REALIZATION OF SUBJECT-SUBJECTIVE PEDAGOGICAL INTERACTION IN FOREIGN-LANGUAGE INSTRUCTOR-LED DISCOURSE
Journal Title: «Інноваційна педагогіка» - Year 2018, Vol 7, Issue 2
Abstract
The article outlines the extralinguistic specificity of the instructor-led discourse, which determines the linguistic and pragmatistic specificity of speech tactics and communicative strategies. The expediency and necessity of development and implementation of special forms of subjectsubjective pedagogical interaction, aimed at acquisition by students the pragmatistic level of foreign-language professionally-communicative competence in the process of preparing of future foreign language teachers was substantiated. It was found out that the purposeful preparation of students for subject-subjective pedagogical interaction in foreign-language instructor-led discourse comprises the corresponding organization of the educative process, which involves cooperation with lecturers, self-development of subjects of the educational process, their manifestation of personal purposes, the formation of subjectivity of thinking in the process of learning and cognitive activity. It was proved that the most teleologic forms of realization of subject-subjective pedagogical interaction in foreign-language instructor-led discourse are the following, leading features and means of which are: polylogue, dialogue, intersubjective relationship, free choice, sense-creation, mental activity, creating of a situation of success, positive evaluation, reflection, etc. The most effective forms of realization of the subject-subjective pedagogical interaction in the foreign-language instructor-led discourse are presented.
Authors and Affiliations
О. О. Осова
Keywords
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