К содержанию номера журнала: Вестник КАСУ №2 - 2012
Автор: Агафонова Ирина Анатольевна
have inherited an incredibly beautiful and complex garden, but the trouble is
that we have been appallingly bad gardeners. We have not bothered to acquaint
ourselves with the simplest principles of gardening. By neglecting our garden,
we are storing up for ourselves, in the not very distant future, a world
catastrophe as bad as any atomic war, and we are doing it with all the bland
complacency of an idiot child chopping up a Rembrandt with a pair of scissors
Gerald Durrell «Two in the Bush» 
complexity of human and nature interrelations causes the anxiety in the whole
world. One of the main challenges the humankind faces is solving ecological
The humankind has
learnt that it is not enough to keep the peace of the land where you live; you
are to join efforts in preventing the ecological catastrophe on the planet –
our common home. To liquidate the ecological catastrophe and solve common
mankind problems solution we are to consolidate all human efforts within the
movement for the peace, environment protection, and cooperation in producing
ecologically clean technologies.
More and more
researchers came to conclusion that ecological crisis is mainly ideological,
and philosophical-ideological crisis. From this point of view global ecological
problems solution is impossible without changing the ecological consciousness,
which dominates today. Ecological consciousness should be formed from the
pre-school age, when a child begins communicating with the nature world.
education system of Kazakhstan is reflected in children ecological education
and growing up book, which appears as opened, individualized, clean system,
that provides permanent care of childhood ecology (both physical and
spiritual). We are to grow up a new generation not by traditional principals of
users, but in another, more harmonically coexistence with the nature, in
physiological readiness to keep our common natural recourses everywhere and
always. This is a base of ecological education directed on formation of
responsible attitude to environment .
In his book,
“Methods of Teaching Foreign Languages as a Science and Textbook Problems” I.L.
Bim examines “education” concept in a wide meaning, which includes “education”
and “learning”. That means “the whole system, which is realized not only in
education, but in physical activity, in communication process, in games.
Education and growing up by means of a definite subject is one of the subsystems
of growing up macro-system “.
I.L. Bim writes
that “bringing up children by means foreign languages as by any other subject,
provides the formation of such features as world outlook, patriotism, character
A. A. Mirolyubov
points that “foreign language subject” is mostly different from the other
subjects, because its aim is to get the ability to take part in intercultural
communication, that is forming speaking skills, connected with cogitative
activity of the student, but not just acquiring knowledge about the nature or
society, as it is with another subjects.
(not native) language is principally different from learning native language,
because skills in native language bring both positive influence (ability to
transfer), but mostly negative influence (interferential). The education
conception of valuable academic discipline is built by taking into account all
As in another
subjects studying, foreign languages teaching follows the practical, educational,
bringing up and developmental goals. The goals mean planned results of studying
foreign languages by the student.
The practical goal
in teaching is acquiring foreign language as a communication tool, ability to
use it both in oral and in writing forms, that is understanding speech
(listening), in own expressions (speaking), in reading and writing according
the grades and years of study.
Bringing up goal
in teaching – foreign language study helps the personal education, the aim of
which is growing up the personality. Through teaching upbringing of the main
moral features such as patriotism, internationalism, humanism is provided.
in teaching – foreign language study is connected with ear, vision, moving and
motor analyzers. It influences greatly on memory development because a student
has to learn words and expressions by heart, as well as patterns and statements
structures and their use in conversation. Learning a foreign language in a
place where people do not speak this language, demands using students, that
makes it possible to create imaginative and special learning situations
alongside with real ones.
learning plays a big part in expanding student’s outlook and increasing his
common culture. Being close to the language – is being close to culture and
spiritual life of the nation that has created it.
in teaching – for more effective development during studying of any subject,
including foreign languages, we have to create special direction and include
students “in such kinds of activities which develop sensor perception,
movement, intellectual, volitional, emotional and motional spheres” .
solution of active personality education depends upon the level of skills and
abilities modern methodic can provide. There are 4 main groups of skills and
abilities: Educational and organizational, educational and intellectual,
educational and informational, educational and communicative.
One of the main
problems in foreign language learning is motivation decreasing. Researchers of
the motivation issue provide information about its decreasing from grade to
grade . At the beginning students show an active interest in studying this
subject motivated by newness and specific of the subject, on the middle stage
additional motivation should be found, as students interest to the language lows
due to specific age and social reasons. In this period level of knowledge and
individual abilities in overcoming difficulties in FL learning are becoming
clearly defined. Investigations have shown that one of the main reasons of
loosing the interest to learning FL is the absence of natural need and real opportunity
to use it.
