Passive and communicative methodology. Fundamentals of communicative methods of teaching foreign language communication

Efimm Izramilevich Pamssov (b. April 19, 1930, Gorodok, Vitebsk region, BSSR) is a Russian linguist, a specialist in the field of foreign language education methods. Doctor of Pedagogical Sciences, Honored Scientist of the Russian Federation. Head of the Russian Center for Foreign Language Education, professor at Yelets State University. I. A. Bunina, Honorary Professor of the Nizhny Novgorod State Linguistic University, Honorary Professor of the Minsk State Linguistic University, Head of the Laboratory of Foreign Language Education of the Lipetsk Institute for Educational Development.

Graduated with honors from the Minsk State Pedagogical Institute of Foreign Languages in 1953. In 1965 he graduated from the two-year Higher Pedagogical Courses at Leningrad University.

From 1953 to 1957, a German language teacher at secondary school No. 15 in Vitebsk, from 1957 to 1963, a senior teacher of German at the Vitebsk State Pedagogical Institute. In 1958-1960, head of the Department of Foreign Languages, Faculty of Philology, VSPI.

From 1966 to 1970, he headed the department of methods of teaching foreign languages at the Gorky Pedagogical Institute of Foreign Languages (currently Nizhny Novgorod State Linguistic University). Since 1971, the head of the German language department of the Lipetsk Pedagogical Institute, in 1979 he created and headed the department of methods of teaching foreign languages (later transformed into the department of professional teacher training), and from the same year - the head of the Textbook Laboratory.

Founded and since 1990 headed the Interuniversity Center for Communicative Teaching of Foreign Language Culture (later the Russian Center for Foreign Language Education). Since 1995 he has been working at Yelets State University. I. A. Bunina as a professor of the Department of Foreign Languages of a pedagogical profile, scientific supervisor and consultant of dissertations of graduate students of the department. She also directs graduate research at the Faculty of Foreign Languages of Kursk State University. Scientific director of the schools “Lingua Plus” (Lipetsk), “Interlingua” (Voronezh), “Lingua Center” (Surgut). On December 11, 2006, E. I. Passov, professor of the Lipetsk branch of the Nizhny Novgorod State Linguistic University, was awarded the honorary title of Honored Professor of NSLU. Under his leadership, over sixty candidate's theses and more than ten doctoral dissertations were defended.

E. I. Passov is the founder of the journal “Communicative Methods”, the scientific editor of the yearbook “Problems of Foreign Language Education”, published by the Center for Foreign Language Education that he created, and the organizer of conferences and symposiums at various levels.

The communicative approach to teaching a foreign language forms the basis of the communicative theory of learning, which considers language competence in conditions of social interaction. The peculiarity of the communicative approach lies in the similarity of the learning process with the real process of communication: the learning process models the communication process, while maintaining adequacy.

The dominant idea of the communicative approach is the communicative orientation of all types of speech activity - speaking, listening, reading and writing. Proficiency in language as a means of communication presupposes the creation of conditions under which the assimilation of language material would be carried out naturally, in the process of communication, the course would be purposeful in nature, ensuring the achievement of educational goals. The content of the subject “foreign language” includes educational information about aspects of language (phonetics, vocabulary, grammar, stylistics), which forms the basis for the formation and development of skills and abilities associated with mastering four types of speech activity, determined by a specific communication situation. Teaching a foreign language as a means of communication involves students obtaining a complex of linguistic knowledge and acquiring communication skills. The linguistic component of the training content includes strictly selected language and speech material, phonetic material, a lexical minimum, grammatical reference, samples of speech utterances of various lengths, situationally and thematically determined. This technique violates the traditional sequence of language deployment.

Refusal to comprehensively study aspects of language (phonetics, vocabulary, grammar) does not lead to mastery of rules and vocabulary when solving communicative problems.

Teaching ready-made clichés and phrases related to specific situations also does not lead to mastery of a foreign language, since this does not contribute to the conscious formation of a language system. Only consistent, targeted teaching of the language system through speech in the process of speech activity allows the formation of speech mechanisms.

When teaching a foreign language, educational and cognitive activity is formed, during which the language is mastered and the mechanisms of speech activity and communication activities are laid.

