Methodical model of teaching types of foreign language communicative activity to students based on dictogloss

Relevance. Modeling as a method is used to create and work with models of various objects or processes. Models allow to visualize abstract and complex scientific concepts in order to better understand them. In the methodology of a foreign language teaching, modeling is used for conducting experimental training in a controlled environment, predicting results, as well as planning further actions. Dictogloss as a means of a foreign language teaching imitates a kind of dictation, in which students reproduce the text they have heard using correct stylistic and lexicalgrammatical forms. The format of the dictogloss allows it to be used in the form of blended learning with the help of modern information and communication technologies, making it more accessible to students. However, there are no many papers in the scientific and methodical literature devoted to the development of language faculty students’ foreign language communicative abilities based on dictogloss. The purpose of the research is to develop a methodical model of teaching types of foreign language communicative activity to students based on dictogloss.

Research methods. The following theoretical methods were used in this paper to create a methodical model: the study and analysis of scientific literature on the research topic, the generalization of the data and conceptual provisions contained therein. On the basis of empirical research methods, the practical experience of using dictogloss as a means of a foreign language teaching was studied and analyzed, a methodological model of teaching students types of foreign language communicative activity based on dictogloss was developed and described.

Results and Discussion. In this paper, the author’s methodical model of teaching of students to types of foreign language communicative activity based on dictoglosswas developed and described. The methodological model of training is a set of hierarchically ordered components: prerequisites, target, theoretical, technological and evaluative-effective blocks. Each block contains components that reveal the essence of the research and determine its focus.

Conclusions. The developed methodical model of teaching types of foreign language communicative activity to students based on dictogloss is aimed at increasing the intensity and efficiency of the educational process. The results obtained can be used to develop methodical materials on the use of dictogloss technology in a foreign language teaching, as well as in conducting other research in the field of foreign language teaching methods.

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