Features of teaching the native (Tatar) language in elementary school using new educational and methodological complexes. Methodological recommendations for teaching the native language and literature educational-methodical material Methodical recommendations for teaching tata

Karimova L.G.

Content

2. Have(from work experience)

4. Motivation

annotation

formation of communicative competence, directed and Given this fact, in

Explanatory note

It should be noted that

Tatar

Data relevance.

: "Formation

A.R. and etc.).

And the relevance of our topic

young

Note also that nit is necessary to take into account the specificscommunicative competence(those. mastering by students the main types of speech activity in the Tatar language)

to her

Tasks,

(from work experience):

and rolling competence.

4. Definition of motivation

is for every child the situation Me and rolling competence.

1. The definition of "competence".

Social competences

Political competences

Intercultural competences.

Information competencies

Communicative.

2. Have exercises that form the communicative competence of students from work experience).

1. Exercises in listening and understanding Tatar speech by ear (in listening).

3. Reading exercises.

4. Exercises in writing.

2.1. 1) Listening exercises.

2.2 Speaking exercises.

1. Exercise nenia in dialogical speech.

2.3 Reading exercises.

II part of the story, etc.).

"Sulam" "sulamәtlek" ә "kitap", "belem" , but about the meaning of the word"Chishm ә se"

2.4 Exercises in writing (P).

ә,ө,ү,җ,ң,һ

lingual

3. Additional information.

Forms for working with text:

· Syntactic five-minute;

·turn on imagination;

· Write like;

· Drawing up a table.

rely on

Students should:

We believe what is needed

An outline of the text is drawn up;

Answers to teacher's questions;

- retelling of the text, etc.

And in

For teachers of the Tatar language and literature

"Formation of students' communicative competence in the lessons of the Tatar language and literature in a Russian-language school"

Developed by a teacher of the Tatar language and literature

the highest qualification category

Karimova L.G.

Content

Explanatory note ……………………………………………… 3 p.

1. Definition of "competence". ……………………………………… ... 8 p.

(from work experience) : …………………………………………………… .10 p.

2.1 Exercises in listening and understanding Tatar speech by ear (in listening) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2.2 Exercises in speaking as one of the stages of the formation of communicative competence ………………………………………… 12 p.

2.3 Exercises in reading as a necessity for the development of speech ……… .14 p.

2.4 Exercises in writing as the most difficult process in the formation of communes and rolling competence ……………………………………… .16 p.

3. Additional information ………………………………………… 18 p.

4. Motivation and some ways to increase it ……………………… .21 p.

5. Conclusion ………………………………………………………… .22 p.

6. Used literature …………………………………….… ..23 p.

annotation

Today, the main goal of teaching the Tatar (native) language in a Russian-language school is formation of communicative competence,those. mastering by students the main types of speech activity in the Tatar language: listening, speaking, reading, writing.The teacher is faced with a daunting task. In the absence of a speech environment, it is difficult for a beginner young teacher, in addition to the above goal, it is still necessaryalways remember that educational process it should be directed and for the upbringing, education and all-round development of a schoolchild by means of the Tatar language as an academic subject, for familiarizing students with culture Tatar people. Given this fact, inmethodological recommendations outlined some aspects of the formation of the communicative competence of students in the lessons of the Tatar language in a Russian-language school from school experience. Here, along with scientific explanations of key definitions, specific activities that form communicative competence in students are described. We believe that if a teacher works, overcoming the problems mentioned in the brochure, then the result of his activity will be a student who knows all types of speech activities of the Tatar language, who is able to communicate in it with peoples of similar language groups and respecting the cultural traditions and values of people of other nationalities.

Explanatory note

Language is the most important means of human communication, without which the existence and development of society is impossible.

In the linguistic picture of Russia, the Tatar language has long and firmly occupied a worthy place. In the dialogue of cultures of multinational Bashkortostan, along with other languages, it plays a very positive role.

According to L.V. Shcherby "each language reflects the culture of the people who speak it." Proceeding from this, the requirements for the educational material, which are of paramount importance in teaching the native language, also follow. It should be a mirror of the life and culture of its bearer.

