Modern methods of education of the English language in the higher education

The nomination of a foreign culture as a learning goal raised the issue of the need to create a new methodological system that could achieve this goal in the most effective and rational way. The logic of the development of a communicative methodology led to the final nomination of a foreign culture as the goal of teaching foreign languages in school. A similar system can be built only on a communicative basis. In addition, as the practice of using the communicative method has shown, it provides not only the assimilation of a foreign language as a means of communication, but also the development of the comprehensive qualities of the personality of the students.

Communicative method was the basis for creating textbooks on English in secondary school. The structure of the communicative method includes cognitive, developing and teaching aspects that are aimed at educating the student. Given this and the content of the concept of "communicativeness", as well as the versatility of the training system, we can formulate the following methodological principles of the communicative methodology:

Communication is a social process in which an exchange of activities, experiences embodied in material and spiritual culture occurs. In communication there is an emotional and rational interaction of people and influence on each other. Communication is the most important condition for proper education.

The process of teaching foreign-language communication is a model of the process of a real process of communication on the basic parameters: motivation, purposefulness, informative process of communication, novelty, situationality, functionality, the nature of interaction between communicants and the system of speech resources. Thanks to this, the conditions for training adequate to the real are created, which ensures the successful mastery of the skills and their use in conditions of real communication.

The principle of interrelated learning aspects of foreign culture.

The complex nature of foreign culture is manifested in the unity and interrelation of its educational, cognitive, educational and developmental aspects. Each of these aspects, in a practical sense, is equivalent. But the true mastery of one is possible only if one has the proper mastery of others.

In this regard, any kind of work, any exercise in the learning process, integrates all four aspects of the culture in another language and is evaluated depending on the availability of these aspects in them.

This principle applies not only to inter-dimensional, but also intra-aspect relationships. Thus, for example, the interrelation and interdependence of all four types of speech activity (reading, speaking, listening and writing) is assumed within the learning process.

The need for interrelated training is justified by the regularity of learning, according to which mastery occurs the more successfully the more analyzers participate in it. Interconnection is present not only in the learning process, but also in individual exercises specifically developed within the framework of this methodology.

The principle of modeling the content of aspects of foreign culture. The volume of regional, linguistic and linguistic and cultural knowledge of the real world can not be fully assimilated within the school course, therefore it is necessary to build a model of the content of the object of cognition, that is, to select, depending on the purpose of the training and the content of the course, the amount of this knowledge, which will be sufficient to represent the culture country and system of language. It is also necessary to take into account the cognitive needs of individual trainees, related to their individual interests, and so on. The definite framework of the training system and its final tasks require in the methodical purposes the creation of a content development model, that is, a certain minimum, which is necessary for solving the problems facing the subject.

The principle of systemic organization in the organization of teaching foreign languages.This principle means that the communicative learning system is built reverse: first, the end product (goal) is planned, and then the tasks that can lead to this result are determined. This takes place within the entire course, every year, a cycle of lessons and one lesson and deals with all aspects. This approach ensures the learning of the system with all its inherent qualities: integrity, hierarchy, purposefulness. Systematic training is built taking into account the patterns of mastering students in each of its aspects. All training in the organizational plan is built on the basis of the rules of cyclicity and concentricity. Cyclicality is manifested in the fact that a certain amount of material is absorbed within the cycle of lessons, each of which includes a certain number of lessons. Any cycle is built on the basis of the stage-by-stage development of a particular skill and skill in each kind of speech activity.

The systematization of the organization of the learning process also presupposes the stagedness of mastering the language, that is, it includes various levels of the learning process:

• 1)    the level of the levels of instruction (primary, lower, middle, senior);

• 2)    level of periods of training, which are determined within the steps;

• 3)    the level of stages (the stage of the formation of lexical, grammatical skills, the stage of improving skills, the stage of development of skills);

• 4)    the level of learning stages, which are defined within the stages and substages (the stage of substitution, transformation, reproduction, combination).

Each of the levels has its own specifics, which is determined by the psychological and pedagogical characteristics of students.

Thus, the situation is not only in the role of the so-called speech situation, but also in a broader status - the situation of educational activity.

The principle of individualization in mastering a foreign language.

In the communicative technique, the learner is perceived as an individual.

Each student, as an individual, has certain abilities, both general and partial. Communicative learning is aimed at identifying their baseline level and further developing them. For this purpose, special tools are used to identify abilities -special tests, for development - exercises and supports.

When organizing a joint activity of the student, it is planned to develop the personality qualities necessary for fruitful cooperation.

Joint activities are organized in such a way that students understand that the success of the common cause depends on each of them. The combination of communication with other activities makes it possible to bring education closer to real communication, which is carried out not only for the sake of communication, but also serves other activities that take place simultaneously with it.

For a more productive mastering of all aspects of the foreign language by students, a system of means (memos and special exercises) is provided for the formation of necessary skills for students, for the formation of the ability to learn, which is subjective individualization.

The third leading component of the principle of individualization is the so-called personalized individualization. It involves the recording and use of parameters inherent in the person: personal experience, the context of activities, interests and inclinations, emotions and feelings, worldview, status in the team. All this allows students to develop a true communicative and situational motivation.

In the system of communicative methodology, a whole set of measures is provided to maintain motivation in the teaching.

The principle of novelty in teaching foreign languages.

Communicative education is built in such a way that all of its content and organization are pervaded by the novelty.

Novelty prescribes the use of texts and exercises that contain something new for students, the refusal to repeatedly read the same text and exercises with the same task, the variability of texts of different content, but built on the same material. Thus, novelty provides a rejection of arbitrary memorization, develops speech production, heuristics and productivity of students' verbal skills, causes interest in learning activities.

In conclusion, it is important to note that all the principles discussed are interrelated, interdependent and complementary. Therefore, adherence to the attached system implies compliance with all the above principles and their integrated application.