Efimm Izramilevich Pamssov (born April 19, 1930, Gorodok, Vitebsk region, BSSR) - Russian linguist, specialist in the field of methods of foreign language education. Doctor of Pedagogy, Honored Scientist of the Russian Federation. Head of the Russian Center for Foreign Language Education, professor at Yelets State University named after IA Bunina, Honorary Professor of the Nizhny Novgorod State Linguistic University, Honorary Professor of the Minsk State Linguistic University, Head of the Foreign Language Education Laboratory of the Lipetsk Institute for the Development of Education.

Graduated with honors from the Minsk State Pedagogical Institute of Foreign Languages \u200b\u200bin 1953. In 1965 he graduated from the two-year Higher Pedagogical Courses at the Leningrad University.

From 1953 to 1957 he was a teacher of the German language at secondary school No. 15 in Vitebsk, from 1957 to 1963 he was a senior teacher of the German language at the Vitebsk State Pedagogical Institute. In 1958-1960 he was the head of the department of foreign languages \u200b\u200bof the philological faculty of the VGPI.

From 1966 to 1970 he headed the department of methods of teaching foreign languages \u200b\u200bat the Gorky Pedagogical Institute of Foreign Languages \u200b\u200b(now the Nizhny Novgorod State Linguistic University). Since 1971, the head of the department of German language at the Lipetsk Pedagogical Institute, in 1979 he created and headed the department of methods of teaching foreign languages \u200b\u200b(later transformed into the department of professional training of teachers), from the same year - head of the Laboratory of textbooks.

He founded and since 1990 headed the Interuniversity Center for Communicative Education in Foreign Language Culture (later - the Russian Center for Foreign Language Education). Since 1995 he has been working at the Yeletsk State University named after I. I. A. Bunina as a professor of the Department of Foreign Languages \u200b\u200bof a Pedagogical Profile, scientific supervisor and consultant of dissertations of graduate students of the department. She also supervises postgraduate studies at the Faculty of Foreign Languages \u200b\u200bof Kursk State University. Scientific director of the schools "Lingua Plus" (Lipetsk), "Interlingua" (Voronezh), "Lingua-Center" (Surgut). On December 11, 2006, EI Passov, professor of the Lipetsk branch of the Nizhny Novgorod State Linguistic University, was awarded the honorary title of Honored Professor of NGLU. More than sixty candidate dissertations and more than ten doctoral dissertations were defended under his supervision.

EI Passov - founder of the journal "Communicative Methodology", scientific editor of the yearbook "Problems of Foreign Language Education" published by the Center for Foreign Language Education created by him, organizer of conferences and symposia at various levels.

The communicative approach to teaching a foreign language formed the basis of the communicative theory of learning, which considers language competence in the context of social interaction. The peculiarity of the communicative approach lies in the similarity of the learning process with the real communication process: the learning process simulates the communication process, while maintaining adequacy.

The dominant idea of \u200b\u200bthe communicative approach is the communicative orientation of all types of speech activity - speaking, auditing, reading and writing. Language proficiency as a means of communication presupposes the creation of conditions under which the assimilation of language material would be carried out in a natural way, in the process of communication, the course would be purposeful, ensuring the achievement of educational goals. The content of the subject "foreign language" includes educational information about aspects of the language (phonetics, vocabulary, grammar, stylistics), which forms the basis for the formation and development of skills and abilities associated with mastering four types of speech activity, due to a specific communication situation. Teaching a foreign language as a means of communication presupposes that students receive a complex of linguistic knowledge and acquire communication skills and abilities. The linguistic component of the training content includes strictly selected language and speech material, phonetic material, lexical minimum, grammatical reference, samples of speech utterances of various lengths, situationally and thematically conditioned. This technique violates the traditional language deployment order.

Refusal from a comprehensive study of aspects of the language (phonetics, vocabulary, grammar) does not lead to mastering the rules and vocabulary when solving communication problems.

Teaching ready-made cliches and phrases related to specific situations also does not lead to mastering a foreign language, since this does not contribute to the conscious formation of the language system. Only consistent purposeful teaching of the language system through speech in the process of speech activity makes it possible to form the mechanisms of speech.

When teaching a foreign language, educational and cognitive activity is formed, during which the language is acquired and the mechanisms of speech activity, communication activities are laid.

The methodology for organizing educational activities should be aimed at the implementation of communicative and cognitive goals, taking into account the requirements that determine its effectiveness: the coordination of the actions of the teacher and the student, the development of independence, consciousness and motivation. The analysis of skills for each type of speech activity made it possible to single out design, constructive, communicative and organizational skills.

Determination of the structure of intellectual skills in a foreign language is based on the understanding of communication as a communicative and cognitive activity, involving the action of generating and interpreting texts on the basis of productive (speaking, writing) and receptive (listening, reading) activities in a specific situation. This implies the need for the formation of skills associated with each type of speech activity, which accompany communicative skills of a verbal and non-verbal nature. At the same time, the language is viewed as a medium of communication and an "arsenal of means" that should be "motivated to operate".

Learning functional knowledge of a foreign language on the basis of communicativeness presupposes the adequacy of the communicated knowledge to the tasks of mastering the language as a system of speech means, more precisely, the educational model of this system, which is designed to replace the real one.

Using the model of a foreign language world as an effective psychological technique minimizes the interfering influence of the native language and provides control over the learning process. Mastering a foreign language - awareness of new ways of thinking, providing the ability to perceive and transmit thoughts by means of another language.

The founder of the communicative method in teaching foreign languages \u200b\u200bin Russia is Efim Izrailevich Passov - Doctor of Pedagogy, Professor, Honored Scientist of the Russian Federation, a well-known scientist in the field of methods of foreign language education, author of the Basics of the communicative method of teaching foreign language communication and the Concept of the development of individuality in the dialogue of cultures. He proved the essential difference between a speech skill and a motor skill, which led to a psychological substantiation of the process of formation of a skill capable of transferring, and to the development of a fundamentally new type of exercises - conditional speech. So what are

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The essence of the communicative method of teaching foreign languages

Let's turn to the specifics of a foreign language. First of all, a foreign language teacher teaches children the ways of speech activity, so we are talking about communicative competence as one of the main goals of teaching a foreign language.

Ya.M. Kolker elaborates on the following point: "In recent decades, it is customary to oppose the traditional teaching of foreign languages \u200b\u200bto communicative and intensive methods."

Communicative teaching of foreign languages \u200b\u200bis of an activity nature, since verbal communication is carried out through “speech activity”, which, in turn, serves to solve the problems of productive human activity in the context of “social interaction” of communicating people (IA Zimnyaya, G.А. Kitaygorodskaya, A.A. Leontiev). Communication participants try to solve real and imaginary problems of joint activities using a foreign language.

A.A. Leont'ev emphasizes: “strictly speaking, speech activity as such does not exist. There is only a system of speech actions included in any activity - entirely theoretical, intellectual, or partially practical. "

According to the point of view of I.A. Winter "speech activity is a process of active, purposeful, mediated by language and conditioned by the situation of communication, the interaction of people with each other (with each other)" [3, p. 93] Consequently, the author concludes that the teaching of speech activity in a foreign language should be carried out from the standpoint of formation and independent, determined by the fullness of its characteristics of activity.

The peculiarity of the activity type of training is that it is, by its purpose and by its essence, associated, first of all, with a separate type of speech activity, therefore we meet its wide use when it comes to teaching reading, listening, translation, etc. And only in one of the methods known to us, trying to cover the teaching of a foreign language as a whole, namely in the communicative method, we find the main features of the activity type of learning.

According to E.I. Passov, the author of the communicative method, “communicativeness presupposes the speech orientation of the educational process, which is not so much that a practical speech goal is pursued (in fact, all areas of the past and present set such a goal), but rather that there is a way to this goal the very practical use of the language. Practical speech orientation is not only a goal, but also a means, where both are dialectically interdependent. "

M.B. Rachmanina focuses on the following: “Speech partnership depends to a large extent on the communicative behavior of the teacher, which, finally, is also included in the aspect of speech orientation of teaching and is due to the active nature of communication” [9, p. 53]. In fact, at all stages of mastering the material, it is precisely communication that is taught. But there are a number of points that require special training. So, for the ability to communicate, a special role is played by: the ability to enter into communication, curtail it and resume; the ability to pursue its strategic line in communication, to implement it in behavior tactics contrary to the strategies of other communicators; the ability to take into account each time new (new several) speech partners, change the roles of partners, or the appeal of communication; the ability of probabilistic forecasting of the behavior of speech partners, their statements, the outcomes of a particular situation.

The modern communicative method is a harmonious combination of many methods of teaching foreign languages, being, probably, at the top of the evolutionary pyramid of various educational methods.

At the present stage of teaching foreign languages, most linguistic teachers consider "communicative" to be the most effective and criticize traditional techniques that work according to the principle "from grammar to vocabulary, and then the transition to consolidation exercises." Artificially created exercises do not form a language user, and a person who learns a language using this particular method is more likely to remain silent than utter the wrong phrase. And "communicativeness", on the contrary, is intended to "untie" the language.

