Питання ефективності викладання німецької мови як другої іноземної (після англійської) у вищих навчальних закладах
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Дата
2016
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Анотація
Завдання вищої школи полягає в підвищенні якості знань студентів, у їх підготовці до майбутньої професійної діяльності. Друга іноземна мова, у процесі навчання якої досягаються практичні, освітні, розвивальні й виховні цілі, також повинна зробити свій внесок у вирішення цього питання. Зміст навчання іноземним мовам був і є одним із найважливіших питань методики. Стаття присвячена проблемам викладання другої іноземної мови (німецької після першої англійської). За допомогою розгляду навчальної ситуації та наукових праць закордонних спеціалістів у цій сфері даються практичні поради викладачам для більш результативної організації навчальної діяльності студентів.
The task of higher school is to increase the quality of students’ knowledge, to get them ready for their professional activity. The second foreign language, in the process of studying of which practical, educational and developing aims are achieved, must also contribute to this task solution. The problem of the content of learning foreign languages was and still remains one of the most significant problems in methodology. The article is dedicated to the questions of teaching German as the second foreign language (after English). On the basis of the analysis of academic situation and researches of foreign specialists in this sphere there are given some practical pieces of advice to teachers for more effective organizing students’ learning activity. Learning the second foreign language is much easier than the first one because the knowledge and skills acquired while learning the first language can be used while learning the second one. Socio cultural component enables students to compare cultural heritage of Germans and Ukrainians and helps create positive motivation at the lessons. Some scholars consider that the basis of teaching German as the second foreign language is the similarity between English and German. Others consider grammar as the basis of teaching the language. So, both grammar and communication are chief components. Though repetitive grammar-translation methods are not regarded any more as the only way to learn. Today, task-based approaches are widespread in Europe, emphasizing communication and the practical uses of the language. People learn better when they struggle to communicate. So, it must be the core of the kind of methodology. Some scientists think that the contrast between languages is also significant. The aspect of interference and transference needs much attention. The assignments and exercises for learning German as the second language must be worked out on the basis of the similarity with English in such aspects as vocabulary, spelling, pronunciation, intonation and grammar. Besides, it becomes easier and more effective to teach the language to students who are more aware of the process of learning. As less academic time is given to the second language, the tempo of the lessons must be quicker. Psychologically, the skills earlier acquired in English influence the creation and understanding of the new elements in German. While learning the second foreign language students must be taught to build three polar language and cultural chain using contrastive approach.
The task of higher school is to increase the quality of students’ knowledge, to get them ready for their professional activity. The second foreign language, in the process of studying of which practical, educational and developing aims are achieved, must also contribute to this task solution. The problem of the content of learning foreign languages was and still remains one of the most significant problems in methodology. The article is dedicated to the questions of teaching German as the second foreign language (after English). On the basis of the analysis of academic situation and researches of foreign specialists in this sphere there are given some practical pieces of advice to teachers for more effective organizing students’ learning activity. Learning the second foreign language is much easier than the first one because the knowledge and skills acquired while learning the first language can be used while learning the second one. Socio cultural component enables students to compare cultural heritage of Germans and Ukrainians and helps create positive motivation at the lessons. Some scholars consider that the basis of teaching German as the second foreign language is the similarity between English and German. Others consider grammar as the basis of teaching the language. So, both grammar and communication are chief components. Though repetitive grammar-translation methods are not regarded any more as the only way to learn. Today, task-based approaches are widespread in Europe, emphasizing communication and the practical uses of the language. People learn better when they struggle to communicate. So, it must be the core of the kind of methodology. Some scientists think that the contrast between languages is also significant. The aspect of interference and transference needs much attention. The assignments and exercises for learning German as the second language must be worked out on the basis of the similarity with English in such aspects as vocabulary, spelling, pronunciation, intonation and grammar. Besides, it becomes easier and more effective to teach the language to students who are more aware of the process of learning. As less academic time is given to the second language, the tempo of the lessons must be quicker. Psychologically, the skills earlier acquired in English influence the creation and understanding of the new elements in German. While learning the second foreign language students must be taught to build three polar language and cultural chain using contrastive approach.
Опис
Ключові слова
перша іноземна мова, друга іноземна мова, соціокультурний компонент, лінгвістичний досвід, лінгвістична компетенція, крос-культурне спілкування, триполярна конструкція, first foreign language, second foreign language, socio-cultural component, linguistic experience, linguistic competence, intercultural communication, three polar construction
Бібліографічний опис
Ігнатенко, О. Питання ефективності викладання німецької мови як другої іноземної (після англійської) у вищих навчальних закладах [Текст] / О. Ігнатенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 6 (60). – С. 43–52.