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The methodological theme of the school: Systemic - activity approach as a means of improving the modern space, contributing to the improvement of the quality of education.

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The purpose of the MO work: Continuous improvement of the level of pedagogical skills of teachers, competence in the field of a foreign language, contributing to the formation of the level of communicative competence.

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Theme of work of MO :. "Modernization of teaching foreign languages, taking into account the technology of level differentiation and integration of the subject of a foreign language with other subjects"

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The main tasks of the Ministry of Education: 1. Fulfillment of the State standard of knowledge in the subject and the curriculum by all teachers of a foreign language, improving the knowledge of teachers in the field of methods of teaching a foreign language in the context of the implementation of the updated content of education.

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The main tasks of the Ministry of Defense: 2. Implementation of innovative activities. 3. Improving the quality of education and the use of a differentiated approach to assessing the knowledge, skills and abilities of students, through the involvement of children in extracurricular activities in a foreign language, organization of work with gifted, poorly performing and unsuccessful children.

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The main tasks of the Ministry of Education: 4. Improving the methodology of conducting training sessions on the basis of the formation of the communicative competence of students. 5. Improving the work of teachers of the Ministry of Education on the basis of a systemic-active and competent approaches. Promoting the professional development of young professionals.

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The topic of self-education of the teacher of the German language Bushanova L.K. "Problems of control in teaching German."

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Control problems in teaching a foreign language Rational management of the educational process in the German language is impossible without a clear control system for the level of formation of intercultural communicative competence and intercultural communication. During the control, the teacher receives not only an idea of ​​the level of training of students, but also each student gets the opportunity to consciously correct his own speech activity. Teaching foreign language communication according to the communicative method requires a methodologically different approach to solving the problem, which is called the problem of control, but which can be called the same as the "problem of teaching management." The problem of controlling the learning of a foreign language still causes controversy among scientists and is not fully investigated. Therefore, we can state the fact that the issues of improving control in teaching foreign languages, including German, have not lost their relevance to this day.

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Control problems in teaching a foreign language Control of knowledge, skills and abilities of students is one of the most important elements of the educational process. The effectiveness of the management of the educational process largely depends on its correct organization. The teacher needs it in order to have an accurate idea of ​​how much the students have progressed in the program, how they mastered the language material, how they mastered the skills of speaking, reading, writing, listening. Correctly organized accounting and control, objectively registered results at each stage help the teacher to identify the successes and failures of each student, give him the opportunity to correctly plan the pedagogical process, prepare for lessons better and more effectively. Rationally organized accounting provides the teacher with the opportunity to analyze his activities, timely notice omissions in preparation for the next lesson, and outline ways to correct mistakes made by students.

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Objects of control in the field of foreign languages ​​at school are the linguistic knowledge of students, including information regarding certain aspects of the language (phonetic system, words and their paradigmatic and syntagmatic connections, phrases, phraseological units, grammatical system - its rules, patterns, as well as features of functioning linguistic units and linguistic and cultural information);

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Objects of control in the field of foreign languages ​​at school are the skills of using the material of various aspects of a foreign language in different types of speech activity (spelling, lexical, grammatical, auditory);

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Objects of control in the field of foreign languages ​​at school - components of communicative competence - foreign language speech skills in different types of speech activity (speaking, listening, writing, reading), communication skills in different situations of reality.

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Control tasks - check function. It is the most important and specific one. It checks the quality of the assigned tasks, that is, the achievement of a certain level of foreign language skills and skills of mastering a certain amount of knowledge;

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Control tasks are an evaluation function. Covers and reflects various aspects of control as a component of the pedagogical process. The evaluative function of control carries a great educational load, it contains a stimulus, under the influence of which students form not only a desire, a motive for cognition, but also a desire to be good and not be bad. The meaning of any assessment is to stimulate the learning of schoolchildren. A positive assessment stimulates interest in learning, gives rise to a feeling of satisfaction with one's activities, encourages a more thorough study of a foreign language, a negative one - signals a problem, the need to eliminate the backlog in studies

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Control tasks are a motivational and stimulating function. One of her tasks is to create positive motives for learning - in mastering a foreign language

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Control tasks are a teaching function. The most important purpose of control. In the course of performing control tasks, there is a repetition and consolidation, improvement of the previously acquired knowledge by means of their refinement and addition. Students rethink and generalize the material covered, use knowledge in practical activities;

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Control tasks are a corrective function. It is implemented as follows: The teacher identifies the level of development of students' skills and abilities and, if necessary, makes certain adjustments to the teaching methods, if he believes that the techniques that he used are not effective enough to achieve the set goal. In the future, the teacher needs to make sure that the correction gave a positive effect;

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Control tasks - diagnostic function. It consists in identifying the level of knowledge, abilities and skills, habitual actions, assessing real behavior. The essence of this function is manifested in the ability to diagnose learning, determine the existing level of students' proficiency in foreign language skills at a specific stage of training, thereby revealing the success or failure of learning, and, depending on the results found, build further learning activities;

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Control tasks are a generalizing function. This function consists in the fact that the control allows you to identify the degree of proficiency in foreign language speech skills at the end of the study of a certain topic or after part of the academic year;

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Control tasks are a managerial function. The managerial activity of the teacher ensures the organization of the learning process, taking into account the laws of teaching and its characteristics, specifically for the teacher of a foreign language - the management of the process of mastering the language material and speech skills of schoolchildren;

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Control tasks are a developmental function. It lies in the fact that it gives great opportunities for the development of the student's personality, the formation of his cognitive abilities, since in this process there is a tension of mental activity;

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Control tasks are an educational function. The educational function of control lies in the fact that it is also the most important type of accountability that a student is subjected to. The results of his individual efforts become the subject of public judgment and evaluation, which is of greater educational value. An important role in this regard is played by the assessment of the results of exercises, marks, but only if they are objective.

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Control tasks Control tasks are determined both by the tasks of a specific period, and by the specifics of the control itself as a type of activity. The leading task of the control is to objectively and accurately determine the level of proficiency in language material and speech skills at a certain stage. Along with the leading tasks, with the help of control, a number of incidental ones are realized, not specially planned, but conditioned by the logic of control. For example, to provide discipline in the lesson, create motivation for learning, improve the management of the pedagogical process and its adjustment.

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Forms of control - control over homework; - conducting an oral survey (interview); - Conducting written control (independent, control work, assignments); - testing; - control of text comprehension; - control of speech understanding (speaking); - control of the assimilation of the material; - phonetic control of the pronunciation of words and phrases.

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Control forms - individual or frontal; - written or oral; - monolingual or bilingual; - combined.

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Types of control - preliminary control. It is necessary to obtain information about the initial level of a student's cognitive activity, about his understanding of the goals of learning a foreign language, about individual personality traits that are important for mastering a foreign language speech activity for communication. Carried out before the presentation of new material;

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Types of control - current (tracking) control. It is one of the main types of testing the formation of knowledge, skills and abilities of students. The task of current control is the regular management of the educational activities of students and their adjustment. It is carried out in the process of mastering new educational material;

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Types of control - midterm (thematic, periodic) control. Allows you to determine the quality of the study by students of educational material on certain topics. As a rule, it provides for checking the mastery of certain knowledge, abilities and skills by students as a result of studying a sufficiently large amount of material. It is carried out to check the assimilation of a significant amount of the studied material (for example, a topic);

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Types of control - final control. Control is integrating, it is he who makes it possible to judge the general achievements of students. It is carried out after passing the training material.

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Means of accounting, control and assessment are: - the degree of mastering by students of foreign language material, skills and abilities of English speech; - the effectiveness of question-and-answer work, performing exercises and assignments, testing, working with drawings, handouts.

