UDC 371.3:378.147 BBK 74.48

EVOLUTION OF SCIENTIFIC AND METHODOLOGICAL KNOWLEDGE: from methods of teaching foreign languages ​​to methodological science

I N.D. Galskova

Annotation. The article is devoted to describing the historical dynamics of the development of scientific and methodological knowledge and substantiating the scientific status of the methodology of teaching foreign languages ​​as a certain result of this knowledge. The evolutionary and level nature of the accumulation of cognitive baggage of scientific and methodological knowledge in methodological science is shown, and the structure of this knowledge is substantiated. Particular attention is paid to such issues as: the historical dependence of methodological approaches on the value-semantic priorities of methodology as a science, the commonality and difference in the substantive essence of the concepts “methodology of teaching foreign languages” and “teaching technology”, the methodological complexity of modern methodological science, its interdisciplinary, pedagogical and theoretical and applied nature.

Key words: scientific and methodological knowledge, methodological knowledge, level of scientific and methodological knowledge, methodological complexity of methodological science.

EVOLUTION OF SCIENTIFIC AND METHODICAL KNOWLEDGE: From the Method of Teaching Foreign Languages ​​to Methodical Science

Abstract. The article describes the historical dynamics of the development of scientific and methodological knowledge and the justification of the scientific status of methods of teaching foreign languages ​​as a specific result of this knowledge. The author shows evolutionary and stratified nature of accumulation in the methodological science of the cognitive basis of the scientific-methodical knowledge and grounds the structure of this knowledge. Special attention is paid to such issues as: the historical dependence of methodological approaches from the axiological priorities of methodology as a science, the commonality and difference of the substantive essence of the concepts of "methodology of teaching foreign languages" and "education technology", the

methodological complexity of modern methodical science, its interdisciplinary, pedagogical, theoretical and applied nature.

Keywords: scientific and methodological knowledge, methodological knowledge, level of scientific-methodological knowledge, methodological complexity of science.

Today it is well known that scientific and methodological knowledge, representing a certain part of social and humanitarian knowledge, is a specific scientific activity. Due to the fact that the methodology of teaching foreign languages ​​as a science is distinguished by its theoretical and applied nature, this process can be spoken of, firstly, as a complex process of accumulating scientific and methodological knowledge, its systematization and generalization, and, secondly, as about the practical implementation of this knowledge in specific linguodidactic concepts and methodological approaches, as well as in the real practice of teaching foreign languages.

As for the methodology itself as a science, it, like any science, responding to the challenges of a specific historical era and taking into account the latest data from related sciences, discovers the laws and patterns of language teaching and linguistic education. At the same time, studying and summarizing the real facts of teaching and learning foreign languages, identifying the main trends and prospects for their own development and the development of educational practice, this science organizes its categorical-conceptual apparatus and builds its system of scientific and methodological knowledge in the form of a certain methodological

systems of teaching foreign languages, and today - educational systems in the field of foreign languages.

At least two conclusions are obvious from this. The first of them is that the methodology of teaching foreign languages ​​as a science itself is a certain result of the process of scientific and methodological knowledge. The second conclusion is related to the complexity and inconsistency of the process of formation and evolution of this science. Indeed, the scientific and theoretical knowledge about teaching foreign languages ​​and linguistic education obtained by the method is not simply summed up, it is combined into an integral organic system. At the same time, as shown in a number of monographs, each historical stage of the development of science and educational practice is characterized by its own systemic body of scientific and methodological knowledge, which, under the influence of a number of factors, receives a specific implementation in the form of different teaching methods as methodological directions and methodological systems.

The historiography of Russian and foreign methods of teaching foreign languages ​​indicates the following. Representatives of any methodological direction that arises in a specific historical era, as a rule, proceed from the fact that

which point out the shortcomings of their predecessors, while they, as a rule, do not completely abandon the rational methodological ideas of the past. So, N.I. Ghez, in the introduction to the book “The History of Foreign Methods of Teaching Foreign Languages,” exploring in diachrony the process of development of foreign methods, rightly notes: “Valuable experience became the property of a new concept, received a different meaning and a new interpretation, adapting to the requirements in the field of related sciences, firstly turn of linguistics and psychology." Perhaps in the history of the technique there is only one historical fact a radical change in the scientific and methodological vector. It is associated with the advent of the natural method to replace the transfer methods, however, the period of their active confrontation did not last long and ended with a kind of compromise (mixed method). In fact, methodological thought has always developed and is developing according to evolutionary path, demonstrating the fact that as the methodology accumulates scientific research experience, the very nature of scientific and methodological knowledge changes: from exclusively empirical knowledge at the initial stages of the formation of the methodology to theoretical knowledge about the complex processes of developing a person’s ability to communicate in a foreign language in educational conditions outside the natural context existence of the studied language at the present time.

The origins of the methodology of teaching foreign languages, as is known, are discovered in the second half of the 19th century, when foreign languages ​​began to be studied in education.

ny institutions. A.A. Mirolyubov points out: “In 1864, after the educational reform in Russia, the school ceased to be class-based, and public education and upbringing of the younger generation began, and foreign languages ​​became an educational subject, and not the languages ​​of everyday communication, as was the case, for example, in the “institutes of noble girls." During this period, the teaching methodology was born, which replaced the “governess method.” Since this period, the concept of “methodology of teaching foreign languages” has been actively evolving. Thus, in the second half of the 19th century, methodology meant only methodological recommendations, that is, a certain set of rules and “recipes” intended to solve practical teaching problems. foreign language, and at the beginning of the twentieth century, a private method of teaching a specific foreign language appeared. Already in the middle of the last century, two new meanings were added to these meanings: 1) methodology as a pedagogical science (more precisely, private didactics) or the general methodology of teaching a foreign language and education using the means of this language and 2) methodology as a methodological direction (method of teaching foreign languages ​​in the broad sense ). If we talk about the last decades (the end of the 20th century and the present), then in these years the methodology acts as a methodological science, which is a developing system of interconnected linguodidactic and methodological (organizational and technological) knowledge about teaching non-native languages,

a person’s mastery of a non-native language in educational settings, linguistic education. Therefore, today the content of the concept “methodology” is interpreted quite broadly. These are methodological recommendations and technology for teaching foreign languages ​​(a set of teaching techniques and methods), and a methodological direction, and pedagogical science, and the theory of teaching foreign languages.

From the above, it can be established that the methodology, as it develops, gradually moves from the “interests” of teaching a specific foreign language to the patterns of teaching it, and then to the patterns of mastering this language in educational settings. And today this science is interested in the patterns of education in the field of foreign languages ​​in all aspects of its consideration: from system to value, from process to result. Such a chain of words “teaching - learning - mastery - education” testifies to the historical dynamics of scientific and methodological knowledge and the expansion of its research field by the methodology, its gradual transition from exclusively organizational and technological aspects of language teaching to the methodological foundations of linguistic education. These conceptual shifts, being a consequence of the methodology’s changes in its scientific and methodological attitudes and its revision of its value-significant objects, affect primarily the level of goal setting in the field of teaching foreign languages, as well as different understandings of what content should be included in the concept “ knowledge of a foreign language."

For example, a change in a value-semantic object most naturally leads to a change in methodological approaches, and, consequently, the goals, principles and content of training. It is in the approach, as we know, that methodological thought is realized, since it represents a unique angle of view for considering and interpreting the educational process in a foreign language. Thus, a retrospective look at methodology as a science shows that, moving along the “ladder” of time, it, depending on its value and semantic priorities, implements different methodological approaches: from linguistic (the first half of the twentieth century) and communicative (the second half of the twentieth century). c.) to culture-centric (at the turn of the century), and today and, most likely, tomorrow, along with culture-centric ones, axiological (value-oriented) approaches will also intensively develop.

Within each approach, methodologists’ understanding of a person’s ability to practically master a non-native language historically evolves, namely: from language to speech skills (within the framework of linguistic approaches), to speech skills and the ability to communicate in the target language (for example, in the context of communicative approaches) and finally, at the present time - to the student’s ability to communicate at the intercultural level (within the framework of culture-centric approaches) and his readiness (communicative, psychological, etc.) for authentic communication native language and cognition with the help of this language, formed by its means of studying

of the target language, a system of value and semantic guidelines and an individually motivated attitude towards one’s own linguistic education, its level and quality, as well as the need to use the language being studied as a tool for transforming the world and self-realization in the social and personal spheres (axiological approaches).

Note that modern methodological approaches are clearly complex in nature, representing an important area of ​​research in many scientific disciplines, and above all the philosophy of education, pedagogy, psychology and the theory of teaching foreign languages. They closely intertwine the anthropocentric (human-dimensional) and axiological (value-oriented), which forces methodological science to study on a broad interdisciplinary basis the laws (regularities) of interaction, on the one hand, of language, consciousness, culture and society, and on the other - a whole set of processes: teaching foreign languages, mastering a non-native language by a person in educational settings, communicating in this language in situations of intercultural interaction with representatives of other linguistic-ethnic societies, (self-)cognition and (self-)development by means of the language being studied. As a result, modern relevant scientific and methodological knowledge is formed about how to teach foreign languages ​​in modern conditions at different educational stages.

But let’s return to the stage of substantiating the independent scientific status of the methodology for teaching foreign languages.

languages, that is, in the middle of the last century. As already noted, it was during this period that the methodology declared itself as a pedagogical science. This became possible as a result of the active scientific activity of well-known domestic “factories of methodological thought,” which rightfully included the Department of Methods of Teaching Foreign Languages ​​at the Lenin Moscow State Pedagogical Institute, headed by G.V. Horny. An intensive research search for her associates, which should include such leading scientists as I.L. Bim, I.N. Vereshchagina, K.B. Esipovich, A.A. Leontiev et al., made it possible to obtain evidence that the methodology is not a simple set of recommendations with the help of which the educational process in a foreign language can and should be effectively organized. For example, they have repeatedly expressed regret that among teachers pedagogical institutes There is an opinion about methodology not as a science, but as a practice, an art, a generalized experience that any teacher can easily master in the course of his or her practical work. “Methodology is not an art accessible only to selected, especially gifted teachers, as has long been believed. ... Successful teaching of a foreign language at school, where it is a compulsory subject, should not only be the property of gifted teachers,” say G.V. Rogov and I.N. Vereshchagin.

As you know, the attitude towards methodology as an art is still found among teachers today.

To a certain extent, it is difficult to disagree with him, if only because in the real educational process the teacher uses specific teaching techniques and performs a certain sequence of methodological actions aimed at ensuring that students learn the necessary educational content. And here the success of teaching, of course, is fully determined by the personality of the teacher, his ability to adapt these techniques to specific educational conditions. However, it is no secret (and practice shows this) that personal experience clearly not enough. Success in work can only be ensured for a teacher by combining this experience with knowledge about new scientific approaches to building a foreign language teaching system. For this, as G.V. emphasizes. Rogov and I.N. Vereshchagin, the teacher must master the teaching technology, which is designed to help him implement a scientific approach, firstly, to the selection and organization in accordance with the latest achievements of linguistics, psychology and psycholinguistics of the linguistic and psychological content of teaching foreign languages, and, secondly, to , “how to teach: based on what principles, with the help of what methods and methodological techniques, what teaching aids..., what should be the organization of teaching, what factors should be taken into account, how to take them into account when teaching a foreign language in order to get the best pedagogical effect in certain specific conditions."

Note that the term “teaching technology”, which is so widely used today

hundred, was first introduced into the methodology of teaching foreign languages ​​as a science by G.V. Rogovoy in the 70s of the last century. Following the English-speaking methodologists, she understood technology as “the science of teaching technology” and rightly believed that its key categories were the following parameters: rational use teaching time, adequate choice of techniques and sequence of exercises, expedient explanation of the actions being mastered, the use of TSO, handouts, clarity, different forms work.

In the context of the analyzed dynamics of scientific and methodological knowledge, we emphasize the following. According to the author of this article, the introduction of G.V. Rogovoy's use of the terminological apparatus of the methodology of technology as a science and technology of language teaching is of great importance for understanding the essence of this dynamics.

Firstly, this fact can be regarded as evidence that in the 70s of the last century, methodology as a science experienced a qualitative leap in its development. It was due to her desire to improve the theoretical level of teaching foreign languages ​​and vocational training foreign language teachers. It is no coincidence, G.V. Rogova linked the understanding of technology with a scientific approach to goals, content, principles, methods and methodological techniques teaching the academic subject “foreign language”. She believed that this scientific approach should become the property of every foreign language teacher. Later

G.V. Rogov and I.N. Vereshchagin rightly emphasized: “... teaching should be carried out on a scientific basis, that is, the teacher needs to master the body of scientific knowledge about how to teach, why to teach this way and not otherwise, so that teaching in conditions of mass learning of a foreign language, such as, for example, in a comprehensive school, it would be effective for everyone so that as a result of the effort expended, the student masters the target language.” In this regard, one cannot but agree with the modern interpretation of educational technology as “...a scientifically based “art” of moving forward,” i.e. scientifically based art “...forming in a rational way relevant skills and abilities.”

