Навчання англійського аргументованого писемного мовлення студентів юридичного профілю: психолінгвістичниий аспект
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Дата
2018
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті вивчаються психолінгвістичні особливості навчання англійського аргументованого писемного мовлення студентів-юристів. Автор розглядає писемне мовлення як вид мовленнєвої діяльності та визначає його ключові характеристики. У статті досліджується питання про діалогічну та ситуативну природу письмового тексту як важливого аспекту психолінгвістичного обґрунтування методики навчання англійського писемного мовлення. Автор розглядає, як співвідносяться між собою поняття «мова», «мовлення» і «мовленнєва діяльність», досліджує основні фази, які проходить писемне мовлення як вид мовленнєвої діяльності, вивчає вплив мовленнєвого коду рідної мови та психологічні процеси мислення, які супроводжують аргументоване писемне мовлення студентів-юристів.
The purpose of the paper is to study the psycholinguistic peculiarities of teaching English reasoning writing to law students. Methods. The author uses such general methods of scientific knowledge as dialectical, systemic-structural, formal-logical, methods of analysis, synthesis, generalization, analogy and deduction. Results. The article deals with the psycholinguistic peculiarities of teaching English reasoning writing to law students. The author considers writing as a type of speech activity and defines its key characteristics. The article studies the issue of the dialogic and situational nature of the written text as an important aspect of the psycholinguistic substantiation of teaching English writing. The author examines the relationship between the concept of "language", "speech" and "speech activity", examines the main phases that written speech as a form of speech activity passes, studies the influence of the speech code of the native language and the psychological processes of thinking, which accompany the law students' English reasoning writing. Practical significance. The article examines the peculiarities and stages of the formation of the English reasoning writing skill, the awareness of which allows scientists and practitioners to create an effective teaching methods, and help students achieve the main result - to master the skills they need for the implementation of speech activity, in particular English reasoning writing. When teaching English reasoning writing, such important aspects as possession of logical techniques, the ability to identify causal relationships, the ability to build the logic of decision-making and substantiation of conclusions should be taken in account. Conclusion. The psycholinguistic analysis of English reasoning writing allows us to conclude that teaching English reasoning writing is a multi-vector process that involves a number of aspects that are themselves content-generating. These are writing as a type of speech activity, foreign aspect of speech as a functioning bilingual mechanism and reasoning as a category of psychology of thinking. The study may serve as a theoretical basis for its further practical implementation and during the development of a didactic model for teaching English reasoning writing.
The purpose of the paper is to study the psycholinguistic peculiarities of teaching English reasoning writing to law students. Methods. The author uses such general methods of scientific knowledge as dialectical, systemic-structural, formal-logical, methods of analysis, synthesis, generalization, analogy and deduction. Results. The article deals with the psycholinguistic peculiarities of teaching English reasoning writing to law students. The author considers writing as a type of speech activity and defines its key characteristics. The article studies the issue of the dialogic and situational nature of the written text as an important aspect of the psycholinguistic substantiation of teaching English writing. The author examines the relationship between the concept of "language", "speech" and "speech activity", examines the main phases that written speech as a form of speech activity passes, studies the influence of the speech code of the native language and the psychological processes of thinking, which accompany the law students' English reasoning writing. Practical significance. The article examines the peculiarities and stages of the formation of the English reasoning writing skill, the awareness of which allows scientists and practitioners to create an effective teaching methods, and help students achieve the main result - to master the skills they need for the implementation of speech activity, in particular English reasoning writing. When teaching English reasoning writing, such important aspects as possession of logical techniques, the ability to identify causal relationships, the ability to build the logic of decision-making and substantiation of conclusions should be taken in account. Conclusion. The psycholinguistic analysis of English reasoning writing allows us to conclude that teaching English reasoning writing is a multi-vector process that involves a number of aspects that are themselves content-generating. These are writing as a type of speech activity, foreign aspect of speech as a functioning bilingual mechanism and reasoning as a category of psychology of thinking. The study may serve as a theoretical basis for its further practical implementation and during the development of a didactic model for teaching English reasoning writing.
Опис
Ключові слова
англійське аргументоване писемне мовлення, мова, мовлення, мовленнєва діяльність, психолінгвістичні особливості, мислення, аргументація, білінгвальний механізм, English reasoning writing, language, speech, speech activity, psycholinguistic peculiarities, thinking, reasoning, bilingual mechanism
Бібліографічний опис
Заярна, І. Навчання англійського аргументованого писемного мовлення студентів юридичного профілю: психолінгвістичниий аспект [Текст] / І. Заярна // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 1 (75). – С. 208–225.