Особливості реалізації соціокультурного підходу до навчання іноземних мов у вищій школі
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Статтю присвячено висвітленню сутності та основних положень соціокультурного підходу до навчання іноземних мов, а також шляхів його реалізації в системі вищої освіти. Визначено соціокультурну компетентність як результат соціокультурної освіти, проаналізовано її компонентний склад. Наведено сучасні форми, методи та засоби розвитку соціокультурної компетентності студентів у процесі вивчення іноземної мови поза мовним середовищем. Найбільш доцільними формами занять визначено дебати, семінари, конференції, дискусії. Рольові ігри, проблемні завдання вважаються найдієвішими методами. Серед засобів навчання виокремлено готові мультимедійні курси, кіно-, відео-, телефільми, автентичні матеріали.
The article deals with defining the essence and main concepts of sociocultural approach to teaching foreign languages and the ways of its implementation in higher education. The socio-cultural approach is based on the idea that society and culture shape cognition. Social customs, beliefs, values and language are all part of what shapes a person’s identity and reality. According to this approach, what a person thinks is based on his or her socio-cultural background. The socio-cultural approach takes into account more than the individual in attempting to understand cognitive processes. According to the socio-cultural approach a foreign language is considered to be a communication tool and a tool of learning the world culture, national culture and social subcultures of different people. The purpose of socio-cultural approach to teaching foreign languages is to enable the students to effectively navigate through the culturally-embedded situations in which they may find themselves in different countries. Socio-cultural competence is defined as a result of socio-cultural education. Its component structure is analyzed. The socio-cultural competence is a base of equal dialogue of cultures. It provides the ability to navigate among the cultural markers in the authentic language environment, to predict possible socio-cultural barriers in the terms of intercultural communication and to resolve them. It also contributes to social and cultural knowledge about countries and people, a student’s social and cultural self-education in any other areas. Modern forms, methods and means of students’ sociocultural competence forming in the process of teaching a foreign language beyond the language environment are analyzed. The debates, seminars, conferences and discussions are considered to be the most appropriate forms of work. Role playing, problem tasks are the most effective methods. The ready-made multimedia courses («Learn to Speak English», «Tell me More», «Reward Intem @ tive», «English Platinum» etc.), films, videos, television programs and other authentic materials stand out among the teaching means. In addition, the creation of European integration clubs, clubs for correspondence, clubs for cooking according to different national recipes can be recommended for effective students’ socio-cultural competence forming.
The article deals with defining the essence and main concepts of sociocultural approach to teaching foreign languages and the ways of its implementation in higher education. The socio-cultural approach is based on the idea that society and culture shape cognition. Social customs, beliefs, values and language are all part of what shapes a person’s identity and reality. According to this approach, what a person thinks is based on his or her socio-cultural background. The socio-cultural approach takes into account more than the individual in attempting to understand cognitive processes. According to the socio-cultural approach a foreign language is considered to be a communication tool and a tool of learning the world culture, national culture and social subcultures of different people. The purpose of socio-cultural approach to teaching foreign languages is to enable the students to effectively navigate through the culturally-embedded situations in which they may find themselves in different countries. Socio-cultural competence is defined as a result of socio-cultural education. Its component structure is analyzed. The socio-cultural competence is a base of equal dialogue of cultures. It provides the ability to navigate among the cultural markers in the authentic language environment, to predict possible socio-cultural barriers in the terms of intercultural communication and to resolve them. It also contributes to social and cultural knowledge about countries and people, a student’s social and cultural self-education in any other areas. Modern forms, methods and means of students’ sociocultural competence forming in the process of teaching a foreign language beyond the language environment are analyzed. The debates, seminars, conferences and discussions are considered to be the most appropriate forms of work. Role playing, problem tasks are the most effective methods. The ready-made multimedia courses («Learn to Speak English», «Tell me More», «Reward Intem @ tive», «English Platinum» etc.), films, videos, television programs and other authentic materials stand out among the teaching means. In addition, the creation of European integration clubs, clubs for correspondence, clubs for cooking according to different national recipes can be recommended for effective students’ socio-cultural competence forming.
Опис
Ключові слова
соціокультурний підхід, навчання іноземних мов, соціокультурна компетентність, форми, методи, засоби розвитку соціокультурної компетентності, socio-cultural approach, teaching foreign languages, socio-cultural competence, forms, methods, means of socio-cultural competence forming
Бібліографічний опис
Ткаченко, Н. М. Особливості реалізації соціокультурного підходу до навчання іноземних мов у вищій школі [Текст] / Н. М. Ткаченко // 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. – № 8 (42). – С. 255–262.