The Communicative Approach develops all language skills - from speaking and writing to reading and listening. Grammar is mastered in the process of communication in the language: the student first memorizes words, expressions, language formulas and only then begins to understand what they are in the grammatical sense. The goal is to teach the student to speak a foreign language not only fluently, but also correctly.

The rules and meanings of new words are explained by the teacher with the help of vocabulary familiar to the student, grammatical constructions and expressions, with the help of gestures and facial expressions, drawings and other visual aids. Computers with CDs, Internet, TV programs, newspapers, magazines, etc. can also be used. All this contributes to the awakening of students' interest in the history, culture, traditions of the country of the studied language.

In foreign language lessons, the teacher creates situations in which students communicate in pairs with each other, in groups. This makes the lesson more varied. Working in a group, students demonstrate speech independence. They can help each other, successfully correct the statements of the interlocutors.

In the classroom, the teacher takes on the functions of an organizer of communication, asks leading questions, draws attention to the original opinions of the participants, acts as an arbiter in the discussion of controversial issues.

The difference in communicativeness is that instead of teaching texts and dialogues specially tailored to the active vocabulary and the studied grammar, it uses imitation of real life situations as the main technique, which are played out in the classroom so as to cause students to maximize motivation to speak. So, instead of endlessly chewing typical phrases from the textbook: “My name is Ivan. I live in Moscow. I am a student ”, etc., students studying the topic“ Acquaintance ”actually begin to actively get acquainted and discuss issues of interest to them.

They discuss mainly topics with which students are well familiar in their native language: this makes it possible to focus specifically on the development of communication skills, that is, the ability to use the language spontaneously. It is preferable that the topics were "burning" - connected either with the life of the students themselves, or with all aspects of modern life that are of interest to all (ecology, politics, music, education, etc.). In Western textbooks, especially at levels below Upper Intermediate, you will hardly find topics like Shakespeare's biography or the achievements of nuclear physics. Only at the higher levels are the "book" and "scientific" styles introduced.

Unlike audiolingual and other methods based on repetition and memorization, the communicative method sets exercises "with an open ending": students themselves do not know what their activity in the class will result in, everything will depend on reactions and answers. New situations are used every day. This is how students' interest in classes is maintained: after all, everyone wants to communicate meaningfully on meaningful topics.

Most of the time in the classroom is spoken (although attention is also paid to reading and writing). At the same time, teachers speak less and listen more, only directing the activities of students. The teacher sets the exercise, and then, having “talked” the students, fades into the background and acts as an observer and arbiter. It is preferable that he uses exclusively the language being studied.

The communicative method consists in assimilating the learning process to the communication process, more precisely, it is based on the fact that the learning process is a model of the communication process, albeit somewhat simplified, but in terms of the main parameters adequate, similar to the real communication process.

All that has been said above regarding the communicative method of teaching speaking in a foreign language allows us to assert that the subject of instruction in this case is speech activity in a foreign language. In this method, the selection of speech speaking skills is clearly traced, and exercises are proposed for their sequential formation. All this, in turn, gives grounds to assert that the communicative method of teaching speaking by E.I. Passova represents an activity type of teaching foreign languages.

Based on this chapter, the following positive aspects of the communicative method of teaching foreign languages \u200b\u200bcan be identified:

1. Only in the communicative method of teaching foreign languages \u200b\u200bdo we find the main features of the activity type of learning, the peculiarity of which is that it is, by its purpose and by its essence, associated, first of all, with a separate type of speech activity, therefore we meet its widespread use, when it comes to teaching reading, listening, translation, etc.

2. Practical speech orientation is not only a goal, but also a means, where both are dialectically interdependent. "

3. The modern communicative method is a harmonious combination of many methods of teaching foreign languages, being, probably, at the top of the evolutionary pyramid of various educational methods.

4. The use of a communicative teaching method removes the language barrier.

5. Grammar is mastered in the process of communication in the language: the student first memorizes words, expressions, language formulas and only then begins to understand what they are in the grammatical sense. The goal is to teach the student to speak a foreign language not only fluently, but also correctly.

6. Computers with CDs, Internet, TV programs, newspapers, magazines, etc. can also be used in the learning process. All this contributes to the awakening of students' interest in the history, culture, traditions of the country of the studied language.

7. Unlike audiolingual and other methods based on repetition and memorization, the communicative method sets exercises "with an open ending": students themselves do not know what their activity in the class will result in, everything will depend on reactions and answers. New situations are used every day. This is how students' interest in classes is maintained: after all, everyone wants to communicate meaningfully on meaningful topics.

Situation functions

The transfer of speech skills is usually understood as using them in new situations that did not take place in the learning process. Very often we witness how a student flawlessly operates with some language material in the so-called preparatory exercises, but turns out to be helpless when it needs to be used in the process of communication. This means that the skill of using this phenomenon has not been “turned on”, since it is not transferable. Basically, communication training is aimed at using language in new communication situations. Therefore, the success of training depends on how effectively transferable skills are formed.

Many methodologists believe that it is all about the number of exercises, how high the degree of automation of the skill. The point, however, is the number of preparatory exercises, that is, the level of automation. This means that the conditions in which speech skills are formed should provide, develop the ability to transfer. And this is possible if the conditions for the preparation are adequate to the conditions of communication.

The quality of the situational speech is decisive. There are three aspects: 1) the functional side of speech, that is, the presence in the pronounced phrases in the process of assimilation, preparation) of the speech task, the purpose of the statement (and not the grammatical goal); 2) situational attribution of phrases (speech units), i.e. their correlation with the system of interrelations of the interlocutors. (The first and the second are interdependent aspects.); 3) identity, logical, semantic context created by the phrase. The phrases used in the preparation of the linkage according to the laws of associations will serve as a prerequisite for their more successful functioning in new situations.

Situations have all these aspects. That is why they (situations) are one of the ways to form speech skills, capable of transfer. This is the first function of situations. And from the point of view of this function, it is possible to define the situation as a system of interrelationships between the interlocutors, reflected in their consciousness, which, thanks to this, is able to situationally and contextually mark the acquired speech units and form speech skills capable of transferring.

2. The second function of situations is to be a way of motivating speech activity. Unmotivated learning, according to I.A. Zimnyaya and A.A. Leont'ev, deprives this teaching of psychological content, because it is teaching form for the sake of form.

Why exactly is the situation a way to motivate? Motivation is based on need, which is a decisive factor in human behavior. "A motive," wrote A. N. Leont'ev, "is an object that meets this or that need and which, reflected in one form or another by the subject, conducts his activity."

Human needs are not only vital, for example, in food, but also intellectual, moral, etc. (D.N. Uznadze). And a person can satisfy these needs indirectly, through speech. The desire to satisfy one's need, in our case - to speak with some purpose, arises, as a rule, in a certain relationship of the subject with the interlocutor, with the surrounding world in the situation.

In educational conditions, the need to speak out is most often aroused. This can be done if: a) new factors are introduced into the situation as a system of relationships each time; b) take into account the interests, desires, aspirations, goals, beliefs, inclinations, etc. of the trainees; c) to connect the speech situation with the general activity of students.

In the aspect of the motivational function, the situation can be defined as a system of dynamic relationships between subjects of communication, which, arising on the basis of their life activity and reflected in their consciousness, concretizes any need and motivates a purposeful and personally meaningful solution to the communicative task of communication.

3. The third function is that the situation serves a condition for the development of speech skills.

4. The fourth function of a situation is to be way of presenting the material. It manifests itself in those cases when, while semantising words, we include them in whole statements that are situational in nature (it does not matter whether this is done orally or in the form of microtexts when teaching reading); the same applies to the process of presenting grammatical material: the functioning of the structure of a speech can only be shown on the basis of a situation.

As you can see, in this function, the situation appears mainly in receptive types of activity. Do not think that other functions are only for the productive species. The situation as a way of motivation, for example, is applicable in teaching reading and listening (for example, creating a situation where the necessary action is to read a passage or listen to it).

5. The fifth function was "discovered" not so long ago: it turned out that the situation can be effective the basis for the organization of speech material. What gives reason to believe so?

As you know, communicative learning involves the creation of the learning process as a model of the communication process. The situation is the basis for the functioning of communication: the entire communication process is actually a continuous, dynamic series of situations replacing each other. Hence the task - to simulate situations for training. But the situation is not only a social or psychological phenomenon, it also has a content aspect. It is legitimate to ask the question: is it possible to teach communication if the content aspect of training, for example, the thematic organization of the material, remains alien to what takes place in communication? Of course not. Therefore, it is necessary to select and organize the material so that it is adequate to the structural side of the situation (as a system of relationships, and its content side, which appears in the form of problematicity and objectivity of communication.

The subjects of discussion included in this or that problem are usually connected by certain relationships. These objects exist outside of man, independently of him. But at some point, they "connect" to human activity: a certain event occurs (a person observes it or learns about it), which introduces a mismatch into the system of relationships between a person and the environment (another person). A task arises before a person (violated, the norm "). Its solution requires a speech act, which is expressed in the attitude of the person to the mismatch of the system of relationships and in the desire to bring the relationship back to" normal ", to change The relationship of a person to the situation that has arisen is his speech function. It is the speech function that is the organizing principle in the situation. And in the organization of the material it should play the same role.

