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Language guessing is subjective, but special exercises can make it manageable, for example:

Read the text and underline the signs of time, place, taking this into account, guess the meaning of the underlined words;

Underline international words, determine their meaning in mother tongue and in foreign.

Work on the development of linguistic conjecture leads to the expansion of linguistic and general horizons.

In the methodology of teaching foreign languages, productive and receptive lexical skills are distinguished. For the purpose of a strong mastery of vocabulary in oral form, an active and passive lexical minimum is distinguished. The main stages of work on vocabulary in the formation of skills are:

a) the tentative-preparatory stage, that is, the stage of semantization of words and their primary use;

b) the stage of speech training and the creation of lexical speech skills in oral speech exercises (situational-stereotyping and variable-situational stages).

Passive (non-speech) receptive lexical skills, that is, recognition skills lexical material in oral and written texts are formed when performing lexical exercises and when reading texts.

When learning lexical side speech, both in theory and in practice, there are many difficulties:

Selection of vocabulary, taking into account the communicative orientation of training;

Rational methodological organization vocabulary, its typology, based not only on the difficulties of its assimilation, but also taking into account the presence of different communicative tasks, features of the stage of education, different ratios of types of speech activity;

Improving the methods of teaching vocabulary, greater consideration of the need-motivational plan of speech, that is, the challenge of the need for a particular word.

The development of these problems could also contribute to the improvement of practice, where teaching vocabulary causes problems associated mainly with the memorization and use of words in speech. The brighter the impression made by the word, the more entertaining the situation in which it met, the better it is remembered. Practice shows that teachers often use situations to teach oral speech. The question is about their use in the presentation of vocabulary in methodological literature has not yet been widely publicized. In practice, they are created mainly with the help of illustrative and objective visualization. Without denying this approach, many methodologists and practicing teachers state that it does not always prepare for the use of lexical units in speech. Situations at the speech level are usually aimed at organizing the conditions for the implementation of independent statements of students when they are faced with the task of expressing their own thoughts and their attitude to some moments. In this case, it is assumed that all the students' attention is directed to the idea, and not to those linguistic means by which it will be expressed. When presenting lexical units, the emphasis is on working out these linguistic means, and situations are designed to create a communicative background, that is, that communicative orientation, which will contribute to the use of words in speech. The communicative background will gradually, consistently reveal the scope of lexical units.

From psycholinguistics, it is known that the strength of the assimilation of a word depends on whether the diverse connections of a new word with those studied are established. At the same time, connections are established not only as a result of semantic actions, but also according to the laws of associations - connections formed under certain conditions between two or more mental phenomena. The actualization of the associative connection is that the appearance of one member of the association regularly leads to the appearance of another. Knowledge of associative links can help to focus on the most frequent reactions, to clearly imagine the place of a word in the semantic field, the degree of its proximity to other words and the nature of the relationship between them. In addition, the association of words contributes to a certain extent to the generation of a speech statement and is due to the proper linguistic connections of words.

Based on all these provisions, it can be concluded that new vocabulary will enter into associative links with previously studied words, and associative processes contribute to involuntary memorization. As is known from psychology, the material that is memorized involuntarily is firmly imprinted in the long-term memory of students, has the necessary accuracy and mobility, but subject to the organization of purposeful actions with this material. Associative links can certainly be used at the stage of vocabulary presentation. At the same time, it is important to take into account two points: the organization of the lexical material itself and the organization of purposeful actions with this material.

By their nature and structure, the situations that it is advisable to use at the stage of presentation of lexical material refer to micro-situations that show the typical compatibility of certain lexical units.

conclusions

As a result of work on this issue and the systematization of the studied material on this topic, the following conclusions can be drawn:

Formation of monologue speech skills - priority schools in teaching a foreign language, carried out taking into account age features children, with the ultimate goal of laying the foundations for the ability to coherently and logically express their thoughts.

Theoretical basis and methodological techniques for the formation of monologue speech are sufficiently developed in the scientific and methodological literature.

To systematize the work on the formation of a monologue statement, a methodically correctly selected set of exercises, the use and combination of non-traditional and traditional forms organizations learning activities, continuity and consistency in the presentation of the material. It is important that students realize the real possibility of using language as a means of communication.

Purposeful and systematic work on the formation of monologue speech contributes to a significant increase in the ability to correctly express one's thoughts in a given language in the conditions of solving rather complex mental problems.

