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.