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Introduction

Education is one of the social tools for integrating Kazakhstani society into the world society (multi-stage training of specialists, convertibility of Kazakhstani diplomas). Having studied the progressive views of modern scientists, we can conclude that only multilingual education is one of the most effective ways to reform the teaching of foreign languages at school. It is multilingual education that is in the focus of attention of language researchers and is considered as a very promising direction. The most radical model of multilingual education is multilingual teaching of a second language from the very beginning of schooling.

Based on the concept of ethnocultural education in the Republic of Kazakhstan, we consider our topic to be relevant, since by developing linguistic abilities in students we create a multicultural personality. Our topic corresponds to the current state and prospects for the development of science, in its content it meets the tasks and requirements of modern education, since knowledge of the native and state languages, learning a foreign language expands the horizons of the individual, contributes to its multifaceted development, contributes to the formation of an attitude towards tolerance and a three-dimensional vision of the world .

With the entry into the common European home, the question arose in a timely manner of introducing the inhabitant of the coming century to world culture, of bringing his educational level closer to the European standard, of his command of at least two foreign languages. The authors of the Interim State Educational Standard for a Foreign Language put forward an expanded interpretation of the goal of teaching a foreign language in Kazakhstani schools - the formation of communicative competence.

During the work on our thesis, we used the following research methods and techniques: analysis of psychological, pedagogical and methodological literature on the research problem; study of special literature on information technologies and the structure of computer networks; analysis of modern technologies for teaching foreign languages; systematization of the information received for conducting an experimental study, experiment, generalization, observation.

It is clear that at the end of the 20th century in Kazakhstan there was a "revolution" in the methods of teaching English. Previously, all priorities without a trace were given to grammar, almost mechanical mastery of vocabulary, reading and literary translation. These are the principles of the "old school", which (it is worth giving it its due) still bore fruit. Language acquisition was carried out through long routine work. The tasks were offered rather monotonous: reading the text, translating, memorizing new words, retelling, exercises on the text. Sometimes, for the sake of a necessary change of activity, an essay or dictation, plus phonetic drill as a rest. When priorities were given to reading and working on "topics", only one function of the language was realized - informative. It is not surprising that few people knew the language well: only very purposeful and hardworking people could master it at a high level. But in terms of grammar, they could easily compete with Cambridge graduates. True, they received good compensation for their work: the profession of a foreign language teacher or translator was considered in demand among us. Now, to achieve such a still high social position, a lot of diligence, perseverance and everyday work are also required. But what is truly "revolutionary" is that language has become, in one form or another, accessible to the majority.

The inclusion in the target setting of teaching a foreign language, as a full-fledged component, will ensure that students learn the realities of another national culture, expand their general outlook, which will also lead to an increase in interest in the studied foreign language and strong motivation.

The functions of the teacher in the educational process have changed significantly. The teacher-mentor, teacher-dictator was replaced by a teacher-observer, teacher-intermediary, teacher-"pacifier" and "leader". , increases.

In this regard, knowledge of the history of the methodology of teaching foreign languages will help the novice teacher to navigate freely in the choice of teaching methods, rationally combine them in their work, consciously and creatively apply the recommendations of leading teachers.

Now no one doubts that the methodology of teaching foreign languages is a science. The very first definition of the methodology was given by E.M. Rytom in 1930, who wrote: "the method of teaching foreign languages is a practical application of comparative linguistics."

Progress and fundamental changes in the methods of language learning are undoubtedly associated with innovations in the field of personality and group psychology. Now there are noticeable changes in the minds of people and the development of new thinking: there is a need proclaimed by A. Maslow for self-actualization and self-realization. The psychological factor of learning foreign languages is being promoted to a leading position. The authenticity of communication, balanced demands and claims, mutual benefit, respect for the freedom of other people - this is a set of unwritten rules for building constructive relationships in the "teacher-student" system.

The democratic changes of recent years, the legally enshrined right to freedom of pedagogical creativity have freed artificially restrained creative potential from prohibitions for many years. Many educational institutions began to implement the most intimate projects of their best teachers and leaders.

Today, the teacher is also not constrained in choosing: teaching methods and techniques - from games and trainings to simultaneous translation; in the organization of classes; in the choice of textbooks and teaching aids - from a wide range of domestic publications to the products of Oxford, Cambridge, London, New York and Sydney. The teacher can now select, create, combine, modify.

Subject of study: modern methods of teaching foreign languages.

Object of study: the process of teaching foreign languages.

The purpose of this thesis: to widely study issues related to the use of modern technologies in teaching a foreign language and prove that the study, selection and application of innovative technologies will help make the educational process more efficient.

Tasks:

The study of at least 25 sources of literature, for a more complete disclosure of the topic;

The study of all aspects of the topic for application to this thesis;

Carrying out practical work and highlighting the results in our work;

To study the opinions of teachers on this topic;

Highlight the fundamental teaching methods and describe their benefits.

Hypothesis: if innovative technologies are used in the process of teaching a foreign language, this will help to achieve success and effective results in teaching a foreign language.

Awareness of the need to speak at least one foreign language has also come to our society. For any specialist, if he wants to succeed in his field, knowledge of a foreign language is vital. Therefore, the motivation to study it has increased dramatically. Unfortunately, almost all foreign language textbooks are developed with the average student in mind. This shortcoming can and should be compensated for by the methods, approaches and technologies developed in the methodology for teaching their study and practical application.

Considering all of the above and understanding the increased interest of teachers in this topic, we consider the topic of this thesis to be relevant today. In this thesis, we speak and cover such issues as description, analysis, practical application of modern technologies. So in chapter 1 we give a description of the most relevant technologies for teaching a foreign language. We show the positive aspects of this or that technology in teaching. Chapter 2 contains a description of the practical application of some technologies, as well as the analysis and results of this work. Accordingly, the main subject of research in our work is modern technologies for teaching a foreign language.

The bulk of the materials for the analysis and systematization of the scientific knowledge of this work was taken from the issues of the journal "Foreign Languages at School" for various years. The works of E.I. Passov and G.N. Kitaygorodskaya.

1. Modern technologies for teaching foreign languages in secondary school

1.1 personally- oriented approach to learning

Personality-oriented education - education that ensures the development and self-development of the child's personality with the identification of his individual characteristics as a subject of cognition and objective activity. It is based on the recognition of each student's right to choose their own path of development through the creation of alternative forms of education.

Student-centered learning provides each student, based on his abilities, inclinations, interests and subjective experience, the opportunity to realize himself in cognition and learning activities.

The student, as you know, perceives only what he wants and can, refracting educational influences through the prism of his integral individuality, that is, as a subject.

The cultural environment of the school is the basis for the formation of a person, since a person is the highest value and the highest goal of education and upbringing. The process of forming a human personality, revealing the creative potential in each child, developing the child's ability to make his own choice, creating conditions for varied education are the main features of the pedagogy of the future, a student-oriented school environment.

In the minds of modern high school students, an image of a school has developed that is fully consistent with the goals of humanistic, student-centered pedagogy.

Currently, language learning is considered from the point of view of teaching communicative activity, communication. it seems logical to turn to reading in a foreign language, including individual home reading, as one of the important sources of students' cognitive needs and as a means for teaching student-centered communication.

The possibility of developing oral speech on the basis of reading has never been in doubt. Many modern methodologists and practicing teachers recommend and successfully use reading as a means of teaching speaking at all stages and in different conditions.

Let us dwell briefly on the characteristics of the concept of personality-oriented communication. B.V. Lomov calls personal forms of communication in which there is no subject of activity external to the interaction of partners, or this subject plays only an instrumental role. The driving force of such communication is the value that its partners represent for each other, and the objects that are involved in this process play the role of intermediaries or signs, in the language of which the subjects reveal themselves to each other. By personality-oriented communication in the educational process, we mean communication based on a person’s interest in a person, on a benevolent, tactful, respectful attitude of interlocutors, on knowledge and consideration of the individual psychological characteristics of their character and temperament.

Such communication, expressed in the appropriate speech form, contributes to the self-expression of the individual. One of the sources for developing the structure of personality-oriented foreign language communication is various intensive methods of teaching foreign languages (G.A. Kitaygorodskaya, E.G. Chalkova).

A characteristic feature of most forms of personality-oriented communication is the orientation of the subject of communication to immediately receive an answer from the interlocutor, perceive his reaction and, in accordance with this, decide in which direction to proceed. In this case, the transformation of the process of mastering the language into a personal process becomes important. The transfer of personally significant information will stimulate additionally new statements of students, which is explained by the ambiguity of the perception of such information. In other words, in this case it becomes possible to transfer speech activity to the area of mental processes. With this approach, the main task of the methodology is to increase the intellectual and mental activity of students.

A student-centered approach to learning makes it possible to provide each child with effective assistance in becoming a mature and comprehensively developed personality. The implementation of the priority of morality presupposes the formation of a person's moral orientation, the development of his moral and creative attitude to reality. It is important to form in children a sense of belonging to the world around them, the ability to take care of its preservation and improvement.

Thus, the orientation towards the priority of creativity is a universal mechanism that ensures the entry of a young person into the world of culture and the formation of a way of existence in this world. A living perception of time, its comprehension is impossible without self-awareness, understanding one's place in the world, striving for the future.

Innovative requirements for the design of a lesson in teaching a language, including non-native language, require the teacher to organize the educational process in such a way that the student takes an active position, is not an object, but a subject of learning. The educational system of the Republic of Kazakhstan is undergoing a period of reform, the content of education is being enriched, new approaches are being developed in the methodology of teaching various subjects, the requirements for the final result - the level of graduate education - are changing.

A graduate of the school must have the necessary knowledge, skills, carry out various activities, be able to use new information technologies, be ready for cooperation, trying to avoid and overcome conflicts. All this can be achieved only with a personality-oriented approach to education and upbringing, when the needs and abilities of the student are taken into account.

A student-centered approach affects all components of the education system and the entire educational process, contributing to a favorable environment. A student-centered approach implies flexibility in setting goals, takes into account the personal interests of students and their individual characteristics, and creates the prerequisites for greater learning effectiveness. With this approach, special relationships are created between students and the teacher, between the students themselves, and diverse teaching and upbringing environments are formed, often going beyond the classroom and school. Learner-centered learning includes project-based learning, collaborative learning, contextual learning, intensive learning, and multi-level learning. Collaborative learning. Modern textbooks on educational psychology (Guy R. Lefrançois "Psychology for teaching", 1991; Earnst T. Goetz, Patricia A. Alexander, Michael J. Ash "Educational Psychology. A Classroom Perspective", 1992) belong to the humanistic direction in teaching three didactic systems: the so-called open schools (open education or open classroom), individual learning style (the learning-styles approach) and learning in collaboration (cooperative learning). In the UK, Australia, USA there is an experience of teaching students according to individual plans, in accordance with individual learning styles. For a mass school, the most interesting experience of learning in collaboration as a general didactic conceptual approach, especially if we take into account the fact that these technologies fit quite organically into the classroom system, do not affect the content of learning, allow the most effective achievement of predicted learning outcomes and reveal potential opportunities for each student. Taking into account the specifics of the subject "foreign language", these technologies can provide the necessary conditions for the activation of the cognitive and speech activity of each student of the group, providing each of them with the opportunity to comprehend, comprehend new language material, get sufficient oral practice to form the necessary skills and abilities.

The ideology of collaborative learning was developed in detail by three groups of American educators: R. Slavin from Johns Hopkins University; R. Johnson and D. Johnson of the University of Minnesota; E. Aronson's group from California State University. The main idea of this technology is to create conditions for active joint learning activities of students in different learning situations. Students are different: some quickly “grab” all the teacher’s explanations, easily master lexical material, communication skills; others need not only much more time to comprehend the material, but also additional examples and explanations. Such guys, as a rule, are embarrassed to ask questions in front of the whole class, and sometimes they simply don’t realize that they don’t understand specifically, they can’t formulate the question correctly.

If in such cases we combine the guys into small groups (3-4 people each) and give them one common task, specifying the role of each student in the group in completing this task, then a situation arises in which everyone is responsible not only for the result of their work (which is often leaves the student indifferent), but, most importantly, for the result of the whole group. Therefore, weak students try to find out from the strong all the questions they do not understand, and strong students are interested in ensuring that all members of the group, especially the weak student, thoroughly understand the material (at the same time, a strong student has the opportunity to check his own understanding of the issue, to get to the very essence ). Thus, gaps are being eliminated by joint efforts. This is the general idea of collaborative learning. Practice shows that learning together is not only easier and more interesting, but also much more effective. At the same time, it is important that this efficiency concerns not only not only academic success, but also their intellectual and moral development. Learning together, not just doing things together, is what this approach is all about. The idea of collaborative learning was developed by the efforts of many educators in many countries of the world, because the idea itself is extremely humane in its essence, and, therefore, pedagogical, although it has noticeable differences in the variants of different countries. There are many different options for cooperative learning. Let's list them:

A group of students is formed by the teacher before the lesson, of course, taking into account the psychological compatibility of children. At the same time, in each group there should be a strong, average and weak student, girls and boys. If the group works well, the composition can not be changed. If the work for some reason does not stick, the composition of the group can be changed from lesson to lesson.

The group is given one task, but when it is completed, the distribution of roles between members of the group is provided.

The work of not one student, but the whole group is evaluated; it is important that it is not so much knowledge that is evaluated as the efforts of students. At the same time, in some cases, you can let the guys evaluate the results themselves.

The teacher himself chooses the student of the group, who must report for the task. In some cases, this may be a weak student. If a weak student is able to present in detail the results of the joint work of the group, answer the questions of other groups, then the goal has been achieved and the group has coped with the task. So, here are some options for learning in collaboration.

1. Student team learning (STL, team learning). In this variant of the implementation of training in cooperation, special attention is paid to "group goals" (team goals) and the success of the entire group (team success), which can only be achieved as a result of the independent work of each member of the group (team) in constant interaction with other students of the same groups when working on a topic/problem/question to be studied. Options for this approach include:

a) individual-group (student - teams - achievement divisions - STAD)

b) team-game (teams - games - tournament - TGT) work.

2. Another version of the organization of training in cooperation was developed by Professor E. Aronson in 1978 and called it Jigsaw. In pedagogical practice, this approach is abbreviated as “saw”. Students are organized into groups of 4-6 people to work on educational material, which is divided into fragments (logical or semantic blocks). Such work in foreign language lessons is organized at the stage of creative application of language material. Each member of the group finds material on their subtopic. Then students studying the same subject but working in different groups meet and exchange information as experts on the subject. This is called an "expert meeting". Then the guys return to their groups and teach everything new that they have learned to the comrades in their group. They, in turn, talk about their part of the task. All communication is conducted in IA. Each student individually and the whole team as a whole reports on the whole topic.

3. Another option for learning in collaboration - learning together (learning together) was developed at the University of Minnesota in 1987 (D. Johnson and R. Johnson). The class is divided into groups of 3-4 people. Each group gets one assignment, which is part of a larger topic that the whole class is working on. Each group is given the task to prepare their part. As a result of the joint work of individual groups and all groups as a whole, the assimilation of the material in full is achieved. It should be borne in mind that all the necessary vocabulary on the topic was learned in the course of previous work in other lessons. The basic ideas shared by all of the cooperative learning options described here enable the teacher to be student-centered. This is the student-centered approach in the classroom system, one of the possible ways to implement it. When using learning in cooperation, the most difficult thing is to ensure that students in small groups communicate neither in FL. But practice shows that with sufficiently persistent attention from the teacher, this requirement is met at first with difficulty, and then gradually with obvious pleasure. It should be noted that it is not enough to form groups and give them the appropriate task. The bottom line is that the student himself wants to acquire knowledge. The problem of motivation for independent learning activities is no less important than the method of organization, conditions and methodology for working on a task.

1.2 Communicative teaching method

The nomination of a foreign language culture as the goal of education raised the question of the need to create a new methodological system that could ensure the achievement of this goal in the most efficient and rational way. Then the staff of the department of teaching foreign languages of the Lipetsk State Pedagogical Institute for a number of years led the development of the principles of communicative methodology. The logic of developing a communicative methodology led to the final promotion of a foreign language culture as the goal of teaching foreign languages at school. And such a system can be built only on a communicative basis. In addition, as the practice of using the communicative methodology has shown, it provides not only the assimilation of a foreign language as a means of communication, but also the development of comprehensive personality traits of students. The communicative method was the basis for the creation of English textbooks in high school.

Communicative learning is built in such a way that all its content and organization are permeated with novelty.

Novelty prescribes the use of texts and exercises that contain something new for students, the rejection of repeated reading of the same text and exercises with the same task, the variability of texts of different content, but built on the same material. Thus, novelty ensures the rejection of arbitrary memorization, develops speech production, heuristics and productivity of students' speech skills, and arouses interest in learning activities.

As mentioned earlier, many modern methods are communicatively oriented, and one of their most important goals is to teach communication and mastery of speech means. Each of the techniques uses different means, methods and principles. That is, each of the methods has distinctive specific features.