Secondly, the introduction of the term “technology” into the scientific apparatus of methodology gives every reason to believe that in the second half of the last century, the concept of “methodology of teaching foreign languages” acquired a new meaning, namely: technology of teaching foreign languages. Of course, “methodology” and “teaching technology” are concepts close in meaning, since in both cases we mean a certain set of techniques and methods of teaching foreign languages. It is no coincidence that in his publications G.V. Rogova does not draw a strict divide between them, and even today they are often used as synonyms. True, recently it has become increasingly recognized that teaching technology is different (or should be different), compared to methodology, with a high level of instrumentation.

mentality that guarantees the achievement of the desired result. In other words, technology acts as a carefully thought-out system of interaction between a teacher and students, aimed at the inevitable achievement of the planned learning effect. At the same time, it must be admitted that it is quite difficult to give a rigid and strictly defined character to educational technology due to the fact that it is one of the varieties of social technology. The only exceptions, perhaps, are programmed training (70-80s of the twentieth century) and linguodidactic testing (present). But if we are not talking about methodology as methodological recommendations, but about “methodology as a science,” then its difference from “teaching technology” becomes obvious. It was stated above that methodology as a science appears in at least two forms: it represents, firstly, a system of scientific and methodological knowledge about introducing students to a language that is not their native language (learning theory) and, secondly, a specific scientific activities aimed at obtaining this knowledge (scientific and methodological knowledge). As for teaching technology, as already noted, this concept reflects the so-called organizational and technological aspect of a specific methodological system.

Thirdly, the fact of including the new term “teaching technology” in the conceptual apparatus of the methodology demonstrates the developmental nature of the latter. Today we are well aware that educational technology

foreign languages, and methodology as a science are in constant development. As evidence, we can cite, first of all, the historically determined multi-aspect nature of the use of the term “technology of teaching foreign languages” and, along with this, the emergence in the depths of methodology as a science of two interrelated and interdependent scientific branches at the end of the 80s of the last century: theories of teaching foreign languages ​​and teaching technology. If the first is today interpreted as a strictly structured system of knowledge about the patterns of development of methodological science itself and about the patterns of “familiarization” of a student with a new language and culture in connection with his native language and original culture, then teaching technology is a scientific branch called upon, based on on linguodidactic patterns, propose specific organizational and technological solutions (ways/methods/means of teaching). The relationship between theory and teaching technology is obvious, but the relationship between them is not identical to the relationship between theory and practice, respectively, because teaching technology itself, as already noted, has become recognized in recent years as an independent scientific direction.

It is no secret that until now there is no consensus among methodologists regarding the scientific disciplines that make up modern methodology and the principles of their identification. It is enough, as an example, to cite the following approaches to the dichotomous division of this science: the methodology of foreign language education

research and technology of foreign language education (E.I. Passov), language pedagogy and methods of teaching foreign languages ​​(V.V. Safonova), methodology as a science and technology of training and development (N.A. Gorlova), linguodidactics and methodology (technology) teaching foreign languages ​​(N.D. Galskova, I.I. Khaleeva), etc. However, despite such differences, the fact of differentiation of methodology as a science, as we see, is now generally accepted, as well as the recognition of methodological complexity in as an important characteristic of this science. This characteristic, of course, indicates the complexity, multidimensionality and multifactorial nature of scientific and methodological knowledge and its different levels. In this circumstance, as well as in the process of internal differentiation of methodology that began in the second half of the last century and the budding of its independent scientific branches: “... historical methodology, experimental methodology. comparative methodology. methods of using technical means in teaching foreign languages.” , and the developing nature of the methodology as a science is revealed. It is due to its constant need to penetrate into the complex structure of the objects of research: teaching a foreign language and mastering this language in educational settings, and today, linguistic education. From this point of view, it is quite reasonable to consider the use of the term “methodological science” as a synonym for the methodology of teaching foreign languages ​​as a science, although it is obvious and definite

This is a conditionality, since it can be applied to teaching all academic disciplines (as well as the methodology).

If we return again to the history of methodology as a science, we can establish that by the middle of the twentieth century, methodologists had accumulated a rich fund of scientific and methodological knowledge, representing methodology as an independent science that studies the goals, content, methods, means and methods of teaching foreign languages ​​and education by means of these languages ​​- a science that allows one to substantiate the effectiveness of various methods of teaching foreign languages, to formulate one’s own theoretical postulates and implement them both in specific educational materials and teaching aids, and in the real educational process. The following decades were marked by intensive work by methodologists to substantiate the object-subject area of ​​this science. Almost the entire second half of the last century was a time of heated discussions on issues of its scientific status, conceptual and terminological apparatus, methodological experiment as a tool for assessing the reliability of scientific and methodological knowledge, the use of mathematical statistics methods to calculate the results obtained, etc. And if back in the 30- In the 1950s, the methodology of teaching foreign languages ​​was considered as an applied branch of linguistics, and in the 50s - as applied psychology; then, starting from the 70s of the 20th century, the methodology is an independent pedagogical science that studies the goals, content, methods

methods, means and methods of teaching foreign languages. In this regard, G.V. Rogov and I.N. Vereshchagin noted: “Methodology is not applied linguistics. Practice shows that language proficiency and knowledge of a foreign language, although necessary for a teacher, cannot provide the required level of teaching this subject, especially in conditions of compulsory study by all secondary school students. ... The technique is not applied psychology, since it is not enough to know only how processes such as memorization, thinking, and how skills and abilities are formed. It is necessary to have proficiency in the subject of study itself, that is, a foreign language.” In other words, it is important for a teacher to know what needs to be done to make the learning process successful, and to possess the necessary professional skills and abilities.

Let us note that classifying methods of teaching foreign languages ​​as pedagogical sciences is quite justified due to a number of circumstances. The first of them is due to the fact that the development of this science is a path to methodological knowledge of educational reality. In this regard, let us recall that back in the 40s of the last century L.V. Shcherba wrote: “Indeed, it is impossible to imagine any special task for a technique that did not go entirely into didactics.” As a second circumstance, we note the range of problems that are dealt with by the methodology of teaching foreign languages. They are known to be exclusively didactic in nature.

And finally, the third circumstance is as follows: the vast majority of the main categories of methodology (the purpose, content, methods and methods of teaching foreign languages, and language education itself and its value meanings, etc.) are taken from general didactics as a component of pedagogy, however, the substantive essence of each of them is determined taking into account and in the context of not only general didactic requirements, but also the actual methodological specifics.

So, based on the above, it can be established that the concept of “methodology of teaching foreign languages” or “methodological science” is a complex phenomenon. Its meanings, which clearly emerged already in the middle of the last century, are now joined by the understanding of methodology both as a specific scientific activity and as a system of scientific and methodological knowledge about educational sphere in foreign languages, and as teaching technologies. If scientific activity in the methodological field is a system of scientific and cognitive actions aimed at generating (production), generalization and systematization of scientific and methodological knowledge about such research objects as teaching non-native languages ​​and linguistic education, then the methodology as a knowledge system is a certain system a set of scientific, theoretical and empirical knowledge about these objects. In turn, educational technology, we emphasize once again, solves organizational and technological issues of teaching foreign languages ​​at a scientific level.

Thus, the production, generalization and systematization of scientifically reliable knowledge about teaching non-native languages ​​and linguistic education, about the patterns of teaching and learning a language in educational settings in isolation from the authentic reality of the functioning of this language constitute the range of main tasks of modern methodological science. The scientific reliability of the knowledge obtained in the course of solving them should be determined by its compliance with such requirements of social and humanitarian rationality as: social-value objectivity, reflexivity, systematicity, cultural validity, adaptive usefulness, openness to criticism and the possibility of change.

It was emphasized above that methodological science, as an integral part of culture, is the result of scientific and methodological research. Its cognitive baggage consists of knowledge of both the process of scientific and methodological knowledge itself, and the laws of linguistic education and teaching foreign languages. This means that scientific and methodological search for the purpose of “obtaining” and “comprehension” of this knowledge is aimed at such multi-aspect and at the same time interrelated objects as: 1) the structure of scientific and methodological knowledge itself, methods for obtaining it, its history, features and trends of its development in every historical era; 2) justification for a certain ideal image (concept, approach, model) of teaching foreign languages ​​and linguistic education; 3) development based on this image of “technological re-

concepts" and their implementation in educational reality.

It is obvious that scientific and methodological knowledge is the result of both a deep theoretical substantiation of an integral, developing system of scientific concepts, methods and means of scientific and methodological knowledge, and empirical research in the field of language teaching. This knowledge, as we noted in earlier works, is built, however, as in any science, at different interrelated and not mutually exclusive levels. Here we note the following.

In the methodology, it is usually customary to talk about the theoretical and empirical levels. Yes, on theoretical level"ought" is defined. It consists of the main categories and concepts that make up the so-called categorical-conceptual framework of the ideal (designed) image of the methodological system, approach, method of teaching foreign languages ​​and linguistic education, and provides comprehensive answers to questions regarding the purpose, principles, content and methods , as well as the conditions (in a broad sense) of learning. In practice, this level, based on the analysis, generalization and systematization of scientific and practical data, gives a scientific idea of ​​what to do to achieve the desired result in students mastering a foreign language, how the educational process should be structured from the point of view of its effectiveness, what characteristics should be differ methodological system(model) of developing a student’s ability for interpersonal

and intercultural communication in the target language, to the use of the target language as a tool of cognition and self-realization. As for the empirical level, it, using as its analytical tools such methods as observation, experimental training and experiment, etc., determines the “existence”, that is, the real state and quality of the educational process and the educational system. In addition, it is no secret that this level is “responsible” for introducing into the practice of teaching foreign languages ​​a theoretically based methodological model and scientific and methodological knowledge, built in the form of a coherent logical terminological system and often having an abstract nature. This creates the basis for a primary theoretical understanding and assessment of specific methodological phenomena, their interpretation and scientific explanation in the context of real educational practice and taking into account the concept (methodological system, approach) of teaching foreign languages ​​adopted in each historical period.

In recent decades, more precisely, since the 90s of the last century, scientific and methodological knowledge has reached a new level - metatheoretical. With the help of such research methods as abstraction and idealization, which make it possible to abstract from the many factors that influence the real process of teaching and learning foreign languages, a wide panorama of knowledge is formed about the patterns of teaching foreign languages ​​and educational reality.

ity, an idea is formed about the methodology of linguistic education and the methodology of scientific and methodological knowledge, the value understanding of linguistic education and its strategic orientation, general patterns the development of the methodology itself as a science and the development of the future methodological system in foreign languages, the linguodidactic model of a person’s ability to master a language in an educational setting, for intercultural communication, cognition and self-development, the theoretical foundations of tactical steps in teaching a foreign language.

The level nature of scientific and methodological knowledge, currently recognized by methodologists, gives grounds to talk about a complex level structure of scientific and methodological knowledge (empirical, theoretical and metatheoretical). Taking this circumstance into account and focusing on the level model of humanitarian knowledge as a whole, justified in the philosophy of science, it is possible to determine the different types of scientific and methodological knowledge included in its structure. These include, firstly, sensory knowledge associated with the multiplicity of observations and perceptions in the educational sphere of a foreign language; secondly, empirical knowledge, that is, a generalized description and systematization of data obtained during observations of educational practice, as well as during experiments and experiential learning; thirdly, theoretical knowledge, which is a scientifically based, coherent logical system of methodological concepts, methods and means of scientific and methodological

knowledge, scientific ideas about teaching foreign languages ​​and linguistic education, their patterns, connections and inherent features; fourthly, value knowledge associated with the axiological aspects of linguistic education, its values ​​and meanings, as well as the ideals and norms of scientific and methodological research; and, finally, fifthly, interpretive knowledge, formed in the course of interpretations (definitions) of scientific facts.

All of the named structural elements (types of scientific and methodological knowledge) have relative autonomy, but at the same time they are internally interconnected. “Theoretical scientific knowledge is not reducible to empirical knowledge, primarily due to the constructive nature of the activity of the mind in the creation of theories. On the other hand, empirical knowledge is not reducible to scientific theories, thanks to the “closure” of empirical knowledge primarily to sensory knowledge as the main source of its content. . Theoretical knowledge is always richer than any finite set of its possible empirical interpretations." This statement is directly related to methodological science, clearly demonstrating its theoretical and applied nature and emphasizing the importance of the fact that it is the practice of teaching foreign languages ​​that determines the value of theoretical positions and theoretical constructs that are substantiated by methodological science, tested, fully or partially confirmed or refuted .

In conclusion, we note that, like any science, modern methodological science strives to increase the level of

proof of your scientific and methodological knowledge. This is manifested in the complication of the research it conducts, in its increasingly clear justification of the laws of its development as a science and scientific-methodological knowledge, the methodology of value understanding of teaching a foreign language / learning a foreign language / language education, etc.

