Abstract
The purpose of this article is to present an invariant of the basic model of the emotionally-valuable component (EVC) of the content of school foreign language (FL) education for its second stage (forms 5-7). Methods of theoretical analysis (systemic-structural, organizational, functional, comparative, typological) as well as designing and modelling were used. The basic model of the EVC of the content of school FL education is presented. Then it is adapted to the conditions of teaching FL at the middle stage of a comprehensive school. It allows to implement the EVC of the content of FL education at this stage and make another step in a pupil’s formation as a multicultural linguistic personality.
Highlights
Etc.) we identified the information, related to – the accentuation of individually-personal aspects of students’ perception of another linguistic culture and experience of communication with it; – comparing this background with schoolchildren’s knowledge, skills, abilities and feelings; – the formation of a student’s holistic personality and subjectivity through foreign language (FL) EC
To give it the ability to operate in any conditions of a FL educational process it is necessary to take into account the principles of organization of functional systems [19] the compatibility of the constituents, included in the system; the actualization of the properties, aimed at achieving the objectives of the system; the neutralization of dysfunctions that stand in the way of this process; the focus of the actualized features of all components on obtaining the expected result and a simultaneous imparting them with some lability to ensure the dynamism of the system
1) In the course of the study it was proved that all the system subcomponents of the emotionally-valuable component (EVC) of FL EC are functional, and each of them has its own special role in a school FL educational process
Summary
The purpose of the EVC is elaboration of students’ positive emotionally-valuable attitude to the educational material, their axiological perception of the multicultural world, the growth of their emotional creativity. The matter is that a lesson, deprived of its emotional “ingredient”, does not find response from a student, it is insignificant, not needed, and lacks a learner’s positive attitude [2]. The basic model of designing the EVC of FL EC is needed, and on its basis invariant models of the component for each stage of school FL education can be constructed. In this article an attempt to adapt the basic model to the conditions of teaching FL at the middle stage of a comprehensive school (grades 5-7) will be made
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