The very first specific feature of the communicative methodology is that the goal of learning is not to master a foreign language, but a “foreign language culture”, which includes a cognitive, educational, developmental and educational aspect. These aspects include the acquaintance and study of not only the linguistic and grammatical system of the language, but also its culture, its relationship with the native culture, as well as the structure of a foreign language, its character, features, similarities and differences with the native language. They also include the satisfaction of the personal cognitive interests of the student in any of their areas of activity. The last factor provides additional motivation for learning a foreign language on the part of students who are not interested in this.

The second specific feature of the communicative methodology is the mastery of all aspects of a foreign language culture through communication. It was the communicative methodology that first put forward the position that communication should be taught only through communication, which has become one of the characteristic features for modern methods. In the communicative teaching methodology, communication performs the functions of learning, cognition, development and education.

The next distinguishing feature of the proposed concept is the use of all the functions of the situation. Communicative learning is built on the basis of situations, which (unlike other methodological schools) are understood as a system of relationships. The main emphasis here is not on the reproduction using visual aids or verbal description of fragments of reality, but on the creation of a situation as a system of relationships between students. Discussion of situations built on the basis of the relationship of students makes it possible to make the process of teaching a foreign language culture as natural as possible and close to the conditions of real communication.

The communicative technique also includes the mastery of non-verbal means of communication: such as gestures, facial expressions, postures, distance, which is an additional factor in memorizing lexical and any other material.

A specific feature of the communicative methodology is also the use of conditional speech exercises, that is, such exercises that are built on a complete or partial repetition of the teacher's remarks. As knowledge and skills are acquired, the nature of conditional speech exercises becomes more and more complex, until the need for them exhausts itself, when the trainees' statements become independent and meaningful.

Communicativeness - involves the construction of learning as a model of the communication process. In order to give learning the main features of the communication process, firstly, it is necessary to switch to personal communication with students, thanks to which a normal psychological climate develops in working with the audience. Secondly, to solve this problem, it is necessary to use all methods of communication - interactive (when the teacher interacts with students on the basis of any activity other than educational),

Perceptive (when there is a perception of each other as individuals, bypassing the status of teacher and student),

Informational (when the student and teacher change their thoughts, feelings, and not words and grammatical structures). And the third necessary condition is the creation of communicative motivation - a need that encourages students to participate in communication in order to change the relationship with the interlocutor. Communication should be built in such a way that there is a gradual mastery of speech material.

The communicative method is designed to teach speaking. Based on this method, different systems of education can be created, depending on what language is taught and in what conditions. For example, learning to speak English in a language (non-language) school. In addition, communicativeness, as a category of methodology, can serve as the basis for creating teaching methods for other types of speech activity - listening, reading, writing, and translating. In this case, the nomenclature of principles will be somewhat different.

Why does a foreign language lesson often remain only a language lesson, but does not become a foreign culture lesson? First of all, because the teacher himself is not (and often does not want to be) a connoisseur and user of the very foreign language culture, the development of which he must deal with with his students. But culture comes to the student, first of all, through the language itself, through communication in the language. Teachers often lose sight of the fact that a significant part of the learning process is learning, which can become the main projection of a foreign language culture in a foreign language lesson. For the successful development of speaking, you need to create a language environment:

Intimate talk;

Joke;

- "warming up";

Raffle, etc.

It would be a mistake to think that the communicative method is intended only for light small talk. Those who want to be a professional in a particular field regularly read publications on their subject in foreign publications. Possessing a large vocabulary, they easily orient themselves in the text, but it costs them enormous efforts to maintain a conversation with a foreign colleague on the same topic. The communicative method is designed, first of all, to remove the fear of communication. A person armed with a standard set of grammatical structures and a vocabulary of 600-1000 words will easily find a common language in an unfamiliar country. However, there is a flip side of the coin: clichéd phrases and a poor vocabulary. Add to this a lot of grammatical errors, and you will understand that the only way not to pass for, let's say, a stupid interlocutor is increased attention to partners, knowledge of etiquette and a constant desire to improve. Those who study according to the communicative method are "light cavalry". They prance under the walls of the fortress, make swift attacks and want to rip off the flag, not noticing how beautiful the besieged citadel is.

Speaking about the role and place of this technology in the educational process, it should be noted that the concept of the development of education in the Republic of Kazakhstan sets the task of seriously restructuring the teaching of a foreign language, since it is necessary to improve the communicative orientation of education.

1.3 Multilevel training

Multi-level education - a person is so multifaceted that it is sometimes very difficult to take into account possible turns in his development. Based on testing in individual subjects, create groups of different levels: "A", "B", "C". The guys continue to study in their classes, but they go to lessons in individual subjects in their groups. Throughout the training, there is a system of tests and tests, at any time, if the student shows better results and expresses a desire to move to another group of a higher level, he will be given such an opportunity. By the age of 14, the guys are quite able to determine their capabilities and abilities in various subjects. Practice shows that teachers have long recognized the need for a differentiated approach to teaching, so that they can devote more time to lagging students, not losing sight of the rest, creating favorable conditions for each and every one in accordance with their abilities and capabilities, their mental development and character.

By multi-level education, we mean such an organization of the educational process, in which each student has the opportunity to master the educational material in individual subjects of the school curriculum at a different level, but not lower than the basic one, depending on his abilities and individual characteristics. At the same time, the student's efforts to master this material and its creative application are taken as the criterion for evaluating the student's activity.

1.4 Intensive teaching methodology

Especially popular is the intensive method of teaching English. She helps out everyone for whom the phrases "time is money" and "money is time" are equivalent. A high degree of stereotype allows you to study English intensively - this language consists of clichés by 25%. By memorizing and practicing a certain range of "set expressions", you can, in principle, explain yourself and understand the interlocutor. Of course, those who choose the intensive will not be able to enjoy reading Byron in the original, but the goals of this course are completely different. The intensive method is aimed at the formation of "expressive speech behavior", and therefore often has a linguistic character. Good courses will most likely provide you with opportunities for unlimited communication and maximum realization of your potential, and your needs will be the "focus" of the course. Each student will be able to feel like a person. And the training methods, most likely, will be dialogical communication and trainings.

As for the timing, it is difficult to learn English even at the simplest level "in two weeks" even in a fantastic dream, but in 2-3 months it is already more real.

In modern conditions of the rapid development of science and technology, the problem of transition to an intensive path of development is and is being solved in all spheres of society and at all stages of the formation of an individual and specialists. It is also relevant for teaching foreign languages. The search for the best ways to solve this issue, caused in the late 60s - early 70s of our century the emergence of a method based on a suggestive effect on students.

The suggestopedic direction appeared in connection with the attempt of the Bulgarian psychotherapist Georgy Lozanov to use suggestion as a means of activating reserve mental abilities in the educational process, in particular, when teaching foreign languages.

The ideas of G. Lozanov were the starting point for building a number of methodological systems for intensive teaching of foreign languages. Initially, the model of intensive teaching of foreign languages was developed for the use of an adult contingent of students in the conditions of short-term courses, but later the experience of successful implementation of the intensive teaching method in other conditions was also positive.

Currently, intensive teaching of foreign languages is implemented in various developing, newly created and existing methodological systems. This is due to the variety of specific goals of teaching a foreign language to various contingents of students, as well as the variety of learning conditions (a grid of training hours, their number, the size of the study group).

The followers of G. Lozanov in our country, who developed his ideas, were G.A. Kitaygorodskaya, N.V. Smirnova, I.Yu. Shekter and others.

The most famous at present is the method of activating the reserve capabilities of the individual and the team G.A. Kitaygorodskaya. The activation method most clearly and fully reflects the concept of intensive teaching of a foreign language.

1.5 Dialogue of cultures

The updated content of domestic education is designed to ensure an adequate world level of the general and professional culture of the individual, its integration into the systems of world and national cultures.

The cultural approach in education is based on the following regularity: the development of a harmonious personality depends on the level of mastering the basic humanitarian culture.

Knowing other languages, a person gets the opportunity to cross the border of his native culture and meet other cultures. There is a dialogue of cultures. A foreign language is an integral part of cultural education. The task of culturological education, including that projected into a foreign language, is to create conditions in which the human personality can manifest itself in all its diversity and self-determination, conducting a dialogue in the horizon of culture. The personality is alive only in its appeal to others, in the perception of the other, in attention to the other, in communication with the other (or with oneself as the Other). It means that there is personality where there is dialogue. All methods, techniques and means of teaching a foreign language in the context of a dialogue of cultures are aimed at recognizing and understanding a new culture. In turn, such attitudes create a need to ensure such an organization of the educational process that would contribute to the formation and development of the student's personality. The basis of teaching a foreign language in the context of a personal-activity approach should be not only and not so much the memorization of information, but the active participation of students in mastering knowledge, the formation of their ability for independent productive activity in a foreign language. This includes the possibility of using a series of creative tasks, role plays, situations, etc. The process of cognition, understanding, recognition of a new culture is very difficult. Since the student often considers the cultural phenomena of another nation from the point of view of an internal perspective, through the prism of his own culture, it becomes clear why gross mistakes are made, sometimes disrupting the communication process, and sometimes making it simply impossible. According to the apt remark of the German researcher G. Fischer, in this case we are dealing with the so-called "regional interference" .

When teaching foreign languages in the context of a dialogue of cultures, unlimited educational opportunities arise if a foreign language is used as a means of introducing students to the spiritual culture of other peoples and learning about reality through foreign language communication, as a way of self-knowledge and self-expression of a person in the process of communication.

Studying authentic texts, reading newspapers and magazines in a foreign language, listening to audio cassettes, watching videos introduces students to the culture of another people, helps to identify similarities and differences in the culture of the two peoples, gives students the opportunity to take a different look at the problems of their peers in the country of the language being studied, get acquainted with the specifics of the mentality of the people, mores, customs, lifestyle of the country of the language being studied. When studying a foreign language in the context of a dialogue of cultures, one should proceed from the principle of equality of all human cultures (L. Götze). This thesis, however, in no way detracts from the autonomy of the culture of any people and at the same time helps to avoid ethnocentrism, i.e. feelings of superiority of their own language and culture. The teacher should take such a position in the process of pedagogical activity in which he will educate students in respect for the culture of another people, give an objective assessment of the phenomena of the culture of another people, arouse in students the desire to learn as much as possible about the country of the language being studied, while taking into account the possibility of mutual enrichment cultures. Only in this case it will be possible to talk about the dialogue of cultures in the broad sense of the word, which implies mutual understanding and mutual enrichment. Whoever wants to know a foreign language and use it correctly must first of all get to know the world of people who speak this language.

2. Practical application of modern technologies in the educational process

2.1 Project method

In practice, to observe and obtain results, 2 modern technologies for teaching a foreign language were tested: project technology and information technology. These technologies are innovative technologies. The concept of "innovation" in the modern dictionary of foreign words is interpreted as an innovation. In the scientific literature, the Russian word "innovation" is defined as a purposeful change that introduces new stable elements into the implementation environment, causing the system to transition from one state to another.

Among modern teaching methods, the project method is the most promising, it allows in the real educational process to achieve the goals set by any program, the standard of education for each subject by other, alternative traditional methods, while maintaining all the achievements of didactics, pedagogical psychology, private methods. Currently, the project method is at the center of the scientific interests of many researchers. Therefore, if we are talking about the method of projects, then we mean exactly the way to achieve the didactic goal through the detailed development of the problem (technology). The development should end with a very real, tangible practical result, formalized in one way or another. So, for example, starting the theme "My Motherland" in the 7th grade with 18 students, it was decided to make a collage. Task in groups: to determine what we mean by the word "My Motherland", what it is for us, what we are proud of. Our task was to bring old magazines, scissors, glue, paper and felt-tip pens, provide students with Russian-English dictionaries and formulate a task. Within the group, students (4-5 people) were assigned responsibilities: someone draws up a collage, someone looks for words in the dictionary. During the work, the teacher only advised on the correct use of certain foreign words. At the end of the work, the group presented their project and defended it (how they do it - they also decide for themselves). It can be a story, an interview, a song, etc. Of course, a prerequisite is that it takes place in a foreign language. And then it is already easier and more interesting to work on this topic, since the students themselves were imbued with this topic, thought, determined the main points of studying the topic. Projects provide for the personal responsibility of each student. Throughout the work on the project, each student is responsible for a certain type (stage) of work.

This work created a completely different psychological climate in the class team. Each student understood personal responsibility to the group, class. This type of work allowed me to use my vocabulary, the ability to express myself in the language, since the basis of the project method is the development of cognitive, creative skills of students, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical thinking. Upon completion of the work on the project, we carried out monitoring to identify the degree of interest in this type of work. The essence of the concept of “Project” is a pragmatic focus on the result that we got when working on a collage. The result of this work could be seen and comprehended. To achieve such a result, it was necessary to teach children to think independently, find and solve problems, attracting their research potential for this purpose.

The school is an open socio-pedagogical system, which is created by society and is called upon to perform socially significant functions. As society is updated and the social order changes, so does the school. The current situation is characterized by global changes in all spheres of life, and in education in particular.

Diagram 2.1

The transition of the country to the path of innovative development is directly announced today and discussed in a number of regulatory documents that consider several key concepts of innovative development. In fact, innovative activity is aimed at turning a discovery into an invention, an invention into a project, a project into a technology of real activity, the results of which, in fact, act as innovations. One of these innovations is the technology of the project.

The project method arose at the beginning of the century, when the minds of teachers and philosophers were aimed at finding ways, ways of developing a child’s active independent thinking, in order to teach him not only to memorize and reproduce the knowledge that an educational institution gives them, but to be able to apply them to practice. That is why American educators J. Dewey, Kilpatrick and others turned to the active cognitive and creative joint activity of children in solving one common problem. Its solution required knowledge from various fields. That is why the project method was originally called problematic. The project method essentially involves the use of a wide range of problematic, research, search methods, clearly focused on practical results.

In order to develop research skills, we conducted a project in the 9th grade in the amount of 17 people on the topic "Environment". This work allowed them to independently work with information, conduct research, develop the ability to work in groups, and comply with certain requirements. And one of the main advantages of this work is the connection with life and reality. That gave an incentive to work on the project creatively. This project method has found wide application in this class because it allowed students to seamlessly integrate knowledge from different areas when solving one problem, made it possible to apply the acquired knowledge in practice, while generating new ideas.

The project method is needed in teaching foreign languages. First of all, a foreign language teacher teaches children the ways of speech activity, so we are talking about communicative competence as one of the main goals of teaching foreign languages. The goal of learning is not a language system, but speech activity, and not in itself, but as a means of intercultural interaction. In order to form the necessary skills and abilities in schoolchildren in one form or another of speech activity, as well as linguistic competence at the level determined by the program and standards, active oral practice is necessary for each student of the group. In order for students to perceive language as a means of intercultural interaction, it is necessary not only to acquaint them with regional studies, but also to look for ways to include them in an active dialogue of cultures. The main idea of such an approach to teaching foreign languages, therefore, is to shift the emphasis from various types of exercises to the active mental activity of students, which requires knowledge of certain language means for its registration. A project on the topic “My family tree” was held among 5th grade students. Most of the students worked independently to talk about their family. The study of their own family aroused the interest of the students. Thus, they independently enriched their vocabulary. When summing up the results, the members of the expert group presented each project participant with a commemorative sign with an inscription. For example, "A music family", "A nice family", etc. Further, the guys expressed what they liked most of all, which of the projects, and why. This work allowed not only to check the vocabulary on the topic, but also to track the correctness of the sentences.

Also, when working with this class (grade 5) “My flat”, we tried to meet the basic requirements for using the project method:

1. The presence of a problem that is significant in research, creative terms (a task that requires integrated knowledge, research search for its solution), for example, organizing travel to different countries, the problem of free time for young people, the problem of home improvement, the problem of relations between generations, etc.

2. Practical, theoretical, cognitive significance of the expected results (program of a tourist route, issue of a newspaper on the problem, layout of an apartment, report from the scene, interview with a “star”, etc.)

3. Independent (individual, pair, group) activities of students.

Determination of the final goals of joint / individual projects.

4. Determining the interdisciplinary relationship of the basic knowledge necessary to work on the project.

5. Structuring the content of the project (indicating the phased results).

6. Use of research methods:

Definition of the problem, the research tasks arising from it;

Putting forward a hypothesis for its solution, discussing research methods;

Registration of final results;

Analysis of the received data;

Summing up, correction, conclusions.

A fragment of a lesson in the 5th grade on the topic "My flat".

The purpose of the lesson: to train students in the independent use of vocabulary on the topic,

Lesson objectives: to teach to describe a room, to acquaint with English prepositions, to cultivate love for one's home.

Equipment: a set of toy furniture, related pictures.

The stage of applying practical knowledge with self-training that has already taken place. The students arranged toy furniture and discussed the interior using a prompt table with English prepositions. Thus, work took place in pairs. Next came the description of the room in a chain, individual work:

T: Answer my questions, please! What kind of room is this? Is it big or small? Where is the table? etc.

The description of the picture went down the chain in a logical sequence.

It took 25 minutes to prepare this project. To solve the problem of preparation time, it is worth thinking about the project for a certain time before the start of the topic. In practice, students are very interested in working on projects.

We will give some examples of projects and analyze the results.

