Ассоциации «общенациональное движение «бобек» конгресс ученых казахстана
SCIENCE AND EDUCATION IN THE MODERN WORLD
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9 2 ФИЛОЛОГИЧЕСКИЕ НАУКИ (1)
| SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY" ASTANA, KAZAKHSTAN, FEBRUARY 2023 70 In contrast to the traditional view of the classification of exercises forming a system, which consists in the fact that from language exercises it is assumed to move to conditional- communicative and only then to communicative, we believe that, regardless of the ultimate goal of learning, at its initial stage (as in our case) it is very important to give the student the opportunity to feel the language being studied is precisely as a means of oral exchange of thoughts, as a communication tool. Consequently, in the hierarchy of exercises in any system, the priority role should belong to speech (communicative) exercises. Language exercises can only be an integral part of various types of communication, where it is necessary to recall and repeat language forms. So, for example, if an error appears in the form of an irregular verb, the teacher can set students to reproduce the forms of a number of irregular verbs. In this study, we do not dwell on the problems of explaining grammatical material based on language rules, but we believe that, if necessary, an explanation should be primarily accessible in form and it does not precede language experience, but is based on its presence [3, 86]. As the practice of teaching foreign language communication shows, one of the most effective ways to ensure the sustainable formation of these competencies is teaching argumentative discourse, during which students develop logical, consistent presentation skills (which is associated with the formation of logical thinking skills), an adequate choice of arguments to defend their point of view, competent text structuring, as well as skills mature reading, which is characterized by the assimilation of multilevel information presented in the text, its processing, storage and further use [4, 95-103]. Thus, argumentation training helps to overcome fragmentary perception, limited thinking and inability to adequately participate in the communicative process. The main forms of discursive thinking underlying argumentative discourse – induction and deduction, through which productive intellectual activity of a person is carried out – create prerequisites for the development of the skill of logically consistent presentation, the ability to distinguish between the particular and the general in discourse, as well as to establish logical connections between structural and compositional elements of discourse. Teaching argumentation as one of the means of cognition aimed at the search, comprehension and dissemination of truth [5, 83] meets the conditions of the personality- oriented paradigm of linguodidactics, which involves the transfer of not only scientific knowledge in accordance with the needs of the student, but also meta-knowledge, which implies teaching methods and techniques of cognition. Teaching argumentative discourse involves the use of tasks of a reproductive nature, the systematic implementation of which contributes to the formation of students' ability to independently generate argumentative discourse in any communicatively significant situation. As tasks of this kind, we can offer the following: give a brief description of the discursive situation in which it is supposed to make a reasoned statement; describe the audience to which the speaker will address; define the purpose of your argumentative statement; formulate a thesis; select arguments; identify discursive markers that will serve as a means of ensuring consistency and consistency of the speaker's argumentation; formulate the conclusion [6, 31-32]. Of course, special attention should be paid to teaching written argumentative discourse, since the need to present in writing the arguments found and formulated to substantiate one's own point of view – the thesis put forward, proof of one's rightness and the opponent's beliefs serves as a good incentive for students to think through the construction of argumentation and adequate expression of ideas in writing. It should be noted that recently modern linguodidactics |