In this question we will look at open intensive learning systems. At the core intensive training lies innovative technologies that should be considered as a tool through which new technology can be opened to a wide range of people. For the development of innovative technologies, there are a number of principles that are based on the system requirements of intensive training. Let's look at them in more detail:

– the principle of technology integrity, which represents the didactic system;

– the principle of technology reproducibility in a specific environment, which allows you to achieve your goal;

– the principle of non-linearity of pedagogical structures and the acquisition of those factors that directly influence the mechanisms of self-organization and self-regulation of pedagogical systems;

– the principle of potential redundancy of educational information, which allows creating optimal conditions for the formation of generalized knowledge. For a deeper and more complete application of these principles in the implementation of the educational process, open systems of intensive training are used. Such systems give students the opportunity to choose a suitable learning technology and develop an individual plan for a program for the formation and updating of personality. To implement the synthesis of open intensive learning systems, a number of conditions must be met. Let's look at these conditions in more detail:

– comprehensive consideration of the characteristics of the pedagogical environment in which the learning process will take place;

– adherence to the principle of adapting the learning process to the personality of each student;

– acceleration of students’ individual mastery of general scientific and special knowledge, skills and abilities, which is carried out through the design of a “logical construct” of the discipline, in which basic knowledge is given in a compressed form.

Let's consider the algorithm for designing a generalized logical construct of the discipline:

– drawing up an algorithm for the interrelations of content elements to highlight basic concepts;

– design of basic knowledge in graphic, symbolic or other form;

– systematization of the basic knowledge model for a clearer formation of knowledge and the identification of general concepts and systemic connections between them;

– creation of basic structures of cognitive activity that characterize this area of ​​scientific knowledge;

– creation of a system of particular problems that will be used to solve standard problems. Mastering the knowledge of a particular discipline requires cognitive activity from the student, which will be adequate to the principles of structuring, namely:

– highlighting general relationships, key concepts, ideas of a given field of knowledge;

– modeling of these relationships;

– mastering the procedure for moving from the general to the specific, from an object to a model and vice versa.

From the above, we can conclude that the development and synthesis of open systems of intensive learning are one of the most promising areas of development of educational technologies, which contribute not only to the intensification of learning, but also to self-organization, formation and self-actualization of the individual.

INFORMATION TECHNOLOGY

In recent years, the concept of “computer technology” has begun to supplant the concept of “information technology,” although all information technology is associated with computer training. To implement them you need:

– create technical conditions, a system of computer technologies, telecommunication systems that will ensure the fulfillment of the required conditions;

– create a base for the production of national competitive information technologies and resources within the framework of the international division of labor;

– ensure the priority development of advanced production of information and knowledge;

– to form a comprehensive implementation of information technologies in science, culture, etc.

To create a transition to information technology international educational institutions developing new areas of activity:

– improve the basic knowledge of students, students of secondary specialized educational institutions, universities in computer science and new information technologies;

– teachers are being retrained in the field of new educational information technologies;

– informatization of training and education is taking place;

– a program is being developed to equip educational institutions with technical means of informatization;

– a new information sphere is being created and is gradually being introduced into the sphere of educational institutions;

– a program is being implemented to create a unified distance education system in Russia based on new information technologies.

In the modern world, the question is about introducing Russia into the global information system and providing access to modern information superhighways, international data banks in the fields of education, science, industry, culture, and healthcare.

Internet was created in the United States in the 1970s, and is now a system of address patterns and distribution signs that has become widespread among high schools and research institutions. Initially, the Internet was necessary for the exchange of information between scientists, as well as for communication between students of various educational institutions. Now students can use the multimedia capabilities of the Internet.

Hypertext systems in computer technology are one of the components of information technology, which is used for the development of help systems, collective decision-making systems, electronic documentation systems, and diagnostics. The use of hypertext systems has led to a new stage in the use of information technology in education - the creation of electronic books and electronic encyclopedias.

Since 1995, Russia has had a system of distance education, which complements full-time and distance learning.

Thus, information technologies contribute to the formation of a unified educational space within the entire society. Information technologies have an impact on the individual, which contributes to the development of self-regulation and stimulates the cognitive activity of students; the consequence of all of the above is an increase in the efficiency of the educational process.

INNOVATIVE TRAINING

Currently up the problem of changing the educational paradigm.

The existing contradiction of the modern education system lies in the contradiction between the rapid pace of formation of knowledge that a student needs to obtain, and the limitations of the ability of each student to master this material individually. The consequence of this contradiction is the rejection of the absolute educational ideal, which consists in a comprehensively developed personality, and the transition to a new ideal - the maximum development of a person’s abilities for self-regulation and self-education.

From the above we can conclude that the first place in innovative teaching is the development of abilities based on education and self-education.

The main features of the new education paradigm are fundamentality, which is aimed, along with integrity and focus on satisfying the interests of the individual.

For comparison, here is the education formula of the 1960s-80s. and modern. In the 1960-70s. The formula of education was: “Know everything about a little and a little about everything.” Nowadays we see small changes and the formula of education sounds like this: “Know about the essence of everything in order to know a new essence.” The essence of the formula remains the same, but the tasks are already set differently.

From the above, we can conclude that the goal of a modern student, especially a student, is to know the essence, that is, the essence of many disciplines and the large abundance of information in each discipline.

The essential approach involves a synthesis of natural, humanities, and technical sciences.

The essential approach implies a systemic, synergetic approach, which means that all teachers must act in the same direction in developing students’ abilities, during which systemic knowledge is formed with the establishment of interdisciplinary connections and holistic ideas.

The acmeological approach is closely related to the essential approach.

Acmeology– a new area of ​​scientific knowledge, the object of which is a person in the dynamics of his self-development, self-improvement, self-determination. The subject of acmeology is the creative potential of the student, the patterns and conditions for a person to achieve any results, the development of creative potential, the heights of self-realization. The task of acmeology is to teach the student to work professionally in his field of activity. To work professionally means to work without breakdowns, blunders, or blunders.

The essence of this approach is to study a person in the dynamics of his development, self-development, self-improvement, self-determination in various spheres of life.

