Analysis of intensive technologies of teaching foreign languages in foreign and russian pedagogy
DOI:
https://doi.org/10.25726/p8882-9453-4332-vKeywords:
intensive training, foreign language, audio-linguistic method, behavioral approachAbstract
The article is devoted to the study of the problems of psychological support for intensive teaching of a foreign language. The authors note that in psychological and pedagogical science, a search is being made for ways and methods that would increase the pace of learning without reducing its quality. One of the ways to reform the process of teaching a foreign language in higher education is its intensification, emphasis on practical knowledge of the language, taking into account the individual psychological characteristics of students. The article analyzes the work of domestic and foreign scientists on the research topic. Foreign methods and technologies of intensive teaching of foreign languages are based mainly on the main provisions of behaviorism and cognitivism, while domestic ones are based on the principles of suggestive-pedagogical and activity approaches. Thanks to hard work in wartime conditions, observance of mandatory technical requirements (the duration of classes was at least 25 hours a week, in quantitative terms, groups consisted of 5-7 people and were recruited according to test results, etc.), the success of army courses was very significant. In the postwar years, this approach was subject to experimental testing in schools and colleges. However, this approach was not widely used because it had a number of disadvantages.
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