Комунікативна мотивація як важливий фактор в оволодінні німецькою мовою учнями старших класів
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Дата
2022
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Анотація
(ua) У статті розглянуто мотиваційний аспект оволодіння старшокласниками німецькою мовою, а саме такий
різновид внутрішньої мотивації як комунікативна мотивація. На основі аналізу теоретичних джерел встановлено
залежність мотивуючих факторів від способу організації навчальної діяльності учнів старших класів на уроці
іноземної (німецької) мови. Зокрема, подано особливості формування навчальної мотивації залежно від
комунікативної діяльності учнів, яка організована вчителем. Вказано на важливість постановки цілей уроку, добір
навчального матеріалу, форм інтерактивної взаємодії між учасниками у процесі спілкування з урахуванням
принципу комунікативної спрямованості. З огляду на такі умови домінуюче місце на уроці має відводитися на
вирішення мовленнєвих задач, весь хід уроку має являти собою вирішення мовленнєвої задачі, яку варто
запропонувати учням у такому формулюванні, яке було б близьким учням та зрозумілим для них. Поза увагою не
залишилося й питання щодо використання колективних форм роботи, різних режимів роботи на уроці, технології
ситуативного моделювання. Особливу увагу приділено розгляду питань, що стосуються психологічних та вікових особливостей учнів старшого шкільного віку, оскільки дані показники мають суттєве значення як для розвитку та зміцнення мотиваційної складової оволодіння іноземною мовою в цілому, так і на формування комунікативної мотивації зокрема. Зацікавлене навчання має місце там, де враховано вікові та психологічні особливості учнів, оскільки для кожної вікової групи характерний свій вид провідної діяльності. Для старшокласників характерними є такі види діяльності як пізнавальна, цілісно-орієнтована та комунікативна. Одним із аспектів статті обрано пояснення спілкування як діяльності, яка обов’язково передбачає наявність мотивів та потреб особистості. Виокремлено такі класи функцій спілкування: інформаційно-комунікативні, регулятивно-комунікативні та афективнокомунікативні.
(en) Communicative motivation as an important factor in the mastery of the german language by students of the high school The article examines the motivational aspect of high school students’ mastery of German language, namely such a type of internal motivation as communicative motivation. The reform of the education system determined the choice of communicatively oriented learning as the dominant form of education, since the interest in learning a foreign language is constantly growing. Attention is focused on the fact that the German language can be used not only for communication and receiving information, it also serves to make richest the worldview of students and comprehensive development of the students personality. Based on the analysis of theoretical sources, the dependence of motivating factors on the way of organizing educational activities of high school students’ in a foreign (German)language lesson was established. In particular, the pecularities of the formation of the educational motivation depending on the communicative activity of students, which is organized by the teacher, are present. The importance of setting lesson goals, selection of educational material forms of interactive work between participants in the process of communication, taking into account the principle of communicative orientation, is included. This principle determines the content of education, communication skills that should be developed so that the student can communicate in German; foreign language communicative competence cannot develop and improve in the necessary way without motivation. In view of such conditions, the dominant place in the lesson should be given to the solution of speech problems, the whole course of the lesson should be the solution of a speech problem, which should be offered to students in such a formulation that would be clothe to the students and understandable to them. The question of the use of collective forms of work, different modes of work in the lesson, and the technology of situational modeling were not left out consideration. Special attention is paid to the examination of issues related to the psychological and age characteristics of high school students, since these indicators are of significant importance both for the development and strengthening of the motivational component of foreign language acquisition in general, and for the formation of communicative motivation in particular. In high school age, students develop logical thinking; thanks to the development of mental processes of this age period, qualitative changes also occur in the development of speech: oral and written, dialogic and monologic speech are improved. High school students strive to improve speech, try to give it more exspressiveness and accuracy, logical expression of thoughts. Interest learning takes place where the age and psychological characteristics of students are taken into account, since each age group has its own type of leading activity. Such types of activities as cognitive, holistically oriented and communicative are typical for high school students. One of the aspects of the article is the explanation of communication as an activity that necessary involves the presence of personal motives and needs. The following classes of communication functions are distinguished: informational-communicative, regulatory-communicative, and affectivecommunicative.
(en) Communicative motivation as an important factor in the mastery of the german language by students of the high school The article examines the motivational aspect of high school students’ mastery of German language, namely such a type of internal motivation as communicative motivation. The reform of the education system determined the choice of communicatively oriented learning as the dominant form of education, since the interest in learning a foreign language is constantly growing. Attention is focused on the fact that the German language can be used not only for communication and receiving information, it also serves to make richest the worldview of students and comprehensive development of the students personality. Based on the analysis of theoretical sources, the dependence of motivating factors on the way of organizing educational activities of high school students’ in a foreign (German)language lesson was established. In particular, the pecularities of the formation of the educational motivation depending on the communicative activity of students, which is organized by the teacher, are present. The importance of setting lesson goals, selection of educational material forms of interactive work between participants in the process of communication, taking into account the principle of communicative orientation, is included. This principle determines the content of education, communication skills that should be developed so that the student can communicate in German; foreign language communicative competence cannot develop and improve in the necessary way without motivation. In view of such conditions, the dominant place in the lesson should be given to the solution of speech problems, the whole course of the lesson should be the solution of a speech problem, which should be offered to students in such a formulation that would be clothe to the students and understandable to them. The question of the use of collective forms of work, different modes of work in the lesson, and the technology of situational modeling were not left out consideration. Special attention is paid to the examination of issues related to the psychological and age characteristics of high school students, since these indicators are of significant importance both for the development and strengthening of the motivational component of foreign language acquisition in general, and for the formation of communicative motivation in particular. In high school age, students develop logical thinking; thanks to the development of mental processes of this age period, qualitative changes also occur in the development of speech: oral and written, dialogic and monologic speech are improved. High school students strive to improve speech, try to give it more exspressiveness and accuracy, logical expression of thoughts. Interest learning takes place where the age and psychological characteristics of students are taken into account, since each age group has its own type of leading activity. Such types of activities as cognitive, holistically oriented and communicative are typical for high school students. One of the aspects of the article is the explanation of communication as an activity that necessary involves the presence of personal motives and needs. The following classes of communication functions are distinguished: informational-communicative, regulatory-communicative, and affectivecommunicative.
Опис
Ключові слова
учні старших класів, урок іноземної мови, комунікативна діяльність, комунікативна мотивація, мотивація, high school students, motivation, communicative motivation, communicative activity, foreign language lesson
Бібліографічний опис
Токарєва Т. С. Комунікативна мотивація як важливий фактор в оволодінні німецькою мовою учнями старших класів / Тетяна Станіславівна Токарєва // Наукові записки ЦДПУ імені В. Винниченка. Серія: Педагогічні науки. - Кропивницький: Центральноукраїнський державний педагогічний університет імені Володимира Винниченка, 2022. - Випуск 206. - С.215-220.