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7. Lebedev S.A., Filosofija nauki: uchebnoe posobie dlja magistrov, Moscow, Jurajt, 2013, 288 p. (in Russian)

8. Metodika obuchenija inostrannym jazykam v srednej shkole, ed. N.I. Gez, M.V Ljahovick-ogo, A.A. Miroljubova, S.K. Folomkinoj, S.F. Shatilova, Moscow, Vysshaja shkola, 1982, 373 p. (in Russian)

9. Miroljubov A.A., Istorija otechestvennoj metodiki obuchenija inostrannym jazykam, Moscow, Stupeni, Infra, 2002, 228 p. (in Russian)

10. Rogova G.V., Tehnologija obuchenija inostrannym jazykam, Inostrannye jazyki v shkole, 1976, No. 2, p. 75 (in English)

11. Rogova G.V., Vereshhagina I.N., Metodika obuchenija anglijskomu jazyku na nachal-nom jetape v obshheobrazovatelnyh uchrezh-denijah: Posobie dlja uchitelej i studentov pedagogitcheskih vuzov, 3rd., Moscow, Prosveshhenie, 2000, 232 p. (in Russian)

12. Shherba L.V., Prepodavanie inostrannyh ja-zykov v srednej shkole. Obshhie voprosy metodiki, Moscow, 1947, 108 p. (in Russian)

13. Tareva E.G., “Dinamika cennostnyh smys-lov lingvodidaktiki”, in: Lingvistika i aksi-ologija: etnosemiometrija cennostnyh smys-lov: kollektivnaja monografija, ed. L.G. Vi-kulova, Moscow, TEZAURUS, 201, pp. 231-245. (in Russian)

Galskova Natalya Dmitrievna, Doctor of Pedagogical Sciences, Professor, Department of Linguistics

tactics, Moscow State Regional University, [email protected] Galskova N.D., ScD in Education, Professor, Linguistic Didactics Department, Moscow State Regional University, [email protected]

CHAPTER I THEORETICAL ISSUES MODERN METHODOLOGICAL SCIENCE

Problems of education in the 21st century. are of interest to scientists and teachers, parents and students. Of particular importance is the idea of ​​fundamental knowledge, bridging the gap between traditional and modern methodologies, problems of dialogue of cultures, assimilation of knowledge in a generalized form and the search for system-forming principles for programs and educational and methodological complexes, education of a system of moral coordinates of the individual. In the report of the Chairman of the International Commission on Education for the 21st Century. Jacques Delors emphasized that education is one of the main “means of establishing a deeper and more harmonious form of human development, which will make it possible to fight poverty, alienation, illiteracy, oppression and war.” In addition, four “pillars of education” were named: learning to know, learning to do, learning to live together, learning to live (J. Delors. Education: the hidden treasure. UNESCO Publishing, 1966). A modern teacher is in some ways similar to a poet, about whom S. S. Averintsev writes: “His task is not only and not so much to teach and explain, but to show and inspire” (Averintsev S. S. Poetics of Early Byzantine Literature. - M. , 1977. – P. 218). From the standpoint of modern aesthetics and literary criticism, artistic creativity comes closer to science in the nature of the accuracy of comprehension of the world. But its specificity is that it gives the reader a visual, figurative picture of the world, carries within itself an element of aesthetic pleasure, a moral lesson, and finally, that spiritual joy that is so important for everyone to experience. The objectives of the course on methods of teaching literature at a pedagogical university are largely determined by the uniqueness of the general cultural situation in our society. Interest in many lost spiritual values ​​is growing, existing stereotypes and assessments of the facts of artistic and pedagogical creativity are being rejected. Of particular importance is the formation of a new type of relationship between teacher and student, preparation for creative search, for independent judgment. This is all the more necessary because there is a polysemy of processes in the literature. First of all, a holistic picture of the development of literature is being revived, “returned” literature, literature of the Russian abroad, is coming to the reader. In such conditions, any science, including the methodology of teaching literature, loses any unambiguity and completeness of its positions. The alternativeness of concepts and the presence of a program of scientific and practical activities of a teacher, methodologist, and scientist are becoming increasingly important. It seems that literature should be studied from a broad cultural perspective and with an eye toward the formation of a personality capable of self-determination. It is important for the future teacher not only to understand the specifics of teaching literature in modern school, but also to acquire a certain understanding of possible ways of activity in schools of various profiles. Currently, there are several concepts for teaching literature at school. One can call supporters of the ethical, ideological, aesthetic or ethical-aesthetic direction. Some preach an ideological-aesthetic, others an emotional-aesthetic approach to school analysis a work of art on its various grounds: literary or linguistic-stylistic. Often there is a reasonable interaction of positions or, on the contrary, an unreasonable separation of them. Everyone is concerned about the danger of alienation of young people from many artistic achievements, the loss of interest in conscious reading. Hence the primary attention to the sovereignty of the reader’s perception, to its deepening in the process of analysis works of art, to a holistic study of literature, including the individuality of the artist of the word, and his poetics, and literary assessments, and the “movement” of the work in time. The nineties brought a lot of new things to literature, literary criticism, aesthetics, philosophy, and to the methodology itself. The following theoretical problems of modern methodological science can be identified: 1. The problem of reading, perception fiction as the art of words; formation of the reader, his spiritual world. Here one cannot fail to notice the danger of a kind of inertia, inferiority of perception, characteristic of a significant part of young people, expressed in the choice of books to read, and in the assessments of what they read, and in those life ideals that are formed under the influence of many reasons. We should not forget about the sovereignty of the reader's perception. Let us remember the lines of A. A. Akhmatova: And each reader is like a secret, Like a buried treasure in the ground, Like the very last, random one, who has remained silent all his life. 2. Mutual enrichment of literary criticism and methods of teaching literature. Problems and prospects for studying the poetics of a work of art in literature lessons. 3. Deepening the connections between the perception of a work, its interpretation, analysis and independent activity of students. 4. The problem of studying the literary development of students, and not only in the research aspect, but as the basis for school teaching of literature, the choice of programs, concepts, lesson technologies at different stages of literary education of schoolchildren. 5. Historical change in methods and techniques for studying literature, designing new ones, relying on traditional ones. 6. Formation of a new type of relationship between teacher and student, nurturing the creative principles of the individual. 7. Search for new lesson structures and modeling other forms of conducting classes.

Let us turn to the positions of specialists in aesthetics, philosophy, psychology, and philology. The artistic development of reality, according to A. S. Bushmin, is an element of the spiritual culture of society (On progress in literature / Edited by A. S. Bushmin. - L., 1977). Artistic exploration of the world, states M. S. Kagan, includes the unity of four types of activity: transformative, cognitive, value-oriented and communicative (Kagan M. S. Human activity (Experience of system analysis). - M., 1974. - S 169). In accordance with one of the productive concepts of modern humanities There is no impassable line between the creator of a work of art and the reader, viewer, listener (V.S. Sokolov, B.S. Meilakh, A.N. Leontyev, M. Arnaudov). In the works of A. A. Leontyev, art is characterized as “artistic production” and as “artistic knowledge,” which leads the researcher to the conclusion that art is a form of communication. The scientist argues that “when communicating with art, a person participates in this communication (as a creator and as a co-creator, recipient) as an individual, realizing through a quasi-object of art not some element of knowledge about reality, but a system of attitudes towards reality (including here its emotional experience )". By quasi-object of art A. A. Leontiev understands such elements of artistic communication that have an independent functional load (Leontiev A. A. Art as a form of communication (On the problem of the subject of the psychology of art) // Psychological research. - Tbilisi, 1973; Leontiev A. A. Poetic language as a way of communication through art // Questions of literature, 1973, No. 6). Psychological science remains largely understudied from the standpoint of school literary education. A special place should be given to the views of S. L. Rubinstein, L. S. Vygotsky, P. P. Blonsky, A. N. Leontiev, A. A. Leontiev, V. V. Davydov. The problem of perception has been studied in many aspects in psychological science, which will be discussed in special sections. The works of S. L. Rubinstein contain a deep analysis of the individual’s thought processes. He is convinced that “there are some grounds - theoretical and empirical - to accept as a preliminary hypothesis for further research that the core or common component of various mental abilities, each of which has its own social characteristics, is the inherent to this person the quality of the processes of analysis (and therefore synthesis) and generalization - especially the generalization of relations” (Rubinshtein S. L. Problems general psychology. – M., 1973. – P. 229). The scientist reveals two concepts of thinking: in one case, this means operating with ready-made generalizations, in the other, focusing not on the finished result of mental activity, but on studying the thinking process itself. In the first case, “the creative aspect is masked - the ability to discover new things” as the main orientation towards the assimilation of knowledge. In the second - and this corresponds to the spirit of the era - it is “the path of guiding the independent mental work of students” that is important. Moreover, “in contrast to direct teaching, this is the path of education, the path of the actual development of independent thinking. This is also the way to form students’ mental abilities” (Ibid., p. 234). P.P. Blonsky warned about the danger of formalizing thinking and separating it from concrete knowledge of reality. He defined ideas as a transitional form from perception to thinking and introduced the following age criteria: in the younger school age ideas are based on the action of an object; on average - the causes producing the action; in the older age, there is a tendency to compile a general picture of the world or a general concept about it. The scientist believes that in the process of assimilation of knowledge, memory plays a secondary role, and the main role belongs to thinking, or rather, first to detailed perception, and then to “detailing, connecting and generalizing thinking” (Blonsky P. P. Selected pedagogical works. - M., 1964. - P. 24). A special place in the psychological justification for teaching literature according to justice belongs to L. S. Vygotsky. Being an adherent of the idea of ​​development, L. S. Vygotsky explored the relationship of thought to words, the “zone of proximal development,” that is, the difference between what a child can do on his own and what he can do under the guidance of an adult. In the laboratory of L. S. Vygotsky, the process of concept formation was studied. He has the following thought: “Training is only good when it goes ahead of development” (Vygotsky L. S. Selected psychological research. Part I. – M., 1956. – P. 248). Most often, a literature teacher turns to the fundamental work of L. S. Vygotsky “Psychology of Art” (Moscow, 1968). It says that if art performs a cognitive function, then we are talking about figurative cognition. L. S. Vygotsky derives the law of “destruction by the form of content.” Exploring what he calls material and form, the scientist argues that the event of I. A. Bunin’s story “Easy Breathing” is muted, and the title “outlines the dominant feature of the story.” Everyday history is “translated... in the light breath of Bunin’s story.” And further: “The words of a story or poem carry its simple meaning, its water, and the composition, creating above these words, on top of them, new meaning, puts it all on a completely different plane and turns it into wine.” L. S. Vygotsky writes a lot about imagination and emotions, about the “mysterious” difference between artistic feeling and ordinary feeling, about the fact that the emotions of art are intelligent emotions that are resolved primarily in the images of fantasy. Increasingly, a language teacher listens to the words of psychologists about the theory of attitude, about the formation of a student’s personality, about the art of communication, about student-centered learning (I. S. Kon, A. V. Mudrik, I. S. Yakimanskaya, etc.).

