Pragmatic-oriented approach in teaching foreign languages to high school students is connected with formation of skills and knowledge that allow for understanding and speaking in a foreign language in connection with the specific communicative environment, task and intention. Pragmatic oriented process is based on assimilation by students of various social roles, and reproduction of social situations that a foreigner may encounter overseas. Students’ adaptation is improved by their mastering of discursive strategies, verbal and non-verbal social and cultural peculiarities of communication. Pragmatic approach in teaching foreign languages is based on role-play situations. Working with a language partner, and solving mistakes-detection oriented tasks contribute not only to building of the vocabulary, but also improve their analytical thinking skills. In class the teacher supervises and supports the students but does not fill in their gaps in grammar, vocabulary or choice of communicative strategies. Rather, his task is to take these gaps into account for the follow-up discussion and training. After the exercises the teacher tutors the examination and analysis of the activities and helps the group with its self-analysis. Pragmatic competence developing tasks traditionally include role-playing, communication modeling, and others. These tasks are implemented with various language realia-signs, magazines, advertisements, newspapers or other visual sources – that promote and empower communication.
|Keywords:||Pragmatics, Communicative Strategies, Pragmatic Competence, Communication Modeling, Role-play, Social Situations|
Lecturer, Postgraduate Student, Department of German, Faculty of Foreign Languages, North Ossetian State University after K.L. Khetagurov, Vladikavkaz, North Ossetia Alania, Russian Federation
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