One of the projects in grade 5 on the topic “Would you like a cup of tea?” - also aroused interest in independent work, since the work was carried out in 4 groups (one of them was expert). The students were preparing a project for a birthday party for one of their comrades. Each group introduced this student, spoke in their own way about his virtues, and explaining why they wanted to prepare him an unforgettable evening. This was followed by a story about how to set the table, what to cook, how to decorate a house, what competitions to hold, what gifts to give, and original cake recipes were offered. The result was summed up by the expert group. Practice has shown that learning together is not only easy, but also interesting. To help a friend solve any problems together, to share the joy of success, or the bitterness of failure, would be as natural as laughing, singing. Learning together, and not just doing something together - that was the essence of this project.

It was assumed that students should formulate a problem according to the situation proposed by them, our task was to predict the results in several possible options. The students named some of them, we led the children to others with leading questions, situations, etc. To eliminate lexico-grammatical difficulties, it was necessary to introduce and consolidate vocabulary and grammar on this topic before starting work on the project (since the work on the project was carried out at the beginning of the study of the topic). Summing up the results of the work done, we conducted a test work - the control of students' knowledge of lexical and grammatical material. This control was carried out in all groups, including the expert group. Below are the results of monitoring the quality of knowledge on this topic.

FOREWORD

The processes of renewal in the field of teaching foreign languages in the domestic school create a situation in which teachers are given the right and opportunity to independently choose models for constructing courses in the subject, teaching aids and other teaching aids. In this situation, it is necessary to approach the solution of a number of methodological problems from the point of view of activating the activity of all participants in the pedagogical process, and above all, the teacher. It is the teacher in the new conditions who must choose from a variety of methodological systems the one that is more in line with modern pedagogical realities and the specific conditions for teaching foreign languages. This provision largely determined the author's concept of this manual, namely: the rejection of ready-made methodological "recipes" that strictly regulate the activities of a teacher within a specific methodological system, in favor of analyzing the current situation of teaching foreign languages in the context of common problems facing society and school education in general, as well as taking into account the current level of the state of methodological science and related areas of scientific knowledge.

Along with the traditionally considered issues, the manual includes those that have not been the subject of special consideration by methodologists so far. The latter include, in particular, questions about the essence of the concept of "foreign language", the main patterns of language acquisition and teaching the subject, school language policy, etc.

The author has made an attempt to show the objective laws by which the modern system of teaching foreign languages in the national school develops and functions. Of course, we are aware that it would be wrong to demand from a practicing teacher the ability to freely navigate the theoretical foundations of language teaching in educational settings - this manual does not pursue such a goal. But we are deeply convinced that the teacher's understanding of the processes underlying the? The functioning and development of a modern system of teaching foreign languages will contribute to the choice of the most effective way to achieve the desired learning outcomes. The main goal of this work lies in the implementation of this complex task.

FOREIGN LANGUAGE

AS A SUBJECT IN SCHOOL

THE CONCEPTS "FOREIGNLANGUAGE", "EDUCATIONLANGUAGE", "MASTERYLANGUAGE", "STUDY LANGUAGE"

What is a "foreign language"? We often use this concept, but, unfortunately, we rarely think about its content. However, in order to correctly build the modern process of teaching a foreign language, it is necessary to know what a foreign language is and what should be understood as language learning / language acquisition / language learning. We will begin our reasoning with how the concept of “language” is interpreted in science.

As is known, language is primarily understood as natural human language (as opposed to artificial languages and the language of animals - Scheme 1).

Scheme 1

The emergence and existence of natural language is inextricably linked with the emergence and existence of man - homo sapiens. “Language in general is a naturally (at a certain stage in the development of human society) a semiotic (sign) system that has arisen and naturally develops.<...>, which has the property of social purpose, is a system that exists primarily not for an individual, but for a certain society” (, p. 604).

Artificial languages, as "... sign systems created for use in those areas where the use of natural language is less effective or impossible" (, p. 201), are not the subject of our consideration. We are interested in a foreign language (FL), which acts as a kind of alternative to the native language.

But what is meant by mother tongue? As M.V. Dyachkov, there are various, sometimes conflicting criteria for determining the native language (, p. 15). The optimal criterion seems to be the origin, according to which the native language is the language in which the mother begins to communicate with the child from the moment of his birth and which he assimilates to some extent even in the womb. The concept of "native language" when choosing the language of instruction in an educational institution is adequately replaced by the concept of "main functional language", that is, the language that a 5-6-year-old child is fluent in. In some cases, especially in a multinational society, which is Russia, there may be more than one main functional language. This means that the child speaks several languages almost equally, which makes it very difficult to separate languages into native and non-native.

Referring again to scheme 1, we will see that a non-native language can be represented by two options: a foreign language and a second language. A foreign language is understood as a language “... which is studied outside the conditions of its natural existence, that is, in the educational process, and which is not used along with the first (native. — N. G.) in everyday communication", while the second language is the language "... which, after or along with the first (native. - N. G.) serves as a second means of communication and is usually assimilated in a social environment, where it is a real means of communication” (, p. 31).

Thus, a foreign language, unlike a second language, is acquired by a personoutside the social environmentin which this language is the natural means of communication. However, this difference is conditional, and it is rather difficult to establish clear boundaries between them. Indeed, any foreign language can be studied in different conditions, and every time the same language changes its significance. For example, the German language for those who study it in Russia will be a foreign language, and for immigrants who master this language as a means of everyday communication in Germany, it will become a second language. If an immigrant leaves Germany and returns to his country, the German language moves from the category of the second to the category of a foreign language.

So, foreign and "second" languages can, under appropriate circumstances, easily "pass" into each other. This gives grounds, for all the differences between them, not to absolutize the latter. It would be more correct, since we are talking about finding the best way to improve the system of teaching a foreign language, to look for differences between them in the plane of “controlled” and / or “unmanaged” language acquisition. The guided process of language acquisition is associated with concepts such aslanguage teaching and language learningi.e. language learning. Learning a foreign language isa special (institutionally) organized process during which, as a result of the interaction of the learner and teaching reproduction and assimilation certain experience for a given purpose.In our case, we are talking about a speech foreign language experience, which the teacher (teacher) owns to one degree or another and the trainee (student) does not fully or partially own.

Learning a foreign language, by definition I.V. Rakhmanov, there is "... the process of systematic and consistent communication by the teacher of knowledge and the inculcation of skills and abilities in the field of foreign languages, the process of active and conscious assimilation of them by students, the process of creating and consolidating in children those qualities that we strive to educate them" (, p. 13). From this definition, it is obvious that the learning process is a two-way process, including in their unity the teaching activity of a teacher / teacher of a foreign language and the learning activity (language learning) of the student, aimed atlanguage learning/language acquisition.

There are significant differences between the concepts of “language learning” and “language acquisition”. As an illustration of the latter, we may refer to the opinion W. Ekimondson and J. House, who believe that the process of language acquisition(acquisition) under construction according to the laws of mastering the child's first / native language. This process is characterized by unconscious, intuitive assimilation of the language, carried out in the course of the socialization of the child's personality (, p. 11). In contrast to this process, language learning(learning) there is a conscious process that presupposes, first of all, the explicit use and assimilation of rules, linguistic elements. Therefore, the concept of “language learning” is broader than the concept of “language acquisition”. The process of language acquisition can be viewed as an "unintentional" acquisition of foreign language content that is not under direct control. Of course, you can also learn your native language, which the child already knows practically (which, in fact, happens when a small child comes to school). In direct contact with its carrier, elements of learning also take place (for example, in the course of prompting an adult child with adequate language and speech means or correcting mistakes). Language learning has the ultimate goal of mastering this language, that is, the student must master “speech skills and abilities at a certain level, arbitrarily high” (, p. 13). However, unfortunately, learning a language and teaching it does not always imply mastery of this language by the student.

Depending on the conditions under which the language is studied, at what age it is introduced to it and what goals are set, there are different types of language proficiency (languages):

- proficiency in the first (native) language - monolingualism;

- Possession from the very beginning of the development of speech at the same time in two languages(bilingualism) or multiple languages multilingualism;

- possession of a second language (bilingualism) along with the first (native), while the process of mastering occurs when the first (native) is already fully or partially formed;

- knowledge of a foreign language (in different conditions of its study: in a natural language environment and outside it).

From this we can conclude that, in relation to the domestic conditions of schooling, it is advisable to talk either about teaching a foreign language (the last type of language proficiency), or about the development of bilingualism (Russian and the language of the national republic / national-administrative territory in which the student lives), or on multilingualism (native language, state language, foreign language). At the same time, bilingualism can be childish, when a child is introduced to a second language at the age of 3 to 4 years, before puberty, and adults, whensecond language acquisition as a means of communication begins after puberty. As for the foreign language, in the conditions of training in a secondary school, we can talk about the developmentartificial bilingualism(, p. 95) as a special casemixed bilingualism.

As noted above, a person's familiarization with a new language can be carried out in different conditions: in the country of the language being studied and outside it. In both cases, we can talk about learning (learning it).

The study of a foreign language in the country of the language being studied can be carried out in two forms:

- in groups of trainees - representatives of the same culture and speaking the same native language;

- in heterogeneous groups (on a linguistic basis), where the studied foreign language acts as a natural means of communication in the classroom and after school hours.

The study of a foreign language in isolation from the country of the language being studied also has at least two sub-options:

- under the guidance of a teacher - a native speaker of the language being studied, which makes it possible to use the language naturally in communication with the teacher, not only in the classroom, but also outside of school hours;

- under the guidance of a teacher - not a native speaker.

The latter is most typical for the domestic conditions of teaching a foreign language. At the same time, all these forms have one common component: they are manageable, and in these cases, as we have already emphasized, we are talking about language teaching and learning language. However, we have already noted that mastering a second/foreign language in the natural conditions of its existence and in isolation from the language environment can be not only controlled, but also unmanaged, that is, proceeding spontaneously.

As you know, in the language environment all the components necessary for successful mastery of a second language can be successfully combined: incentives to use the language as a means of communication (which students may not even be aware of), a person’s ability to master foreign language speech activity and, which is very important, direct access to language and culture of another people.

The uncontrolled process of mastering a non-native language in the language environment is built according to the laws of the child's mastery of the first/native language. This process is characterized by unconscious, intuitive language acquisition, carried out in the course of socialization.child's personality. The main specific features of this process, that is, the process of uncontrolled language acquisition, can be summarized as follows:

1. The language is used in situations of everyday communication in various spheres of society. Consequently, a person who is trying to master a new language for him has enough time for language practice, while the social need for this language is extremely high: knowledge of the language can provide a person with a full stay and living in a country where this language is the only (or main ) means of communication.

2. In the process of direct communication with a native speaker, a person who masters this language uses, as a rule, all means of communication available in his arsenal, including non-linguistic ones. Getting into a new language environment, he suddenly becomes convinced that he has at his disposal a sufficient arsenal of non-linguistic means for expressing intentions, and at first his speech activity is minimal: he most often uses non-verbal means, gradually acquiring a minimum of linguistic experience. In the very process of communication, the main attention is focused mainly on the content (the subject of communication), and not on the comprehension of the linguistic form and the language system. The linguistic aspect remains, as it were, on the periphery of the interests of those who communicate, because in communication, interaction is important, and not linguistic correctness. This circumstance has at least two consequences: a) the speaker is interested in the communicative effect, and not in the formally correct formulation of his speech, therefore he evaluates certain language means differently than in the educational process; b) the “metacommunicative” component of communication is poorly developed, that is, a person does not comprehend the language, its forms and rules, in contrast to the situation when these rules should be studied.

3. Mastering a language in direct contact with its native speaker is carried out in a situation of immersion (sometimes without time limits) of a person in a natural language environment. This, of course, cannot but have a positive effect on the process of mastering the language as a means of communication. Under these conditions, a person who learns a new language develops a creative (creative) competence that allows using language means in various contexts spontaneously and at a productive level, which ensures communicative activity in the language being studied.

4. When mastering a language in a natural language environment, a person, as a rule, uses only those language tools that he has at his disposal and which can represent different language styles. At the same time, there is always a temptation to learn how to “optimally” use a minimum of language experience, that is, to develop a certain strategy for their use to the detriment of subsequent self-improvement in the activity being mastered. The older the person who finds himself in a similar situation, the more difficulties he has to face. It is known that a child in a bilingual environment naturally becomes bilingual, while an adult in this situation is more in need of specially organized classes, that is, in a controlled mastery of foreign language speech. The difficulties that an adult has to face are due to a certain extent to the loss over the years of a unique children's ability to master speech, including in foreign language.

5. Regardless of whether the process of mastering a foreign language in the natural conditions of its existence is spontaneous or controlled, its effectiveness essentially depends on the readiness of a person to integrate into a new socio-cultural environment, which may be different. It is determined by a number of factors, including age: the older a person is, the more difficult it is for him to adapt to a new environment. The latter is determined by the social and cultural experience that an adult has and the fear of losing his identity (belonging) with his native culture and society.

However, if we talk about the fundamental differences between the processes of mastering / studying a foreign language (second language) in the country of the language being studied and outside it, then they should be sought primarily in the field of the functions that this language performs in society. Let us dwell on the disclosure of this provision in somewhat more detail.

D. Horn and A. J. Tumat German is called the language of socialization for immigrant children, which gives them access to all spheres of society, while English or any other foreign language studied by these schoolchildren in Germany is the language of education for them (, p. 15). In the first case, we are talking about the fact that the process of mastering the language as a means of communication also serves to assimilate the social rules and cultural knowledge of the speaker of this language. In the second, the language being studied and the process of mastering it are used as a means to ensure a person's integration into a new society, into a new social situation. The model of teaching a foreign language / second language created for this purpose is aimed not only at introducing students to a new means of communication for them, but also at assisting them in orienting themselves through the language in various areas of the life of a new society for them (how to rent an apartment, how to get a job etc.). This explains the pronounced pragmatic orientation in the study of the language: the desire to enter the sphere of the real use of the language in the interaction of people(cm., for example, the so-called functional-pragmatic approach in Germany) and, as a result, the emergence of new teaching methods abroad that are most consistent with interethnic communication in study groups staffed by students of different nationalities(see, for example, TANDEM model: J. Wolf, from. 9-35). All these ideas, as well as the textbooks and teaching aids built on their basis, have recently become the property of domestic methodologists and teachers.

The process of introducing new foreign methods cannot but be welcomed, but only adjusted for the fact that many of them were developed with reference to direct contact with native speakers. The geopolitical position (and, unfortunately, economic) of our country gives grounds to assert that for the majority of students, the conditions for studying a foreign language in it do not meet all of the above characteristics. These conditions are "artificial" in nature, and in this case we can only talk aboutcontrolled learning of a foreign language in isolation from the language environment.True, as we noted above, often the boundaries between controlled and uncontrolled mastery and, consequently, between the concepts of "FL" and "second language" can be blurred. For example, if students have the opportunity to come into direct contact with native speakers in their own country, then a unique situation of a natural language environment is created. This situation has an indisputable advantage, because neither a teacher who is fluent in a foreign language, nor authentic teaching aids that objectively represent the culture of the country of the language being studied, can fully compensate for the lack of direct interaction with native speakers of this language. That is why it is so important to establish work on the exchange of schoolchildren, to look in your country (region, city, village) for real opportunities to “reach out” to native speakers of the language being studied, to educate students in the need to use the language as a means of communication (for example, reading authentic literature).

So, as we have already noted, in relation to domestic conditions, we can talk about language learning. Learning is characterized by regularity and consistency, specially selected and methodically interpreted educational content, the presence of a series of techniques, methods of work aimed at memorizing this content by students and at control by the student's level and degree of mastery of educational material, as well as a certain limitation in time.

The speech and non-speech actions of students are quite strictly regulated by the learning objectives put forward by the teacher at each specific stage of school education, as well as by the content of education, which, as a rule, represents the literary and colloquial norm of the modern language. Of course, in educational conditions, immersion in a foreign language is possible.(cm., for example, some provisions of direct, natural methods), however, in this case, we mean immersion in the language on a specially selected and methodically organized language and speech material. The selection of the latter for learning under conditions of controlled mastery of a foreign language is carried out primarily taking into account the difficulties in mastering this material and its importance for communication, which leads to the rejection of the sequence that is characteristic of the natural process of language acquisition, and a decrease in negative language experience. For example, morphological inflection in uncontrolled language acquisition does not play the role it acquires in the learning process.

Under the conditions of language acquisition in a natural language environment and in language learning, a person compares the language experience he acquires with the experience in his native language, carried out primarily at the level of comprehension of grammatical rules. The only difference is that in the process of learning a foreign language, grammatical rules are “given” to students or are deduced by them on their own, while with uncontrolled language acquisition, the rules are not communicated and are not practiced consciously. In the second case, a person, as it were, “filters” these rules based on his personal language experience. Thus, the main differences between the two possible variants of language learning lie "not in the field of consciousness or intuition, but in the way of mastering the language rules.

Management of the formation of speech skills and abilities is possible in the process of performing special tasks and exercises. Therefore, the teaching of a foreign language is often associated only with the formation of reproductive skills in students, that is, the ability to retell a giventext, speak at the level of prepared material, etc. We absolutely cannot agree with this. The effectiveness in mastering a foreign language by students is determined by their ability to use the acquired / acquired language material in new situations of communication. Therefore, in the educational process it is necessary to develop both reproductive and productive activities of the student.

