Age features of primary school pupils as a prerequisite for competence-oriented teaching foreign languages: the experience for interpreting the results of the analysis

- Редько, Валерій Григорович (orcid.org/0000-0002-4035-4925) (2017) Age features of primary school pupils as a prerequisite for competence-oriented teaching foreign languages: the experience for interpreting the results of the analysis Педагогічна освіта : теорія і практика, 2/2 (23). pp. 264-276. ISSN 2309-9763

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Abstract

The author of the article examines the age features of primary school pupils and interprets them from the perspective of pupils' potential opportunities to master competence-oriented content of teaching foreign languages. The psychophysiological, didactic-cognitive and social factors influencing the process of early teaching foreign languages are determined and characterized. The problems of developing memory, thinking, abilities of pupils, mechanisms of speaking, cognitive interests, attention, perception, volitional qualities, ability to organize and evaluate their own educational activities, etc. are commented. The competence technology of teaching foreign language communication manifests itself firstly in the process of communicative activity, when pupils acquire certain pragmatically oriented knowledge and consciously carry out a system of educational actions that ensure the mastery of knowledge. The author confirms his thoughts with the results of empirical research and substantiates some examples from the field of school foreign education. In particular, the author's analysis of the psychological state and mental activity of primary school pupils determined their significant cognitive capabilities, although it also revealed the relative imperfection of separate mental processes. Unlike adults, children in the cognition of the surrounding them reality rely on certain compensatory processes that allow them to develop rapidly and confidently. Therefore, at this age, pupils need to develop the ability to use separate compensatory aids that are accepted in the country of the language they are studying and which are adequate to a particular communication situation. In connection with this, there is a need to present relevant examples of non-verbal communication in the content of textbooks and to make them accessible to younger pupils by communicative tasks in the form of micro situations. The author's age-specific features of junior pupils are priority and can serve as a psychological basis for constructing a model of competence-oriented teaching foreign languages in primary school. Knowledge and their account will help the teacher effectively and efficiently organize the educational process, adequately use the available means at the sufficient professional level, to plan the content of the lessons and to predict the results of work in accordance with the conditions of teaching, and will be useful for the authors of the textbooks in the process of their constructing.

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