Therefore, taking into account the conditions of learning and the nature of the monologue, it is advisable to establish three levels of mastery in secondary school: medium, advanced and high, taking into account different learning conditions.

The general education school, for the most part, can provide average level, the main objective which consists in the formation of skills in reading and understanding texts and the development of oral speech based on the text in the form of description and narration.

An increased level is characterized by increased attention to oral speech, differentiation of teaching in the upper grades, depending on the interests and inclinations of students. Monologue speech develops in connection with reading and listening: students make an independent report on what they have read, listened to with a personal assessment, and the ability to speak in connection with the situation within the main areas of communication is also formed. This level can be achieved in schools and classes with in-depth study of a foreign language, as well as in the humanities classes, where an in-depth study of a foreign language is also conducted.

A high level of language proficiency is a free or almost fluent command of the language, not only practically - all types of speech activity, which means for monologue speech performance with independent messages in which different speech forms are freely combined. Speech is characterized by persuasiveness and emotional impact, syntactic complexity.

In general, all teaching of monologue speech should be aimed at mastering the ability to logically reveal a thought, highlight the main thing, draw conclusions or a conclusion, which contributes to improving the culture of communication and contributes to humanitarian education.

The successful development of monologue speech skills is facilitated by tasks that are creative, individual in nature, requiring motivated statements from students. All types of work used in teaching monologue speech should be a single whole.

It is important to achieve the desire of students to work and make them feel their capabilities, their progress. This increases interest in learning a foreign language.

The preparation of the term paper convinced me of the great importance of further work aimed at developing the skills of monologue speech. It is in the ability to communicatively - motivated, logically consistently and coherently, quite fully and correctly in linguistic terms to express one's thoughts orally and that the meaning of mastering a foreign language lies in many respects.

Bibliography

1. Babinskaya P.M. Implementation of communicatively oriented teaching of a foreign language./ P.M. Babinskaya // Capital education -2010.- No. 9

2. Andreasyan I.M. Teaching in cooperation as a priority technology for teaching English to schoolchildren. / I.M. Andreasyan Yu.V. Maslov // Foreign Languages ​​of the Republic of Belarus - 2008 - No. 3

3. Maslyko E.A. Handbook of a foreign language teacher. / E.A. Maslyko P.K. Babinskaya // Minsk- 1992.

4. Passov E.I. Basics communicative methodology teaching foreign language communication. / E.I. Passov. //- M.- 1989.

5. Passov E.I. Foreign language lesson in secondary school / E.I. Passov.// - M. Enlightenment - 1989.

6. Rogova G.V. Methods of teaching foreign languages ​​in secondary school / G.V. Rogova, F.M. Rabinovich, T.E. Sakharova // M. Education - 1991.

7. Gin A.A. tricks pedagogical technique: Teacher's Manual / A.A. Gin // Moscow: Vita - Press, 1999

8. Schukin A.N. Methods of teaching Russian as a foreign language: / Proc. manual for universities // A.N. Schukin. - M.: Higher. school, 2003.

8. Galskova N.D., Gez N.I. Theory of teaching foreign languages. Linguodidactics and methodology: textbook. allowance for students. lingu. un-tov and fact. in. lang. higher ped. textbook institutions / N.D. Galskova, N.I. Gez. - 3rd ed., erased. - M.: Publishing center "Academy", 2006.

9. Derekleeva N.I. The development of the communicative culture of students in the classroom and during extracurricular activities./ N.I. Derekleeva // Moscow - 2005

10. Antonova E.S. Communicative-activity approach: study guide / E.S. Antonova.// - M. - 2007.

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Consideration of the history of the development of teaching intercultural communication. Determination of the purpose and content of linguistic and cultural knowledge as an aspect of foreign language communicative competence. Requirements of the state standard of education in English.

E. I. Passov

Dear readers teachers of Russian as a foreign language!

The publication of a series of articles under the general title “Communicative Foreign Language Education. The concept of the development of individuality in the dialogue of cultures.

My colleagues and I are grateful to the editors of the journal for the opportunity to consistently present our methodological views. We will be very glad if they are useful to you in your noble and historically useful work in teaching the Russian language, in introducing people to the great Russian culture.