It should be noted thatwhen teaching Tatar language There are a number of problems in the Russian school:

1) The biggest difficulty lies not in mastering a language that is new for children, but in overcoming the structural and systemic skills of the structure of the Russian language. So, for example, the most typical mistakes in Tatar speech of students of Russian schools are caused not only by the absence in the studied language of the category of species, gender, prepositions, prefixes, etc., but also by the presence of "similarity" in the declension of nominal parts of speech.

2) The lack of sufficiently clear and differentiated grammatical concepts and concepts of the Russian and Tatar languages (for example, the predicate in the Tatar language is always at the end of a sentence).

3) Lack of direct correlations between theoretical knowledge and practical skills and abilities.

In addition to the above, it is necessary to add the fact that in Russian-language schools in the lessons of the Tatar language, firstly,the educational capabilities of the subject are not sufficiently realized for the formation of the spiritual and moral qualities of the student; secondly, the dominant teaching practice Tatar language remains orthographic orientation, not always enough attention is paid to the development of the speech culture of students, finally, currently used mmethods of teaching Tatarlanguages in educational institutions are not always sufficiently focused on the development of creative abilities.

Data relevanceproblems due to the need to develop the speech of schoolchildren, the formation of linguistic and communicative competencies of students in the process of working to enrich the grammatical structure of their speech, the development ofcommunicative skills and abilities. It is important that in Tatar language lessons, students should not only engage in memorizationmaterial, but must acquire communication skills.

The foregoing determined the topic of our methodological recommendations.: "Formation communicative competence at the lessons of the Tatar language in the Russian-language school ".

To date, a huge amount of research has been devoted to the formation of students' communicative competence (Safiullina F.S., Yusupov F.Yu., Kharisov F.F., R.Kh. Mukhiyarova, Asadullin A.R. and etc.).

And the relevance of our topic is determined by the social order for a creative, independent, communicative personality; the need of a modern school in the development of effective approaches to the formation of communicative competencies.

Note that this activity is not new, however, at present, the urgency of the need to enrich the existing practice at school in order to form communicative competence in the educational process is increasing.

The purpose of the guidelines:provision of methodological assistance young teachers-practitioners, since the analysis of available research shows that in pedagogy, the problem of the formation of communicative competence in the lessons of the Tatar language in a Russian-language school still remains.

Note also that nWhen teaching the Tatar language, do notit is necessary to take into account the specificssubject in order to achieve the main goal - the formationcommunicative competence(those. mastering by students the main types of speech activity in the Tatar language) and always remember that the educational process should be aimed at the upbringing, education and all-round development of the student by means of the Tatar language as an academic subject, at familiarizing students with the culture of the Tatar people.

Mastering communicative competence to her presupposes possession of Tatar communication in the unity of all its functions: informational (acquisition of knowledge, skills, abilities), regulatory (urge to action, verbal and non-verbal, to interaction), emotional-evaluative, value-orientational (formation of views and beliefs) and etiquette (mastering the norms of speech behavior).

Thus, the communicative goal is a complex set of goals (educational, upbringing and developmental) aimed at achieving a practical result in mastering the main methods of communication within the limits defined by the methodological standard.

Tasks, set out in the guidelines:

1. Explain the definition of “competence”.

2. Highlight the exercises that form the communicative competence of students(from work experience):

2) Exercises in speaking as one of the stages of the formation of communicative competence.

3) Exercises in reading as a necessity for the development of speech.

4) Exercises in writing as the most difficult process in the formation of communes and rolling competence.

3. Additional materials that form the communicative competence of students.

4. Definition of motivation to the study of the Tatar language in a Russian-language school.

The expected result from the use of guidelines:

Systematic and consistent work on these guidelines giveshigh rates in the educational process,the creative and search activity of children develops, creating is for every child the situation I success. Interest and success in learning are the conditions that not only determine the motivational sphere, but also most directly affect the improvement of the quality of students' knowledge and benevolently contribute to the formation of communes. and rolling competence.

The formation of communicative competence in the lessons of the Tatar language in a Russian-language school involves:

1. The versatile development of the student, in particular the development of his creative abilities, aesthetic views, character traits such as dedication, perseverance, hard work, etc.

