The Graduality Principle In Language Teaching (The Linguistic And Didactic Aspects)

Arkhipova, E.V.; Dziubko, G.Y.; Lagunova, L.V.; Lavrentev, V.A.; Sofronova, N.V.

Авторы: Arkhipova E.V., Dziubko G.Y., Lagunova L.V., Lavrentev V.A., Sofronova N.V.
Журнал: The European Proceedings of Social & Behavioural Scien (ICCSBS)
Номер: Vol. LVI
Год издания: 2018
Первая страница: 297
Последняя страница: 302
DOI: 10.15405/epsbs.2019.02.02.33
Аннотация: The term graduality has been specified in accordance with Elena Arkhipova’s (2014) theory of speech development as a progression from the zone of actual speech development to that of proximal one under the guidance of teaching, which eventually provides the condition for all the elements of the didactical system to manifest themselves with ever increasing intensity. Graduality in language teaching and speech development methodologies presupposes the partition of the system into several sections, each with a set of means, methods, forms and techniques of the same kind, devised for different stages of language teaching, with a gradual increase of the content volume, a growing complexity of the methods and forms of its presentation depending on the stage and the students’ level of speech development. Graduality as a cognitive phenomenon represents an interdisciplinary category of linguistics and linguodidactics. This principle allows us to specify the content minimum to be studied, to determine the correlation of methods, forms and means at every stage of the process of teaching, allows to develop a system of exercises and becomes the theoretical basis for the language learning progress. It is necessary for creation of a system of exercises with gradual complication, gradation of speech tasks. In general, it represents the theoretical basis, on which the developing system of teaching native language and speech is built, as it marks the milestones for personal, meta-subject and subject results.
Добавил в систему: Архипова Елена

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