Linguistic consciousness of ukrainian students fromdifferent social groups while learning english based on the web-resources

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Linguistic consciousness of ukrainian students fromdifferent social groups while learning english based on the web-resources

Kyrychenko A.

The need of a modern personality to adapt to the conditions of the multicultural and multilingual world greatly enhances interest in language education. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues.

It is well known that the philosophy of lifelong learning is becoming more and more popular among the Ukrainians, as it promotes awareness that the knowledge of a foreign language is not just an advantage but also a key to a successful future. The Ministry of Education and Science of Ukraine developed and approved the Concept “New Ukrainian School” to implement state policy in the area of reforming general secondary education, one of the main tasks of which is the formation of basic competences of students. Among these key competences there is foreign languages communication which includes the ability to understand the language and express the concepts, thoughts, feelings and facts (through listening, speaking, reading and writing) in a wide range of social and cultural contexts [2].

The specifics of the foreign language as a subject is that communication is not only the ultimate goal of learning, but also a means of achieving it. Since language remains the only universal basis of thinking, knowledge of a foreign language should be considered in terms of improving intellectual abilities (memory, imagination, critical, logical, creative thinking). Implementation of this idea is impossible without the development and realization of appropriate learning technologies through the creation of an interactive educational environment.

Any education system is open and fairly stable. Therefore, its components, such as the objectives and content of schooling should remain unchanged in any form of education within the same state, in accordance with the programs and standards of education adopted in Ukraine. As for the methods and learning tools, they can vary depending on the applicable learning concept. That is why we consider it urgent to ensure the development of linguistic consciousness of Ukrainian students from different social groups whilst learning English based on web-resources.

The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. This correlation makes it possible to understand the uniqueness of these cultures, their character, which finds its embodiment in the linguistic sphere, and most importantly allows us to penetrate into the linguistic “picture of the world” of two nations. In social linguistics, the term “linguistic consciousness” (henceforward -- LC) is actively used, since without it, it is difficult to explain the facts of linguistic behavior and find out the external causes of many linguistic changes. Linguistic consciousness as one of the forms of human consciousness is a socio-psychological category.

The most comprehensive contemporary Ukrainian edition on sociolinguistics, in which the structure of the concept of “linguistic consciousness” is proposed and outlined, belongs to researcher PylypSeligei. He proposed and outlined the structure of the concept of linguistic consciousness in his book “Language consciousness: structure, typology, education”. The author presented the development of the typology of levels of linguistic consciousness, considered the principles, methods and basic content of linguistic education of the Ukrainians [5].

Consciousness is a subjective reflection of the surrounding world made by a person. Thus, linguistic consciousness is a reflection of the actual language sphere. Hence we have the definition which explains that linguistic consciousness is an unindifferent attitude to the language. Such a definition clearly distinguishes the linguistic consciousness from its understanding as a linguistic picture of the world. If the first definition refers to the perception of the extralinguistic world in the language, the second definition deals with the issue of perception of the language itself [5, 13]. PylypSeligei writes, “There is neither a holistic theory, nor a single understanding of the LC, because different researchers put different meanings in this notion” [4, 12].

In his article the author proposed a definition and outlined the structure of the notion of “linguistic consciousness”: “LC is a form of consciousness that embraces views, ideas, feelings, evaluation, and instructions on language and linguistic reality. The structure of the LC contains four main blocks of elements - language knowledge, feelings, evaluation and guidelines” [4, 15]. Such an interpretation of the LC coincides with the definition given by Polish linguist G. Sokolovska, who treats the LC as “views, attitudes, thoughts, beliefs about the value and functioning of language in the process of communication” [7, 26].

