pp. 231-241 | Article Number: mathedu.2016.027
Published Online: April 10, 2016
Article Views: 563 | Article Download: 640
The relevance of the research problem is due to the fact that in foreign language education one-sidedness is viewed, because there is no fixed experience of emotional-valuable relations. As a consequence, their implementation in foreign language education occurs randomly and intuitively. The purpose of the article is to carry out the selection of elements contributing to the formation of students’ emotional-valuable relations. The leading approach to the investigation is modelling. The article presents a selection of elements in the content of foreign language education, contributing to the formation of students᾿ emotional-valuable the experience. It is revealed that their joint modelling and functioning allows to achieve the goal of forming a free, developed, educated person that holds the key competencies, man of culture, its creator. The model of formation of students’ emotional-valuable relations in foreign language education is introduced. The article can be useful for training foreign language teachers in order to make the learning process on the subject student-oriented, and the content of foreign language education - emotional-valuable.
Keywords: emotional-valuable relations, dialogue technologies, emotional-valuable attitude, foreign language culture, teacher, native speakers, foreign language education
Baryshnikov, N.V. (2002). Parameters of teaching intercultural communication in the secondary school. Foreign languages at school, 2, 28-32.
Berdichevskaya, A.L. (2004). The Content of foreign language teaching on the basis of the person’s base culture. Foreign languages at school, 2, 17-20.
Bim, I. L. (2005). Modernization of the structure and content of school language education (FL). Foreign languages atschool, 2, 2-6.
Bim, I. L. (2007). What prevents the improvement of teaching foreign languages? Foreign languages at school, 4, 2-6.
Bim, I. L. (2009). What does the personal orientation of education regarding the teacher’s activity mean? Foreign languages at school, 3, 2-9.
Bim, I. L. (2011). What new does the student-centered paradigm bring in education of the younger generation? Foreign languages at school, 10, 2-7.
Bondarevskaya, E. V. (1995). Education as a revival of a citizen, man of culture and morality. Basic concepts of education in changing social conditions. Rostov-on-Don.
Burenkova, O. M., Arkhipova, I. V., Semenov, S. A. & Samarenkina, S. Z. (2015). Motivation within role-playing as a means to intensify college students' educational activity. International Education Studies, 8 (6), 211-216.
Byrdina, O.G. (2010). Dialogue technology of forming the student’s valuable self-evaluation at the lessons of German.Foreign languages at school, 9, 22-26.
Evdokimova, M. I. (2007). Educational potential of a foreign language lesson. Foreign languages at school, 4, 7-9.
Fahrutdinova, R. A., Yarmakeev, I. E. & Fakhrutdinov, R. R. (2014). The formation of students’ Foreign language communicative competence during the learning process of the English language through interactive learning technologies (The study on the basis of Kazan Federal University). English Language Teaching, 7 (12), 36-46.
Galskova, N. D. (2008). Education in the field of foreign languages: new challenges and priorities. Foreign languages at school, 5, 2-7.
Gurvich, P. B. (2005). About five blocks of the norms and recommendations of methods of teaching foreign languages.Foreign languages at school, 6, 34-40.
Khlupina, O. V. (2005). Atmosphere of the educational process and its function in the foreign language acquisition. The improvement of teaching foreign languages in school and high school. Сol. of scien. and method. Works, 10. Kirov. Publishing house of VSUH, 124-130.
Kuklina, S. S. (2007). System of organizational forms of collective educational activity for students to learn foreign language communication. Monograph. Kirov. Publishing house of VSUH.
Latypov, N. R. & Sabirova, D. R. (2013). Competence-based approach to aeronautical engineering education: Language aspect. 16th International Conference on Interactive Collaborative Learning, ICL, 2013, (рр. 617-618). Kazan, Russian Federation: Kazan National Research Technological University.
Masharova, T. V., E. A. Khodyreva & Kharungev A. A. (2004). Pedagogical modelling of the student’s individual-personality development in information-educational environment. Kirov. Publishing house of VSUH.
Miloserdova E. V. (2004). National cultural stereotypes and problems of intercultural communication. Foreign languages at school, 3, 80-84.
Nikitenko, Z. N. (2010). Developing foreign language education in elementary school. Moscow: Glossa-Press.
Overton-Healy, J. (1995). Learning enhancement: Utilizing Effective Teacher Communication Behaviours. Educational Practice and Theory, 17 (2), 71-77.
Panfilova, V. M., Panfilov, A. N. & Merzon, E. E. (2015). Organizational-pedagogical conditions to form the foreign competence in students with the features of linguistic giftedness. International Education Studies, 8 (2), 176-185.
Passov, E. I. (2000). Communicative foreign language education: the concept of communicative foreign language education “Development of personality in the dialogue of cultures”. Moscow: Education.
Passov, E. I., V. P. Kuzovlev, V. S. Korostelev. (1987). The Goal of foreign language teaching at the present stage of development of society. Foreign languages at school, 6, 14-17.
Pisarenko, S. A. (1998). Sociocultural component of the learning content as a means to increase the motivation of learning foreign languages at the secondary stage of secondary school. Retrieved from: http: // 5ballov.qip.EN"Abstracts"23203/?referat...
Prokhorova, O. N. & Pupynina, E. V. (2008). The Experience of creating cultural training manual. Foreign languages at school, 5, 14-22.
Rogova, G. V. (1988). Methods of teaching English language at the primary stage to secondary school. Handbook for teachers. M. Education.
Ryabokon, A.V. (1998). Typology of individual learning styles activities and including them in the design of foreign language textbooks. Bulletin of the CMO MSU, 1, 58-63.
Silistra, I. D. and I. B. Korndorf. (2010). For the high quality of teaching foreign languages in school. A new program about the content of teaching foreign languages at school. Foreign languages at school, 1, 8-22.
Ter-Minasova, S.G. (2000). Language and intercultural communication: Textbook. Moscow: Slovo.
The Sourcebook of normative documents. Foreign language. (2-e Izd, Stereotype). (2008). Comp. E. D. Dneprov, A. Arkadyev, Moscow: Drofa.
Vartanov, A.V. (2003). From learning foreign languages to teaching foreign languages and cultures. Foreign languages in school, 2, 21-25.
Vereshchagin, E. M. and V. G. Kostomarov. (1983). Language and culture: linguistic and cultural studies in teaching Russian as a foreign language. Methodological guidance. 3rd edition revised and enlarged. Moscow. Russian language.
Viktorova, L.G. (1998). Dialogue concept of culture of M. M. Bakhtin – V. S. Bibler. Paradigm. Journal of intercultural communication, 1, 14-22.
Yanovskaya, M. G. (2012). Teacher’s personality in the context of emotional-axiological approach to the educational process. Bulletin of Vyatka state Humanities University. Pedagogy and psychology, 1(3), 6-10.
Yarmakeev, I. E. & Pimenova, T. S. (2014). The formation of students’ national self-awareness in EFL class. English Language Teaching, 7(12), 26-35.