. Teachers’ conceptions of
creativity and creative students. – Journal of Creative Behavio, 2005.
2. Апанович Е.В. Методика
формирования учебного умения самостоятельно активизировать языковой материал:
начальный этап, языковой вуз: дис. … канд. пед. наук: 13.00.02. – Иркутск,
2003. – 189 с.
3. Елашкина Н.В.
Формирование учебной компетенции в условиях дистанционного обучения студентов
иноязычному общению: начальный этап языкового вуза : дис. … канд. пед. наук :
13.00.02 Н.В. Елашкина. – Иркутск, 2006. – 199 с.