Lexico Grammatical Cartography Pdf 17
Katerine Aldrige
By training method we mean a method of instruction and a set of educational-cognitive activities organized by a teacher for a student to find the solution of various educational tasks, aimed at mastering the material being studied (Kharlamov, 2003).
Teachers and didactics scientists developed a very stable classification of teaching methods according to 1) the source of information (verbal, visual, practical), 2) the nature of didactic goals and solving cognitive problems (methods of oral presentation of knowledge by the teacher, methods of consolidation of the material, of independent students work to understand and assimilate new material, methods of educational work on the application of acquired knowledge in practice, methods of verification and evaluation of knowledge, skills), 3) the method of assimilation (explanatory, illustrative, reproductive, problematic, partly-search, research) (Igna, 2010). Knowledge of these methods is a mandatory component of the teacher's qualification.
However, in these works the authors explain only some points of presentation methods and application of algorithms in the practice of teaching foreign languages. They do not show the full potential of the algorithmic method in the process of communicative competence development at non-linguistic university.
Due to the fact that in modern conditions the main task of teaching a foreign language to students at non-linguistic universities is the formation of their professional foreign language competence as an important component of professional training in their chosen specialty, the actual aspect of foreign language training is the development of skills of professionally oriented reading.
Components of communicative competence, developed at a proper level with the help of developed theoretical provisions and practical techniques, form a socially, communicatively and professionally mobile personality, able to build and update their professional competence, using the possibilities of the latest educational technologies, including the use of a foreign language (Dobrova, 2011).
Due to the fact that an integral part of foreign language education implies the mastery of universal methods of operating with unfamiliar material, the method of algorithmization, or algorithmic method becomes of particular importance (Bondarenko, 2003).
In pedagogical psychology the algorithm is an accurate, generally understood description of a certain sequence of intellectual operations necessary and sufficient to solve any of the problems belonging to a certain type (Kazakova, 2015).
Modern researchers have long concluded that effective learning is determined by the identification of a number of mental operations and learning to follow them clearly. The practice of teaching foreign languages, based on the knowledge of the educational paradigm, proved that knowledge of the rules does not ensure the implementation of learning goals without mastering the operational side of thinking. So, according to Semyenov V.O., due to the fact that "one of the most important problems of pedagogy and psychology is the problem of management of mental processes occurring during training, algorithmization in teaching is one of the most effective aspects of the introduction of accurate methods in pedagogy" (Semyenov, 2006).
In order to optimize the process of understanding the content of authentic foreign language texts significant for second year students in their specialty, we have developed, in particular, the following algorithm.
In the process of cognitive educational paradigm realization students not only absorb some information but comprehend the internal mechanisms of the studied objects of a language. Furthermore, the learners are encouraged to initialize research thinking, increase their concentration and develop mental activity. In this case, a highly effective growth of mental activity occurs in the process of conscious and sound reasoning provided by a high level of serious cognitive activity (Lipman, 2001).
At the initial stage of our experiment we investigated the nature of the category of understanding and pointed out that the process of understanding is a chain of sequential actions for extracting information from a foreign text. It begins with the visual perception of a text or to be more exact a word.
Recognition of any word comes as a result of its comparison with an image which is a standard stored in the long-term memory of readers. On this basis its identification occurs. Then the visually perceived material is subjected to semantic processing. The meaning of the perceived unit is correlated with the meaning of the surrounding units, words are combined into syntagmas, syntagmas are correlated and combined into sentences, and sentences are combined into semantic pieces that form a coherent text (a word -> a syntagma -> a sentence -> a text).
Following the step-by-step nature of perception, we consider the algorithm of gradual training foreign language text comprehension to be the best method to be used in the process of teaching a foreign language at non-linguistic university.
Since special technical texts are the object of learning comprehension in our study, we consider it appropriate to improve the structural chain that implements a communicative task of extracting professionally significant information from a foreign language text. So we replaced the concept of a word by a term. In this respect, it seems optimal to refer to the following blocks:
We relied on consciousness as the basic principle while teaching students foreign language text comprehension at non-linguistic universities. This goal was achieved by activating their reflective skills in the process of working with the offered algorithms on the selected blocks (see Fig. 1).
The process of training with this algorithmic method usage is done on a three step basis. The preparatory phase is characterized by skills activation (the algorithm usage is based on them) and a new skill formation. Students are prepared to carry out elementary algorithmic procedures. The main phase is devoted to a rule analysis followed by the schematic algorithm record, simplifying its understanding and learning.
In the process of our pedagogical experiment we made it sure that professionally-oriented training of foreign languages at non-linguistic universities requires such learning-teaching models as the ones that are characterized by logically understandable and methodologically clear explanatory capacity, as well as by clear commitment to communicative competence development allowing students to use linguistic and cultural knowledge (obtained in the learning process) in their future profession, that might be an athletic-training sphere of a high international level.
The main object of such modeling is foreign language vocabulary that is being learnt: knowledge of professionally-oriented vocabulary, in our opinion, constitutes a significant part of skills and abilities of professionally-oriented foreign language communication. Professionally-oriented terminology knowledge, relating to sport sphere of concepts alongside with basic grammatical structures is a very important prerequisite to successful goals achievement of communicative competence development, that we analyzed in detail through the method of mapping lexico-grammatical material (Bgantseva et al., 2019).
The lexical-grammatical mapping technique originated by analogy to the semantic mapping technique, developed by K. Belousov, is a technique of semantic text structure analysis consisting of 1) text reading and theme defining; 2) micro-themes defining; 3) text words distribution into lexical-semantic groups according to distinguished micro-themes (Belousov, 2005). Semantic maps, in their turn, are a useful tool of linguistic grammar-lexical meanings analysis, efficient means of linguistic generalizations representation, and they have rather strong explanatory capacity (Tatevosov, 2004, p. 123).
Thus, this map represents a scheme / a speech sample / a visual aid for students and includes thematic work with necessary lexical items and grammatical structures to be learnt and frequently used in speech.
The process of lexical items and grammatical structures mastering with the help of semantic maps undergoes a range of phases with the goal of communicative skills development: 1) lexical items grouping on the principle of their reference to a particular theme aspect; 2) analytical memorization procedure through relevant exercises with the usage of lexical-grammatical mapping material; 3) cognitive understanding of lexical units meanings in the context of phrasal unity; 4) analytical-thinking procedures of intensification and establishment of acoustical and graphical words images correlation with visual images of objects denoted by them through visualization, that is with the help of composing semantic maps allowing to realize associative links between lexical units and with the situation itself, that is to reveal not only the meaning of words but their destination as well.
On the fixing phase there is a grouping of lexical items and grammatical structures by reference to particular theme and according to principles of their commitment to terminology vocabulary and usage frequency.
The syntagma expanding technique also proved to be valuable in didactics that we frequently used in such an aspect of communication as reading. This speech activity takes one of leading roles in the process of foreign language teaching with respect to its usage, importance and availability; it serves both as educational goal and a means of classroom-based and an individual foreign language learning process.
Thus, foreign language training is determined by specific characteristics of the future profession. Learning to read, students had a double motivation because this activity is not just one of the points of the University educational program, but also the opportunity to implement and improve their professional activities.
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