The methodology for organizing educational activities should be aimed at achieving communicative and cognitive goals, taking into account the requirements that determine its effectiveness: coordination of actions between teacher and student, development of independence, awareness and motivation. Analysis of skills for each type of speech activity made it possible to identify design, constructive, communicative and organizational skills.

Determining the structure of intellectual skills in a foreign language is based on the understanding of communication as a communicative-cognitive activity that involves the generation and interpretation of texts based on productive (speaking, writing) and receptive (listening, reading) activities in a specific situation. This implies the need to develop skills associated with each type of speech activity, which accompany communicative skills of a verbal and non-verbal nature. At the same time, language is considered as a medium of communication and an “arsenal of means” that should be “motivated to operate.”

Teaching functional proficiency in a foreign language based on communicativeness presupposes the adequacy of the communicated knowledge to the tasks of language acquisition as a system of speech means, or more precisely, an educational model of this system, which is designed to replace the real one.

Using the model of a foreign language world as an effective psychological technique minimizes the interfering influence of the native language and ensures control of the acquisition process. Mastering a foreign language is the awareness of new ways of thinking, providing the ability to perceive and transmit thoughts through the means of another language.

The founder of the communicative method in teaching foreign languages in Russia is Passov Efim Izrailevich - Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, a famous scientist in the field of methods of foreign language education, author of the Fundamentals of Communicative Methods of Teaching Foreign Language Communication and the Concept of Individuality Development in the Dialogue of Cultures. He proved the essential difference between a speech skill and a motor one, which led to a psychological substantiation of the process of forming a transferable skill and to the development of a fundamentally new type of exercise - conditional speech. So what are

The designers of the rocket called "Lingvodidactics", being theoretically savvy and experienced, make mistakes in their calculations. Linguodidactics cannot reach the level of methodology! Unless, of course, high-ranking designers knock the methodology down from its height. However, let them try. I am launching an entire “rocket complex” into space in nine volumes.

1. Methodology as theory and technology of foreign language education. Book one.

2. Methodology of the technique:

A) Empirical research methods. Book two;
b) Theoretical research methods. Book three.

3. Analytics as a condition for the development of methodological science. Book four.

4. Theory of the technique:

a) The purpose and content of foreign language education. Book five;
b) Principles of foreign language education. Book six;
c) Reception as a unit of theory and technology of foreign language education. Book seven;
d) Foreign language education: organization and management. Book eight.

5. Terminological system of methodology as a science. Book nine.

Why this “missile complex”? .

Attention methodologists. The author has completed work on the penultimate volume of his series on methodology as a science, “Terminal system of methodology as a theory and technology of foreign language education,” which will be released in February 2016. I would like to introduce the reader to an article written based on the materials in this book. The article was published in the journal Teacher. 21 century. №1 2015 part 1 C18-33. The article is called

To narrow down the search results, you can refine your query by specifying the fields to search for. The list of fields is presented above. For example:

You can search in several fields at the same time:

Logical operators

The default operator is AND.
Operator AND means that the document must match all elements in the group:

research development

Operator OR means that the document must match one of the values in the group:

study OR development

Operator NOT excludes documents containing this element:

study NOT development

Search type

When writing a query, you can specify the method in which the phrase will be searched. Four methods are supported: search taking into account morphology, without morphology, prefix search, phrase search.
By default, the search is performed taking into account morphology.
To search without morphology, just put a “dollar” sign in front of the words in the phrase:

$ study $ development

To search for a prefix, you need to put an asterisk after the query:

study *

To search for a phrase, you need to enclose the query in double quotes:

" research and development "

Search by synonyms

To include synonyms of a word in the search results, you need to put a hash " # " before a word or before an expression in parentheses.
When applied to one word, up to three synonyms will be found for it.
When applied to a parenthetical expression, a synonym will be added to each word if one is found.
Not compatible with morphology-free search, prefix search, or phrase search.

# study

Grouping

In order to group search phrases you need to use brackets. This allows you to control the Boolean logic of the request.
For example, you need to make a request: find documents whose author is Ivanov or Petrov, and the title contains the words research or development:

Approximate word search

For an approximate search you need to put a tilde " ~ " at the end of a word from a phrase. For example:

bromine ~

When searching, words such as "bromine", "rum", "industrial", etc. will be found.
You can additionally specify the maximum number of possible edits: 0, 1 or 2. For example:

bromine ~1

By default, 2 edits are allowed.

