Лингводидактический потенциал метода концептуального моделирования (на материале формирования социокультурной компетенции студентов-лингвистов)
| Parent link: | Вестник Томского государственного университета № 437.— 2018.— [С. 171-181] |
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| Summary: | Заглавие с экрана Раскрывается потенциал метода концептуального моделирования в обучении иностранным языкам с целью формирования социокультурной компетенции студентов на примере французского, испанского и итальянского языков. Описываются содержание и организация обучения, направленного на формирование социокультурной компетенции, с опорой на метод концептуального моделирования. Предлагается оценивание уровня сформированности социокультурной компетенции на основе наблюдения, анкетирования, интервьюирования и анализа результатов учебной деятельности. The article outlines the prospects of conceptual modelling in language teaching, with the aim of the formation of the sociocultural competence, studying the case of teaching French, Spanish and Italian as a major. The analysis of various theories of cognitive linguistics applied to language teaching enabled the authors to conclude that findings and methods of this sphere of language science are scarcely applied in the theory and practice of language teaching in Russia. Thus, the Russian language teaching science makes insufficient use of techniques, methods and findings of the related fields of study focused on the language nature. To partially overcome this problem, the authors treat the method of conceptual modelling as a specific method of language teaching. The present study is based on the assumption that conceptual modelling is not only a method of linguistic analysis but can also be regarded as a way of formation of the sociocultural competence. The authors argue that conceptual modelling can be efficiently applied to form and develop all the basic components of the sociocultural competence. The sociocultural competence in this study is interpreted as both ability and readiness of a student to perceive, understand and interpret culturally specific features of a foreign language society and the ability to control his/her linguistic and extralinguistic behaviour accordingly. The article determines the components of the sociocultural competence that can be efficiently formed with the use of conceptual modelling (linguocultural, metacultural, interpretational, psychological). The authors also provide arguments for the use of conceptual modelling as a way of a complex formation of all the components of the sociocultural competence. The authors describe in details the content and the organisational aspects of the teaching system aimed at the formation of the sociocultural competence with the help of the method of conceptual modelling. To test the efficiency of the designed system, a teaching experiment is planned to be realised with students learning French, Spanish and Italian as their major. On the evaluation stage of the experiment, the authors plan to measure the level of development of the sociocultural competence of their students using observation of the learning process, surveys, interviews, analysis of students' essays, analysis of individual learning outcomes. During the formation stage of the experiment, the students will be acquainted with previously designed conceptual models “friend”, “wine” and “bread”. The students will then master conceptual modelling in order to use it as a language learning method. The concluding stage of the experiment is focused on evaluation procedures that aim to reveal the progress in the formation of the sociocultural competence of the students. |
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2018
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| Online Access: | https://doi.org/10.17223/15617793/437/25 |
| Format: | Electronic Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=661464 |