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Fiction has a special role to play in shaping self-awareness modern society, in its humanization. It carries within itself the artistic, aesthetic memory of the people, and moral principles. What has been done in the theory and practice of literature teaching methods to date? Unambiguous approaches to the development of Russian literature of the 19th and 20th centuries have been overcome, assessments of many literary facts have changed, variable programs, manuals, textbooks have been created, various classes, schools, lyceums, and gymnasiums have been opened. Temporary standards for literary education have been prepared based on the basic component of literary education, its invariant core. This was done with the aim of preserving the best traditions of literary education in Russia, establishing creative interaction between scientists and teachers holding different views. In developing the methodology for teaching literature, “developmental education” is taken as the basis. In improving programs, preference was given to the idea of ​​their concentric construction. The new content of education is associated with the search for new teaching methods, new approaches to the content and structure of a literature lesson. Since the problem of reading, the formation of the reader, his spiritual world continues to be perhaps the most pressing scientific problem, in methodological science preference is given to working methods that ensure the integrity of the perception of a literary text, its deep interpretation, and understanding of the poetics of the writer. It is no coincidence that the basis of the basic component of literary education is the reading and study of a work of art, its interpretation. Already in grades I-IV, the teacher strives to educate a reader capable of personal perception, sensitive to the word of the author. In grades V-IX, literature is gradually mastered in motion, in the context of culture. In grades X-XI, schoolchildren begin to consciously relate to the process of learning the facts of art, which is realized in lessons in the interpretation and analysis of literary texts. Let us dwell on the problems and prospects of studying the poetics of a literary text, on issues of its interpretation, which is typical for modern school literary criticism. Recently, there has been interest in issues of poetics in the literary education of schoolchildren, although scientists were studying them back in the 18th century. At the beginning of the 19th century. poetics provided a guide for writing essays and was combined with reading and analysis of samples. IN mid-19th century, the theory of poetry and short course Russian literature. Putting the problem of reading in the center of attention of the teacher and methodologist belongs to F. I. Buslaev. Having established reading as the basis for teaching literature, the scientist gives preference to rhetoric rather than poetics. V.I. Vodovozov emphasizes the importance of a “living impression” during the first reading and notes the peculiarities of the poetics of works of various types of literature; he strives for an “ideal analysis of the work” and often uses the technique of comparison. In the scientific heritage of V. Ya. Stoyunin we see the concept according to which “the connection of parts with the whole is important in the development of an idea in a poetic work.” In his analytical conversations, V. Ya. Stoyunin created a system for analyzing works of art, finding his own “tone of analysis” in each specific case. Finding work practices that ensure integrity text perception , his deep interpretation, understanding of the poetics of the work are characteristic of the methodological science of the 20th century. Stylistics and composition of literary text are constantly of interest to M. A. Rybnikova. V.V. Golubkov outlined the issues of the poetics of literary text in school literary education: the author and his position, theme and ideological orientation, portrait, landscape, dialogue, introductory episodes, style, the meaning of the writer’s work. In the “Dictionary of the Russian Language” by S. I. Ozhegov, the following variants of the concept of poetics are indicated: theory of literature; the doctrine of poetic creativity; part of literary theory that studies the structure of works of art and the aesthetic means used in them; poetic manner characteristic of a given direction or era. In a brief historical excursion, V.V. Vinogradov notes that the very term “poetics” combines “the practice and theory of poetry” and introduces the concepts of S.P. Shevyrev (the study of the laws governing human poetic activity); A. A. Potebnya (dissolution of poetics in the sphere of semantics of the poetic word); A. N. Veselovsky (tasks of studying the “evolution of poetic consciousness and its forms”, the essence of poetry is clarified from its history; non-distinction between the categories of “poetic language”, “poetic style” and “literary styles”). In the 30s of the 20th century, according to V.V. Vinogradov, a plan arose - “to dissolve poetics in the general concept of literary theory.” V.V. Vinogradov connects this concept with the works of L.I. Timofeev, G.N. Pospelov, V.I. Sorokin, G.L. Abramovich, L.V. Shchepilova. V.V. Vinogradov is convinced that poetics “as a science about the forms, types, means and methods of verbal and artistic creativity, about the structural types and genres of literary works strives to cover not only the phenomena of poetic speech, but also the most diverse aspects of the structure of works of literature and oral folk literature (“Issues of linguistics”, 1962, No. 5. – P. 14). V. V. Vinogradov’s thoughts on the work of a number of writers are of great value for modern researchers and teachers of universities and schools. For example, he shows how W. Somerset Maugham understands the image of the author, his diversity and notes the need to distinguish between the image of the author and the image of “I”; analyzing “Mary Stuart” by Stefan Zweig, he shows the connection between the poetic idea and the compositional forms of its implementation; One of the pressing issues of modern poetics is the question of details “in the composition of the verbal and artistic whole,” since researchers and artists of the word take different positions. In general, V.V. Vinogradov is convinced that poetics “encompasses all types and varieties of literature in their development, in their historical movement,” and “considers literary and artistic works in the structural-theoretical, historical and comparative-historical, as well as comparative typological aspects (Ibid., p. 22). Strictly speaking, in one aspect or another, every researcher deals with the problems of poetics. This is confirmed by a reference to the book by S. E. Shatalov: “Poetics strives to discover in verbal and speech material a certain system that testifies to the creative principles of the writer. By examining a number of structures of one writer (or the structural type of different ones), she strives to reveal the patterns of combination of visual artistic means in the historically conditioned and at the same time individually unique structure of the work” (Problems of the poetics of I. S. Turgenev. - M., 1969. - P. 17). As we can see, in literature the term “poetics” in most cases correlated with an understanding of the visual and expressive means of a work and its integrity. A productive point of view is expressed in the Polish edition of Jerzy Faryno (“Introduction to Literary Studies”). In the section “Poetics and Its Varieties” three meanings of poetics are given, and all three are quite broad. First of all, poetics is understood “as an approach to the object of study or the object of study itself.” Then as “the property and laws of the work itself” (this implies that the scientific apparatus does not distort the object). In third place is “the system of requirements and expected properties of the work.” The book says that in “the modern understanding, poetics systematizes the observable (and possible) properties of literary texts and develops a tool for their analysis.” The introduction of the category “analysis tool” is promising for both philology and methodology. Jerzy Faryno calls different kinds poetics: immanent, descriptive, historical, structural. In addition, he expands the sections of poetics, introducing stylistics, composition, rhythmic organization of the text and genealogy (the creation and development of genera and genres). Using the material from the “Concise Literary Encyclopedia,” Faryn believes that in the approach to the text of a work, from the point of view of descriptive poetics, “statement or identification” predominates; from a structural point of view, “the moment of interpretation predominates” and the properties of the work in relationships. Thus, a methodology is given for approaches to literary texts based on the idea of ​​interpretation. The publication by T. A. Kalganova notes the most important trends in improving school literary education in connection with the introduction of state educational standards: this is the awakening of interest in reading books, reliance on reader impressions, awareness of the “artistic value and enduring universal significance of works,” the choice of various teaching methods and lesson forms. I would especially like to emphasize Kalganova’s statement that, along with the term “analysis,” many “increasingly say: reading and comprehension, interpretation or interpretation of the text” (“Literature at school,” 1966, No. 1. – P. 51). The reading culture of schoolchildren is a significant indicator of the spiritual potential of society. The expansion of a student’s reading range, so desired by many, is connected with the origins of spiritual culture and the enrichment of humanitarian knowledge. What are the reading interests of a modern schoolchild? We carried out during 1994-1997. a study of the reading range and characteristics of perception (more than 1000 questionnaires of students in grades V-XI of gymnasiums, schools and lyceums in Moscow, Orel, Vologda, Yuzhnoussuriysk) showed a rather motley picture both in the choice of books, and in the level of general culture, and in personal attitude towards read. Foreign literature ranks first in the number of favorite books. Works of Russian literature of the 20th century should be placed in second place. The most favorite writers are Bulgakov, Yesenin, Pikul (senior grades), Nikolai Nosov (middle grades). Only in third place were works of Russian classical literature. The preferences are as follows: Pushkin (both middle and high school), Lermontov (high school), Gogol, Chekhov (middle and high school), L. Tolstoy (high school), Turgenev (middle and high school). There are students who prefer scientific literature or journalism. Some people just love school in general. How can you not rejoice! However, the presence of empty, colorless answers is depressing. But before us is a new schoolchild of the end of the 20th century, who has broad interests, understands art, sports, and has his own opinions. He will have to be led to a dialogue-meeting with writers. Revealing their understanding of what they read, students, in answering survey questions about their favorite activities, authors, and personal impressions of literary texts, choose, as a rule, texts studied at school, and most often talk about the plot (“especially with unexpected twists”), heroes (“I like to follow the heroes”), they write about the style of writers and poets (“I love classical art, where everything is straight, without any symbolic things” - XI grade), (“the style is light and heavy at the same time” - X grade - about “ War and Peace” by L. Tolstoy), (“the style is captivating, easy, interesting in reading” - X grade - about “Eugene Onegin” by Pushkin). A literary critic might also be honored by some remarks. In our opinion, many shortcomings in student perception are explained not by the age and individual inclinations of the student, but by shortcomings in school teaching of literature, which should not destroy the nature of the literary text, that elusive “light breathing” that L. S. Vygotsky wrote about. The development of reading activity is one of the most important tasks of the school. Programs of the 90s give the teacher freedom to choose books to read, talk and study. The reading preferences of schoolchildren convince us of the increasing importance of the influence of the family and home on the development of the student’s personality. We should not forget about the influence of the book market and the language of television on the nature of the perception of literature and the processing of artistic information. There are both positive and negative trends. Therefore, many teachers are concerned with bridging the gap between teacher-guided literature study and student independent reading. The idea of ​​the need to improve school literary studies on the basis of a holistic study of the poetics of a literary text, knowledge of reader perception, the psychology of the student and the motivation of his activities is beginning to take hold in the theory and practice of teaching literature. So, we touched upon the problems and prospects of studying the poetics of a work of art in the context of current concepts of literary criticism and methodology. First of all, as noted above, we are talking about the content and structure of school literary education at the present stage of development of our society. The existence of various programs and teaching aids in the presence of state standards of literary education helps to establish the content of the subject “literature”, its invariant core, which is preserved with a variety of teaching options. It includes a description of the levels of literary development of schoolchildren at the end of nine- and eleven-year schools and the means by which these levels can be achieved. Fiction shapes the self-awareness of modern society. It all starts at school. It is especially important to overcome the peculiar alienation from the system of moral and aesthetic values, which are revealed to the student through familiarization with the artistic world of a literary work. It is no coincidence that there is interest in expanding literary education in primary school based on the integration of the Russian language and literary reading, the formation of writing, reading and speaking skills, as well as introduction to independent activity.

Questions and tasks for independent work 1. Which definition of methodology for teaching literature do you consider most significant? 2. Which concept of teaching literature in school corresponds to your professional interests? 3. Name the theoretical problems of modern methodological science. 4. What psychological research is of most interest to you? 5. Which literary concepts would you prefer to use in the future? professional activity?

Literature
Buslaev F.I. About teaching the Russian language. – M., 1844.
Vinogradov V.V. Poetics and its relation to linguistics and the theory of literature // Questions of linguistics, 1962, No. 5.
Vodovozov V.I. Literature in samples and analyzes with an explanation of the general properties of the composition and the main types of prose and poetry. – St. Petersburg, 1868.
Questions of methods of teaching literature / Ed. N. I. Kudryasheva. – M., 1961.
Golubkov V.V. Methods of teaching literature. – M., 1962.
Studying literature in evening school / Ed. T. G. Brazhe. – M., 1977.
Kalganova T. A. How to analyze a literature lesson: Materials for teacher certification // Literature at school, 1996, No. 1.
Korst N. O. Essays on the methodology of analyzing works of art. – M., 1963.
Brief literary encyclopedia. – T. 1-9. – M., 1962. – 1978.
Maiman R.R. Workshop on methods of teaching literature. – M., 1985.
Methods of teaching literature / Ed. Z. Ya. Res. – 2nd ed. – M., 1985.
Methods of teaching literature: A textbook for teachers. universities / Ed. O. Yu. Bogdanova, V. G. Marantsman. At 2 o'clock - M., 1994.
Methods of teaching literature in secondary specialized educational institutions / Ed. A. D. Zhizhina. – M., 1987.
Nikolsky V. A. Methods of teaching literature in secondary school. – M., 1971.
Poetics of literary text in literature lessons: Sat. Art. / Rep. ed. O. Yu. Bogdanova. – M., 1997.
Rybnikova M. A. Selected works. – M., 1985.
Smirnov S. A. Teaching literature in grades V-VIII. – M., 1962.
Stoyunin V. Ya. About teaching Russian literature. – St. Petersburg, 1864.
Faryno E. Introduction to literary criticism. – Warsaw, 1991.
Khalizev V.N. Fundamentals of the theory of literature. Part I. - M., 1994.
Shatalov S. E. Problems of poetics of I. S. Turgenev. – M., 1969.

(4 hours)

Theoretical foundations of the course on theory and methods of teaching literature. Methods of teaching literature as an applied humanitarian scientific discipline (subject, content, course structure).

Specific research methods: targeted observation of the educational process in literature, generalization of the best experience of literature specialists, theoretical study of current problems, natural experiment, cross-section method, etc.

The relationship between the theory and methodology of teaching literature and philosophy, history, literary criticism, linguistics, theory and methodology of teaching the Russian language, pedagogy, psychology, aesthetics, sociology, and art history.

The relationship between methodological theory and school practice. Discovery of the laws of the educational process in literature with the aim of improving it through general and specific recommendations. The role of advanced experience of language arts teachers in the development of methodological science.

Topic 2. Literature as an academic subject

In a modern high school

(2 hours)

The multifunctionality of literature, the variety of social and aesthetic functions of literature. Goals and objectives of studying literature at school: upbringing a spiritually developed personality, the formation of a humanistic worldview, civic consciousness, a sense of patriotism, love and respect for literature and the values ​​of national culture; development emotional perception of a literary text, figurative and analytical thinking, creative imagination, reading culture and understanding of the author’s position; the formation of initial ideas about the specifics of literature among other arts, the need for independent reading of works of art; development of students' oral and written speech; development texts of literary works in the unity of form and content, basic historical and literary information and theoretical and literary concepts; mastery of skills reading and analyzing works of fiction using basic literary concepts and necessary information on the history of literature; identifying specific historical and universal human content in works; correct use of Russian literary language when creating your own oral and written statements; formation the personality of a citizen, familiarization with the culture of humanity, the spiritual experience of the people, the development of the moral and aesthetic principles of the individual, the formation of criteria for assessing the phenomena of art and life, the education of the reader, the development of the creative principles of the individual.

The interaction of the study of literature with the experience of mastering other types of art presented in the school curriculum.

The uniqueness of literature among other school subjects. The holistic nature of the impact of literature on the student’s personality, the motives of his behavior and the incentives for the development of the student’s feelings, imagination, and intellect. Personal nature of perception of works of art.

The acuteness of public attention to the problems of teaching literature at school. Education through the means of fiction of a spiritual and moral personality, ready for self-knowledge and self-improvement, capable of activity in modern world according to the laws of goodness, conscience, honor, justice, patriotism and civic duty; formation of a humanistic worldview and individual self-awareness.

Contents of literary education at school. Principles of selection of literary material and its concentration in each class. Principles of constructing literature programs, prospects for specialized training. The tasks of the student’s literary development in connection with the age-related evolution of the student. Educational and methodological complexes. Textbooks, literature anthologies and manuals for teachers.

Formation of communicative, linguistic, cultural, general cultural, literary, value-worldview, and reading competencies in literature lessons.

The concept of reading skills, their essence, specificity. The role of reading skills in the development of verbal-figurative thinking, emotional sensitivity, and creative imagination.

The main groups of reading skills: skills related to the perception of works of art; analytical skills; synthesis skills; skills related to the evaluation of a work of art. Stages of schoolchildren mastering reading skills, their connection with the stages of learning. The relationship between reading and literary-creative skills.

Methods for identifying reading and literary-creative skills of schoolchildren: targeted observation, cross-section method, text attribution, “stylistic experiment”, creative works.

Topic 3. Main stages of development of the methodology

Literature teaching

(6 hours)

Creative development methodological traditions is one of the conditions for improving the educational process, intensifying the literary development and education of modern schoolchildren.

The origin of literature as a school subject and methodology as a science.

Development of school teaching in the 19th century. The role of literature and literary criticism in the development of school literary education. Philological reading by F. I. Buslaev.

The heyday of methodological thought in the 2nd half of the 19th century.

V. Ya. Stoyunin as the creator of a system for studying literary works in school.

Educational direction of V. I. Vodovozov’s work. Heuristic conversation as a means of mastering the moral content of a literary work. Theory and practice of aesthetic education in the works of V. P. Ostrogorsky.