One of the
organizational moments to keep communicational motivation is relevant use of
collective work forms in foreign language classrooms.
To raise the
interest of students in language “building materials” time gap on working over
language material and its use in speech should be minimized. Efficient work
methods with language could become students’ property. So, the methods of
making statement program and its advantages ought to be told to students. Named
methods of motivation rising are mainly depend on a teacher. Could a teacher
arouse the power that will bring to education, they will become a moving power
during education process .
ideas in organization of foreign language education allows making an
educational process according to the principals of education and
differentiation courses of foreign language study gives the opportunity to students
to choose education form by a subject. Owing to variation in educational
process on FL the course is enriched by different support with literary,
cross-cultural and other focuses. Deep learning of the subject plays a big
role. For this purpose the traditional, thematic with one or another dominant
in the content and integration lessons (courses) is used.
introduction to the FL educational process (in this case English) with other
subjects is directed first of all at enriching educational process itself in
the middle of which is a student, his development, and feeling comfortable at
the lesson. The main purpose of the English language integration with other
school subjects is the increasing of language competence of students. The
integration with many subjects such as history, biology, computer science,
music, nature study and others is considered.
The opportunity of
FL integration with native language is noticed in the methodic science ;
Teaching of Foreign languages: search for new ideas ; its Methodic problems
in teaching subjects of language course . The idea itself is innovative but
is little explored. Integration is considered in the works of E.N. Shepel .
The questions discussed in the integration courses touch different scientific
fields, for example “Ecology + foreign language”. It is well known that ecology
is a science studying relationship of organisms with each other and with the environment
relationship of environment and English language allows students form the whole
performance about the nature around them and its development in the time space,
about the environment problems, human being and its place on the earth.
Integrative course supposes acquaintance with surrounding reality, factors
influenced on the human development and its nature as well. The main purpose of
this course is the formation of students’ communicative competence in the field
of daily communication on the base of studying foreign language on the high
It is supposed to
solve the next tasks: to realize the interest to the subject “Ecology” by means
of English language; widen students’ knowledge about surrounding world; to improve
linguistic knowledge on all kinds of speech activity; to form skills of
translation into Russian and English languages; to solve different
communicative tasks for achieving mutual understanding in the communication
and Foreign Language" integrated course can help solve some problems by
establishing contacts with students - members of ecological clubs, and
environment protecting associations from different regions of the country and
international associations. Environment security movement is becoming
widespread and children play the most important role in it. Foreign Language
helps to establish communication and exchange of experience.
Carrying out the
analysis of education-methodological course-complex for secondary school in
German language (I.L. Bim, etc.) opens that its contents promotes to bring up
human attitude to everything alive and the nature itself. There are
recommendations on the use of region studies materials and interesting works
In his article,
"Teaching Ecological Culture by Means of a Foreign Language" L.J.
Zenya writes that educational-methodical analysis was held only with two
foreign languages, but "the things are almost similar in all foreign
problems elaboration depends on degree of study in education-methodological
course; if there are only separate elements in initial stage, then they are
more serious in higher stages, and thus it leads to solving practical
educational and upbringing issues solution on a higher level.
In the primary
level it involves familiarization with words, that is formation of the
vocabulary (names of animals, natural phenomena, etc.). Foreign language from
the first years of studying is to instill children’s love to nature, and desire
to help animals and birds.
of environmental education through any academic subject, and FL, is in direct
proportion to the educational activities of students not only in required
classes but also in various kinds of extracurricular work: circles, electives,
and clubs. Considering the idea of integration of academic subjects, it is
desirable to create an integrated course "Ecology + FL", which can be
recommended for students who are interested in FL and want to strengthen,
deepen and broaden their knowledge on the subject. This course can be designed
for 2-3 years, or could start act the electives, or taught in classes with
intensive study of FL, as a matter of choice.
"Ecology + FL" implies a higher level of speech activity by expanding
the practice of oral speech and reading, by improving writing skills (through
correspondence with the young environmentalists in foreign-language countries),
or due going out in the practice of joint international environmental actions.