All students need to develop the habit of self-development, self-improvement, and self-control, as this is the main factor of achievement in the acmeological approach.

Summarize. Innovative education lies in a personal approach, the fundamental nature of education, creativity, essential and acmeological approaches, the synthesis of two cultures, the use of the latest information technologies, and most importantly, professionalism.

Psychology and pedagogy

Breadth or depth? Extensive and intensive education

Both approaches bring their own beneficial results. If we consider these principles in other industries, the effect will be as follows. For example, intensive farming is engaged in developing the productivity of a certain piece of area, devoting all energy and attention to it. A wonderful harvest will definitely be reaped from it. Whereas the task of extensive farming is to maximize the area under cultivation. A lot of harvest will be harvested, considering the territory as a whole. However, in each individual area the indicators will be low. So which direction is most effective: in depth or in breadth?

Encyclopedia Man: The Philosopher's Ideal

Antiquity. In Aristotle's time, Greek philosophers spoke confidently on any topic. Equally wise speeches flowed both about state laws and issues of art, both about the exact sciences and about existence in general. Aristotle himself, creating a comprehensive system of philosophy, touched upon many areas of human development: philosophy itself, politics, sociology, logic, physics. In addition, his works include works on rhetoric, botany, zoology, and drama theory. Aristotle believed: “The difference between an educated and an uneducated person is the same as between the living and the dead.” A similar “comprehensive coverage of knowledge” was observed in Hellenistic education - if you are developed, then you are developed in everything.

Revival. Renaissance philosophers continued the ancient principles of personality formation. Broadness of outlook and skills is the norm for any educated person. The great Leonardo da Vinci was not only an artist. His field of activity included sculpture, architecture, music, and anatomy. Da Vinci was a naturalist, writer and inventor. Now for us this seems incredible and brilliant, but in that era every humanist spoke several languages, wrote works, and paid attention to the exact sciences and art.

Education. This era gave birth to the true “encyclopedia man.” It was impossible for a scientist to engage in a specific area of ​​science, to devote himself to the study of one problem. No, a thinker must understand science as a whole. And even if there was a division between the study of the spirit and the science of nature, the scientist could not limit himself to knowing only one part.

Classicism. Classical education readily picked up the model of a comprehensively developed person - as A. S. Pushkin wrote: “We all learned a little something and somehow.” Skills from the arsenal of fine arts were also necessarily present in every educated person. Young men and women from society knew how to do “a little bit of everything”: they wrote poetry, painted, played music, and danced. The young men fenced and rode horses.

Modernity: Expanding Views and Creativity

The end of the twentieth century brought with it new trends: science became more complex, and education began to gravitate toward interdisciplinarity. During the times of classical education, it was assumed that a thinker who brings knowledge to the masses would convey this same knowledge simply and easily. But over time, it became clear that much in our world is relative, and everything is not as simple as we would like. Quantum physics and neurobiology raise more questions than answers.

Currently, creativity and creativity have “raised their head” from oblivion. If earlier in education there was a certain “sharpening” for a specific task, and professions became narrowly focused, now a fresh stream is needed. Every year the number of courses on developing creativity and trainings that promise to teach you to think outside the box is growing. The idea of ​​liberal arts, built on an individual trajectory, independent work, discussions and a sense of oneself in this world, is becoming popular.

A person who wants to succeed in his career constantly improves. , courses, studying the intricacies of his profession makes him an excellent practitioner, but prevents him from expanding his horizons. Little by little, a professional loses the ability to see all the facets of one problem, since his knowledge has gone too deep. That is why an integrated approach is becoming increasingly relevant, which would reduce the difference between professional fields and thereby allow us to “broaden our view.”

A certain synthesis of expansion and deepening took place. Now the fields of knowledge are expanding, absorbing the maximum, but deep study of a specific subject does not disappear anywhere.

Education without borders: every person as a source of knowledge

During Antiquity, students listened to philosophers at feasts and meetings. In modern times, followers of German thinkers attended their wise speeches. The students followed their teachers. But a lot has changed since then. Now, to gain new knowledge, you don’t even have to leave your own home. On the Internet we can absorb any complete information examined from different angles. However, this is where the problem lies. Who to follow and who to learn from?

Now literally anyone can write articles, maintain a blog, be a trainer (sometimes in a self-invented discipline), and edit information on Wikipedia. The very concept of an encyclopedia (even a virtual one) has become distorted.

The encyclopedia man connected with the very idea of ​​the liberal arts. School and institute teach the ability to search for information, absorb what you need, form your own opinion and come up with non-standard solutions. A real synthesis of human encyclopedicism has taken place, striving to develop in breadth and depth, giving rise to new ideas.

The educational process (learning process) is a very complex process of objective reality, inferior, perhaps, only to the processes of education and development, of which it is an integral part. It includes a large number of diverse connections and relationships of many factors of different orders and different natures (see Fig. 1).

Picture 1

A part of pedagogy - didactics - deals with the problems of learning and education. Its main categories are teaching, learning, learning, education, knowledge, abilities, skills, as well as purpose, content, organization, types, forms, methods, means, learning outcomes.

Teaching methods are a system of consistent, interconnected actions of the teacher and students, ensuring the assimilation of the content of education, the development of their mental strength and abilities, and mastery of the means of self-education and self-study.

In didactics you can come across such a concept as a type or methodological system of teaching. The type (methodological system) of training refers to the general orientation of training. If, for example, the goal of learning is to assimilate facts or describe phenomena, then the leading psychological mechanism will be association, and the main activities will be perception, comprehension, memorization and reproduction. The appropriate teaching methods are presentation, reading, reproducing conversation, and viewing illustrations. Taken together, a system of explanatory-illustrative, reproducing learning is obtained.

There are many methodological systems, one of the most ancient is dogmatic teaching. It corresponds to the craft type of organizational culture. A type of church-religious education that developed in the Middle Ages through listening, reading, rote memorization and word-for-word reproduction of the text. Currently, dogmatic learning takes place when memorizing facts and memorizing texts, and their comprehension is not mandatory. Elements of such training are used when memorizing facts, names, dates, coefficients, formulas without derivation, foreign words, and some symbols. Of course, elements of comprehension and establishing associative connections are inevitably present, but the main attention is paid to memorization and accurate reproduction.

