The subsystem of exercises for differentiated development of prospective teachers’ english-speaking interaction

In the article, the problem of differentiated development of prospective teachers’ English-interaction is investigated. In particular, the subsystem of exercises is presented according to three models: exercises for teaching English dialogue by the method of receptive-cognitive differentiation of learning; exercises for teaching English dialogue by the method of reproductive-cognitive differentiation of learning; exercises for teaching English dialogue by the method of emotional and motivational differentiation of learning. By the three models, the formation of skills and abilities in English dialogic speech includes the following stages: combining cues into dialogic units (with prior or subsequent listening to a sample dialogue), making a mini-dialogue, making the dialogue of a certain functional type. Within each stage, the example of the exercise for the formation of skills and / or abilities in English dialogic speech is given; the purpose of an exercise and its type are singled out; the example of teacher's instruction is attached to each exercise. The focus is in particular on the stages of the implementation of differentiated learning by three types. Thus, receptive-cognitive differentiation is realized at the stage of combining cues into dialogic units with prior and / or subsequent listening to the sample dialogue; reproductive-cognitive differentiation – at the stage of mini-dialogue making; emotional and motivational differentiation – at the stage of making the dialogue of a certain functional type. Teaching aids for the implementation of differentiated teaching of English dialogue for different typological subgroups of students have been developed. In particular, two types of the educational comic strip have been developed (by the dominant type of students' thinking) as a means of implementing reproductive-cognitive differentiation; two types of communicative situations (by the dominant cognitive motives of students) for the implementation of emotional and motivational differentiation of learning are proposed. Examples of educational supports have been introduced.

The repertory grids method in the investigation of cognitive differentiation in the sphereof communication

The issue of the selection and use of methods of personal diagnostics, which are individually-oriented, for example, the repertory grids method, have been examined. The possibilities of the method in the diagnostics of cognitive differentiation in the sphere of communication have been studied. Its dignities and advantages have been determined. Practical experience in the development of a repertory lattice has been generalized. The algorithm for filling the grid, the method of calculating the results and determination of cognitive complexity (cognitive simplicity) in the sphere of communication have been presented. The possibilities of the grid in the study of the individual features of communication have been considered.