Сборник материалов международной научной конференции студентов, магистрантов, аспирантов

Д.Ю. Кузьмина

Россия, Липецкая область, Елец, ЕГУ имени И.А. Бунина

Научный руководитель – В.Н. Карташова

QUIZ AS A MEANS OF ASSESSING THE LEVEL OF FORMING THE STUDENTS’ INTERCULTURAL WORLD OUTLOOK

The burning issue of the day is the problem of interrelation of languages and cultures. One of the fundamentalnotions of Federal Statute is education, where emphasis is placed on development of the personality on the basis of sociocultural, spiritual and moral values, rules and standards of behaviour accepted in the society [10].

Personality qualities and professional competences, which are necessary for a teacher for implementing the developing activity include the skill of forming and educing the models and values of social behavior, the skills of multicultural communication and tolerance, key competences (according to the international standards) and so on. It is indispensable for a teacher to acquire the models and values of conduct in virtual and multicultural environment, contribute to forming the picture of the world [7].

In order to organize proper communication it is vital to study not only lexical, grammar and phonetic aspects of the language. While apprehending “foreign speech it always turns out that it is not enough to understand only the words, but not the inner world of the interlocutor. Comprehension without being aware of the motive is incomplete understanding” [2, с. 333]. That is why it is of great importance to aspire to be conscious of the outlook of the native speaker and be able to accept it, which involves knowledge of country-specific, linguistic-cultural, cultural, aesthetic information, learning the values of another national culture, which constitute the linguistic-cultural component.

The process of communication implies not only exchanging formal information, but also realizing oneself as a linguistic personality, revealing linguistic and humanitarian culture, which is considered to be the foundation of foreign communicative competence of the future English teacher [3]. Touching upon the issue of forming the sociocultural competence, which implicates “familiarization of students with culture, traditions and realia of the country in the limits of topics, spheres and situations of communication in accordance with experience, interests, psychological peculiarities of students; forming the ability to represent the motherland, its culture under the conditions of cross-cultural communication” [1], we consider it justified to mention the necessity of molding the intercultural world outlook in case of accommodating to another world outlook. It denotes a dynamic, developingand continuing process of acquiring country-specific and culturological knowledge, skills and relationships, which are necessary for effective cooperation with representatives of other cultures. We adhere to “the concept of intercultural education” as a complex of ideas, views, determining the main ways of organizing and directing the educational process, in which there are several cultures with various features. It is underlined that the process of acculturation is impetuous and shows not only cultural diversity, but also the activity of interaction between nations [5].

Van Ek’s model of communicative ability represents the psycholinguistic models of communicative competence in terms of the inclusion of a specific sociocultural component and includes the six competences: linguistic competence ( the ability to use the rules of the language to create and interpret utterances in that language), sociolinguistic competence (the ability to understand the selection of linguistic forms in a particular context and understand the meanings conveyed by those forms in that context), discourse competence (the ability to use appropriate strategies in the construction and interpretation of texts), strategic competence (the ability to use compensatory strategies to resolve communicative problems or deficiencies), sociocultural competence (a degree of familiarity with the frame of reference used by the target culture, i.e. a familiarity with the world view held by the cultural group with which one is interacting) and social competence (the will and skill to interact with others and the ability to handle social situations).

Paige and Stringer identify a five-element model for such learning: learning about the self as a cultural being; learning about culture and its impact on human language, behaviour, and identity; culture-general learning, focusing on universal intercultural phenomena including cultural adjustment; culture-specific learning, with a focus on a particular language and culture; learning how to learn about language and culture [11].

One of the means of assessing the level of forming the students’ intercultural world outlook is a quiz. The word “quiz” is derived from the English word, which means “an entertainment in which the general or specific knowledge of the players is tested by a series of questions, especially as a radio or television programme”, “a short spoken or written test that is often taken without preparation” [8].

The pattern of arranging a quiz is the following [6, c. 77–83]:

I – general questioning with the help of the symbols and doing different tasks of the quiz.

II – giving a key, instructing of the estimation criterion and checking the results of the quiz.

III – two or three students express their points of view in the form of the micro monologues using the content of the quiz as a signal or without it.

Using this method on a regular basis helps students acquire the words-realia of English-speaking countries.

The quiz may be given systematically, forming the world outlook consisting of the basic national values. It is recommended to include there vision of the nation (domestic culture), understanding the national and ethnic genius of the language, conventional Ethics and Moral Codes and environmental awareness [9, с. 21–25].

The quiz may be aimed not only at checking the students’ knowledge of riddles, proverbs, sayings, idiomatic expressions, culture-specific vocabulary, speech etiquette formulas [4, с. 42–48], but also “sensibilia” (Bertrand William Russell), representing the peculiarities of the national mentality, natural environment and material culture, making impact on the verbal reflection of the world.

All in all, the necessity of more thorough investigation of the native speakers’ language and culture has recently become acute. More than that, the culture-oriented quiz promotes developing positive value orientations, influences emotional and sensuous sphere, fulfills the students’ potential, engages into ongoing language education.

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В статье затрагивается вопрос измерения интеркультурного мировидения студентов. Автор обращает внимание на то, что вопрос взаимодействия культуры и языка и воплощения этих компонентов на уроке является сложным. Еще более актуальной проблемой является метод оценивания знания студентов в области безэквивалентной лексики, идиом, слов-реалий, пословиц и т.д. В этих целях автор рекомендует использовать такой оптимальный метод, как квиз.