培养“美术”专业学生的外语交际能力和认知能力

I. Mirkovich
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摘要

探索培养大学生外语交际能力和认知能力的新途径的必要性使这一研究成为热点。目的是培养“美术”专业学生的外语交际能力和认知能力。研究方法如下:对所关注的主题的教学、方法和语言学文献进行研究和分析,并对“美术”专业学生外语交际和认知能力的培养过程进行建模。分析了乌克兰和外国学者对“交际和认知能力”和“外语交际和认知技能”等概念的现有定义。对“美术专业学生的外语交际与认知能力”概念的具体内涵进行了界定。确定了美术专业学生外语交际能力和认知能力的发展阶段。在每个阶段都为培养学生的心理能力和外语交际能力提供了明确的方法论行动。第一阶段——语言和认知阶段——的工作方法如下:制作心理地图、图像可视化、基于难忘或有趣情景的联想、助记符、使用提示来理解句子的含义、下划线关键词、自我控制。第二阶段——训练和交际阶段——的工作方法如下:从一系列陈述中构建语义整体,挑出陈述中最重要的部分,在对方的意见中添加想法,澄清不清楚的情况,确定对话者的交际策略,模拟交际情境,总结想法,使用背景连接的认知策略。第三阶段——交际和认知阶段的工作方法如下:项目介绍、演讲、组织创造性活动、配对面试、小型会议、演讲、解决问题。在学习过程中,外语交际技能随着学生心理能力的发展而全面、综合地形成。
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Developing foreign language communicative and cognitive competence of students majoring in "Fine Arts"
The necessity of discovering new ways to develop higher school students’ foreign language communicative and cognitive competence makes the research topical. The aim is to develop foreign language communicative and cognitive competence of the students majoring in “Fine Arts”. The research methods were as follows: study and analysis of pedagogical, methodological and linguistic literature on the topic under focus and modelling the process of developing foreign language communicative and cognitive competence of the students majoring in "Fine Arts". The existing definitions given by Ukrainian and foreign scholars concerning such concepts as “communicative and cognitive competence” and “foreign language communicative and cognitive competence” are analysed. The specifics of the concept “foreign language communicative and cognitive competence of students majoring in Fine Arts” is defined. The stages of developing foreign language communicative and cognitive competence of the students majoring in Fine Arts are determined. The definite methodological actions for the development of students' mental abilities and foreign language communicative skills are offered at every stage. The methods of work at the first – linguistic and cognitive – stage were as follows: making up mental maps, visualization of images, associations based on memorable or funny situations, mnemonics, using prompts to understand the meaning of sentences, underlining keywords, self-controlling. The methods of work at the second – training and communicative – stage were as follows: structuring the semantic whole unit from a series of statements, singling out the most important part of statements, adding ideas to partner's opinion, clarifying unclear circumstances, determining the communicative tactics of an interlocutor, modelling the communicative situations, summarizing the ideas, using cognitive strategies of the background connection. The methods of work at the third – communicative and cognitive – stage were as follows: introduction of projects, making speeches, organizing creative activities, pair interviews, mini-conferences, presentations, problem solving. During the study, foreign language communicative skills were formed comprehensively and integratively in connection with the development of students' mental abilities.
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