Organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss

Abstract

Importance. The students’ foreign language communicative abilities development is the main goal of a foreign language teaching at a language university. The dictogloss as a means of a foreign language teaching is actively used for the speech skills progression, since it involves the participation of all four types of speech activities: reading, listening, speaking and writing. The dictogloss technique meets the requirements of a task-oriented approach to learning and involves the implementation of students’ independent activities, both individual and group, in the informational educational environment. However, in the modern methodical literature there are no installation requirements that determine the dictogloss use effectiveness as a means of a foreign language teaching. The purpose of the research is to identify a number of organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss. Research Methods. Using the methods of scientific literature theoretical analysis on the research topic, as well as a comparative analysis of the conceptual provisions of modern approaches to teaching, the organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss are empirically identified. Results and Discussion. The research describes a number of organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss. Mentioned conditions include the following aspects: a) students’ proficiency in a foreign language at level B1 and higher; b) compliance with a clearly defined sequence of learning stages; c) development of students and teachers linguocomputer competence; d) motivation of students to participate in language teaching through foreign language educational interaction; e) combined use of full-time and distance learning formats. Conclusion. Teaching students types of foreign language communicative activity based on dictogloss is carried out in compliance with the above organizational and pedagogical conditions. The obtained results can be used in further research on the dictogloss integration in methods of a foreign language teaching.