2. Expanding the general outlook of the student, increasing the level of his general education (with the help of socio-cultural knowledge).

3. General linguistic, speech intellectual development, his interest in the Tatar language, which creates a positive motivation for learning, striving for mutual understanding.

4. Development of general scientific and special educational skills: working with a book, textbook, dictionaries, applying translation, etc.

5. The assimilation of language knowledge, skills and abilities, the development of the main types of speech activity: listening, speaking, reading and writing.

Only the interconnected formation of all these components ensures the solution of communication problems to achieve the planned learning outcome:

- advanced communicative reading competence;

- elementary communicative competence in listening, speaking, writing;

- familiarization with Tatar culture, enrichment and better consciousness of Russian culture.

Communication competence includes:

- linguistic competence (language skills, generation processes and text recognition);

- thematic competence (knowledge of local history information);

- sociocultural competence (behavioral, etiquette);

- compensatory competence (the ability to achieve mutual understanding, get out of a difficult language situation);

- educational competence (the ability to learn to use a book, fiction, dictionaries).

As you can see, communicative competence is a multicomponent methodological concept and, at the same time, a learning outcome, which is based on communicative skills:

- the ability to carry out dialogical communication in standard situations (social and domestic sphere, educational and labor sphere);

- the ability to speak coherently about yourself, your environment, convey the content of what you read based on the text, express your opinion, give an assessment;

- the ability to understand by ear (listening) the main content of uncomplicated texts (such as announcements, short messages, etc.);

- the ability to write and convey elementary information, in particular, write a letter, make extracts from the text;

- the ability to learn (work with a book, fiction, dictionary).

1. The definition of "competence".

So, competence is a life success in a socially significant area (J. Raven, 1984).

Competence is the ability to establish a connection between knowledge and a situation, to apply knowledge adequately to solve a problem (S. Shishov, V. Kalnei, 1995).

To the most important (key) competencies that should be formed in a general education school to ensure civic maturity, professional and personal self-determination, include the following:

Social competences: a set of basic abilities necessary to participate in a “democratic way of life”: readiness to adequately participate in democratic procedures, think critically, act in conditions of pluralism of opinions, listen to and help others, take responsibility for oneself, etc .;

Political competences: readiness and ability to live and work in the "legal field" - understanding of law as the most important mechanism for regulating social and interpersonal relations in a strictly human way.

Intercultural competences: the ability to understand representatives of another nationality, another culture and enter into a dialogue with them, to abandon prejudices, bias, intolerance towards people of other political or religious convictions, the ability to respect any individuality (including one's own).

Communicative competencies: the ability to make contact, express your point of view, listen and understand the point of view of the interlocutor, lead a discussion, etc.; readiness to solve communication problems, to behave adequately in various social situations, competence; knowledge of oral and written communication, several languages;

Information competencies: possession of new information technologies, understanding the range of their application, critical attitude to information disseminated through media channels.

Competencies in the field of professional and personal development(ability to learn throughout life).

Intellectual competencies: the ability to generalize, the ability to highlight the essential features of cognizable reality; flexibility, creativity of mind - dynamism, mobility, etc. With a flexible mind, a person easily passes from direct connections to inverse ones, from one system of actions to another, from the usual train of thought to non-standard ones (according to A. Khutorsky A.).

In accordance with the division of the content of education into general - metasubject (for all subjects), interdisciplinary (for a cycle of subjects) and subject (for each academic subject), a three-level hierarchy of competence is proposed:

KEY - refer to the general (metasubject) content of education;

Interdisciplinary - refer to a specific range of academic subjects.

Subject - having a specific description and the possibility of forming within the framework of academic subjects. Thus, key educational competencies are concretized at the level of educational areas and academic subjects for each stage of study.

Competence is understood as the co-organization of knowledge, skills and abilities, which allows you to set and achieve goals to transform the situation. The approach to education includes the philosophy of education, educational technologies, psychological and pedagogical support, and a description of educational precedents. (According to the Pedagogical Encyclopedic Dictionary).

And the most important competencies of learners are:

Problem solving competence;

Information competence (working with information);

Communicative.