As is well known, learning is always included in the integral educational process aimed at achieving the educational effect set as the goal (, pp. 38-39). This provision also makes it possible to differentiate the concepts of "managed" and "unmanaged" mastery of a student's language. In both cases, of course, the process of forming the personality of the student is carried out, but with uncontrolled mastery of the language, it is spontaneous, “side” in nature, while training is organized specifically to obtain a predetermined teaching and educational result. At the same time, it would be logical to assume that a controlled process should be more economical and efficient than an unmanaged one. However, in reality this is not the case. Practice shows that in natural conditions the process of mastering the language as a means of communication in everyday situations is much more effective due to the greater motivation of speech acts and the need to communicate in this language. In order for the educational process to be effective in terms of assimilation of the content of the subject by the student, it is necessary to know by what laws the mastering of the school language takes place.

The features listed above distinguish any controlled mastery of a foreign language, regardless of whether it takes place in the country of the language being studied or outside it. However, if in a natural language environment the language being studied is at the same time a means of communication and mutual understanding between people in everyday life, which enhances the pragmatic significance of the process of language acquisition and motivates a person’s foreign language speech activity, then apart from the country of the language being studied, a foreign language acts as a means of general education (and in a narrower sense as a means of learning) of the student; as a means of communication, the language being studied is most often present only in the classroom. From this we can assume that the process of mastering a foreign language outside the country of the language being studied and without direct contacts with its native speakers will be effective if it acquires all the possible characteristics of the natural process of language acquisition and approaches as closely as possible in its main parameters to the conditions of controlled language acquisition in a natural language situation.

However, this statement does not mean that the process of learning a foreign language should be likened to a completely natural speech communication. Of course, the processes of assimilation of any language are based on the same fundamental laws of assimilation and the object of assimilation is fundamentally the same. But in the learning process, the main thing is "the search for the best ways to facilitate the individual process of mastering language knowledge and mastering the language" (, p. 100). Therefore, methodological problems should be considered in two aspects that are closely interconnected: from the position of the teacher's teaching activity and from the point of view of the student's individual activity in mastering a new academic subject.

FACTORS DETERMINING THE SPECIFICITY OF THE MODERN SYSTEM OF FOREIGN LANGUAGE EDUCATION

It is well known that in professional communication the concept of "an education system in the field of a foreign language" can be used in at least three senses: 1) as a process or a set of educational processes in a foreign language; 2) as a system of educational institutions in which a foreign language is studied, that is, a system as a social institution; 3) as a socio-cultural sphere of activity for the familiarization of citizens of the society with the foreign language.

And this is not accidental, because the education system in the field of FL is a complex social object, the analysis of which is accompanied by various "cuts" from this object, each of which represents a certain picture of the whole. In turn, the system of education in the field of a foreign language is only a separate element of the general system of education in our country, and the analysis of the first (even if its objectively existing specificity is recognized) cannot but take this circumstance into account.

However, regardless of which aspect of the concept of "an education system in the field of FL" is the subject of consideration, it should be borne in mind that the functioning of this complex social system is based not only on the interaction of its elements with each other - the system of teaching the subject is in the closest connections with the environment in which it exists and develops.

The whole set of factors that determine the specifics of the system of education in the field of foreign language at all its levels and in all aspects of consideration can be divided into five groups: socio-economic and political factors, socio-pedagogical, socio-cultural, methodological, individual.

The first group of factors are the so-called socio-economic and political factors. As rightly pointed out W. Edmondson and Y. House, “... socio-political factors should take precedence, since they determine whether foreign language teaching will take place at all ...” (, p. 26). As for economic factors, their importance is currently growing immeasurably due to the fact that school reforms in the world and in our country have an increasingly consistent economic justification, and strengthening the relationship between the economy and education is, as scientists note, a long-term trend. Ideology, the state and its economic needs, traditions and rituals of pedagogical consciousness have been and remain the leading guidelines for education in society. Since the system of education in the field of FL is one of the subsystems of the general system of education, the remark made has the most direct relation to it.

Changes in socio-economic and political conditions inevitably entail changes in the requirements for the system of education in a foreign language, for its main components, for the nature of relations in it. First of all, this is manifested in the attitude of society to a foreign language in general and to a specific language in particular, "to people who speak a foreign language, as well as in the requirements that society imposes on the level of foreign language education of its citizens at each specific stage of socio-economic development. In other words , socio-economic and political factors determine the social order of society in relation to the level and quality of its citizens' knowledge of a foreign language.The social order is expressed in the prestige / non-prestige of knowledge of a foreign language, in the priorities in choosing a foreign language and in the public need for people who practically own a foreign language as a means of communication We can say that the social order is a strategic landmark of the school language policy in the field of teaching a foreign language.

The higher the public need for knowledge of the language and specialists who speak one or more foreign languages, the more significant the pragmatic aspects of teaching the subject become. The higher the need in society for new professional, personal, cultural, scientific contacts with native speakers of a foreign language, with the achievements of the culture of different countries, and the more real the opportunity to realize these contacts, the higher the status of a foreign language as a means of communication and mutual understanding.

Currently, this status is becoming even more significant, as a result of certain factors characteristic of modern society:

— expansion of economic, political, cultural ties between countries;

— access to experience and knowledge in the world, to a great wealth of information, including as a result of the development of international mass media;

— labor force migration;

- interstate integration in the field of education and, consequently, the possibility of quality education in one's own country and abroad (in practice, one can say that studying a foreign language at the proper level is an indicator of modern education).

The openness of the policy of any state to the world community stimulates the processes of integration and internationalization of various spheres of human activity. The world is becoming “smaller and smaller”, the concept of “community of people” is changing: representatives of different nationalities are beginning to feel more and more that they belong to a community of a greater order than the “national community” to which they belong. Interestingly, the term “mobility” has come into use among Western European politicians, educators and methodologists, which is understood as:

- the right of free movement and widespread residence within the countries that are members of the European Commonwealth;

— the right to be free to receive professional education not only in their own country, but also in neighboring states;

- the ability of a person to adapt to modern living conditions in a multicultural society;

- the ability to establish contact with native speakers even at an elementary level;

- the ability to overcome possible difficulties that arise in the process of contact with a foreign culture and its bearers; the ability to show tolerance for a foreign culture.

In the changed conditions, a person in his daily, including professional, life is increasingly “faced” with FL. Moreover, social integration processes change not only the status of a foreign language in society, but also the functions it performs in this society. The establishment of mutual understanding between peoples becomes a priority; providing access to the diversity of world politics and culture.

Since it becomes more and more difficult to navigate in a new situation without the ability for intellectual and social interaction with persons speaking other languages, the term “orientation” is proposed instead of the term “communication”. Thus, language is seen as a tool that allows a person to better navigate in the world around him; with its help it is possible to create new world models and new world knowledge.

Consequently, knowledge of a foreign language is becoming a necessary part of a person's personal and professional life in modern society. All this in general causes the need for a large number of citizens who practically own one or more foreign languages and, in this regard, receive real chances to occupy a more prestigious position in society, both socially and financially. From this it is clear that the social order of society in relation to a foreign language in connection with the presence of a real access to a different culture and its representatives is expressed not only in practical knowledge of the language (s), but also in the ability to use this language (s) in real communication.

At the same time, the new socio-economic and political situation leads to increased requirements for the level of language training of students of all categories, including students of general education institutions. Interestingly, since the mid-1980s, many citizens of our country have had the opportunity to really use the FL in the indirect / direct treatment of its carriers, which has been a source of some disappointment for most of them in the results of teaching the subject. It turned out that, despite the large material costs incurred by the state for the organization of mass teaching of a foreign language, as well as the significant efforts of teachers, most of the graduates of secondary school do not know how to use the language in practice. Hence the harsh and somewhat justified reproaches against methodologists, teachers, textbook authors about the poor language training of students. At the same time, especially high requirements are imposed on the foreign language, like no other subject. After all, physical education teachers are not reproached for the fact that schoolchildren have weak physical data, and mathematics teachers are not reproached for the fact that most school graduates immediately after graduation cannot prove one or another geometric or trigonometric theorem. And this is no coincidence. Firstly, most people believe that knowing a foreign language means knowing it at the level of their native language (as will be shown below, this statement is erroneous). Secondly (and this is the most important), the knowledge of the FL turns into a category in the new situation of the development of society, which is really in demand in the practical and intellectual activity of a person.

The demand for a foreign language in society increases, in turn, the status of a foreign language as an academic subject in the system of general education for schoolchildren. So, for example, in our country, in recent decades, FL has been one of the compulsory academic disciplines, but the management bodies and administrations of educational institutions, and especially employees of secondary schools, until recently treated it as a subject of mandatory, but not of paramount importance. This was expressed, in particular, in the reduction of teaching hours devoted to the study of foreign languages. For example, in the late 1970s and early 1980s, the number of teaching hours in secondary school decreased from 18 to 14. characteristic features of social life. The role and place of a subject in the general system of school education is changing radically: a foreign language is being transferred to the category of academic disciplines of federal significance, taking a place in the general subject register next to the native language and literature.

The increased status of a foreign language as a means of communication stimulates a powerful movement of society towards new forms and models of teaching it as a subject. Since the end of the 80s, early learning of a foreign language has been intensively introduced into the mass practice of teaching in our country, starting from kindergarten and (or) elementary school. The school and the family strive to introduce the child to a foreign language as early as possible, thereby giving him (the child) an additional chance to navigate in today's dynamically developing society with increasingly pronounced tendencies towards the integration of all spheres of public life.

The school responds quickly enough to the public need for knowledge of a foreign language and includes a second foreign language in the curricula, and sometimes, if conditions permit, a third one.

Recently, there has been a great public need for familiarization with the FL and the adult contingent of students, which has found expression in the opening of a large number of courses that provide an opportunity for the adult category of students to study the FL, including the intensive method, using modern TSS.

Thus, the socio-political and economic processes operating in modern society not only form a social order in relation to the teaching of a foreign language, but also create a favorable context for the implementation of this order. At the sameTime, as is known, financial and economic problems give rise to difficulties in the implementation of this social order in the field of education at all its levels. So, for example, insufficient funding from the state of the education system as a whole has led in recent years to the outflow of some university and school teachers of a foreign language to commercial structures, to a shortage of teachers/teaching staff, and to a decrease in the prestige of teaching work. Pedagogical universities and universities do not meet the need for teaching staff. So, for example, the need for foreign language teachers in secondary schools at the beginning of the 1995/96 academic year amounted to just over 6 thousand people, that is, about 5% of the total number of foreign language teachers. This indicates both a decrease in the prestige of teaching work, and the fact that the increase in admissions to teacher training universities in all specialties to 2 thousand people over the past three years (1994, 1995, 1996) had little effect on the actual graduation of specialists and the scale of their jobs in the field of education.

These and other negative circumstances give rise to the contradictory nature of the modern system of teaching a foreign language. On the one hand, there is a rethinking of the role of a foreign language for society, the state and the individual in terms of raising its status and strengthening the pragmatic aspects of learning associated with access to real authentic communication, on the other hand, there are difficulties in the functioning of the subject teaching system due to its weak material base. The latter, undoubtedly, negatively affects the quality of education in a foreign language, which is all the more unacceptable in the conditions of the formation of a democratic society focused on entering the world community.

Tactical actions for the implementation of the social order, and, consequently, the language policy in the field of school education in a foreign language are due to socio-pedagogical factors. This group of factors reflects, first of all, the level of awareness by those who are directly involved in the educational policy in the field of teaching a foreign language, the importance of a foreign language as an academic subject in the general context of educational policy. This is expressed in determining the place and status of the subject "foreign language" in the general educational system and in a specific type of educational institution, as well as the number of teaching hours allocated for the study of a foreign language. The concrete implementation of these provisions can be observed at the level of directive documents that determine the state policy in the field of education, including language. Thus, the effect of socio-pedagogical factors affects primarily the content of the subject at the level of the curriculum and partly of the program.

In addition, as we have already noted, the education system of a foreign language is only one of the subsystems of general education. Consequently, the specificity of the first is formed under the influence of the general educational ideology. Therefore, we can say that the effect of socio-pedagogical factors is also expressed in conceptual approaches to the content of the subject "foreign language" and its (content) organization in the context of general educational tasks. The education system of a foreign language in each historical period of its development is designed to fully reflect the main trends in the educational policy of the state at a certain stage of its development and to translate into reality, first of all, the general educational goals of the education system as a whole.,

How well this position is realized is determined by the action of the so-called methodological factors that embody the social order of society in relation to the FL in the categories of methodological science itself. At the same time, an important role is played not only by the results of scientific research in the field of methodology and related sciences, but also by the traditions in teaching the subject that exist in society as a result of previous experience in teaching a foreign language in specific socio-economic conditions, as well as real opportunities, including material and technical, which the educational process possesses. All this as a whole allows, to one degree or another, to realize the social order of society in the methodological concepts of teaching a foreign language, programs, textbooks and manuals used in practice.

The degree of adequacy of the expression of this order fully depends on how consistently the fourth and fifth groups of factors are taken into account, namely: socio-cultural and individual factors.

Sociocultural factors have recently become the subject of close attention of Methodists. These factors imply consistent consideration of the socio-cultural context of teaching a foreign language, which includes such categories as the commonality / difference between the culture of the country of the language being studied and the original culture of the students; remoteness/proximity of the country of the studied language from the country in which the foreign language is studied. Along with this, socio-cultural conditions are determined by the attitude that has developed in society towards the people who speak one or another foreign language, its culture, society, as well as the system of cultural and social relations adopted in society, etc.

As for the last, fifth group of factors, it traditionally worries both theorists and practitioners. The action of individual factors affects all levels of consideration of the system of education, including the level of teaching aids. For example, at the level of the program, the degree of adequacy of the goals stated in it to the social order of society is fully determined by the level and quality of the individual interpretation by its authors of objective patterns, according to which the educational process in the subject should be built in a specific historical period of social development. To no lesser extent, the achievement of effective results in the implementation of the requirements of society in relation to the level of proficiency in a foreign language depends on the individual characteristics of all subjects of the educational process, and, first of all, on the trainees and educators who directly implement the program settings. Therefore, a number of methodological studies consider certain aspects of the problem of organizing the educational process in the subject, taking into account the characteristics of the contingent of students and the professional skills of the teacher/teacher, as well as the specifics of their interaction as subjects of learning.

Socio-economic and political factors are primary in relation to others. However, the high requirements for the training of schoolchildren in FL, imposed by the objective laws of the development of society in a particular historical period, can only be realized if the theory and practice of teaching FL are sufficiently developed, creating a “favorable context” for studying the subject at school. After all, it is well known that society has always, to one degree or another, needed people who practically know a foreign language, but, as a retrospective look at teaching a subject shows, the concept of “practical knowledge of a foreign language” was clarified and concretized depending on the level of development of the methodology and related sciences.(see below).

Methodical science as one of the subsystems of the general system of teaching a foreign language has integrating properties. It "transforms" the requirements put forward by society and the general education system in relation to a foreign language as an academic subject, into specific methodological concepts, curricula, teaching aids and recommendations on the organization and content of the pedagogical process. It should be noted that the level of language training of members of society is negatively affected by the insufficient development of both psychological and pedagogical and methodological aspects of teaching a foreign language.

At the same time, the practice of teaching, due to certain circumstances, can slow down or accelerate the process of introducing new effective forms and technologies of teaching. This most naturally affects the implementation of public requests in relation to the FL. Circumstances hindering methodological progress include the weak level of professional training of teachers of foreign languages, their unwillingness, for one reason or another, to abandon the habits rooted in their experience in organizing the educational process, their inability to correlate methodological systems with specific learning conditions, etc.

It should also be emphasized that in modern conditions of expanding professional and personal contacts between teachers and students from different countries, the exchange of methodological ideas and experience, the appeal to the analysis of the socio-economic and political context of the study / teaching of a foreign language in a particular country, the general pedagogical ideology and methodological traditions acquires a special relevance. Without a proper analysis of this problem, methodological ideas alien to this society can be extrapolated to the conditions of another society, which can lead to a “failure” in the system of teaching the subject and, ultimately, to a negative effect, primarily in the practice of schools. For example, it is known that the desire of the German Methodists to introduce outside their country,. in particular in third world countries, the functional-pragmatic approach developed by them in teaching German as a foreign language was not successful, since in different learning conditions the concept of “practical knowledge of the language” is objectively interpreted differently. This fact is another confirmation of the importance of analyzing the totality of factors that determine the characteristics of a particular system of education of a foreign language, in order to establish the "objective value" of each methodological system.

