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.
Published in Chapter:
Modern Linguodidactics as a Scientific Foundation for FLT in Russia
Natalia Dmitrievna Galskova (Moscow Region State University, Russia)
Copyright: © 2020
|Pages: 20
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.