A. Khutorskoy in the article "Key competencies" identifies four stages.

one . Search for manifestations of key competencies in each academic subject;

2. Building a hierarchical supra-subject systematics - (a tree of competencies);

3. Designing general subject educational competencies vertically for all three levels of education;

4. The projection of the competencies formed according to the levels of competence at the level of academic subjects and their reflection in educational standards, curricula, textbooks and teaching methods.

2. Have exercises that form the communicative competence of studentsat the lessons of the Tatar language in the Russian-language school ( from work experience).

Teaching Russian-speaking students the Tatar language includes mastering the main types of speech activity in the target language: listening, speaking, reading, writing.

“In the learning process, almost everything depends on the exercises. The exercise, like the sun in a drop of water, reflects the whole concept of learning, ”writes G.K. Selevko.

Based on this, at each lesson of the Tatar language in a Russian school, 4 types of RD should be interconnected:

1. Exercises in listening and understanding Tatar speech by ear (in listening).

2. Speaking exercises, which are divided into exercises in dialogical speech (D) and exercises in monologue speech (M).

3. Reading exercises.

4. Exercises in writing.

2.1. 1) Listening exercises.

Listening refers to the process of perceiving and understanding sounding speech. Therefore, a necessary requirement for exercises in this type of speech activity is their sound presentation. In other words, these exercises are not read by students, but obeyed. Therefore, the teacher reads these exercises himself or records them on tape and then reproduces the audio recording. It is quite understandable that when perceiving this material, students do not have visual support, i.e. do not see the text of these exercises. In the methodology, two types of understanding are distinguished: listening comprehension of sounding speech (when listening to the speech of a teacher, students, etc.) and comprehension based on visual receptors (when reading, the speaker himself, his articulation, gesture, facial expressions, etc.) ). If children do not see the speaker (for example, when listening to a sound recording), speech understanding becomes much more difficult, because there is no "lip reading" and the entire emotional and expressive inventory of gestures, pauses, characteristic of living speech and contributing to its natural perception. Depending on the presence or absence of the speaker in teaching listening comprehension, one distinguishes whether speech is directed or not addressed to the listener. It is one thing when Russian-speaking students listen to Tatar speech in the lesson from the voice of their teacher, and it is another thing when it is presented in a sound recording (i.e. when the factor of non-inversion of speech is present).

It is quite understandable that in the Russian school children should be taught the perception of both converted and unconverted speech.

Teaching Russian-speaking children to listen to and understand Tatar speech from an “alien” voice is also gaining in importance. (This problem in the technique is called the familiarity or unfamiliarity of the speaker's voice).

As school practice shows, Russian-speaking schoolchildren find it difficult to answer the seemingly simplest questions in the Tatar language, asked by strangers, while students answer the questions of their teacher, even much more difficult ones, with confidence. Therefore, in the classroom, it is necessary to gradually and gradually accustom Russian-speaking children to new voices, using phono recordings for this purpose, inviting other teachers to the lesson. It is desirable that children get used to listening to both female, male, and children's voices.

Listening exercises can be conditionally divided into 4 groups:

1. Exercises with isolated words (listen and indicate words with sound ...; indicating furniture, etc.).

2. Exercises with phrases (listen and indicate phrases that contain words with sound ...).

3. Exercises with sentences (compare sentences, what is changed (added, omitted) in the second sentence, etc.).

4. Exercises with connected texts (listen and translate into Russian; compare two texts, what is changed (added, omitted) in the second text, etc.).

2.2 Speaking exercises.

In the formation of communicative competence, dialogic speech (D) and monologue speech (M) play a major role.

1. Exercise nenia in dialogical speech.Based on the communicative function of the language, D should be considered the main and original: a monologue is usually always preceded by a dialogue.

Why is it proposed to start teaching Tatar speech in a Russian-speaking audience with mastering D? A) It is more common; B) has a number of advantages: a simpler and laconic structure, has in its composition the usual combinations and patterns, as a result of which it is absorbed faster.

The work of teaching D should be built on a situationally visual basis without relying on printed text.

