The model of the emotionally-valuable component of the content of upper middle school foreign-language education
For the first time presents the results of testing the author's model of the emotionally-valuable component of the content of foreign language education at the upper middle level in secondary school (grades 8-9). The growing interest in the issues of reforming the content of modern foreign-language education is dictated by the need not only to form the student's key competences in the field of mastering foreign languages, but also to teach him the values of the world civilization, developing his personality both in the intellectual and emotionally-volitional dimensions. Modelling the emotionally-valuable component of the content of foreign language education at the upper middle level required the development of a diagnostic system that includes the indicators of students' mastering the content of foreign-language education in the frames of its “intellectual” components and the emotionally-valuable one. Groups of interrelated methods were used: a) systemically-structural, comparative, organizationally-functional; b) designing, modelling; c) experiential learning, experiment; d) mathematical statistics; tabular and graphical representation of information. In the process of their application methodological characteristics of groups of older adolescents were drawn and analyzed. The practical implementation of the emotionally-valuable component involves working with foreign-language texts of emotionally-valuable contents. The model, intended for the upper middle level, included speech samples for teaching foreign-language reading as the dominant type of speech activities in grades 8-9 of secondary school. The techniques of working with such texts, adequate to the axiological potential of speech samples, were described. This allowed us to present and test a version of the model of the emotionally-valuable component of the content of school foreign-language education, adapted to the specifics of teaching a foreign language to older adolescents. Positive dynamics in mastering by the students of experimental groups the key competences in the field of reading and emotionally-valuable component of the content of foreign-language education served as proof of the need to include this component in the content structure of the educational process in foreign languages at all levels in secondary school. The concept of the emotionally-valuable component of the content of foreign-language education is intended to provide a harmonious preparation of the student as a multicultural linguistic personality for life.