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Criteria for assessing methodological knowledge and skills 1. Knowledge of the theoretical foundations of the course. Excellent: Demonstrates excellent knowledge of the subject, when answering a question, is able to combine knowledge from various sections of the course, is able to professionally comment on the changing requirements in training in foreign languages, depending on the goals, level and conditions of training. Good: owns the theory of the question. He sees how changing goals, audience characteristics can change the learning process of a foreign language. He sees the relationship of various sections of the course, can explain them. Satisfactory: Answering a specific question does not take into account the different learning options due to the goals, conditions and individual characteristics of the audience. Can connect different sections of the course only on condition of leading questions from the examiner. Poor (unsatisfactory): Does not understand the essence of the issue, mechanically repeats the text of a lecture or a textbook, does not see the interconnection of various sections of the course, does not understand what the variability of learning in FL is based on.

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Criteria for assessing methodological knowledge and skills 2. Ability to illustrate theoretical provisions with examples from individual developments, teaching materials or personal experience of studying foreign language. Excellent: Answering a theoretical question, he can easily and accurately illustrate the answer both with examples from his own experience of studying / teaching IL, and with examples from existing teaching materials. Good: Can find examples to illustrate the answer, knows how to use the teaching materials, correlate his own practical developments with the theory of the question. Satisfactory: With difficulty can correlate the theory of the question with practical examples that confirm or refute its correctness. Gives wrong examples, gets confused, often contradicts himself. Poor (unsatisfactory): Does not know how to find the necessary confirmation in defense or refutation of a certain position, does not know how to use the teaching materials, does not know how to correlate theory with practice.

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Criteria for assessing methodological knowledge and skills 3. Proficiency in professional terminology. Excellent: Excellent knowledge of professional terminology from various sections of the course. Good: owns professional terminology, in case of an incorrect use of the term, he can correct the mistake / reservation himself. Satisfactory: Poorly knows professional terminology, makes many mistakes and does not know how to correct them, does not always understand the essence of the question formulated in professional language. Poor (unsatisfactory): Does not know the terminology, does not understand the essence of the question, in the answer constantly replaces some concepts with others.

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Criteria for assessing speech behavior 1. Manners of communication. Excellent: Disposing manner of communication that demonstrates a polite and respectful attitude towards the interlocutor, his point of view, while maintaining self-esteem and position. Good: Pleasant manner of communication, adherence to the norms of professional communication. Satisfactory: Sluggish manner of communication, indifference to the subject of conversation. Poor (unsatisfactory): Unreasonably aggressive or ingratiating manner of communication, inability to control their feelings and emotions.

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Criteria for assessing speech behavior 2. Discursive skills. Excellent: Demonstrates various forms of presenting thought: analysis, synthesis, comparison, generalization, induction, deduction, etc. She is fluent in argumentation. Uses various ways of communication of speech and techniques of expressiveness. Avoids unnecessary repetitions, speech is extremely laconic, accessible and understandable. Good: Competent composition of speech, good argumentation, absence of unnecessary repetitions, clarity and conciseness of the answer. Satisfactory: Weak argumentation, monotonous methods and forms of presenting thoughts, broken logic of speech, inability to adequately respond to counterarguments. Bad (unsatisfactory): Lack of logic, lack of argumentation, the presence of unjustified repetitions, violation of the norms of sociocultural communication, fragmented speech, multiple interjections, pauses - hesitation.

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Criteria for assessing speech behavior 3. Language literacy. Excellent: Speech is absolutely literate, all lexico-grammatical and stylistic norms for the design of a speech utterance are observed. Good: Speech is literate, there are practically no mistakes in the use of vocabulary or grammar, in general, the norms of stylistic design of speech are observed. Satisfactory: In speech, there are errors in the lexical, grammatical and stylistic design of speech. Poor (unsatisfactory): Speech is replete with linguistic and stylistic errors.

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Criteria for assessing the ability for methodological reflection 1. Ability to give analysis / self-analysis of a series of exercises in terms of the formation of various components of communicative competence. Excellent: When analyzing teaching materials exercises and developing their own teaching materials, he is able to clearly substantiate the purpose of specific exercises, their sequence and role in the formation of the communicative competence of trainees. Good: Is able to define and formulate the purpose of a series of exercises and each exercise separately to solve the assigned learning objectives. Allows minor errors in the logic of their location. Satisfactory: Poorly understands and poorly formulates the goal of a series of exercises for the formation of various components of communicative competence. Does not always know how to determine the goal of each exercise, poorly sees their interconnection, does not know how to provide the necessary level of support for their implementation. Poor (unsatisfactory): Does not know the techniques of analysis, does not see the relationship of tasks, cannot determine the final goal.

The system of means of exercising control in the process of teaching English in secondary school is made up of various forms of control, or methods of activity of the teacher and students, during which the mastery by students of the required knowledge, skills and abilities is revealed. In teaching foreign languages, depending on the type of control (current, intermediate, final), control objectives, the following forms of control are used: frontal and individual.

Frontal form is one of the main organizational forms of control in training. It allows you to comply with the basic rules of control - regularity and maximum coverage of students per unit of time. At the same time, it is essential to address the entire class, which activates the activity of each student. This is a "duty", regular form of control, which can be carried out several times during the lesson. First of all, it is advisable to use it to control the assimilation of language material (i.e., elements of speech). In this case, students are given an open installation.

Open frontal control can be used when performing exercises in a prepared form of speech, in particular when drawing up plans, selecting supports, as well as when building a collective story according to the "snowball" principle.

Frontal control can be carried out both orally and in writing. The verbal form of control prevails. However, the problems concerning the educational process are a priori directly determining factors, which by their properties are effective functional aspects, including education in general and the state's attitude towards the development of all, bearing in mind the great teaching capabilities of writing, it is necessary to periodically carry out written frontal control. Frontal signs of words, grammatical words devoid of specific semantics, weakly settle in memory, they are easy to confuse with each other when perceiving by ear. It is regular written control that instills linguistic vigilance and accuracy.

In order to organically include frontal control in the lesson and limit the time spent on it, it is recommended to use test techniques designed for 5-7 minutes.

How should the work of students be assessed under such supervision? Addressing the entire class at the same time, it suggests only a short, often fragmentary response from each individual student, not always sufficient to obtain a point grade. The scoring is therefore more appropriate. The teacher informs the students that a certain amount of points obtained in two or three lessons in frontal work gives the right to a point.

The advantage of frontal control is that it keeps the whole team in suspense, the students know that at any second they can be asked, their attention is focused, their thoughts are concentrated around the work that is being done. Therefore, frontal polling is a more advanced form of verification. However, it also has disadvantages, which are especially pronounced in cases where it is required to test the skills of students in monologue and dialogical oral speech. If students have learned correctly and quickly, with good pronunciation, to make sentences using a lookup table, ask questions, answer questions, give orders - this does not mean that they can make a coherent message on a topic or have a conversation with each other in connection with a given situation. ... In order to test these skills, individual control is necessary, in which one could call one student (in the case of verifying monologue oral speech) or two students (in the case of testing dialogic speech skills) and listen to their statements or conversation.

Along with the frontal form of control, you should regularly carry out individual control.

Teaching a foreign language presupposes the creation of conditions that motivate the expression of one's thoughts, and the objectification of the individual level of understanding of the author's thought. And individual control should also be aimed at identifying the ability to solve communicative tasks arising from the individual comprehension of reality.

It is important that individual control organically enter the atmosphere of communication created in the lesson, the problems concerning the educational process are a priori directly determining factors, which by their properties are effective functional aspects, including education as a whole and the state's attitudes towards the development of all, therefore it should be carried out in a hidden pupils form.

