pp. 255-266 | Article Number: mathedu.2016.029
Published Online: April 10, 2016
Article Views: 302 | Article Download: 356
This article is aimed at revealing similarities and distinctions of the native, Russian and foreign languages in the natural multilingual social medium. The main idea in the research of this problem is realization of the problem-project approach to foreign-language education, principles of which a) determine mutual relations between a teacher and a pupil; b) specify content and structure of teaching material; c) optimize the foreign-language education process organization technology. The article presents the comparable and comparative collation of the native, Russian and English languages, cultures and similar language phenomena to be learned by carrying out of problem-solving and product-oriented tasks at linguistic, speech and spiritual-cognitive levels. This contributes to the development of metacompetences of pupils, expands their linguistic horizons and creates a stable basis for the development of linguistic, speech and sociocultural components of communicative competence.
Keywords: natural multilingualism, problem-solving and product-oriented tasks (problem-project tasks), language acquisition, language and cultures collation (comparison), communicative competence
Aitov, V. F. & Aitova V. M. (2012) Formation of foreign professional competence on the basis of cognitive-search tasks/«Problem and noosphere approaches to education – conditions of sustainable development of civilization": Materials of the XII Moscow international conference "Education in the XXI century through the eyes of children and adults». Moscow, Russia.
Aitov, V. F., Galimova, Kh. Kh. & Kireyeva, Z. R. (2014). Using the elements of the problem-based teaching for of pedagogical high school students linguoculturological competence formation (based on the comparison of Russian, Bashkir, English and French proverbs and sayings). Vestnik VEGU. Socio-economic and the social sciences (pedagogy, psychology, political science, sociology, jurisprudence, economics) 5, 5-16.
Burtseva, E. V. (2002). A project as a means of motivating of foreign language of a nonlinguistic institute of higher education: PhD Thesis. Ulan-Ude.
Ek, J. van. (1989) Introduction to the theme "Language learning objectives for multilingual and multicultural Europe", Sintra Symposium. Portugal: Council of Europe.
Galimova, Kh. Kh. & Kireyeva, Z. R. (2010). Proverbs and sayings in the system of linguistic education. Modern Ethnopedagogics: Problems and Prospectives of development: Materials of inter-regional scientific-practical conference of young scientists (Ufa, 16 April, 2010). - Ufa: RIO RUNMTS MO RB.56-63.
Gontar, G. I. (1987). Using problem approach for teaching English as a second FL: Thesis. ... Candid.of pedagogy sciences. - Moscow.
Il’ina, T. A. (1976). Problem teaching - concept and content. Vestnik of vysshayaShkola, 2, 39-48.
Khairullina, D. M. (2015). Some hints on collation of Tatar and English lexics. Unpublished master’s thesis. Birsk Branch of Bashkir State University.
Kovalevskaya, E. V. (2006). A model of problem situations in the process of teaching a FL. Problematicity and specialization in education – a condition for sustainable development of civilization: Materials of VI Moscow International Conference "Education in XXI century - through the eyes of children and adults." Moscow: Kompaniya Sputnik+, 55-58.
Kovalevskaya, E.V. (2000) Problem teaching: approach, method, type, system (based on the material of foreign languages teaching): Bk. 2. Moscow: MNPI.
Kudryavtsev, V. T. (1991). Problem teaching: origin, nature and prospects. Moscow: Znanie.
Leontiev, A. A. (1969). Psycholinguistic units and creation of speech utterance. Moscow: Nauka.
Lerner, I. Ya. (1974). Problem teaching. Moscow: Knowledge.
Makhmutov, M. I. (1975). Problem teaching: key issues of theory. Moscow: Pedagogika.
Matyushkin, A. M. (1972). Problem situations in thinking and teaching. Moscow: Pedagogika.
Mikitchenko, S. P. (2004). Organization of problem tasks in the process of a FL teaching. PhD Thesis. Nizhnevartovsk.
Nikitenko, Z. N., Aitov, V. F. & Aitova, V. M. (1996). Authentic materials as one of the elements of national and cultural component of the FL teaching content. Foreign languages at school, 4, 14- 20.
Okon’, B. (1968). Basics of problem-based teaching. Moscow: Prosveshchenie.
Pakhmutova, E. D. (2003). Telecommunication projects in intercultural teaching a foreign language. PhD Thesis. Saransk.
Polat, E. S. (2000). Method of projects on the FL lessons. Foreign languages at school, 2, 3-10.
Ryazyapov, R. F. (2004) Code of Laws about the Bashkir language.The beginning of the ХХth century. Ufa: Kitap.
Sinagatullin, I. M. (2002). The new millennium: the role and the place of a foreign language in multicultural society. Foreign languages at school, 1.
Valeeva, R.A., Koroleva, N.E., Sakhapova, F.K. (2015). Civic education of the technical university students in foreign language classes. Review of European Studies, 7(1), 176-181.
Vorozhtsova, I. B. (2002) Personal-position-pragmatist model of teaching a FL (based on teaching of French in high school):Thesis. ... Ed.D. in Educational Psychology. Izhevsk.
Zimnyaya, I. A. & Sakharova T. E. (1991). The Project methodology of teaching English. Foreign languages at school, 3, 9 - 15.
Zimnyaya, I. A. (1994). Problematicity in teaching the second FL. Problematicity in FL teaching in the institute of higher education. Intercollegiate collection of scientific papers. Perm: Publishing House of Perm State Technical University.