How To Write A Script For Diversity And Inclusion

Why I don't talk to take a law school exam The easy way to describe a reflection

At the present stage of training in a foreign language strengthening of the educational, educational and developing orientation of the content of training due to use of lingvostranovedchesky approach to selection and the organization of a training material is supposed. At such approach the foreign language is acquired in close connection with culture and history of the country of the learned language.

Lingvostranovedchesky approach is actual at any grade level. Adults and children of different age take a keen interest to life of the age-mates abroad, to their customs, traditions, way of everyday life, forms of carrying out leisure, etc. Use of lingvostranovedchesky information in a form, available and fascinating for them, promotes assimilation of elements of foreign-language culture by them, to increase of informative activity of trainees, creation at them positive motivation.

It is known that the collage assumes key concept (kernel) and the concepts satellites making a background environment of a kernel. In our case such kernel is the concept Christmas, and its satellites – Christmas traditions, Christmas eve, Yuletide. Each of these concepts of satellites at the same time is concept kernel in relation to other, more detailed concepts satellites making its background environment. For example, the concept Christmas traditions includes the following concepts satellites: fir-trees and presents, Christmas pudding, robin, and the concept Yuletide – pantomime, to nativity play.dalee follows smaller specification, so, to the concept Pantomime there correspond such concepts as transformation scene, to broker's men, and such chain can be continued indefinitely.

Main objective of training in a foreign language at high school is development of the identity of the school student in indissoluble communication with teaching culture of the country of the learned language, promoting desire to participate in cross-cultural communication and independently to be improved in the seized activity.

In common with all sum of knowledge of participants of communication we will call universal and regional knowledge encyclopedic knowledge. An example them we can call realities of geographical and historical character which ignorance complicates understanding of the text.

In modern linguistics communicative competence is understood as possession of linguistic competence, that is a certain sum of data of language material, ability to correlate language means to tasks and conditions of communication, and also ability to organize speech communication taking into account social norms of behavior and communicative expediency of the statement.

For example, G. V. Rogova as the first component of training allocates - language material linguistic, otherwise: strictly selected phonetic, grammatical, lexical minima and speech material, and also samples of speech statements of different extent, situational thematically the caused.

set of knowledge of the learned language, about functions of language in society, about culture of the country of the learned language, about ways of the most effective language acquisition as a means of communication, about opportunities of influence of process of training on the identity of pupils, and all this authors call a conditional element – knowledge,

The Lingvostranovedchesky aspect promotes enrichment of the subject and substantial plan. Its more thorough selection and earlier use in school training in a foreign language - one of reserves of increase of its activity.

Generally all researchers on this problem regard as of paramount importance a lingvostranovedeniye. The aspect of a technique of teaching a foreign language in which problems of acquaintance learning language with culture, new to them, are investigated, is called as a lingvostranovedeniye.

Strengthening of the communicative party of this orientation is reflected in transformation of the purposes of training in a foreign language and contents of training. E. I. Passov and other researchers assume the following sequence: training in a foreign language of  training of the foreign-language speech of  training of foreign-language speech activity of  training in communication.