Ïåäàãîãè÷åñêèå íàóêè/ 5.Ñîâðåìåííûå ìåòîäû ïðåïîäàâàíèÿ.
ìàãèñòðàíò, Ìàåìèðîâà Í.Á.
ÅÍÓ èì.Ë.Í. Ãóìèëåâà, Àñòàíà, Êàçàõñòàí
The development of intercultural
competence in the English language
“Intercultural competence” is
a measure of completeness of a person's ability to participate effectively in
cross-cultural communication and important category of a new scientific
paradigm. An important role is played by language, speaker and the only
possible instrument, which becomes a reality the building of bridges of
understanding and interaction between representatives of different languages.[1]
There is a clear reorientation of didactic and methodological studies on the
problem of intercultural communication, namely the problem of formation of
students ' ability to effectively participate in it. Intercultural
communication is treated domestic linguodidactic as a set of specific processes
of interaction of partners belonging to different linguoecology communities.[2]
Mastering each new language, it broadens not only your horizons, but also the
boundaries of our worldview and
attitude. The way he perceives the world, and what he sees is always reflected
in the concepts formed on the basis of a person's original language and take
into account the diversity inherent in this language means of expression.
Moreover, no situation is not perceived by the person impartially. They
evaluated them, as well as phenomena of other cultures, always through the lens
adopted in the native cultural norms and
values through the prism of the learned individual model of understanding the
world. Between people in these conditions develop intercultural relations in
which cultural consistency is learned in the moments of going beyond the
boundaries of the system. Using your linguistic and cultural experience and
their national-cultural traditions and habits, a subject of intercultural
communication at the same time trying to teach not only the language code, but
also other customs and habits, other norms of social behavior. [3] You can make
a number of conclusions of fundamental importance for the modern FL teaching.
It is about rethinking the nature and content of the learning objectives,
requirements, intercultural communication put before the need to teach skills:
- use IA in authentic
situations of intercultural communication;
- to explain and understand a
foreign way of life;
- improve the individual
picture of the world through exposure to the language world picture of native
speakers [4].
The purpose of teaching
foreign languages - the development of student abilities to intercultural
interaction and to use the target language as an instrument of this interaction
is the most natural way influences the learning content and the choice of
technology and its learning.[5] The content of the training in the foreign
language, its substantive aspect is not advertising someone else's way of life,
and the basis for the development of the ability to “look at the world through
the eyes of a native speaker”. No foreign textbook could meet the needs of
Russian schools, because in line with the intercultural paradigm is incorrect
to limit the educational process of linguistic and cultural settings of the
country. One of the leading principles of the updated process of intercultural
education in secondary school becomes a principle of conformity to culture.
This means that the education of students based on universal human values and
is built in the context of the dialogue of their country and culture of the
target language. In this regard, the subject of Foreign language occupies a
special place. Students, by comparison, better understand the peculiarities of
national culture and learn in the end, with universal values. As for the
foreign language class, the teacher can introduce their students with the
achievements of the culture of the target language? To do this, almost any
foreign language class, you must enter cross-cultural and linguistic
components.[6]
It is believed that, in
General terms, foreign language teaching should include an introduction to
linguistic consciousness of the people - native speaker. In relation to
learning in secondary school introduction to the third and fourth groups of
background knowledge beyond the scope of language acquisition, as there is no
objective possibilities of exploring the features of the professional language
and local dialects. At the same time learning to communicate in a foreign
language, even to a limited extent, makes the necessary mastery of background
knowledge (verbal and non-verbal forms) of the second group. Thus, learning to
communicate in a foreign language in the true sense of the word implies the
mastery of socio-cultural knowledge and skills.[7] One of the most important
tasks of the teacher - the need to develop learning technology socio-cultural
component in the content of FL teaching. We should not forget about the native
culture of students, drawing her items to compare, since only in this case the
trainee was aware of the peculiarities of world perception by representatives
of other cultures. On this basis, students must obtain knowledge on the main
themes of the national culture of the UK. USA, France (for history, geography,
political, public relations, education, sports), socio-cultural peculiarities
of the peoples - native speakers (this is the basis of communication with
people of different cultures and different professions).
The task of the teacher to
teach:[8]
- to understand oral and
written messages on topics provided by the program;
- to properly and
independently Express their thoughts in oral and written form;
- critically evaluate the
article and work with it;
- use relevant reference books
and dictionaries;
- to defend their point of
view and consciously make their own decisions;
- execute project work and
essays;
- to work independently and in
a team
All these helps to engage all
students in active learning activities for acquisition of skills in speech
communication at the UW, and increasing the time of active work of students and
its effectiveness in terms of the formation of the amount of background
knowledge. In this regard, the main thing in my work we consider modeling such
a learning process in the classroom, where the focus is the student and his
needs, motives and interests. This requires from the teacher the selection of
these types of activities in the lesson to help all pupils to learn happily and
creatively and to see the results of their work. It is also necessary to take
into account the age peculiarities of children, and passing them to programs in
other subjects (history, geography), allowing you to integrate students '
knowledge from different fields to carry out interdisciplinary education. Among
the purposes of teaching foreign languages already at the initial stage of this
program includes the education of pupils “positive attitudes towards foreign
language, culture of the people speaking that language. Education by means of
foreign language implies the knowledge about the culture, realities, history,
and traditions of the country of the target language, enabling students in the
dialogue of cultures.
References:
2.
Byram,
M. (Ed.). (1994). Culture and language
learning in higher education. Clevedon: Multilingual Matters Ltd.
3. Kellner, D. (2001). New technologies/new literacies:
Reconstructing education for the new millennium. International Journal of Technology
and Design Education, 11, 67-81.
4.
Damen,
L. (1987). Culture learning: The fifth
dimension in the language classroom. Reading, M.A.:
Addison-Wesley.
5.
Kunanbaeva
S.S. The modernization of foreign language education. – The linguocultural and
communicative approach.-Àëìàòû, 2010 –213 p.
6.
Passov,
E.I. Communicative foreign education. Conception of development of individual
in a dialogue of cultures. – Lipetsk, 1998. – 156 p.
7. Stern. An
introduction to intercultural communication: Identities in a global community (7th
ed.). Thousand Oaks, CA: Sage.-1983.-57p.
8. Huang
Yunlong Costructing Intercultural Communicative competence framework for
English learners Foreign Languages School, Eastern Liaoning University,
Dandong, China. - p. 97-101.