Close to dogmatic training are modern methodological systems: hypnopedia (training in a dream), relaxopedia (training in a state of relaxation, liberation from constraining conventions) and suggestopedia (training through suggestion), which are classified as intensive training.

Intensive teaching methods are a group of methods of teaching a foreign language, dating back to those developed in the 60s. Bulgarian scientist G. Lozanov of the suggestopedic method and including the following methods: the method of activating the reserve capabilities of the learner (G.A. Kitaigorodskaya), the emotional-semantic method (I.Yu. Shekhter), the method of accelerated learning for adults (L.Sh. Gegechkori), the method immersion (A.S. Plesnevich), suggestocybernetic integral method of accelerated learning for adults (V.V. Petrusinsky), rhythmopedia (G.M. Burdenyuk), hypnopedia (E.M. Sirovsky), speech behavior course (A.A. Akishina ), “express method” (I. Davydova), etc.

They are based on the following methodological principles:

The principle of collective interaction. This principle connects the goals of training and education, characterizes the means, methods and conditions of a single educational process. Group learning contributes to the emergence of additional socio-psychological incentives for the individual to learn, supports in the educational team such a psychological atmosphere in which students receive opportunities to satisfy very important socio-psychological needs of people: recognition, respect, attention from others. All this additionally stimulates the cognitive activity of students. In conditions of collective joint activity, a common fund of information about the subject being studied is formed, to which each student makes his own contribution, and everyone uses it together. Thus, the main “means” of mastering the subject becomes communication with group partners.

The principle of person-oriented communication. In communication, each learner is both influencing and being influenced. Under these conditions, the process of personality formation is determined by the relationship of person to person, their communication. Language proficiency is, first of all, the ability to participate in real communication. The system of concepts in which communication can be described includes the concept of “role”. Communication turns into a creative, personally motivated process. In this case, the student does not imitate the activity, but “owns” the motive of the activity, that is, he performs motivated speech acts. Personal and verbal communication is the basis for constructing the educational and cognitive process in intensive teaching of foreign languages.

The principle of role-based organization of the educational process. Role-playing communication is at the same time a gaming, educational, and speech activity. If from the student’s perspective role-playing communication is a game, then from the teacher’s perspective it is the main form of organizing the educational process. In accordance with the idea, the main educational text for students is a polylogue, and the participants in the actions described in it are the students themselves. Thus, one of the methods of non-directive regulation of student behavior in a group is implemented.

The principle of concentration in the organization of educational material and the educational process. This principle characterizes not only the qualitative, but also the quantitative specificity of intensive communication. This specificity is manifested in various aspects: the concentration of educational situations, classes, the concentration of educational material associated with its volume and distribution in the course of study. A large volume of educational material, especially at the initial stage of training, makes it possible, already in the first lesson, to organize situations that are as close as possible to real communication. This creates high motivation for learning, as if bringing the learning result closer to its beginning. Concentration in the organization of educational material entails a specific organization of the educational process, which manifests itself, in particular, in a high “density of communication”, a variety of types and forms of work, etc. In conditions of a large volume of educational material, the following are effective: a) plot-based structure of the course and individual microcycles; b) plot organization of classes and their fragments; c) constructing educational texts as models of speech behavior in certain situations, etc.

The principle of multifunctionality of exercises. This principle reflects the specifics of the exercise system in the activation method. A language skill formed in non-speech conditions is not strong and is not transferable. Therefore, a productive approach to learning is one in which simultaneous and parallel mastery of language material and speech activity is carried out.

The main goal of intensive teaching methods, as well as other teaching methods at the present stage of educational development, is the implementation of a communicative approach in teaching a foreign language, i.e. training in communicative competence (the ability to establish and maintain necessary contacts with other people), but under strict time limits.

This leads to the following definitions of intensive training:

“Intensive teaching of a foreign language is training aimed mainly at mastering communication in the target language, relying on the psychological reserves of the personality and activity of students that are not used in regular training” - G.A. Kitaigorodskaya.

“Intensive learning is not just effective learning, but one that achieves maximum efficiency in the minimum possible learning time, with minimal effort from the student and teacher.” - V.M. Blinov, V.V. Kraevsky.

INTENSIVE METHODS OF TEACHING FOREIGN LANGUAGES

Assignment for independent completion: make a lecture summary on the topic, adding it after the sign? based on theoretical material from the corresponding information block and/or literature sources mentioned in the link.

Brief lecture notes

1. The concepts of “intensity” and “intensification”. Intensification of learning as the basis of intensive methods.

The essence of intensive training, types of intensive methods.

1.1. The creation of an intensive method of teaching foreign languages ​​was caused by social need, public and state interests, as well as the development of such sciences as social psychology, personality psychology, communication psychology, and psycholinguistics. The expansion of scientific, economic, cultural, and tourist ties contributed to the emergence of the need to quickly master a foreign language at a communicatively sufficient level, which would allow one to communicate in a foreign language with its native speakers abroad and in their own country (without a translator) in the presence of phonetic, lexical, grammatical errors that do not interfere with communication. The time factor in mastering a foreign language became the leading one in determining the teaching method: it began to be called intense, i.e. providing, first of all, mastering a large amount of educational material in a short time.

1.2. "Under intensive training It is customary to understand teaching a foreign (and generally non-native) language, aimed mainly at mastering live oral speech and its understanding (i.e. communication in the target language), relying on the psychological reserves of the personality and activity of students, not used in regular education, in particular - to manage socio-psychological processes in a group and manage communication between the teacher and students and students among themselves, and usually carried out in a short time (2 weeks, 1 month, several months) and with a large daily concentration of hours (4-5 hours).”

1.3. G.A. Kitaigorodskaya: “Methodologists determine intensity as an increase in the speed and quality of learning, as the amount of work performed in given periods of time. This understanding clearly reflects the quantitative parameters of intensity, and intensification understood as a process aimed at increasing quantitative indicators of learning success.”

