Категория содержания обучения И Я и ее современная трактовка.

Aims determine the Content of FLT (What to teach?). This cannot be denied. In different epochs there were different aims of FLT. Nowadays the Communicative-cognitive approach to FLT determines the following components of the content of FLT in general: Content of FLT

I. linguistic component II. Psychologica component III. methodological component
VI. Socio-cultural(cultural background) V. emotive component(interest to the subject)

There are 2 aspects in the Content of FLT:-subject matter (предметная сторона): sphere of communication,theme,situation,language and socio-cultural material,texts.

-processional matter (процессуальная сторона):operations with lang.material,skills in speech act, compensatory skills,interest to the subject

5. Cущность категории принцип обучения. Когнитивный и коммуникативный методологические принципы иноязычного образования. The modern process of FLT has greatly changed due to the new philosophy of education aimed at developing students' competence. The existing system of principles, in FLT has also undergone some changes. What is a principle?According to C.C. Кунанбаева «под принципами... понимаются исходные положения,которые, реализуясь в содержании, организации, методах и приемах обучения,определяют стратегию и тактику обучения» (См. «Современное иноязычное
образование: методология и теории», Алматы, 2005, стр 47). I. A principle (* lat. Principum) is a guide line to follow, a comprehensive and fundamental rule, doctrine or assumption / basis arid foundation of smth. It is very important to define the basic principles of FLT. In order to definitely know strategy and tactics of implementing the new conception of FLT. As a Pedagogical science FLT Methodology is based on the principles of didactics, on the one hand, and on the other hand it has its own principles:as well. It is natural that we cannot deny these principles traditionally used in our Methodology but at the same time we should take into consideration the new ones. So, let as analyze the use of the principles traditionally used in FLT:

General principles Special principles Specific principles (in teaching

1. Communicativeness 1. Pattern Practice

2. Domineering role of exercises 2. Oral approach Auding

3. Integration and differentiation 3. Intensive study at Speaking

4. Native language basis the Primary stage Reading

4. Approximation Writing).

Every subject of instruction is based on the universal principles of educative instruction, principles of didactics - consciousness, activity, visuality, accessibility, durability, consecutiveness, systematicness.The 7 didactic principles are independent and at the same time they are mutually connected. None of them must be overvalued to the detriment of any of the above mentioned. In each school subject these principles are applied specifically. For example, the principle of visuality is differently realized in diffident subjects: mathematics, history, foreign languages.

5.1.We shall now stop for a moment on the Specific application of there basic principles in FLT. According to Kunanbayeva S.S.1)Cognitive principle, its role in the formation of personality of ICC: Cognitive principle is one of the most crucial principles in the formation of ICC. Cognitive principle provides the formation of the language as inalienable part of cognition process and formation of thinking. This principle helps the person to perceive the whole environment and interact with it, and reflect consciousness which shows the social mentality of the society. Through reading, listening, learners can learn more about the culture, customs, and traditions of that nation. This principle forms adequate mental constructions in the structure of knowledge and consciousness of a subject activity with the help of building visual images; creation of problematic situations; interactiveness; synthesis of visual, sound, and nuncupative forms of visuality.

2)Communicative Principle. The purpose of any language learning is to communicate. Pupils’ experience of foreign language learning today is very different from that which many teachers experienced when they were at school. In primary and special schools in particular, the emphasis is now very firmly on oral work and work is based on practical activities in which the foreign language is used for a clear communicative purpose. This is not to say that learning lists of vocabulary and rules of grammar does not have its place in the learning sequence for most pupils, but that simply knowing ‘how you say it in German’, for example, is not enough; all pupils should be shown how to use the language they have learned to describe their own experience (albeit, for some, in simple terms); to express their own thoughts, needs and opinions; to respond to what others say to them, to ask as well as to answer questions. 3)Socio-cultural.4)Linguo-culrural.5) Conceptual.6) Reflexsive.7) Communicative methodological

The Universal Principles of Educative instruction are chiefly realized through the contents of the texts and illustrations given in the text-books. The Principle of Consciousness. implies such process of teaching when the linguistic phenomena of the language are taught consciously by means of comparing, explanations, demonstrations, historical comments to make the process of acquision easier, to prevent interference: The Principle of Activity (Activeness). There is a Chinese Proverb saying:.«I can remember 20% - of what I hear,.I can remember 40% - of what I hear and see;.I can remember 80% - of what I participate in»..People learn a language most effectively through activity when solving problems, creating things themselves or when talking about personal experiences.

5.2 Participation and flexible exploratory (creative) thinking should be encouraged. In accordance with the communicative -cognitive approach to FLT pupils must be actively involved with all their cognitive mechanisms such as memory (long - term memory and short - term memory), thinking and operations of thinking (analysis, synthesis, induction, deduction, comparison, etc) perception and others.The principle of Activity (Activeness) requires activity of both, on the pant of the T and the learners: choral, individual work, work in small groups (problem - solving, project work, etc). But the T should bear in mind that students are different: extraverts and introverts display their activity differently. The Principle of Visuality. We know that attaching great importance to visuality or to the use of visual impressions in FLT is consistent with the psychological principle of associative memorization and with Pavlov's theory of the 2 signaling systems.A wide use of visuality in teaching all the subjects is also a main requirements of Modern didactics.object visualityVisuality is of 3 kinds graphic.language visuality.Role Play - is realization of language Visuality. Object visually consists in demonstration of object, actions, materials. Graphic visually consists in the of pictures, tables and diagrams, filmstrips, films, static and dynamic pictures, substitution tables (first recommended by Каменский, 1592-1670). The Principle of Systematicness. Every work requires being done systematically, not mechanically. The didactic principle of systematicness demands not Only planned and systematic work by the teacher but also the acquisition of systematic knowledge by the pupils.In itself systematic or systematized knowledge is the same as theory. It implies relative completeness, generalization and classification.The language systematized knowledge in Ph, Gr, Voc. promotes good results. The use of tables, cards, wall charts, etc. can greatly facilitate the attainment by the pupils; of Gr, Voc, Ph knowledge. The Principle of Accessibility. According to this principle:The material should correspond to the э е and mental powers of the learners; it should be neither too difficult, nor too easy or too childish for them; gradation of difficulties is also; an indispensable condition of accessibility.it should be rightly dozed;it should be properly graded. The Principle of Durability. The Pr. of Durability stands apart from other didactic principles, in so for as it determines the nature not of the teaching but of the assimilation of the material by the pupils.Durable assimilation or lasting retention by the learners is ensured by the observances the part of the T of all the didactic principles considered, especially that of systematicness.Associations can be:dormant, that is not is the field of consciousness, when not stimulated can be;active or awakened - in the field of consciousness when the system of nerve paths to which they correspond has become excited in response to some stimulus.Thus associations can be lasting or transient well memorized or soon forgotten. Lasting knowledge and established habits are conditioned by repetitions of 2 kinds:Revision;drills.Durable associations and established habits correspond to systems of well established nerve paths - in Pavlov's terminology of «dynamic stereotypes». The Principle of Consecutiveness. The sequence from known to unknown, from simple to more complex, from proximate to more distinct.