Психологічні та психолінгвістичні фактори формування граматичної компетентності майбутніх філологів з другої іноземної мови
Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
У статті розглянуто такі фактори, як: урахування психологічної структури та рівнів мовленнєвої діяльності, характеристики навичок і вмінь та етапи їх формування, забезпечення адекватного орієнтування студентів, інтеграцію орієнтувальної і виконавчої фаз у вправах, критерії розмежування різних типів орієнтування, етапи оволодіння мовленнєвими діями, механізми переносу, позитивний і негативний трансфер, білінгвізм та його види, гальмування та його види, типи граматичної інтерференції, характер граматичної інтерференції у морфології та синтаксисі, порівняльний вплив міжмовної та внутрішньомовної граматичної інтерференції. Окреслено перспективу подальших досліджень.
The article deals with the factors given in its title which include the necessity of taking into account, while developing the corresponding methodology of teaching, the peculiarities of the practical aim fulfillment in the second foreign language (L3) teaching: psychological structure of speech activity and its levels, correlation of speech actions and speech activity, characteristics of speech skills and subskills, as well as the stages of their development (motivational and stimulating, analytic and synthetic, executive, controlling), stages of subskills development and students’ actions at each of them, character of the skill (receptive or productive) to be developed and the stages of the said development, ways to provide for the students’ adequate orientation, differentiating features of various orientation types, impact of the orientation base composition upon the type of orientation, content of stages (orientation, materialized, loud external speaking, speaking intended for the speaker, mental action stages) within the stage theory of mental actions development, types of teaching information as the means to provide for the students’ adequate orientation, factors which influence the teaching information types correlation in the grammar actions development, grammar actions acquisition along the «materialized-to-mental actions» line, control over grammar actions acquisition by means of feedback provided by materialized types of teaching information, integration of the orientation and accomplishment phases in exercises, gradual complication of students’ learning operations in the process of grammar actions acquisition, bilingualism and its types, mechanisms of transfer, positive and negative transfer, grammar interference, character of grammar interference in morphology and syntax, associative interference, reproductive inhibition, negative retroaction, comparative impact of interlanguage and intralanguage grammar interference on the effectiveness of grammar skills formation in the second foreign language teaching, analysis of grammatical categories of English and French, their similarities and differences, three main types of grammar interference. Prospects for further research are outlined.
The article deals with the factors given in its title which include the necessity of taking into account, while developing the corresponding methodology of teaching, the peculiarities of the practical aim fulfillment in the second foreign language (L3) teaching: psychological structure of speech activity and its levels, correlation of speech actions and speech activity, characteristics of speech skills and subskills, as well as the stages of their development (motivational and stimulating, analytic and synthetic, executive, controlling), stages of subskills development and students’ actions at each of them, character of the skill (receptive or productive) to be developed and the stages of the said development, ways to provide for the students’ adequate orientation, differentiating features of various orientation types, impact of the orientation base composition upon the type of orientation, content of stages (orientation, materialized, loud external speaking, speaking intended for the speaker, mental action stages) within the stage theory of mental actions development, types of teaching information as the means to provide for the students’ adequate orientation, factors which influence the teaching information types correlation in the grammar actions development, grammar actions acquisition along the «materialized-to-mental actions» line, control over grammar actions acquisition by means of feedback provided by materialized types of teaching information, integration of the orientation and accomplishment phases in exercises, gradual complication of students’ learning operations in the process of grammar actions acquisition, bilingualism and its types, mechanisms of transfer, positive and negative transfer, grammar interference, character of grammar interference in morphology and syntax, associative interference, reproductive inhibition, negative retroaction, comparative impact of interlanguage and intralanguage grammar interference on the effectiveness of grammar skills formation in the second foreign language teaching, analysis of grammatical categories of English and French, their similarities and differences, three main types of grammar interference. Prospects for further research are outlined.
Опис
Ключові слова
граматична компетентність, майбутні філологи, друга іноземна мова, мовленнєва діяльність, навички та вміння, орієнтувальна і виконавча фази, перенос та інтерференція, перспектива дослідження, grammar competence, future philologists, second foreign language (L3), methodology of teaching, speech activity, speech skills and subskills, orientation and accomplishment phases, transfer and interference, research prospects
Бібліографічний опис
Андрущенко, А. О. Психологічні та психолінгвістичні фактори формування граматичної компетентності майбутніх філологів з другої іноземної мови [Текст] / А. О. Андрущенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 1 (35). – С. 279–288.