Originality and relevance for modern methodological science and school practice of the pedagogical heritage of L. N. Tolstoy.

Main methodological trends late XIX– beginning of the 20th century.

The influence of the historical and cultural school, the psychological school, intuitionism and other trends in science on the formation of methodological thought and school practice. The significance of the research by A. D. Alferov, Ts. P. Baltalon, V. P. Sheremetevsky, V. V. Danilov.

A variety of methodological quests in the 20s. The relevance of the theoretical heritage of M. A. Rybnikova, V. V. Golubkov, N. M. Sokolov.

Methodological quests of the 50-60s. Turning the technique towards the student. Study of reader perception.

Problems of the relationship between emotional and logical principles in the school study of literature (N. I. Kudryashev, N. O. Korst, S. A. Smirnov, N. B. Kolokoltsev, N. D. Moldavskaya, A. S. Degozhskaya, T. V Chirkovskaya). Interest in the history of methods of teaching literature (Ya. A. Rotkovich and others).

Modern stage development of school study of literature and methodological science. Problems and trends in methods of teaching literature. Development current issues teaching (perception and analysis of literary text by students, content school programs in literature, the relationship between the specific, historical and universal content of works of art, personal and scientific reading of literary texts, problem-based learning in literature lessons) in the works of Z. Ya. Rez, G. I. Belenky, T. F. Kurdyumova, O. Yu. Bogdanova, T. G. Brazhe, V. G. Marantsman, N. D. Moldavskaya. The search for ways of moral influence on students in the works of methodologists N. Ya. Meshcheryakova, E. V. Perevoznaya and language teachers N. G. Dolinina, L. S. Aizerman, E. N. Ilyin. Reasons and nature of discussions about teaching literature. Studying the reader as a problem of methodology. The problem of the active influence of literature on the developing personality (moral ideals, value orientations). Understanding the methodological heritage in methodological works B. A. Lanina, V. F. Chertova, S. A. Zinina.

BASIC

PARADIGMAL

MODERN METHODOLOGICAL SCIENCE

Modern methodological science* (MS) has gone through a complex and rich path of scientific knowledge: from an exclusively empirical understanding of the process of teaching a foreign language to the theoretical justification of an integral, developing system of scientific knowledge (mainly in conceptual form) about the laws of this process - a system that is built on certain principles and is capable of reproduction. From this point of view, some skepticism, often expressed in relation to the status of foreign language teaching methods as an independent scientific discipline, is unjustified.

Historically, the entire path of development of MN is presented as the dynamics of the development of various methods of teaching a foreign language**, presenting methodological systems that are to one degree or another different from each other (see Diagram 1).

The presented diagram reflects only the main methodological directions, but their consideration already creates the idea that MN, like any science, is a cultural-historical phenomenon (as defined by V.S. Stepin), arising in the context of the historical

* Modern MN is interpreted by us as a complex science, consisting of linguodidactics and methods of teaching foreign languages ​​(1, pp. 20-29).

** In this case, the method of teaching a foreign language is used in its broad sense - as a methodological direction.

Key words: foreign language, linguodidactics, teaching methods, paradigm shift, paradigmatic feature of modern methodological science.

development of civilization and culture, at certain stages of this development (2).

The development of methods of teaching a foreign language is the path of methodological knowledge and changing the types of scientific pictures (2. P. 197) of the studied reality associated with the teaching and study of a foreign language. Indeed, when we consider the history of a particular methodological model, we are immersed, first of all, in the extralinguistic context in which it originates and develops. At the same time, not only socio-political and economic

theoretical prerequisites for the emergence of a new direction, but also a search for its origins is carried out in the depths of the basic sciences and, first of all, linguistics and psychology. The latter is quite understandable, because the main objects of learning within the framework of our academic discipline are, firstly, language (and today - linguoculture) as a social phenomenon and, secondly, the experience of mastering this social phenomenon, the process of acquiring which (experience) has a pronounced psychological and sociocultural basis (see Table 1).

Development of basic methods of teaching foreign languages*

* Dates and names of foreign language teaching methods developed abroad are marked in black. Blue - domestic methods of teaching foreign languages ​​and the dates of their origin and development.

GMT - grammar-translation method; TTM - textual-translation method; PM - direct method; NPM - indirect methods; ALM - audiolingual method; AVM - audiovisual method; CM - communicative method; MCM - intercultural methodology; SCM - conscious-comparative and SPM - conscious-practical methods.

Table 1

Development of foreign language teaching methods: from the grammar-translation method to

audiovisual

meters GPM/TPM PM NPM ALM AVM

Linguistic- “pre-scientific- School Hypothesis Descriptive- Structural

stic "linguistic" language - Sepiral linguistic - direction in

basic knowledge of Whorf's mathematics. linguistics,

Structure- Structural- in particular,

ralism generative concept

Descriptive grammar of F. de Saussure:

naya linguistic

Transform-

ational an-

Psycho- Association- Psycho- Behaviorism Behaviorism Behaviorism

logical psychology Gestalt

chemical behavior chology, psychology

fundamentals of comparative

naya psycho-

psychology

training

Relatively - RY - basic - Exclude - Exception Complete

ny average RY RY exception-

native language training from

language of foreign languages ​​of the educational process,

(RY) but it is used

calling for

selection of gram-

matic

structures

Role and Grammar Refusal Training Training Training

place as a set of grammar grammar grammar grammar

gram-rules and how to set based on based on

tics of paradigms, rules and selected selected selected

scholasticity-paradigms, structures structures structures

logical inductive- language, inductive- language(dia- language(dia-

assimilation methodological spological logical

abstract - study of personal study of unities), unities),

grammatical grammars grammars inductive inductive

mathematical way of studying- way of studying-

rules grammar grammar

tiki tiki

Character Original- Educational Educational technology- Educational technology- Educational technology-

and typical literary texts, post-scripts - dialogues - dialogues

texts feminine for everyday use

texts of literary communication

colloquial

Language No yes yes yes yes

Analysis parameters GPM/TPM PM NPM ALM AVM

Basic Translation, Perception Question- Perception Perception

types of learning by ear and response dialogue and memorization of dialogue and

exercise - by heart, imitation, exercises, learning by memorization

reading, training, training, imitation. by improving

writing full-time conditional training.

exercises speech training training

exercises exercises: exercises

(substitution, substitution:

new transform-substitution,

tables, mation, transform-

question-question,

answer questions

assignments and exercises, answers

etc.) completion of the exercise,

sentences, completion

expansion of offers,

models, expansion

model connection,

models, connection

composing models

The information given in the diagram and table is very general and superficial. It creates the impression of the linearity and progression of the historical development of methodological scientific thought, in which the renewal and replenishment of methodological knowledge occurs through a “gradual approach to the true essence” (8) of the process of language acquisition by students in educational settings. Such a cumulative idea of ​​the development of methodological knowledge does not correspond to the objective course of scientific knowledge, which in fact is not as straightforward as it looks above.

Indeed, as in any science, in methodology one can observe periods of a smooth “flow” of methodological thought, progressive development of methodological knowledge and accumulation of new facts. According to T. Kuhn (3), an American historian and philosopher, these periods in the development of scientific knowledge are called periods of “normal science”, when the stability of the standards of scientific practice and theoretical postulates is observed, the conceptual foundations accepted in the professional community are preserved, theoretical knowledge is systematized, and the conceptual framework is clarified apparatus of science. But scientific knowledge- it's complicated

a complex and contradictory process, as a result of which the new knowledge obtained is not simply summarized, but is combined into an integral organic system, where each element receives its own justification. The conceptual and terminological system, the system of norms and standards accepted by all, appears during the normal state of science, as a rule, in textbooks and teaching aids devoted to the problems of foreign language teaching methods, and does not cause heated discussions.

However, stages of methodological stability can literally “explode” with innovative ideas about the nature of teaching a foreign language, new concepts, new research techniques that arise due to objective circumstances on the path to the development of methodological knowledge. And then the methodological models accepted in the professional community begin to objectively disintegrate (we often say that they do not correspond to the social order of society and/or the level of development of science), even despite the fact that their supporters persistently resist this.

The history of foreign language teaching methods indicates that it is during these so-called revolutionary periods in the development of foreign languages ​​that arise not only in

within the educational system, but also in society as a whole, there are heated discussions and debates about the essence of the processes of learning a foreign language. Enough to remember recent history domestic theory and practice of language education, namely: the 80-90s of the last century, when the pedagogical and parental community vigorously discussed the problem of early learning of a foreign language as one of the possibilities for reforming the school system of language training.

According to T. Kuhn's definition, the period of “normal science” ends when it is replaced by a “scientific revolution”. It leads to changes in the structure of science, principles of knowledge, concepts and categories, and opens up new patterns that cannot be accepted within the framework of ideas existing in the professional community. Scientific revolution- this is “not a one-time act, but a long process, accompanied by a radical restructuring and revaluation of all previously existing factors” (4, p. 161). It ends, as a rule, only in the event of victory of one of the warring parties, after which the stage of normal development of science is restored again, standards of scientific practice are established, general theoretical postulates are accepted, and the scientific picture of the world is clarified (5, p. 160).

As is known, scientific knowledge is associated with the description, explanation and prediction of processes and phenomena of reality (in our case, processes and phenomena associated with a person’s introduction to a new means of communication and cognition). “Science is a form of spiritual activity of people, aimed at producing knowledge about nature, society and knowledge itself, with the immediate goal of comprehending the truth and discovering objective laws based on the generalization of real facts in their interrelation, in order to anticipate trends in the development of reality and contribute to it change” (7, p. 16). Therefore, the main aspects of the existence of any science are: 1) creative activity people, 2) cognitive search system, 3) social institutions

Tuta with its own infrastructure and, of course, 3) ETHOS (morality) - (ibid., p. 26). Ability to conduct a correct dialogue with your peers

To further read the article, you must purchase the full text

PROBLEMS OF FOREIGN LANGUAGE EDUCATION AT THE PRESENT STAGE AND POSSIBLE WAYS FOR SOLVING THEM

GALSKOVA NATALIA DMITRIEVNA - 2012

Modern methods of teaching foreign languages: A manual for teachers. ISBN 5894152909 The manual covers the most actual problems modern theory and practices of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. 2003 ARCTIA 2003 PREFACE Renewal processes in the field of teaching foreign languages ​​in domestic schools create a situation in which teachers...

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N.D. Galskova

modern teaching methods

FOREIGNERS

LANGUAGES

Teacher's Guide

UDC 372.8+80

BBK 74.268.2

G 17

Galskova N.D.

G 17 Modern methods of teaching foreign languages:

Teacher's manual. 2nd ed., revised. and additional M.: ARKTI, 2003. 192 p. (Method, beep).

ISBN 5-89415-290-9

The manual covers the most pressing problems of modern theory and practice of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. The manual is addressed to foreign language teachers educational institutions of various types, as well as students of language faculties of pedagogical universities.

UDC 372.8+80

BBK 74.268.2

ISBN 5-89415-290-9

©Galskova N.D., 2003

©ARKTI, 2003

PREFACE

Renewal processes in the field of teaching foreign languages ​​in domestic schools create a situation in which teachers are given the right and opportunity to independently choose models for constructing subject teaching courses, textbooks 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 enhancing the activities of all participants pedagogical process and above all, teachers. It is the teacher in the new conditions who must choose from a variety of methodological systems the one that is more consistent with modern pedagogical realities and the specific conditions of 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 the framework of a specific methodological system, in favor of an analysis of the current situation in teaching foreign languages ​​in the context of general 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.

The manual, along with traditionally considered issues, includes those that until now have not been the subject of special consideration by methodologists. The latter include, in particular, questions about the essence of the concept of “foreign language”, the basic laws of language acquisition and teaching the subject, school language policy, etc.

The author has made an attempt to show by what objective laws the modern system of teaching foreign languages ​​in domestic schools develops and functions. Of course, we are aware that it would be a mistake 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 federal law? the operation and development of a modern system of teaching foreign languages ​​will contribute to the choice of the most effective path to achieving the desired learning outcomes. The main goal of this work is the implementation of this complex task.

FOREIGN LANGUAGE

AS A SUBJECT AT SCHOOL

THE CONCEPTS OF 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, you need to know what a foreign language is and what should be understood by language teaching/language acquisition/language learning. We will begin our discussion with how the concept of “language” is interpreted in science.

As is known, language is understood primarily as natural human language (as opposed to artificial languages ​​and animal language 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 of development of human society) emerging and naturally developing semiotic (sign) system<...>“, 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 ​​like "... sign systems created for use in 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 should be understood by native language? As noted by M.V. Dyachkov, there are different, sometimes contradictory criteria for determining the native language (p. 15). The optimal criterion of origin seems to be, 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 is acquired by him to some extent in the womb. The concept of “native language” when choosing a language of instruction in an educational institution is adequately replaced by the concept of “main functional language,” that is, a language that a 5-6-year-old child speaks fluently. In some cases, especially in a multinational society such as Russia, there may be more than one main functional language. This means that the child speaks several languages ​​to almost the same extent, which makes it very difficult to separate languages ​​into native and non-native.

Referring again to diagram 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 a language “... which is after or along with the first (native. N.G.) serves as a second means of communication and is usually acquired 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 environment,in which this language is a natural means of communication. However, this difference is conditional, and it is quite difficult to establish clear boundaries between them. Indeed, any foreign language can be studied in different conditions, and each time the same language changes its significance. For example, German will be a foreign language for those studying it in Russia, but 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 home country, German moves from being a second language to being a second language.