I.V. Rakhmanov, analyzing the paradigm of relations between the methodological system and the whole set of factors determining its specificity, wrote: “In fierce disputes about which method is better when teaching foreign languages, a number of very significant questions are often left unattended, namely: whom do we want to teach, with what purpose, which language, etc., but meanwhile this is very important when choosing a teaching method, becauseeach method under certain conditions(emphasis by us. - I. G.) has a certain objective value” (, p. 3). So, for example, the successful implementation of the provisions on which direct methods of teaching a foreign language are based, aimed at achieving the narrow practical goals of oral command of a foreign colloquial speech within a limited topic, is possible provided that the language being studied belongs to the same language group as the native one, and taught by a teacher who is a native speaker of the target language. At the same time, training takes place in small groups of students, monolingual or multilingual in their composition. In turn, comparative methods, pursuing not only practical, but also general educational goals (primarily in terms of receptive language acquisition), can be used in mass schooling. At the same time, an indispensable condition is that the students have one language as their source (native), which the teacher must also know. As I.V. Rakhmanov, belonging of the native and foreign languages to different language groups is a favorable condition for using the conscious-comparative method.

In our opinion, the semantics of the concept of "learning conditions" should be expanded and not limited to linguistic circumstances. The conditions for teaching a foreign language should be understood as the whole set of factors influencing the process of learning / studying / mastering a foreign language. The different nature of the conditions for teaching a subject, in principle, excludes the possibility of creating a universal teaching method that would "suit" all teachers and trainees.

Firstly, the learning conditions determine the different target orientation of a particular foreign language training course: a linguist who studies a foreign language in order to read texts in his specialty is guided by other goals and needs than an assistant secretary who works in a company and focuses on business correspondence, or a tourist who wants to feel relatively free during his journey through the country of the language being studied.

Secondly, the choice of a method (as a set of teaching methods) and its effectiveness are influenced by different situations of studying a foreign language: whether the language is studied in a natural language environment or in conditions of remoteness from the country of the language being studied, etc.

It would be possible to give other arguments confirming the complexity of the concept of “learning conditions for a foreign language” and its impact on the implementation of a particular teaching method. However, this is not within our scope. It is important for us to conclude that only a comprehensive analysis of the situation in its socio-economic and political contexts, in accordance with which the methodological system is built, makes it possible to comprehend new trends in teaching the subject in relation to the modern realities of social life. A more detailed analysis of these circumstances in relation to the national school will be devoted to subsequent sections of this work.

OBJECTIVES AND CONTENT OF THE EDUCATIONAL POLICY

IN THE SPHERE OF SCHOOL TRAINING IN FOREIGN LANGUAGES

It is known that the problems of language policy as an important component of public life in our country are traditionally given great attention. A reasonable solution of political and educational tasks contributes to the socio-economic and cultural development of society and the creation of a favorable climate in interethnic relations, both within the domestic and international frameworks. At the same time, language policy is commonly understood as a set of purposeful and interrelated ideological principles and practical measures taken to solve various language problems in society, the state. This is aboutconscious influencestate and society on the existing language system, on the functioning, development and interaction of languages, on their role in the life of a people or peoples. The nature of this interaction is determined by the ideological norms and values prevailing in society, and is expressed in a set of appropriate measures aimed at solving political problems in the field of language education and education of members of this society.

Educational policy in the field of introducing schoolchildren to a foreign language belongs to the sphere of the language policy of the state and society. The following circumstances speak in favor of this statement. Firstly, due to the inclusion of a foreign language in the school education system, the register of languages studied at school and, consequently, the range of possible and real communicative contacts between representatives of various foreign-language societies increases. Secondly, teaching a foreign language changes the proportion of different languages and influences the processes of linguistic and personal (including cultural and speech) development of students, their awareness of the interdependence between themselves and all the people of the planet in the search for solutions to global problems. In addition, learning a foreign language stimulates the processes of understanding the socio-cultural portraits of the country of the language being studied and representatives of a different linguistic community. Thirdly, the choice of a specific language for teaching / learning at school and, in general, the inclusion of a foreign language in the contentschool education is determined to a large extent by the political positions and orientations of a particular society and state. Thus, the problems of schooling a foreign language have a pronounced political sound.

It is from these positions that the schooling of a foreign language is either supported and developed, or, on the contrary, is, from a political point of view, undesirable in society. Since the educational policy in relation to a foreign language acts as one of the elements of the language policy in general and, therefore, is an integral part of the national policy of any state, it, in its main features, depends on the general principles of the latter. Consequently, the language policy, including in the educational sphere of a foreign language, is aimed atthe establishment of interstate and intersocietal contacts, to prevent, regulate and overcome conflicts that are possible due to the suppression or unreasonable exaggeration of the role of certain languages in society.In this sense, we can talk about the political "profitability" of knowledge of languages - the languages of neighboring countries, the languages of immigrants, the languages of international and interethnic communication. As you know, it is in this perspective that language policy is, for example, an important tool for building a united modern Europe and one of the topical areas of work of the Council of Europe.

Solving the problems of language policy is of particular importance in a multinational state, such as Russia. In the multicultural and multilingual space of the country, the goals and content of the language policy are influenced by such factors as bilingualism/multilingualism, the originality of national and interethnic relations, etc.

School language policy is an integral part of the language policy of the country as a whole. Therefore, it is characterized by the features of a common language policy. However, it also has its own specific features, which are determined by the goals and content of the general educational policy pursued by the state at a certain stage of social development. School language policy can be defined aspurposeful and scientifically substantiated management by the state and society of the functioning and development of the school education system in the field of native and non-native languages.Since the language policy in the educational field of a foreign language is an integral part of the school language policy, it can be defined as a set of purposeful and evidence-based measures to guide the functioning and development of the education system in the field of a foreign language. It most naturally bears the features of both a general language policy and a school language policy. At that same time it has its own goals and objectives.

commonality of the language policy of the country, the school language policy and the language educational policy in relation to the foreign language lies in the fact that all of them are strategically aimed at establishing peace and interaction between peoples, and in a multinational country, also at avoiding and eliminating interethnic conflicts. They are designed to contribute to the consolidation of society through the right emphasis in the choice of languages and their priorities. As noted above, the current situation in Russia requires new approaches to solving language problems in society related to the strengthening of the national identity of the peoples inhabiting the country. This is the reason for the orientation of modern language policy towards the rejection of the totalitarian "Russification" of the peoples of Russia and the development of genuine multilingualism in the national regions of the country. The development of multilingualism in the country is possible only as a result of political actions aimed at the practical implementation of the equality of languages. The consequence and tool for the implementation of this goal in the educational sphere should be: 1) strengthening the role and importance of national languages in the education system; 2) development of national cultures based on the native language; 3) creation of new and improvement of existing national systems of education in the native language; 4) creation of conditions for the wide use of native languages both in the educational sphere and outside the school; 5) publication of literature, including educational literature, in national languages, etc. It is quite obvious that this work should not be done to the detriment of any language, and that a proper place is given to the FL in this system.

Peculiarity modern educational policy in relation to FL consists in its focus oncreation of favorable conditions in the country for the study by various categories of students of a wide range of foreign languages in order to meet public and personal needs in the study of these languages.Therefore, the sphere of interests of the educational policy in relation to the schooling of a foreign language includes a number of issues, the solution of which is aimed at creating favorable conditions for the functioning of the language education system. Firstly, these are questions about the choice of a foreign language for studying at school and the language of instruction at school, the number of languages studied and the sequence of their study, as well as the choice of the age at which students should start learning a foreign language. Secondly, we are talking about determining the amount of study time allocated to the study of a foreign language in a particular type of general educational institution, and the distribution of this time within one course. Thirdly, an important issue is related to establishing the status of a foreign language in the general system of school education (mandatory / optional study of one / two / three foreign languages or optional). Fourthly, the essential issues within the competence of the educational policy in relation to a foreign language are the definition of the forms of teaching a foreign language (the division of classes into language groups, the number of students that make up one group) and the rationale for the standard in the field of training students in foreign language and the means to ensure its objective evaluation and certification. And, finally, fifthly, a special role is played by the solution of problems related to the substantiation of the general strategic direction of the system of school language education, determined by the methodological base of the methodological model of teaching the subject.

In addition, the above goal of the educational policy in the field of training students in a foreign language determines: 1) the search for ways to develop and better meet the educational needs of the country, region, individual; 2) expansion of possible areas of practical use of the languages being studied, including through the intensive introduction of new information technologies; 3) publication of a variety of literature, including educational literature, in a foreign language, preparation of various video and television courses and programs in a foreign language; 4) training of highly qualified teaching staff; 5) creation of conditions for attracting specialists in the field of teaching a foreign language to different types of educational institutions, etc.

In other words, if we talk about the school language policy in the educational sphere of a foreign language, then we should keep in mind the totality of evidence-based ideas and systematic, purposeful and manageable measures adequate to them, which:

- support the positive traditions that have developed in the depths of the education system in the field of foreign language, and stimulate innovative processes within it, thereby providing, on the one hand, stability in its functioning, and, on the other hand, itsprogressive development and improvement;

- lead to an improvement in the quality and effectiveness of language education in the country by providing promising development of the educational system in the field of FL, taking into account the change in its methodological and technological paradigms and the development of appropriate means of introducing and implementing new conceptual approaches.

The language policy in the field of school teaching of a foreign language affects the quality parameters of all education as a whole. The validity of such a statement is confirmed by the fact that in this case we are talking about such categories as the ability for intercultural communication and interaction, the ability to know one’s own and others’ reality, the ability to express one’s thoughts and understand the thoughts of others, including representatives of other societies, the ability to speech and thought activity, etc. As will be shown in subsequent sections of the book, this can only be achieved if the teaching of a foreign language is based on an understanding of the goals asformation of the ability for intercultural communication and taking into account the principles of its implementation (learning) personality-forming function.

The language policy of the country, including in the field of familiarizing students of secondary schools with a foreign language, is aimed at implementing decisions, decrees, programs related to language policy in general (for example, the choice of a particular language as a state or language of interethnic communication, as well as the language of instruction ; choice of studied foreign languages). At the same time, the interests of the broadest sections of society are taken into account: school language policy, as well as educational policy in relation to a foreign language, is the area in which broad discussions on certain aspects of language policy in general are possible and real. In other words, the school language policy and, consequently, the policy regarding the school teaching of a foreign language is the level of specific consideration and implementation of the problems of language policy in society, including those related to the study of a foreign language. This thesis is especially important because the school language policy reflects social needs in relation to languages, including foreign languages studied in the school educational sphere. Thus, it expresses public opinion regarding the problems of language education solved by the state and society.

The scientific and practical sphere of school language policy, as well as educational policy in relation to a foreign language, is designed to provide answers to the following questions:

— How do the state and other official bodies influence the system of language education in the country?

— What is/should be the main meaning of the activities of such "intervention" and what is their effectiveness?

— What changes have occurred / should occur in a particular historical period in the system and functioning of state, non-state and other organizational structures that influence the language policy in the field of school education? (, p. 55).

The quality of the solution of these issues is fully determined by how consistently the basic principles of the educational policy in relation to a foreign language are implemented as an integral part of the general language policy pursued by the state and society in a specific historical period of their development. The nature of the trends developing in modern society and the system of language education, as well as the formulated goal of the educational policy in the field of schooling of a foreign language, allow us to present these principles "in relation to the domestic conditions of teaching the subject as follows:

1. The educational policy in relation to FL is aimed at preserving and supporting the linguistic and cultural pluralism that prevails in the country, and enriching it by introducing students to FL as a source of personal and social development. This means that as a result of political and educational decisions carried out at the state and public levels, the system of language education should ensure the protection of national cultures and languages, cultural traditions. In addition, all possible prerequisites must be created to overcome national cultural centrism and expand opportunities for intercultural communication both within the country and abroad. Supporting cultural and linguistic diversity, of course, requires expanding the “palette” of languages studied at school. The problem associated with the need to familiarize students with other cultures in order to form their understanding, respect and tolerant attitude towards manifestations of others requires an educational policy regarding foreign languages in the context of the "dialogue of cultures" as a non-alternative philosophy of worldview of the present and future in the life of modern society. The result of teaching a foreign language at each educational level should be the personality of the student, who realizes himself as a bearer of national values and has a developed worldview, primarily at the level of other linguistic cultures.

Consequently, one of the qualities of the language policy in the field of schooling of a foreign language is itssociocultural orientation.

2. The language policy in the field of school teaching of a foreign language is a set of evidence-based and practice-proven measures that are aimed at creating favorable conditions for a consistent transition to a student-centered educational strategy and tactics of teaching a foreign language. For these purposes, in the educational sphere of a foreign language, developing, interactive educational technologies should be intensively used. In addition, the system of language education should provide for measures aimed at expanding and developing the market of educational services in the field of teaching a foreign language.

The stated fundamental provisions mean updating the content of education in the field of a foreign language, both in accordance with the needs of a particular individual, society, state and their (needs) interdependence, and taking into account the latest achievements of psychological, pedagogical, linguo-didactic and methodological sciences. The personality-oriented orientation of the educational policy in relation to a foreign language is primarily associated with the satisfaction of the rights of an individual to receive a language education and the consistent implementation of the social order in relation to a foreign language. Each child at a certain stage of his development should have the opportunity and real rights to be included in educational structures - in accordance with his personal needs in the study of a foreign language. At the same time, knowledge of the foreign language should be perceived by him as a personal value. In turn, the state and society are obliged to provide the child with this opportunity, providing him with a wide "palette" of educational options, however, on condition that the country maintains a single educational minimum of language training for different courses of foreign language training. The system of education in the field of a foreign language should be based on understanding the learning process as the interaction of all its subjects, and above all, the student and teacher, as well as students with each other. At the same time, the structure of the student's linguistic personality and his ability to carry out foreign language communication at the intercultural level should be at the center of this process.

Therefore, the distinctive quality of the educational policy in the field of teaching foreign languages at school is itspersonality oriented orientation.

3. In the context of the growing independence of the regions and the school in determining the strategies and tactics of teaching a foreign language, the language educational policy is designed to prevent destructive trends in the development of the education system in the field of a foreign language and contribute to the preservation of a single educational space of the country not only geographically, but also in socio-cultural terms. A single educational space involves the creation of a holistic and at the same time flexible and variable system of education in the field of a foreign language. The integrity of the educational space is ensured by a single strategic line aimed at developing the student's features of a secondary linguistic personality, making him able to communicate in a foreign language in conditions of intercultural communication at a basic level. This means that in conditions of a sufficiently high degree of autonomy and independence of regions in the choice of educational strategies and with a general personality-oriented and sociocultural orientation of regional educational language systems, the basic unity of the educational space should be preserved, expressed in a minimum of requirements for students to speak a foreign language.

The flexibility and variability of the system of education in the field of FL is created due to the following factors: 1) support and improvement of the institutional teaching of FL in state and non-state educational institutions of various types; 2) development, along with the state, compulsory forms of teaching a foreign language, various forms of additional education. At the same time, the management and coordination of the activities of all institutions, as well as all subjects of the real educational process, should be carried out at a democratic level. The democratization of management is ensured by the legal framework that implements democratic relations between the governing and executive levels of the education system in the field of FL; democratization of the activities of the subjects of the educational process - the organization of this process on the principles that reflect the modern laws of teaching / learning the language in educational conditions.

This principle allows us to single out as distinctive qualitative characteristics of modern language policy itsflexibility, integrity, democracy and variability.

4. The educational policy in the field of school teaching of a foreign language is designed to promote: 1) the development and diversification of the language educational space; 2) the emergence of various innovations in the field of language education; 3) the development of interregional, international projects in the field of teaching a foreign language, including the use of modern information educational technologies; 4) creation of conditions for creative exchange of scientific and practical experience of the subjects of educational and managerial processes.

In the course of planning and implementing political and educational decisions and activities, it is necessary to keep in mind the importance of taking into account the peculiarities of the domestic conditions for teaching a foreign language, regionaland local specifics, as well as the possibility of integrating the Russian educational language system into the pan-European and world educational space. Therefore, important characteristics of modern educational policy in relation to foreign languages are its adaptability to the real possibilities of a particular region, a particular individual, as well as hisintegrative essence- a unifying principle in solving educational problems in the context of the interests of the region, the whole country, the European and world community.

5. Educational policy in the field of language school education should be continuous, open and promising. In the first case, it means that political and educational actions in the field of school teaching of a foreign language should be aimed at creating a continuous system of language education, which is ensured by continuity and conjugation of the content of teaching a subject at various educational levels. As a result of political and educational decisions in the country, a system should be created to meet the educational needs that arise both in society as a whole and in individual regions, primarily in the interests of the individual. The created system is designed to satisfy the educational needs of a person in relation to the FL throughout his life. In this, the school system of teaching a foreign language plays an important role, solving, along with other tasks, the task of forming the student's need and ability to independently learn the language, improve their knowledge, and be aware of responsibility for their own results of mastering a foreign language.

The openness of the educational policy towards foreign languages is primarily due to the involvement in the solution and discussion of political and educational issues of a wide range of specialists and the public, including parents and students. The openness of the language educational policy is due to the need to create a rich and detailed educational environment in the country, in which the student orients himself quite independently, striving to achieve his educational goals. This educational environment should combine both traditional means and methods of teaching, and new information technologies of teaching.

