Teaching the grammatical side of foreign language speech to future social workers based on mental cards

Importance. The methodological potential of mental cards for interconnected teaching of a foreign language and the specialty of future social workers is considered. This technology, used as part of integrated subject-language teaching of the French language and specialty, helps students visualize and control the material being studied, providing the opportunity to see several ideas in a small space. The theoretical description of mental maps is analyzed, their importance for teaching the grammatical side of foreign language speech and its activation in classes in a non-linguistic university is substantiated.

Materials and Methods. During the study the theoretical analysis of scientific and methodological literature and advanced methodological experience were used; experiential learning; observation; survey; descriptions; elements of quantitative calculations.

Results and Discussion. To create educational mental cards, the following components are proposed: the main idea or purpose of studying the material, secondary (and subsequent) ideas, connections between components, illustrative material, color stimulus, and others corresponding to the topic of the course. An algorithm for working with mental cards has been defined, which includes four main stages, each of which may contain additional stages: informational (organization of work with the topic being studied), technological (working with elements of a mental card, their comprehension, discussion and memorization), procedural (correction of the mental card), final (discussion on authentic text fragments containing studied grammatical structures and their discussion). The following oral and written professional tasks were identified: sketch, testing, abstract, discussion. The feasibility of using mental cards in teaching grammar is confirmed in the experiment conducted by the authors; statistical calculations and questioning of students have proven the effectiveness of the proposed technology.

Conclusion. The effectiveness of using mental cards in the learning process is predetermined by their properties, including clarity (you can view the vocabulary being studied and note shortcomings), attractiveness (aesthetic appearance), timeliness (see what information is missing), possibility of revision (allows you to remember and assimilate the material, identify the causes of possible difficulties). This technology demonstrates a wide range of possible methods for the development of linguistic thinking, both in the field of analyzing vocabulary and grammar in the specialty being studied, and in using it for any stage of work at a non-linguistic university. The effectiveness of using mental cards for the formation of the grammatical side of foreign language speech in situations of professional communication, as well as for increasing motivation for learning a foreign language in the field of professional communication, is noted.

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