Autosuggestion Phonological Ways of Teaching English Senior Pupils

Abstract

The objectives of our article are: to show the essence of communicative learning techniques, according to which the learning process is a model of communication process; to achieve communicative activity of pupils by the way of providing some laws; to describe the definition of the term «communicative competence»; to describe four components that make up the communicative competence (grammatical competence, sociolinguistic competence, the competence of the statement, the competence of a speech strategy); to show the methods of studying foreign languages according to the Communicative Approach in Contemporary English Language Methodology; to describe some important auto-suggestive methods of teaching English which are Phonetic teaching strategies and auto-suggestive phonological ways of teaching English senior pupils. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The results of the research. In the senior classes there is an actualization (accentuation) of pupils’ knowledge in determining their choice of their own educational path. A reflexive component of schoolchildren’s facilitative interaction is of great importance. In this case, the principle of dialogic reflection, based on the analysis of things, objects or phenomena from different points of view, sometimes is opposite and completely incompatible, becomes especially important. This principle is considered by us as a principle of additionality, and therefore strengthening (intensification) of auto-suggestive interaction of pupils at school should be based not on antagonism of internal and external dialogues, but on their combination, which emphasizes the importance of modeling dialogue, dialogic interaction, dialogic influence and dialogic culture. Conclusions. Thus, we’d like to analyze the psychoanalytic and cultural-historical determinants of the organization of the educational process in secondary education through auto-suggestive interaction. We believe that auto-suggestive interaction is based on the principles of unconscious content, when the frames or scripts that are updated, are not actually realized by the individual. According to this, all the experience is concentrated in the collective unconscious items. This experience is accumulated by mankind throughout the history of its existence, and this experience can not be leveled, but it can only be pushed into the realm of the unconscious. It is in the unconscious content of ancient peoples – the myths – you can see a large number of plots that give the Child a special purpose: he/she plays the role of the Messiah, for him/her there are subjects with the most secret knowledge. Thus, it becomes largely understandable such amazing knowledge that the child in a young age and does not try to master. Thus, we’ve to note that children’s speech is characterized by a large degree of egocentrism, when the child does not care about the partners of communication, that is does not try to be understood by others and only speaks for himself/ herself – his/her speech is purely monologue. In addition, the child’s speech is not fully socialized, self-directed, and it is based not only on the syncretism of reasoning, which is closely related to the syncretism of understanding. The child, given some clear words of the partner of communication, creates some image of the topic, sometimes it is wrong, because the words are not always logically related, and on the basis of this holistic scheme for himself/herself masters new material, trying to explain it by analogy with certain, well-known things. As a result, the child, becoming an adult, increasingly becomes involved into the public life, his/her speech becomes universal that is it loses its internal orientation, moving to a form of purely external speech.