Proximity criterion

To search by proximity criterion, you need to put a tilde " ~ " at the end of the phrase. For example, to find documents with the words research and development within 2 words, use the following query:

" research development "~2

Relevance of expressions

To change the relevance of individual expressions in the search, use the " sign ^ " at the end of the expression, followed by the level of relevance of this expression in relation to the others.
The higher the level, the more relevant the expression is.
For example, in this expression, the word “research” is four times more relevant than the word “development”:

study ^4 development

By default, the level is 1. Valid values are a positive real number.

Search within an interval

To indicate the interval in which the value of a field should be located, you should indicate the boundary values in parentheses, separated by the operator TO.
Lexicographic sorting will be performed.

Such a query will return results with an author starting from Ivanov and ending with Petrov, but Ivanov and Petrov will not be included in the result.
To include a value in a range, use square brackets. To exclude a value, use curly braces.

E. I. Passov

Dear readers teachers of Russian as a foreign language!

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

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

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

E. I. Passov

Since we are talking about education, I will start with the most important thing that should concern everyone involved in the field of education: in the educational field, as in the entire social space in general, the struggle between two opposing forces has now intensified - spirituality and pragmatism. One can view this in general philosophical terms as a struggle between “good” and “evil,” “divine” and “diabolical,” whatever you like. But one cannot help but take part in this struggle. Otherwise, education may seem like an expensive extravagance to society, which it will abandon in favor of a “beautiful life.”

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

So let's think about it...

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

This is exactly the path we have to take - to move from “language teaching” to “foreign language education”.

No matter how much they repeat that learning is connected with development and upbringing, and add to the formulation of the goal that developmental, educational and general educational goals are realized in the process of achieving the main goal (practical language acquisition), the main goal remains, in fact, the only one, because You can’t ask the teacher for others: no one would even dare to blame the teacher for something if his “main” goal has been achieved.

This is what the magic of words (terms) does: when we say that we teach, we unwittingly mean “communicating knowledge and building skills.” What are we teaching? Language, therefore, words, grammar, ways of expressing thoughts, etc. Whether we like it or not, the goal in this case comes down to homo loquens - the person speaking. And the goal, like a law, determines both the path to it and the means. Hence the content of training, and the methodology, hence the pragmatism, incompatible with what is called “education”. Hence the place given to culture as an appendage, decoration, seasoning, and not the basis.

2. Can communicative competence serve as a goal?

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

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

But the purpose of learning is not just something to be learned; This is also (and mainly!) the level of proficiency.

What is meant here?

S. Savignon writes that success in solving communication problems depends on a person’s readiness and disposition to express himself in a foreign language, resourcefulness, and ingenuity in the use of lexical and syntactic units that he owns.

The words in the above statement are highlighted for a reason. In fact: why is it that in order to use lexical and syntactic units one must master them, but it is enough to know paralinguistic means (intonation, gestures)? And what is resourcefulness in using lexical and syntactic units if a person already owns them?

3. The only worthy goal is a spiritual person

What should it be like? The answer to this question should be sought in philosophy, for any serious and effective reforms always began with it.

Considering the pragmatism of our time, some philosophers (Yu. M. Smolentsev) propose the model of homo agents active person as the most suitable goal.

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

It can only be opposed to humanistic education, because it is, in essence, moral education (and therefore upbringing) through the means of any disciplines, among which, of course, the leading place is occupied by the humanities.

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

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

Thus, culture as a value system, used as the content of education, becomes the space of existence through which a person can become a spiritual person.

4. Education as a path to the goal

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

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

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

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

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

5. What is individuality?

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

In conclusion, a few conclusions.

1) It should be recognized that a foreign language is unique in its educational opportunities. This is not an “academic subject”, but an “educational discipline” that has enormous potential that can make a significant contribution to the development of a person as an individual. If our goal is not purely educational (not “the ability to communicate” or “possession of communicative competence”), but educational (the formation of a spiritual person), then we must take care to reveal and realize all the potential educational capabilities of a person. If we understand this, then we will understand the main thing: “achieving a minimum sufficient level of communicative competence” (as formulated, for example, in programs) may be sufficient as a goal for foreign language courses, clubs, tutoring classes, etc., but not for educational institution.

