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1

ПОНЯТТЯ «ЛІНГВОСОЦІОКУЛЬТУРНА КОМПЕТЕНТНІСТЬ» ТА АНАЛІЗ МЕТОДІВ ЇЇ ФОРМУВАННЯ В ПЕДАГОГІЧНІЙ ТЕОРІЇ І ПРАКТИЦІ

100%
Дука М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
39-48
EN
The article deals with the retrospective analysis of the approaches to the problem of the effective intercultural dialogue as an open and respectful interaction between individuals, groups and organizations with different cultural backgrounds or world views. The essence of the notion of «linguosociocultural competence» as a сomplex and multicomponent phenomenon is investigated. The components of linguosociocultural competence, which include sociolinguistic, sociocultural and social subcompetences are systematized. Each of the subcompetences is seen as a set of particular knowledge, skills, awareness and availability to act as a member of effective intercultural communication. The aims and tasks of forming linguosociocultural competence of students of higher educational institutions are singled out. The main objectives of forming linguosociocultural competence of students of higher educational institutions, who learn English as the specialty are specified. These objectives include showing the understanding of socio-cultural aspects of the English-speaking world, showing knowledge of the customs and culture of the English-speaking world within the topics studied, increasing socio-cultural knowledge and skills, developing strategies for looking at the English-speaking culture from the inside. The necessity of teaching understanding non-verbal signals in the process of forming of linguosociocultural competence is proved. Non-verbal signals are defined as the meaningful movements of a person, including gestures, mimics, pantomimics, changes of personal space, distance, particularities of voice and the specific static details as clothing, style of hairdo, accessories, jewelry, tattoos etc. It is proved that bearing implicit great meaning, those non-verbal signals mentioned should be taken into consideration. The whole number of non-verbal symbols as the non-verbal behavior of a person expresses psychological states of a person, his/her attitude to the partner and to the situation in which the conversation takes place in general. The problem is that in the Curriculum for English Language Development in Universities and Institutes the problem of forming linguosociocultural competence is stated in general, when the specific tasks, which concern non-verbal signals in the process of communication, are not specified. Thus, the article is aimed at observing the problem of understanding of non-verbal signals in the process of forming linguosociocultural competence.
2

ТИПОЛОГІЯ НЕВЕРБАЛЬНИХ ЗАСОБІВ КОМУНІКАЦІЇ ДЛЯ ФОРМУВАННЯ ЛІНГВОСОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ У ПРОЦЕСІ АНГЛОМОВНОГО ЧИТАННЯ

100%
Дука М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
243-252
EN
The article deals with the scientific and methodological basics of forming linguosociocultural competence as a сomplex and multicomponent phenomenon in the process of teaching reading in English the students of universities who learn English as the target language. The abundance of different definitions of “non-verbal signals” necessitates the analyses of the approaches to defining the notion. Thus the main approaches to defining the notion of “non-verbal signals” have been analyzed. Non-verbal signals have been defined as the meaningful movements of a person, which include gestures, mimics, pantomimics, changes of personal space, distance, particularities of voice and its modulations and such specific static details as clothing, hairdo styles, accessories, jewelry, tattoos, the smell of a person, etc. The basic criteria of non-verbal signals classification have been singled out. The typologies of non-verbal signals have been introduced. Among them are 1) the typology which is suggested in accordance to the physical nature of producing the non-verbal signals and 2) the typology which is suggested in accordance to the meaning of non-verbal signals. The typology which is based upon physical nature of producing of non-verbal signals includes body language, distance and physical appearance, voice, touch, the use of time, eye contact and the actions of looking while talking and listening, frequency of glances, patterns of fixation, pupil dilation, and blink rate. The typology which is based upon the meaning of non-verbal signals accounts that context non-verbal signals are found within (standard non-verbal signals and situational non-verbal signals) and the degree of universality of their meaning (universal, national-biased, individual/author’s non-verbal signals). The methodological typology of non-verbal signals in forming linguosociocultural competence in the process of reading in English, which embraces and accounts the difficulties of forming of linguocultural competence connected with the interpreting and understanding non-verbal signals has been specified. Thus the difficulties of forming of linguocultural competence connected with the interpreting and understanding non-verbal signals are influenced by the abundance of various types of non-verbal signals, their specific universal/nationally-biased/individual meaning, and also their contextual meaning.
3

ВЛАСТИВОСТІ МЕТОДИЧНОГО ПОТЕНЦІАЛУ АВТЕНТИЧНИХ ВІДЕОМАТЕРІАЛІВ ДЛЯ ФОРМУВАННЯ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ В ДІАЛОГІЧНОМУ МОВЛЕННІ

63%
Дука М., Пероганич М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 8(72)
264-275
EN
The article overviews the theoretical prerequisites of using authentic video materials in the process of teaching English as a foreign languagein general and in the development of dialogical competence in particular. The authors aim at proving that authentic video materials, which acquire specific characteristics and qualities, enable English language learners to enhance their skills in communicating in a form of a dialogue. The scientific approaches to defining the notion “video material” are systematized. The term “teaching video material” is defined in the article as a polycoding and dialogical by its very nature phenomenon which stands for a means of teaching, the main function of which is to model in the screen the imaginary world which in this or another way influences the recipients (pupils) who are watching. The criteria of classifying video materials are singled out. The types of video materials are analyzed comprising those grouped according to their genre, aim of presentation, way of presentation, subject, structural particularities and the circumstances they are used within. Given the classification developed by T. S. Malysheva all video materials are split into such types/genres as: fictional films, documentaries, talk-shows, animated cartoons and advertisements. The authors dwell upon the qualities of the methodological potential of authentic video materials in the process of the development of dialogical competence. The article develops the idea that video materials have a great emotional impact on pupils due to the fact that they comprise five general types of imagery: visual, auditory, kinesthetic, imaginative and extralinguistic. Among the other advantages which video materials give, the article also covers its motivational quality (including both self-motivation and motivation from outside); informational and sociolinguistic potential (as video films are a part of the culture they are created within and they demonstrate to pupils the behaviour of the characters in the context of providing pupils with the behavioral patterns to be followed and even exhibiting the non-verbal signs which accompany the speech); availability; differential and illustrative character; integrity; modelling, developing and upbringing potential. The necessity to single out the principles and criteria of selecting authentic video materials suitable for using them in the process of teaching in general and the development of 10–11 year pupils’ dialogical competence in particular is grounded to become the aim of the further studies.
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