The prospective nature of the language education policy means that with its political, organizational and substantive decisions, this policy should be ahead of today and be aimed at tomorrow, i.e. on the

perspective. This requires: a) a thorough analysis of all the factors that determine the educational system in general and in the field of foreign language in particular; b) taking into account the most promising results of psychological, pedagogical and linguistic sciences, methodological theory and practice; c) study of trends in socio-political development both within the country and in the international arena. The definition of promising directions for the development of the language educational system is determined by the ability of all its subjects to focus attention and resources on the key problems of the functioning and development of this system.

Therefore, continuity and openness educational policy in the field of teaching a foreign language has its invariant qualities necessary for the implementation of the ideas of language education throughout life. In its turn,perspective- this is a quality that determines the expediency and necessity of ongoing educational activities in the field of teaching a foreign language in terms of their significance in the future.

6. Taking into account the socio-cultural environment of the modern system of education in the field of FL and the general educational trends towards democratization and regionalization of the educational sphere as a whole, we can say that the educational policy in relation to FL is a real mechanism for the social and cultural development of various regions and the country as a whole. An important condition for the implementation of this principle is the tiered nature (federal, national-regional, municipal, school) of solving political and educational issues in the field of schooling in a foreign language. The level character is provided by an organic combination of the mandatory educational minimum of the content of teaching a foreign language, established at the federal level, and content that takes into account regional, national and local characteristics.

In this regard, we can formulate another important quality of the language policy in relation to the FL -level characterits planning and implementation.

So, the policy in the field of introducing students of general educational institutions to a foreign language should be aimed at ensuring harmony between society, the state and a particular individual. As noted above, the state / society may not feel the need to conduct a language policy at the state / public-state levels in the school educational sphere (for example, if foreign languages are not studied in educational institutions). However, ifthe academic discipline "foreign language" is included in the system of general education subjects, then the content of the state / public policy in the field of teaching a foreign language as part of the school language policy should include ongoingat the institutional level, measures to preserve or change the conditions and norms of the functioning of the education system in the field of foreign language.These activities are systemic in nature and, as shown above, are planned and implemented at different levels. Let's dwell on this issue in more detail.

In connection with the consideration of the level nature of the educational policy in relation to a foreign language, let us turn to the system of levels of planning and implementation of such a policy, proposed by E. Edmondson and J. House (, p. 63). Thus, the macro level is the level of institutionalization of language policy. It reflects the socio-cultural (in the broad sense) context in which the language education policy as a whole functions (provided that this policy is carried out) and is formed. It is at this level that the search for answers to the problematic questions put forward by society and the state in the field of language education is carried out.(see above).

At the intermediate level - the level of implementation of the language educational policy - it is supposed to implement measures that regulate the mechanism for its implementation. On a fair note W. Edmondson and J. House, the intermediate level is "responsible" for the implementation of socio-political decisions taken by the state / government in relation to the FL, in social institutions involved in certain educational aspects. Such decisions include: 1) development of framework conditions for the creation of didactic and methodological documents (for example, curricula); 2) creation of textbooks and manuals, etc.; 3) organization and content of examinations in the subject.

The authors believe that the organization and content of exams play a significant role in determining the main directions of educational policy in the field of school teaching of foreign languages. One cannot but agree with this. Indeed, depending on whether the conduct of exams in foreign language is centralized or this procedure for checking the level of language training of students is quite democratic (in terms of choosing objects, methods and forms of monitoring the level of learning in the language being studied), the attitudes of students and teachers to the process may change. and the content of teaching a foreign language in general. It is quite obvious that both the students and the teacher, as well as the school administration, pay more attention to the academic discipline "foreign language" if the exams in FL are mandatory.

As for the micro level, it represents the direct implementation of political and educational ideas and decisions into the practice of a particular educational institution. At this level, the leading role in the implementation of political and educational tasks in the field of preparing students for foreign languages is played by a teacher and a student, their system of relations, including the content and organizational aspects of a particular educational process.

Assessing, in general, positively the idea of level planning and implementation of support and stimulation of education in the field of a foreign language, proposed by the authors, one cannot fail to notice that this idea can hardly be applied to the conditions for implementing the language policy in our country. This is due to the following reasons. Firstly, the presented levels of implementation of the language educational policy do not reflect the specifics of the educational multicultural and multilingual "background space" of a multinational state, which is Russia. The authors offer, in fact, only two levels of planning and implementation of political and educational issues - state (in our understanding - federal) and school. Regional levels are not presented in the concept of the authors. Secondly, this scheme does not reflect the trend towards the implementation of democratic processes currently taking place in the educational sphere. As noted above, these trends are associated with the independence of regions and specific types of general education schools, the variability of the system while maintaining its invariant core, etc. present and (apparently, in the short term) domestic teaching practice. These parameters include, in particular, the system of examinations proposed by the authors at the intermediate level.

We will try to give our vision of the level organization of the language - educational policy, adequate to the domestic sphere of schooling of a foreign language.

First level planning and implementation of political and educational decisions in the field of teaching a foreign language — federal. On the At this level, an analysis of all the conditions for the existence of a language educational system is carried out in order to form the strategic goals of the educational policy in the field of schooling of a foreign language in a specific historical period in the development of society and the system of language education. At this level, there is an understanding of socially significant tasks for society in the field of language education and a social order is formed in relation to the teaching of a foreign language. The formation of this order is due to a combination of socio-cultural factors operating in society at a particular stage of its development. Only with consistent consideration of these factors is it possible to create adequate conditions fordissemination and support of FL in educational conditions,regardless of whether we are talking about early learning of the subject or teaching older students.

As noted above, the educational policy in the field of teaching a foreign language, affecting the interests and needs of broad sections of society, is determined and regulated directly by the state and relevant state institutions: ministries and other school education authorities, the school as an educational institution, etc. In addition, the decision of the political - educational tasks are also dealt with by public-state and private institutions: publishing houses, mass media, associations of teachers of foreign languages, the public represented by parents, etc.

The influence of the state, i.e. education authorities, on educational policy in the field of foreign language can be indirect and direct. The state exerts an indirect influence on the system of language education through the mass media, publishing activities, which ensure the development of the sphere of familiarization of citizens of the society with a foreign language. Since, as already noted, we are interested in the possibility of direct regulation by the state and the relevant state bodies of language policy in the field of school education in the field of a foreign language, we will talk about state measures aimed at the system of language education in order to reform, improve, support, etc. These activities find their expression in policy documents, program and methodological materials developed in the bowels of state institutions of federal significance and, as will be shown below, forming a certain system. The system of program and methodological documents aims to create conditionsto support and develop the unified educational space of Russia and to provide the legal framework for the functioning of the education system in the field of foreign languages within the framework of the general educational policy and the unified educational space of the country. Consequently, at the first level of support for the foreign language teaching system, we are talking about documents that make this system legitimate in the general educational context of Russia.

The federal language educational policy is connected, first of all, with the legal regulation of relations in the educational sphere of a foreign language between federal government bodies and organizations with federal status, as well as government bodies of the constituent entities of the Russian Federation, local governments, educational institutions implementing educational programs in a foreign language, parents , public organizations, etc.

The success of the educational policy in the field of teaching a foreign language is largely determined by how timely and consistently the public and personal needs for learning languages are interpreted at the institutional level, i.e. in documents of the federal level, and above all in the state educational standard, the concepts of teaching a foreign language for various types of educational institutions that have the status of federal. The quality of information and evidence-based support for educational policy in the field of a foreign language is determined by representatives of methodological science, their assessment of the achievements in the development of the theory and practice of teaching a subject.

Second level formation and implementation of policy in the field of language education isnational-regional.Due to the fact that the new educational policy as a whole provides greater independence to the regions - subjects of the Russian Federation, it is at the national-regional level that the social order formulated at the federal level is refined. The social order is specified in relation to the national, regional and local conditions of the functioning of the education system in the field of foreign language. At the second level, an educational strategy is developed that is adequate to the sociocultural context of the development of a particular region. In the field of teaching a foreign language, this finds its expression primarily in the development of the National-Regional Component of Education in the subject, correlated with national requirements for the level of language training of students, and the regulatory framework of the regional educational system, consistent with the laws adopted at the federal level. Such activities make it possible to implement the basic principles of language education policy aimed at both the development of democratic processes in the educational sphere of a foreign language and the support of a single educational space in the country. At the regional level, regional programs on foreign languages, textbooks and teaching aids should be created, technologies for teaching the subject should be developed that fully take into account the characteristics of the region / national education, its needs and opportunities, including in the educational field.

The third level is municipal - involves planning and implementing a language educational policy based on understanding all the instructions and the regulatory framework of the education system in the field of foreign language, taking into account the real opportunities and needs of schools that fall within the competence of a particular municipal education authority. It is at this level that the development and approval of curricula, programs of training courses and academic disciplines takes place. This work is carried out on the basis of the requirements of the educational standard for foreign languages and taking into account the national-regional component of this standard. Bodies of local municipal self-government develop and approve specific work programs for foreign languages, implemented in various types and types of schools. The quality of these documents is determined by the level of professional qualifications of representatives of these institutions, understanding of the significance and functional orientation of the educational standard for a foreign language, its federal and national-regional components.

Of particular importance is the right of municipal authorities to determine, taking into account local specifics, the specific content of the basic curriculum, including in relation to the choice of studied foreign languages. Since the “foreign language” in primary school is not, according to the basic curriculum, a compulsory subject and its inclusion is determined by the decisions of regional and local governments, as well as schools, we can say that the future of models 3 and 4 fully depends on them. , according to which the study of a foreign language should be carried out from elementary school.

The third level is “responsible” for the material, technical and methodological support of the educational standard for foreign language and for monitoring the fulfillment by students and employees of the educational institution of the requirements of this standard. At the same time, it should be borne in mind that in the modern educational sphere, the originality of the school and the strategies and tactics adopted by it for teaching foreign languages should be supported by internal pedagogical logic, and not by the logic of external control, as it was before. If the municipal educational authorities and the school administration are aware of the importance of FL in the modern world, then they are trying to create all the necessary conditions for the inclusion of FL in the register of academic disciplines taught at school at all levels of education. The quality and effectiveness of the educational process depends on the joint activities of the administration and teachers of a foreign language.

Fourth level— the level of direct implementation of the ideas of language education policy inreal educational processon FL, the main subjects of which are students and teachers of FL. A correct understanding of socially significant tasks in the field of teaching a foreign language and personal needs for knowledge of the language both on the part of the student and the teacher determine the quality of the implementation of the basic principles of the language educational policy and, consequently, the quality of the language training of students at each stage of education. This provision is also important because at present the student has the opportunity to choose the language for learning and the option of teaching this language, as well as, together with the teacher, the educational strategy and tactics of teaching a foreign language. In turn, the teacher is faced with the choice of means and technologies for teaching a foreign language, necessary to fulfill the requirements of the educational standard. The ability to make the right choice of tactical steps in teaching a subject is a new professional quality of a teacher that has become relevant in recent years of the development of the education system in the field of a foreign language. This skill, along with others, underlies the teacher's ability to transform the teaching tactics chosen by him and adequate means of its implementation in accordance with the requirements of the educational standard in the subject for a particular educational level, organize this content and adapt it to the characteristics of students and the real conditions of learning at school. .

As you know, the state can either strictly regulate the functioning of the language education system, or implement a flexible educational policy without rigid dictate from above. In the second case, there is every real reason formanifestation by all subjects of the educational process of creative initiative and responsibility for the planned results of teaching a foreign language, i.e. for the implementation of language education policy. The degree of awareness by the state and the government of the importance of studying a foreign language by citizens is expressed in the relevant documents and directives that determine the activities of all structures and organizations to maintain and develop the educational system in relation to the languages being studied.

In a number of countries, laws/programs have been adopted, the purpose of which is to create a legal framework for the implementation of language education policy. At the same time, we are talking not only about national languages, but also about creating multilingualism in the country at the expense of foreign languages studied at school. For example, the reform of the educational system that began in Argentina in the 1993/94 academic year was based on a special law, one of whose articles (“Languages”) outlined the strategic directions for reforming the entire system of language education, including in the field of foreign language. However, in the context of the need to create a multicultural and multilingual space in the country with the involvement of a foreign language as a means of international importance, it was necessary to reconsider the role and status of a foreign language in society. Therefore, since 1996, a separate article has appeared in the Law, relating only to FL.

As for Russia, we have to admit that at the state level, after the Decree of the Council of Ministers of the USSR “On improving the study of foreign languages” of 1961, unfortunately, not a single document has been published regarding the study of a foreign language as the main element of the national language policy. The Ministry of Education regularly publishes methodological letters, which only state the current state of affairs in the field of teaching foreign languages in schools and identify priority areas for improving the process of teaching the subject.

Currently, the problems of language educational policy are being solved within the framework of the development and implementation of the "State Educational Standard for Basic General Education". Of course, the inclusion of a foreign language in the educational area "Philology" of the State Standard for Basic General Education is its recognition as one of the important subjects for all types of schools. But at the same time, unfortunately, it is impossible not to admit that this document does not reveal the position of the state in relation to the FL as an important tool for international integration.

As noted above, one of the important problems included in the range of “interests” of language education policy is the problem of choosing a foreign language for study at school. An analysis of world practice shows that different countries have different approaches to solving this problem. In some cases, the state directly influences the choice of languages studied at school. This happens, firstly, as a rule, in a multinational society, when it comes to the coexistence of many languages / dialects in it and the state “chooses” one language as the language of interethnic communication or the language of education(cm. examples above). Secondly, the state can, for economic and organizational reasons, dictate “from above” which FL should be studied in which schools (for example, the situation with the second FL in Greek schools). However, it should be noted that such cases are quite rare in world practice. As a rule, strict regulation by the state/government concerns the first foreign languages, the study of which is a compulsory subject in all types of schools. The choice of the second FL for studying at school is carried out most often at the regional and school levels. In a number of countries, for the study of a foreign language, several languages are offered as the first language (which in this case are equal); from the same set of languages, the choice of the second FL and the third ones is carried out.

As for the foreign languages offered for study in the domestic school, their set was traditionally strictly regulated by the state.(cm., for example, "On the Improvement of Learning...", 1961). The state exercised strict control over the process of choosing foreign languages studied at school with the help of personnel policy. In addition, this process was regulated by directives regarding the number of language groups (students) for each FL in schools is acceptable.

As you know, since the mid-80s of the last century, the situation has changed radically. The school received freedom in the selection and organization of the content of education, including what foreign languages are offered to students. Therefore, the status of a foreign language in the world, the prestige / non-prestigiousness of a language as a means of communication, the social and personal needs of citizens of society in learning a particular language come to the fore as factors determining the choice of languages at school.

In the conditions of a free choice of a foreign language, as was shown earlier, the English language occupies a priority position. Such a situation, typical not only for the domestic school, but also for foreign, in particular Western European, gives rise to the inconsistency of modern language policy in the West: on the one hand, the idea of multilingualism and the education of the so-called “European-competent personality” is proclaimed in the new European space, on the other hand, it is difficult to implement this idea, since English is the predominant language in many Western European schools (as well as in the world, by the way).

The process of “crowding out” English of other foreign languages from the curricula of domestic and foreign schools can be explained by the objective reasons of extralinguistic (US world leadership in the political, economic and cultural sphere) and linguistic (the presence of a large number of industry terminologies in this language, and above all in the field of computerization). ) properties. However, it is hardly advisable to blindly follow the current trend in language education policy. In our opinion, those researchers who believe that the widespread inclusion of English as the main FL can lead to negative consequences when all other FLs are threatened in the curricula are right. The latter are given the role of "orchids", requiring great effort and attention from the educational authorities, teachers, so that these flowers do not fade. Of course, it is impossible to control the dynamics of the prestige / non-prestigiousness of a foreign language, but it is possible and important to establish the main trends in this development for the organization and implementation of language educational policy. In order to somewhat reduce the process of the "offensive" of the English language on the curricula of schools, the state needs to carry out targeted measures to implement the language educational policy aimed atpromotion of multilingualism in society.In this regard, the experience of a number of foreign countries can be useful.

Most countries seek to remove the contradiction between the foreign languages studied at school by introducing two, and often three foreign languages, into the curricula. Thus, an attempt is made to expand the register of languages offered to students, on the one hand, and on the other hand, to realize the modern goal of familiarizing students with at least two modern foreign languages. At the same time, several models for solving these problems in relation to secondary school can be pointed out: 1) one compulsory foreign language, which is studied throughout the entire course of study, and the second foreign language as a compulsory elective subject offered in the middle level or insenior classes (Chile, France, Greece, Korea, Morocco, etc.); 2) of the two official state languages in different ethnic regions, one language is offered as the first (native), the second as a foreign language; in addition, a third FL can also be offered as a subject of choice (New Zealand, Luxembourg, etc.); 3) one compulsory FL and the second FL as a subject of choice along with other academic disciplines (“Music”, “Art”, etc.) - (Algeria); 4) one compulsory FL, a second FL and a third FL, which is introduced optionally (as an elective subject) or offered at the senior stage instead of the second FL (Netherlands); 5) three foreign languages as compulsory academic disciplines (this model is not common and is found in bilingual schools, private schools, gymnasiums in Finland, Greece, etc.).

However, despite the fact that the school offers its students several foreign languages for study, it is not possible to establish equality between languages. This is explained by the fact that in many countries English is the first compulsory foreign language, and other foreign languages enter into fierce competition among themselves or with other academic disciplines, since they are offered as elective subjects.