The proposed concept is not a generalization of the past. This seems to us to be a necessary new step forward. An attempt was made to substantiate the new goal and new content of foreign language education, to look at it from a new perspective of human development in the dialogue of cultures, which changed not only the accents, but also the interpretation of certain provisions and basic concepts, as well as technology. This concept is not abstraction for the sake of abstraction: it is embodied in almost several series of textbooks in English, German, French, as well as Russian as non-native and has proven its effectiveness. It can also become your tool. Read, think, decide!

E. I. Passov

Since we will be talking about education, I will start with the most important thing that should worry everyone involved in the field of education: in the educational field, as in general in the entire social space, the struggle between two opposing forces spirituality and pragmatism. It can be viewed in general philosophical terms as a struggle between "good" and "evil", "divine" and "devilish", whatever. But it is impossible not to take part in this struggle. Otherwise, education may seem to society an expensive excess, which it will refuse in favor of a “beautiful life”.

People are very sensitive to attempts to break traditions. Especially if traditions, habits, prejudices have become their personal experience. Rich personal experience for a teacher his quality is not all positive. The main thing is how rich this experience is, how it is acquired: as a result of assimilation of traditional truths or as a result of doubts, reflections, disappointments, acquisitions.

So let's think...

1. From “language teaching” to “foreign language education”

It is this path that we have to take to move from “language teaching” to “foreign language education”.

No matter how much they say that learning is related to development and education, and add to the formulation of the goal that developing, educational and general educational goals are realized in the process of achieving the main goal (practical mastery of the language), the main goal remains, in fact, the only one, because you can’t ask a teacher for others: no one even dares to blame a teacher for something if his “main” goal is achieved.

This is what the magic of words (terms) does: when we say that we teach, we unwittingly mean "the communication of knowledge and the formation of skills." What are we teaching? Language, therefore, words, grammar, ways of expressing thoughts, etc. Whether we like it or not, the goal in this case is reduced to homo loquens the person speaking. And the goal, like a law, determines both the path to it and the means. Hence the content of education, and the methodology, hence the pragmatism, incompatible with what is called "education". Hence the place allotted to culture as a makeweight, decoration, seasoning, and not as a base.

2. Can communicative competence serve as a goal?

The term communicative competence is widely used in Western methodology (S. Savignon, G. Pifo, D. Hymes), and began to be used by methodologists in our country (M. N. Vyatyutnev, N. I. Gez and many others).

In the book "Communicative Competence: Theory and Practice of Learning" S. Savignon (1983) describes four components that make up the content of communicative competence; these are: 1) grammatical competence, i.e. the ability to recognize the lexical, morphological, syntactic and phonological features of the language and manipulate them at the level of words and sentences; 2) sociolinguistic competence, or social rules of language use: understanding the roles of communication participants, the information they exchange, and the functions of their interaction; 3) the competence of the statement, which is associated with the ability to perceive or produce not a separate sentence, but a superphrasal unity; 4) the competence of the speech strategy, used to compensate for imperfect knowledge of the rules, imperfect possession of something, when you cannot remember the word and want to let the interlocutor know that you intend to continue communication, must collect your thoughts, did not understand any word, etc. .

But the goal of learning is not only what needs to be learned; this is also (and mainly!) the level of ownership.

What is meant here?

S. Savignon writes that success in solving communicative problems depends on a person's readiness, disposition for self-expression in a foreign language, resourcefulness, ingenuity in the use of lexical and syntactic units that he owns.

The words in the above statement are not chosen by chance. Indeed: why is it necessary to master them in order to use lexical and syntactic units, while it is enough to know paralinguistic means (intonation, gestures)? And what is resourcefulness in the use of lexical and syntactic units if a person already owns them?

3. The only worthy goal is a spiritual person

What should she be? The answer to this question should be sought in philosophy, because any serious and effective reforms have always started with it.

Taking into account the pragmatism of our time, some philosophers (Yu. M. Smolentsev) offer the model of homo agens, an active person, as the most suitable goal.

