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THE WHOLE LANGUAGE APPROACH IN ELT AT THE LEVELS OF PRIMARY AND SECONDARY SCHOOLS IN CHINA[ПРИМЕНЕНИЕ МЕТОДА «ЯЗЫК КАК ЦЕЛОЕ» В ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ НА УРОВНЯХ НАЧАЛЬНОЙ И СРЕДНЕЙ ШКОЛ В КИТАЕ]

Mayorova O.A., Sun Ling

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Mayorova Olga Alexandrovna– PhD Student in Education Science;

Sun Ling – Candidate of Pedagogical Sciences,

SСHOOL OF EDUCATION SCIENCE,

NANJING NORMAL UNIVERSITY,

NANJING, PEOPLE'S REPUBLIC OF CHINA

Abstract: а paradigm shift in education and focusing on early learning set a new task for methodical science: to develop more effective teaching methods and techniques meeting modern requirements. In recent decades, researches on the applying Whole Language in teaching English a foreign language for young learners have become one of the core directions in English language teaching. In the beginning of 90s a number of scholars brought this methodology in the Chinese education.

Whole Language is an instruction to teach English language, which based on three constructivist principles of integrity of language skills, unity of learning and context, social development of gained knowledge [21]. There is an assumption that Whole Language can fit into the teaching English process in Chinese primary and secondary schools, and establish connection between the objectives and recommendations given in 2011 Curriculum Standards and classroom work, since the principles of Whole Language and objectives of 2011 Curriculum Standards are largely consistent.

This article provides a summary of the theoretical basis and principles of Whole Language, a literature review of scientific works related to Whole Language and the national curriculum in China since 1991, and identifies the main directions of the research on Whole Language, as well as some questions remained for further research.

It was revealed that studies on Whole Language started in China relatively late, but despite this a significant number of scientific works are devoted to this theme, but relatively few articles examine to the application of the Whole Language approach to ELT at the levels of primary and secondary schools. Among the main issues highlighted by Chinese scientists are the synthesis and analysis of the theoretical aspects of the Whole Language Approach, discussing the suitability and possibility of implementing Whole Language in English courses in primary and secondary schools, the development of language skills and linguistic knowledge in the framework of teaching the Whole Language Approach, many scientists also touch on the questions of selecting teaching materials and analysis of textbooks.

Keywords: the Whole Language approach, ELT, English as a Foreign Language, Primary School, Secondary School, Curriculum Standards.

Майорова О.А., Сунь Линг

Майорова Ольга Александровна – аспирант в области образования;

Сунь Линг – кандидат педагогических наук,

Институт педагогических наук,

Нанкинский педагогический университет,

г. Нанкин, Китайская Народная Республика

Аннотация: смена образовательной парадигмы и ориентация на раннее обучение поставили новую задачу в методологии лингвистики: разработать более эффективные подходы и методы преподавания иностранного языка, отвечающие современным требованиям.

«Язык как целое» — это концепция преподавания английского языка, которая основана на трех конструктивистских принципах: интегрированного развития языковых навыков, наличия контекста обучения, социального конструирования знаний. Существует предположение, что «Язык как целое» может вписаться в учебную программу английского языка в китайских начальных и средних школах и установить связь между целями и рекомендациями, изложенными в стандартах учебных программ, и работой в классе, поскольку принципы общего языка и цели Стандартов Образования 2011 года в основном согласуются и дополняют друг друга.

В этой статье дается краткое изложение теоретических основ и принципов метода «Язык как целое», результатов литературного обзора научных работ, опубликованных 1991 года, связанных с изучением данного метода и развитием Национальной Учебной программы в Китае, и определяются основные направления исследований по теме, а также некоторые вопросы, требующие дальнейшего изучения.

Согласно полученным результатам, исследования метода «Язык как целое» в Китае начались сравнительно поздно, но, несмотря на это, значительное количество научных трудов посвящено этой теме, но относительно немного работ посвящено применению метода «Языка как целое» в преподавании английского языка на уровнях начального и среднего образования. Среди основных вопросов, освещенных китайскими учеными, - обобщение и анализ теоретических аспектов метода, обсуждение целесообразности и возможности внедрения метода в учебную программу английского языка в начальных и средних школах, развитие языковых навыков и лингвистических знаний в рамках применения метода «Язык как целое». Многие ученые также затрагивают вопросы анализа и выбора учебных пособий и дополнительных литературных материалов.

Ключевые слова: язык как целое, преподавание английского языка, английский язык как иностранный, начальная школа, средняя школа, Стандарты Образования.

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Ссылка для цитирования. Майорова О.А., Сунь Линг. ПРИМЕНЕНИЕ МЕТОДА «ЯЗЫК КАК ЦЕЛОЕ» В ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ НА УРОВНЯХ НАЧАЛЬНОЙ И СРЕДНЕЙ ШКОЛ В КИТАЕ [THE WHOLE LANGUAGE APPROACH IN ELT AT THE LEVELS OF PRIMARY AND SECONDARY SCHOOLS IN CHINA] // LXVI International Scientific Review of the Problems and Prospects of Modern Science and Education Свободное цитирование при указании авторства: https://scientific-conference.com/grafik/grafik-2019-pervoe-polugodie.html ( Boston. USA. - 23 Yanuary, 2020). с. {см. сборник}

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