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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
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
FullText Text:
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  Data: 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
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  Data: 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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