Being adherents of the activity approach in psychology, we still believe that the homo agens model is insufficient as a goal-ideal. The fact is that as civilization flourished, technocratic thinking began to exert an ever greater influence on our thinking. This influence also extended to education: first science, and then education, ceased to be an integral part of culture. V. Zinchenko perfectly analyzed the essence of technocratic thinking and the harm that it can cause to education. He believes that for technocratic thinking, the main thing is the goal at any cost, and not the meaning and universal interests, the main thing is technology, not the person and his values; in it there is no place for morality, conscience, no human experience, dignity, etc. Everything is subordinated to the cause. Technocratic thinking is subject to everything that manifests not so much its anti-humanity or anti-humanitarianism, but its lack of culture.

Only humanistic education can be opposed to it, because it is, in fact, moral education (and, consequently, upbringing) by means of any disciplines, among which leading place, of course, occupy the humanities.

We believe that the goal of education can only be considered homo moralis a moral, spiritual person. Homo moralis is “a person with a conscience who distinguishes between good and evil, forms moral prescriptions for himself (here it is self-determination of individuality!), requires himself to fulfill them. He is not against rational knowledge, but understands that there are many things in the world that our sages never dreamed of, i.e. that spirituality is the main thing, and the solution of economic and social problems not a goal, but a means of elevating a person” (V. Shubkin). A worthy goal, isn't it? Can't we contribute to its achievement? Not only can we, but we must.

A spiritual person is not one who knows and can do something, but one who has stable guidelines that govern his activities in any area: a culture of creative creative work, a culture of reasonable consumption, a culture of humanistic communication, a culture of knowledge, a culture of worldview, a culture of aesthetic mastery of reality.

Thus, culture as a system of values ​​used as the content of education becomes the space of existence, thanks to which a person can become a spiritual person.

4. Education as a way to the goal

Is it possible to achieve the goal of homo moralis if the path to it lies through "training"?

What is the essential difference between "education" and "training"? These two phenomena have different goals and content.

The purpose of training is the formation of utilitarian skills and abilities for specific pragmatic purposes; the content of training are the same skills and abilities.

In education, the goal and content do not coincide. The purpose of education is the education (creation) of a person as an individual: the development of his spiritual strength, abilities, the elevation of needs, the upbringing of a morally responsible and socially adapted person. The content of education is culture.

This is the huge potential of education, its breadth, depth, the fundamental unattainability of the goal, its “uncertainty”. (Recall the wise A. Einstein: “Education is what remains with a person when he forgets everything he was taught”). But this is the great difficulty in determining the content of education. Therefore, if it is permissible to use a play on words, we can say: the education of a person is not the final, but the infinite goal of education.

5. What is individuality?

Above I said that the purpose of education is the development of individuality. Individuality includes three substructures: individual, subjective and personal, each of which is characterized by certain properties and characteristics. The table shows these parameters and the goals of the types of individualization that are built on them.

In conclusion, a few conclusions.

1) It should be recognized that a foreign language is unique in its educational opportunities. Is not " academic subject”, but an “educational discipline”, which has great potential, capable of making a significant contribution to the development of a person as an individual. If our goal is not purely educational (not “the ability to communicate” or “possession of communicative competence”), but educational (education spiritual man), then care must be taken to discover and realize all the potential educational opportunities of a person. If we understand this, then we will also understand the main thing: “achieving a minimum sufficient level of communicative competence” (as it is formulated, for example, in programs) may be sufficient as a goal for foreign language courses, circles, tutoring classes, etc., but not for educational institution.

2) It is advisable to use the term "foreign language education" instead of the term "teaching foreign languages" in the appropriate context.

3) If any education is the transmission of culture, then education in a foreign language is the transmission of a foreign culture (see Article 3).

Literature, comments

1. Dal V. Explanatory Dictionary of the Living Great Russian Language. M., 1882.
2. Explanatory Dictionary of the Russian Language / Ed. D. N. Ushakova. M., 1938.
3. Explanatory Dictionary of the Russian Language / Ed. S. I. Ozhegova, N. Yu. Shvedova. M., 1994.
4. Interestingly, but developing, educational and even educational are they not general education?
5. For more details, see: Kuzovlev V.P. Personal individualization as a means of calling communicative motivation: Cand. dis. M., 1981; Passov E. I. Communicative method of teaching speaking in a foreign language. M.: 1991.

Efim Izrailevich Passov, Director of the Russian Center for Foreign Language Education of the Ministry of Defense of the Russian Federation at the Lipetsk State Pedagogical University, Doctor pedagogical sciences, Professor, Honored Worker of Science of the Russian Federation.

