Соціокультурний підхід у підготовці майбутніх учителів-філологів
Файли
Дата
2019
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано соціокультурний підхід у викладанні англійської мови студентам як важливий чинник підготовки майбутніх філологів; розкриваються поняття «соціокультурна компетентність» і «діалог культур»; наводяться приклади практичного використання зазначеного підходу в роботі зі студентами ІДГУ. Визначено основні характерні особливості соціокультурної компетентності, які складають цілісний механізм у вивченні іноземних мов. Автор досліджує основні напрями формування та вдосконалення у студентів соціокультурної компетентності через упровадження інтерактивних технологій. Проаналізовано феномен «аудіолінгвальний метод». На прикладі студентів Ізмаїльського державного гуманітарного університету доведено ефективність соціокультурного розвитку. Автор акцентує увагу на тому, що навчання іноземної мови студентів полягає у формуванні в них комунікативних умінь усного та писемного мовлення у професійній сфері. Володіння соціокультурними засобами спілкування є запорукою успішної професійно орієнтованої комунікації із зарубіжними партнерами та колегами.
The article analyzes the socio-cultural approach in teaching English to students as an important factor in the preparation of future philologists; the concepts of “socio-cultural competence” and “dialogue of cultures” are revealed; examples of practical use of this approach in work with students of the ISHU are given. The main characteristic features of socio-cultural competence, which constitute the integral mechanism in the study of foreign languages, are determined. The author investigates the main directions of formation and improvement of students of socio-cultural competence through introduction of interactive technologies. The phenomenon of “audio-lingual method” is analyzed. An example of the students of the Izmail State Humanitarian University proved the effectiveness of sociocultural development. The author focuses on the fact that teaching of a foreign language of students is in the formation of their communicative skills of oral and written speech in the professional field. Possession of socio-cultural means of communication is the key to a successful professional-oriented communication with foreign partners and colleagues. As the author has noted, formation of sociocultural competence of students is carried out on the basis of authentic materials containing cultural information (fiction and popular science literature, audio and video materials). It is determined that the socio-cultural approach ensures acquisition of language in close connection with the foreign language culture, so along with the communicative, personal-activity approaches should be used the socio-cultural approach. By integrating these approaches in learning you can achieve high results. The essence of sociocultural approach is analyzed. It can be concluded that, as a result of mastering the sociocultural means of foreign language communication, students are able to notice the language clichés characteristic of certain situations of communication, choose language means of communication in accordance with the norms of language and etiquette, adjust to the style of communication of a foreign language partner. Knowledge of sociocultural competence will allow students to find their place in the international arena and to be a full participant in international communication. That’s why the need to use the sociocultural approach as the most important basis in foreign language learning is conditioned by the desire to ensure the quality of modern education on the basis of maintaining its fundamentality and relevance to the actual as well as perspective needs of the individual and society.
The article analyzes the socio-cultural approach in teaching English to students as an important factor in the preparation of future philologists; the concepts of “socio-cultural competence” and “dialogue of cultures” are revealed; examples of practical use of this approach in work with students of the ISHU are given. The main characteristic features of socio-cultural competence, which constitute the integral mechanism in the study of foreign languages, are determined. The author investigates the main directions of formation and improvement of students of socio-cultural competence through introduction of interactive technologies. The phenomenon of “audio-lingual method” is analyzed. An example of the students of the Izmail State Humanitarian University proved the effectiveness of sociocultural development. The author focuses on the fact that teaching of a foreign language of students is in the formation of their communicative skills of oral and written speech in the professional field. Possession of socio-cultural means of communication is the key to a successful professional-oriented communication with foreign partners and colleagues. As the author has noted, formation of sociocultural competence of students is carried out on the basis of authentic materials containing cultural information (fiction and popular science literature, audio and video materials). It is determined that the socio-cultural approach ensures acquisition of language in close connection with the foreign language culture, so along with the communicative, personal-activity approaches should be used the socio-cultural approach. By integrating these approaches in learning you can achieve high results. The essence of sociocultural approach is analyzed. It can be concluded that, as a result of mastering the sociocultural means of foreign language communication, students are able to notice the language clichés characteristic of certain situations of communication, choose language means of communication in accordance with the norms of language and etiquette, adjust to the style of communication of a foreign language partner. Knowledge of sociocultural competence will allow students to find their place in the international arena and to be a full participant in international communication. That’s why the need to use the sociocultural approach as the most important basis in foreign language learning is conditioned by the desire to ensure the quality of modern education on the basis of maintaining its fundamentality and relevance to the actual as well as perspective needs of the individual and society.
Опис
Ключові слова
соціокультурний підхід, соціокультурна компетентність, професійно орієнтоване іншомовне спілкування, соціокультурні засоби спілкування, аудіолінгвальний метод, діалог культур, іншомовна освіта, країнознавча інформація, socio-cultural approach, sociocultural competence, professionally oriented foreign language communication, socio-cultural communication means, audio-lingual method, dialogue of cultures, foreign language education, regional geographic information
Бібліографічний опис
Салі, О. Соціокультурний підхід у підготовці майбутніх учителів-філологів [Текст] / О. Салі // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 8 (92). – С. 296–308. – DOI: 10.24139/2312-5993/2019.08/296-308.