Success of the West German "The Greens" has contributed to the establishment
of similar parties or associations in many countries in Europe. Students need
to know about the state of affairs in this area, the existing international
movements, work being done to protect the environment in their regions. These
information students get from radio and TV programs, newspapers and magazines
not only in their native language, but also in foreign. Young environmentalists
from different countries could be acquainted with the help of the press, and
talk about their "green" actions undertaken in order to protect
nature. Real activity, which has a clear personal sense and is beneficial to
society, would advance the development of independent cognitive activity of
pupils, their activity, as learning subjects, and in mastering FL. This is a
real manifestation of the activity approach to the study of Linguistics, where
the activities of his mastery are included in other activities, and involve
active accumulation of both linguistic and extra linguistic information .
Studies show that
the activity of students in learning FL in current conditions is insignificant.
One reason, according to students, is their non-systematic work on the language,
the reluctance to be engaged in because of the uncertainty in having acquired
the language, and because of the lack of real communication situations. Teacher
needs to reflect on the effectiveness of each lesson and the effectiveness of
language acquisition, the ability to use L practically. Certain possibilities
in this regard could have an integrated course "Ecology and Foreign
Language”. It allows us to relate the FL activity with other activities:
teaching, working, playing. Cognitive and environmental issues make it easy to
carry it out: during the tours, expeditions, individual and group observation
of nature, including trips to their native surroundings and staying in rest
camps. Diaries, registration papers, albums, and their discussion, making a
herbarium, crafts, holding a photo contest fulfillment of sketches, a favorite
corner of nature, construction of the school yard, work on school grounds,
planting area can also serve as a subject of discussion in FL.
This kind of
creative collective activities suit the age and psychological characteristics
of children at this age. They can be considered as "the dominant
activity-related idea." (IL Bim) to build a course that would be a strong
motivator and inspiration to achieve higher levels of mastery of FL, for
"students" actually will feel that they really need to acquire
practice language skills, and this really helps them to meet their cultural,
professional and social aspirations."
In this situation
the way out beyond traditional lessons is obvious, and the forms are more
various: lesson-interview, lesson-tour, lesson - exhibition, lesson
demonstrating crafts, lesson-debate, role-playing and business games, etc..
This would stimulate activity in a Foreign Language lesson significantly.
It should be noted
that in the complex of tasks which the integrated course could solve, of
particular importance is the priority of the bringing up goal, namely, teaching
environmental culture, which we consider "as a dynamic unity of
environmental knowledge, positive attitude to this knowledge (environmental
attitudes, values) and real human activity in the environment" .
To prepare a
generation of high ecological culture - one of the up-to-date challenges our
society faces, and therefore creation of an integrated course "Ecology +
FL" lets make a certain contribution to solving this problem and provides
an opportunity to develop such a course of in-depth study of FL, which would
have interesting content for students, creating opportunities for actual use of
language in communicating with like-minded people in the country, and open
access to an international level and its inclusion in the international
Gerald Durrell. Two in the Bush. Moscow: Mir, 1968
Environmental Culture Upbringing / / Collection of Materials on Environmental
Education and Education of Students. Compiled by: TI Korzyuk, T.Bondarenko,
E.I. Litvinova, Ust-Kamenogorsk, 2002, p.3.
I.L. Bim. Methods of Teaching Foreign Languages as a Science and Textbook Problems”.
Pedagogy. Under the editorship J.K. Babanskiy. -
M., 1988. - p. 344
5. G.V. Rogov, Z.N. Nikitenko Some Reasons for Declining
Interest in the Subject "Foreign Language" at School / Foreign Languages
at School. M., 1982, № 2.
6. G.V. Rogov, F.N. Rabinovich, T.E. Sakharov. Methods of
Teaching Foreign Languages in High School. - M., "Education", 1991
I.L. Bim, Creativity of Teachers and Didactics Science / / Languages at School.
– M., 1988., № 4 p. 8
I.L. Bim, Foreign Language Learning: Search for New Ideas / M., Foreign Languages
in School-1989-№ 1, p.19
I.L. Bim. Methodological Problems of Teaching Subjects of Language Loop, M., 1989 - № 3, p.73
E.N. Shepel. Integrated Curriculum and Teaching a Foreign Language / Foreign
Language at School, M., 1990 - № 1, p.8
N.I. Nikolaykin, N.E. Nikolaykin, O.P. Melehova, Ecology. M.,
12. L.J. Zenya. Teaching Ecological Culture by Means of a
Foreign Language" // Foreign Languages at School. - M., 1990, № 4, p.30.
I.T. Suravegina. The Role of Relationship Science and Ethical Knowledge in the
Formation of Ecological Culture School: Problems of Environmental Education in
Secondary School. -Tallinn, 1980. - p. 28
К содержанию номера журнала: Вестник КАСУ №2 - 2012