In the article “Place of Linguistic Consciousness in Intercultural Communication” O.Saprykin notes that “the study of the problem of the interaction of linguistic consciousness in intercultural communication is an important factor in learning a foreign language. The interrelated study of several languages, the switching of speech codes contributes to the formation of the ability to analyze, it facilitates the development of the language and linguistic competence, as well as the elevation of the general cultural level, the expansion of the cognitive picture of the world of every personality” [3, 12]. According to

L. Hnatiuk, the review of the works of modern linguists has shown that the problem of linguistic consciousness is extremely relevant. Its further study in various aspects on the material of one or more languages will help to reveal a deeper connection between language and consciousness, to clarify the nature of many linguistic processes and phenomena of the present and the past in order to master native and foreign languages [1, 81].

Modern innovative technologies in education are the use of information and communication technologies in teaching, project work, creation of presentations, work with educational multimedia programmes, remote technologies in teaching foreign languages, use of resources of the World Wide Web. Qualitative language education is possible with the use of innovative educational technologies which ensure the individualization and differentiation of learning, taking into account the abilities of students from different social groups, their level of knowledge and learning needs.

Achieving high-quality linguistic competence, which includes communicative skills, formed on the basis of language knowledge and abilities, is possible with the use of teaching methods that combine communicative and cognitive goals. Innovative methods of teaching foreign languages should be aimed at the development and self-improvement of the individual, to reveal its creative potential. One of the technologies that provides student-oriented learning is the method of projects as a way of developing creativity, cognitive activity, and autonomy. foreign language web resource

In our view, project training is relevant for teaching children cooperation, activating students and shaping their creative abilities. It is expedient to introduce information and communication technologies at the lessons of a foreign language to create positive emotional atmosphere of spiritual enrichment, giving children the opportunity to experience themselves in different forms of creativity.

The main objective of teaching a foreign language is the formation of a communicative competence, and all other goals (educational, disciplinary, developing) are implemented in the process of realization of the linguistic consciousness of the student. Communicative competence in its modern sense implies the formation of the ability to intercultural interaction [6].

The competent use of web-resources contributes significantly to the preparation of students for real-life communication situations and provides a sustainable result in the field of practical skills and abilities in a foreign language. On the one hand, a solid system of skills and abilities regarding the practical use of a foreign language as a means of interpersonal and intercultural communication is created; on the other hand, students acquire useful knowledge that they will need in their future.

It should be emphasized that the teaching of a foreign language involves learners mastering the communicative competence, which is formed on the basis of interrelated socio-cultural and linguistic development of students, which requires the introduction of innovative technologies into educational process.

To sum up, the main objective of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements and to improve the quality of language education.

References:

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2. Гриневич Л. М. Концептуальні засади реформування загальної

середньої школи “Нова українська школа” [Електронний ресурс] / Л. М. Гриневич. - Київ, 2017.-34с.- Режим доступу:

http://mon.gov.ua/%D0%9D%D0%BE%D0%B2%D0%B8%D0%BD%D0%B8 %202016/12/05/konczepcziya.pdf

3. Саприкін О. А. Місце мовної свідомості у міжкультурній комунікації / О. А. Саприкін // Молодий вчений. - 2016. - № 4.1. - С. 12-14. - Режим доступу: http://nbuv.gov.ua/UJRN/molv_2016_4.1_5

4. Селігей П. О. Структура й типологія мовної свідомості / П. О. Селігей // Мовознавство. - 2009. - № 5. - С. 12 - 29

5. Селігей, П. О. Мовна свідомість: структура, типологія, виховання / П. О. Селігей / НАН України. Інститут мовознавства ім. О. О. Потебні. -

К.: Вид. дім “Києво-Могилянська академія”, 2012. - 118 с.

6. Richards J.C. Communicative Language Teaching Today / J. C. Richards. - Cambridge: CUP, 2006. - 47 p.

7. Sokolowska H. Wieloj<?zycznosc a umiej<?tnoscikomunikacyjneuczniowszkolpolskichnaLitwie/ H. Sokolowska. - Warszawa - Wilno: ELIPSA, 2004. - 184 s.

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