Specificity of Personally Oriented Foreign Language Learning

Abstract

The formation of a new education system based on the results that will be used by the student in the future. The change in approaches, methods and vectors caused by technical progress and the formation of a renewed pedagogical mentality allows for the wide use of person-oriented education, paying attention to the student's freedom of learning. This method is based on the definition of individuality, self-evaluation of each person as an individual. The theoretical scientific method was used for the research.Within the framework of the researched approach, the orientation of the pedagogical process is determined by personal characteristics and cognitive abilities, interests and preferences, needs and experiences of students. The task of this approach is to create a learning environment that is conducive to learning and promotes a high level of learning motivation and success of all students. The educational process should be personally meaningful, only in this case it stimulates the student's personal and intellectual development.This approach makes it possible to introduce active forms of learning into the educational process, which contribute to the development of students' creative abilities, thinking, and the ability to adapt in a rapidly changing modern society. Emphasis is placed on group and pair work, which "displace" frontal forms of work. Collaborative learning technologies, the project method, etc. are the most appropriate learning technologies. The personally-oriented approach is gradually entering the practice of teaching foreign languages. It attracts the teacher with the possibility of a creative approach to learning, the use of interactive, problem and project tasks. It is also interesting for a student, because he gets a real opportunity to cooperate with the teacher, jointly create a lesson, use educational materials and topics for discussion chosen by him, take responsibility for the form of learning, and most importantly, for the final result – what he directly learned for this lesson or series of lessons; where and how he can apply new knowledge and skills in life, actually using the foreign language being studied.It should be taken into account that among students there may be students with different personality types. In particular, there are those who are difficult to call to a conversation among a large number of people – Introverts. But there are others – extroverts who constantly want to talk, are offended if they are not asked and shouted from their place. Learning a foreign language with the first type should be started with written tasks, so that such a person can realize himself outside of a stressful situation, gradually expanding his opportunities. The second type should be given the opportunity for joint active activities. There should be people of both types in the groups in order to involve all students in the language activity. However, it is very difficult to implement such activities in large groups. In the end, this will lead to the fact that a certain part of the group will participate in training, while the rest will remain passively attending classes, receiving grades, but, most likely, there will be practically no foreign language knowledge left after the course. A personal-oriented approach in combination with a communicative orientation can give excellent results in the process of learning foreign languages. It is most effective in groups with heterogeneous training.