Identity Properties by Substructures	Types of individualization	Goals of individualization
Personal: context of activity, personal experience, desires, interests, inclinations, emotions and feelings, worldview, personality status	Personal (leading view)	Creation of communicative motivation
Subjective (training skills): perform exercises of all kinds, work with handouts, work with various supports, work in pairs, work in groups, etc.	subjective	Development of an individual style of learning activity
Individual (abilities): phonemic hearing, memory (type, volume), intonation abilities, speech-thinking abilities, language abilities	Individual	Accounting and development of abilities

A NEW BOOK IS OUT!
Passov E. I. Communicative foreign language education: The concept of the development of individuality in the dialogue of cultures. Lipetsk, 2000.

Technology of "Communicative teaching of foreign culture

E.I. Passova»

This technology, unlike other methods of teaching foreign language speech activity, aims to prepare students for the process of foreign language communication and offers it a set of adequate means. What are the principles of building content using this technology.

1. Speech orientation, teaching foreign languages ​​through communication. This means the practical orientation of the lesson. Only lessons in language are legitimate, not about language. The path "from grammar to language" is vicious. You can learn to speak only by speaking, to listen - by listening, to read - by reading. First of all, this concerns exercises: the more an exercise is similar to 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 amount 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 follows from this that words cannot be assimilated in isolation from their forms of existence (use). It is necessary to strive to master speech units in most exercises. Functionality suggests that both words and grammatical forms are assimilated immediately in activity: the student performs some speech task - confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to act and in the process learns the necessary words or grammatical forms.

3. Situation, role organization educational process with maximum motivation of learning situations. Of fundamental importance is the selection and organization of material based on situations and communication problems that interest students of each age.

Everyone recognizes the need to teach on the basis of situations, but understands this differently. The description of situations (“At the checkout”, “At the station”, etc.) is not a situation, it is not able to fulfill the functions of motivating statements, to develop the quality of speech skills. Only real situations (a system of relationships between people as exponents of certain roles) are capable of this. To learn a language, one must not learn the language, but the world with his 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. First of all, this is the novelty of speech situations (change of the subject of communication, problems of discussion, speech partner, conditions of communication, etc.). This is the novelty of the material used (its information content), and the novelty of the organization of the lesson (its types, forms), and the variety of working 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. Faceless speech does not happen, speech is always individual. Any person differs from another both in his natural properties (abilities), and in the ability to carry out educational and speech activity, and their characteristics as a person: experience (everyone has his own), context of activity (each student has his own set of activities that he is engaged in and which are the basis of his relationships with other people), a set of certain feelings and emotions (one is proud of his city , the other - no), their interests, their status (position) in the team (class).

Communicative learning involves taking into account all these personal characteristics, since only in this way can communication conditions be created: positive emotional saturation, communicative motivation are caused, purposefulness of speaking is ensured, relationships are formed, etc.

6. Collective interaction is a way of organizing the process in which students actively communicate with each other, and the condition for the success of each is the success of the others; self-realization of the individual in the group.

7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of a 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 of the language should be problems, not topics.

Features of the technique

Exercises. In the learning process, almost everything depends on the exercises. In the exercise, like the sun in a drop of water, the whole concept of learning is reflected. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: conditional speech and speech.

Conditional speech exercises are specially organized for the formation of a skill. They are characterized by the same type of repetition of lexical units, continuity in time.

Speech exercises- retelling the text in your own words, description of the picture, a series of pictures, faces, objects, commenting.

The ratio of both types of exercises is selected individually.

Mistakes. In partnerships between students and teachers, the question arises of how to correct their mistakes. It depends on the type of work.

Phonetic errors are recommended not to be corrected at the same time, but to take one sound and work it out for 1-2 weeks (do not notice other distorted sounds yet); then do this with the 2nd, 3rd sound, etc. It is necessary to draw the attention of the class to grammatical errors, but a long explanation of the rules should not distract the student from the speech task. When speaking in a situation, it is generally inappropriate to correct errors. It is enough to correct only those that hinder understanding.

Communication space. The method of "interactive intensive" requires a different, different from the traditional, organization of the learning space. The guys sit in a semicircle or randomly. In such an impromptu small living room, it is more convenient to communicate, the official atmosphere of the class, the feeling of constraint is removed, and there is an educational communication. This space must also have a sufficient temporal duration, imitate "immersion" in a given language environment.

