LEARNING PARADIGMS IN TEACHING FOREIGN LANGUAGES

Abstract

The article analyzes and systematizes the paradigms of learning based on the criterion: ‘teacher-student relationship’. The concept of 'paradigm' is clarified, its structure is specified. The possibilities of the use of the learning paradigms in the teaching methods of foreign languages are considered. The models of mastering a foreign language (contractive, identity, interlingual) are determined on the basis of such items: the scientific basis, the system of educational actions, the activity of a teacher and the activities of students; the efficacy of their implementation at appropriate stages of student training for achieving clearly set goals is justified The correlation of learning paradigms with the models of mastering a foreign language is proved for promoting the teaching and learning process. The successful organization and conducting of the educational process are emphasized to be impossible without taking into account teaching and learning styles, the integration of which undoubtedly influences the success of forming and enhancing the communicative competence of students, development of their cognitive abilities, creativity and self-improvement.