It should be noted that D in the Tatar language is characterized by the same signs and features as in the Russian language: the same speech stamps and methods that induce the interlocutor to continue the conversation; appropriate gestures, facial expressions, etc. it is necessary to rely on the principle of taking into account the specifics of the Russian language.

The system of exercises in D should be aimed at teaching Russian-speaking students not only questions and answers, but also at composing response statements, exchanging opinions, picking up on the interlocutor's thoughts, etc. It is desirable that the students' remarks consist of at least two phrases: reaction to what they have heard and phrases encouraging the interlocutor to continue the conversation. For this purpose, in each case, samples of dialogues and topics are given for which students make up their dialogues. Support words and expressions are also given. All this helps to conduct a two-way conversation.

The system of exercises in teaching dialogue should be in a certain sequence: a) receptive (listening and understanding the dialogical pattern); b) reproductive (reproduction of a dialogical sample on different levels, by imitation from memory, etc.) and c) constructive (stage of relatively free speech with an orientation towards the ratio of learned dialogical patterns with a new situation). At the same time, attention is drawn not only to the number of remarks in the composed dialogues, but also to their character and intonation design. The topic of the assimilated dialogues covers that circle life situations, which is typical for the conditions of daily activities of students at school, at home, on the street, etc. The variety of dialogues can be judged by the following list: re-asking, counter-question, acquaintance, greeting, etc. Constantly repeating in different situations, these dialogues gradually become the property of the speech of Russian-speaking students in the target language.

2. Exercises in monologue speech (M).

In the methodology, M is understood as a form of speech, which consists of a number of speech units expressed by the same person in order to communicate information of varying complexity and volume. Unlike dialogue, which allows for "discontinuity" of statements, pauses and even silence (when the interlocutor nods his head), M is continuous, because the formation of thoughts here occurs simultaneously with the process of speaking (of course, if we are talking about an unprepared statement).

Like working on dialogue, learning M in Tatar language lessons in a Russian school requires a well-thought-out sequence. Work should begin with exercises for expressing one complete thought (for example, on a topic indicated by the teacher). At the next stage, the statements of the children should consist of a series of sentences of various structures (composition of a story, description, retelling of what was listened to, etc.). At the third stage, students learn to prove the correctness of a fact, highlight the main idea, substantiate their attitude to what they listened to, give an assessment, be able to reason, argue.

2.3 Reading exercises.

In our conditions, with an insufficient volume of oral speech practice, reading remains a more accessible speech skill for all students.

The main goal of reading exercises is to improve the reading technique in the target language and to understand the content of what is being read, i.e. retrieving new information.

While in the primary grades, reading texts are mainly of an educational nature, in the middle grades, students read both educational and fictional texts. Moreover, if in the primary grades reading in the Tatar language is of a prepared nature (previously analyzed, worked out, translated into Russian), then in the middle and senior grades, unprepared reading is practiced, but lightweight and adapted texts are used.

One of the main tasks of Tatar language lessons in a Russian school is to teach Russian-speaking students to read Tatar consciously, and this, in turn, depends on what the children have. vocabulary and their knowledge of grammatical forms, structures.

In the Russian school, two types of reading are practiced: reading aloud and reading to oneself.

If loud reading is used as an exercise to consolidate skills or as a preparation for the development of oral speech, as well as in order to develop reading techniques, then reading to oneself is used to teach comprehension of what is being read, which is then controlled by conversation and with the help of translation into Russian.

Reading to oneself must be practiced systematically, giving it some time in the lesson and giving homework (for example, at home to read II part of the story, etc.).

In order for Russian-speaking students to be able to independently read (and understand) Tatar texts, it is necessary to provide article-by-article Tatar-Russian dictionaries.

Of course, all incomprehensible words in each specific case are impossible, and even this does not need to be translated. In addition, students can learn about the meaning of certain unfamiliar words by using the techniques of linguistic and semantic guesswork, which they need to be gradually taught. If, say, the student knows that the word"Sulam" means a greeting, a wish for health, then"Sulamәtlek" , apparently, will mean health (linguistic guess). Or another example: in the saying “Kitap - belem chishmә all »students know the meanings of words"Kitap", "belem" , but about the meaning of the word"Chishm ә se" guess by the context, the meaning of the dictum (semantic guess).