In case of individual control, it is unacceptable for several students to come out to the blackboard and pronounce the same memorized, “addressless” text. Students should be aware that only those who say something different have the “right to answer”. Individual control in reading and listening should also be included in communication activities, when understanding the text is only a starting point for solving broader problems: use the information contained in the text, in a statement on the topic, make illustrations for the text, write an abstract, review, etc. .d. Individual control can also be open in nature, in particular, when it is necessary to control some stage of the prepared speech of each student (plan or program of speech). Basically, individual control in a general education school is carried out orally and is accompanied by an assessment in the form of a point with the obligatory commentary of the teacher, concerning primarily the content of speech. In the process of individual control, communication "teacher - student" takes place and it takes place only in educational conditions. At the same time, the roles of partners are fixed and unequal. The teacher manages the communication and activities of the student. Such a dependent position of the student and status inequality do not contribute to freedom of communication, lead to stiffness, and reduce motivation. Under control, this is exacerbated by the expectation of an assessment and negatively affects its results. In addition, it is not educational communication that should be controlled, but natural informal, where the role of a teacher does not exist at all. Another significant drawback of individual control is the forced passivity of the class during a significant part of the lesson, when students retell the text for 4-5 minutes, make messages on the topic, participate in dialogues, etc., and even in cases when the teacher manages to interview thus, 10 or more students, part of the class remains not covered by work. The same schoolchildren who have already had time to speak, also in the next 20 minutes are not involved in active work. Thus, it turns out that even a short-term individual control leads, on the one hand, to the relative passivity of the entire team, on the other hand, the speaker has the opportunity to practice in a lesson in coherent oral speech for no more than 3-4 minutes.

Currently in the classroom is widely used steam room and group shape work - a mode that increases the time of active activity of students; it is used for mutual training of students in the assimilation of language material; its application is especially effective for the development of dialogical speech. There is no separate concept of "control of a working couple or group" in the teaching methodology, but it can be considered as one of the organizational forms of control. This form of control can be covert or overt. In the first case, students are given a "frank" control setting, for example, to answer questions from a partner or to discuss a topic using certain language material. If the work is carried out on material of sufficient volume, the assessment is given in points, in other cases points are awarded, as in the frontal survey. In pair and group work, communicative tasks are solved (dialogic speech, monologue speech). In this case, control becomes latent. Students who are assigned roles rehearse them, then perform in front of the class. The teacher listens to the work of students (in technically equipped classrooms, he alternately connects to them). He observes the progress of the work of most couples, joining them as an interlocutor, the state is all-one for development - two couples or one of the group then speak to the class. As a result, grades in points are given to almost all students. The student-student communication is much more comfortable and natural. Communicating, being in an equal position, feel relaxed, everyone seeks to realize their communicative intention in the best possible way. Often there is an atmosphere of competition, a desire to show oneself from the best side, which stimulates the speech activity of those communicating. Therefore, under control, the student's partner must be another student.

However, these traditional forms of monitoring learning outcomes are based on the teacher's peer review, which is often subjective. Despite the recommended general assessment criteria, the level of requirements of different teachers is completely individual. Everyone has their own understanding of the principles of exactingness and justice, their own criteria for the quality of knowledge, skills and abilities. The teacher's assessment is influenced by the previous process of communication with the student, and his personal attitudes towards the student being assessed. A certain influence is exerted by the student's appearance, his ability to clearly express his thoughts, as well as a number of other factors, conventionally called the "emotional component". The traditional system of monitoring and evaluation, due to its organizational and technological characteristics, does not allow obtaining independent, objective, comparable information about the educational achievements of students. One of the forms of control that allows you to measure the level of training, obtain reliable, reliable data and provide an objective assessment is pedagogical testing.

The term "test" was introduced into scientific use by the American psychologist J. Cattell in 1890 to name psychological tests, i.e. specially developed standardized methods, with the help of which they tried to measure the differences between individuals or the reactions of one individual in different conditions. However, neither in psychology nor in other scientific fields (sociology, pedagogy, medicine, physiology, computing) there is still no single definition of the term.

The word "test" in English means "test", "experiment", "test", "trial". With such polysemy, terminological inaccuracies are obvious.

Sometimes the test is interpreted extremely broadly: it is understood as simple control works, and control-training exercises, and the control process itself, as well as everything taken together.

The test can be used to conduct both current, thematic, and intermediate and final control, to a large extent eliminating subjectivity in assessments and reducing the time spent by the teacher on checking assignments.

In the practice of teaching foreign languages, the test as a form of control performs all the functions discussed above. In addition to its main function - controlling, it can serve as a means of diagnosing the difficulties of language material for students and a measure for determining the effectiveness of learning. The test can perform a predictive function, i.e. predict the success or failure of training. When using tasks in a test form to differentiate knowledge, skills and abilities, the learning function of the test is implemented.

Tests can also be effective. self-control... Linguodidactic tests are an integral part of students' independent work due to the presence of a key. At the same time, they activate mental operations, develop memory, attention.

The specificity of the test as a form of control is as follows:

  • 1. The test is carried out under equal conditions for all the tested: they work with the material of the same volume and complexity at the same time.
  • 2. The test is characterized by qualimetric qualities, i.e. quantitative expression of the quality of the task. The results of the test tasks are compared with previously prepared standards (keys), which makes it easy and accurate to establish the correctness or erroneousness of actions. These results are quantifiable in terms of points according to a certain scale. Thus, the qualimetric qualities of the tests make it possible to ensure the objectivity and uniformity of the test, the independence of the assessment of the results from the personal judgments of the examiner.
  • 3. A clear definition of the form and content of the task and the entire structure of the test makes the test control economical, i.e. allows you to check simultaneously a large group of trainees and a significant amount of material for each subject.
  • 4. The thoroughness of the preparation of the test in accordance with certain developed rules and preliminary experimental verification to improve the edition of the test.
  • 5. Strict regulation of the testing procedure.

A test as a control document or educational and methodological development is a set, a system of tasks, which can be divided into subtests for testing certain types of speech activity (listening, speaking, reading, writing) or aspects of the language (phonetics, grammar, vocabulary).

So, we have considered some basic concepts of test theory, knowledge of which is necessary for teachers in order to independently develop high-quality tests and adequately use them to test knowledge, skills and abilities in a foreign language.

The only form of final control in English for school graduates is the Unified State Exam.

The USE assignments in English are built on the same principles as the assignments for international examinations in English. The level of the USE in English is close to the Cambridge exams PET and FCE.

To differentiate the examinees according to the levels of proficiency in a foreign language within the limits formulated in the Federal component of the State Standard for Foreign Languages, in all sections of the examination work, along with the tasks of the basic level, tasks of an increased and high level of complexity are included.

The exam paper in English consists of 5 sections: "Listening", "Grammar and Vocabulary", "Reading", "Speaking" and "Writing".

The first 4 sections make up the written part of the exam, as they consist of tasks performed in writing. The last section is the oral part of the exam, which the examinees pass individually during the interview with the examiner.

The exam is a sequence of test items, each of which has its own control objects.

Tasks in the examination work are arranged according to the increasing degree of difficulty within each section of the work.

For the performance of the examination work, the graduate receives two marks: in the high school diploma - on a 5-point scale and in the certificate for applicants to the university - on a 100-point scale.

For the correct execution of each task with a choice of answer and with a short answer, the student receives 1 point. For an incorrect answer or no answer, 0 points are given.

A feature of the assessment of tasks C1-C2 is that when the examinee receives 0 points according to the criterion "Content", the entire task is evaluated at 0 points.

For the correct fulfillment of all the tasks of the examination work, a maximum of 80 primary points can be obtained. The test score is determined by multiplying the primary score by a factor of 1.25 and rounding the result to the nearest whole point according to the standard rounding rules.

Thus, there are the following forms of control in teaching foreign languages: frontal and individual, which, in turn, are determined by the characteristics of the educational process and correspond to the goals of teaching a foreign language.

In the methodological literature, the following are usually distinguished types of control: preliminary, current, periodic, final. The basis for identifying these types of control is the specificity of didactic tasks at various stages of training. Preliminary control allows you to determine the initial level of knowledge, abilities and skills of students in order to use it as a foundation, to be guided by the permissible complexity of the educational material. Current control is carried out in the process of mastering new educational material. Periodic control is used to check the assimilation of a significant amount of the studied material. With the help of the final control, the degree of mastery of the educational material for a certain period of time is revealed.

