Искакова А. О., Каламбаева Г. Б.
Евразийский национальный университет им. Л. Н. Гумилева,
Казахстан
Linguo-country aspects in foreign
language study
Today, the knowledge of a foreign
language is prestigious. Foreign
languages are absolutely necessary for people in every country, because of
growing international contacts. Important role in maintaining the motivation to study
a foreign language in the classroom is the introduction of elements of
geography. Lingo-country
material is a powerful lever for creating and maintaining interest in the study
of foreign languages, and serves as a support to maintain motivation, because includes two aspects: 1) learning foreign language; 2)
provides information about the country. Thanks to a country materials students get acquainted with realities of
the country of studied language, receive additional knowledge in the field of
geography, stories, cultures, educations, etc.
Progressing development
of the international contacts and communications in policy, economy, culture
and other areas causes consecutive orientation of a modern technique of
training in foreign languages on real conditions of communication. The quests
for communicative competence as a result of learning involve not only the
possession of the relevant foreign language technology, but also assimilation
of not language information necessary for adequate training and understanding. Aspect of foreign language teaching methodology, which investigated the methods familiarize
learners with a new culture for them, called linguo-country study. Linguo-country
aspect at an early stage of learning is reflected in the goals and objectives
of foreign language teaching and in the content and methods of education, which
provides the possibility of work to form the background knowledge of the
country with the first steps.
In the study of a
foreign language learner faces a number of facts, relating not only to the
vocabulary, grammar,
phonetics, or style, but also
to areas of social, domestic or historical. Correct use or
understanding of certain words or phrases sometimes requires knowledge of their
origin, the situations in which they can be used, or the basic information from the history, literature, and political
reality of the country the language is spoken. Noticeable
difference in the stock of the information carriers of different languagesare mainly based on various material and cultural
conditions of existence of the peoples and countries, particularly their
history, culture, social and political system. Thus, the generally
accepted conclusion was the need for a thorough knowledge of the specifics of
the language is spoken,
and thus the need of country
approaches as one of the main principles of language teaching.
Teaching a
foreign language is not conceived without culture commenting, so in
the first place,
along with oral language
extends introduction to the realities of the language is spoken.
A state educational
standard among the objectives of foreign language teaching includes training in
students a positive attitude to foreign language and culture of the people who
speak that language. Education of foreign language implies the knowledge of the
culture, history, traditions and realities of the language is spoken. Appeal to the study of language and culture at the same time is not
accidental, as it enables successfully combine elements of geography with
linguistic phenomena, which act not only as a means of communication, but
also as a way to familiarize students with the new
reality for them. This
approach to learning a foreign language at school in many ways not only
provides a more efficient solution of practical,
developmental and educational problems, but also has great potential for the
further maintenance of the call motivation.
The main purpose of linguo-country study is providing communicative competence in international
communication,
especially through adequate
speech perception companion and source texts, designed for native
speakers.
Linguo-country study provides the solution of a number of problems,
in particular, the main philological
problem of adequate understanding of the text, so it serves as a basis not only linguistic didactics, and translation.
One important problem of linguo-country study as an aspect of foreign language teaching
is that of selection linguo-country material. Course
materials are linguo-country texts in a foreign
language, which must be:
• authenticity, which is a speech products generated in real communication
situations in the society whose language is being studied;
• current, i.e. to reflect the present stage of social and role interaction
communicants;
• typical, that is, is a standardized speech works, reproduced in recurring
situations of communication.
These texts and pragmatic
materials can realize the important principles in the classroom learning a
foreign language. Identify students' level of knowledge and socio-cultural
regional geographic information allows linguo-country study tests
specifically designed for each theme. Basic requirements for the tests:
• availability of the content of the material used;
• simple in structure;
• save time for its implementation;
• easy checking the assignment;
• the coverage of a large number of students at a time.
Thus, the organization of learning a foreign language in close
connection with the national culture of the people, will enhance the
communicative and cognitive motivation of students, expansion of general
cultural horizons, will diversify the methods and forms of work, to appeal to
the intellect and emotional students, most effectively implement the
requirement of a combination of didactic teaching with education. The implementation
of these approaches in training will increase the activity and initiative of
the child in the classroom, and therefore, it will find the need to acquire
knowledge and mastery of skills and abilities in a foreign language.
The study of culture,
history, traditions and realities helps reinforce positive attitudes to foreign
language and culture of the people-carrier of the language, formed the concept
of the role of language as an element of popular culture, and the need to use
it as a means of communication.
References:
1.
Brown, H.D. Principles of Language Learning and
Teaching. The USA. 1994.
2.
Rivers, W.M. Teaching-Foreign Language Skills.
Chicago. 1991.
3.
Американа. Англо-русский лингвострановедческий словарь. Смоленск. 1996
4.
Конышева А.В. Английский язык. Современные методы
обучения. Минск.2007.
5.
Томахин Г.Д. Лингвострановедение: что это такое? //
Иностранные языки в школе № 7, 1996