So far, unfortunately, the material is organized either by topic or around social contacts such as Buying a newspaper at a kiosk, ordering lunch at a cafe, seeing off at the train station, etc. Of course, such social contacts take place in communication. But a person who learns only on their basis will, perhaps, be able to talk about specific conditions of the country of the target language, while the true situations of speech communication will remain inaccessible to him.

It is necessary to reorient in the organization of the material to true situations. To do this, you need to: 1) identify the most frequent situations as a system of relationships and 2) build probable programs of speech behavior of the interlocutors in these situations. And then pick up speech material for these situations.

Taking into account the functions of the learning situation, it can be concluded that the situation as a methodological category is a unit of the organization of the learning process in foreign language communication.

Types and types of situations

There are more than enough names for the types of situations. They can be classified according to the following criteria.

Adequacy to the communication process. Here, natural situations are distinguished, when there is a certain range of objects, circumstances that induce an expression, regardless of whether this circle was created or existed on its own, and with venny situations created by pictorial means or imagination.

V.L. Skalkin and G.L. Rubinshtein correctly noted that natural situations cannot provide planned work on mastering speech. Therefore, they propose the so-called educational speech situation (in essence, this is what others call an artificial situation and try to delimit it from the natural one (...).

Remember now that we talked about the transfer of speech skills (actions): in order for them to be capable of transfer, they must be formed in situational conditions. Consequently, it is in situational conditions that it is necessary both to form speech actions (skills) and develop speech activity (skill). Based on this, we can say that, first of all, situations of two types are needed: for the formation of skills and for the development of skills. Strictly speaking, these are not two types of situations, but rather two types of situations, where they are organized in different ways. a right.

How can this be done?

Each speech unit potentially possesses a certain context, a situational field, which “admits” into itself only the interlocutor's remarks, which are certain in meaning and logic. For example: the phrase "What a wonderful weather today!" does not admit the answer "I read a book yesterday."

For educational purposes, the replica of the interlocutor (in life it is diverse and semantic and structurally) can be directed into one functional channel: for this it is enough to use the appropriate setting, for example, "What do you think, should I do what I am going to do?": - I i want to go to the cinema.- Go !;- I want to take this book.- Take it !; - I will go to Moscow tomorrow.- Go ahead.

The student uses one form of imperative mood all the time in his remarks. (Go! Get! Go!etc.). Thus, he learns the action to design this structure. Here, his remark about the context and the task (setting), is methodically aimed at mastering one particular action. Probably, from a methodological point of view, such situations can be rightly called conditioned and situations. And their product can be called m and krodialog about m. Separate actions, speech skills are formed in them.

For the development of speech activity (skill), conditionality, the limitation of the situation is not needed (this does not mean that control is not needed), at this stage it is necessary to use unconditional situations where the speaker is not bound by a rigid, externally set program of activity. The situations with which we began the presentation of this section of the chapter are suitable here. The product of an unconditioned situation is a dialog or monologue statement.

Sometimes the term "communication situation" is used, for example, "At the post office", "At the train station", "Receiving guests", etc. The term itself is legitimate, but not in this sense. It is wrong to distinguish situations at the location of the speaker: at the post office, at the station, and in the cinema, the same situation can arise as a system of relationships.

However, the types and types of situations can be distinguished from other positions. How?

Above, the situation was defined as a system of relationships communicating. But this is not enough, for for practical purposes, for creating situations, it is necessary to know what these relationships are.

The analysis of relationships shows that they can be "set" by four leading factors: the social status of a person, his role as a subject of communication, performed by activities and moral criteria. In this regard, it is possible in the working order to name the types of relationships as follows: (1) status, (2) role, (3) activity and (4) moral. Let's consider them briefly.

(1) In the relationships formed on the basis of the social state of the subjects of communication, the social qualities of the individual are manifested in accordance with the social structure of society. (………).

When creating situations of verbal communication, social status and the relationships determined by it can become dominant depending on the nature of communication of subjects as representatives of social communities and the tasks they face. Such situations can be: discussion of the rights and obligations of citizens of different countries, teleconferences between representatives of young people from different countries, meetings with fellow countrymen, conversations of specialists, conversations about traditions, customs, everyday life of the country of the target language, etc.

Based on what has been said, we single out the first type and point of view - situations of social-status relationships.

(2) In regulated communication, along with status communication, it is possible to distinguish another type of relationship - role. This can include the relationships that arise during the performance of a) intra-group roles: leader - follower, old-timer - newcomer, etc.; b) roles that develop in the process of formal and informal communication: organizer, polymath, critic, generator of ideas, ringleader , upstart, dreamer, etc. (any combination is possible). In informal communication, roles relate to the significant values \u200b\u200bof the group of which students are members and are personal in nature. When discussing their acquaintances, classmates, depending on the existing system of relationships, peers endow each other with the most diverse, sometimes impartial, categorical characteristics, in which one or more of the most expressive traits or qualities of personality are manifested: "fan", "music lover", "breaker", “Materialist”, “mod”, “nihilist”, etc. Although these definitions are mostly negative (since they are given more often to others than to oneself), they to some extent reflect the intragroup informal structure of relationships, aptly mark personal properties. informal roles in a situation of verbal communication will help to see the real relationships of adolescents, their interests, hobbies, and through them to influence students, their motivational sphere.

Role relationships are mainly of a stereotyped, formalized nature. The role is the functional side of the status, which is determined by the rights and responsibilities, the situational position of the subject in a certain system of relationships. Each role corresponds to a set of certain expectations from other people, which, in essence, determine the relationship according to the status held and the role played. The presence of these relationships makes it possible to distinguish in the second type and p s and t u and y - situations of role relationships.

Note that status and role relationships can be manifested in activity and moral relationships. In the latter, they take on a personal character, the roles played in them reflect the leading psychological and moral qualities of the individual: "humorist", "daredevil", "pessimist", "daredevil", "coward", "crybaby", "quiet", "fidget" , "selfish", "rude", "greedy", "skeptic", "fair", "nagger", "modest", etc.

(3) Bearing in mind that communication serves human activity as a whole, one cannot fail to notice the relationship that develops in the activity itself, in the process of interaction of interlocutors, in the process of implementing any forms of joint activity. Let us call this type - in and out of relation with local activity and (activity). (...).

The relationships of the subjects, organically interwoven into any activity, can have the character of dependence, coordination, subordination, mutual assistance, mutual stimulation, support, exchange of experience, solidarity, cooperation, trust, exactingness, cooperation, resistance, interference, open opposition, ignorance, etc. etc., they can take the form of friendly competition, healthy rivalry, but they can also escalate to hostile competition and confrontation.

These relationships underlie the third type of situations of joint activity relations (activity relationships). It is important to note that communication and activity are deeply intertwined. Speaking about their genetic interdependence, A. N. Leont'ev noted that during the development of speech, the word is acquired not as a result of "gagging": "this is a glass", "this is a fork," but as a result of dressing, feeding, etc., when the word it's emotionally significant.

Hence the conclusion follows, the importance of which for teaching a foreign language can hardly be overestimated: when teaching communication, it is necessary « connect ”all possible activities and develop speech in connection with them. After all, communication in its essence is designed to "serve" all other types of activity (A. A. Leontiev). So far, unfortunately, in the learning process only learning activity takes place, communication learning seems to hang in the air, torn off from its foundation. Meanwhile, for learning, one can choose any form of joint activity that is significant for the students and is well known to them, in the implementation of which they have individual and joint experience. The method of such training is still waiting for its researcher. (4)

Finally, we must not forget that it is not abstract subjects who play some roles and carry out joint activities that participate in communication, but living people, personalities, with all their inherent properties. Therefore, their communication is (regardless of their will) a form of detection and a method of realizing equal feelings. They are integrative in nature, permeate all spheres of human life, are an integral attribute of any type of human relationship, are of key importance for creating situations, as they constantly "shine through" in everyday life, in the actions of people. These relationships have the greatest "situationality".

Moral problems are constantly being recreated in the life of people. By resolving them, you can actualize the need for communication through the creation situations of moral relationships.This is the fourth type of situation.

All human relationships are an integrative unity, all types of them interact, interpenetrate. Depending on the type of relationship, the situation of verbal communication can be considered, say, as a situation of relations of joint activity, but this at the same time means that the activity relationship implicitly includes, are their sides and other relationships. Thus, any type of relationship is equipotential, has a synthetic character, with the dominance of one type of relationship, other types of relationships are realized to one degree or another.

But the consideration of the situation as a dynamic system of relationships is just one of the aspects of its analysis - epistemological, when the situation is presented as a concept. It is equally important to consider it in a functional aspect - as a form of organizing the learning process. Indeed, in the learning process, the situation as a system of relationships does not arise, does not recreate, but is a whole complex of objective and subjective factors that can be designated by the concept of "situational position". (……… ..)

Thus, we can conclude that s and t u a c and I - this is a universal form of the functioning of the communication process, existing as an integrative dynamic system of social-status, role, activity and moral relationships between subjects of communication, reflected in their consciousness and arising from the interaction of situational positions of the communicators.