The reading of Tatar texts is accompanied by various exercises. For example, retell the content of what you read in your own words; find sentences in the text that would answer the following questions (given), etc.

2.4 Exercises in writing (P).

Written speech also acts as a target skill. The student must be accustomed to permanently fixing the material.

The work on teaching writing consists of exercises both for practicing writing techniques (graphics, spelling and punctuation) and for teaching productive writing, for instilling the skills and abilities of students to express their thoughts in Tatar in writing.

Teaching writing in Tatar language lessons in a Russian school usually goes along with teaching reading (with some advance of the latter).

All written exercises can be divided into three groups: preparatory (for spelling Tatar words; on the assimilation of grammatical forms. For example, for cheating with additions and changes, etc.), reproductive (writing down sentences, answers to questions about the text read, etc.) and productive (essays - miniatures, a letter to a friend, etc.).

Even in primary school, Russian-speaking students acquire graphic skills, i.e. ability to write specific Tatar letters
ә,ө,ү,җ,ң,һ ... In subsequent classes, the main attention is paid to mastering literate writing in Tatar.

Mastering the spelling of Tatar words in the classroom in the Russian school is achieved by the following methods: sound and letter analysis; cheating with underlining a letter denoting a dubious sound; inserting the missing letter; adding endings, etc.

Learning to write Tatar words must be conducted in combination with the appropriate orthoepic exercises (before writing, the student must pronounce the word correctly).

The formation of spelling skills is carried out at the lessons of the Tatar language in the process of performing preparatory exercises aimed at overcoming the main difficulties of spelling of the Tatar language (spelling the corresponding words according to the sample, translating from Russian into Tatar, etc.). Then the main types of spelling exercises are practiced (simple and complicated copying, various types of dictations).

It is important to know that in the classroom, special attention should be paid to the specific features of the Tatar language: singharmonicity, agglutinativeness, types of syllables, assimilative processes, reduction of vowels, mismatch of sounds and letters, patterns of stress, etc.

Mastering the spelling of Tatar words in the classroom in Russian lingual th school is achieved by the following techniques: sound and letter analysis; cheating with underlining a letter denoting a dubious sound; inserting the missing letter; adding endings, etc.

Writing Tatar words must be taught in combination with the corresponding orthoepic exercises. Before writing, the student must pronounce the word correctly (the principle of the oral basis of teaching reading and writing).

Each type of RD at each stage must correspond to its own exercises, reflecting its specificity, but having a communicative focus, encouraging the student to communicate. Each type of RD acts as a goal of training, and in relation to each other - as a means of training. To master these means and achieve the main goal - communication, it is necessary to strive to create an atmosphere of benevolence, entertaining, respectful attitude to the student's personality, to determine the achievements of students in mastering the language and positively reinforce it, i.e. take into account the psychological and pedagogical factors of creating a communicative environment.

3. Additional information.Writing exercise materials are suggested based on age characteristics students.

Re The productivity of the lessons of Tatarlanguage is in direct proportion to how rationally organized the turnover of oral and written tasks, how the relationship between oral and written speech of students is thought out, whether conditions have been created for students to overcome difficulties arising in the transition from thought to speech, from speech to thought.

The most effective is complex speech training, in which the ability to perceive spoken and written speech (listening and reading) is formed in combination with the ability to build oral and written utterance (speaking and writing). In each type of speech activity, in addition to skills and abilities specific to it, skills that are common to all types of activity are also formed.

A special place in the development of students' speech belongs to work with text. There are manyin types of text analysis in the lessons of the Tatar language and literature: cultural, literary, linguistic, linguistic and complex.

Forms for working with text:

· Syntactic five-minute;

·turn on imagination;

· Write like;

· Through an additional task to the dictation;

· Drawing up a table.

During the analysis of the text, linguistic flair and the operational apparatus of thinking develop. The conclusions that students come to as a result of the analysis and discussion of assignments and passages of the text are conclusions about the function of linguistic means and how they are discovered. Analysis of the text, carried out regularly,is of great importance for the development of students' speech, the formation of the ability to perceive the speech of others and create their own utterance.

