FORMATION OF THE COMMUNICATIVE COMPETENCE OF PRIMARY SCHOOL STUDENTS IN THE PROCESS OF TEACHING BURYAT AS A SECOND LANGUAGE

Tsyrenova L.A., Lhasaranova B.B., Dondokova S.D., Oshorov S.G.
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Abstract

This article is devoted to the problem and solution of the communicative competence formation of younger schoolchildren in the process of teaching Buryat as a second language. Communicative competence doesn’t appear out of nowhere, it is formed. The basis of its formation is the experience of human communication. In order to confirm the scientific validity of the theoretical propositions put forward by us, the article theoretically substantiates and develops a system of exercises based on the principle of a communicative approach. A set of exercises for teaching dialogic or monologue speech, used in Buryat language lessons, are aimed to ensure that the child passes through the actions committed by a literary hero, learns to believe, make friends, love, analyze various life situations. This approach ensures the development of the student's speech, teaches to engage in dialogical disputes about the transformation of literary heroes, gives an excellent opportunity for the development of monologue speech. The actions that a student takes while performing an exercise can be conditionally divided into three groups: truly communicative or verbal, conditionally communicative or conditionally verbal, and constructive or linguistic. The purpose of these exercises is the consistent assimilation of lexical material in the process of forming skills, abilities, ultimately, communicative competence. The developed system of exercises is focused not only on improving and further developing the level of communicative competence, but also on developing the creative potential of students, their creative abilities.
在将俄语作为第二语言的教学过程中培养小学生的交际能力
本文主要探讨在布里亚特语作为第二语言的教学过程中,低年级学生交际能力形成的问题和解决办法。交际能力不是凭空出现的,而是形成的。其形成的基础是人类的交际经验。为了证实我们提出的理论命题的科学性,文章从理论上论证并开发了一套基于交际方法原则的练习系统。在布里亚特语教学中使用的一套对话或独白语言教学练习旨在确保儿童通过文学英雄的行为,学会相信、交朋友、爱、分析各种生活状况。这种方法确保了学生语言表达能力的发展,教导学生就文学英雄的转变进行对话争论,为发展独白语言提供了极好的机会。学生在进行练习时所采取的行动可以有条件地分为三类:真正的交际性或言语性,有条件的交际性或有条件的言语性,建设性或语言性。这些练习的目的是在形成技能和能力的过程中不断吸收词汇材料,最终形成交际能力。所开发的练习系统不仅注重提高和进一步发展学生的交际能力水平,还注重开发学生的创造潜力和创造能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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