Communicative teaching of foreign language culture (EI Passov).

Under the conditions of the Russian mass school, no effective method has yet been found that would allow a child to master a foreign language by the end of school at a level sufficient for adaptation in a foreign language society. Communication learning is the essence of all intensive foreign language teaching technologies.

Idea: Teaching foreign language communication using communication methods and communication techniques specific to a foreign language culture. A foreign language, unlike other school subjects, is both a goal and a means of teaching. Language is a means of communication, identification, socialization and introduction of an individual to cultural values. The main participants in the learning process are the teacher and the student. The relationship between them is based on cooperation and equal speech partnership.

Process training is organized on the basis of the following principles:

• 1. Speech directivity, teaching foreign languages \u200b\u200bthrough communication. This means a practical lesson orientation. Only lessons in the language are legitimate, not about the language. The path "from grammar to language" is flawed. One can learn to speak only by speaking, listening - listening, reading - reading. First of all, this applies to exercise: the more an exercise resembles real communication, the more effective it is. In speech exercises, there is a smooth, dosed and at the same time rapid accumulation of a large volume of vocabulary and grammar with immediate implementation; not a single phrase is allowed that could not be used in real communication.
• 2. Functionality. Speech activity has three sides: lexical, grammatical, phonetic. They are inextricably linked in the process of speaking. It is necessary to strive to assimilate not words, but speech units in most exercises. Functionality assumes that they are assimilated immediately in the activity: the student performs any speech task: confirms a thought, doubts what he has heard, asks about something, prompts the interlocutor to action and in the process assimilates the necessary words or grammatical forms.
• 3. Situational, role-based organization of the educational process. It is fundamentally important to select and organize material based on situations and communication problems that interest students of every age. To learn a language, you need to study not it, but the world around you with its help. The desire to speak appears in the student only in a real or recreated situation that affects the speakers.
• 4. Novelty. It manifests itself in various components of the lesson. This is, first of all, the novelty of speech situations (change of the subject of communication, problems of discussion, speech partner, communication conditions, etc.). This is the novelty of the material used (its information content), and the organization of the lesson (its types, forms), and the variety of work methods. In these cases, students do not receive direct instructions for memorization - it becomes a by-product of speech activity with the material (involuntary memorization).
• 5. Personal orientation of communication. There is no faceless speech, it is always individual. Any person differs from another both in his natural properties (abilities), and the ability to carry out educational and speech activities, and his characteristics as a person: experience (each has his own), the context of the activity (each of the students has his own set of activities that he is engaged in and which are the basis of his relationship with other people), a set of certain feelings and emotions (one is proud of his city, the other is not), his interests, his status (position) in the team (class). Communicative learning presupposes taking into account all these personal characteristics, because only in this way can the conditions for communication be created: communicative motivation is triggered, the purposefulness of speaking is ensured, relationships are formed, etc.
• 6. Collective interaction - a way of organizing the process in which students actively communicate with each other, and the success of the others is a condition for the success of each.
• 7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be mastered within the framework of the school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to represent the culture of the country and the language system in a concentrated, model form. The content side of the language should be problems, not topics.
• 8. Exercises. In the learning process, almost everything depends on the exercises. They, like the sun in a drop of water, reflect the whole concept of learning. In communicative training, all exercises should be speech in nature, that is, exercises in communication. EI Passov builds two series of exercises: conditional speech and speech. Conditional speech are exercises specially organized for the formation of a skill. They are characterized by the same type of repetition of lexical units, non-separation in time. Speech exercises are a retelling of the text in your own words, a description of a picture, a series of pictures, faces, objects, commenting. The ratio of both types of exercises is selected individually. In a partnership between students and teachers, the question arises of how to correct mistakes. It depends on the type of work.
• 9. Communication space. The "intensive" methodology requires a different, different from the traditional, organization of the learning space. The guys do not sit in the back of the head to each other, but in a semicircle or arbitrarily. In such an impromptu small living room, it is more convenient to communicate, the formal atmosphere of the class, the feeling of constraint is removed, and educational communication takes place. This space should also have a sufficient time duration, simulate "immersion" in a given language environment.

Result: Communicative teaching of a foreign language culture is of a general didactic nature and can be applied in teaching any subject. It promotes the development of the emotional sphere, communication skills, motivation for affiliation, the ability to navigate in situations of various kinds and make decisions that correspond to the position of the individual.

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The common thing in all author's schools is the conditions for the course of the learning process: the attitude of schoolchildren to themselves, to each other, to the teacher, the teacher to himself and to the students. In this regard, let's find out what the teachers themselves would like to be? What is the “ideal” of the teacher?

Summing up many myths, we can say that an ideally good teacher should know everything, understand everything, be better and more perfect than any ordinary normal person. As you can see, the image of a “good” teacher begins to lose human features, becoming like an angel, because it is impossible to bring them to life.

Psychologists offer another model of a good teacher. Good teacher - this is a happy teacher. This requires creating an appropriate relationship with students. As you know, there are no bad people - there are bad relationships. Every teacher understands this and strives to be subtle, kind, etc. - and "the students sit on their heads!" When he tries to maintain order, he loses contact with the children. It is very difficult to find the middle, and the teacher is forced to turn to the class either the light or the dark side. As a result, children never know what to expect from him in the next minute, which, naturally, does not contribute to a warm relationship. Psychologists say that in order to be happy, a teacher needs to try to create relationships with children, characterized by:

• 1. Openness, that is, almost complete absence of manipulation with the clarity of the goals of the actions of both parties.
• 2. The interdependence of each participant in the pedagogical process, in contrast to the previous complete dependence of the student on the teacher.
• 3. The right to the authenticity of every class member, including the teacher.
• 4. The ability to meet basic interpersonal needs in the classroom and to ensure that they are met in this way.

In fact, all copyright schools use the idea of \u200b\u200bcooperation. It is interpreted as the idea of \u200b\u200bjoint developmental activity of adults and children, reinforced by mutual understanding, penetration into the spiritual world of each other, joint analysis of the course and results of this activity. As a system of relations, cooperation is multifaceted; but the most important place in it is occupied by the relationship "teacher - student". Traditional teaching is based on the position of the teacher as a subject, and the student as an object of the pedagogical process. In the concept of cooperation, this provision is replaced by the idea of \u200b\u200bthe student as the subject of his educational activity.

Therefore, two subjects of the same process must act together, be companions, partners, form an alliance of the older and more experienced with the less experienced; none of them should stand above the other. Cooperation in the student-student relationship is realized in the general life of school collectives, taking various forms (commonwealth, complicity, empathy, co-creation, co-management). Thus, the basis of teacher happiness is in collaboration with students and colleagues.

Methodological content of a foreign language lesson

When you get acquainted with the pedagogical literature on the lesson, at first you are surprised by the variety of definitions given to this phenomenon. Lesson covered:

1) as an organizational form of training,

2) as a segment of the educational process,

3) as a complex dynamic system,

4) as a complex controlled system,

5) as a system of didactic tasks, gradually leading students to assimilation,

6) as a logical unit of a topic, section, etc.

But in fact, it turns out that any of these (and, apparently, other) definitions is fully justified: the whole point is in the perspective of consideration. Such a complex phenomenon as a lesson can be considered from any point of view - content, structural, functional, organizational, etc. “In each lesson ... the most important requirements of pedagogy, psychology, physiology, sociology and the subject taught are reflected; the general and immediate tasks of training, education, development are being implemented; the activities of the teacher and students are organically combined, the goals, content, methods appear in a complex interaction " . This means that in the lesson, the laws of teaching, recognized by pedagogical science and formulated into certain principles and concepts, are recorded, synthesized into a special alloy.

In this sense, the lesson can be viewed as a unit of the educational process, in the understanding of the “unit” of L. S. Vygotsky, i.e. as such a "part" of the whole, which has all its basic properties. This definition does not cancel, but, on the contrary, presupposes that, being a unit of the educational process, the lesson is a complex controlled dynamic set of educational tasks, leading students in the optimal way to a specific goal under specific conditions.

If a lesson as a unit of the educational process should have the basic properties of this process, then the following is obvious: everything that will happen with the lesson and in the lesson, the quality of the lesson and its effectiveness will depend on how high-quality and effective the scientific concept that is underlying the entire training system. It is the general principles of principle that serve as those strategic lines that allow you to solve the particular tactical tasks of each lesson. Consequently, the basis for building a lesson is a set of scientific provisions that determine its features, structure, logic and methods of work. This aggregate we we call the methodological content of the lesson.

When the goal of teaching foreign languages \u200b\u200bchanged and some patterns of teaching communication were learned, it became clear that the starting positions on which one should rely should be different. In other words, the methodological content of a foreign language lesson has changed. Unfortunately, it cannot be said that all the laws that allow effectively teaching communication have already been learned and formulated, but one thing can be stated with certainty: the methodological content of a modern lesson should be communicativeness.

What is the need for this?

