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2014 | 8(42) | 352-360

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Modern approaches to the teaching of a foreign language: focusing on values of personal development and humanism

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The article considers modern approaches to the teaching of a foreign language, orientation of its content on the values of personal development and humanism. The main goal of the teaching of a foreign language in secondary school is the development of communicative competence the ground for which is the communicative skills based on language knowledge and skills. The development of communicative competence depends on socio-cultural and sociolinguistic knowledge, abilities and skills. The significance of the teaching of a foreign language is shown, the thoughts of modern scientists (Red’ko V., Burenko V.) as to the strategies and the content of its teaching, priority characteristics of communicative-active, personality-oriented and cultural paradigm of the modern school foreign language education are focused. In accordance with the communicative-active approach and taking into account the pupils’ educational and life experience, their interests and inclinations the priority of methods and forms of educational activity which provide the social interaction of students in the communication process increases. First of all, this can be interactive teaching methods which allow to fulfill the communicative-cognitive tasks by the means of foreign language communication. V. Red’ko and V. Burenko work out their own point of view as to the content of the teaching of a foreign language, which is implemented in the textbooks, and in particular as to what it should provide. L. Sazhko characterizes the features of the foreign language communicative competence formation at schools with the profound studying of foreign languages: establishment of the translation course and the course of guides-interpreters, amplification of integral education and the introduction of bilingual education, the support of specialized education. The scientists’ views on the values and language identity are stated. I. Khaleeva, on the basis of the U. Karaulova’s treating the linguistic personality not only as a bearer of the language material in the systemic and functional aspects (linguistic consciousness) has carried out a statement about the study of a foreign language as the formation of «secondary language personality». This linguistic personality contains a range of certain qualities. First of all, it is the ability to participate in a variety of types of conscious speech activity and to use the various communication roles in terms of social interaction of people with each other and with the world that surrounds them. The author emphasizes the necessity of the further improvement of the teaching of a foreign language.



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