Let us dwell in more detail on each of the listed types of control.

Preliminary control is necessary to obtain information about the initial level of a student's cognitive activity, about his understanding of the goals of learning a foreign language, about individual personality traits that are important for mastering a foreign language speech activity for communication. Based on the data of preliminary control, the teacher makes adjustments to the calendar-thematic plan, determines which sections of the curriculum should be paid more attention to in lessons with a specific group, and outlines ways to eliminate the identified gaps in students' knowledge.

Current control is one of the main types of testing the formation of knowledge, skills and abilities of students. The leading task of current control is the regular management of the educational activities of students and their adjustment. Since this type of control will be carried out in the process of formation of speech skills, the main object of control will be the degree of formation of language skills and abilities. In some cases, it is possible to control any particular type of speech activity, since the mastery of speech activity can be represented as a process.

Current control allows you to see the process of formation of skills and abilities, to replace in time individual methods of work, their sequence, depending on the characteristics of a particular group of students.

Periodic control allows you to determine the quality of the study by students of educational material on certain topics. It provides for checking the mastery by students of a sufficiently large amount of material. Such control is carried out in specially planned lessons several times a quarter or semester. An example of periodic control is control work, summarizing lessons, tests. With the help of this type of control, a whole section is generalized and assimilated, logical relationships with other sections are revealed.

The final control is aimed at checking the final learning outcomes, identifying the degree of mastery by students in the system of knowledge, skills and abilities acquired in the process of learning a foreign language. It is he who makes it possible to judge the general achievements of students. In preparation for it, a more in-depth generalization and systematization of the acquired material occurs, which allows raising knowledge to a new level.

This type of control determines the compliance of the tested knowledge, abilities and skills in their interdependence, to one or another level, quality, to the specified parameters provided by the program. He determines whether or not each student has reached the required level of training.

The main requirement for the choice forms of control is that they are adequate to those types of speech activity that are checked. Forms of control of students' knowledge and skills - numerous, diverse types of student activities when performing control tasks. There are a lot of forms of control, since each teacher has the right to come up with and conduct his own, which seems to him the best, control tasks.

In pedagogical practice, the following are used forms of control: individual, frontal, group and pair. In addition, each of the listed forms of control can be carried out orally or in writing. The choice of this or that form of control depends on the tested speech skill and the type of control.

At individual control each student receives his task, which he must complete without assistance. This form is appropriate if you want to find out the individual knowledge, abilities and capabilities of individual students.

The advantage of this form is the ability to assess the level of training of the student with sufficient depth.

Disadvantages are associated with the following circumstances: a) small coverage of students during the lesson; b) a decrease in the activity of other students during a conversation with one of the students.

The next form of organizational control is group, a variety of which is steam room form (students work in pairs, completing the proposed task). With group control, the class is temporarily divided into several groups (from 2 to 10 students) and each group is given a test task. Depending on the purpose of the control, the groups are offered the same tasks or differentiated ones. This can be a conversation on a topic known to students, role-playing of the read text, participation in a role-playing game. The teacher prepares a script for the conversation and identifies its participants. The group form of the organization of control is used for repetition in order to generalize and systematize the educational material.

At frontal control assignments are offered to the entire class. Frontal control takes place in the form of a conversation between the teacher and all the students of the group, who answer his questions from their seats. It can be carried out several times during one lesson. This form of control is widely used in practice, but not always appropriate. The frontal shape is very suitable for monitoring for two reasons. First, it covers a large number of students with relatively less study time. Secondly, such an organization of control ensures the activity of all students. control of the educational process is foreign

Possession of speech skills includes skills in the field of such types of speech activities as speaking, listening, reading and letter... In the process of control, the ability to use the language as a means of communication in the situations specified by the program is tested.

During speaking the level of formation of speech skills and abilities necessary for oral dialogical and monologue speech is checked.

The object of verification during listening is the level of formation of speech skills and abilities in the perception of a foreign language text by ear. Checking the understanding of speech (dialogical and monologue) in a mechanical recording is possible only with the use of auditory technical means.

Reading. The use of oral speech, regardless of its type, as a means of control, presupposes an active mastery of the material to the extent and to such an extent that it fully and correctly conveys the content of the read text. This type of control can be frontal and individual, depending on the purpose and conditions of control. Expressive reading aloud can also be a verbal form of control.

Control letters is carried out only in writing by performing various kinds of written speech work (dictations, exercises, cheating, checking spelling skills). As a rule, when checking written speech and conditional speech exercises, first of all, the content, as well as lexical and grammatical correctness, are taken into account, since writing is only a means, and not the goal of teaching a foreign language in high school.

Controls are teaching materials that are used to test the level of language proficiency. These include handouts, phonograms and videograms.

Handout- These are cards with assignments that are used in the course of classes to establish the readiness of students for educational activities and the level of proficiency in the material covered.

Phonograms are used to work in a language laboratory with individual sound recording equipment. They enable learners to listen to the sample text, tape their voice, and compare it to the sample. Such a recording becomes an object of self-control and analysis by the teacher.

Videograms are used in the form of teaching pictures and special teaching aids. The visual image serves as a support for performing a speech action according to the proposed program.

It can pursue different goals, but in all cases it is not an end in itself and is of a teaching nature: it allows you to improve the learning process, replace ineffective techniques and methods of teaching with more effective ones, create more favorable conditions for correcting and improving practical language proficiency, for educating students by means of a foreign language. language.

In accordance with this, in the pedagogical literature, the following are called check functions:
1) Control and corrective;
2) control and preventive;
3) control and stimulating;
4) control and training;
5) control and diagnostic;
6) control and educational and developmental;
7) control and generalizing.

Let's take a closer look at some of these features.

Control and corrective the function is to identify the degree of mastery of certain groups of students (strong, medium, weak) with new material, knowledge, skills and abilities in order to improve this proficiency in improving the method of correction, i.e. making changes to it in accordance with the characteristics of this class, the level of training in specific types of speech activity in accordance with the new data of methodological theory and advanced experience.

Control and preventive testing makes it possible to draw the attention of students to what material, what skills and abilities are subject to testing, what requirements are presented by the teacher, to determine the degree of students' readiness for testing, the level of proficiency in the material. It allows you to identify gaps in the assimilation of material, individual linguistic phenomena and eliminate them in a timely manner.

Control and summarizing the function consists in identifying the degree of possession of skills and abilities in terms of the course of study (at the end of the topic, quarter, half year, year). This check is of a general, comprehensive nature.

Controlling skills and abilities is subject to certain general pedagogical requirements, which include the following:

  1. Regularly check each student and monitor his progress throughout the year. The regularity of control is important for educating students of the need for systematic work on the language, without which it is impossible to form practical skills and abilities. This allows the teacher to avoid randomness in the choice of the object of control, ensures uniformity of control.
  2. Comprehensiveness of the test, involving the control of the level of proficiency of each student in all types of speech activity. Comprehensive control is possible only with a regular check of all students in the class, during which the teacher keeps track of progress.
  3. A differentiated approach to control, which manifests itself in taking into account the difficulties of assimilating or mastering the material for a given category of students or an individual student, choosing a methodology and forms of control that are adequate to its object.
  4. Objectivity of control, which presupposes the existence of assessment criteria established and known to students, strict adherence to these criteria by the teacher, and minimizing subjectivity in the opinion of the student. The high exactingness of the teacher should be combined with an attentive attitude to each student, with the need to encourage his first successes, strengthen his faith in his own strength, in the ability to overcome difficulties.
  5. Compliance with the educational impact of the assessment. Assessment of the knowledge, skills and abilities of students in points is a means of educating students, influencing the motivational and incentive factors of their educational activities, because it is an expression of recognition of their success (or lagging behind), the degree of compliance of knowledge, skills and abilities with the requirements of the program for a given fund.

