Methodological principles of teaching English language

1. Methodology in
modern science
Prepared by Aidana Serikbay, 1st
grade master student

2. Methodology in
modern science is
defined as a set of
methodological
(theoretical)
principles in the
organization and
construction of
theoretical and
practical
activities.

3. “Systematicity” as a leading feature of
“methodology” is reflected
in the systematic approach used in the scientific knowledge of
an object;
in the consideration and study of objects as subsystems of a
unified system of “foreign language education”
the system-forming category that builds sectoral theoretical and
practical activities in the refraction of the methodology of
foreign language education is a system of methodological
principles

4. In the
hierarchy of
didactic
concepts and
categories
for the
theory of
foreign
language
education:

5. Summarizing the above arguments, confirming the
objective legitimacy of identifying “foreign
language education”, it is necessary to summarize
the main postulates of the new theory of “foreign
language education”, according to which it is
recognized:
firstly, as an independent
didactic area that meets
the characteristic
characteristics of
“education”, the main of
which is methodological
independence and autonomy;
secondly, as a specific
type of education with a
cognitive-linguocultural
methodology of scientific
knowledge and research of
a specific scientific
field (theory of foreign
language education);

6. • thirdly, as a sectoral
scientific and practical
area with a unified
theoretical platform
(intercultural-
communicative concept of
foreign language
education) and a holistic
interdisciplinary-complex
object of study (foreign
language-foreign culture-
personality), with the
final resultant product -
the subject of
intercultural
communication,
synthesized reflected by
such a basic and a
methodologically
significant category as
• fourthly, as the basis of
branch science, which has
its own system of
concepts and categories
that justify its
theoretical independence;

7. fifthly, in it such a
complex object of
knowledge as “foreign
culture-foreign
language-personality”
determines
1) conscious
(cognitive)
reconceptualization of
the world;
2) the formation of
“secondary cognitive
consciousness” and
3) the construction of
a “secondary picture of
the world” when
familiarizing with a
new language and
linguistic culture;
sixth, the specific
process of familiarization
with a new linguistic
culture in “foreign
language education” is
carried out by refracting
the content of foreign
language education through
methodological principles;

8. seventh, the
selected set of
methodological
principles is the
methodological
basis that
systematizes and
implements the
methodology of
“foreign language
education”
through subject
content;
communicative
cognitive
social
linguocultural
conceptualizing
sociocultural
personality-centered
or developmental-
reflexive

9. eighth, the
cognitive-
linguocultural
basis identified in
“foreign language
education”
constitutes a
content-conceptual
and activity
platform for the
formation of a
“subject of
intercultural
communication ”, as
with the strength of
the formed socio-
linguocultural
components of its
intercultural
communicative
competence.
with a high level of
formation of the
cognitive-knowledge and
activity-communicative
foundations of
intercultural
communication
with an adequate
level of formation
intercultural
communicative
competence,
ensuring its
flexible and prompt
response to the
variability of
communication
situations

10. The systemic integrity of the
“methodological determinism” of the
updated theory of “foreign language
education” has three positions:
qualitative-
educational
cognitive-
activity
theoretical-
methodological

11. I. Foreign language education as the formation
of the personality level of the “subject of
intercultural communication” defined due to the
fact that in the qualitative educational aspect
this level
- is the maximum achievable quality level in the absence of a
linguistic and sociocultural environment;
- characterized by intercultural communicative competence, which
allows an individual to adequately carry out intercultural
communicative communication;
- ensures the individual’s ability to carry out intercultural
communication in variable professional and life situations,
demonstrating an appropriate communicative and behavioral culture;

13. II. In the
cognitive-
activity
aspect,
achieving
this level
of
personality
requires ensuring conscious and purposeful activity
of the future “subject of intercultural
communication”, aimed at the formation of new
cognitive-linguocultural complexes;
assumes the cognitively-based formation of
“secondary cognitive consciousness” as a basis for
further advancement of the individual to maximum
levels of proficiency, correlated with the level of
the native speaker of this language and culture;
reflects the process of gradual resocialization
(secondary socialization) of the individual through
the socializing concept of a different socio-
linguistic culture;
assumes that the formed basic “secondary mental
constructs”, which provide a new linguistic
conceptualization of the world by the individual,
will serve as a coordinate system for him.

15. III. In the theoretical and methodological
aspect, orientation towards this result
indicates
on the validity of
defining the
methodology of the
theory of foreign
language education as
cognitive-
linguocultural;
on the legitimacy of
identifying
“linguoculture” as a
basic and
methodologically
significant category,
synthesizing “language-
culture-personality”
into a single organic
whole;
about a systematic and
full reflection of the
essence of the modern
methodology of the
theory of foreign
language education, a
set of methodological
principles (cognitive,
conceptual,
communicative, social,
linguocultural,
sociocultural,
developmental-
reflexive);
about the
methodological adequacy
of the theory of
“intercultural
communication” as a
modern socially
determined concept of
foreign language
education.

17. The thesis presented basic provisions of the
developed modern “cognitive-linguocultural
methodology” for such a specific field as “foreign
language education” scientifically justify the
separation of “foreign language education” into an
independent didactic area:
having an object of
scientific
knowledge;
representing a
system with a
system-forming set
of methodological
principles
reflecting its
methodology;
based on a single
theoretical
platform;
revealing a holistic
object (language-
culture-
personality);
having its own
system of concepts
and categories.