T.I. Kapitonova, A.N. Shchukin: ... The effectiveness of training is achieved by its optimization. ... Optimization And intensity trainings are related as target And means. … Under optimization The educational process is understood as such an organization that ensures the highest possible efficiency in solving the assigned tasks with the minimum necessary expenditure of time, effort and money on the part of the teacher and students. ... Intensify the educational process is to increase the amount of material studied in class and ensure the strength of its assimilation per unit of time, i.e. achieve higher quality of teaching and maximum productivity of the pedagogical process. .

1.4. T.I. Kapitonova, A.N. Shchukin distinguishes the following methodological factors of intensification: 1) concentration of study time and continuity of foreign language classes (especially at the initial stage); 2) ensuring the density of communication in the classroom, the saturation of lessons with types and forms of work that require students to be active and participate in the act of communication; 3) focus on the communicative activity of students and teachers, bringing the learning process as close as possible to the conditions of real and professional communication; 4) the authority of the teacher’s personality; 5) taking into account the individual psychological characteristics of students; 6) reliance on semantic rather than mechanical memory, the desire to satisfy the cognitive interests of students; 7) the presence of a language environment and its methodologically correct use; 8) systematic work with visual aids (visual and auditory).

2. Analysis of G. Lozanov’s suggestopedic method.

The basis of all varieties of intensive methods of teaching a foreign language is the suggestopedic method (SPM) of G. Lozanov, which arose in Bulgaria in the 60s. XX century The creation of the SPM is associated with the need of society for the accelerated study of foreign languages ​​and, above all, for the mastery of oral speech and reading. The name of the method comes from the Latin word suggestio – suggestion. Suggestion in social psychology is considered as the initial form of relationships (relationships) between people. Suggestion– the flow of information to a person through indirect suggestion. According to G. Lozanov’s definition, “ suggestology- This is the science of suggestion. Suggestopedia“is a section of suggestionology devoted to the practical, theoretical and experimental development of problems of suggestion in pedagogy.”

There are several known in the methodological literature options for intensive methods: 1. Hypnopedia; 2. Relaxopedia; 3. Rhythmopedia; 4. “Immersion” method; 5. “Express method”; 6. Emotional-semantic method I.Yu. Schechter; 7. Intensive method of teaching oral speech to adult students L.Sh. Gegechkori; 8. Suggestocybernetic integral method of accelerated learning for adults V.V. Petrusinsky and others.

See info. block 1.5, 1.6?

3. Characteristics of intensive methods.

Principles of the method of activating the reserve capabilities of the individual and the team G.A. Kitaigorodskoy(see file “Seminar Lesson 6”) ?

4. Ways to intensify the teaching of foreign languages ​​in secondary school.

Bibliography

1. Kapitonova, T.I. Modern methods of teaching Russian to foreigners / T.I. Kapitonova, A.N. Shchukin. – 2nd ed., revised. and additional – M.: Rus. lang., 1987. – pp. 153–197.

2. Kitaigorodskaya, G.A. Methodological foundations of intensive teaching of foreign languages ​​/ G.A. Kitaigorodskaya. – M.: Moscow University Publishing House, 1986. – 176 p.

1. Collection of articles on problems of teaching foreign languages ​​in modern school / compiled by: I.V. Pinyuta, Yu.V. Pinyuta. – BPK, 1993. – 156 p.

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION
MOSCOW STATE UNIVERSITY

GEODESY AND CARTOGRAPHY

CENTER FOR RETRAINING AND ADVANCED PROFESSIONALS

FINAL WORK

ON THE TOPIC OF:
Intensive training in foreign languages.

Completed by: Kuzmina M.A.

Position: teacher

in. languages

Checked by: Smolnikova I.A., Ph.D.,

Associate Professor of the Center

Moscow 2002
Content.

1. 
   Introduction. The relevance of intensive training 3
2. 
   Theoretical part. 3
   1. 
      Development of the idea of ​​intensive training . 3
   2. 
      Definition of intensive training . 6
   3. 
      Methodological principles of intensive training . 6
      1. 
         A) principle of personal communication . 6
      2. 
         b) poet's principle pno-concentric organization of the educational process. 9
      3. 
         V) principle of using role-playing game . 10
      4. 
         G) principle of collective communication . 11
   4. 
      Psychological features of intensive training 13
   5. 
      The role of the teacher in intensive learning. 15
   6. 
      Features of the presentation of educational material . 16
      1. 
         A) introduction of new material . 16
      2. 
         b) communication training . 17
      3. 
         V)practice in communication. 18
   7. 
      Intensive training room. 19
3. 
   Practical part. Work with a polylogue on the topic “Sports”. 21
4. 
   Conclusion. The effectiveness of the intensive technique and its possibilities
   applications. 24

An equally significant contribution to intensification techniques was made by M. Walter. In the training course he developed, after an initial period of passive listening and students repeating the names of actions after the teacher, gaming techniques are introduced, which gradually develop into theatricalization of fragments and entire lessons. He strove to ensure that the sketches he was playing were provided with the appropriate decorum as fully as possible. Thanks to this, the idea of ​​substantive visualization, as complete documentation as possible of what is happening in the lesson and the naturalness of the setting of role-playing games, began to develop, which was later reflected in the development of the foundations of intensive training in the requirement for natural motivation of speech situations.

By tracing the further development of intensified learning, it is possible to identify new points that are acceptable to the idea of ​​intensive learning. These include: the concepts of situationality, the need to take into account the native language in its correlation with the foreign language being studied, the need to take into account the idiomaticity of the means of expression of the language being studied, associated with the identity and characteristics of the historical development of the native speaker people.

