Techniques of mastering the emotional component  of the content of foreign-language education

The problem for the research. Due to the focus of foreign-language education on the moral perfection of a younger personality and the development of a student’s creative abilities, many researchers consider that the structure of its content should include not only the “intellectual”, but also the emotional component. In this regard, the problem of developing an appropriate activity component that would contribute to the realization of reserves of such content and the appropriation of the cultural heritage of humanity by schoolchildren is becoming more and more urgent. Methods of investigation. The study involved students at the primary (grades 1–4), secondary (grades 5–7), high (grades 8–9) and subject-oriented (grades 10–11) levels of school foreign-language education. These are 138 students of schools in Kirov, Kirov Region, Izhevsk and the urban district “Lesnoy” (Russian Federation). In the experimental work foreign-language text material of emotional content was used, as well as the techniques of mastering the emotional component of the content of foreign-language education as a unit of emotional activity component of foreign-language education. The results were processed using methods of mathematical statistics (dispersion, standard deviation, Fisher’s criterion). The findings of the study. Identify statistically significant differences in the initial and final indicators of students with a vertical form of control at the significance level of p = 0.05. Thus, the indices of the Fisher criterion in assessing the results of mastering the “intellectual” unit and the emotional component of the content of foreign-language education by students of the junior stage were 1.89/1 and 1.3/1, respectively. At the middle stage, they were as follows: 2.47/1 (for the “intellectual” unit) and 1.5/1 (for the emotional component); at the high stage – 1.7/1 and 1.0022/1; at the profile-oriented one – 2.36/1 and 1.08/1. Conclusions. The results of the control experiment confirmed the feasibility of introducing techniques of mastering the emotional component of the content of foreign-language education in the mass practice of secondary schools. These data are of a fundamental nature on the way to the of a student as an intercultural language personality.

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The Content of the Emotional Component of Foreign-Language Education: Principles of Selection and Organization

Vestnik Tomskogo gosudarstvennogo universiteta ◽

10.17223/15617793/468/24 ◽

2021 ◽

pp. 211-218

Author(s):

Svetlana S. Kuklina ◽

◽

Maya N. Tatarinova ◽

Keyword(s):

Foreign Language ◽

Cultural Values ◽

Language Education ◽

Foreign Language Education ◽

Value Orientations ◽

Educational Process ◽

Activity Component ◽

Emotional Component ◽

Methodological Principles ◽

The Individual

Today, the issue of developing the principles of selection and organization of the content of the emotional component of foreign-language education, which can change the value preferences not only of the individual, but also of society, is becoming urgent. The leading approach to research in this article is axiological (emotion- and value-based). The culturological nature of foreign-language education is closely related to the educational process's value foundations, which emphasize innovative aspects of linguodidactics. The inclusion of cultural values in the foreign-language educational process contributes to the development of students' value orientations, as well as their emotional and volitional sphere. The logic of the presentation of the material in the article suggests solving a number of interrelated tasks: to describe private methodological principles of selecting the content for this component, to present the principles of its organization, to describe the holistic system of selection and organization of the content of the emotional component of foreign language education in secondary school. The described principles of selecting the content of the component in question are focused on the motivational personal aspects and value-based senses of foreign-language education, and are aimed at achieving its personal results. These are the principles of holistic reflection in the content of foreign-language education of the objectives for a harmonious development of personality and formation of a student's basic culture, emotional significance of the content of speech material, its problematic nature, relevance of the complexity of the content to learners' actual learning opportunities, individualization. To give the component the ability to work in any conditions of the foreign-language educational process, its sub-components should be built in accordance with the principles of functional systems organization: actualization of characteristics aimed at achieving the goal of the system; neutralization of dysfunctions in the process; concentration of actualized functions of all sub-components to obtain the result while giving them some lability to ensure the dynamism of the system. The principles of selection and organization of the content of the emotional component are presented as a hierarchical whole. It has a specific composition and contains the description of their functioning, the key function, and the functioning environment. This system requires an activity component of foreign-language education that is adequate to the content of the emotional component. Its characteristics will be presented in the authors' further studies.

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The emotional technology of foreign-language education and its use at the level of an axiological micro-discourse

Perspectives of science and education ◽

10.32744/pse.2021.4.13 ◽

2021 ◽

Vol 52 (4) ◽

pp. 192-219

Author(s):

Maya N. Tatarinova ◽

◽

Marina G. Shvetsova ◽

Elena V. Bodnaruk ◽

Frank A. Heberlein ◽

...

