Psychological aspects of educational cooperation in foreign language lessons

The experience of the best practice in teaching a foreign language shows that the effectiveness of a foreign language lesson is conditioned, above all, by the teacher's ability to create conditions and organize situations in which students master the language as a means of communication. Speaking about pedagogical and educational cooperation in general, one should keep in mind the presence of the three main factors of interaction between the teacher and the student, the interaction of students with each other in joint educational activities and the interaction of teachers in the system of intersubject communications.

The ideology of training in cooperation was elaborated in detail by three groups of American educators: R. Slavin from the Johns Hopkins University; R. Johnson and J. Johnson of the University of Minnesota; a group of E. Aronson from the University of California. The main idea of this technology is to create conditions for active joint learning activities of students in different learning situations.

Students are different: some quickly "grasp" all explanations of the teacher, easily master lexical material, communicative skills; others need not only much more time to think about the material, but also additional examples, explanations. Such guys, as a rule, are embarrassed to ask questions with the whole class, and sometimes they simply do not realize what exactly they do not understand, can not formulate the question correctly. If in such cases to combine the children into small groups (3-4 people each) and give them one common task, stipulating the role of each group student in the performance of this task, a situation arises in which everyone answers not only for the result of his work (which is often leaves the student indifferent), but, what is especially important, for the result of the whole group. Therefore, weak students try to find out from the strong all the questions they do not understand, and strong students are interested in ensuring that all members of the group, especially the weak student, thoroughly understand the material (at the same time, a strong student has the opportunity to verify his own understanding of the matter). Thus, joint efforts eliminate gaps. This is the general idea of learning in cooperation.

The lesson of a foreign language for the organization of interpersonal communication between students has an advantage over other leading subjects.

The teacher can diversify with the creative approach with reference to the students, but under one condition - strict observance of the basic principles of training in cooperation. Collected and detailed these principles in his article ES Polat. We list them:

• •    Groups of students are formed by the teacher before the lesson, taking into account the psychological compatibility of children. In each group there should be a strong, medium and weak student, girls and boys. If the group on several lessons works in a coordinated manner, it is not necessary to change its composition. If the work for some reason is not very glued, the composition of the group can be changed from the lesson to the lesson.

• •    The team is assigned one task, but when performing it, roles are assigned to the members of the group (roles are usually distributed by the students themselves, but in some cases the teacher can give recommendations).

• •    Evaluation of the work of more than one student, and the whole group (ie, the evaluation is put one for the whole group); are estimated not so much knowledge as the efforts of students. If, when working in a group, the real results of each will be evaluated, no one will want to work together with a weak student, and he will soon be in a bad spot.

The teacher himself chooses the student group, who must report for the assignment. In some cases, this may be a weak student (this applies mainly to linguistic, grammatical, lexical knowledge). If a weak student is able to state the results of teamwork, answer the questions of other groups, then the goal has been achieved, for the goal of any assignment is not formal fulfillment but the mastery of the material by each student of the group.

In the usual case, in the lessons of a foreign language, the cooperation of children is manifested mainly in the teaching of dialogical speech. And even in these situations of dialogue in the lesson one can observe a picture when, looking to the dialogue partner, the student looks at the teacher and in fact replicas are addressed to him. When the teacher interacts with students, the teacher's activity is a variety of pedagogical influences on students. At the lesson of a foreign language, the teacher becomes interested in students, introduces language material, explains certain language phenomena, demonstrates speech patterns, instructs, asks questions, requires answers, organizes and directs the work of students. This relationship between students and teachers begins with the first days of schooling.

The overwhelming advantage of the frontal form of instruction, in which the main relation is the "teacher-student", and the joint work of children among themselves is found only as an exception, becomes the reason that together with the positive experience children acquire and "negative". Some of the children learn to sit quietly, but do not pay attention to the actions of other students when the teacher does not address him directly, or the student learns to look closely at the teacher, but at the same time keep quiet without understanding the question. He will not say that he did not understand the question and will not ask him to repeat, because he simply learned: "If you can not answer, then you have not learned the lesson and there will be a bad evaluation." Such psychological negative consequences of the student's behavior require a foreign language teacher to have specific pedagogical skills and practical skills to organize and maintain their communication with students.

In the interaction of the teacher and the student, special consideration is given to the psychological patterns of the formation of the leading motivation in children. The teacher must rely on the real cognitive interests and desires of students to communicate in English. This is an indispensable prerequisite for foreign speech activity, like any other activity in general. The student's motivation can be created by using the broad context of the general cognitive and social motivations of students (the desire of students to give the right answer, express their own opinion, to show their abilities in the face of a peer). In this case, the teacher relies on the positive emotions of the student, caused by a good assessment.

Thus, we gave a description of the psychological characteristics of the two types of interaction ("Teacher-student", "student-student"). The types we have identified are related to each other in terms of complexity. Mastering each more simple form of cooperation is an indispensable condition for the successful mastery of a more complex form. Therefore, in the lessons of a foreign language, it is possible to move on to more complex forms of cooperation types only when sufficient free knowledge of all previous methods of interaction is ensured.

"Экономика и социум" №9 (52) 2018