First of all, over time, the discrepancy between the traditionally used teaching methods and the new goal began to be felt more and more clearly. To the credit of practicing teachers, it should be noted that they felt and then realized this discrepancy. It was the teachers, that is, those who ultimately implement all the ideas, who were able to see the practical expediency of communicativeness.

What is this expediency?

Let's remember how different professions are taught. The surgeon first operates in the anatomist, the driver and the pilot work with simulators, the future teacher practices at school under the supervision of the methodologists. Everyone learns in different conditions, but always in those (or similar ones) in which they will have to work. In other words, learning conditions should be adequate to the conditions of future activities.

Therefore, if we want to teach a person to communicate in a foreign language, then this must be taught in the context of communication. This means that training should be organized in such a way that it is similar to the process of communication (communication). Only in this case it will be possible to transfer the formed skills and abilities: the student will be able to act in real conditions.

Of course, the learning process cannot be made completely similar to the communication process, and this is not necessary: \u200b\u200bwhat we gain through a special organization of training will be lost. Communicativeness means the similarity of the learning process and the communication process only in terms of basic characteristics. How?

First is purposeful the nature of speech activity, when a person seeks to somehow influence the interlocutor with his utterance (when speaking and writing) or, for example, to learn something necessary (when reading and listening).

Secondly, this motivated the nature of speech activity, when a person speaks or reads (listens) because he is prompted to do so by something personal, in which he is interested as a person, and not as a student.

Thirdly, it is the presence of some relationships with the interlocutor, forming a communication situation, which ensures the speech partnership of students. Communication in writing is no exception: the relationship between a person and a book (a writer, the topic of his books, etc.).

Fourth is the use of those subjects of discussionthat are really important for a given person of a particular age and level of development, or the choice of appropriate books, records for reading and listening.

Fifth, it is the use of those speech meansthat function in the real communication process.

Not everything is listed here, but the main thing that will ensure the creation of adequate conditions. If we add to this a special (and specifically methodological!) Organization of the learning process, then we will get exactly the basis of the lesson, which will constitute its proper methodological content.

From the standpoint of communication, the methodological content of a foreign language lesson is determined by five main provisions.

§ 1. Individualization

Each of us has come across such a phenomenon: some event excites one person, pushes him to speech actions, prompts him to express his opinion, but leaves the other indifferent; or: one person reads adventure literature all his life and watches only detective and entertaining films, the other is inclined to historical novels or love lyrics. This is because every person is an individual with all its inherent characteristics.

It is no accident that didactics put forward the principle of individualization and differentiation of teaching. Methodists also consider the principle of an individual approach necessary. G.V. Rogova writes: "One of the most important problems of teaching technology is the search for ways to make greater use of the individual capabilities of students both in the conditions of collective work in the classroom and independent work outside the classroom" . Communication learning presupposes, first of all, the so-called personal individualization. “Ignoring personal individualization,” writes V.P. Kuzovlev, - we do not use the richest internal reserves of personality "2.

What are these reserves? These are the following six properties of the student's personality: worldview, life experience, context of activity, interests and inclinations, emotions and feelings, personality status in the team. They are the reserves that should be used by the teacher in the lesson. Thus, personal individualization consists in the fact that teaching methods are correlated with the specified properties of the personality of each student, that is, these properties are taken into account when performing exercises and tasks.

In the process of teaching speech activity, personal individualization acquires extreme importance, because there is no faceless speech, speech is always individual. It is closely connected with consciousness, with all mental spheres of a person as a person. K. Marx wrote that a person's attitude to his environment is his consciousness. And the attitude towards the environment is expressed in speech. That is why it is impossible to effectively teach speech activity without addressing the student's individuality.

How to implement this? It is necessary to study well the students of the class, their interests, characters, relationships, life experience, motivational sphere and much more, bringing all this into a special scheme - the methodological characteristics of the class, which is used in the preparation and conduct of the lesson . The difficulty lies in the fact that this knowledge must be used in determining the content of the exercises and their organization.

The lesson is in progress. An imitative conditional speech exercise is performed.

Teacher: - I have a boat.

Disciple: - I also have a boat.

Teacher: - I often ride a boat.

Disciple: - I also often ride a boat.

And, by the way, the nearest river is twenty kilometers from the village where the student lives. Could he be interested in what he has to say in class if the teacher neglected his life experience?

Another lesson is the development of monologue speech.

- Seryozha, tell us about your library.

- I don't have a library.

- And you imagine that you have it. What books are there that you read? You learned words on the topic, ”the teacher encourages.

Seryozha is silent. He doesn't care about the presence or absence of a library. Just knowing the words on the topic is not enough. After all, there is also a desire to speak, caused by the very sphere of human interests, the context of activity. Seryozha does not have this desire. If he did speak, it would not be speaking, but a formal utterance of phrases "on the topic." This would not be his statement. And Lena sits next to her, collecting books and devoting all her free time to reading. She should be asked about this. And to involve Seryozha in the conversation in another way, say, ask why he does not collect books, would he like to collect books about sports that he is interested in, etc.

Thus, individualization is possible and necessary when performing both preparatory (conditional speech) and speech exercises.

Not only the content of teaching, but "the same techniques and teaching methods affect students in different ways, depending on their individual characteristics" . For example, what is the use of pair work if the “interlocutors” of this pair do not have sympathy for each other; it makes no sense to offer the class a task - to ask questions to the student if his speech status in the team is low; it is unreasonable to adjust a phlegmatic person; you should not offer an individual task to someone who is sociable by nature and loves a conversation in a group, etc.

It is convenient to ask individualized tasks at home. In this case, there is a combination of individual training with group: the student tells in the classroom what he learned at home. Since his comrades are not familiar with the content of his story, it is interesting for both them and the narrator. Such work is also used as a speech exercise in the lesson. All students take turns preparing stories about their interests.

Plenty of room for individualization opens up when teaching to read. Here, as in teaching speaking, it is necessary to have additional handouts, for example, articles clipped from newspapers and magazines. Articles can be processed, provided with explanations, etc., pasted on thick paper (cardboard) and systematized by topic. If a student is interested in music, give him an individual assignment - to read an article about a famous singer, ensemble, etc. on tour in the Soviet Union. or an interview with this singer and briefly tell the class what you read. For this, a strip of paper is attached to the card with the text on which it is written: “Seryozha! I know that you are interested in music. Here's an interview with .... Read it and then tell us why you like this singer. " The next time, in a different class, a different but also directly addressed assignment is attached for another student.

But no matter how motivated the student is and no matter how much he wants to speak out, read something, i.e. to complete the task, he must first of all know how this or that task is performed, be able to to carry it out. For this, the so-called subject individualization is provided in communicative learning. It lies in the fact that students from the very first days are taught to perform different types of assignments, taught to learn. The better the student will perform the tasks, the more successfully he will master the material, the faster he will reach the goal. Yu.K. Babansky cites very alarming data: 50% of schoolchildren lag behind in learning due to poor mastery of learning skills.

Learning activity is as difficult as any other, in addition, each person develops his own style of activity. Our task is to teach students this activity, and to teach its most rational techniques. This is done by special memo... The memo should both motivate the student and orient him, adjust accordingly, mobilize all his mental processes and teach him to evaluate his actions. In short, a reminder is a verbal model for receiving learning activities, i.e. a verbal description of why, why, and how a learning task should be completed and tested.

A confidential tone is also important in the memo, which helps to relieve the already significant tension in the student's attitude towards a foreign language<..>

Communicative teaching involves taking into account all the individual characteristics of the student in the lesson. This accounting is implemented in a differentiated approach to students. It has two options: 1) the class receives one general assignment, but the assistance is different for different students; 2) different groups of students receive different assignments that complement each other when they subsequently go to class.

But the task is not only to take into account the abilities, in their purposeful development. The famous researcher of abilities I. Leites wrote that the multilateral development of abilities is a normal, full-fledged expression of human capabilities. The more developed the abilities, the more effective the activity.

So, individualization as a component of the methodological content of the lesson requires the teacher to adhere to the following provisions:

- the leading is personal individualization, that is, taking into account all the personality traits of each student when performing exercises, which provides motivation and interest in learning activities;

- individualization is used when teaching all types of speech activity, when performing all types of exercises, in class and homework, i.e. permeates the entire educational process;

- without teaching students the rational methods of educational activity, one cannot expect success in their work;

- an important aspect of individualization is taking into account the individual characteristics of students and their constant development.

§ 2. Speech orientation

Speech focus primarily means practical orientation of the lesson, as well as teaching in general.

It is generally accepted that one cannot, for example, learn to read by mastering the rules of reading, or speak - by mastering only the rules of grammar. "The decisive factor in learning, - wrote B.V.Belyaev, - is recognized foreign language speech practice" . Therefore, only lessons are valid on language, not language lessons. This means that the awareness of some peculiarities of the language, or rather, speech units, certainly takes place, but it is only possible to master any type of speech activity. performing this type of activity, i.e. learn to speak - speak, listen - listen, read - read. It is the practical speech activity that should be devoted almost all the time of the lesson.