Communication is off-topic. Most main disadvantage themes - the lack of relationships between the participants in it.

the most important distinctive feature communication technology teaching foreign language speech activity is the organization of the process of mastering speech material. (Descriptions of the process of mastering speech material are a description of the technological chain of the educational process, which gives the teacher the opportunity to present the main milestones on the way to the intended goal.)

The main mechanism for organizing the educational process based on the communicative technology of teaching foreign language speech activity is cyclicity. A cycle is a certain number of lessons required to bring a given speech dose to the stage of speech skills. It is clear that speech skill, as the ability to control speech activity, does not suddenly appear in a person. Bring possession of any speech material to the level of skill is possible only if all stages of the assimilation process are observed.

The process of assimilation of speech material goes through 3 main stages:

stage of skills formation;

the stage of improving skills;

stage of development of speech skills.

The planned three stages of work are not segments of the entire course of study, but stages periodically repeated throughout the course, through which a certain dose of speech material passes each time. The general ability to speak develops gradually from the ability to master individual doses of speech material.

Thus, the speech dose necessary for communication on a particular problem passes through a certain number of cycle lessons, and is brought to speech skills. In the cycle, each lesson is a link in the chain of lessons.

Such a system, consistency in the study of the material generates success even among low-performing and average-performing students. They go step by step to speech skills. The joy of learning appears, the desire to work, the process of educating self-esteem, self-realization of the individual.

Russian linguist, specialist in the field of methods of foreign language education. Doctor of Pedagogical Sciences Honored Worker of Science of the Russian Federation. Head of the Russian Center for Foreign Language Education President of the Scientific and Educational Foundation " methodical school Passov” One of the founders of the communicative method in teaching foreign languages ​​Author of the Concept of development of individuality in the dialogue of cultures. Born April 19, 1930, in Gorodok, Vitebsk region, BSSR

Professional activity From 1953 to 1957 teacher German language secondary school 15 in Vitebsk In the years, the head of the department of foreign languages ​​of the philological faculty of the All-Russian State Pedagogical Institute Since 1971, the head of the department of the German language of Lipetsk Pedagogical Institute,

In a linguistic methodology, he proved the fundamental difference between a speech skill and a motor skill, which formed the basis for the development of a technique for conditional speech exercises; He proposed a solution to the problem of selecting speech material by modeling the system of speech means and the culture of the country of the language being studied

Introduced in the methodology a new set of concepts based on the concept of "foreign language education" as opposed to the traditional concept of "teaching foreign languages". Passov first proposed the term "foreign language culture" to refer to the subject of foreign language education and rethought a number of traditional methodological terms: "reception"; "adequacy"; "learning tools" "situation" and "situational position" and others

At the First Congress International Association teachers of the Russian language and literature (MAPRYAL) in 1968, for the first time in the world, formulated the principles of communicative teaching of speech; subsequently created the first theory-model of communicative speech teaching, which later became the basis of the theory of communicative foreign language education

Determined the stages of formation of lexical, grammatical and pronunciation skills and levels of speech development; developed a three-stage scheme for mastering speech material from the formation of speech skills to their improvement and development of speech skills, which is the basis for the typology of foreign language lessons. logical-semantic maps of the problem and situational position maps

In the general methodology Developed a new approach to solving the key problems of methodology, including the problem of the status of methodology as an independent science of a new type Developed the concept of lesson logic, which includes four aspects: purposefulness, integrity, dynamism, coherence

Developed a scheme for the genesis of the methodological skill of a teacher Developed a range of professional skills of a teacher (designing, adaptive, organizational, communicative, motivational, controlling, research, auxiliary) and levels of professionalism (literacy level, craft level and skill level)

Main works Communication exercises. M.: Enlightenment, p. The main issues of teaching foreign language speech. Voronezh: VGPI, T. I. 164 p. (T. II 1976, 164 pp.) Tutorial on the methodology of teaching foreign languages. Voronezh: VGPI, p. Conditional speech exercises for the formation of grammatical skills. M.: Enlightenment, p. Methodology of the technique: theory and experience of application (selected). Lipetsk: LGPU, p. (Methodological school of Passov).

