science-review.ru
Scientific journal
Научное обозрение. Педагогические науки
ISSN 2500-3402
ПИ №ФС77-57475
ISSN 2500-3402
ПИ №ФС77-57475
POSSIBILITIES AND DIFFICULTIES OF EDUCATIONAL DIALOGUE IN THE PROCESS OF LEARNING FOREIGN LANGUAGES IN HIGHER EDUCATIONAL ESTABLISHMENTS
211 KB
The following contradictory situation has emerged in the teaching practice of a higher educational institution. On the one hand the educational monologue predominance still remains in the teaching process but on the other hand some monologue meagerness presents in the learning process under conditions of changing reality. The prevalence of monologic methods and techniques in teaching has its historic-and-educational, cultural-and-psychological explanation and may become the subject of special study. The composition of a dialogue in education is first of all associated with the following methodological difficulties: the lack of the common interpretation for the term “dialogue”, the non-completeness of the general dialogue theory and therefore the educational orientation at different cultural values of a dialogue. The purpose of this article is to discuss the results of the integrated study of teaching dialogue capabilities in learning a foreign language. In the course of the investigation carried out by the author of the article there were revealed the following four teachers’ correlated positions in interpersonal communication with students: the waiver of dialogue, an information (a formal) dialogue, a situational dialogue and a true (educational) dialogue) and a teaching model was elaborated for an interactive dialogue between participants of the educational process in studying a foreign language.