Коммуникативно-системно-деятельностный подход в обучении английскому как второму языку

Аннотация

Ключевые слова: Эта статья предоставляет информацию о методе связи с язык, коммуникативными системами для преподавания подход, английского языка как второй язык. Этот подход коммуникативная представляет собой реализацию прогрессивного, система деятельности, контент, систематического и взаимосвязанного метода обучения, связь, при котором имитационная (воссоздающая) речевая формирование речи, деятельность на занятиях осуществляется в лексические аспекты. распределенном (целостном) состоянии и является составной частью общей (внеязыковой) деятельности. В результате такого подхода в образовании система владения английским языком формирует, реализует и развивает средство общения в широком смысле слова. Let us first consider in general terms the communicative system-activity approach to teaching English. The communicative system-activity approach assumes a complete and optimal systematization of the relationships between the components of the training content. These include the system of general (for example, extralinguistic, pedagogical) activity, the system of speech activity, the system of speech communication (communication, interaction and mutual perception), the system of the English language itself, the system of correlation of the native and English languages (their conscious comparative analysis), the system of speech mechanisms (speech generation, speech perception, speech interaction, etc.), the text as a system of speech products, the system of structural speech formations (dialogue, monologue, monologue in dialogue, different types of speech speech utterances and messages, etc. p.), the system (process) of mastering the English language, the system (structure) of human speech behavior. Such a system, taking into account its use for the purpose of teaching English, should also include the correlation of general activity motives with the motives and needs of communication related to it; the subject content and methods of performing activities; typical conditions of its course and the nature of the interaction of its participants (interindividual, group), as well as the definition of the nature, content and forms of relationships and communication of participants adopted within the framework of this activity: in the unity of their communicative, interactive and perceptual aspects, the role, place, spheres and situations of English-language speech communication. The determining factors for teaching English are: 1) the nature of the impact of general activities on the content, selection and organization of educational language and speech material; 2) modeling of communication situations in the educational process and ways of forming speech skills and abilities of students; 3) methods and techniques of managing their educational activities in classes with a teacher and in independent work. For educational purposes, the options of general activity are differentiated, provided that it is correlated with training: real (educational), actual (extracurricular) and potential (future). Of great interest for creating a general activity basis for teaching English is the correlation of the units of activity: operations, actions and activities themselves. For the organization of management of the process of mastering the English language and the practice of English-language 84 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 5 (2021) / ISSN 2181-1415 communication of students, the activity concept, including the theory of P.K. Anokhin about the acceptor of action, which justifies the interaction of the phases of planning, execution and comparison in the process of performing actions by a person, is of particular importance. In general, the systematization of general activity and the definition of its interaction with speech activity are carried out on the conceptual basis developed by L.S. Vygotsky, A.N. Leontiev, A.A. Leontiev and others. Speech activity Speech activity as a system is considered as an integral and integral part of the overall activity. Systematizing speech activity, it should be noted that for teaching English-language communication, both special and interrelated training in the types of speech activity that serve communication, including speaking, listening, reading and writing, is important. The hierarchy of units of speech activity (speech operation, speech action, and speech activity itself) provides the process of forming speech skills and abilities with order, systematicity, continuity, and consistency. The use of the theory of speech activity makes it possible to form the motives of English-language speech communication in the learning process and to ensure their implementation in the situations simulated in the classroom. Systematization of communication involves the analysis of the content, structure and interaction of its communicative (information exchange between partners), interactive (interaction of partners) and perceptual (mutual perception and