Formation of Meta-Subject Results in Teaching a Foreign Language

Liliya Slavina ,Л. Р. Мустафина

doi:10.5430/ijhe.v9n8p59

Abstract

The modern system of national education, developing in the competence paradigm, puts on the agenda the need to form students' communicative skills that belong to the category of critical competencies of a meta-subject nature. The article discusses the methodological features and pedagogical conditions for forming meta-subject skills of schoolchildren in foreign language lessons. An attempt is proposed to determine the characteristics of the meta-subject approach, including a complex of personality traits that allow the student to act in a given communication situation at the level determined by the age-related psychological characteristics and the possibilities of the social experience of a younger student. The authors used the following research methods: utilizing the study and generalization of pedagogical experience and the survey method, the communicative, regulatory - behavioral and motivational characteristics of a younger student, which must be taken into account when introducing pedagogical technologies focused on meta-subject results in foreign language lessons, are concretized, The analysis of the real practice of an educational activity is aimed at establishing a set of features of the pedagogical support of the meta subject approach within the framework of the "Foreign language" discipline in primary school. Based on the analysis of scientific literature on research and practical experience, several strategies have been identified that ensure the effective implementation of meta-subject results in younger students in foreign language lessons.

Highlights

The 21st-century society is characterized as a knowledge society or an information society where information is the critical element of production and, undoubtedly, has the highest economic value in globalization's current conditions
The methodology, which was based on the modified Rene Gille's methodology (Rene Gille's testing methods) and tasks for diagnosing the level of formation of social and communicative competence, was chosen to determine the level of motivational component and the regulatory and behavioral component of communicative competence
Studying the level of formation of the cognitive component of communicative competence as part of a meta-subject result of fourth-grade students included controlling the formation of the grammatical structure of speech, word-formation processes, speech consistency, understanding of logical and grammatical relationships, as well as knowledge of the most common speech formulas for various communication situations

Summary

Introduction

The 21st-century society is characterized as a knowledge society or an information society where information is the critical element of production and, undoubtedly, has the highest economic value in globalization's current conditions. The ability to learn (self-education) is a necessary factor in personal growth and a subsequent professional demand guarantee. This postulate defined the concept of "Lifelong learning" of UNESCO World Report «Towards Knowledge Societies» (UNESCO World Report), in which one of the key competencies is the LEARNING-TO-LEARN competency. The rapid obsolescence of knowledge shows that the ability to learn and critically comprehend the huge amount of information available is necessary for a modern individual (Handabur et al, 2020)

Methods

Results

Conclusion