Филологические науки/1.Методика
преподавания языка и литературы
Магистр гуманитарных наук Даулетова Д.Д.
Западно- Казахстанский государственный
медицинский университет
имени Марата Оспанова
(г.Актобе,Казахстан)
Individual approach in teaching
foreign languages in non-linguistic specialties
The term "personal approach" is understood
as a system of teaching resources of the educational process in a foreign
language, including a change of purpose, content, process and forms and guidelines foreign language course for
students acquired profession and the possible scope of its real use in
professional activities
Individual approach is considered by us as a complex pedagogical
phenomenon that determines the effectiveness of foreign language teaching and
suggesting an active role of the subject of learning activities. The successful
implementation of an individual approach advocate differentiation, which is
expressed in the account's initial language training of students, staging
personally important goals for the student, the development of sustainable
management of independent work skills and the ability to implement a systematic
approach to mastering knowledge.
When learning a foreign language are breaking psycho-physiological
mechanisms of speaking in their native language and the creation of new
mechanisms of speaking in a foreign language. But formed in mass secondary
school psycho-physiological mechanisms of speaking in a foreign language are
often incorrect, so before high school teachers faced with the task of
reforming "school" mechanism so that after completing the course of
study in high school formed mechanisms of speaking in a foreign language were
more stable, and they functioned the future.
It should be noted that the choice of foreign languages to
study at school or any other educational institution not affiliated with any
language, or even from a psycholinguistic aspect of the problem. It is due to
purely utilitarian purposes: popular in the world, the availability of
personnel, textbooks, etc. Therefore, not being able to choose to study the
most convenient from a psycholinguistic point of view of a foreign language,
the design of the course is necessary to consider the similarities and
differences between languages, highlighting the advance those phenomena which
can cause difficulties for trainees, and paying special attention to them. This
is particularly important in determining the material for independent work.
Native language plays an important role in learning a foreign language.
Experience of learning the native language, which, like all experience, can not
play a positive role, if only because that at the beginning of learning a
foreign language as a system of people already owns (or is assumed that owns)
system of the native language. Mastering a foreign language on a number of
parameters differs from mastering their native language, and this hinders
rather than helps in learning a foreign language. Also, remember that a foreign
language can not and should not implement the entire set of functions that
provides native language.
The course was built on an individual approach to learning a foreign
language, performs a variety of pedagogical functions: motivation of
educational activity - the transition from the motive evaluation and motive of
avoiding trouble reaching the motive, professional interest, the introduction
of diversity in the work and the opportunity to work at their own pace,
learning through the establishment of the lesson speech situation close to the
real; formation of skills of
independent work of students, which are the basis and guarantee of continuing
education and self-education.
Learning a foreign language can be viewed from several angles: from a
teacher, that is, of his/hers activities the objectives of the teaching of this
subject, taking into account their psychological characteristics of students,
etc .; from the perspective of learners, that is the extent of their
involvement in the learning process, increase motivation, etc .; from the
standpoint of finding internal reserves provide training to going permanent
development of the student.
Applied to the study of a foreign language, you can set the following
general objectives: 1) familiarity with the culture and way of life of the
country the language is spoken, and 2) the ability to communicate with native
speakers, you have to read what is written in the target language, understood
by hearing what is said in the natural pace in the target language, speak and
write in the target language so that understood by native speakers, and 3) the
preparation for the use of foreign language in professional activities.
As a minimum achievable goals are the general requirements of the
educational standard. It should be noted that all existing programs are
designed for the average student, but the students who came to the first
course, have different training on the subject, and some of them, in fact, do
not speak a foreign language.
Those students who are able and willing to go beyond the established
minimum, you must provide an opportunity to further improve language skills by
solving a higher cognitive level, so that at the end of course they can
implement this knowledge in achieving specific professional goals: teaching a
foreign language preschool and primary school children, working as tutors,
improving foreign language skills with the help of non-linguistic sources.
To achieve these goals requires a fundamentally different organization
of the whole process of learning a foreign language, which will make a real,
not only meet the requirements of the program, but also help to implement this
knowledge in professional work.
Offers courses in a foreign language includes focused on phonetic and
grammar. It takes into account pre-treatment of students, their actual
capabilities, the presence or absence of positive motivation, individual
characteristics.
This course includes not one but three programs (general education,
which is based on state standards, basic and advanced). Strictly speaking, it
is not three separate programs, and three options which, in turn, allow for
some variation of the same program, but with a difference in the distribution
of difficulty and detail of the content, the degree of independence, the rate
of movement.
All teaching in a foreign language, thus organized in three modes
(programs): the first mode (minimum program) - for the less-prepared students
that conditionally read and translate with a dictionary; the second mode (a
more complex program) - for those who know how to read and translate with the
dictionary, but does not own speaking; third mode (the most difficult program)
- for those who have the skills of reading and speaking a foreign language.
Work carried out in the same classroom, in the same study time in one
and the same educational material, but in each of these modes. Essentially,
within the traditional framework of the educational process is carried out
differentiation and individual approach to working with students, provide
positive motivation, because the fear disappears, students are convinced of the
possibility of achieving increased interest in the subject. Traditional
homework are unnecessary because students are able to choose within the three
modes of material volume and time of its assimilation in the classroom or at
home.
Schematically it can be represented as follows: target (prospect) →
the main stages and types of activities → the student’s activity → analysis and introspection of the
result, the comparison with the intended purpose → conclusion, evaluation
→ setting new goals, etc. The important point is to determine the scope
of the tasks that students can perform with the help of the teacher, and
drawing algorithm of their work, so that each student had the opportunity to go
forward with the speed at which it is capable. Thus, the student gets the
opportunity to active involvement in the learning process and becomes a
full-fledged subject of the process.
The organization of work for such course must comply with the following
conditions: student begins to learn a foreign
language in high school with the level to which came after school; learn as
fast assimilation of the material, which is capable of, of the proposed three
modes of operation, he chooses the one that considers to be the most
appropriate, the student during the period of study has the right to move from
one mode to another, work on a cycle is complete when the all scheduled tasks
completed and the student has mastered the necessary knowledge, skills and
abilities.
Thus, a student who works in a first mode,
develops a certain amount of material; student working in the second mode,
mastering the material of the first mode, plus additional material; student
working in the third mode, mastering the material of the previous two plus
additional material.
All course material is offered in accordance
with the requirements of the program, from the phonetic and grammatical course,
reading texts and oral order. The main form of learning is a cycle. During the
cycle, each student is studying specific language material, reads a few texts,
a common theme, performs independent work. At the end of each cycle is carried
out audit work, which is determined by the student's readiness to go to work
the next cycle.
In addition students are offered work plan
algorithms (steps) to work on all types of speech activities: listening,
speaking, reading and writing, as well as algorithms work on all aspects of
language: phonetics, vocabulary, grammar, the algorithm works inside the loop,
the algorithm of setoff and offset. Knowing how and what to do with the right
of choice, the student immediately involved in the educational process and
truly becomes a subject of study, an active participant in the learning
process.
Literature
1. Jones,
L. The Student-centered Classroom / Leo Jones.─ Cambridge University
Press, 2007.
2. Scrivener, J. Learning Teaching: 3rd
Edition / Jim Scrivener. ─
Mcmillan Books for
Teachers, 2011.
3.Бондаренко
О.Р. Межкультурные аспекты коммуникативной компетенции на иностранном языке //
Методы и организация обучения иностранному языку в языковом вузе. Труды МГЛУ.
Вып. 370. – М., 1991.
4.Тер-Минасова
С.Г. Язык и межкультурная коммуникация. – М., 2004.