The practical orientation of the lesson has another side related to learning objectives. Usually, every student learns a foreign language for some purpose, for something. If a student (and there are many of them) does not set himself a goal - to learn to understand songs in a foreign language, to learn to read literature about brands, for example, or about cars that he is interested in, etc., then the teacher's task is to reveal to the student this goal, in accordance with his: interests, professional intentions, etc. The presence of such a goal is very important, because if the work in the classroom correlates with the goal and the student realizes this and feels his progress towards the goal, the motivation for learning increases dramatically.

Therefore, each lesson should solve some specific practical problems and bring the student closer to his goal; not only the teacher, but also the students need to know what kind of speech skill or what skill they will master by the end of the lesson.

Speech focus also means speech character of all exercises.

Employment of a student with practical speech actions does not yet ensure effective teaching, for learning speech activity is possible only through actions of a speech nature.

Indeed, do the pupils “speak” or “read” little in other lessons? But is it speaking, is it reading in the true sense of the word? No. After all, no speech task is set for the student:

- Repeat the following sentences after me!

- Put the verbs in the past tense!

- Build several sentences using a sample!

When performing such exercises, the student does not speak, but only speaks. One may ask: aren't the actions of imitation, transformation and analogy that the student masters important? Certainly important. But when teaching speech activities are needed speech actions. The student should be given a speech task, and in performing it he imitates, transforms some speech units or builds them by analogy. Such features are inherent in conditional speech exercises.

As for purely speech exercises, here too, not everything is safe in terms of communication:

- Retell the text!

- Read the text!

- Tell us how you write the letter!

A simple retelling of the content of the text that everyone has read, aimless reading of the text, a message about how a letter is usually written - all this is devoid of speech orientation. Speech exercises are always speech activities in new situations and with a specific purpose.

Speech orientation assumes and motivation of the statement.

A person always speaks not only purposefully, but also motivated, i.e. for something, for some reason. Are the statements of students in a foreign language lesson always motivated? No. What motivates a student when he describes today's weather? Wanting to warn your interlocutor so that he doesn't get wet in the rain? Nothing like this. He is driven only by the task of describing.

Of course, natural motivation in the educational process is not always fully achievable: many students do not have an immediate need for knowledge of a foreign language and for communication in it. But you can cause this need indirectly.

It is known that motivation is influenced by the conditions for organizing activities. . If you make the process of doing the exercises interesting - to solve speech-and-thinking tasks that meet the interests of students - you can positively influence motivation in general: at first, students will simply do the exercises with enthusiasm, then talk.

Speech orientation also assumes speech (communicative) value of phrases... It is not so rare that phrases are heard in the lesson that no one ever uses in real communication. So, for example, phrases such as “This is a pen”, “A chair by the closet”, “A green book”, “In the fall, days are shorter and nights are longer,” do not represent the communicative value. After all this, it is difficult to convince students that a foreign language is the same means of communication as a native one.

Also, any grammatical phenomena, say, prepositions of location - on sofa, under sofa, at sofa, etc.

Finally, the speech orientation of training determines speech character of the lesson in general: its design (lesson-excursion, lesson-discussion, lesson-discussion, etc.), its organization, structure and execution (behavior of students and, mainly, teachers). All this will be discussed in detail.

What has been said about the speech orientation of the lesson allows us to formulate the following provisions, which the teacher should be guided by:

- the constant speech practice of students in communication should be recognized as an absolute means of forming and developing the ability to communicate;

- all exercises in the lesson should be speech to one degree or another;

- all the student's work in the lesson should be related to the goal that the student understood and accepted as his goal;

- any speech action of the student in the lesson should be purposeful in terms of impact on the interlocutor;

- any speech action of a student must be motivated;

- the use of a particular phrase, topic, etc. cannot be justified by any considerations if they are devoid of communicative value;

- any lesson should be verbal, both in design and in organization and execution.

§ 3. Situational

Imagine that you come to your friend and declare from the doorway: "You know, Petya will come home late." What kind of reaction will this cause? If your statement does not concern either you or your friend, if he does not know any Petit at all, then he will be at least surprised.

In the real process of communication, such situations are hardly possible. In foreign language lessons, both texts and exercises contain phrases about some mythical Petya and Vasya, which have nothing to do with business, or the student's personality, or his relationship with the class and the teacher. Such phrases are devoid of one of the main qualities of speech and speech units - situationality.

In one of his works V.A. Sukhomlinsky described an interesting case: the teacher gave the students the task of coming up with sentences with verbs. And so the students dispassionately uttered: “The tractor plows the field,” “The rabbit eats hay,” etc. “In the sentences that the students“ thought up ”,” wrote V. A. Sukhomlinsky, “one could hear such indifference, such dead boredom that thought: is this a living speech? Is this the schoolchildren's own thought? ... If by mistake a child said: a student is sailing, but a steamer is going, a collective farmer is eating, and a rabbit is going - no one would have noticed ... ”.

The situational nature of teaching requires that everything spoken in the lesson somehow relate to the interlocutors - student and teacher, student and other student, their relationship. Situationalness is the correlation of phrases with those relationships in which the interlocutors are.

Imagine that while discussing the affairs of your friend Petya with a friend, you learned something important about him. When you come to your friend, you say: "You know, Petya will come home late." In this case, this phrase means something for your friend and for your relationship with him, the further course of events, the development of the conversation depends on it. In this case, the phrase is situational.

Situationalness is a vital condition for learning to speak. To realize this, you need to correctly imagine what the situation is. It is often mistakenly understood as a combination of circumstances and objects around us. Hence, in the classroom, "situations" like: "At the cash desk", "At the stadium", "In the dining room", etc. But the teacher must have noticed more than once that, being in such a "situation", the student is reluctant to answer or is generally silent. The desire to speak is often absent from the student, not only in an imaginary situation, but also in a really recreated one during the lesson - for example, on an excursion to the school library or around the city.

It is generally accepted that the situation is an incentive to speak. Therefore, if the above "situations" do not stimulate the student's utterance, it means that they are not situations in the sense of the word in which we use it.

Indeed, a situation is a system of relationships between interlocutors, and not the objects around them. After all, you can talk about books on the street, and about traffic in the library. It is the relationships of the interlocutors that induce them to certain speech actions, give rise to the need to convince or refute, ask for something, complain, etc. And the wider and deeper these relationships, the easier it is for us to communicate, because there is a large context behind our speech - context our joint activity, and we are understood perfectly.

Students' statements are often not associated with their activities, with those events in the classroom, school, city, village, country in which they take part. But it's not difficult to do this. It is important to remember that communication between speech situations fromthe activity of students not only stimulates their statements, but also helps to realize that a foreign language is a means of communication.

However, one should not think that this limits the role of situations in teaching communication. Their main importance lies in the fact that they are equally necessary both for the formation of speech skills and for the development of speech skills.

The teacher, probably, has come across such a phenomenon more than once - the student knows the words, but cannot use them, knows this or that grammatical form, but is not able to use it. What's the matter? The fact that the formed skills (lexical or grammatical) are not transferable, since they do not have the leading quality for speech skills - flexibility. And flexibility is developed only in situational conditions, thanks to the use of one or another speech unit in a number of similar situations.

In this regard, it is pertinent to note that the use of exercises such as "Insert the necessary words", "Put the verbs in the desired form", etc., in which there is no situationality, at the stage of skills formation, is inappropriate.

As for the development of speech skills, then here, too, the situation as a system of relationships is a necessary condition. First, only when the interrelationships of the communicators are taken into account can the speaker's strategy and tactics be implemented, without which speech activity is inconceivable. Secondly, only in situations (with their constant variability) such a quality of speech skills as productivity develops, without which speech activity in constantly changing conditions of speech communication is also inconceivable (you can't go far by rote). Thirdly, only in a situation as a system of relationships is the speaker's independence possible (he does not depend on any support - he relies not on external visualization, but on memory, on thinking). In a word, there is no such quality of skill or its mechanism that does not depend on the situation as a learning condition.

The essence of situationality shows that its implementation is inconceivable without personal individualization, because the creation of situations in the classroom as a system of relationships is possible only with a good knowledge of potential interlocutors, their personal experience, context of activity, worldview, feelings and the status of their personality in the class team.

So, situational awareness as a component of the methodological content of the lesson determines the following provisions:

- the situation of communication in the lesson can be created only if it is based on the relationship of interlocutors (students and teachers);

–Each phrase pronounced in the lesson must be situational, ie. correlate with the relationships of the interlocutors;

- situational awareness is a prerequisite not only for the development of speech skills, but also in the process of skills formation, i.e. in preparatory exercises (lexical and grammatical).

§ 4. Functionality

Functionality is a very complex and voluminous concept. To reveal its paramount importance for communicative learning, let's start with the most revealing aspects, let's see how work usually goes on the grammatical and lexical aspects of speech activity.

As you know, each grammatical structure has its own form and grammatical meaning. A lexical unit also has both its form and its meaning. Therefore, sometimes they reason like this: in order to use the grammatical structure in speaking, one must be able to form it, and in order to use a lexical unit, one must remember its form and meaning. Let's designate this learning strategy as "form-meaning", or "memorization-use". It seems so logical that it would seem that there is nothing to oppose to it. But this is not the case.

