Method of training English language as a second foreign language

In the era of globalization, a multilingual person is the custodian of cultural heritage and strangely realistic realities, an intermediary between different peoples and ethnic groups. The requirements for specialists in the field of contacts with foreign partners in highly specialized spheres of the economy, industry and science are increasing.

Modern researchers talk about the need to develop special techniques and models of polygonal training for polygent children and the development of bilingualism in monolingual children, models of multilingual instruction aimed at preserving the language of the national minority or models that are being reclassified from the language of emigrants to the majority language in accordance with various methodological approaches to organization of training.

Polyungism is closely connected with the understanding of ethnocultural self-awareness, which is currently developing in three directions: primordialism, associated with the ideas of the primordial ethnoobrazuyuschih signs; instrumentalism - the use of ethnicity in the sphere of political and social competition with the maximum material benefit and constructivism (the use of ethnicity as a social construct with a symbolic space and purposeful activity) giving a feeling of emotional security. Most polygraphic techniques are developed in these three areas. psycholinguistic methods

Modernization of school education is associated, first of all, with a qualitative update of the content and provision of its culturally appropriate educational character. In this regard, special attention is paid to the creation of conditions for the development of the creative personal potential of the student and the expansion of the possibilities of modern in-depth education, including linguistic. Within the framework of advanced language education, such conditions are formed in the process of training on a poly linguistic basis. Meanwhile, in recent years, the problem of bilingual education has been increasingly discussed, and the relevance and progressiveness of this technology is confirmed. Training in the conditions of bilingualism is recognized by many scientists as one of the most effective ways of forming the teaching of a foreign language at school and is therefore at the center of attention of researchers. At the beginning of the 21st century, bilingual education is seen as a very promising direction. Many scholars support the introduction of bilingual foreign language teaching and believe that the success of the case is assured if the number of polygon schools and classes is increased. (

Polyilingualismism training allows deep penetration into the culture of another people, expands opportunities for active use of a foreign language, which is a prerequisite for the successful adaptation of graduates to the conditions of a pan-European market.

The relevance of training on a polyilingualism basis as a basic component of in-depth language education is determined, first of all, by the universal world trend towards integration in the economic, cultural and political spheres, which in the educational sphere determines the tendency to integrate subject knowledge, the orientation towards the knowledge of an integral picture of the world.

Given these trends, polygon-based training provides students with broad access to information in various subject areas, obtaining new information in accordance with individual needs, the possibility of continuing education, which in turn creates additional chances to compete in the pan-European and global specialist market. Along with this, polygonal training contributes to the improvement of general language training and the mastery of foreign languages for special subject purposes, deepening the subject training and expanding the scope of intercultural education, as well as increasing the motivation for learning a foreign language.

The word «polylinguism» comes from a piece of poli, which means «a lot», «lots» in Latin, and the words lingua – «language». Poly-linguism is defined as the ability to master two or more languages. A poly linguist is a person who can communicate in at least three languages.

There are natural (everyday) and artificial (educational) polyling. It is noted that natural polylinguism arises in the corresponding linguistic environment (which includes the availability of radio and television) and due to wide speech practice. At the same time, awareness of the specifics of the language system may not occur. And with artificial poly-linguism, the second language must be taught, applying volitional efforts and using special methods and techniques. At the same time, it is also possible that a foreign language is studied both spontaneously and with the teacher at the same time (in courses of so-called included learning in the country of the language being studied).

Several types of polylinguism are distinguished depending on the criteria that are used as the basis for the classification:

• -    by age, in which the second language is assimilated, polylinguism of early and late is distinguished. Early poly-linguism is conditioned by life in a multilingual culture from childhood. With late polyilingualism, the study of the second language occurs at school age after the mastering of one language.

• -    by the number of carried out actions, the receptive, reproductive and productive are distinguished. Receptive (perceiving) polylinguism exists when a person is content with an approximate understanding of a foreign speech. The person himself does not say much and does not write. Reproductive (reproducing) polylinguism allows the polylingu not only to perceive (retell) the texts of a foreign language, but also to reproduce what has been read or heard. The productive (producing) polylinguism allows the polylingue not only to understand and reproduce foreign texts, but also to produce them. In other words, with productive poly-linguism, a person can more or less freely speak and write in another language.

One of the goals of learning a foreign language can be receptive polylinguism. Some people can read foreign books, but there is no need to talk. This is fully applicable to dead languages. But usually the goal of studying and teaching a foreign language is productive polylinguism.

Vereshchagin notes that at the heart of poly-linguism lie the same speech mechanisms with which communication is carried out in their native language, only in polyinguism they allow a person to use two language systems. In other words, there is more similarity between the processes of mastering native and foreign languages than differences. The mechanisms of speech activity in native and foreign languages are the same, since trainees undergo analogous stages of speech development, admit similar types of errors. The essential difference is that to the process of learning a foreign language the individual proceeds already as a «speaking being».

Switching from one language code to another is possible and is actually practiced precisely because the languages are isomorphic: the same general principles lie at the basis of their structure. Other researchers also note that the mechanism of errors is fundamentally identical to the process of acquiring a language by a child, and the process of learning a second language for adults.

At the same time, the study of a foreign language is characterized by differences from the study of the native language. In particular, when studying the native language there are no ready-made schemes, it is difficult to correlate language phenomena with the language system (which is unknown). Standards -both linguistic and cognitive - are only formed in the child's mind. When studying a foreign speaker, one has to «disconnect» his existing ideas about the system and the norm of his native language.

That is why, when switching to another language, a man by inertia uses the syntactic structures and methods of lexico-semantic categorization habitual to him, besides his speech is not free from movements of the articulatory apparatus, characteristic of the native language.