The desire of the methodology to intensify as an effective means of introducing students to practical mastery of a foreign language began to take mature forms in recent decades, primarily thanks to the work of the Bulgarian scientist G. Lozanov. G. Lozanov, as a doctor-suggestologist (suggestology is the science of psychotherapy and psychohygiene, the influence of a doctor through suggestion on a patient for therapeutic purposes), came to the conclusion about the possibility of using in training the unconscious reserve capabilities he observed in his patients. The direct influence of the teacher on students in a state of “pseudopassivity” (i.e., apparent passivity), primarily its suggestive, suggestive effect, helps eliminate psychotraumatic factors (stiffness, fear, embarrassment, fear of mistakes, isolation, unsociability, difficulties in overcoming stereotypes of the native language and “ language barrier” foreign). Such an impact, according to Lozanov, creates favorable preconditions for the organization of foreign language speech communication. In addition, it helps to reveal the reserve abilities of students to remember the volume of educational material. Suggestology, according to Lozanov, reveals mechanisms that ensure the liberation and mobilization of a person’s hidden capabilities for memorization, assimilation, mastery, and communication. One of the techniques that includes these mechanisms is “infantilization” - the removal of worries and anxieties that burden the psyche of an adult and interfere with perception, and its transition to the immediate levels of perception and awareness, in which play, the joy of participation in communication in conditions of relaxedness and ease. The starting points of Lozanov's theory had a decisive influence on the formation of ideas of intensive training.

In general, the suggestopedic method helps to identify an integrated approach to students, on whom it seeks to have an educational, educational, developmental impact, providing for stimulation of the motivational and taking into account the intellectual and emotional sides of each individual.

The use of G. Lozanov’s method to accelerate the acquisition of a foreign language gave positive results, which led to the creation of suggestopedic courses not only in Bulgaria, but also in a number of other countries. However, this method revealed some shortcomings, which were analyzed, in particular, by G.A. .Kitaygorodskaya, thanks to whose efforts the ideas of intensive training were largely advanced. Having assimilated and refined the main ideas of G. Lozanov in her theory, G. A. Kitaigorodskaya enriched them with new provisions and data from a number of sciences related to methodology. She sees in the student an active participant in the pedagogical process, creatively mastering knowledge and skills that he is able to apply in his educational and life activities.

In its current state, the methodology of intensive teaching of foreign languages ​​does not represent a single trend, but forms several directions:

1. 
   Suggestopedic method of G. Lozanov, based on generalization and didactic interpretation of suggestology data.
2. 
   A method for activating the reserve capabilities of students by G.A. Kitaigorodskaya, which involves conducting an accelerated course of teaching foreign language communication in the conditions of forming a teaching and speech team, taking into account the latest data from suggestopedia, social psychology, psycholinguistics, pedagogy, linguistics and methods of teaching foreign languages.
3. 
   The emotional-semantic method of I.Yu. Shekhter, which seeks support for meaning formation in the process of role-playing game, carried out using a system of personally motivated educational tasks of a communicative nature.
4. 
   The intensive course for adults by L. Gegechkori is based on alternating cycles of suggestopedic teaching of oral speech and inter-cycle stages of practicing language material, characterized by the conscious orientation of listeners in the lexical and grammatical features of the language.
5. 
   The suggested cybernetic integral method of accelerated learning for adults by V.V. Petrusinsky is implemented without the help of a teacher, whose functions are limited to the preparation of educational materials and the use of special equipment.

“Intensive teaching of a foreign language is training aimed mainly at mastering communication in the target language, relying on the psychological reserves of the personality and activity of students that are not used in regular training,” - G.A. Kitaigorodskaya.

“Intensive learning is not just effective learning, but one in which maximum efficiency is achieved in the minimum possible learning time, with minimal effort from the student and teacher,” - V.M. Blinov, V.V. Kraevsky.
3. Methodological principles of intensive training.
a) the principle of personal communication.
This principle can be presented in expanded form as the principle of organizing personal, diverse communication - the basis of the entire educational process.

It is well known that personality functions and is formed in the process of constant relationships with other people in three main types of activity: work, communication and cognition. Communication serves as one of the main mechanisms of these relationships. Communication, its nature, style significantly influence the implementation of educational and educational tasks. Experimental studies allow us to draw conclusions, in particular, that the sphere of communication, under certain conditions, potentially contains powerful positive emotional factors. It gives every person the opportunity to potentially be an educator and educated, because In communication, each person is both affected and affected. To construct the educational process in such a way that any attitude to any subject is formed through an attitude towards another person (fellow student, teacher), and an attitude towards another through a third person, and not through an object, means ensuring the merging of communication and learning. In this case, communication performs educational and teaching functions.

The main goal of mastering a foreign language, taking into account the natural limitations of the material - grammatical, lexical and phonetic minimum, is the development of full speech ability, consisting in the ability to participate in natural communication, and knowledge of linguistic phenomena and the ability to operate with them are included in this skill as integral but subordinate components communication process.

The highest priority type of foreign language speech activity in intensive training is polylogue, which is an example of everyday conversational style of speech. The thematic content of the polylogue is realized in the form of typical life communication situations. The speech situation is the unit of selection and organization of educational materials in the conditions of intensive teaching of a foreign language. Its main characteristics are exemplarity and invariance. By exemplary we mean choosing the most common communicative situations in real life and using them as models when teaching foreign language communication. The requirement of invariance presupposes the selection of such situations, the speech content of which can be realized under other circumstances. The specificity of polylogue in intensive training lies in its two-dimensional organization. On the one hand, polylogue is the main educational material, a model of foreign language communication and, as such, contains certain speech and language material that reflects the necessary speech and language components of this communication. On the other hand, a polylogue is a text, a holistic work that should give aesthetic pleasure to the reader and student of it. A necessary condition for a full-fledged polylogue is an interesting plot, completeness and artistic value of situations, richness and colorfulness of language, the presence of stylistic devices characteristic of oral communication at different functional levels: humor, puns, various kinds of metaphors contained in proverbs, sayings and other idiomatic expressions.