Object of control in a foreign language lesson, speech skills and abilities are taught, i.e. the degree of proficiency in various types of speech activity. For example, in speaking - the level of development of dialogic and monologic skills, in listening - the volume, duration of sounding, completeness and accuracy of understanding monologue and dialogical speech with a one-time perception in mechanical recording and in live communication, while reading - the ability to extract the necessary information of a read text of a certain nature at the certain time.

In the methodological literature, the main and additional criteria for assessing the practical knowledge of various types of speech activity are highlighted. The main criteria below allow you to determine the minimum level of proficiency in this activity, additional indicators serve to determine a higher quality level.

Qualitative indicators speaking: the degree of correspondence between the statements of students on the topic and the completeness of its disclosure; the level of speech creativity and, finally, the nature of the correctness of the use of linguistic material, i.e. correspondence (or inconsistency) with grammatical, phonetic and lexical patterns of the target language.

The quantitative indicator of speaking is the volume of the utterance, i.e. the number of speech units used in speech.

Towards dialogical speech the following requirements are imposed:
Qualitative indicators: the ability to take part in the conversation, combining the exchange of short remarks with more detailed statements.

Quantitative indicators: the volume of grammatically correct replicas of each interlocutor and their number should increase from class to class.

Requirements to monologue speech: the ability to independently formulate a statement without prior preparation in accordance with the situation, use a variety of lexical-semantic and syntactic structures, as well as evaluate the ability to express one's opinion to the statement. By grade 10, the number of grammatically correct sentences = 10-15.

Qualitative indicators of listening: 1) the nature of the perceived speech (speech in mechanical recording or live speech of the interlocutor), 2) the degree of understanding: general presentation, complete understanding, accurate understanding (i.e. understanding of all the details of the audited text).

Quantitative indicators of listening: the volume of speech perceived by ear (playing time, speech rate).

Qualitative indicators reading: 1) the nature of understanding (general understanding, full understanding of the content of the entire text, translatability or continuity of understanding); 2) the nature of the linguistic material of the text (containing only familiar linguistic material, a certain amount of unfamiliar lexical material), the degree of adaptation (originality) of the text.

Quantitative indicators of reading: speed, text volume.

Types of control. In pedagogical practice, the following types of control are used:

a) current (tracking) - the most common and most effective type of control when it comes to the systematic control and corrective function of verification.

b) thematic control. Due to the fact that the main principle of organizing material in a foreign language is thematic, this type of control occupies a prominent place. Thematic plans provide for checking the assimilation and mastering of the relevant skills and abilities by students as a result of studying the topic in the final lessons, sometimes provided by the authors of textbooks.

c) periodic control is carried out, as a rule, in order to check the mastery of a large volume of material, for example, studied in an academic quarter or half a year. This type of assessment can reveal the overall performance of students in a class.

d) the final control of skills and abilities is carried out at the end of each year of study. In the 11th grade, a final exam in a foreign language is held.

Forms of control.

The main requirement for the choice of forms of control is that they are adequate to those types of speech activity that are being checked.

In the methodological literature, the following forms of control are known: a) individual and frontal, b) oral and written, c) monolingual and bilingual.

Speaking. The most adequate form of control of speaking skills is the oral form, since it allows us to identify the most important qualities for a given type of speech activity: speech reaction, speech automatisms, the nature of stops, and situational speech. As for the content of the speech and its correctness, then these sides can be checked using the written form of verification.

In the oral form of verification, some difficulties may arise in fixing the volume of the utterance and errors, which may be accidental due to the spontaneity of speech. Therefore, it is advisable to use sound recording media.

Oral control of speaking skills and abilities can be frontal, individual and group. Frontal oral examination is most convenient for current control and for identifying the degree of assimilation or automation of the material, for identifying the general picture of progress. This test is purposeful, carried out under the guidance of a teacher and is carried out in the form of a question-and-answer exercise in which the teacher plays a leading role, except for those cases when the dialogical skills of starting and maintaining a dialogue are tested. In group control, a group of students is involved in the conversation.

To identify the level of proficiency in monologue speech by individual students, individual types of control are used, for example: 1) answers to communicative questions on supports, according to the text; 2) a monologue statement on the same basis. Individual forms of control are the only possible ones when testing monologic skills, while it is necessary, however, to combine individual forms of testing with frontal ones in order to avoid the passivity of the class during prolonged questioning of individual students.

Written works of a speech nature can also serve as the object of control of speaking. However, it should be borne in mind that written forms of testing for students are more difficult than oral ones. In addition, these forms do not allow recording such important qualities of oral speech as the degree of spontaneity, speech reaction and speech tempo.

All these forms of control are monolingual.
Listening. The types and forms of listening control are divided according to the participation of the native language into mono- and bilingual, according to the form - into oral and written, according to functions - into ascertaining, teaching, stimulating; using TCO and without using them.

If we are talking about an accurate understanding of a large volume of text, the language material of which is difficult for subsequent active use, and the presentation in your own words turns out to be too difficult for a student of this class, it is advisable to check using your native language. In all other cases, the control is monolingual.

Monolingual forms of control are students' answers to the teacher's questions about the text they have heard, addressed to the class (frontal form of verification) or to individual students (individual form), as well as retelling close to the text or in their own words. It is also possible to use test items to help identify the degree of mastery of receptive skills.

Checking the understanding of speech (dialogical and monologue) in a mechanical recording is possible only with the use of auditory technical means. A frontal written test of understanding (in the native language) is possible, which most of all meets the tasks of periodic or final control.

Reading and writing: a) monolingual - oral speech (monologue and dialogical) and reading aloud, as well as sometimes visualization; b) bilingual - translation.

The use of oral speech, regardless of its type, as a means of control, presupposes an active mastery of the material to the extent and to such an extent that it fully and correctly conveys the content of the read text. This type of control can be frontal and individual, depending on the purpose and conditions of control. Expressive reading aloud can also be a verbal form of control.

In practice, written forms of the frontal reading check are also used, most often in the native language. At the initial stage, the most acceptable form is monolingual oral frontal forms of verification; at the middle stage, it is possible and advisable to sometimes translate those parts of the texts in which the teacher doubts the correctness of understanding by the students. At the senior stage, selective interpretation can be used, associated with the analysis of difficult places; written translation of individual passages of the text, as well as answering questions and asking questions; retelling of the content.

Control letters is carried out only in writing by performing various kinds of written speech work (dictations, exercises, cheating, checking spelling skills).

As a rule, when checking written speech and conditional speech exercises, first of all, the content, as well as lexical and grammatical correctness, are taken into account, since writing is only a means, and not the goal of teaching a foreign language in high school.

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Introduction

Chapter I. Development of the problem of control of students' foreign language learning in domestic and foreign methodological literature.

Chapter P. Features, functions, types and forms of control. Characteristics of tests and test items. Ways to organize the control of speech skills

Chapter III. Control of the level of formulation of communication skills and language skills. Characteristics of control exercises.

3.3 Control of receptive skills

3.4 The concept of "skill" and its definition

3.5 Operations included in productive and receptive vocabulary skills

3.6 Operations included in productive and receptive grammatical skills

3.7 Characteristics of control exercises and their organization in the pedagogical process

Chapter IV. Practical part

Conclusion

Literature

Application

Introduction

Rational management of the educational process in a foreign language is impossible without a clear control system over the development of students' speech skills. During the control, not only the teacher gets an idea of ​​the level of training of students, but also each student gets the opportunity to consciously correct his own speech activity. The problem of controlling the learning of a foreign language still causes controversy among scientists and is not fully investigated, therefore, the issues of improving control in teaching foreign languages ​​have not lost their relevance. Being an important, integral component of the educational process, control is aimed at objectively determining the level of mastery by students of foreign material at each stage of the formation of speech skills and abilities of students.

Thus, the purpose of this work was to study the control of teaching a foreign language in secondary school; the task of the study is to analyze the theoretical material on the above-mentioned aspect and develop methods for the practical consideration of the skills and abilities of students.

