Применение чек-листов в рамках аналитического подхода к обучению в вузах МВД России для освоения речевых моделей и номинаций-профессионализмов в профессиональной речи

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Применение чек-листов в рамках аналитического подхода к обучению в вузах МВД России для освоения речевых моделей и номинаций-профессионализмов в профессиональной речи

Лаврова О.В., кандидат филологических наук, доцент кафедры иностранных языков Уральского юридического института МВД России, Россия, Екатеринбург,

Аннотация

Статья посвящена проблеме внедрения такого проверочного вида работы как чек-листы в рамках применения аналитического подхода к обучению в вузах МВД России. Исследование нацелено на установление этапов работы с речевыми моделями для их наиболее эффективного усвоения в учебно-профессиональной речи будующих сотрудников правоохранительных органов. Определение роли чек-листов для усвоения речевых моделей и номинаций-профессионализмов позволит обучающимся овладеть речевыми моделями, применяя аналитический подход к языку.

Ключевые слова: Чек-листы, речевые модели, аналитический подход, вузы МВД России, номинация.

Abstract

APPLICATION OF CHECKLISTS IN THE ANALYTICAL APPROACH TO THE TRAINING IN THE HIGHER EDUCATIONAL ESTABLISHMENTS OF THE MINISTRY OF INTERNAL AFFAIRS OF RUSSIA AS THE METHOD OF DEVELOPMENT OF SPEECH PATTERNS AND NOMINATIONS-PROFESSIONALISMS IN SPECIAL SPEECH

Lavrova O.V., Candidate of Philological Sciences, Associate Professor of the Department of Foreign Languages, Ural Law Institute of the Ministry of Internal Affairs of Russia, Russia, Yekaterinburg

Despite the large number of theoretical developments, according to L. S. Vygotsky, the analytical approach itself is not yet clearly formulated in the methodology of language teaching, although it is required to monitor the work of students in the format of independent training at institutes of the Ministry of Internal Affairs of Russia, since it allows you to memorize and reproduce the basic principles of text generation in a foreign language for a future law enforcement officer.

According to S. V. Bogolepova, R. Bolaito, D.B. Elkonin, J. and D. Willis, etc., we consider the process of working with text-based speech patterns and their nominative components to be an analytical approach when checking the results of work with text-based speech patterns and their nominative components, aimed at its detailed study, from the position of speech samples in their structural function, containing key professional concepts, represented nominatively.

It's necessary to define the concept of checklists, which were most often considered from the point of view of the level approach following N.D. Galskova [1], E.I. Passov [2], E.N. Solovova [3], A.L. Diment [4]. The checklist can be considered as a methodological development aimed at a detailed check of the learned topics within the framework of a generalizing text work aimed at mastering certain speech structures typed for some thematic contexts containing professionally determined vocabulary on the subject of “foreign language” for students of higher educational institutions of the Ministry of Internal Affairs of Russia.

Speech patterns, which should be checked at the end of each topic on the subject of foreign language for the future law enforcement officers, were studied in the aspect of speech and text creation by M.V. Chekanova [5, pp. 77-82], L.S. Vygotsky, I. Zhinkin, A.A. Leontyev, L.A. Chistovich, I. Shlizenger. In the aspect of the grammatical component, the works of U.S. Kalandarov, R.A. Egamov, N.D. Arutyunova can be named as some of the significant ones [6, pp. 651-653]. Z.Ya. Yartseva, I.R. Galperin, I.V. Tubalova, V.G. Gak, T.G. Vinokur, M.V. Kitaygorodskaya worked with professional lexical and nominative features of speech patterns.

Following U.S. Kalandarov, R.A. Egamov [7, pp. 651-653], V.G. Gak, Z.Ya. Yartseva, N.D. Arutyunova [8], M.V. Chekanova [9, pp. 77-82], E.N. Basovskaya [10, pp.196-203], I.D. Zaitseva [11, pp. 36-40], V. Gladrov, E.G. Kotorova [12, pp. 27-40], we believe that speech patterns can be defined as stable coherent linguistic reference-nominative structures that are a static or relatively static way of presenting certain professional information, included in certain structural elements of the utterance. I.D. Zaitseva [13, p. 36-40] notes that speech patterns have a communicative-prescriptive and/or regulatory task and are often cliched and structural-and-logical elements of utterance. Speech patterns in the educational legal/police text are unambiguous, create conceptual and semantic blocks, i.e. concepts.

Let's define the text levels at which speech patterns can be observed. Speech models can be observed at the lexical level (relatively stable expressions and phrases connected with the specialty, allowing to reflect the meaning of a concept or to characterize it), at the grammatical level (grammatical constructions that contribute to the presentation of objects of speech on professional topics), at the reference level (communicative clichйs and stable expressions that create the necessary structure of the utterance) at the logical-and-semantic level (communicative clichйs and stable expressions that give coherence and logic to the utterance), communicative level (communicative clichйs as the basis of a statement).

Based on the research of I. Zhinkin, M. Halle, A.A. Leontiev, G.Yu. Kozlovskaya, L.S. Tsvetkova, we distinguish logical speech patterns, i.e. speech patterns that are conditioned by the thinking of a specialist in a certain field and the corresponding construction of a phrase. Grammatical-and-lexical speech patterns were considered by U.S. Kalandarov, R.A. Egamov as well-established grammatical constructions which characterize a certain type of contexts containing contextually conditioned nominations of the professional sphere. Clichй speech patterns should be considered according to I.V. Tubalova, T.G. Vinokur, M.V. Kitaygorodskaya as speech patterns that have a proper communicative nature and are aimed at expressing one's own opinion in a certain area of human knowledge [14].

Pursuant pursuance to the opinion of E.S. Kubryakova, Z.Ya. Turaeva, M.N. Kozhina, the nomination-professionalism is believed to be a system of names of non-textual referents of legal/police reality, projected on a textual basis and connected within the framework of a thematically determined text/discourse by reference links, correlated both with each other and with the referent itself [15, pp. 180-188].

Based on the research of O. Jespersen, L.V. Shcherba, P.Ya. Galperin, A.N. Leontyev, V.V. Davydov, D.B. Elkonin, J. and D. Willis, we highlight the stages of working with checklists within the analytical approach in order to effectively assimilate nominatively given speech models of a professional nature: 1) setting tasks and initial work with the structure of the topic under study / primary text / topic work; 2) introduction of a training system before performing independent work; 3) structuring the work plan/system with an indication of its components and composing one's own secondary text of the statement based on the primary text learned. Now let's pass over to the description of the above-mentioned stages in the practical aspect of their manifestation.

Table “Stages of analytical work with checklists for mastering speech patterns containing nominations-professionalisms”