Cadets' foreign language teaching: the context of self-organization

Abstract

The article notes that the development of the economy and politics, the geopolitical situation in the world, have radically changed the idea of foreign-language training of servicemen of the troops of the National Guard of the Russian Federation. The increase in international contacts has led to the fact that the future officer can no longer be considered as isolated from the rapidly developing information environment. In this situation, the improvement of the quality of foreign-language training, with an orientation toward its practical implementation in daily professional activity, in the army service, acquires special significance. Observation of the process of teaching a foreign language in a military high school, practical experience in the field of foreign-language training of cadets made it possible to reveal the deficit of officers' independence in studying another language. The deficit of foreign language independence of the cadet is manifested in its insufficient ability for full-fledged and productive independent foreign-language activity in the rapidly developing multicultural environment of the future military, both social and professional. It is natural that the problem of forming a student's foreign language independence is of interest and requires an exhaustive solution due to globalization and the growing intensity of interethnic interactions, when the question of analyzing foreign information, its relevant perception and interpretation becomes so important. Thus, new requirements are imposed for the training of cadets in a foreign language education, which indicates the need to change the goals, content, technologies and approaches to foreign-language education in a military higher education institution. The article assumes that the foreign language training of cadets will meet the requirements of the time, if they rely on the formation of the competence of self-organization. Under the competence of self-organization, we mean the ability and readiness of a cadet to conduct an effective independent foreign-language activity, that is, his ability and readiness to manifest independence in mastering a foreign language. Thus, the initiation of the process of self-organization is possible only through the formation of the student's independence. It determines the student's readiness for self-organization. Consequently, the formation of independence is acute in the study of foreign languages and is gaining increasing importance, becoming its natural component. The questions of the content of military training in foreign language are analyzed. The methodology for the formation of the student's foreign language independence is based on the provisions of the competence approach, on the interconnected system of didactic, general, private, linguistic and psychological principles of independent organization. The content is represented by a three-component structure (linguis-(linguistic, methodological and psychological components). It involves the gradual formation of foreign-language independence in conditions of cadets implementing independent work of different types. The latter allows to develop the student's need for continuous self-improvement in the sphere of learning a foreign language, and the acquired skills of independent work, which provides the basis for this continuous foreign language education. Independent work for the purpose of forming a foreign language autonomy is organized through sets of exercises developed on the basis of professionally oriented texts, where the exercise is a unit of organization of independent work, that is, as a result, a unit of formation of a foreign language independence. Complexes of exercises aimed at the formation of foreign language independence of cadets and implemented in certain linguodidactic conditions, developed with the support of the activation of its components (motivational, informational, reflexive, operational). At all stages of the formation of independence is based on the development of appropriate skills and linguistic knowledge. These sets of exercises control the formation of foreign-language independence, stimulates and controls it. The author considers the peculiarities of organization of independent work on a foreign language in a military higher educational institution based on the internal resources of cadets, such as self-control, self-assessment, self-regulation, which serve as a method for coordinating the classroom's independent work. The problem of organization of independent work as a complete system is noted.