Poly-artistic interaction of students during the construction of linguistic and cultural scenarios as a means of enriching the thematic vocabulary of students – future translators (using the example of English)

Abstract

The purpose of the study is to determine the influence of poly-artistic methodological support for the study of linguistic and cultural scenarios on the formation of lexical and grammatical foreign language skills among students at the Faculty of Translation. The initial understanding of the cognitive approach to teaching foreign languages in a narrow sense (only as a system-theoretical support for processes) led to its underestimation and oblivion. The article examines the current trends towards borrowing individual components of the cognitive approach for the development of a communicative method of learning foreign languages. The scientific novelty of the research consists in the introduction of a poly-artistic approach in the training of students – future translators through the adaptation of professional highly specialized exercises for the training of future actors, directors and theater critics for their subsequent integration into the process of studying English-language frame models and scenarios, which had not previously become the object of research. The relevance of the study lies in the fact that, despite many years of experience using a communicative approach in teaching foreign languages, many students still face difficulties activating passive thematic vocabulary and grammatical rules and, as a result, a language barrier. As a result of the study, it was found that in conditions of meaningful operation of language and speech skills, students present the educational process not as a set of rules or a set of information, but as a toolkit for independent creative language activity. Using the Kolmogorov-Smirnov λ-criterion and the Fisher φ*-criterion (circular transformation), the beneficial effect of artistic and methodological support for the construction of linguistic and cultural scenarios on the expansion of the thematic vocabulary of students within the framework of the theme “At the Restaurant” has been experimentally confirmed.