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

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

Literature, comments

Dal V. Explanatory dictionary of the living Great Russian language. M., 1882.
Explanatory Dictionary of the Russian Language / Ed. D. N. Ushakova. M., 1938.
Explanatory Dictionary of the Russian Language / Ed. S. I. Ozhegova, N. Yu. Shvedova. M., 1994.
I wonder, are developmental, educational and even academic ones not general education?
For more details, see: Kuzovlev V.P. Personal individualization as a means of inducing communicative motivation: Cand. dis. M., 1981; Passov E.I. Communicative method of teaching speaking a foreign language. M.: 1991.

Efim Izrailevich Passov, director of the Russian Center for Foreign Language Education of the Ministry of Defense of the Russian Federation at the Lipetsk State Pedagogical University, Doctor of Pedagogical Sciences, professor, Honored Scientist of the Russian Federation.

Properties of individuality by substructures	Types of individualization	Personalization goals
Personal: context of activity, personal experience, desires, interests, inclinations, emotions and feelings, worldview, personal status	Personal (leading view)	Creating communicative motivation
Subjective (learning skills): perform exercises of all types, work with handouts, work with various supports, work in pairs, work in groups, etc.	Subjective	Development of individual style of educational activities
Individual (abilities): phonemic hearing, memory (type, volume), intonation abilities, speech-thinking abilities, language abilities	Individual	Accounting and development of abilities

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

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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

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

Underline international words, determine their meaning in your native language and in a foreign language.

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

In the methodology of teaching foreign languages, productive and receptive lexical skills are distinguished. In order to firmly master vocabulary in oral form, an active and passive lexical minimum is distinguished. The main stages of working on vocabulary when developing skills are:

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

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

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

When teaching the lexical side of speech, both in theory and in practice, many difficulties arise:

Selection of vocabulary taking into account the communicative orientation of learning;

Development of a rational methodological organization of vocabulary, its typology, based not only on the difficulties of its assimilation, but also taking into account the presence of different communicative tasks, characteristics of the level of training, different ratios of types of speech activity;

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

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

It is known from psycholinguistics that the strength of word assimilation depends on whether diverse connections are established between the new word and the learned ones. In this case, connections are established not only as a result of semantic actions, but also according to the laws of associations - connections formed under certain conditions between two or more mental phenomena. The actualization of the associative connection is that the appearance of one member of the association regularly leads to the appearance of another. Knowledge of associative connections can help you focus on the most frequent reactions, clearly imagine the place of a word in the semantic field, the degree of its proximity to other words and the nature of the relationship between them. In addition, the association of words contributes to a certain extent to the generation of a speech utterance and is determined by the actual linguistic connections of words.

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

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

conclusions

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

The formation of monologue speech skills is a priority direction of the school in teaching a foreign language, carried out taking into account the age characteristics of children, with the ultimate goal of laying the foundations for the ability to express one’s thoughts coherently and logically.

The theoretical foundations and methodological techniques for the formation of monologue speech are sufficiently developed in the scientific and methodological literature.

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

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

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

General education schools, for the most part, can provide an average level, the main goal of which is to develop skills in reading and understanding texts and the development of oral speech based on text in the form of description and narration.

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

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

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

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

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

Preparing my course work convinced me of the great importance of further work aimed at developing monologue speech skills. It is in the ability to express one’s thoughts orally in a communicative, motivated, logically consistent and coherent, sufficiently complete and linguistically correct manner that lies in many ways the meaning of mastering a foreign language.

Bibliography

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

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

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

4. Passov E.I. Fundamentals of communicative methods of teaching foreign language communication./ E.I. Pass. //- M. - 1989.

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

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

7. Gin A.A. Techniques of pedagogical techniques: A manual for teachers/A.A. Gin // Moscow: Vita - Press, 1999

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

8. Galskova N.D., Gez N.I. The theory of teaching foreign languages. Linguodidactics and methodology: textbook. aid for students linguistic un-tov i fak. in. language higher ped. textbook establishments / N.D. Galskova, N.I. Guez. - 3rd ed., erased. - M.: Publishing center "Academy", 2006.

9. Derekleeva N.I. Development of the communicative culture of students in lessons and in extracurricular activities./ N.I. Derekleeva//Moscow - 2005

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

Posted on Allbest.ru

...