CONFLICT IN COMMUNICATIVE LANGUAGE TEACHING THEORY AND PRACTICE: A STUDY IN UKRAINIAN CONTEXT

Mishuk Z. CONFLICT IN COMMUNICATIVE LANGUAGE TEACHING THEORY AND PRACTICE: A STUDY IN UKRAINIAN CONTEXT. [Бакалаврська робота]

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Анотація

In this research we investigated the axiological component of communicative techniques for adolescents at the lessons of a foreign language. In the therapeutic part of our research, we considered communicative approaches in the teaching of foreign languages, where it was established that both approaches are aimed at communication as a goal of teaching foreign languages.
In the first chapter we paid close attention to the fact that in the process of learning English it is very important to take into account the structure of speech activity and its content, because it provides pupils the ways of formation of speech skills in the process of performing one or another type of dialogical communication which form the pupils’ sociability, ability to interact in a team, in groups and to be tolerant to each other at the lessons of a foreign language.
In the second chapter we drew attention to sociolinguistic and socio-cultural competencies, which are important components of communicative competence and thereby the inalienable basis of dialogical communication. Because they include the ability of pupils to take into account the peculiarities of culture, traditions and customs of the country whose language is studied for the implementation of communicative intentions in certain communicative situations, which ensures that pupils have not only practical skills but also certain qualities of the individual: increasing the motivation of students to study foreign languages, their interest in the form and content of tasks, the increase in the level of formation of speech and communicative skills, tolerance and a respectful attitude to their own and to the traditions of another culture.
In the practical part of our research, we investigated the effectiveness of use of communicative teaching techniques with axiological content at the lessons of a foreign language in the middle classes of secondary school. These techniques help us to avoid conflicts in communicative language teaching theory and practice: a study in Ukrainian context.
In this chapter (the 3rd one) we proposed a multidimensional training system for the Headway Pre-Intermediate textbook that was used by our teacher and by us in the 9th form at foreign language lessons during the pedagogical practice at Alternative school KrOK, town Kropyvnytskyi. The results of our experimental study showed that the most effective textbook is Headway Pre-Intermediate, which contains a sufficient number of exercises that are communicative, well-structured and fully reflects the sociolinguistic aspects of learning a foreign language, namely the situational and inalienable nature of the study of the culture whose language is being studied.
Also, as a result of our research, it was found that these exercises have different values: a) educational values (raising interest in learning English, conscious attitude to learning, being competent, enlightening people); b) values of life (to educate pupils in moral qualities; to educate the culture of communication, etiquette, respect for others, family; to educate a careful attitude towards oneself, to their health, environment); c) cultural values (to raise respectful attitude to the traditions of the people whose language is studied, to deepen and expand cultural knowledge, to aesthetic perception of the world, to expand the pupils’ outlook, to raise interest in learning English).
We also investigated communicative tasks with elements of life and natural situations that are close to real life and used by teachers at the English lessons in 6-7 forms at secondary school.
The result of our research is: the communicative situation, as a unit of teaching foreign language is not only the basis of the didactic unit, but also a means of raising the values of the person to himself/herself, to others and to the outside world.
Consequently, the communicative-competent approaches in the research we mean as the integral part of the axiological component of communicative learning techniques of adolescents a foreign language. Therefore, a foreign language promotes the education of pupils in the context of “communicative tasks”, which is a part of a certain relevant situation.
As a generalization of our research, we can say that the importance of the axiological component that we studied is that the language reflects the world surrounding the person, culture, determines behavior, lifestyle, worldview, mentality, national character and human ideology. Accordingly, language is a mean of cognition, through which a person will know the world and the culture. Thus, the ability to communicate a foreign language is ensured by the formation of a communicative competent approach.

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