The Model of the Emotionally-Valuable Component of the Content of Primary School Foreign-Language Education: Designing and Testing
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| Title: | The Model of the Emotionally-Valuable Component of the Content of Primary School Foreign-Language Education: Designing and Testing |
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| Language: | English |
| Authors: | Tatarinova, Maya N., Shvetsova, Marina G. |
| Source: | European Journal of Contemporary Education. 2019 8(1):167-186. |
| Availability: | Academic Publishing House Researcher. 26-2 Konstitutcii, Office No. 6, 354000 Sochi, Russian Federation. Tel: +7-918-2019719; e-mail: evr2010@rambler.ru; Web site: http://ejournal1.com/en/index.html |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education |
| Descriptors: | Second Language Instruction, Secondary Education, FLES, Foreign Countries, Textbooks, Speech Instruction, Humanistic Education, Textbook Content |
| Geographic Terms: | Russia |
| ISSN: | 2305-6746 |
| Abstract: | The purpose of this article is to develop and test an invariant of the basic model of the emotionally-valuable component (EVC) of the content of foreign-language education, allowing the implementation of this component at a primary stage in a secondary school (grades 2-4)* . The leading approach to the study is emotionally-valuable, the methods are systemic-structural, comparative, organizational-functional; designing, modelling; experimental teaching; mathematical statistics; tabular and graphical representation of information. The use of the presented complex of complementary methods allowed us to solve all the problems of the study, namely: to present the concept of a foreign-language text of emotionally-valuable content; to select a specific type of such texts for inclusion in the model of the EVC in the conditions of primary foreign-language education; to describe the techniques of working with texts of emotionally-valuable contents at a primary stage in a secondary school and, finally, to design and test the model of the EVC, adapted to the conditions of teaching a foreign language in a primary school. The results of the study prove the expediency of including the EVC in the component structure of the content of foreign-language education and the construction of its models not only for a primary level, but, in in perspective, for all stages of school foreign-language education. The novelty of the work consists in the substantiation of the author's concept of the EVC as the basis for the introduction of the emotionally-valuable approach in the practice of school-foreign language education. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1212220 |
| Database: | ERIC |
| Abstract: | The purpose of this article is to develop and test an invariant of the basic model of the emotionally-valuable component (EVC) of the content of foreign-language education, allowing the implementation of this component at a primary stage in a secondary school (grades 2-4)* . The leading approach to the study is emotionally-valuable, the methods are systemic-structural, comparative, organizational-functional; designing, modelling; experimental teaching; mathematical statistics; tabular and graphical representation of information. The use of the presented complex of complementary methods allowed us to solve all the problems of the study, namely: to present the concept of a foreign-language text of emotionally-valuable content; to select a specific type of such texts for inclusion in the model of the EVC in the conditions of primary foreign-language education; to describe the techniques of working with texts of emotionally-valuable contents at a primary stage in a secondary school and, finally, to design and test the model of the EVC, adapted to the conditions of teaching a foreign language in a primary school. The results of the study prove the expediency of including the EVC in the component structure of the content of foreign-language education and the construction of its models not only for a primary level, but, in in perspective, for all stages of school foreign-language education. The novelty of the work consists in the substantiation of the author's concept of the EVC as the basis for the introduction of the emotionally-valuable approach in the practice of school-foreign language education. |
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| ISSN: | 2305-6746 |