Keyword(s):

Foreign Language ◽

Self Regulation ◽

Language Education ◽

Foreign Language Education ◽

Statistical Characteristics ◽

Diagnostic Tools ◽

Third Grade Students ◽

Educational Task ◽

Depth Study ◽

Emotional Component

The problem for the research. Today the most important educational task is raising a harmoniously developed personality, competitive and in demand in the modern multicultural society. The problem for our research is the search in the system of school foreign-language education for the conditions for the development of such a personality, known as the “intercultural language personality”. Methods of investigation. The experimental part of the study was conducted on the bases of Kirov Lyceum of Natural Sciences and a secondary school with in-depth study of some subjects in the town of Nolinsk, Kirov Region (32 third-grade students). Special diagnostic tools were applied to identify the results of using an emotional technology of foreign-language education at the level of an axiological micro-discourse: the success rate as the indicator of the level of students’ skills and habits in the field of the “intellectual” unit of foreign-language education content; a series of methods for determining students’ mastery in the sphere of the emotional component (“Proficiency in the system of national and universal values”; “Three wishes”; “Research of volitional self-regulation”; “Who am I?”; “Incomplete sentences”. The findings of the study. The results of the study showed that at the level of an axiological micro-discourse the indicators of proficiency in both “intellectual” and the emotional component of foreign-language education content increased in 97 % of the third-graders, participating in the experiment. The statistical characteristics of the results indicate that they are not random in nature, but are explained by the conduct of experimental work. By its end the standard deviation of the students proficiency in the “intellectual” module of the content of foreign-language education decreased by 0.05; in the emotional component – by 1. The Fisher test data were 1.89/1 and 1.3/1, respectively (p<0.05). Conclusions. As a result of achieving the goal of the article, the emotional technology of foreign-language education is presented, and the specificities of its use at the level of an axiological micro-discourse are shown. New terms were introduced: “an emotional technology of foreign-language education”, “an axiological micro-discourse”.

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А Systemic and Structural Analysis of the Component Composition of the Content of Foreign-Language Education

Vestnik Tomskogo gosudarstvennogo universiteta ◽

10.17223/15617793/460/23 ◽

2020 ◽

pp. 190-201

Author(s):

Svetlana S. Kuklina ◽

◽

Maya N. Tatarinova ◽

Keyword(s):

Structural Analysis ◽

Foreign Language ◽

Language Education ◽

Component Composition ◽

Foreign Language Education ◽

Point Of View ◽

Practical Significance ◽

Educational Content ◽

Gradual Development ◽

Emotional Component

The aim of the article is to undertake a systemic and structural analysis of the component composition of the content of foreign-language education. Achieving this aim contributes to solving a serious problem of conceptualising the need for a coherent modelling of all components of the content of foreign-language education in pursuit of its global target: a gradual development of students as multicultural language personalities. The aim of the article defines the content and sequence of the used works: the concept of the integrity of the didactic notion “educational content”; research papers on its design, implementation and quality assessment; the study of the emotional component of the content of foreign-language education and its role in the integral achievement of educational objectives. The study highlighted the systemic, structural, functional, personal, activity, value and emotional approaches to identifying the nature and determining the component composition of the content of education. The knowledge-paradigm concept of educational content and the views of the leading methodologists on the problems of the component composition of the content of foreign-language education were compared. Despite the differences in some positions, the attitudes were identified that allowed the authors to determine the set of components of the content of foreign-language education which are invariably tracked in various systems and concepts. Each of them necessarily contains “knowledge” (ideal), procedural, creative and attitude components. The controversial nature of some issues, related to the subject matter of the article, did not prevent the authors from tracing the key idea for this study: in addition to “intellectual” components, the content of foreign-language education also includes an emotional constituent. Based on this provision, the educational content structure has been improved. The modernized one includes a number of “intellectual” components (subject, procedural reproductive and procedural creative) and an emotional one. The novelty of this point of view lies in the embodiment of a kind of an extra-linguistic factor in the content of foreign-language education. It reflects the researchers’ recognition of the need for an emotionally charged education that forms the value competence of students. The practical significance of the presented materials is that they can be used to make changes and additions to the content of foreign-language education that are aimed at forming the experience of students’ emotional and value attitude to the world around them.

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