УЧЕТ КОГНИТИВНЫХ СТИЛЕЙ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ

Abstract

In the contemporary world, the study of foreign language became an indispensable condition for the successfulness of a person in the professional sphere. However, in the context of strong differentiation of the first-year students according to the initial level of foreign language proficiency, high requirements of the occupational standards sometimes become a challenge for teachers, that is why the search for learning methods and techniques contributing to the achievement of goal and tasks still continues to be relevant. The paper gives the results of the practical application of a technique of teaching foreign language taking into account cognitive style of the students. The scientific literature contains more than ten kinds of cognitive style based on different peculiarities of the information acquisition and processing. Field dependence/field independence is a traditionally distinguished cognitive style since many of the researchers associate the students’ academic achievement with the field dependence/field independence, moreover, the information about this cognitive style is widely used in teaching activities because of its simple diagnostics. However, the analysis of cognitive style in respect of field dependence/field independence carried out by the author in the group of the students demonstrated the necessity of a search for another classification, more individualized. To be such a technique, A. Bowie intelligence organization index was used, which was approved by practical teaching experience. The application of this index and grouping the students according to their cognitive style, as well as taking into account the recommendations for training students with the specific cognitive style allowed improving academic achievement and the students’ motivation for learning a foreign language. The author emphasizes and demonstrates the necessity of the individual approach to the selection and application of a certain classification of cognitive styles with further implementation of appropriate recommendations to improve the efficiency of teaching a foreign language.