Based on the foregoing, it can be concluded that the measures taken at the state level to implement the language education policy should be aimed at supporting and developing genuine multilingualism in the country, as well as at creating conditions in which all languages studied will be equal, and all students will be have the opportunity to join several foreign languages. In addition, it is important to create conditions in society for the practical use of foreign language by students at each stage of schooling. We are talking about expanding the "boundaries" of intercultural communication, including using the means of new information technologies. Learning a foreign language in a multinational society should be aimed at forming a deep individual and social level of citizens of the society who are aware of their belonging to a certain ethnic group, to the region of permanent residence and to Russia as a whole, and who are also able to identify themselves in the world space. This becomes possible if systematic and controlled political and educational activities in the field of foreign language are aimed at implementing the basic principles of language educational policy formulated byabove, and create an "open" system of language education, which is characterized by: socio-cultural and personality-oriented orientation; democracy, variability, adaptability; availability of real conditions for the integration of the Russian language educational system into the pan-European and world; continuity and perspective.

In connection with the above, we will try to determine the prospects for the development of the content of the language educational policy in relation to the domestic conditions for teaching a foreign language at school.

To improve the educational processes in FL that take place in a modern school, it is important to create a methodological model that would be adequate to the current understanding of the specifics of a FL as an object of learning and learning and, regardless of the type of school and the variant of studying a FL, is aimed at developing the student's ability and readiness to authentic intercultural communication. This methodological model is designed to form the student's self-consciousness as a cultural and historical subject who feels responsible for the future of his people, his country and humanity, recognizing the equality and dignity of all cultures and showing readiness and ability for intercultural interaction.

Within the framework of this model, every student who wants to achieve personal and professional success in the future should have the opportunity to join one, and in the future, two foreign languages.

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Introduction

Chapter 1. Basic concepts of modern methods of teaching a foreign language in secondary school

1.1 Modern methods of teaching a foreign language

1.2 Methodological principles of modern methods of teaching a foreign language

1.3 Comparative characteristics of modern methods of teaching a foreign language

1.3.1 Distinctive features of modern techniques

1.3.2 General in modern methods

1.3.3 Positive and negative sides of the methods

Chapter 2

2.1 The communicative direction is the main direction of modern teaching of foreign languages

2.2 Teaching skills and abilities in the process of teaching a foreign language based on a communicative methodology

2.2.1 Teaching speech skills

2.2.2 Speech situations

2.2.3 Development of initiative speech of students

2.3 Foreign language lesson based on communicative methodology

Conclusion

List of used literature

Applications

Introduction

At present, when there are fundamental changes in teaching, when the content and teaching methods are being radically revised, it is advisable to return to the history of the methodology of teaching foreign languages and the main trends in its development.

Now no one doubts that the methodology of teaching foreign languages is a science. The very first definition of the methodology was given by E.M. Rytom in 1930, who wrote: "The method of teaching foreign languages is a practical application of comparative linguistics." A.V. adhered to a similar position. Shcherba.

The direction in the definition of methodology as a science originated in the late 40s. The methodology is recognized as a science that has its own laws and its own research methods. The most complete definition of the methodology reads: "Teaching methodology is a science that explores the goals and content, patterns, means, techniques, methods and systems of education, as well as studying the processes of learning and education on the basis of a foreign language."

At the beginning of the 20th century, the direct method was promoted. It was believed that this method is based on the correct principle - the association of foreign words with the objects themselves. It was the method of natural learning of a foreign language, which is the most economical, the fastest reaching the goal.

In addition, for many methodologists and teachers, the direct method was something new, attractive, sincerely believed in its effectiveness.

Later, a comparative method of teaching foreign languages was formed, which got its name because the study of a foreign language is supposed to be based on its comparison with the native language. The founder of this method is L.V. Shcherba.

And with a combination of direct and comparative methods, a mixed method was born. Depending on what principles prevail in it, it may be closer to either the direct method or the comparative method.

Over time, not only the goals of teaching a foreign language, but also the requirements for proficiency in it, have changed. The methodology of teaching a foreign language is in a crisis situation.

A crisis situation always requires a radical turn. Thus, in the conditions of insufficiency of fruitful ideas, a transition was made to communicative learning. The crisis revived an active methodological search, which contributed to the development of modern methodological concepts of teaching foreign languages: communicative (I.L. Bim, E.I. Passov), intensive (G.A. Kitaygorodskaya), activity (I.I. Ilyasov) and others . At present, communication-oriented methods, which are based on communication and creativity of students, play a decisive role.

The methodology of teaching foreign languages should be developed further, since stagnation is detrimental to any science.

Comparison of modern teaching methods plays an important role, since emerging new methods appear on their basis and I would like them not to have the disadvantages and shortcomings that are inherent in modern methods.

Comparative characteristics are also important for the choice of work by the teacher. With such a variety, it is very difficult to make a choice without knowing the features and specifics of the methods.

Thus, the topic of our thesis work is "Modern Methods of Teaching Foreign Languages at School".

Relevance work lies in the fact that at the present stage of development of teaching foreign languages, the choice of a teaching method is based on the characteristics of the team in which it will be used, it is necessary to take into account the personal characteristics of the students, their age, interests, level of training, the period during which the training will take place, as well as the technical equipment of the educational institution.

Target of this work - to identify the most effective methods in teaching a foreign language from the existing modern methods of teaching a foreign language in high school.

To achieve these goals, the following tasks are solved in the work: tasks:

Consider the existing modern methods of teaching a foreign language in high school.

Show similarities and differences, positive and negative aspects of each technique.

Determine the general methodological principles for organizing the teaching of a foreign language in secondary school.

To study the concept of communicative competence.

To prove the advantage of active communication in English lessons in high school.

Object of study - the process of learning a foreign language in high school.

Subject matterfollowing - modern methods of teaching a foreign language in secondary school.

In our study, we proceed from hypotheses: the use of special techniques contributes to the formation of communicative competence of students.

Novelty The work consists in considering new, modern methods of teaching English, as well as in combining the material.

Practical value of this work lies in the fact that its results can be used by English teachers in secondary schools, as well as future specialists - students of the specialty "Foreign Language" in practical classes in the discipline "Methods of teaching foreign languages".

Mmethods scientific research used in the work: - analysis of scientific literature, observation of students in the process of teaching English in high school.

The study was carried out on the basis of the methodological works of Rogova G.V. "Methods of teaching foreign languages", Passova E.N. "The purpose of teaching a foreign language at the present stage of development of society", Zaremskoy S.I. "Development of initiative speech of students" and others.

The work consists of two parts: theoretical and practical. In the theoretical part, the existing methods of teaching a foreign language in secondary school, the distinctive and similar sides, the positive and negative features of each method are considered. Based on these characteristics, it is possible to select the most suitable method.

In the practical part, the organization of the process of teaching foreign language speech to students in secondary school, teaching practical knowledge of a foreign language are considered, the methods and techniques used for the best mastering of a foreign language in teaching conditions in secondary school based on a communicative methodology are considered. The problem of foreign language oral speech of students and ways to solve it are considered.

Chapter 1. Basic concepts of modern techniquesteaching foreignnlanguage in secondary school

1.1 Modern methods of teaching a foreign language

The logic of developing a communicative methodology led to the final promotion of a foreign language culture as the goal of teaching foreign languages at school. And such a system can be built only on a communicative basis.

In addition, as the practice of using the communicative methodology has shown, it provides not only the assimilation of a foreign language as a means of communication, but also the development of comprehensive personality traits of students.

The communicative method was the basis for the creation of English textbooks in high school.

In the last two decades, such a trend as projectivity has been formed in education. This concept was formulated in the context of the educational restructuring program proposed in the late 70s by the Royal College of Art in the UK. It is closely related to the project culture, which arose as a result of the unification of the humanitarian-artistic and scientific-technical areas in education.

The design culture is, as it were, the general formula in which the art of planning, invention, creation, execution and design is realized and which is defined as design.

Mastering the culture of design, the student learns to think creatively, independently planning his actions, predicting possible options, solving the tasks facing him, realizing the means and methods of work he has mastered. The culture of design is now entering many areas of educational practice in the form of design methods and project-based teaching methods. The project method is actively included in the teaching of foreign languages.

A striking example of the application of the project method is the textbook "Project English", published in 1985 by Oxford University Press. The author of the course is T. Hutchinson, a specialist in the field of communicative grammar teaching.

In modern conditions of the rapid development of science and technology, the problem of transition to an intensive path of development is and is being solved in all spheres of society and at all stages of the formation of an individual and specialists. It is also relevant for teaching foreign languages. The search for optimal ways to solve this issue, caused in the late 60s - early 70s of our century the emergence of a method based on a suggestive effect on students.

The followers of G. Lozanov in our country, who developed his ideas, were G.A. Kitaigorodskaya, N.V. Smirnova, I.Yu. Shekter and others.

The activity method of teaching English is based on the activity concept of teaching, represented by the theory of the gradual formation of mental actions. Based on this theory, for several years, the development of learning technology was carried out, which was then called the activity method. The work was carried out under the guidance of Professor P.Ya. Galperin and Associate Professor I.I. Ilyasov.

In fact, the activity method is comparable with the activity approach, which is based on the idea of the activity of the cognizing object, of learning as an active, conscious, creative activity. This technique involves teaching communication in the unity of all its functions: regulatory, cognitive, value-oriented and etiquette. It can be used both in work with an adult contingent and in high school.

1.2 Methodological principles of modern methodsforeign language teaching

In the course of the development of the methodology of teaching foreign languages, crises of shortage and "overproduction" of ideas succeeded each other, necessary for the formation of a new methodological direction. For example, the transition to communicative learning was carried out in the conditions of a clear lack of fruitful and really new ideas. The crisis brought to life an active methodological and methodological search, which contributed to the development of modern methodological concepts of teaching foreign languages: communicative, activity, etc.

In order to understand what modern methods of teaching English are based on, it is necessary to consider in detail the methodological principles that underlie these methods.

into the structure communicative method includes cognitive, developmental and teaching aspects that are aimed at educating the student. Given this and the content of the concept of "communicativeness", as well as the versatility of the training system, we can formulate the following methodological principles of communicative methodology:

The principle of mastering all aspects of a foreign language culture through communication. A foreign language culture here means everything that the process of mastering a foreign language can bring to students in the educational, cognitive, developmental and educational aspects. The communicative method for the first time put forward the position that communication should be taught only through communication. In this case, communication can be used as a channel of education, knowledge and development.

Communication is a social process in which there is an exchange of activities, experiences, embodied in material and spiritual culture. In communication, emotional and rational interaction of people and influence on each other is carried out. It is communication that is the most important condition for proper education.

Thus, communication performs the functions of learning, cognition and development and education in the communicative teaching methodology.

The process of teaching foreign language communication is a model of the process of the real process of communication in terms of the main parameters: motivation, purposefulness, informativeness of the communication process, novelty, situationality, functionality, the nature of the interaction of those who communicate and the system of speech means. Thanks to this, learning conditions are created that are adequate to real ones, which ensures the successful mastery of skills and their use in real communication.

The principle of interconnected learning aspects of foreign language culture.

The complex nature of a foreign language culture is manifested in the unity and interconnection of its educational, cognitive, educational and developmental aspects. Each of these aspects, in a practical sense, are equivalent. But true mastery of one is possible only on the condition of proper mastery of the others.

In this regard, any type of work, any exercise in the educational process, integrates all four aspects of a foreign language culture and is evaluated depending on the presence of these aspects in them.

This principle concerns not only inter-aspect, but also intra-aspect relationships. So, for example, the interconnection and interdependence of all four types of speech activity (reading, speaking, listening and writing) within the educational process is assumed.

The need for interconnected learning is justified by the pattern of learning, according to which mastering is the more successful, the more analyzers are involved in it. Interconnection is present not only in the learning process, but also in individual exercises specially developed within the framework of this methodology.

The principle of modeling the content of aspects of a foreign language culture.

The volume of regional, linguistic and linguocultural knowledge of reality cannot be fully assimilated within the framework of a school course, therefore it is necessary to build a model of the content of the object of knowledge, that is, to select, depending on the purpose of training and the content of the course, the amount of specified knowledge that will be sufficient to represent culture countries and language systems. At the same time, it is also necessary to take into account the cognitive needs of individual students related to their individual interests, etc. Certain frameworks of the system of education and its final tasks require, for methodological purposes, the creation of a model of the content of development, that is, a certain minimum that is necessary to solve the problems facing the subject.

The principle of managing the educational process based on its quantization and programming.

Any learning system involves the quantization of all components of the learning process (goals, means, material, etc.). Without quantization, the goals will be incorrect, the material will be indigestible, the conditions will be suboptimal, and the means will be inadequate. In other words, it will be impossible to have systematic training, and, consequently, its controllability and efficiency.

The principle of consistency in the organization of teaching foreign languages.

This principle means that the communicative learning system is built in a reverse way: first, the final product (goal) is outlined, and then the tasks that can lead to this result are determined. This takes place within the entire course, every year, cycle of lessons and one lesson and applies to all aspects. This approach provides training with a systematic approach with all its inherent qualities: integrity, hierarchy, purposefulness.

Systematic training is built taking into account the patterns of mastering each of its aspects by students. All training in organizational terms is built on the basis of the rules of cyclicity and concentricity. Cyclicity is manifested in the fact that a certain amount of material is assimilated within a cycle of lessons, each of which includes a certain number of lessons. Any cycle is built on the basis of the stages of development of a particular skill and ability in each type of speech activity.

The cyclicity is reinforced by a concentric approach that concerns both the speech material and the issues discussed.

Consistency is manifested in the fact that the proposed system includes not only a foreign language teacher and a student, but also his parents, teachers of other subjects. Interdisciplinary connections are used as a means of additional motivation for those students who are not interested in a foreign language.

The systematic organization of the learning process also implies the stages of language acquisition, that is, it includes various levels of the educational process:

1) the level of education levels (elementary, junior, secondary, senior);

2) the level of training periods, which are determined within the steps;

3) the level of stages (the stage of formation of lexical, grammatical skills, the stage of improving skills, the stage of developing skills);

4) the level of learning stages, which are determined within the stages and sub-stages (stages of imitation, substitution, transformation, reproduction, combination).

Each of the levels has its own specifics, which is determined by the psychological and pedagogical characteristics of students.

The principle of teaching foreign languages based on the situation as a system of relationships.

Communicative learning is carried out on the basis of situations understood (unlike other methodological schools) as a system of relationships. The situation exists as a dynamic system of social status, role-playing, activity and moral relationships between the subjects of communication. It is a universal form of the functioning of the learning process and serves as a way of organizing speech means, a way of presenting them, a way of motivating speech activity, the main condition for the formation of skills and the development of speech skills, a prerequisite for learning communication strategies and tactics. The communicative technique involves the use of all these functions of the situation.

The learning situation, as a unit of learning, models the situation as a unit of communication.

Thus, the situation acts not only in the role of the so-called speech situation, but also in a broader status - the situation of educational activity.

The principle of individualization in mastering a foreign language.

In the communicative method, the student is perceived as an individual.

Each student, as an individual, has certain abilities, both general and partial. Communicative training is aimed at identifying their initial level and their further development. For this purpose, special means are used to identify abilities - special tests, for development - exercises and supports.

Accounting and development of abilities constitutes individual individualization.

Human development depends on many factors, the leading of which in teaching communication should be considered the joint activity of students.

When organizing a joint activity of a student, it is planned to develop the personality traits necessary for fruitful cooperation.

Joint activities are organized in such a way that students realize that the success of the common cause depends on each of them. The combination of communication with other activities makes it possible to bring learning closer to real communication, which is carried out not only for the sake of communication, but also serves other activities that take place simultaneously with it.

For a more productive mastery of all aspects of a foreign language by students, a system of tools (reminders and special exercises) is provided for the formation of the necessary skills and abilities in students, for the formation of the ability to learn, which constitutes subjective individualization.

The third leading component of the principle of individualization is the so-called personal individualization. It involves taking into account and using the parameters inherent in the personality: personal experience, context of activity, interests and inclinations, emotions and feelings, worldview, status in the team. All this allows students to evoke true communicative and situational motivation.

To prove this, it is enough to take into account two facts: 1) communication, in this method, is a means of maintaining life in society and

2) learning independently given the concept, there is a model of the communication process.

The system of communicative methodology provides for a whole range of measures to maintain motivation in learning.

The principle of the development of speech and thought activity and the independence of students in mastering a foreign language.

It lies in the fact that all tasks at all levels of education are speech-thinking tasks of different levels of problematicness and complexity.

This technique is based on the intellectual needs of students, and this encourages the student to think.

Speech-thinking tasks are designed to develop the mechanisms of thinking: the mechanism of orientation in a situation, the evaluation of feedback signals and decision-making, the mechanism for determining the goal, the mechanism of choice, the mechanism of combination and design.

It is important to note that the more independence the student shows, the more effective the assimilation will be. Therefore, in this technique, much attention is paid to the development of independent thinking, in particular, in the process of discussing problems.

