DIALOGIZATION AS A RESOURCE OF LANGUAGE LEARNING IN THE CONTEXT OF UPDATING TRADITIONAL TEACHING METHODS

Abstract

The article substantiates the urgency of the problem of updating traditional methods of language teaching in the context of dialogization of the educational process as a whole. Attention is focused on the fact that the relevance of the dialogization of the main spheres of life will only increase over time in the conditions of an interconnected and interdependent globalized digital world. The lack of alternative to the dialogization of the educational process has been proved; the need to reboot traditional reproductive methods of language teaching based on the dialogization of the educational process; the essence, role, place are theoretically substantiated, ways and means of dialogization of language teaching as a tool for updating traditional reproductive teaching methods are determined; the proven ways of functional enrichment of traditional reproductive methods of language teaching with new modern effective methods are indicated. The importance of a broad understanding of the dialogue, which scientists classify as human studies, is emphasized; an objective need to expand the range of communication between a teacher and pupils, to fill it with meaningful meaning for both sides; the differences between ordinary and educational dialogue are characterized; the main conditions for the dialogization of language teaching are identified and described, namely: the use of personality-oriented, competence-based and activity-based approaches; approval of subject-subject relations in the educational process; building training on a socio-cultural, textual and question-and-answer basis; introduction into the educational process of modern dialogical methods, elements of heuristic and problem learning; dialogical transformation of traditional reproductive teaching methods; widespread use of interactive forms of education. The primary condition for the dialogization of the educational process is recognized as the mastery by pupils of question-and-answer activities. The classification model of questions developed by the authors is presented and described.