The subject of the work is the study of the types and forms of control, methods of checking and mastering the material, the object is the concept of “control” and its essence.

Control of knowledge, skills and abilities of students is an important element of the educational process. The effectiveness of the management of the educational process largely depends on its correct organization. The teacher needs it in order to have an accurate idea of ​​how much the students have progressed in the program, how they mastered the language material, how they mastered the skills of speaking, reading, writing, listening. Correctly organized accounting and control help the teacher to identify the successes and failures of each student, give him the opportunity to correctly plan the pedagogical process.

Chapter I. Development of the problem of control of students' foreign language learning in domestic and foreign methodological literature

1.1 Development of the problem of control in the domestic methodology

Until the mid-60s, the main object of testing the success of language acquisition was knowledge and the ability to use language material, and the criterion of assimilation was considered the correctness of actions or operations with linguistic units.

The increased attention to the practical knowledge of a foreign language of students in the 60s on the part of methodologists changed the approach to the objects of control. The main objects of control of students' foreign language learning are speech skills 13,15]. So, in the collective monograph "General methodology of teaching foreign languages ​​in secondary school" for the first time, the main attention was paid to the control of speech skills in oral speech, reading and writing, taking into account the specifics of certain types of speech activity. Of particular importance was the work "Control of speech skills", in which it was shown for the first time that the main object of control is the act of communication in oral or written form. Therefore, the main criterion is the correctness of the statement in oral and written form or the receipt of information as a result of understanding an oral statement or a read text. The correctness of the act of communication is considered as an additional criterion. This point of view has become generally accepted in the methodology. The essence of this approach to objects and control criteria is as follows.

The main object of control is the speech skills of students, and the possession of language material is an object of current control.

When monitoring students' proficiency in a foreign language, one should focus not on the absolute, but on the relative correctness of speech, achievable in secondary school conditions, and associate the assessment not with language errors, but with the implementation of the communicative act, the solution of the communicative task.

3. Indicators that satisfy the requirements for the utterance of secondary school students are: a) the ability to adequately
express your thoughts in a given speech situation; b) relative
the correctness of the used speech models and their combinations.

With the control of receptive skills, listening and reading comprehension of a foreign language, attention is drawn to the depth of understanding.

Control of receptive speech skills allows for a quantitative measurement of their performance.

I.L.Bim has developed a model of a tiered approach to determining the degree of development of communicative competence. She distinguishes 6 such levels: I - initial, II - intermediate, III - advanced, IV - high, V - professionally sufficient, VI - highest. Within each of the levels of communicative competence, the author proposes to distinguish three levels: lower, intermediate, upper. Really achievable in the basic course of teaching a foreign language is the intermediate level, i.e. level of elementary communicative competence. As a rule, the lower beginner level is reached already in the first year of study.

In the domestic methodology, control is considered as a system that comprehensively covers the entire process of teaching a foreign language. The control system meets the needs of the educational process and, as an integral part of it, reveals certain functions.

The most detailed control functions were covered in the work of H. E. Breigina and A.D. Klimentenko. Control, in their opinion, performs the following functions: teaching, diagnostic, corrective, controlling, managerial, evaluative, stimulating, developing, educating.

S.F. Shatilov, who distinguishes between the following functions: control-corrective, control-preventive, control-stimulating, control-teaching, control-educational and developmental, control-generalizing.

Other authors (RK Minyar-Beloruchev, EI Passov, AP Starkov), see control as a form of feedback. In accordance with this point of view, R.K. Minyar-Beloruchev puts it forward as the main feedback function, proceeding from the fact that control is "a set of receptive actions and perceived with a really existing or imaginary standard." Therefore, control, in his opinion, is intended only to provide information about the level of training of students. As an additional function, he puts forward a stimulating one, since the expectation of control, according to his opinion, stimulates the learning actions of students, further enhancing their activity.

A little differently approaches the understanding of control as feedback A.P. Starkov, considering it taking into account the structure of the educational process, which is two-sided. Feedback, in his opinion, is directed at the teacher, on the one hand, and at the students, on the other. The first is of a managerial nature and has the following functions: diagnostic, corrective and evaluative. The second is characterized as educational and performs corrective, evaluative and motivational-stimulating functions.

E.I. Passov puts forward the idea that control should be latent (hidden) for students throughout most of the educational process and facilitate their transfer to self-control, and the communication training program is based on the idea of ​​preventing erroneous activity.

Considering the methods of control, domestic methodologists used the usual exercises used in the learning process. Then tests began to be used [13,24].

The provision on the possibility of quantitative measurement of indicators of receptive skills has been developed in a number of studies on the use of tests in teaching a foreign language. These are works on testing issues of such methodists as F.M. Rabinovich, I.A. Rapoport, CK. Folomkina, M.V. Rosenkronz. They are about testing either receptive types of speech activity, or individual aspects of the language,,.

1.2 Development of the problem of control in foreign methods

Improving control is one of the most important topics in modern foreign literature on the problems of teaching a foreign language. The main focus of the authors is on developing test questions.

The issues of the functioning of tests in teaching in teaching a foreign language were considered by such researchers as A. Davies, A. Knapp-Pothoff and others. The first of the named authors developed a typology of tests. It distinguishes according to the principle of purpose the following types of tests: achievement tests, proficiency tests, artitude tests and diagnostic tests.

Achievement tests are focused solely on checking the assimilation of the passed material and reveal the degree of student learning. Language proficiency tests are built without taking into account the peculiarities of the content of a particular language course, but taking into account the fact that students learn a foreign language outside of school. In Swedish schools, for example, the final exam in English takes the form of a language proficiency test, while in German and French it takes the form of an achievement test. The fact is that schoolchildren have the opportunity to watch films and programs in English on national television with subtitles in their native language, and during vacations to relax in youth camps, where the language of communication with foreign peers is English.

Language aptitude tests are used primarily to differentiate student learning. With the help of diagnostic tests, learning problems are revealed, on the basis of which preventive measures are proposed for a particular group of schoolchildren, as well as individual students.

A. Knapp-Pothoff distinguishes the following functions of tests: diagnostics, forecasting, management of the educational process, stimulation of motivation for learning, attestation (grading, issuance of certificates). The diagnostic function, in her opinion, is that the tests not only show how much the educational material has been learned, but also what the character of the learning gaps is. The tests also provide information for predicting learning success, which can serve as a basis for assigning students to groups of different programs. They provide the necessary feedback for teachers and students to control the learning process and contribute to the effectiveness of learning. Periodic intermediate tests help to reveal the success of the course of learning, to naturally detect the tendencies of schoolchildren and, on the basis of this, arouse students' interest in learning a foreign language [13,21].

According to foreign scientists, the development of the problems of language testing in the XX century went through several stages: from a translation essay, or pre-scientific, to a communicative one, based on the latest achievements of linguistics and methodology. Between these stages, scientists distinguish the psychometricostructuralistic "era", during which the methods of changing the parameters of behavior adopted in psychology were adapted for methodological purposes, and the psycholinguistic sociolinguistic "era". The diskrete point and integrative approaches to testing corresponded to these two "eras".

The advantage of tests designed to control discrete (separate) linguistic units lies in the reliability of the measurement, since they are easily amenable to quantitative processing, which ensures the objectivity of the results obtained. ...

In order to overcome the inadequacy of the indicators of foreign language proficiency, obtained by discrete testing, in the 70s, foreign methodologists developed integrative tests (close testing).

The principle of close testing is based on the Gestalt theory of closure (the subconscious closure or filling of gaps in deformed text). During the close test, students make acceptable substitutions using all possible contextual moves. In the practice of teaching a foreign language, not only a kind of classic close-test is used, when every nth word is deleted in the text, but also modified variants. In the latter case, for example, service words or active vocabulary are deleted.