The success of educational activities with a focus on the formation of speech ability and communicative competence of students depends on many factors. First of all, it depends on the personal characteristics of students, the initial level of their knowledge, and their relationships with each other and the teacher. In intensive training, this factor is ensured by creating an atmosphere of group activity, emotional empathy, and the contagion of positive emotions. The success of educational activities also depends on the nature of the relationships that develop in the conditions of collective educational activities. These relationships require everyone to be involved in joint intellectual activity, to combine mental efforts to overcome educational and speech difficulties. The effectiveness of collective learning activities is manifested in the changes that the student’s personality undergoes and in the increase in the level of interpersonal communication. The relationships that develop in a group united by communication activities stimulate the development of self-esteem and self-regulation. Relationships of interaction and interdependence between team members cause them to strive not only to correctly understand the requirements imposed by others and a specific situation, but also to apply these requirements to themselves. In order for self-esteem and self-regulation to lead to personal self-affirmation and mutual enrichment of all students, the teacher must constantly help them. To organize more effective communication in compliance with the requirements of psychology, it is necessary to take into account certain quantitative and qualitative parameters of organizing the work of a study group: the presence of a playing space, a favorable decorum, etc. To increase the effectiveness of learning, it is necessary to teach students how to navigate communication, plan and implement it correctly. As students learn to communicate in a controlled situation, restrictions are gradually removed, allowing freedom to vary and move to new learning environments. It is these two stages of training that are taken into account in the intensive methodology - communication training and communication practice.

The system of concepts with which communication can be described includes the concept of “role”. Teaching language as a means of communication involves mastering the skill of performing certain communicative roles in given conditions. The use of social roles in a group greatly contributes to managing communication in the lesson. Within the framework of gaming activities, each person’s personal traits, hidden and not realized in everyday life, characteristics of character and temperament are more easily revealed.

Thanks to the stage-by-stage concentric organization of the educational process, a large volume of vocabulary is realized. The first stage - the formation of a communicative core - is built on the basis of a dictionary, which makes up approximately 2/3 of the total real dictionary. The distribution of the volume of material across levels of training is uneven. The second stage provides for a small supply of new lexical and grammatical material, despite an increase in the number and volume of educational texts; the third stage also involves a relatively small increase in mainly lexical material with a large increase in the volume and number of educational texts. The intensive training approach to the distribution of the educational lexical minimum is in good agreement with the structure of training (usually more hours are allocated for the initial stage).

Role-playing at an advanced stage of learning can be combined with a business game. Business games are a new type of training, in which the assimilation of knowledge, the formation of skills and abilities seem to be superimposed on the outline of professional activity, presented in training in some model form.

During intensive learning, student behavior is predetermined in situations of educational dialogues. Situations are selected in such a way that, by modeling everyone’s speech behavior, they unite the group through joint activities of verbal communication. This joint speech activity forms a team and creates a favorable psychological climate in it. Goodwill, support, mutual assistance, approval, encouragement, empathy, gentle humor - this is the psychological emotional coloring of everyone’s speech behavior in situations of educational texts, as a result - a positive attitude, increased emotional tone of the entire educational process. Educational dialogues and situations, stipulating the interaction of group members, form norms of collective behavior and verbal communication, and contribute to the emergence of friendly feelings.
d) the principle of collective communication.
The principle of collective interaction in the educational process can be defined as a way of organizing the educational process in which:

• 
  students actively and intensively communicate with each other, exchanging educational information, thereby expanding their knowledge and improving their skills;
• 
  optimal interactions are formed between the participants and relationships characteristic of the team are formed, which serve as a condition and means of increasing the effectiveness of learning; the condition for the success of each is the success of the others.

The intensive methodological system uses various methods of educational interaction, complementing each other and giving educational activities a collective character. Among them, simultaneous work in dyads (pairs), triads (triads), micro groups of four people, in teams, in student-group, teacher-group, teacher-microgroup modes, etc. One of the most fruitful forms of interaction can be the work of students in triads, since the presence of a third person creates a position in communication that is close to a natural situation, when two communicating are forced to take into account the impact of their statements not only on the immediate interlocutor, but also on other persons . This leads to an increase in the moment of reflexivity necessary when learning to communicate. In addition, the position of a third person who does not directly participate in communication (but is ready to enter into it) mobilizes his attention to perceive the content of the dialogue and ensures greater activity (greater involvement) in completing this task. At the same time, the form of organizing work in triads allows the teacher to more quickly manage the structure of interaction, including all students without exception, ensure their equal and high educational and cognitive activity, and also more quickly provide feedback on the control and correction of their actions. By simultaneously organizing work in triads with a constant change in the composition of the triads, the teacher gets the opportunity to more flexibly manage the interaction of students, i.e. take into account their individual characteristics and level of mastery of the subject. Thus, the teacher follows the principle of individualization in group learning, providing optimal conditions for everyone’s cognitive activity. In intensive learning, interaction and cooperation between teacher and student, teacher and group, and students among themselves is one of the most important elements of the methodological system. Working together in a special activity-mediated psychological climate limits competition and turns it into cooperation, where everyone strives to act in such a way as to express their individuality, meet the expectations of the group and strive to achieve the common goals of joint activity. The optimal realization of everyone’s capabilities appears here as a separate task, but subordinate to a common goal. The development of intellectual creative individuality of students in collective educational work is facilitated by:

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  trusting relationships between the teacher and students, which free students from constraint and self-doubt;
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  encouragement from the teacher and group mates, helping the student to believe in himself;
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  identification (merger) of the student with the group;
• 
  organization of educational activities in joint game forms and in the form of a series of tasks that are interesting for students and involve their active interaction.

The implementation of all the principles of intensive learning presupposes the appropriate organization of educational material, ways and means of its presentation and consolidation, as well as the appropriate organization of interpersonal relationships in the educational team.

1. 
   presentation of the skill being developed in a detailed external form;
2. 
   adequate orientation of the student in the structure of the skill;
3. 
   consistent practice of the basic elements of the skill;
4. 
   application of a skill under conditions of external control;
5. 
   performing the appropriate action under conditions of internal conscious control (on the part of the student himself);
6. 
   practicing and automating the skill.

Intensive training ensures the implementation of all these points. The first and second are created by the teacher and supported by text presented in detailed written form and recorded on a tape recorder. The third is provided by special exercises (for example, repeating individual words and expressions out loud after the teacher). The fourth is implemented by correcting the speech of each student in the process of dialogue teacher → student → students. The fifth is carried out in the course of communication between students, the sixth is ensured through constant repetition and exercises. From the first to the last lesson, students are actively involved in the real process of live communication. The content of lessons and the practice of training sessions are organized in such a way as to form a system of speech skills, consistently practicing, consolidating and automating all its elements. This process occurs at an accelerated pace, mainly due to the activation and use of the student’s capabilities during intensive interpersonal communication.

