![]() The purpose of our research is to show psychological ways of the development of intercultural competence of pupils in the field of «Foreign Language Education» (according to the experience of education in foreign countries). Objectively, this language is a function differentiated from social thinking, but again inconsistent, because it can only function in a situation that makes social speech possible. ![]() Psychologically, the language of the pupil in functional and structural terms is egocentric speech, it is not understood as internal speech and is not separated by the child from speech for others. The inner speech was showed to be the speech for himself/ herself. Under the dialogical analysis of the case we understand the reconstruction of the movement of internal dialogue, which becomes possible as a result of a special attitude to the text (for this purpose, special methods of textual analysis were developed).Ĭonclusions. In the article it was shown, that human feelings act as an experience of “Me”, and in this regard it is as external monologues, and on the other hand they are dialogical in nature, they can hear a broken dialogue with others: appeals, questions, expected answers, desires that are not expressed, accusations, etc., that exists in a covert form of internal dialogue. With the aim to diagnose the level of the development of inner speech of the person we used the author’s method of dialogical analysis of the case. Also in our research we used a statement experiment as an empirical method. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The purpose of our article is to characterize the method of dialogical analysis of the case for description of inner speech of the person, to show it use on practice during the providing of statement experiment. This gives us reason to argue that these statements, with their expressive context and absurd content, in a great degree attracted students that they perceived these phrases as personally significant, experienced them in such a way that they already entered their sphere of personally significant experience. Shakespeare’s sonnets and contained explicit and implicit absurd meaning. It was proved that students adequately perceived and understood the emotionally colored phrases that were selected by us from W. At the stage of the analysis of the results we arranged the groups of words depending on statistical differences in the average time of the associative reaction for each group in order from the smallest one to the largest group: 1) high-frequency and emotionally colored 2) stylistically colored: 3) low-frequency 4) phrases with slang. From them, 897 reactions are for high frequency phrases 458 – for emotionally colored ones 293 are for low frequency phrases 256 – for stylistically colored ones and only 54 reactions are for slang. At the end of the procedure of the experiment, a total of 1958 verbal responses of the students were received. Shakespeare), low-frequency statements, stylistically colored phrases, statements which include slang. For comparing we proposed to students high-frequency phrases, emotionally colored ones (chosen from the sonnets of W. In our research we examined the dependence of the latent period of awareness of the absurd meaning of speech acts, depending on the nature of stimulation. Shakespeare we used the method of associative experiment. The methods of the research are: in order to study the features of perception and understanding of the absurd in the sonnets of W. Shakespeare by the students of the Faculty of Foreign Languages. The purpose of the article is to analyze the peculiarities of the perception and understanding of Sonnets written by W.
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