Intelligence maps as a means of forming foreign language grammatical competence in the modern educational process

Abstract

The introduction of this article substantiates the pedagogical relevance of the search for new educational technologies for the formation of foreign language grammatical competence that meet the cognitive characteristics of modern students. Traditional methods turn out to be insufficiently effective in the context of clip thinking, which requires the introduction of tools that contribute not only to the assimilation of knowledge, but also to the development of universal learning activities. The technology of intelligence maps, which corresponds to the principles of system-activity and constructivist approaches, is considered as such a tool. The research methodology includes a theoretical analysis of scientific literature, methodological modeling and the development of a functional typology of intelligence maps (informational, systematizing, communicative) for teaching English grammar. In the course of the research, specific results were obtained: practical models of intelligence maps for complex grammatical topics such as the tense system, aspects of Simple/Continuous and the I wish construction were developed and described. Various formats of working with maps (ready-made, wireframe, self-created) are demonstrated, allowing for a differentiated approach. The discussion of the results highlights that intelligence maps are not just a methodological technique, but an integrated pedagogical technology. Their use contributes to the development of systematic and critical thinking, creativity and, most importantly, metacognitive competencies: planning, self-monitoring and evaluation of learning activities. It is concluded that technology transforms the role of the student, turning him into an active, self-regulating subject of the educational process, which is a key task of modern pedagogy and has interdisciplinary significance.