The fact is that both the grammatical structure and the lexical unit, in addition to form and meaning, also have a speech function - their purpose, that is, they are used in speaking to express confirmation, surprise, denial, doubt, clarification, etc. firmly associated with these functions, which are recalled in memory immediately, as soon as a particular speech task arises in front of the speaker. Consequently, the association "function - form (+ value)" operates in speaking.

Do we always develop such an association? Unfortunately not. To first simply memorize words or learn how to form some kind of grammatical form, students perform exercises that require you to focus all attention on the rules for forming a form or on memorizing a word and its meaning. This means that the leading is the formal, not the functional side of the speech unit. As a result of the disconnected, sequential assimilation of form and function, the form is not associated with the function and there are cases when the student "knows, but does not know how": for example, he knows how to form the past tense from the verb "read", but when he wants to report already happened, says, "I read this book yesterday," without noticing that he is using the form of the present.

Functionality, on the other hand, presupposes the emphasis on the function of the speech unit, and this function is not separated from the linguistic side, but is the leading one; it is at the function that the student's consciousness is directed, in the main, while the form is assimilated mainly involuntarily. At the same time, the nature of the reported rules-instructions also changes.

Usually, when starting to explain (for example, the future tense), the teacher says:

- Guys, today we will learn the future tense with you. It is formed ...

A functional approach requires something else:

- Guys, - the teacher must say, - if you want to say what you will do after school today, tomorrow, in a month, that is, in the future, then use this form for this ...

Having shown a sample, the teacher offers conditional speech exercises, in which the student receives a new speech task each time: "Promise that you will do what you are asked to do," "Express an assumption about what your friend will do in the following cases," etc. .P.

As a result, the form of the future tense is firmly associated in the student's mind with the functions of promises, assumptions, etc., and, therefore, will be called whenever in speech activity (in a situation) there is a need to solve the corresponding speech task - to promise, assume and etc.

L.V. Zankov wrote: "The lessons of imparting skills are often monotonous and dreary to the point of impossibility." Functionality can not only lead to the formation of skills that can be transferred, but also make the automation process interesting.

To ensure the functionality of learning, in the settings for the exercises, you need to use all those speech tasks that are used in communication. What are these tasks?

1) To report (notify, report, notify, report, announce, inform);

2) Explain (clarify, concretize, characterize, show, highlight, sharpen attention);

4) Condemn (criticize, refute, object, deny, accuse, protest);

5) To convince (prove, justify, assure, induce, inspire, persuade, inspire, insist, persuade, etc.).

Functionality isn't just about speaking. When teaching reading, listening, it is of no less importance. After all, the function of reading and listening as types of speech activity always consists in extracting information: a book, an article, a note is read in order to learn something new, to get a topic for discussion, to have fun, to clarify the details, to understand the general meaning, to answer the set in the article question, make a judgment on various aspects of the subject of the article, etc. Broadcasts and stories are usually listened to for the same purposes. This should be taken into account when compiling assignments for teaching reading and listening.

Functionality also determines the need to use in training all those speech units that function in speaking. Usually attention is paid to speech units of two levels - word and phrase. There are, however, two more equally important levels - the phrase and superphrasal unity. Both should be specially trained. Firstly, it is known that the bulk of mistakes are made in phrases. Therefore, it is necessary to purposefully master the most frequent phrases, to achieve their automated use. You should not think that it is enough to achieve mastery of words, and they will be combined in speech themselves. Secondly, as far as superphrasal unity is concerned, it is not generated by itself, even if a person is able to express himself at the level of individual phrases. The coherence of speech, its consistency inherent in superphrasal unity requires special training.

In this regard, it is important to take into account that there are three aspects in the language as a system of signs that is used for communication: vocabulary, grammar, phonetics. These aspects are independent, they can be studied separately, independently of each other. Confirmation of this is science: lexicology, theoretical grammar, theoretical phonetics.

Speech activity has three sides: semantic (lexical), structural (grammatical), pronunciation. They are inextricably linked in the process of speaking.

From this it follows, firstly, that when teaching speech activity, it is impossible to master words in isolation from their forms, grammatical phenomena - outside their embodiment in words, pronunciation - outside of functional speech units. It is necessary to strive to ensure that speech units are assimilated in the vast majority of exercises (it can be a word, and a phrase, and a phrase, and a superphrasal unity), so as not to distract the student with constant explanations. If the student in the exercise answers your questions, confirms your thought, objects to you, etc., then you can formulate your remarks so that they consistently use either the grammatical (phonetic) phenomenon to be automated, or the necessary words. When the exercise is organized correctly, the student forgets (or even does not suspect) that he is learning something: he is talking. We can say that lessons based on material alone can be lexical, grammatical - in spirit they should be speech.

The second consequence of the unity of the parties to speech activity is a different - functional - approach to the use of rules.

Each teacher probably thought about the questions: to give a rule in this case or not, at what moment to give it, how to formulate it, etc., and it is not surprising: after all, the nature of the exercise and its effectiveness depend on this.

Most often, the opinion is expressed that knowledge (rules) should always be preconditioned for speech practice. This is associated with the consciousness of teaching: a rule is given - conscious teaching, not given - unconscious. The matter, however, is more complicated.

Let's compare three skills: the skill of writing a letter (apparently, it can be formed without rules, by simple copying), the skill of pronouncing a sound (here imitation alone is often not enough), the skill of using or understanding a complex syntactic structure (in this case the premise of the rule is likely necessary).

In our opinion, the methodological approach in this case should be as follows:

1) the place and nature of the rules in the process of forming a speech skill is determined specifically for each language form;

2) the necessity and place of the rules are determined taking into account formal and functional difficulties, correlation with the native language (in order to avoid interference), the conditions of automation (stage, age of students, etc.);

3) knowledge is formulated in the form of rules-instructions, i.e. brief instructions on how the student should act in order to avoid mistakes in a speech act, and are given precisely at those moments of the automation process when these errors are possible. This method is called quantizing knowledge... It allows you to preserve the conditions of automation (speech focus, functionality), which were mentioned above. The speech action itself is brought to the fore, it is in the field of the student's consciousness, and the instruction only helps to perform it without distracting the student's attention.

It is very important to take into account that the rules-instructions that are communicated during the assimilation of a particular speech unit should not at all constitute a complete body of knowledge about this phenomenon. This is necessary only when studying a language, a language system; as for speech activity, only that minimum of rules-instructions should be selected, which is necessary for mastering and using each specific speech unit.

The above is no less important for receptive activities - reading and listening. When mastering them, rules-instructions are also necessary, but they are of a different nature. Their main purpose is to serve as "identification marks" of certain speech units, for receptive types of activity are based on the "form-meaning" association.

The third consequence of the functional unity of the three sides of speech activity is exclusion of transfer exercises (from native language to foreign).

Comparison with the native language helps to learn more deeply a foreign language, its structure, subtleties, patterns. But to cognize and assimilate, from the point of view of teaching, is not the same thing. When teaching speech activity, it is not knowledge that is important first of all, but skills, abilities that allow not to talk about the language, but to use it. In this case, the native language often serves as a brake. Any teacher knows very well that most of the mistakes are caused by the influence of the native language, its stereotypes rooted in the minds of students. Therefore, we should recognize the need to prevent possible mistakes of students.

It is necessary to emphasize the distinction between two concepts - "reliance on the native language" and "consideration of the native language", although they seem to be identical. Traditionally, “reliance on the mother tongue” is interpreted as a constant comparison of two language systems, used as a starting point for assimilation. As for "taking into account the native language", it aims the teacher at foreseeing the interfering influence of the native language (before the lesson) and preventing it in each specific case by means of such an organization of exercises in which the student does not feel that the assimilation is due to some kind of comparison, because the latter is not the starting point.

Translation from the native language is precisely the constant comparison of two language systems. On this occasion, A. N. Leontyev said: "Of course, it is possible to form speech in a foreign language through the formation of a functional translation system - just like you can go, for example, from Moscow to Bucharest through Paris, but why, one wonders, is this necessary?"

The point is that speaking and translating are two different activities. Speaking is the implementation of the stereotypes of a given language, while Translation is the implementation of the stereotypes of two languages. When speaking, we express our thoughts, our attitude, while translating it is necessary to adequately convey other people's thoughts.

There are also purely methodological arguments not in favor of translation: translation is a very difficult exercise, students spend a lot of time on it, and make a lot of mistakes. All of this interferes with effective skill building.

The fact that translation exercises do not develop the mechanisms necessary for speaking is easy to show at least on such a speech mechanism as the choice of words. It is known that when speaking, a person recalls (recalls) words in connection with a speech task in a certain situation, i.e. on the basis of the association "thought - word" (remember the association "function - form"). In translation exercises, the student remembers a foreign word from the word of his native language, therefore, the word-word association works, ie. absolutely not the one that is needed for speaking.

Thus, in order to effectively teach speaking as a means of communication, translation exercises should be abandoned. In any case, in the classroom. As for the translation from a foreign language into a native one, it is quite acceptable in some cases (semantisation of abstract words, translation of certain complex grammatical phenomena in teaching reading).