So, a foreign and a “second” language can, under appropriate circumstances, easily “transition” into each other. This gives reason, despite all the differences between them, not to absolutize the latter. It would be more correct, since we are talking about finding the optimal way to improve the system of teaching a foreign language, to look for differences between them in the plane of “controlled” and/or “uncontrolled” language acquisition. The controlled process of language acquisition is associated with concepts such aslanguage teaching and language learning, that is, with language teaching. Foreign language teaching isa specially (institutionally) organized process during which, as a result of the student’s interaction, and educational reproduction and assimilation are carried out certain experience in accordance with a given goal.In our case, we are talking about foreign language speech experience, which the teacher (teacher) has to one degree or another and the student (student) does not fully or partially master.

Foreign language teaching, as defined by I.V. Rakhmanov, there is “... the process of systematic and consistent communication by the teacher of knowledge and instilling skills 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 cultivate in them” (, p. 13). From this definition it is obvious that the learning process is a two-way process, which includes in their unity the teaching activities of the teacher/instructor of a foreign language and educational activities(language learning) of the student, aimed atlanguage learning/language acquisition.

There are significant differences between the concepts of “language learning” and “language acquisition”. To illustrate 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 a child’s acquisition of a child’s first/native language. This process is characterized by unconscious, intuitive language acquisition, carried out during the socialization of the child’s personality (p. 11). In contrast to this process, language learning(learning) is a conscious process, which involves, first of all, the explicitly expressed use and assimilation of rules and linguistic elements. Therefore, the concept of “language learning” is broader than the concept of “language acquisition”. The process of language acquisition can be considered as an “unintentional” acquisition of foreign language content that is not under direct control. Of course, you can also study your native language, which the child already practically knows (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 to a child with adequate language and speech means or correcting errors). Teaching a language has the ultimate goal of mastering this language, that is, the student must master “speech skills at a certain level, no matter how high” (p. 13). However, unfortunately, language learning and teaching do not always imply the student's mastery of this language.

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

proficiency in the first (native) language monolingualism;

command of two languages ​​simultaneously from the very beginning of speech development(bilingualism) or multiple languages multilingualism;

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

knowledge of a foreign language (in different conditions of its study: in the 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 about either teaching a foreign language (the last type of language proficiency), or about the development of bilingualism (Russian language and the language of the national republic/national-administrative territory in which the student lives), or about multilingualism (native language, state language, foreign language). At the same time, bilingualism can be in childhood, when the child learns a second language at the age of 3 to 4 years, before puberty, and in adults, whenAcquisition of a second language as a means of communication begins after puberty. As for the foreign language, in the conditions of study 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 its borders. In both cases, we can talk about training (studying it).

Studying a foreign language in the country of the target language can be carried out in two forms:

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

in heterogeneous groups (based on language), where the foreign language being studied acts as a natural means of communication in class and outside of class.

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

under the guidance of a teacher a native speaker of the target language, which makes it possible to use the language naturally in communication with the teacher not only in class, but also outside of class;

under the guidance of a non-native speaker teacher.

The latter is most typical for domestic conditions of foreign language teaching. At the same time, all these forms have one common component: they are controllable in nature, 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 linguistic environment can be not only controlled, but also uncontrolled, that is, occurring spontaneously.

As is known, the language environment can successfully combine all the components necessary for successful acquisition of a second language: incentives to use language as a means of communication (which the learner 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 a linguistic environment is built according to the laws of a child’s mastery of his first/native language. This process is characterized by unconscious, intuitive language acquisition, carried out during socializationchild's personality. The main specific features of this process, that is, the process of uncontrolled language acquisition, can be summarized as follows:

1. Language is used in situations of everyday communication in various spheres of society. Consequently, a person who is trying to master a new language has quite a lot of 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-fledged stay and residence 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 mastering this language uses, as a rule, all the means of communication available in his arsenal, including non-linguistic ones. Finding himself in a new linguistic environment, he suddenly becomes convinced that he has at his disposal a sufficient arsenal of non-linguistic means to express 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 process of communication itself, the main attention is focused primarily on the content (the subject of communication), and not on understanding the linguistic form and the language system. The linguistic aspect remains, as it were, on the periphery of the interests of those communicating, because in communication the important thing is interaction, not linguistic correctness. This circumstance has at least two consequences: a) the communicator is interested in the communicative effect, and not in the formally correct design of his speech, so 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 into the natural language environment. This, of course, cannot but have a positive impact on the process of mastering language as a means of communication. Under these conditions, those who are introduced to a new language develop a creative competence that allows them to use linguistic 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 linguistic environment, a person uses, as a rule, only those linguistic means that he has and which can represent different linguistic styles. At the same time, there is always a temptation to learn 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..What older age person falling into 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, controlled acquisition 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 child’s ability to master speech, including in a foreign language.

5. Regardless of whether the process of mastering a foreign language in a second language in the natural conditions of its existence is spontaneous or controlled, its effectiveness significantly depends on a person’s readiness to integrate into a new sociocultural environment, which can 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 socio-cultural experience an adult has and the fear of losing their identity (belonging) with their 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 its borders, then they should be sought primarily in the area of ​​the functions that this language performs in society. Let us dwell on the disclosure of this situation in a little more detail.

D. Horn and A. J. Tumat They call the German language for emigrant children the language of socialization, 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 language as a means of communication also serves to assimilate the social rules and cultural knowledge of the native speaker of this language. In the second, the language being studied and the process of mastering it are used as a means of ensuring a person’s integration into a new society, into a new social situation. The model of teaching a foreign language/second language created for these purposes is aimed not only at introducing students to a new means of communication, but also at helping them navigate through language in various spheres of life in a new society for them (how to rent an apartment, how to get a job etc.). This explains the pronounced pragmatic orientation in language learning: the desire to enter the sphere of real use of language in human interaction(cm., for example, the so-called functional-pragmatic approach in Germany) and, as a consequence of this, the emergence abroad of new teaching methods that are most consistent with interethnic communication in study groups staffed by students of different nationalities(see, for example, TANDEM model: J. Wolf, With. 935). 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 techniques cannot but be welcomed, but only with the allowance for the fact that many of them were developed with reference to direct contact with native speakers. The geopolitical situation (and, unfortunately, economic) of our country gives grounds to assert that for the majority of students, the existing conditions for studying a foreign language do not meet all of the above characteristics. These conditions are “artificial” in nature, and in this case we can only talk aboutguided learning of a foreign language in isolation from the language environment.True, as we noted above, often the boundaries between controlled and uncontrolled acquisition and, consequently, between the concepts of “foreign language” 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 undeniable 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 organize 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 cultivate in students the need to use 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 teaching. Learning is characterized by planning and consistency, specially selected and methodically interpreted educational content, the presence of a series of techniques, methods of work aimed at students memorizing this content and monitoring the student’s level and degree of proficiency educational material, as well as a certain time limitation.

Speech and non-speech actions of students are quite strictly regulated by the learning goals put forward by the teacher at each specific stage school education, as well as the content of training, which, as a rule, represents the literary and colloquial norm of the modern language. Of course, in educational settings it is possible to immerse yourself in foreign language speech(cm., for example, some provisions of direct, natural methods), but in this case we mean immersion in the language on specially selected and methodically organized language and speech material. The selection of the latter for training in the conditions of controlled acquisition 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 abandonment 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 that it acquires in the educational process.

In conditions of language acquisition in a natural language environment and in language teaching, a person compares the language experience he acquires with his existing experience in his native language, carried out primarily at the level of understanding grammatical rules. The only difference is that in the process of learning a foreign language, grammatical rules are “given” to students or are derived by them independently, while in unguided language acquisition, the rules are not communicated and are not practiced consciously. In the second case, a person seems to “filter” these rules based on his personal language experience. So the main differences between the two possible options language learning lies “not in the area of ​​consciousness or intuition, but in the way of acquiring language rules.

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

As is known, learning is always included in a holistic educational process aimed at achieving the educational effect specified as the goal (p. 3839). This provision also allows us to differentiate the concepts of “controlled” and “uncontrolled” language acquisition by the student. In both cases, of course, the process of forming the learner’s personality takes place, but with uncontrolled language acquisition it is spontaneous, “side-by-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 uncontrolled one. However, in reality this is not the case. Practice shows that in natural conditions the process of mastering 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 from the point of view of students’ mastery of the content of the academic subject, it is necessary to know by what laws the school language is mastered.

The features listed above distinguish any controlled acquisition of a foreign language, regardless of whether it takes place in the country of the language being studied or outside its borders. 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 in isolation from the country of the language being studied, the foreign language acts as a means of general education (and in a narrower sense as a means of teaching) for the learner; As a means of communication, the language being studied is most often present only during training sessions. From this we can assume that the process of mastering a foreign language outside the country of the language being studied and without direct contact with its native speakers will be effective if it acquires all the possible characteristics of the natural process of language acquisition and comes as close as possible in its basic 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 completely natural. verbal communication. Of course, the processes of acquiring any language are based on the same fundamental laws of acquisition and the object of acquisition is fundamentally the same. But the main thing in the learning process is “to find the best ways to facilitate individual process acquisition of linguistic knowledge and language acquisition” (, 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 individual activities student on his mastery of a new academic subject.

FACTORS DETERMINING THE SPECIFICITY OF THE MODERN EDUCATION SYSTEM IN THE FIELD OF FOREIGN LANGUAGES

It is well known that in professional communication the concept of “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 foreign languages ​​are studied, that is, the system as a social institution; 3) as a socio-cultural sphere of activity to introduce citizens of society to a foreign language.

And this is not accidental, because the education system in the field of a foreign language is a complex social object, the analysis of which is accompanied by various “slices” from this object, each of which represents a certain picture of the whole. In turn, the education system in the field of a foreign language is only a separate element of the general education system in our country, and the analysis of the former (even while recognizing its objectively existing specificity) cannot fail to take this circumstance into account.

However, regardless of which aspect of the concept of “language education system” is the subject of consideration, it should be borne in mind that the functioning of this complex social system lies not only in the interaction of its elements with each other; the system of teaching a subject is in the closest connections with the environment in which it exists and develops.

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

The first group of factors consists of the so-called socio-economic and political factors. As rightly noted W. Edmondson and Y. House, “...socio-political factors must take precedence, since they determine whether foreign language teaching will take place at all...” (p. 26). As for economic factors, their importance is currently increasing immeasurably due to the fact that school reforms in the world and in our country have an increasingly consistent economic justification, and the strengthening of 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 education system in the field of a foreign language is one of the subsystems of the general education system, the remark made is most directly related to it.

Changes in socio-economic and political conditions inevitably entail changes in the requirements for the foreign language education system, for its main components, and for the nature of relations in it. First of all, this is manifested in society’s attitude to a foreign language in general and to a specific language in particular, “towards people who speak a foreign language, as well as in the requirements that society places 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 foreign language proficiency by its citizens.The social order is expressed in the prestige/non-prestige of knowledge of a foreign language, in priorities in the choice of a foreign language and in the social need for people who have practical knowledge of a foreign language as a means of communication We can say that social order is a strategic guideline for school language policy in the field of teaching foreign languages.

The higher the public demand for language knowledge 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 cultural achievements of different countries, and the more realistic the opportunity to realize these contacts, the higher, naturally, the status of a foreign language as a means of communication and mutual understanding.

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

expansion of economic, political, cultural ties between countries;

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

labor 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 increasingly feel that they belong to a community of a greater order than the “national community” to which they belong. It is interesting that the term “mobility” has come into use among Western European politicians, teachers and methodologists, which is understood as:

the right of free movement and universal residence within the countries that are members of the European Community;

the right to be free to receive professional education not only in one’s own country, but also in neighboring countries;

a person’s ability to adapt to modern living conditions in a multicultural society;

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 carriers; the ability to show tolerance towards foreign cultures.

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

Since it becomes increasingly difficult to navigate a new situation without the ability to intellectually and socially interact with people 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 the world around him; with its help you can 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 creates a need for a large number of citizens who practically own one or more foreign languages ​​and, in connection with this, receive real chances to occupy a more prestigious position in society, both socially and materially. From here it is clear that the social order of society in relation to a foreign language in connection with the presence of real access to another culture and its representatives is expressed not just 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 determines increased requirements for the level of language training of students of all categories, including students of general education institutions. It is interesting that since the mid-80s, the emergence of the opportunity for many citizens of our country to actually use a foreign language in indirect/direct handling of its speakers was 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 borne by the state for organizing mass foreign language teaching, as well as the significant efforts of teachers, the majority of those graduating from high school do not know how to practically use the language. Hence the sharp and somewhat fair reproaches addressed to methodologists, teachers, and textbook authors regarding the poor language skills of students. At the same time, particularly high demands are placed on a foreign language, like no other subject. After all, they do not reproach physical education teachers for the fact that schoolchildren have weak physical abilities, and they do not reproach mathematics teachers for the fact that the majority of school graduates immediately after graduation cannot prove this or that geometric or trigonometric theorem. And this is no coincidence. Firstly, most people believe that knowing a foreign language means mastering it at the level of their native language (as will be shown below, this statement is erroneous). Secondly (and this is the most important thing), knowledge of a foreign language is transformed in the new situation of social development into a category that is actually 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, foreign languages ​​have been among the compulsory academic disciplines, but management bodies and administrations of educational institutions, and especially employees of secondary secondary schools, until recently, it was treated as a subject that was obligatory, but not of paramount importance. This was expressed, in particular, in the reduction of teaching hours allocated to the study of a foreign language. For example, in the late 70s and early 80s, the number of teaching hours in secondary school was reduced from 18 to 14. Since 1985, when the state began to actively pursue an open policy towards the world community, increased interest in foreign languages ​​has become one of the characteristic features public life. The role and place of an academic subject in the general school education system 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. It is since the late 80s that early learning of a foreign language has been intensively introduced into mass teaching practice in our country, starting with kindergarten and/or elementary school. School and 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 a modern dynamically developing society with increasingly pronounced tendencies towards integration of all spheres of public life.