One of the basic rules in accordance with which the teacher organizes interpersonal interaction and communication in the lesson is the establishment of informal and equal, emotionally rich and positive relationships between all participants in the process. From the very beginning, these relationships are built on the basis of mutual assistance and goodwill, mutual support and approval, mutual participation and interest in conditions of lively and active communication. In all this, the teacher sets the tone.

The intensive teaching method, in contrast to the traditional method of teaching a foreign language, is based on a combination of individual and group work, with the latter being brought to the fore. The group becomes not only the object of the teacher’s influence, but also an active subject of the educational process. Using the resources that come from group opinion, group decision and group discussion, the teacher multiplies the power of his pedagogical influence and speeds up the learning process through the expedient organization of communication. Through the formed system of emotionally positive interpersonal relationships, the teacher strives to strengthen and multiply the influences that he considers necessary to implement when solving a particular problem.

We can distinguish three groups of qualities that are necessary for a teacher who is a specialist in intensive teaching of foreign languages. Psychophysiological characteristics: emotionality, attentiveness, good memory, clear diction, poise. Personal qualities: intelligence, oratorical abilities, accuracy, tact, kindness, goodwill, sincerity, sense of responsibility, sense of humor, strength of character. Professional qualities: high personal culture, comprehensive education, deep knowledge of the subject, fluent and exemplary command of language and regional studies material, high methodological qualifications, knowledge and understanding of psychology, communication, ability to use technical equipment.

First presentation, when the teacher introduces students to a new communication situation, revealing the place and time of action, the lines of behavior of the characters in the polylogue (members of the group), it also aims to arouse students’ interest in upcoming events. Polylogues of the introductory course (the first 1-1.5 months of training) are introduced during the first presentation in full, with translation into the native language, with extensive use of facial expressions and gestures. The teacher plays out, directly communicating with the group, all the proposed events. The first presentation of subsequent polylogues is reduced to several minutes with a gradual abandonment of translation into the native language.

The main task second presentation is to ensure maximum memorization of new educational and speech material. Events and situations of the introduced polylogue are played out by all students following the teacher. In this case, a rich arsenal of non-verbal communication means is used, as well as various emotional colors of spoken remarks, rhyming, rhythmicity of some of them, and even re-singing them. It is desirable to attract all kinds of associations that promote perception and memory. At this stage, the necessary linguistic (etymological) and regional studies comments and explanations are also recommended. In practice, the second presentation is a meaningful theatrical imitation of the text of a polylogue, in which the primary consolidation of speech material is realized in elementary speech actions. At the same time, the formation of articulatory, intonation skills and complex auditory-speech-motor images of new language units that form speech utterances begins.

Third presentation new material aims to consolidate this material in memory, as well as to synthesize the idea of ​​the situation (first presentation) with the speech action in the situation (second presentation) and thus give a complete picture of the entire text of the polylogue; involuntary memorization is supplemented with voluntary, and the auditory-vocal-motor image of new speech units is supplemented with an auditory-visual image. During the third presentation, the teacher reads the entire text phrase by phrase: a phrase in the native language - a short pause for remembering the corresponding equivalent in a foreign language - a phrase in a foreign language - a pause for the students to repeat it in inner speech. To maintain students' attention at the proper level for a long period of time, the teacher is recommended to read phrases using different tones. At this stage, students can have a written version of the text in front of them and follow along.

When planning classes for the practice stage in communication, it is advisable to include exercises that summarize and repeat the material not only of the last microcycle, but also of all previous ones. At this stage, the teacher also organizes and conducts final control using the material of a particular microcycle (test tasks can be used as a means of final control).

The number of students in intensive study groups is on average 12 people. When introducing educational material, frontal (choral) work of the entire group predominates, with occasional inclusions of work in pairs. In communication training classes, pair work predominates, sometimes the group is divided into two teams, and choral work is used less often. At the final stage of work on the topic (communication practice), work in dyads alternates with work in triads.
7. Intensive training room.
The effectiveness of the teaching and educational process indirectly depends on many factors: the room in which learning takes place, the color scheme of the interior, equipment and design, the shape and location of students’ and teacher’s workplaces, lighting, etc. Factors such as time of day and order of classes are of some importance. All this, combined with the organization of the pedagogical process and the teaching aids used, affects the final result. Intensive learning for the first time forced the teacher to pay attention to the organization and design of the learning environment.

The area of ​​the classroom, in which classes are held for a group of 10-12 people, is approximately 40 square meters. The room is divided into three functional zones - active, information and auxiliary (technical). The information zone occupies the front part of the auditorium. It is intended to present educational material. This area includes, in addition to the front of the auditorium, a wall on which a board and a movie screen are mounted; on both sides of the board there are acoustic systems, as well as a TV installed for visual aids - posters, tables, drawings; side walls with permanent and changing exhibitions and a teacher’s workplace, a table with a control panel for the main parameters of the microenvironment (lighting, ventilation, etc.) and technical means (tape recorder, overhead projector, video recorder). The auxiliary (technical) area is located at the back of the auditorium. There are cabinets in which projection equipment is installed, educational materials, visual aids, etc. are stored. Between the information and auxiliary zones there is an active zone - students’ workplaces and the space between them for conducting various forms of educational activities - games, educational theatrical performances .

It is necessary to pay attention to the location of student workplaces. Language learning is, first of all, learning to communicate in the target language. Collective communicative activity presupposes direct visual contact of communicants - students should be positioned so as to sit facing each other and see their communication partners. This is possible by placing student workstations in a semicircle or a horseshoe, at the base of which is the teacher’s seat. There are three possible options for organizing the core: a U-shaped table made up of ordinary tables is installed in it; large semicircular table; or soft chairs with a high back, headrest and armrests (a folding music stand is attached to the left armrest).