So, functionality as a component of the methodological content of the lesson dictates the need to comply with the following teaching rules:

- leading in the assimilation of lexical units or grammatical phenomena (speech patterns) is their function, not form;

- in the settings of exercises for teaching all types of speech activity, all variety of speech tasks should be used;

- the use of knowledge occurs on the basis of their quantization in the form of rules-instructions, taking into account the learned phenomenon and learning conditions;

- translation from the native language when teaching speaking in a lesson is excluded.

§ 5. Novelty

Have you ever told different people about the same thing or heard others do it? If this is not a poem, not a quote, not a reading of something learned from the stage, then each time the story is surely different from its other versions, the same content and the same meaning is transmitted in a new form. Why? Because human speech is essentially productive, not reproductive. Of course, many speech units - words, phrases, sometimes phrases - are used by the speaker as ready-made and are reproduced (reproduced), but their forms and combinations are always new. It cannot be otherwise: after all, the situation with its many components is always different, always new, and a person who does not take this into account will not only fail to achieve the goal, but will also look ridiculous.

It is believed that a foreign language can only be mastered through abundant memorization. And here they sound at the lessons of the installation: "Remember (learn) these words", "Learn the sample dialogue", "Read and retell the text", etc. But this, firstly, is ineffective: you can learn a lot of dialogues and texts and not be able to speak, and secondly, it is not interesting. It has long been proven that there is another way - involuntary memorization. This path requires such an organization of work in which the material to be memorized is included in the activity, interferes or contributes to the fulfillment of the goal of this activity. In this case, the student does not receive direct instructions for memorizing this or that material; it is a by-product of activity with material (words, text, dialogue, etc.). For example, if a student got acquainted with a text telling about Paris, he can be given the following tasks in sequence:

a) Find phrases in the story that are similar in content to the data.

b) Find phrases that characterize ...

c) Name what you would most like to see in Paris.

d) What characterizes Paris best? etc.

Performing these exercises, the student is forced to refer to the material of the text all the time, but, as it were, from new positions, to use it to perform new tasks, which will lead to his involuntary memorization. And the material memorized in this way is always operative, it can always be easily used (unlike memorized texts and dialogues) in any new communication situations.

No less novelty should be manifested in teaching speaking. Here it presupposes a constant variability of speech situations, which is needed in order to prepare the student for a "meeting" with any new situation, and not only with the one (or those) that took place in the lesson. And this skill is achieved by constantly varying speech situations, by replacing r,the speech situation each time a new component: speech task, interlocutor, number of interlocutors, interlocutors' relationships, an event that changes these relationships, characteristics of the interlocutor or some object, subject of discussion, etc.

This is necessary in order to teach communication in adequate conditions. Communication itself is precisely characterized by a constant change of all these components, in other words, our communication is heuristic. We will show this in more detail, since understanding this thesis is of fundamental importance for organizing a lesson.

and)Heuristicity of speech tasks (functions). It is understood as a situationally conditioned possibility of their various combinations. So, the interlocutors can react to the “request” as follows:

One should not think that the combinations of speech tasks are endless. The analysis showed that it is possible to single out the most typical combinations for these situations, which should be used as the basis for building exercises.

Note that each task is included in a variety of combinations, not only as a stimulus, but also as a reaction. For example, "promise":

request - promise promise - promise

offer - promise promise - rejection

invitation - promise promise - doubt

advice - promise promise - gratitude

This makes it possible to ensure maximum repeatability of each function in all kinds of heuristic combinations.

b) Heuristicity of the subject of communication... Communication can concern one or several objects at once with the leading role of one of them. For example, if the subject of discussion is a plan for the participation of schoolchildren in harvesting, then the speech may touch upon pioneering affairs in general and the mechanization of agriculture.

In communication, speech constantly moves from one subject to another: sometimes to a close one related to the previous one, sometimes to one that has nothing to do with the previous one.

From the point of view of the heuristic of the subject of communication, one can distinguish between mono-subject and poly-subject communication, which cannot be ignored in teaching.

c) Heuristic content of communication... It consists in the fact that the disclosure of one and the same subject of communication (with the same speech task) can occur due to different content. For example, in order to prove the falsity of bourgeois democracy (the subject is "bourgeois democracy", the task is "proof, persuasion"), one can operate with specific facts gleaned from newspapers, cite examples from literature, refer to figures or use data from a textbook on social studies, eyewitness accounts, etc.

d) Heuristicity of the utterance form... It manifests itself in the fact that people communicate not with the help of memorized, ready-made statements, but each time create new ones corresponding to a given situation.

e) Heuristicity of the speech partner... Any communication from the point of view of initiative can proceed in different ways: the initiative is in the hands of one interlocutor, the initiative is in two of them, all participants in the communication are equally initiative. In other words, there is communication with constant initiative of the interlocutors and with variable initiative. The first is apparently simpler than the second.

It is quite understandable that, depending on these options, for each of the communicating, the heuristicity of his speech partners is different. Is it possible not to take this into account and not teach speaking in the conditions of at least group communication? Of course no. Otherwise, the speaker will not be able to rebuild on the go, will not be adequate to the changing situation at any given moment.

In summary, we can say that heuristicity permeates the entire communication process. Therefore, it is necessary to teach communication on a heuristic basis. This is what contributes to the development of many qualities of speech skills (flexibility, for example, as the basis for skills for transfer) and qualities of skills (for example, dynamism, productivity, purposefulness).

Thus, productive mastery of the material should serve as a benchmark. By the way, this is exactly what is required on exams, when a new situation is presented. This productivity can be ensured only in exercises that involve combining, paraphrasing material for speech purposes. It should also be noted that novelty as a component of the methodological content of the lesson is one of the main factors that ensure the interest of students. This refers to the novelty of the content of educational materials, the novelty of the form of lessons (lesson-excursion, lesson-press conference, etc.), the novelty of types of work (reasonable change of known types and the introduction of new ones), the novelty of the nature of work (lesson, extracurricular, circle, etc.) - In other words, constant (within reasonable limits) novelty of all elements of the educational process.

All this to one degree or another is to be discussed further. But it is necessary to say especially about the content of educational materials.

"To make the student understandable and entertaining what he is taught, avoid two extremes: do not tell the student about what he cannot know and understand, and do not talk about what he knows no worse, and sometimes even better than the teacher", - wrote L. N. Tolstoy.

How often do we forget about it Here is what, for example, it is sometimes suggested to read to students: “This is a school. The school is big. There are many classes in the school. All classes are large. Children study here. " What can a twelve-year-old modern accelerated teenager learn from this?

How to give meaningful assignments to such texts?

Sometimes in foreign language lessons, any nonsense is pronounced - the main thing is that it is not pronounced in Russian. Even the term exists - "educational speech". Meanwhile, the students have a dangerous thought: if, like in foreign language lessons, we do not speak anywhere, it means that a foreign language is not a means of communication. Experience shows that this idea takes root in the minds of students by the end of the fifth grade. A third of the school time (the best third) is lost, and it is very difficult to change the attitude of the student, to return his disappointed hopes.

Teachers use materials from newspapers, magazines, radio, television in class. This is absolutely correct, because no textbook can keep up with modernity. And modernity is an indispensable component of the information content, the novelty of the lesson.

The informativeness of the material is one of the important prerequisites for the effectiveness of the lesson, affecting its educational value, on the development of students. Lack of information content, as well as the “spiritually” memorization associated with it, is not such a harmless phenomenon as it might seem, since along with thoughtless assimilation of the ready-made, a person involuntarily assimilates the corresponding nature of thinking. “It is much easier to mutilate an organ of thinking than any other organ of the human body, and to heal it is very difficult. And later - and completely impossible. And one of the most “sure” ways to mutilate the brain and intellect is formal memorization of knowledge ”(GN Volkov). Therefore, many rightly believe that "to fundamentally solve the problem of improving the quality of educational work means to solve the question of what to put in the basis of the educational process system: memorizing or organizing intensive mental activity" (Polyakov V. N., Balaeva V. I.).

The solution to this dilemma is unambiguous: of course, the intensification of mental, speech-thinking, creative activity. Moreover, “to start purposeful development creative thinking it is necessary as early as possible in order not to miss the very rich opportunities of childhood. "

It is for all this that the principle of novelty stands for, on which communicative learning is based.

So, what the teacher should remember in connection with novelty as a mandatory characteristic of the methodological content of the lesson:

- with the development of speech skills, a constant variation of speech situations is necessary, associated with the speech-thinking activity of students;

- speech material should be memorized involuntarily, in the process of performing speech and cogitative tasks;

- the repetition of speech material is carried out due to its constant inclusion in the tissue of the lesson;

- exercises should provide constant combination, transformation and rephrasing of speech material;

- constant novelty of all elements of the educational process is necessary.

This is, in brief, the methodological content of a modern foreign language lesson. As can be seen from the above, all the main provisions are interconnected and interdependent: failure to comply with one of them damages the entire system of communicative learning. Hence, the main task is to observe the communicative basis in its entirety. Only such methodological content of a lesson can ensure its effectiveness.

/ From: E. I. Passov. Foreign language lesson in high school. - M .: Education, 1988. - S. 6-27 /.