Emotional stimulus of teaching foreign-language reading in a secondary school. Part 1

Abstract

The problem for the research. Foreign-language reading provides favorable opportunities for a student’s holistic development. However, in today's teaching practice, there is a situation of mismatch between the “knowledge” ways of achieving the goals of the lesson and the emotional factor. There is an obvious contradiction between the recognition of the effectiveness of reading as a means of a personality’s spiritual development in the unity of all his/her spheres and the primacy of intellect and will in school teaching practice. Methods of investigation. 52 seventh-graders of secondary school No. 11 in Kirov (Russian Federation) took part in the experimental work. To obtain the subject results of the experiment (in the field of foreignlanguage reading), the method of calculating the success rate (V. P. Bespalko, A. N. Shamov) was applied; metasubject and personal results – the questionnaire “Formation of universal educational actions” by L. I. Timonina. Processing the results, statistical methods were used: standard deviation, t-criterion. The findings of the study. The results of the final control showed that the level of proficiency in subject educational results increased in 78% of students; metasubject – in 70%; personal – in 81%. The reliability of the results is confirmed by the use of mathematical statistics methods for subject, metasubject and personal results. Conclusion. The components of the emotional stimulus are characterized, and the effectiveness of its model in teaching foreign-language reading in a comprehensive school is proved (on the materials of the middle stage). Keywords: foreign-language reading, teaching conditions, external conditions, internal conditions, an emotional stimulus, stimulus components.