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

Recently, there has been a great public need to introduce adult students to foreign languages, which has found expression in the opening large quantity courses that provide an opportunity for the adult category of students to study a foreign language, including using an intensive method, using modern technical means.

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

These and other negative circumstances give rise to the contradictory nature of the modern system of teaching foreign languages. 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 increasing its status and strengthening the pragmatic aspects of learning associated with access to real authentic communication; on the other hand, difficulties are noted 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 to implement the social order, and therefore language policy in the field of school education in a foreign language, are determined by socio-pedagogical factors. This group of factors reflects, first of all, the level of awareness of those who are directly involved in 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 academic subject “foreign language” in the general educational system and in a specific type educational institution, as well as the number of teaching hours allocated for studying a foreign language. The specific implementation of these provisions can be observed at the level of policy documents that determine state policy in the field of education, including language education. Thus, the effect of socio-pedagogical factors affects primarily the content of the academic subject at the level of the curriculum and partly the program.

In addition, as we have already noted, the foreign language education system is only one of the subsystems of general education. Consequently, the specifics of the first develop under the influence of 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 academic subject “foreign language” and its (content) organization in the context of general educational tasks. The foreign language education system 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 implemented is determined by the action of the so-called methodological factors that embody the social order of society in relation to a foreign language in the categories of methodological science itself. In this case, an important role is played not only by the results of scientific research in the field of methodology and related sciences, but also by traditions in teaching the subject that exist in society as a consequence 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 has. All this in general makes it possible, to one degree or another, to implement the social order of society in methodological concepts for teaching foreign languages, 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: sociocultural and individual factors.

Sociocultural factors have recently become the subject of close attention among methodologists. These factors require consistent consideration of the socio-cultural context of teaching a foreign language, the concept of which includes such categories as the commonality/difference of the culture of the country of the language being studied and the original culture of the students; distance/proximity of the country of the language being studied from the country in which the foreign language is studied. Along with this, sociocultural conditions are determined by the attitude that has developed in society towards the people speaking a particular language, its culture, society, as well as the system of cultural and social relations accepted 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 educational system, including the level of material means of education. For example, at the program level, 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 the objective laws according to which the educational process in the subject should be structured in a specific historical period of social development. To no less an extent, the achievement of effective results in the implementation of society’s requirements 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 students and teachers who directly implement program settings. Therefore, a number of methodological studies examine certain aspects of the organization problem educational process in the subject, taking into account the characteristics of the student population and the professional skills of the teacher/instructor, 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 foreign languages, imposed by the objective laws of the development of society in a specific historical period, can be realized only if the theory and practice of teaching foreign languages ​​is at a sufficiently high level, 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 with practical knowledge of a foreign language, but, as a retrospective look at teaching the subject shows, the concept of “practical knowledge of a foreign language” was clarified and specified depending on the level of development of the methodology and related sciences(see below).

Methodological 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, learning programs, teaching aids and recommendations on the organization and content of the pedagogical process. Let us note that the level of language training of members of society is negatively affected by the insufficient development of both psychological, pedagogical and methodological aspects of teaching a foreign language.

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

It is also necessary to emphasize that in modern conditions of expanding professional and personal contacts between teachers and students from different countries, the exchange of methodological ideas and experience, turning to the analysis of the socio-economic and political context of studying/teaching 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 that are 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 German methodologists to introduce outside their country. in particular in third world countries, the functional-pragmatic approach to teaching they developed German language as a foreign language was not successful, since in different learning conditions the concept of “practical language proficiency” is objectively interpreted differently. This fact is another confirmation of the importance of analyzing the entire set of factors that determine the characteristics of a particular foreign language education system in order to establish the “objective value” of each methodological system.

I.V. Rakhmanov, analyzing the paradigm of the relationship between the methodological system and the entire set of factors determining its specificity, wrote: “In fierce debates about which method is better when teaching foreign languages, a number of very significant questions often remain unattended, namely: who do we want to teach, with what method? purpose, what language, etc., and yet this is very important when choosing a teaching method, becauseeach method under certain conditions(emphasis added by us. I. G.) has a certain objective value” (p. 3). 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 proficiency in foreign spoken language 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. In this case, training takes place in small groups of students, monolingual or multilingual in 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. In this case, an indispensable condition is that the students have one language as their initial (native) language, which the teacher must also speak. As I.V. shows Rakhmanov, the belonging of the native and foreign languages ​​to different language groups is a favorable condition for the use of the conscious-comparative method.

In our opinion, the semantics of the concept of “learning conditions” should be expanded and not limited only to linguistic circumstances. The conditions for teaching a foreign language should be understood as the entire set of factors influencing the process of teaching/learning/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 “satisfy” all teachers and students.

Firstly, the learning conditions determine the different target orientation of a particular foreign language course: a linguist studying a foreign language for the purpose of reading texts in his specialty is guided by different goals and needs than a secretary-assistant working in a company and focusing on conducting business correspondence, or a tourist who wants to feel relatively free during his trip to the country of the language he is learning.

Secondly, the choice of method (as a set of teaching techniques) and its effectiveness are influenced by different situations of learning 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.

Other arguments could be made confirming the complexity of the concept of “foreign language learning conditions” and its impact on the implementation of a particular teaching method. However, this is not our task. What is important for us is the conclusion 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. Subsequent sections of this work will be devoted to a more detailed analysis of these circumstances in relation to the domestic school.

OBJECTIVES AND CONTENT OF EDUCATIONAL POLICY

IN THE FIELD OF SCHOOL TEACHING FOREIGN LANGUAGES

It is known that the problems of language policy as an important component of public life in our country have traditionally received much attention. A reasonable solution to political and educational problems 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 interstate frameworks. At the same time, language policy is usually understood as a set of purposeful and interconnected ideological principles and practical activities carried out with the aim of solving various language problems in society and 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 a given society.

Educational policy in the field of introducing schoolchildren to foreign languages ​​belongs to the sphere of language policy of the state and society. The following circumstances support 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, learning 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 people on the planet in finding solutions to global problems. In addition, teaching a foreign language stimulates the processes of understanding the sociocultural portraits of the country of the language being studied and representatives of another linguistic society. 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 school teaching of foreign languages ​​have a pronounced political dimension.

It is from these positions that school teaching of a foreign language is either supported and developed, or, on the contrary, is, from a political point of view, undesirable in society. Since educational policy in relation to a foreign language acts as one of the elements of language policy as a whole 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, language policy, including in the educational sphere of foreign languages, is aimed atestablishing interstate and intersocietal contacts to prevent, regulate and overcome conflicts that may arise as a result of suppression or unjustified exaggeration of the role of certain languages ​​in society.In this sense, we can talk about the political “profitability” of knowledge of languages: languages ​​of neighboring countries, languages ​​of immigrants, languages ​​of international and interethnic communication. As is known, it is from this perspective that language policy is, for example, an important tool for building a united modern Europe and one of the current areas of work of the Council of Europe.

Solving 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 language policy are influenced by factors such as bilingualism/multilingualism, the uniqueness 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 general 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 based 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 language policy in the educational sphere of a foreign language is an integral part of the school language policy, it can be defined as a set of targeted and scientifically 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 general language policy and school language policy. At that same time she has her own goals and objectives.

Community The country's language policy, school language policy and language educational policy in relation to foreign languages ​​is 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 correct emphasis in the choice of languages ​​studied and their priorities. As noted above, the current situation V Russia requires new approaches to solving language problems in society related to strengthening the national self-awareness of the peoples inhabiting the country. This determines the focus of modern language policy on the rejection of the totalitarian “Russification” of the peoples of Russia and on 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 equality of languages. The consequence and instrument for realizing 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) creating conditions for the widespread use of native languages ​​both in the educational sphere and outside of school; 5) publication of literature, including educational literature, in national languages, etc. It is clear that this work should not be carried out to the detriment of any language and that in this system a due place is given to foreign languages.

Peculiarity modern educational policy regarding foreign languages ​​is its focus oncreating favorable conditions in the country for different categories of students to study a wide range of foreign languages ​​in order to meet public and personal needs in learning these languages.Therefore, the sphere of interests of educational policy in relation to school teaching of foreign languages ​​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 to study at school and the language of instruction at school, about the number of languages ​​studied and the sequence of their study, as well as about the choice of the age at which students should begin to study a foreign language. Secondly, we are talking about determining the amount of teaching time allocated to studying a foreign language in one or another type of general educational institution, and about 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 school education system (compulsory/optional study of one/two/three foreign languages ​​or optional). Fourthly, significant issues within the competence of educational policy in relation to a foreign language are the definition of forms of teaching a foreign language (division of classes into language groups, the number of students making up one group) and the justification of the standard in the field of training students in a foreign language and the means to ensure its objective assessment and certification. And finally, fifthly, a special role is played by solving problems related to the justification of the general strategic orientation of the school language education system, determined by the methodological basis of the methodological model of teaching the subject.

In addition, the above-mentioned goal of educational policy in the field of training students in a foreign language stipulates: 1) the search for ways to develop and more fully satisfy the educational needs of the country, region, and individual; 2) expansion of possible areas of practical use of the languages ​​being studied, including through the intensive introduction of new means information technologies; 3) publication of various 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) creating conditions for attracting specialists in the field of teaching foreign languages ​​to different types of educational institutions, etc.

In other words, if we talk about school language policy in the educational sphere of a foreign language, then we should keep in mind a set of scientifically based ideas and systematic, purposeful and controlled activities adequate to them, which:

support the positive traditions that have developed within the education system in the field of foreign languages, and stimulate innovative processes within it, thereby ensuring, 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 ensuring promising development of the educational system in the field of foreign languages, taking into account the change in its methodological and technological paradigms and the development of appropriate means of introducing and implementing new conceptual approaches.

Language policy in the field of school teaching of foreign languages ​​affects the quality parameters of 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 understand 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 thinking 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 goals asformation of the ability for intercultural communication and taking into account the principles of implementation of its (training) personality-forming function.

The country’s language policy, including in the field of introducing students of secondary schools to foreign languages, is aimed at implementing decisions, regulations, programs relating to language policy in general (for example, the choice of a particular language as the state or language of interethnic communication, as well as the language of instruction ; choice of foreign languages ​​to be studied). 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 foreign languages, is an area in which broad discussions on certain aspects of language policy as a whole are possible and real. In other words, school language policy and, consequently, policy regarding school teaching of a foreign language is the level of specific consideration and implementation of problems of language policy in society, including those related to the study of a foreign language. This thesis is especially important because 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 being solved by the state and society.

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

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

What is/should be the main point of such “interventions” and what is their effectiveness?

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

The quality of the solution to these issues is fully determined by how consistently the basic principles of 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 language education system, as well as the formulated goal of educational policy in the field of school teaching of foreign languages, make it possible to present these principles in relation to domestic conditions for teaching the subject as follows:

1. Educational policy in relation to a foreign language is aimed at preserving and supporting the linguistic and cultural pluralism that prevails in the country, and its enrichment by introducing students to a foreign language 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 protection of national cultures and languages, cultural traditions must be ensured in the language education system. 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 naturally requires expanding the “palette” of languages ​​studied in school. The problem associated with the need to introduce students to other cultures in order to develop their understanding, respect and tolerant attitude towards the manifestations of others requires an educational policy regarding foreign languages ​​in the context of a “dialogue of cultures” as a non-alternative philosophy of the 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 student’s personality, aware of himself as a bearer of national values ​​and having a developed worldview, primarily at the level of other linguistic cultures.

Consequently, one of the qualities of language policy in the field of school teaching of foreign languages ​​is itssociocultural direction.

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

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, linguistic-didactic and methodological sciences. The personally oriented orientation of educational policy in relation to a foreign language is associated primarily with the satisfaction of individual rights to receive language education and the consistent implementation of social orders in relation to a foreign language. Every 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 learning a foreign language. At the same time, knowledge of a foreign language should be recognized 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, subject to the preservation in the country of a single educational minimum of language training for different courses of foreign language training. The education system in the field of a foreign language should be built on an understanding of the learning process as the interaction of all its subjects, and above all, the student and the 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.

Consequently, the distinctive quality of educational policy in the field of teaching foreign languages ​​at school is itspersonality-oriented direction.

3. In the context of increasing independence of regions and schools in determining strategies and tactics for teaching foreign languages, language educational policy is designed to prevent destructive trends in the development of the education system in the field of foreign languages ​​and to promote the preservation of a single educational space of the country not only geographically, but also in sociocultural terms. A unified educational space involves the creation of a holistic and at the same time flexible and variable education system in the field of foreign languages. The integrity of the educational space is ensured by a single strategic line aimed at developing the student’s secondary linguistic personality traits, 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 fairly high degree of autonomy and independence of regions in the choice of educational strategies and with a general personality-oriented and socio-cultural orientation of regional educational language systems, the basic unity of the educational space must be preserved, expressed in the minimum requirements for students’ proficiency in a foreign language.

