Modern Linguodidactics as a Scientific Foundation for FLT in Russia

Modern Linguodidactics as a Scientific Foundation for FLT in Russia

Natalia Dmitrievna Galskova (Moscow Region State University, Russia)
DOI: 10.4018/978-1-7998-3266-9.ch001

Abstract

The development of linguodidactics as a science, its object, subject, research tasks, and axiological senses are justified by synthesizing the reflexive analytical and empirical components of methodological knowledge in foreign language teaching. As this science accumulates multiple knowledge, it is proved to study both the interaction of phenomena such as language, consciousness, culture, society, and processes of teaching a foreign language, mastering this language as part of educational process, using the language as a means of communication, (self)-knowledge, and (self)-development. Emphasis is placed on both describing linguodidactics research areas through addressing its notion “professional language personality” and interpreting content-specific and innovative features of the contemporary sociocultural model of students' linguistics education and its essential structural elements, including the value of this education, its purpose, content, and methods, as well as students' communication activities, their involvement in the system of social relations, and educational outcomes.
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Introduction

Undoubtedly, development of linguodidactics, or theory of FLT (foreign language teaching) mostly determines the quality of foreign language learning for university graduates. Nowadays, this science is steadily increasing its research potential in the area of FLT, enhancing its research interests via determination of new scientific approaches, in particular, in the field of the content and language integrated learning in the system of university education.

Definitely, the main purpose of linguodidactics is production and systematization of reliable knowledge about FLT and foreign language education. The basic problems of this science can be represented as two research groups. The first one deals with the structure and the history of scientific methodological knowledge, principles, forms and methods; the other one provides a possibility to use the acquired knowledge in the educational context. Thus, the scientific methodological knowledge obtained by linguodidactics at its every development stage is an object and product of the cognitive process. The latter is interpreted as a specific scientific activity targeted at producing, generalizing and systematizing the scientific knowledge within linguodidactics, including its integration into particular concepts, approaches, models, FLT techniques, and into the educational process. Consequently, it leads to the statement that linguodidactics as the theory of FLT is a product of scientific and methodological cognition, with a cluster of scientific concepts about foreign language learning and teaching as linguodidactics’ main research object. It is worth elaborating on these issues in the context of integrated curriculum, attempting to consider the evolutionary and innovative type of the science and the related cognitive process.

Key Terms in this Chapter

Learning Environment: A set of external and internal conditions of students’ evolution with a foreign language and culture of its native speakers and awareness of students’ native language and native culture.

Linguodidactics: A branch of science studying the patterns of students’ evolution with a new language and culture in conjunction with their native language and culture.

Scientific Picture of Methodology: A system-based overview of scientific and methodological knowledge (concepts, theories, teaching methods, approaches and models of FLT) gained at a certain historical stage of developing linguodidactics and educational practice.

Linguistic Model of Teaching: An interdependent integrity of basic elements of the educational process (the value of education, its purpose and content, the type of communication of the subjects in an educational process, the methods of education and learning outcome), and the methods of their formation which are intrinsic to a particular type of society.

Foreign Language Teaching (FLT): A social and systematized technology for the transfer and acquisition of foreign language knowledge, skills, abilities, as well as the ways of communicative and cognitive activity via the language under study.

Technology (Methodology) of FLT: A set of teaching techniques, methods, cooperative methods of teachers and students, ensuring that goals of teaching and mastering a foreign language are met.

Innovative Process in Foreign Language Learning: An integrated interaction of the subjects of education that leads to qualitative changes in goals, conditions, content, ways, methods of teaching a foreign language.

Subject-Integrated Teaching: Organization of the educational process based on the principles of multidisciplinarity (close relationship of a foreign language with knowledge and skills in the field of professional disciplines) and interdisciplinarity.

Approach: A certain theoretical and methodological concept used as a way of considering and interpreting how to teach a foreign language.

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