Improving the speech activity of students, rely on the most diverse types and genres of statements on literary topics, which, during training, create conditions for the versatile speech and aesthetic development of the student's personality. It has the ability to select these genres based on following classification coherent monological statements. To succeed in this business, it is necessary not only to pay attention to reading and listening to texts of linguistic content, and old be purposefully work out the appropriate skills and abilities in schoolchildren.

Students should:

· To understand the communicative purpose of reading (listening) the text and in accordance with this to organize the reading process;

Be aware of the content of the text;

Determine the main idea of the text, its style and type of speech;

Use the information of the text in other activities (for example, to compose working materials for use in the preparation of reports, abstracts).

To form the specified skills related to understanding the content of a linguistic text, we think we needconduct targeted work, during which the text is analyzed step by step;

The topic and the main idea are clarified;

Dictionary work is carried out;

An outline of the text is drawn up;

Expressive reading of the text;

Answers to teacher's questions;

- retelling of the text, etc.

And in role-playing games most fully represent the communicative function of language - as a means of communication in real or imaginary conditions (for example, "In a store", "In a theater", "Visiting a fairy tale", etc.).

Role-playing games contribute to the increase of effective learning, the creation of motives for learning, the formation cognitive interest, stimulation of speech-thinking and creative activity of students. The presence of interest and motivation in the topic under discussion - necessary condition effectof learning impact.

One of the most effective methods today is considered to be the project method. (For example, "My hometown is Ufa", "Country of Bulgaria", etc.). Here it is necessary to observe both the principle of minimization, i.e. include only those subjects of speech that allow you to form the most complete and versatile idea of the region, as well as the principle of selection of regionally significant subjects of speech that reflect the uniqueness of the region.

The main goal, along with the development of communicative competence, is to expand the content basis of teaching the Tatar language through the mastery of a certain amount of regional knowledge by students, which also serves as a means of improving the general educational level. To solve the problem that lies at the heart of the project, the student must learn to work with the text (highlight the main idea, search for the necessary information, analyze it, make generalizations, conclusions), be able to work with reference material.

When mastering the means of the Tatar language, it is necessary to use the positive influence of experience in the Russian language, to eliminate its interfering influence (overcoming the structural and systemic skills of the structure of the Russian language).

Lexical and grammatical material is introduced concentrically, i.e. based on the principle of concentrism: what is learned in previous grades, becomes the RD material for students in subsequent grades. Thus, a gradual formation of skills and abilities is established.

Learning Tatar songs is of great help in the formation of communicative competence. Songs help, without much difficulty, a more solid assimilation and expansion of vocabulary, tk. song lyrics new words and expressions. During the lessons of the Tatar language, they raise the emotional mood, contribute to aesthetic education.

Thus, the fundamental methodological principle of the communicative orientation assumes the assimilation of the process of teaching the Tatar language in the Russian-language school of natural communication.

4. Motivation to study the Tatar language in a Russian-language school.

It's not just about knowing the language, but about the ability to use it in real communication, that is, about practical language skills. This requires motivation.

Much attention is paid to the issues of increasing motivation, maintaining and developing interest in the Tatar language among schoolchildren. The complexity and versatility are emphasized by many methodologists and, in accordance with this, offer various approaches to solving this problem. Solution paths are associated with:

1) the creation of a specially designed system of exercises, performing which students would feel the result of their activities;

2) the involvement of the emotional sphere in the learning process;

3) the nature of the teacher's pedagogical influences, in particular the presence of incentives and reinforcements;

4) the use of audiovisual means in the classroom;

5) the use of personal individualization;

6) the development of a system of extracurricular activities that enhance the motivational side of language learning.

Also, thanks to observations, we can say that the increase in motivation goes through:

1) involvement of students in independent work in the lesson;

2) the problematic nature of tasks and situations;

3) control of knowledge and skills;

4) the use of cognitive games;

5) and, of course, the benevolent attitude of the students.

According to psychological research motivation and interest in teaching the Tatar language in a Russian-language school, the efforts of the teacher should be directed to the development of internal motivation for the teaching of schoolchildren, which comes from the activity itself and has the greatest incentive force. Intrinsic motivation determines the attitude of schoolchildren to the subject and ensures progress in mastering the Tatar language. If a student is interested in speaking, reading, listening to Tatar speech, learning new things, then we can say that he will have a desire to learn his native language.