And finally, autonomy associated with control. In communicative learning, a strategy is used that plans the transformation of control through mutual control into self-control. For this, both hidden control and conscious possession by students of knowledge of the objects and criteria of control and their application are used.

The principle of functionality in teaching a foreign language.

This principle assumes that each student must understand what not only practical knowledge of the language can give him, but also the use of the acquired knowledge in cognitive and developmental aspects.

This principle also lies in the fact that the functions of the types of speech activity are mastered as a means of communication, that is, those functions that are performed in the process of human communication are recognized and assimilated: reading, writing, speaking, listening.

According to the principle of functionality, the object of assimilation is not the speech means in themselves, but the functions performed by the given language.

On a functional basis, a model of speech means is created that should be studied in a foreign language course: certain speech means of different levels are selected to express each of the speech functions. Depending on the purpose for the expression of each function, both the maximum and minimum number of means of expression can be proposed. Of course, non-verbal means of expression are also connected here.

The principle of novelty in teaching foreign languages.

Communicative learning is built in such a way that all its content and organization are permeated with novelty.

In conclusion, it is important to note that all the considered principles are interconnected, interdependent and complement each other. Therefore, following the attached system implies the observance of all the above principles and their complex application.

Now let's move on to the methodological principles on which another modern method of teaching English is based. So, the main methodological principles that have conceptual significance for design metaboutwild, are:

The principle of consciousness, which provides for the support of students on a system of grammatical rules, work on which is built in the form of work with tables, which in turn is a sign of the following principle. learner communicative teaching motivation

The principle of accessibility is manifested, first of all, in the fact that when building a course of study according to the project methodology, questions and problems that are significant for the student at this stage are considered, based on his personal experience, that is, it is provided through the appropriate processing of educational material.

The principle of activity in the project methodology is based not only on external activity (active speech activity), but also on internal activity, which manifests itself when working on projects, developing the creative potential of students, and based on previously studied material. In the design methodology, the principle of activity plays one of the leading roles.

The principle of communication, which provides contact not only with the teacher, but also communication within groups, during the preparation of projects, as well as with teachers of other groups, if any. The project methodology is based on high communicativeness, involves students expressing their own opinions, feelings, active involvement in real activities, taking personal responsibility for progress in learning.

The principle of visibility is used, first of all, when presenting material in the form of projects already prepared by the course characters, i.e. both auditory and contextual visualization are used.

The principle of systematicity is relevant for this methodology not only because all the material is divided into topics and subtopics, but also because the methodology is based on the cyclical organization of the educational process: each of the provided cycles is designed for a certain number of hours. A separate cycle is considered as a complete independent period of study aimed at solving a specific problem in achieving the overall goal of mastering the English language.

The principle of independence also plays a very important role in the design methodology. To prove this, we need to consider the essence of the very concept of "project". A project is a work independently planned and implemented by students, in which verbal communication is woven into the intellectual and emotional context of other activities (games, travel, etc.). The novelty of this approach is that students are given the opportunity to design the content of communication themselves, starting from the first lesson. Each project relates to a specific theme and is developed within a specific time frame. The work on the project is combined with the creation of a solid language base. And since work on projects is carried out either independently or in a group with other students, we can talk about the principle of independence as one of the fundamental ones.

The principles of the design methodology are closely interrelated and very important. This technique teaches students to think creatively, independently planning their actions, perhaps options for solving the tasks facing them, and the principles on which it is based make learning according to it possible for any age group.

Let's move on to the next method of teaching English. This intensive technique. What principles underlie it?

The principle of collective interaction, which is the leading one in the activation method, the most famous in the intensive technique. It is this principle that links the goals of education and upbringing, characterizes the means, methods and conditions of the educational process. For the educational process, which is based on this principle, it is characteristic that students actively communicate with others, expand their knowledge, improve their skills and abilities, optimal interaction develops between them and collective relationships are formed, which serve as a condition and means of increasing the effectiveness of learning, The success of each trainee depends largely on the others. Such a system of relations that develops in the educational team, revealing and actualizing the best sides in the personality, greatly contributes to the learning and improvement of the personality. This is due to the emerging positive psychological climate and greatly affects the final result. Group learning contributes to the emergence of additional socio-psychological incentives for learning in the individual. In addition, the activation of communication between the participants of the educational process contributes to the acceleration of the exchange of information, the transfer and assimilation of knowledge, the accelerated formation of skills and abilities. From the foregoing, we can conclude that the main means of mastering the subject is communication with partners in the group.

The principle of personality-oriented communication is no less significant. It is based on the influence of communication, its nature, style on the implementation of educational and educational goals. In communication, everyone is both the influencer and the one affected. A particularly significant place is occupied here by people's knowledge of each other, which is a necessary condition for communication between people.

Communication is a core characteristic of collective activity and the activity of an individual in a team. It is also inseparable from the process of cognition. Personal-role communication in English in conditions of intensive learning is not a fragment of the educational process or a methodological stage of the lesson plan, but the basis for building the educational and cognitive process.

The principle of the role-based organization of the educational process is closely related to the two previous ones. Roles and masks in the group greatly contribute to the management of communication in the lesson. Educational communication in intensive learning implies the presence of constantly active subjects of communication (all students), who are not limited to simply perceiving a message and reacting to it, but strive to express their attitude towards it, that is, "I am a mask" always shows a personal characteristic. Role-playing game is one of the effective means of creating a motive for foreign language communication of students.

The principle of concentration in the organization of educational material and the educational process is not only a qualitative, but also a quantitative characteristic of the intensive method. Concentration is manifested in various aspects: the concentration of teaching hours, the concentration of educational material. All this causes a high saturation and density of communication, a variety of forms of work. This encourages teachers to work in a constant search for new forms of presentation of material.

The principle of multifunctionality of exercises reflects the specifics of the system of exercises in the intensive teaching methodology. Language skills that have been formed in non-speech conditions are fragile. Therefore, the most productive approach is considered to be the approach to teaching a foreign language, which involves the simultaneous and parallel mastery of language material and speech activity. The multifunctionality of exercises allows this approach to be implemented. In the system of intensive methodology, the training of the use of each given grammatical form is carried out by a series of exercises, where the same communicative intention is realized in changing situations. At the same time, for students, any exercise is monofunctional, for a teacher it is always polyfunctional. In this method, multifunctionality is strictly required.

All five considered principles of intensive teaching of foreign languages provide a clear relationship between the subject and learning activities and thus contribute to the effective implementation of learning goals.

Another of the modern methods of teaching English is doerbnasal technique. Initially, it was to be used to train an adult contingent of trainees. Then it was considered possible to use it in the upper grades of a general education school, excluding the lower grades, since the first methodological principle of this technique can be formulated as follows:

The principle of the necessity of logical thinking.

The activity method is focused on the conceptual, logical thinking of students, but allows the possibility of using it at school from that age, the formed logical thinking becomes obvious. The use of the activity methodology would make it possible to systematize and generalize the language and speech experience that schoolchildren have.

Activity principle

With the activity method, the student's activity is obvious. The need for this lies in its very name. This technique provides for great activity in the preliminary mastery of language means and subsequent mastery of communication based on existing knowledge, teachings, and skills in using language means in speech.

The principle of primary mastery of language means

This principle arose from the fact that the creators of the activity methodology consider it wrong to learn language means in the process of working with the content of the message. They believe that this makes it almost impossible to fully master the language means.

The principle of using speech communication units

The creators of the activity methodology identified a new speech-communicative language unit, which led to the need to rethink the problem of the language content of education, primarily the principles of selecting grammatical knowledge.

As can be seen from all of the above, the activity methodology has a number of specific means inherent in it alone. And if the previous methods can be used with children at the initial stage of education, then this method does not have such an opportunity.

All of these methods have a number of similar features, the importance of which has increased with the transition to communication-oriented teaching of the English language. Therefore, in order to be used at the present time, the methods must be based on the methodological principles of activity, communication, systemicity, cyclicality and independence, and also see the personality in the student.

It is also necessary to pay attention to the fact that each of the methods implies some division of the educational material. For example, quantization of the material - in the communicative method, cycles, topics and subtopics - in the intensive method.

All the techniques described above can be summed up under one heading: "The best communication training is communication."

But, despite the large number of similar principles, there are a number of distinctive principles that are not repeated in other methods. One can name, for example, the "principle of interconnected teaching of aspects of the English-speaking culture" - in the communicative methodology, or the "principle of speech-communicative units" - in the activity methodology.

And yet, despite the large number of similarities, it is impossible not to notice the differentiation of methods, techniques, content of teaching a foreign language, depending on the goals and planned levels of proficiency in it, on the characteristics of the contingent of students and learning conditions.

1.3 Comparative characteristics of modern methods of teaching foreignnlanguage

1.3.1 Distinctive features of modern techniques

The very first specific feature communicative methodology is that the goal of learning is not to master a foreign language, but a "foreign language culture", which includes a cognitive, educational, developmental and educational aspect. These aspects include the acquaintance and study of not only the linguistic and grammatical system of the language, but also its culture, its relationship with the native culture, as well as the structure of a foreign language, its character, features, similarities and differences with the native language. They also include the satisfaction of the personal cognitive interests of the student in any of their areas of activity. The last factor provides additional motivation for learning a foreign language on the part of students who are not interested in this.

So, from the foregoing, it is clear that many specific features that first appeared in the communicative concept were then adopted by other communicative-oriented methods and successfully used by them.

But at the same time, they differ in many respects from this concept and have their own features, inherent only to them.

Efficiency design methodology to a greater extent provided by the intellectual and emotional content of the topics included in the training. It should also be noted their gradual complication. But the distinguishing feature of themes is their specificity. From the very beginning of training, students are supposed to participate in meaningful and complex communication, without simplification and primitivism, which are usually characteristic of textbooks for beginners in learning a foreign language.

Another distinctive feature of the project methodology is a special form of organizing the communicative-cognitive activity of students in the form of a project. From which, in fact, the name of the technique appeared.

The project, as mentioned earlier, is an independent work implemented by the student, in which verbal communication is woven into the intellectual and emotional context of another activity.

The novelty of the approach is that students are given the opportunity to design the content of communication themselves, starting from the first lesson. There are few texts as such in the course, they are reproduced in the process of students working on projects proposed by the authors.

Each project relates to a specific theme and is developed within a specific time frame. The topic has a clear structure, divided into sub-topics, each of which ends with a task for project work.

A particularly important feature is that students have the opportunity to talk about their thoughts, their plans.

Thanks to the work on the project, a solid language base is being created.

The division of skills into two types is also specific: the skills of a language learner and the skills of a language user. To develop the first type of skills, phonetic and lexical-grammatical exercises of a training nature are used. These are exercises for imitation, substitution, expansion, transformation, restoration of individual phrases and texts. Their peculiarity is that they are given in an entertaining form: in the form of a text to test memory, attention; guessing games; puzzles, sometimes in the form of a soundtrack.

Grammar teaching and practice is usually done in the form of work based on tables. All exercises, which is especially important, are performed against the background of the development of the presented project.

For practice in using the language, a large number of situations are given that are created with the help of verbal and object-shaped visualization.

It is obvious here that the specific features of communicative and projective methods have much in common, are built on identical principles, but they are applied in different ways of teaching. In the first case, learning is based on the use of situations, in the second - on the use of projects.

Let's move on to intensive technique and consider its specifics. This technique is based on the psychological term "suggestions". This is the first specific feature of the intensive technique. The use of suggestion allows students to bypass or remove various kinds of psychological barriers in the trainees in the following way. The teacher conducts classes taking into account psychological factors, emotional impact, using logical forms of learning. He also uses various types of art in the classroom (music, painting, elements of the theater), in order to emotionally influence the students.

However, suggestopedic learning involves a certain concentration of teaching hours. At the senior stages, for example, it is advisable to allocate six hours a week at the expense of the school component of the curriculum, they should be divided into three, two hours each. If necessary, the number of hours can be reduced to three.

Also, a specific feature of the intensive technique is that suggestopedia is widely based on the position on the different functions of the two hemispheres of the brain. Connecting emotional factors to teaching a foreign language significantly activates the process of assimilation, opening up new perspectives in the development of methods for teaching foreign languages. The whole atmosphere of the classes is organized in such a way that positive emotions accompany the development of the language. On the one hand, this is an important stimulus for creating and maintaining interest in the subject. On the other hand, the intellectual activity of students, supported by emotional activity, provides the most effective memorization of the material and mastery of speech skills.

Another distinguishing factor is the active use of role-playing games. The specificity of intensive learning lies precisely in the fact that educational communication preserves all the socio-psychological processes of communication. Role-playing communication is both a game, and educational, and speech activity. But at the same time, if from the position of students, role-playing communication is a game activity or natural communication, when the motive is not in the content of the activity, but outside it, then from the position of a teacher, role-playing communication is a form of organization of the educational process.

According to L.G. Denisov, the main effective points of the interactive methodology of teaching foreign languages are:

Creation of a strong immediate motivation for learning, carried out with informal communication and motivation for communication close to real;

high and immediate learning outcomes: already on the second day of classes, students communicate in the foreign language they are studying, using speech clichés embedded in the main educational text - remember, the text of the polylogue is introduced on the first day of classes;

presentation and assimilation of a large number of speech, lexical and grammatical units; for one presentation, 150-200 new words, 30-50 speech clichés and several typical grammatical phenomena are introduced and assimilated.

This, too, is undoubtedly a specific feature.

All of the above are the features of the intensive technique, which to a greater extent ensure its effectiveness. These specific points are almost completely different from the two previous methods. Only in one they seem to be similar. All three methods consider teamwork in a positive emotional atmosphere to be a necessary condition for successful learning. At the same time, the intensive method pays more attention to such activities as speaking and listening.

What specific features does activity methodology teaching English? It should be noted that there are quite a lot of such teaching aids, characteristic only for the activity methodology.

First, we note that the creators of this technique believe that the skills of design and the ability to work with the content of the message should be taught separately. In order to ensure conscious mastery of language tools and training in design skills, they must be formed before training in content skills takes place. Another specific feature of this method follows from this.

In the activity methodology, there is a division between the preliminary mastery of language means and the subsequent mastery of communication on the basis of existing knowledge, skills, and skills in the use of language means.

But the really specific feature of the activity methodology is the selection of what are called linguistic speech-communicative units. Since only the speech status of language units is not enough for full-fledged communication during training, the speech status must be combined with the freedom of their choice in speech. Language units, as mentioned earlier, which have a speech status and provide full-fledged communication in terms of their freedom of choice, based on the meaning of the message, are called language communicative units.

And the last specific feature is the use of such a method as conditional translation, which uses not only what the students have already mastered, but also what they are being taught at this stage.

It can be seen from this that the activity method differs significantly in its specificity from the first three methods.

1.3.2 General in modern methods

Currently, the goal of teaching English is formulated as follows: to teach students to communicate in English. But when a goal is set in this way, it becomes an end in itself. The purpose of education is much broader than the acquisition of certain skills and abilities, and the potential of the subject "English" is much broader. Therefore, the goal of teaching English at the moment can be formulated as follows: to teach students not only to participate in communication in English, but also to actively participate in the formation and development of the student's personality.

Based on this, most of the modern methods of teaching English are based on the principle of active communication.

Active communication involves building learning as a model of the communication process. In order to give learning the main features of the communication process, firstly, it is necessary to switch to personal communication with students (the principle of individualization in the communicative method, the principle of personality-oriented thinking in the intensive method, etc.), due to which a normal psychological climate. Secondly, to solve this problem, it is necessary to use all methods of communication - interactive, when the teacher interacts with students on the basis of any activity other than educational, perceptive, when there is a perception of each other as individuals, bypassing the status of teacher and student, informational when the student and teacher change their thoughts, feelings, and not words and grammatical structures. And the third necessary condition is the creation of communicative motivation - a need that encourages students to participate in communication in order to change the relationship with the interlocutor. Communication should be built in such a way that there is a gradual mastery of speech material.

Communication can be motivated by a variety of stimuli. When working with a project methodology, this is work on joint projects. The same stimulus is used in the intensive technique. Often the situations used in the course of training are problematic. These situations should contribute to the formation of different opinions among trainees and not give an unambiguous solution. Discussion of such situations makes it possible to collide different opinions, causes the need to defend one's point of view, that is, the need to communicate in a foreign language. The use of problem situations also has another positive side, as it makes it possible to solve educational problems, since it is possible to educate an active person only when discussing situations based on true values.

It is also important to note that situationality should permeate all stages of the assimilation of speech material at all stages of learning.

In addition, collective joint activity is widely used in almost all methods. The tendency to replace individual work with group work has been developing for a long time. Teamwork is very energizing. The formation of skills and abilities takes place in a system of collective actions that contribute to the internal mobilization of the capabilities of each student. Forms of collective interaction are easily implemented in the classroom. This is work in pairs, threesomes, in small groups and in full groups. It should also be noted that role-playing communication, constantly interacting with personal communication, is its prerequisite and condition. Situations of role-playing communication, in which the skills and abilities of foreign language communication are formed, provide a transition to a higher level of communication.

Modern methods of teaching foreign languages. Teaching a foreign language in a Russian school at the present stage: methods and technologies

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