23. The content of learning IYA in different types of educational institutions

In connection with the above, it is possible to formulate several provisions defining the future development of the domestic system of learning for foreign language in new socio-economic and political conditions, and consequently, the content of language educational policy.
I. At the level of the system of teaching a foreign language as a set of educational processes in a foreign language:
1. In the conditions of mass learning of a foreign language, it is more clearly to differentiate the goals of learning in relation to the needs of different categories of students. The pragmatic aspect of teaching in the pointed language in
The present time is most closely connected with the presence of a real outlet to a different culture and its representatives: not just knowledge of the language, but the ability to use it in real communication.
2. To design the process of learning a foreign language as a process of cognition by students of a different culture and, consequently, awareness of their belonging to a certain socio-cultural community.
Ii. At the level of the system as a socio-cultural sphere of activities for introducing citizens of society to a foreign language:
1. The question of the inclusion of each member of our society, who wants to achieve personal and professional success in society, at least two foreign languages.
2. Changes occurring both at the geopolitical level and within Russia require new approaches to solving language problems in the state:
- the development of genuine multilingualism;
- development of a national culture based on the native language;
- stimulating the study of a foreign language along with Russian and native languages ​​as a real means of communication and mutual understanding with representatives of other cultures.
3. Stimulation of multilingualism in new geopolitical and domestic political conditions in Russia dictates the need to develop a multi-variant system of foreign languages:
- to expand the “nomenclature” of foreign languages ​​studied at the school taking into account regional conditions;
- use the possibility of incorporating into the curricula of schools a second foreign language with the development of appropriate programs;
- eliminate possible dead-end options when the foreign language studied at school is not represented in the curricula of higher education institutions;
- to expand educational work with the public and above all - with parents, explaining the educational value of any foreign language.
All this will generally contribute to the creation of a favorable context for the development of multilingualism in the country, as well as mutual understanding and interaction of representatives of different cultures in the context of intercultural communication.
In accordance with the program, the education of students by means of a foreign language implies: the formation of respect and interest in the culture of the country of the language being studied and the people, its carrier; fostering a culture of communication; the formation of cognitive activity and maintaining interest in learning; education needs in the practical use of a foreign language in various fields of activity.
The developing value of learning a foreign language consists in the development of linguistic, intellectual and cognitive abilities, value orientations, feelings, emotional readiness and communication.
General educational goals are realized in the course of deepening the erudition of schoolchildren, expanding their linguistic, philological, and common horizons.
The three components listed above (educational, educational, developing) are implemented on the basis of practical mastering of foreign languages. The skills of speaking and writing in a foreign language provide the basic cognitive and communicative needs of students at each stage of learning. They provide an opportunity to join the cultural values ​​of the people who speak the language.
The program emphasizes that, in general, the process of learning foreign languages ​​is intended to form the ability to participate in the direct and mediated dialogue of cultures.
The implementation of the practical objectives of training is associated with the creation of the foundations of practical knowledge of foreign languages ​​and the possibility for further special training.
The requirements of intercultural communication are confronted with the need to teach students the skills:
- use a foreign language (in all its manifestations) in authentic situations of intercultural communication (the process of formation of skills and abilities);
- explain and assimilate (at a certain level) someone else's way of life / behavior (cognitive processes);
- to expand the individual picture of the world by introducing the speakers of the target language (development processes) to the language picture of the world.
In the current program on foreign languages, learning objectives are specified by types of speech activity, areas of communication, topics and language material.
The fundamentals of practical knowledge of foreign language communication at the basic level are connected in the state educational standard for foreign languages ​​with a minimally sufficient level of communicative competence.
The program of the discipline “Practical work on the culture of speech communication”, designed to provide training for graduates in the field of “Linguistics and intercultural communication”, specialty “Theory and methods of teaching foreign languages ​​and cultures”, qualification “Linguist, teacher”, the main purpose of training is fixed as follows way: “Formation of foreign language communicative competence, the formation of skills of intercultural communication in its language, subject and activity forms with th patterns of thinking and behavior of native speakers.

Component with in. train
1. linguist. component - rech. and language. material selection language. speech material (speech sample - a selection unit of speech material - a typed segment of speech, by analogy with a cat. a large number of statements may be formed, similar to page, generalized content and communicative goals. Speech sample has a logical accent, rhythm-intonation pattern in contrast to the SPO model.
2. psihologich. component - skills, abilities, motivation
3. subject-communicator. comp. This component includes areas of communication. The sphere is foreign. communication - a set of homogeneous. communicator situations, cat. Har-rizuyutsya uniformity of speech. prompted man-ka, the ratio of m / s communicators, the atmosphere of communication.
Spheres: social life (family, prof. Traditions, home, friends, shop, food); educational work (school, school subjects, schedule, holidays); soc-to-ph (city, sights, travel, transport, sports, holidays, holidays); fiction (favorite games, entertain.).
Spheres help opred. list of naib. likely speech situations and social-wommun. roles predominant. in every area of ​​communication. Spheres, subjects mouth. speeches, reading concretized by the program of training. FL for each stage, taking into account the specifics of this type of training. institutions.
4. methodological. / Didactic. component. Training diet teaching, incl. all kinds of self. work and skills for further development of IL.Komp. presented in distance / offline training. It is important to study. student competence.
Strategic goal: the formation of communes. student competencies. Basics of practical possession foreigner. communication at the basic level of communication in the State. images. standard for FL with a min., but a sufficient level of communes. competence.
Lead comp. in whom competence - speech skills, a cat. are formed on the basis of:

1. tongue. knowledge and skills
2. linguistic studies. of knowledge

Objectives of training. associated with com. Competence., reflect the specifics of the IL as a study. subject.
Specificity:
1. the leading role of the communicator. goals
2. studied OI - Wed-in communication, not an end in itself
3. lack of language. Wednesday
4. interfering. influence of rya
Goals and objectives d. realized and accepted by students.
It is important to formulate an intermediate. goals and conc. tasks à contribute. more aware self successful assimilation.