To solve the problem of identifying the ability and readiness of students to use a foreign language as a means of communication, the communicative approach is called upon, which marked a new "era" in the history of the development of problems of language testing. The development of a model of communicative competence was important along this path.

Canadian researchers V. Kanal and M. Swain included 3 components in their model of communicative competence: grammatical competence (knowledge of the rules of grammar), sociolinguistic competence (knowledge of the rules of use and rules of discourse) and strategic competence (knowledge of verbal and non-verbal communication strategies). Later V. Kanal proposed a four-dimensional model, including linguistic, sociolinguistic (sociocultural rules), discursive (coherence) and strategic competence [13,22].

Another model of communicative competence was proposed by the German linguodidact P. Doyer [13,22]. It consists of the following components:

speaking competence (lexical, grammatical, pronunciation);

Competence in writing (lexical, grammatical, spelling);

Listening competence (distinguishing sounding signs, as well as grammatical and lexical);

Reading competence (distinguishing between graphic signs, grammatical and lexical).

The most promising is the model of communicative language ability, which was proposed by L.F. Bachmann [13,24]. It consists of linguistic competence, strategic competence, and psychophysiological mechanisms. Linguistic competence includes organizational competence, which are grammatical and test competencies, and pragmatic, which are illocutionary and sociolinguistic competences [13,24]. Strategic competence is manifested in the assessment, planning and implementation of functions in determining the most effective means of achieving a communicative goal. Psychophysiological mechanisms involved in the use of language characterize the channel (auditory, visual) and the way (receptive, productive) of the implementation of competence.

It is believed that such a model could serve as a basis for the design of communication tests, especially for highlighting the criteria for the formation of the communicative ability of competence.

Until the mid-60s, the main object of testing the success of language acquisition was knowledge of the ability to use language material, while the main criterion for assimilation was considered the correctness of actions or operations with linguistic units.

In the 60s, the object of control is the act of communication in oral and written form. The main criterion here is the correctness of the statement in oral and written form or the receipt of information as a result of understanding an oral statement or a read text.

In the domestic methodology, control is considered as a system that comprehensively covers the entire process of teaching a foreign language. The control system meets the needs of the educational process and, as an integral part of it, reveals certain functions, for example, teaching, diagnostic, managerial, evaluative, stimulating, developing, educating.

Improving control is one of the most important topics in modern foreign literature on the problems of teaching a foreign language. The main focus of the authors is on developing test questions

The functioning of tests in teaching a foreign language has been considered by various researchers. Thus, A. Davis developed a typology of texts according to the principle of their purpose: achievement tests, language proficiency tests, language aptitude tests, diagnostic tests.

Foreign scientists distinguish two "eras" in the history of testing, which correspond to discrete (control of individual linguistic units) and integrative (close-testing) approaches to testing, as well as a new "era", which is aimed at solving the problem of identifying the ability and readiness of students to use foreign language as a means of communication. In accordance with this, the methodologists (V. Kanal ^, M. Swain, P. Douyer, L. Bachmann) have developed models of communicative competence.

Chapter II. Features, functions, types and forms of control. Characteristics of tests and test items. Ways to organize the control of speech skills

2.1 Specific features of monitoring students' learning in the process of teaching a foreign language

In most academic subjects, the main task is to provide students with knowledge didactically prepared on the basis of the relevant science about inanimate, living nature and human society. Skills and skills take a certain place, but they do not determine the degree of training in a particular subject. Other academic subjects, for example, labor training, set as their primary goal the formation of certain skills and abilities, abstracting to a large extent from knowledge. Foreign languages ​​were also included in this group of academic disciplines.

Based on their communicative approach in the process of teaching this academic discipline, it is necessary to form the ability to communicate in a given language, i.e. acquire communicative competence, which implies the ability to use all types of speech activity: reading, listening, speaking (dialogue, monologue), writing. Further, the communicative competence of any level includes language competence, socio-cultural knowledge, skills and abilities. Linguistic competence means the ability to express one's thoughts or understand the thoughts of other people using linguistic means, i.e. abilities and skills of using vocabulary, grammar and pronunciation for speech activity. However, this is not enough without mastering socio-cultural knowledge, skills and abilities characteristic of the community of people whose language is being studied, because to achieve mutual understanding, it is necessary not only to know the language code, but also to know the socio-cultural context, the skills and abilities of speech and non-speech behavior, characteristic of the team of native speakers of the target language.

Thus, communicative competence is a concept that includes both the ability and skills to perform actions with linguistic material, as well as regional and linguistic and cultural knowledge, skills

Mastering operations or actions with linguistic material cannot be the main object of the control of learning [13,26]. The leading objects of control are speech skills in the field of speaking, listening, reading and writing on the basis of authentic materials that provide control of knowledge, skills and abilities of the socio-cultural background. The promotion of types of speech activity as the main objects of control of students' learning does not mean that the process of the formation of language skills should not be controlled. The fact is that control has, among others, diagnostic and corrective functions, as well as the function of stimulating and motivating students' efforts.

The first two control functions help to find out how the process of skills formation is going on, what problems schoolchildren have, and to determine the effectiveness of the teaching methods used by the teacher. In accordance with such identification of learning data, students see their successes and shortcomings, which gives them an additional impetus to learn. At the same time, the control of skills and abilities to perform actions and operations with linguistic material has features arising from the communicative approach to learning. Thus, it is necessary to check not just the knowledge of words or the ability to form grammatical forms and constructions, but the ability to perform actions and constructions with them, i.e. be able to either use them in the course of producing statements, or recognize them when perceiving small texts or groups of sentences.

The leading object of control is speech skills and abilities, i.e. the ability to communicate [13,26]. Only the level of mastery of them can testify to the training of students in this academic discipline.

The mastery of actions and operations is an object of control of a lower rank, since only the preparation of the student for speech skills is controlled, which does not indicate the learning of a foreign language. Knowing how to use words and grammatical forms and constructions when constructing sentences, the student cannot yet communicate orally, although this is the main characteristic of learning in this subject. That. From the foregoing, it follows that there is a need for a different attitude to the results of control of these two groups of objects, expressed in assessments. Teachers put marks in magazines for mastering language material and for the level of formation of skills in various types of speech activity. Based on the totality of these marks, a mark is displayed for a quarter, and on the basis of quarter marks - for half a year and for a year. Quarter and annual marks characterize the level of learners' proficiency in a foreign language, but in real practice they do not indicate learning in the full sense of the word. In practice, most marks are given for specific actions with language material. As a result, they determine quarterly, semi-annual and annual marks, which, in essence, do not objectively testify to the level of foreign language learning. That. in school practice, it is necessary to distinguish between the results of the main (leading) control, on the one hand, and the results of secondary control, on the other. The level of training of students for half a year, a year should be determined with the leading role of the results of control of speech skills. The results of secondary control are taken into account only when determining training as additional data. Objective data on the level of students' training in the subject of "foreign language" can only be provided if the concepts of "primary control" and "secondary control" are different by teachers and will be brought to the attention of students.

2.2 Functions and types of control in teaching a foreign language

During the control, the teacher establishes the degree of achieved in the field of knowledge, abilities and skills, on the basis of these data determines the appropriateness and effectiveness of previously used techniques and makes adjustments, then he assesses the degree of achieved and accompanies his assessment with encouragement, recommendation, i.e. has an educational effect. These actions are something other than the management of the educational process. Thus, the control functions from the position of the teacher are of a managerial nature. The latter is manifested in the implementation of the following functions: diagnostic, corrective and evaluative and educational.

Control has a stimulating effect on learning, increases its motivation. The student evaluates his own progress, especially when self-esteem is required in the process of independent work and in the course of control he corrects his actions himself.

Thus, control in relation to the student contributes to the formation of his reflection and performs educational and developmental, stimulating, motivational and corrective functions.

