ВКГУ им. С Аманжолова старший преподаватель кафедры «Психологии и коррекционной педагогики» Матаева Б.У.

Студент 2 курса специальность: «Иностранный язык:

два иностранных языка» Амиргалиева Ж.

THE MAIN IDEA AND COMPONENTS OF COGNITIVE-COMMUNICATIVE APPROACH TO TEACHING OF FOREIGN LANGUAGE

ОСНОВНАЯ ИДЕЯ И СОСТАВЛЯЮЩИЕ КОГНИТИВНО-КОММУНИКАТИВНОГО ПОДХОДА К ОБУЧЕНИЮ ИНОСТРАННОМУ ЯЗЫКУ

Communicative-cognitive approach to the process of  the acquisition of new knowledge involves personality-centered education, individualized methods, techniques and technologies of teaching. Theoretical analyze of modern scientific approaches to teaching foreign language, their transformation occurs  under the influence of research in the basic sciences for the methods of teaching foreign language, which include psychology and linguistics, the main combination of which has determined the emergence of a cognitive and communicative approach, the interdisciplinarity and multidimensionality of its content as a scientific term.

Learning a foreign language within the framework of communicative and cognitive approach due to the modern requirements for the educational process in accordance with the mental characteristics and cognitive preferences of students to develop their adequate representation of the system studied language and the ability to communicate in a foreign language to the real environment. Communicative-cognitive approach to training increases students' interest in learning English, since it based on the account of communicative needs of students and their patterns of cognition process.

            The cognitive approach to the study of a foreign language contributes to the accumulation and regulation theoretical linguocultural knowledge, the development of cognitive abilities of the student. Combining communicative and cognitive approaches to teaching methodology improves the efficiency of the acquired knowledge .

              In continuation of this theory were developed cognitive styles, which characterize the learner's behavior in his cognition - reflexive, impulsive, field-dependent, tolerant to uncertainty. It was found that cognitive styles give rise to certain strategies and approaches to teaching foreign languages.

             The most recent studies, were formulated 24 strategies of studying foreign language as a second language, which can be divided into three main groups:

         - metacognitive strategies, including preliminary planning of the exercise, awareness of the learning process, evaluation of the results;

         - cognitive strategies related directly to the management of educational material ;

         - socio-affective strategies that imply cooperation, as well as compensatory strategies for clarifying the incomprehensible.

                 Further psychological and methodological studies of foreign science have shown that the success of acquisition foreign language determines not only mental cognitive processes related to reason, reasonableness, but also an affective sphere related to emotions and feelings. The beginning of this process was laid by the researcher K.Rogers, who is the founder of humanistic psychology, who in 1951 described 19 principles of human behavior, according to which man is primarily an emotional being, while remaining a physical and cognitive subject.

               The humanistic concept of K.Rogers applied to the teaching of foreign languages found its development in the works of the researcher-psychologist J.Carran and many other scientists, who is among the relevant characteristics for studying foreign languages, identified such as motivation, level of anxiety, the level of self-esteem, stiffness, empathy of learners.

Continuing the consideration of the selected components, it is necessary to note the pattern that low self-esteem of students often leads to the constraint of students in communicative and cognitive activity when learning a foreign language or, using a more familiar term, to "complex", whose antipode is "readiness for risk". Stiffness is often caused by mistakes typical for trainees, which negatively affects the effective mastery of a foreign language. Learners, who are not afraid of mistakes, but they do not necessarily achieve high linguistic competence. "Super-risky" learners need to be stopped in time, so that they do not dominate communication.

As has been proved by scientific research, empathy is understood in modern science as empathy, the ability to put oneself in another's place, plays an important role in maintaining communication of the learner in his native language. It is established that students with a high level of empathy do not necessarily achieve great success in the acquisition of foreign language.

            Communicative approach could not be better motivated, its goal is to motivate learners to learn a foreign language by means of accumulation and enhance their knowledge and experience. Irradiated must be prepared to use the language for real communication outside the classroom, for example, during a visit to the country the language spoken, during the reception of foreign guests at home, in the correspondence, the exchange of audio and video cassettes, the results of the job and with schools and friends in the target language country. This approach attracts learners by focusing on topics of interest to them and giving them a choice of texts and tasks to achieve the objectives of the program. Communicative ability of students developed through their involvement in a wide range of meaningful, realistic and achievable targets, the successful completion of which brings satisfaction and increase their self-confidence.

           The cognitive aspect must be included in the communicative and subordinate to it, but at the same time it should be shown where there is a basis for this: where it is necessary to find any analogies that facilitate the assimilation, or, on the contrary, to reveal differences in order to avoid assimilation.The task of the teacher is to remove psychological and communicative barriers to communication, to overcome a variety of communication difficulties that are often associated with the lack of specific background knowledge.

            Thus, the cognitive-communicative approach to learning is the theoretical justification of the communicative method of teaching foreign languages, that is, the solution of such methodological issues as selection, organization, the sequence of studying language and speech material and the ways of presenting it and training it,taking into account the communicative needs of students of a certain age and educational conditions; on the other hand, from cognitive positions, it provides for the conscious assimilation of knowledge and information of linguistic, regional and cultural-aesthetic character that satisfy and develop cognitive interests and requests for the emerging personality of the student who learns a foreign language at the minimum necessary level.

           As a result, the learner becomes an active participant in the process of foreign-language instruction, and not simply an object of the teaching activity of the teacher. In turn, in the learning process there are models of real communication and features of real foreign language communication, since the possession of a language system is insufficient for the effective use of a trained foreign language in conditions of intercultural communication.

REFERENCES:

1.Zabrodina I.V. Formation of cognitive-communicative skills in students of adolescence : Chelyabinsk, 1996. 178 p.

2.Bim I.L. Modernization of the structure and content of school language education (IYA) // Foreign languages in school. 2005. № 8.

3.Mirolyubov A.A. Consciously-comparative method of teaching foreign languages. M .: MKO-MIPKRO, 1998.

4.Stern H.H. What can we learn from the good language learner? / H. H. Stern. – Canadian Modern Language Review, 1975. - P. 304–318.