RESERVES OF THE LANGUAGE TRAINING ACTIVATION FOR FOREIGN STUDENTS

Abstract

The article is devoted to the problem of foreign students’ independency in the process of foreign language learning. The ways of more effective stimulation of the students’ cognitive independency have been considered. The lingiual didactical analysis of the above mentioned problem is explained as a process of an active and independent gain of experience, knowledge and skills through the motivated solution of the tasks. The cognitive independent development in the foreign language learning is associated with the communicative nature of this academic discipline, which is based on a stimulation of the students’ verbal and mental activity.
The ethnocultural interpretation clarifies the new aspects of the development of the students’ independency problem and provides another perspective for the traditional view on the problem under consideration. Individual-personal and typological ethno-group peculiarities of foreign students, which are manifested in the cultural-typological style of the educational language in national groups and cognitive activity are taken into account in the simulation of the learning process.
It is assumed that the foreign students’ learning and cognitive independency will be going more effectively if in the course of this process not only the foreign students’ individual personal but also typological ethnogroup features, that manifest themselves in cultural and typological style of the learning and cognitive activity, are taken into account.