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

This principle allows us to highlight itsflexibility, integrity, democracy and variability.

4. Educational policy in the field of school teaching of foreign languages ​​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) development of interregional and international projects in the field of teaching foreign languages, including the use of modern information educational technologies; 4) creating conditions for the creative exchange of scientific and practical experience of subjects of educational and management processes.

In the course of planning and implementation of political and educational decisions and activities, it is necessary to keep in mind the importance of taking into account the peculiarities of domestic conditions for teaching foreign languages, regionaland local specifics, as well as the possibility of integrating the Russian educational language system into the pan-European and global educational space. Therefore, important characteristics of modern educational policy regarding foreign languages ​​are its adaptability to real possibilities of a specific region, a specific individual, as well as hisintegrative essenceunifying principle in the decision educational problems in the context of the interests of the region, the entire country, the European and world communities.

5. Educational policy in the field of language school education should be continuous, open and forward-looking. In the first case, it is meant that political and educational actions in the field of school teaching of foreign languages ​​should be aimed at creating a continuous system of language education, which is ensured by the continuity and consistency of the content of teaching the subject at various educational levels. As a result of political and educational decisions, a system must be created in the country to meet the educational needs that arise both in society as a whole and in individual regions in the interests, first of all, of the individual. The created system is designed to satisfy a person’s educational needs in relation to a foreign language throughout his life. The school system of teaching foreign languages ​​plays a big role in this, solving, along with other tasks, the task of developing in the student the need and ability to independently learn the language, improve their knowledge, and realize responsibility for their own results in mastering a foreign language.

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

The forward-looking nature of language educational policy means that with its political, organizational and content decisions, this policy should be ahead of today and be aimed at tomorrow, i.e. on

perspective. This requires: a) a thorough analysis of all factors that determine the educational system in general and in the field of foreign languages ​​in particular; b) taking into account the most promising results of psychological, pedagogical and linguistic sciences, methodological theory and practice; c) studying trends in socio-political development both within the country and in the international arena. Definition promising directions 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 is its invariant qualities necessary for the implementation of the ideas of language education throughout life. In its turn,prospectsthis is a quality that determines the feasibility and necessity of carried out educational events in the field of foreign language teaching from the point of view of their significance in the future.

6. Taking into account the sociocultural environment of the modern education system in the field of foreign languages ​​and the general educational trends towards democratization and regionalization of the educational sphere as a whole, we can say that educational policy in relation to foreign languages ​​is a real mechanism of social and cultural development of various regions and the country as a whole. As important condition The implementation of this principle is the level nature (federal, national-regional, municipal, school) of solving political and educational issues in the field of school teaching of foreign languages. The level character is ensured by an organic combination of the mandatory educational minimum content of foreign language teaching, 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 language policy in relation to foreign languageslevel characterits planning and implementation.

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

In connection with the consideration of the level nature of educational policy in relation to foreign languages, let us turn to the system of levels of planning and implementation of such policies 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 (broadly understood) context in which language education policy as a whole operates (provided that this policy is implemented) and is formed. It is at this level that the search for answers to 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 language educational policy - it is planned to implement measures regulating the mechanism for its implementation. It's fair to say 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 foreign language, in social institutions, dealing with 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 teaching aids, 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 holding of exams in a foreign language is centralized or this procedure for checking the level of language proficiency of students is quite democratic (in terms of the choice of 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 foreign language teaching in general. It is quite obvious that both students and teachers, as well as school administration, pay more attention to the academic discipline “foreign language” if exams in a foreign language are mandatory.

As for the micro level, it represents the direct implementation of political and educational ideas and solutions 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 in a foreign language is played by the teacher and student, their system of relationships, including the content and organizational aspects of a specific educational process.

Assessing, in general, the positive 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 help but notice that this idea can hardly be applied to the conditions for the implementation of language policy in our country. This is due to the following reasons. Firstly, the presented levels of implementation of 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 actually propose only two levels of planning and implementation of political and educational issues: state (in our understanding, federal) and school. Regional levels are not represented in the authors' concept. Secondly, this scheme does not reflect the tendency 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 secondary schools, the variability of the system while maintaining its invariant core, etc. Thirdly, a number of substantive parameters presented in the scheme of levels of planning and implementation of language educational policy are not relevant for the existing the present time and (apparently, in the near future) domestic teaching practice. These parameters include, in particular, the examination system proposed by the authors at the intermediate level.

We will try to give our vision of the level organization of language educational policy that is adequate to the domestic sphere of school teaching of foreign languages.

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

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

The influence of the state, i.e. educational authorities, on educational policy in the field of foreign languages ​​can be indirect and direct. The state has an indirect influence on the language education system through the media and publishing activities, which ensure the development of the sphere of introducing citizens of society to foreign languages. Since, as already noted, we are interested in the possibilities of direct regulation by the state and the relevant state bodies of language policy in the field of school education in the field of foreign languages, we will talk about state activities aimed at the language education system with the aim of reforming, improving, supporting, etc. These activities are expressed in policy documents, program and methodological materials developed in the depths of government agencies 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 ensure the regulatory 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 a foreign language teaching system, we are talking about documents that make this system legitimate in the general educational context of Russia.

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

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

Second level the formation and implementation of policy in the field of language education isnational-regional.Due to the fact that the new educational policy in general provides greater independence to the regions of the Russian Federation, it is at the national-regional level that the social order formulated at the federal level is being clarified. 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 languages. 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 foreign language teaching, this is reflected primarily in the development of the National-Regional Component of Education in the subject, correlated with the national requirements for the level of language proficiency of students, and the regulatory framework of the regional educational system, consistent with laws adopted at the federal level. Such activities make it possible to implement the basic principles of language educational policy, aimed both at the development of democratic processes in the educational sphere of a foreign language, and at supporting a unified educational space in the country. At the regional level, regional programs in 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 capabilities, including in the educational sphere.

Third level municipal involves the planning and implementation of language educational policy based on understanding all the instructions and regulatory framework of the education system in the field of foreign languages, taking into account the real capabilities and needs of schools that fall within the competence of a specific municipal education authority. It is at this level that the development and approval of curricula, training course programs and academic disciplines takes place. This work is carried out based on the requirements educational standard in foreign languages ​​and taking into account the national-regional component of this standard. Local municipal governments 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 in 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 with regard to the choice of foreign languages ​​studied. Since “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 primary school.

The third level is “responsible” for the material, technical and methodological support of the educational standard in a foreign language and for monitoring the fulfillment of the requirements of this standard by students and employees of the educational institution. It should be borne in mind that in the modern educational sphere, the originality of the school and the strategies and tactics it adopts for teaching foreign languages ​​should be supported by internal pedagogical logic, and not by the logic of external control, as was previously the case. If municipal educational authorities and school administrations are aware of the importance of a foreign language in the modern world, then they are trying to create all the necessary conditions for including a foreign language 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 foreign language teachers.

Fourth levellevel of direct implementation of language educational policy ideas inreal educational processin a foreign language, the main subjects of which are students and teachers of a foreign language. Correct understanding of socially significant tasks in the field of teaching foreign languages ​​and personal needs in language knowledge, both on the part of the student and on the part of the teacher, determine the quality of implementation of the basic principles of language educational policy and, consequently, the quality of language training of students at each stage of education. This provision is also important because currently the student has the opportunity to choose a language to study and an option for teaching this language, as well as, together with the teacher, an educational strategy and tactics for teaching a foreign language. In turn, the teacher faces the choice of means and technologies for teaching foreign languages ​​necessary to meet 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, which has become relevant in recent years of the development of the education system in the field of foreign languages. This skill, along with others, underlies the teacher’s ability to transform his chosen teaching tactics and adequate means of its implementation in accordance with the requirements of the educational standard in the subject for a specific educational level, organize this content and adapt it to the characteristics of students and the real conditions of learning at school .

As is known, the state can either strictly regulate the functioning of the language educational system, or implement a flexible educational policy without strict dictates from above. In the second case, there are all real reasons formanifestation by all subjects of the educational process of creative initiative and responsibility for the planned results of learning a foreign language, i.e. for the implementation of language educational policy. The degree of awareness by the state and government of the importance of citizens studying a foreign language is expressed in 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.

A number of countries have adopted laws/programs whose purpose 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 through the 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 the articles of which (“Languages”) noted the strategic directions for reforming the entire system of language education, including in the field of foreign languages. However, in the context of the need to create a multicultural and multilingual space in the country with the involvement of foreign languages ​​as means of international significance, it was necessary to reconsider the role and status of foreign languages ​​in society. Therefore, since 1996, a separate article has appeared in the Law, relating only to foreign languages.

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 was published concerning 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 resolved 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 educational field“Philology” of the State Standard of Basic General Education is its recognition as one of the important academic subjects for all types of schools. But at the same time, unfortunately, one cannot help but admit that this document does not reveal the state’s position in relation to foreign languages ​​as an important tool of international integration.

As noted above, one of the important problems included in the circle of “interests” of language educational policy is the problem of choosing a foreign language to study at school. An analysis of world practice shows that different countries approach this problem differently. IN in some cases The state directly influences the choice of languages ​​studied in school. This happens, firstly, as a rule, in a multinational society, when we are talking about the coexistence of many languages/dialects 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 foreign language should be studied in which schools (for example, the situation with second foreign languages ​​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 second foreign languages ​​for study at school is most often carried out at the regional and school levels. In a number of countries, several languages ​​are offered for learning a foreign language as a first language (which in this case are equal); From the same set of languages, the selection of second and third languages ​​is carried out.

As for foreign languages ​​offered for study in domestic schools, their selection has traditionally been strictly regulated by the state(cm., for example, “On the Improvement of Studying...”, 1961). The state exercised strict control over the process of selecting foreign languages ​​studied at school through personnel policy. Besides, this process was regulated by directives regarding the number of language groups (students) for each foreign language in schools.

As you know, since the mid-80s of the last century the situation has changed radically. The school received freedom in selecting and organizing the content of education, including which foreign languages ​​are offered to schoolchildren. Therefore, the factors that determine the choice of languages ​​at school are the status of a foreign language in the world, the prestige/non-prestige of the language as a means of communication, the social and personal needs of citizens of society in learning a particular language.

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

The process of “displacement” of other foreign languages ​​from the curricula of domestic and foreign schools by English can be explained by objective reasons: extralinguistic (world leadership of the United States in the political, economic and cultural sphere) and linguistic (the presence of a large number of industry terminologies in this language, and primarily in the field of computerization ) properties. However, it is hardly advisable to blindly follow the current trend in language educational policy. In our opinion, those researchers are right who believe that the widespread inclusion of English as the main foreign language can lead to negative consequences when the existence of all other foreign languages ​​in the curriculum is threatened. The latter are assigned the role of “orchids”, requiring great effort and attention from educational authorities and teachers so that these flowers do not fade. Of course, it is impossible to control the dynamics of prestige/non-prestige of a foreign language, but it is possible and important to establish the main trends of 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 school curricula, the state needs to carry out targeted measures to implement language educational policy aimed atpromoting multilingualism in society.In this regard, the experience of a number of foreign countries may be useful.

Most countries strive to remove the contradiction between the foreign languages ​​studied in school by introducing two, and often three, foreign languages ​​into the curriculum. In this way, an attempt is made to expand the list of languages ​​offered to students, on the one hand, and, on the other, to realize the modern goal of familiarizing students with at least two modern foreign languages. At the same time, we can point to several models for solving these problems in relation to secondary school: 1) one compulsory foreign language, which is studied throughout the entire course of study, and a second foreign language as a compulsory elective subject, offered at the secondary level or athigh school (Chile, France, Greece, Korea, Morocco, etc.); 2) from two official state languages in different ethnic regions one language is offered as the first (native) and the second as a foreign language; Additionally, a third foreign language may also be offered as an elective subject (New Zealand, Luxembourg, etc.); 3) one compulsory foreign language and a second foreign language as an elective subject 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 a second FL (Netherlands); 5) three foreign languages ​​as required academic disciplines(this model is not widespread 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 ​​to study, it is not possible to establish equality between the 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 with each other or with other academic disciplines, since they are offered as elective academic disciplines.

Based on the foregoing, we can conclude that measures taken at the state level to implement language educational policy should be aimed at supporting and developing true multilingualism in the country, as well as creating conditions in which all languages ​​studied will be equal, and all students will have the opportunity to join several foreign languages. In addition, it is important to create conditions in society for the practical use of foreign languages ​​by students at every stage of schooling. We are talking about expanding the “borders” of intercultural communication, including using new information technologies. Teaching a foreign language in a multinational society should be aimed at developing a deep individual and social level of citizens of 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 also capable of self-identification in the global space. This becomes possible if systematic and controlled political and educational activities in the field of foreign languages ​​are aimed at implementing the basic principles of language educational policy formulatedabove, and create an “open” system of language education, which is characterized by: sociocultural and personality-oriented orientation; democracy, variability, adaptability; the presence of real conditions for the integration of the Russian language educational system into the pan-European and global one; continuity and prospects.

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

To improve the educational processes in a foreign language taking 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 foreign language as an object of assimilation and learning and, regardless of the type of school and the option of studying a foreign language, 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-awareness as a cultural and historical subject who feels responsible for the future of his people, his country and humanity, recognizes the equality and dignity of all cultures and shows 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 become familiar with one, and in the future, two foreign languages.