5. Conclusion. The learning process, built on a communicative basis, is personality-oriented. Communicative learning is built in such a way that the context of the students' activities, their experience, worldview, educational and extracurricular interests and inclinations, their feelings are taken into account in every possible way when organizing communication in the lesson, while passing the topics, an emphasis is placed on discussing problems from the life of the child and society. Students should have the opportunity to discuss their affairs and actions, current events from the life of the class, school, city, country, planet, learn to express their attitude to what is happening, substantiate and defend their own opinion. Creating a favorable psychological climate in the classroom, taking into account the emotional well-being of each student is an indispensable condition for communicative communication. An atmosphere of benevolence, liberation, respect for the personality of the student helps students to free themselves from psychological barriers, from constraint, shyness, uncertainty, and this will undoubtedly lead to the formation of communicative competence.

In the methodological recommendations, some aspects of the formation of the communicative competence of students in the lessons of the Tatar language in a Russian-language school were outlined. I believe that if a teacher works overcoming the aforementioned problems, then the result of his activity will be a student who knows all types of speech activities of the Tatar language, who is able to communicate in it with peoples of similar linguistic groups and who respects the cultural traditions and values of people of other nationalities.

For teachers of the Tatar language and literature

"Formation of students' communicative competence in the lessons of the Tatar language and literature in a Russian-language school"

Developed by a teacher of the Tatar language and literature

the highest qualification category

Karimova L.G.

Content

Explanatory note ……………………………………………… 3 p.

1. Definition of "competence". ……………………………………… ... 8 p.

2. Exercises that form the communicative competence of students(from work experience) : …………………………………………………… .10 p.

2.2 Exercises in speaking as one of the stages of the formation of communicative competence ………………………………………… 12 p.

2.3 Exercises in reading as a necessity for the development of speech ……… .14 p.

2.4 Exercises in writing as the most difficult process in the formation of communes and rolling competence ……………………………………… .16 p.

3. Additional information ………………………………………… 18 p.

4. Motivation and some ways to increase it ……………………… .21 p.

5. Conclusion ………………………………………………………… .22 p.

6. Used literature …………………………………….… ..23 p.

annotation

Today, the main goal of teaching the Tatar (native) language in a Russian-language school is formation of communicative competence,those. mastering by students the main types of speech activity in the Tatar language: listening, speaking, reading, writing.The teacher is faced with a daunting task. In the absence of a speech environment, it is difficult for a beginner young teacher, in addition to the above goal, it is still necessaryalways remember that the educational process should be directed and on the upbringing, education and all-round development of schoolchildren by means of the Tatar language as an academic subject, on familiarizing students with the culture of the Tatar people.Given this fact, inmethodological recommendations outlined some aspects of the formation of the communicative competence of students in the lessons of the Tatar language in a Russian-language school from school experience. Here, along with scientific explanations of key definitions, specific activities that form communicative competence in students are described. We believe that if a teacher works, overcoming the problems mentioned in the brochure, then the result of his activity will be a student who knows all types of speech activity of the Tatar language, who is able to communicate in it with peoples of similar linguistic groups and who respects the cultural traditions and values of people of other nationalities.

Explanatory note

Language is the most important means of human communication, without which the existence and development of society is impossible.

It should be noted thatWhen teaching the Tatar language in a Russian school, there are a number of problems:

3) Lack of direct correlations between theoretical knowledge and practical skills and abilities.

The foregoing determined the topic of our methodological recommendations.: "Formation communicative competence at the lessons of the Tatar language in the Russian-language school ".

To date, a huge amount of research has been devoted to the formation of students' communicative competence (Safiullina F.S., Yusupov F.Yu., Kharisov F.F., R.Kh. Mukhiyarova, Asadullin A.R. and etc.).

Tasks, set out in the guidelines:

1. Explain the definition of “competence”.

2. Highlight the exercises that form the communicative competence of students(from work experience):

1) Exercises in listening and understanding Tatar speech by ear (in listening).