Emotional value technology of foreign-language education and its use for the formation and improvement of speech communication skills

Abstract

The problem for the research. Modern foreign-language education is designed to harmoniously develop not only the intellectual, but also emotional, volitional, as well as value spheres of a student’s personality. However, the analysis of program documents on foreign languages revealed that the so-called emotional value component is present there mainly as a component of content. The contradiction between the prospects of increasing the effectiveness in achieving personal, meta-subject and subject results of foreign-language education in a comprehensive school in the context of the inclusion of this component in its structure and the lack of emotional value technology that ensures its implementation in the process of mastering foreign-language speech communication by schoolchildren is revealed. Methods of investigation. Experimental work on the use of emotional value technology of school foreign-language education was organized at the junior stage of teaching foreign languages in a comprehensive school (64 third-graders of schools in Kirov and Kirov region). The methods of predicting the results of the experiment, the ascertaining and formative experiment, experimental training, analysis of the results of students’ academic work, mathematical statistics (standard deviation, Fisher criterion), tabular and graphical representation of the results were used. The findings of the study. At the end of the experimental training, the indicators of mastering “intellectual” in combination with the emotional value component of foreign-language education increased in 97 % of third-graders, and in 3 % they remained at the same level. Differences in the average Mx, minimum Xmin, maximum Xmax values, standard deviation σ with a probability of 0.05 are explained not by random factors, but by experimental training. The indicators of the Fischer criterion Ff/Fcr were 1.89/1. These facts confirm the validity of the conceptual positions of the article, as well as the prospects for further research of the emotional value technology of school foreign-language education. Conclusions. For the first time, the characteristic of the emotional value technology of foreign-language education is presented. Its features are described and the effectiveness is proved for formation and improvement of students’ speech communication skills. Adaptation of the technology can be continued for the subsequent mastering of foreign-language speech activity (development of speech habits, functioning of communication), and also for various stages of school foreign-language education.