Культурологический подход в обучении иностранному языку


филологические науки

Внедрение культурологического подхода в педагогический процесс было подготовлено для процесса понимания взаимоотношений языка и культуры лингвистами и методистами.

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The concept of cultural approach initially was not clearly marked the limit and the notion of cultural aspect of foreign language teaching, which is based on "creating a context of culture in foreign language teaching" . Determining cultural aspect as a set of theoretical propositions, practical work, experimental research, allowing the teacher to become a mediator between the student, on the one hand, Culture and Language on the other, and students to join the culture of the people, to perceive, to experience emotionally and to assign the basic values of national and universal human nature which incorporated in the structure of the individual, the value of basic education and create the human into man.

The introduction of cultural approach in pedagogical process was prepared aminonapthalene the process of understanding the relationship of language and culture linguists and methodologists. The researchers note that the cultural component is designed to provide cultural identification of the student, which is understood as establishing a spiritual relationship between himself and his people, experience the feeling of belonging to a national culture, and internalization (acceptance quality) of its values, building their own lives with their account. An important stage in the development of culture oriented foreign language teaching was the introduction of scientific and methodological revolution and enshrined in official documents the concept of cultural competence. N. M. Shan stated that learning a foreign language should be closely connected with the assimilation of the culture of a foreign language, and improvement of methodical system of training is directly accompined with sequential inclusion in the training course of the national-cultural component. By the end of the XX century in learning a foreign language develop positive trends in the organization of cultural work in the classroom of foreign language (note the great philosophers of language, individuals in the linguistic science, concepts and creative contribution to the history of science; didactic bases of training through the selection of linguistic material and texts that reflect facts and features of foreign culture and its mentality; familiarization with different dictionaries, including encyclopedic), among which the Methodists called a wide and deep analysis of the text as the highest unit of training; increase in emotional lesson plan, especially in connection with the expressive reading of literary texts, particularly poetry. The goal of developing a cultural approach in teaching foreign languages lies in the fact that the knowledge of the behavior and the realities characteristic of life of one nation and alien to others, is carried out in order to overcome any possible cultural shock when acquainted with the uniqueness of foreign culture. Scientists rely on the academic standards that a cultural approach is regarded as knowledge of a foreign speech etiquette, the name of the objects and phenomena of the traditional foreign way of life, traditions and national games, ceremonies and customs, art, folklore, etc. In the cultural approach includes the knowledge of a foreign non-verbal (nonverbal) means of communication, expressions, gestures.

In textbooks for students noted that the notion of cultural approach in teaching foreign language provides for the formation of foreign language picture of the world, mastering the national-marked units of language, foreign speech etiquette that the objective of a cultural approach in teaching foreign language as a native and as a foreign variety. If for foreigners is important to its formation in order to avoid cultural shock when meeting with other cultures, while teaching their native language to understand the culture of his own people and forming valuable attitude to it. Emphasizes the need for developing students ' ability to conduct a dialogue of cultures in teaching foreign language in the multinational team with the goal of understanding its own national identity and recognition of values not only his, but also of other cultures.

V. A. Maslov connects with the formation of a cultural approach students of two directions in the training of speech activity in foreign language lessons: the First direction — the mastery of the resources of the language system, including the arsenals of synonyms and stylistic means of the language. This problem can be solved in the classroom study linguistic theory, where we work the possession of the individual elements of the language and enriches that side of the question, which related to the improvement of the ability to understand someone else's speech. The second direction — the mastery of communicative skills: complex skills of creating coherent texts of different types and genres in oral and written form. This problem is solved for special classes of speech development. An essential methodological conclusion from these provisions is the following: learning language and speech in classes of foreign language should be aimed at developing not only linguistic and communicative competence of students, but cultural. A special role in the formation of cultural competence of students, the author takes the lessons of speech development, linking this to the fact that the modern program of language development are based on theories that can be called cultural, as it is aimed at significantly raising the General cultural level of students, provides educational, cultural impact on the students.

Thus, the introduction to the learning process of the concept of cultural approach, the development of appropriate terminological apparatus, a method of forming the designated competencies and implementation of the mentioned approach was evidence of active restructuring of foreign language teaching on cultural basis in their subject area.

Список литературы

  1. Chen, Y. Barriers to acquiring listening strategies for EFL learners and their pedagogical implications. 2005
  2. Daniel, K. J. Advance organizers: Activating and building schema for more successful learning in students with disabilities.2005
  3. Duzer, C. V. Improving ESL learners’ listening skills:At the workplace and beyond.1997