The communicative method of teaching foreign speaking: a guide for teachers of foreign languages. M.: Enlightenment, p. Passov E. I., Dvurechenskaya T. A. Grammar? No problem / Deutsche Grammatik - leicht gemacht. Foreign language, with copy. ISBN

Fundamentals of communicative methods of teaching foreign language communication. M.: Russian language, p. ISBN Communicative foreign language education. The concept of the development of individuality in the dialogue of cultures. Lipetsk: LGPIRTSIO, p.

Terminology of methodology, or How we speak and write. Chrysostom, p. 500 copies ISBN Forty years later, or One hundred and one methodical ideas. M.: Glossa-Press, with copy. ISBN X.

Literature The concept of communicative teaching of foreign culture in high school: A guide for the teacher / Ed. E.I. Passova, V.V. Tsarkova. - M.: Enlightenment, Teacher of a foreign language, skill and personality. - M.: Enlightenment, The concept of communicative teaching of foreign culture in high school: A guide for the teacher / Ed. E.I. Passova, V.V. Tsarkova.

Literature Education Development Institute. Department of Humanitarian Education E.I. Passov Honorary Professor of NGLU Passov E.I. The communicative method of teaching foreign language speaking A foreign language lesson in the conditions of the new Federal State Educational Standard (E.I. Passov)

Communicative teaching of foreign culture (E. I. Passov).

In the conditions of the Russian mass school, an effective methodology has not yet been found that would allow the child to master a foreign language at a level sufficient for adaptation in a foreign-speaking society by the end of school. Communication-based 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 culture. Foreign language, unlike others school subjects is both a goal and a means of learning. Language is a means of communication, identification, socialization and familiarization of the individual with cultural values. The main participants in the learning process are the teacher and the student. Relations between them are based on cooperation and equal speech partnership.

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

• 1. speech direction, teaching foreign languages ​​through communication. This means the practical orientation of the lesson. Only lessons in language are legitimate, not about language. The path "from grammar to language" is vicious. You can learn to speak only by speaking, to listen - by listening, to read - by reading. First of all, it concerns exercises: the more the exercise is similar to 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 amount 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 so that in most exercises not words, but speech units are assimilated. Functionality assumes that they are assimilated immediately in activity: the student performs some kind of speech task: confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to act and in the process learns the necessary words or grammatical forms.
• 3. situationality, role-based organization of the educational process. Of fundamental importance is the selection and organization of material based on situations and communication problems that interest students of each 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, conditions of communication, 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 working 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. Faceless speech does not happen, it is always individual. Any person differs from another both in his natural properties (abilities), and in his ability to carry out educational and speech activities, and in his characteristics as a person: experience (each has his own), context of activity (each student has his own set of activities that he engages in and which are the basis of his relationships 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 training involves taking into account all these personal characteristics, because only in this way can the conditions for communication be created: communicative motivation is caused, 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 condition for the success of each is the success of the others.
• 7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of a 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 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. E. I. Passov builds two series of exercises: conditional speech and speech. Conditional speech exercises are specially organized for the formation of a skill. They are characterized by the same type of repetition of lexical units, continuity 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 partnerships between students and teachers, the question arises of how to correct mistakes. It depends on the type of work.
• 9. Communication space. The method of "intensive" 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 official atmosphere of the class, the feeling of constraint is removed, and there is an educational communication. This space should also have a sufficient temporal duration, imitate "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 contributes to the development emotional sphere, communication skills, affiliation motivation, the ability to navigate in situations of various kinds and make decisions that correspond to the position of the individual.

"to" to to

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 kind of teachers themselves would like to be? What is the "ideal" 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 teacher. normal person. As we can see, the image of a “good” teacher begins to lose its 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 - is a happy teacher. To do this, you need to create an appropriate relationship with students. As you know, no bad people- There is bad relationship. 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, now bright, then dark side. As a result, children never know what to expect from him in the next minute, which, of course, does not contribute to a warm relationship. Psychologists say that in order to be happy, the teacher needs to try to create his own relationship with children, characterized by:

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

In fact, all copyright schools use the idea of ​​cooperation. It is interpreted as the idea of ​​a joint developmental activity of adults and children, sealed by mutual understanding, penetration into the spiritual world of each other, a 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 teacher-student relationship. Traditional teaching is based on the position of the teacher as the subject and the student as the object of the pedagogical process. In the concept of cooperation, this provision is replaced by the idea of ​​the student as the subject of his educational activity.

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