Mokinių žodyno ugdymas: mąstymo ir sociokultūrinio konteksto svarba
LTStraipsnyje analizuojamos mokinių žodyno ugdymo problemos ir galimybės. Aptariamos kalbos ir mąstymo sąsajos, sociokultūrinio konteksto svarba ugdant mokinių žodyną, žodyno ugdymo galimybės taikant įvairius metodus ir reikšmių aiškinimo būdus. Straipsnyje atsakoma į klausimus: koks mokinių žodyno ugdymo kontekstas; koks mokinių žodyno ugdymo(si) turinys; kokie gali būti žodyno ugdymo(si) būdai; kokie gali būti žodyno ugdymo(si) pratimai. Straipsnyje remiamasi nuostata, kad kalba ir kultūra, kalba ir mąstymas yra neatsiejami dalykai. Kiekvienos šalies kultūra jos atstovui yra lengvai suvokiama, jis geba lengvai orientuotis įvairiose sociokultūrinėse situacijose. Gimtąja kalba kalbame savo tautos viduje: ji jungia žmones, o vartodami kitas kalbas perimame pasaulio kultūrines vertybes. [Iš leidinio]Reikšminiai žodžiai: Kalba ir mąstymas; Sociokultūrinė kompetencija; Sociokultūrinis kontekstas; Žodyno ugdymas; Language and thinking; Sociocultural competence; Sociocultural context; Vocabulary development.
ENThe article analyses the problems and opportunities of developing learners’ vocabulary. It discusses the links between language and thinking, the significance of the socio-cultural context in developing learners’ vocabulary, as well as the opportunities of vocabulary development applying different methods and ways of explaining meanings. The article addresses the following questions: what is the context of the development of learners’ vocabulary, what is the content of the (self-) development of learners’ vocabulary; what are the ways of vocabulary (self-) development; what are the tasks for vocabulary (self-) development? Language and culture are inseparable. National culture is easily understandable for a representative of the nation; he/she can easily handle different socio-cultural situations. Within the nation, we use the mother tongue: it unites people, whereas using other languages we assimilate the cultural values of the world. The perception of structures and images rather than individual facts has a great influence on thinking; information is best understood if it is provided in contextual situations. A particular role is ascribed to language. The speakers of other languages need to learn / understand the phenomena of a new culture that are expressed by new words or are related to new linguistic situations (e.g. etiquette). In other words, the learner’s competence is developed, which enables him/her to feel comfortable in a foreign society. A method has two meanings in foreign language didactics. In its narrower sense, it means a planned and consistent way of teaching and learning seeking for the attainment of a particular goal. In its broader sense, a method is a methodological-didactic conception, upon which educational process of planned and implemented. [From the publication]