When designing a learning environment, one should take into account the patterns of light and color solutions for the interior and wall design. The human body reacts to the color of the environment, even if the person does not consciously notice it. A person’s performance largely depends on the effect of color. An unfavorable color and light environment leads to rapid fatigue and irritation of the nervous system; a pleasant environment – ​​on the contrary, creates a feeling of comfort and relieves fatigue. Light colors evoke a feeling of lightness, spaciousness, satisfaction, while dark colors evoke a feeling of enclosed space, restraint and even oppression. The correct color scheme for the interior of a learning environment has important psychological significance. The optimal color of the room is selected from light yellow or yellow-orange, creamy coffee or sandy pink tones. These tones create a feeling of warmth, lightness, light and activity, which is required for the normal functional state of students in the lesson.

The sound content of the learning environment - music and functional noises - also plays an important role in intensive learning, helping to manage the psychophysiological state of students. Music has a strong direct impact on human emotions. An appropriately selected piece of music contributes to the creation, maintenance and change of students' state in the learning process. The beneficial effect of music on improving human performance is based on the ability of the positive emotions it generates to optimize psychophysiological processes in the body and the activity of the central nervous system. Along with this, under the influence of music, an additional focus of excitation is created in the cerebral cortex and subcortical formations. The emergence of a new focus of excitation in the process of educational activity weakens the load on the working areas of the brain that control human actions and inhibits the excitation of the old focus due to tedious or monotonous activity.

III. Practical part. Work with a polylogue on the topic “Sports”.

The main task of the second presentation is to ensure maximum involuntary memorization of the text of the polylogue lesson by creating associative series. At this stage, the teacher presents the entire text phrase by phrase in order to semantize its content. The second presentation is characterized by choral recitation after the teacher, playing the text. Memorization of the most significant material is ensured by the use of non-verbal communication means (gestures, facial expressions, melodies, sound associations). For example, for involuntary memorization of the construction: Je prefere, neanmoins, l’halterophilie et la boxe. you can use gestures that imitate lifting a barbell and boxing; or to remember the expression C’est faux! a wave of both hands is an emotion of indignation.

During the third presentation, the lesson content is presented in sequence from the native language to French. Students are instructed to recall the corresponding French equivalent and repeat it to themselves during pauses. First, students are given a phrase in their native language and given time to recall the French equivalent, and then the same phrase in French and a pause to pronounce it. To keep the students’ attention, the teacher reads the text with different intonations (pronounces one phrase loudly, the next quietly, the third neutrally).

The purpose of the fourth presentation (musical session) is to once again give a complete understanding of the text of the lesson and achieve the effect of relaxation for the students. The text is read by the teacher naturally, expressively, without translation into the native language.

The communication training stage aims to practice the material in various situations close to the real conditions of foreign language communication. An example of a communicative task at this stage would be:

Devinez quels sports vos amis pratiquent. (trainees take turns performing facial actions one at a time, the rest guess and name the sports corresponding to the actions being performed).

“Vous avez gagne une medaille d'or aux epreuves de boxe. Votre ami qui est un moqueur, ne croit pas que la lutte etait honnete. Prouvez-lui le contraire.” –La victoire t’a ete attribue a cause du forfait de l’adversaire. - C'est faux! Tout simplement j'ai ete en bonne forme cette saison-la. Voila a quoi j'ai du ma medaille d'or.

Practice in communication is the stage of speech production. Its goal is to bring students to the level of fluent speaking in the process of solving communicative problems.

An example of communication tasks at this stage could be:

for example, “Votre ami se passionne pour le hockey, et vous, vous vous enthousiasmez pour l’equitation. Prouvez que le sport que vous preferez est le plus important, le plus interessant.”

“Votre ami est un ennemi des sports. Il les croit dangereux. Renversez son avis.”
IV. Conclusion. The effectiveness of the intensive technique and the possibilities of its application.
Intensive teaching methods are more widely used in foreign language courses for adults. There are several points that confirm the effectiveness of the intensive technique. Among them:

• 
  mastering a large number of speech, lexical and grammatical units;
• 
  active use of acquired knowledge, skills and abilities in the practice of oral communication in a foreign language;
• 
  the ability to use the acquired language material not only in one’s own speech, but also in understanding the speech of the interlocutor;
• 
  formation of a flexible skill of transferring learned speech units into varying communication situations;
• 
  overcoming psychological barriers, in particular the fear of making a mistake;
• 
  overcoming internal and external stiffness and embarrassment;
• 
  high and immediate learning efficiency: already on the second day of classes, students communicate in the target language, using speech clichés embedded in the main polylogue educational text.

List of used literature.
1.Appatova R.S. “The problem of teaching polylogue in a foreign language lesson” // “Foreign languages ​​at school”. - 1989 - N 5.

2. Bukhbinder V.A., Kitaigorodskaya G.A. “Methodology of intensive teaching of foreign languages”, Kyiv-1988, 375 p.

3. Denisova L.G., Tuganova N.K., Faskhutdinova G.M. “A teacher’s book for a trial English language textbook for grade 11 in general education institutions” - Moscow-1996, 115 p.

4.Zoteeva I.N. “Using elements of intensive methodology in teaching French in a two-year program” // “Foreign languages ​​at school” - 1991 - N 4.

5. Kalaeva G.G. “Educational games for intensifying listening learning in French” // “Foreign languages ​​at school” - 1998 - No. 5.

6. Kitaigorodskaya G.A. “Intensive teaching of foreign languages” // “Foreign languages ​​at school” - 1980 - N2.

7. Kitaigorodskaya G.A. “Principles of intensive teaching of foreign languages” // “Foreign languages ​​at school” - 1988, - N6.

8. Kitaygorodskaya G.A. “Methodology of intensive teaching of foreign languages” - Moscow - 1986, 302c.

9. Kitaygorodskaya G.A. “Methodological foundations of intensive teaching of foreign languages” - Moscow, 1986, 248c.

10. Lozanov G. “Suggestology (chapter from the book)”; “Methods of teaching foreign languages ​​abroad” - compiled by: Sinyavskaya E.V., Vasilyeva M.M., Musnitskaya E.V. - Moscow-1976, 230 p.

11. Rabinovich F.M., Sakharova T.E. “Intensive methods of teaching foreign languages” // “Foreign languages ​​at school” - 1991 - N 1.