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Mykolayiv National University named after V.O. Suhomlinskiy, Ukraine
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The article deals with the question of facilitation of theEnglish language teachers’ work in the formation of communicative competence of preschool and primary school children, primary school children with learning disabilities in the conditions of inclusive education.
Keywords: English language, communicative competence, sociocultural competence, inclusive education
Стаття присвячена питанню покращення роботи вчителів англійської мови щодо формування комунікативної та соціокультурної компетенції учнів в умовах інклюзивного навчання.
Ключові слова: англійська мова, комунікативна компетенція, соціокультурна компетенція, інклюзивне навчання
Today is particularly important the question of preparation of young generation to life in a multiethnic and multicultural world, formation of communicative skills and cooperation with people of different nationalities.
As the basis of foreign language school course the early learning of this subject should reflect the essential strategic lines of the basic course, especially course focuses on interconnected language and culture learning, on the implementation of the education and personal development (S. Nikolayeva).
The means of implementing this communicative theory orientation (I. Bim, N. Halskova, V. Skalkin, N. Brooks, H. Brown, C. Brumfit, M. Canale, A. Hallsday, S. Savignon, M. Swain, J. Waldes, J. Van Ek, etc.) should be the creation of socio-cultural competence of students with learning disabilities, i.e. language, culture and geographic knowledge or system of ideas about the main national traditions, customs and realities of the studied language country, and also the system of skills and abilities to coordinate the behavior according to this knowledge.
The socio-cultural competence is an integral component of communicative competence. In terms of internationalization of all aspects of social life the importance of socio-cultural competence for modern primary school children with learning disabilities socialization, inclusion, and preparation of them to communicate in English is essential.
It must be emphasized that many scientists A. Kolominova, Z. Nikitenko, N. Halskova, S. Roman, L. Cheptsova, V. Krasilnikov, etc. paid attention to the involvement, inclusion of children in a new culture.
The reform of foreign language education in Ukraine is a part of the educational system update. These changes are associated with the creation of new educational standards, update curricula, content of the teaching materials, textbooks, and the educational process. [1; 2] Today, teacher has the right and opportunity to choose textbooks, manuals and other training materials to facilitate the effective and successful implementation of goals and objectives. That is why we have created a textbook "Moving West."
The analysis and assessment of foreign language textbooks was made by Ukrainian and foreign researchers, among them are M. Lyahovytskyy, V. Redko, S. Roman, V. Skalkin, I. Bim, M. Brin, M. Vyatyutnev, R. Ellis, D. Zuyev, S. Savinhton, N. Tupalskyy, T. Hatchinson, H. Funk, G. Neuner, M. Duszenko, B. Mueller etc.
Formation of the national education occurs in the significant changes in the spiritual component of our society that is why choosing textbooks, manuals and other teaching materials, we need to adapt them to Ukrainian realities, not just copying the usage of foreign models and standards of education . It is the teacher’s task to determine in a variety of teaching systems and concepts and choose the one that fully meets modern educational realities and includes the psychological and pedagogical features of preschool and primary school children, primary school children with learning disabilities, studying a foreign language in terms of inclusive education.
Learning a foreign language by preschool children and primary school children with learning disabilities must be motivated. To maintain motivation of children is possible by creating the appropriate learning atmosphere, it is necessary to take into account children’s age, psychological and pedagogical features, to use tasks that encourage the active usage of knowledge and skills formed, which is a necessary condition for effective learning.
The main aim of teaching a foreign language is to develop students' communicative competence, which means mastering the language as a means of intercultural communication, to develop foreign language skills as a tool in the dialogue of cultures and civilizations of the modern world.
The textbook, which contains socio-cultural material (songs, poems, exercises), facilitates the work of teachers in the formation of communicative competence of preschool and primary school children, primary school children with learning disabilities in the conditions of inclusive education.
Phonetic competence is also an integral part of language competence, it can be defined as the ability of students to perceive by hearing all the sounds, intonation, rhythm of foreign speech and phonetically correctly pronounce the sounds in the speech stream, in full compliance with its rhythmic and intonation type, typical for a particular communicative situation. [1 , 2]
Thus, the work with the textbook enables teachers and students during the teaching practice make lessons more attractive and more efficient. The work with socio-cultural material forms a factor that is according to Yu. Babansky lesson optimization theory has an impact on the awareness of educational activities of students and significantly accelerates the tempo.
According to S. Roman, the specificity of social and cultural materials used in the primary school, e.g. the inclusion of folklore, songs, children's poetry, etc., creates real conditions for implementation of humanization, integration and inclusion ideas into the learning process.
The ordering and logical sequence of tasks and exercises, songs and actions to them, the use of humorous poems will contribute to a high level of motivation and successful process of communicative competence of students’ formation.
So we consider it necessary to use materials the textbook "Moving West" in the process of teaching English.
1. Коваленко О. Про вивчення іноземних мов у 2006-2007 н.р. Методичні рекомендації.//Англійська мова і література. – 2006.- № 22-23 (140-141)- С.2.
2. Методика викладання іноземних мов у середніх навчальних закладах: Підручник./Кол.авторів під керівн.С.Ю.Ніколаєвої. – К.: Ленвіт, 2002. – С.112.
3. Редько В.Г., Басай Н.П., Тимченко О.Т., Малєньких І.В. Концепція навчання іноземних мов у середній загальноосвітній 12-річній школі. К.: Перше вересня. English.- 2004.- №6(198).
4. Роман С.В. Методика навчання англійської мови у початковій школі: Навчальний посібник. – К.: Ленвіт, 2005. - 208 с.
5. Шапочка К.А., Будак С.В. Рухаючись до заходу/ Навчальний посібник. – Миколаїв: МДУ ім.В.О.Сухомлинського, 2006. – 57с.