The control functions discussed above correspond by their names to general didactic ones, therefore it is necessary to consider their manifestations in teaching a foreign language. In all subjects, the source of the teaching function is the consolidation, improvement of knowledge, skills and abilities in the process of completing control tasks. With regard to a foreign language, in addition to training in communication or actions with linguistic material, language experience is acquired, an important source of improving speech skills. The implementation of the diagnostic function of control in teaching a foreign language is also different. During the manifestation of this function in subject areas, the main attention is directed to the mistakes of the students. The approach in teaching a foreign language is similar to the control of the formation of language skills. When controlling speech skills, the main attention of the teacher is directed to the act of communication, solving a communicative task. Errors are considered as additional evaluation criteria.

There is no unity on the issue of identifying types of control in the domestic methodology. Most methodologists adhere to a general didactic approach, distinguishing between current and final control. S.F. Shatilov, trying to take into account the specifics of a foreign language as an academic subject, proposes to introduce additionally the concepts of "generalizing", "thematic" and "periodic".

The main result of training is the achievement of a certain level of communicative competence by students (for the entire course of study, for a year). Consequently, the final control is control of the degree of mastery of communicative skills by schoolchildren and, in general, communicative competence at one level or another. Recently, it has been proposed to plan work by blocks: blocks of formation of language skills and blocks of development of speech skills, i.e. when studying a topic, students must master language skills based on the proposed vocabulary and grammar and achieve their inclusion in speech activity. Control at the end of a chain of classes or a speech block is a definite completion of a stage. This type of control is defined as intermediate and its main object is, again, the types of speech, activities.

Current control is carried out in the process of developing speech skills, i.e. at different points in the chain of classes, therefore, the main object of control here is the degree of formation of language skills; in some cases, it is possible to control any particular type of speech activity.

So, taking into account the specifics of a foreign language as an academic subject, the following types of control are distinguished: final, intermediate, current.

Final control has two features. First, verbal skills in reading, listening, speaking (both monologue and dialogical form), and writing are subject to verification. This requirement is due to the fact that the test should establish the level of communicative competence in general. Secondly, each student should be subjected to a similar test.

Interim control is carried out after a whole chain of classes devoted to any topic or block. The object of control in this case is speech skills. However, unlike the final control, not all types of speech activity may be subject to verification, but only some of them. In addition, the check is frontal, not individual. Thus, intermediate control is a kind of preparation for the final control.

For the effectiveness of the educational process, current control has a special place. It allows you to see the process of formation of skills and abilities, to replace individual methods of work, to change the types of work in time, their sequence, depending on the characteristics of a particular group of students. Based on this, the main object of control here will be language skills. But this does not exclude the verification of speech skills in the course of their formation.

All the listed types of control make up a single system: current control prepares the intermediate one, and the subsequent one, in turn, prepares for the final one.

2.3 Forms of control in teaching a foreign language

Current control permeates the entire educational process, being, as it were, an accompanying method of teaching, dissolving in a variety of forms of educational activity. In the process of monitoring, the usual exercises are used, which are typical for the formation of skills and abilities to use the language material, and speech exercises.

Possible various forms of implementation of intermediate, final and preliminary control. So, to implement preliminary control, tests or interviews can be used. Before starting to study a foreign language, the individual characteristics (memory, attention, interests, etc.) of students are checked. Tests are also forms of interim control. And, finally, the final control (exam) crowns the course of teaching a foreign language.

All of the above forms of control can be both written and oral.

The final test (exam) is the same test or test, but is used in the final test, is always designed to identify the final level of learning for the entire course or year and necessarily performs an assessment function. The exam is controlled by the state. Its content is set by the state educational standard. In school practice, however, an exam at the end of the school year is sometimes used.

Tests and test tasks make it possible to quite effectively identify the degree of progress in language acquisition. In this regard, at first glance, a separate tendency arises for the final, or final verification, to use exclusively tests. Moreover, the results are objective and it is convenient to compare them. However, such an attempt cannot be justified if we proceed from the specifics of the subject “foreign language”. The fact is that the forms of testing language skills and speech skills are determined by the nature of the tested activity. When testing language skills and receptive skills, it is “necessary” to use tests. By testing these skills and abilities, you can predict student responses. With the control of productive speech skills (speaking, writing), manifested, although limited, within the scope of students' creativity, since these communication skills are associated with the expression of their own thoughts. It is probably impossible to predict the student's answer here. Therefore, productive communication skills can be tested either using tests with a freely constructive object and then comparing this answer with a standard, or using communication-oriented test items.

2.4 Description and characteristics of tests and test items

In the preparation of tests and control papers, various types of tasks are used. Tasks aimed at controlling individual components of language proficiency are called discrete. These can be tasks that check the formation of grammatical, lexical, phonetic and spelling knowledge and skills, as well as speech skills.

Among the many types of tasks that are used to compose tests and exams, the most common are the following:

cross selection;

alternative choice;

ordering;

completion (end);

replacement (substitution).

transformation;

answer to a question;

intralingual paraphrasing;

interlanguage paraphrasing (translation).

close procedure.

According to the structure and method of formulating the answer, the first four of the above types of tasks are called selective, and the rest are called a task with a freely constructed answer.

Cross-selection tasks consist in the selection of pairs from two blocks, according to one or another characteristic, uniting them.

The assignment of an alternative choice involves either choosing one of the two proposed options, or agreeing or disagreeing.

Wählt das Verb in der richtigen Zeitform.

Am Montag ... ich / a) geht; b) gehe / zu meiner Tante.

Tom ..Ja) spielt; b) spielst / oft Klavier.

Sie ... / a) hat; b) habe / viele Spielzeuge.

The multiple choice task usually offers the choice of one (correct) option out of three or more suggested ones. It can be a variant of an answer or a form that is correct for a given sentence or is appropriate in context; the choice of an irregular shape is also possible.

Wählt bitte die Wörter, die zu den nächsten Reihen logisch nicht passen.

die Katze, der Hund, der Fisch, das Pferd.

der Apfel, die Birne, der Pfirsich, die Apfelsine.

die Garage, dir Küche, das Badezimmer, das Schlafzimmer.

Ordering tasks are used to test the ability to compose a coherent text from disparate parts or a sentence and words.

Ordnet folgende Sätze zu einem Text.

Er ist um 11.15 Uhr in Frankfurt.

Er nimmt den Zug um 6.20 Uhr.

Er kann schon um 7.05 Uhr fahren.

Man braucht dafür eine Fahrkarte 1. Klasse.

Der Herr will nach Frankfurt.

Das ist ein TEE, das sind besonders schnelle Züge.

Er will morgen früh fahren.

Er kann auch um 7.57 Uhr fahren.

Der Herr will 2. Klasse fahren und nicht umsteigen.

Aber das ist ihm zu früh.

Dann muss er in Mannheim umsteigen. Aber ...

When using selective types of tasks, it is possible to randomly guess the answers. To obtain more reliable control information, at least five tasks are used (probability of guessing -11%) when choosing an answer from two elements, at least four (10%) when choosing from three and at least three (17%) when choosing from four.

The formula used in the methodology of teaching foreign languages ​​allows you to get a more accurate assessment:

where S is the number of valid answers, R is the number of correct answers, W is the number of incorrect answers, n is the number of selection elements.

In addition, the test tasks may contain an unsuccessful selection of distractors, i.e. variants of incorrect answers / forms (extra-lingual error), wording (diffuseness error, heterogeneity), redundancy, fuzzy micro-goal, failure to take into account the level of theoretical preparedness of the student.

Extralinguistic error is that when completing an assignment, you can do without language learning activities, make a choice based on considerations of a non-linguistic nature. From the point of view of testing the knowledge of the language, such a task is a "methodical empty flower". So, without reading the text, you can make the right choice in the next task.

Wählt die passende Antwort:

Thomas Müller lebte nicht weit von

1) Berlin; 2) Tula.

The wording of the assignment should always be clear, while unnecessary language material is omitted, which distracts the student's attention from the main purpose of the assignment.

The end / end task is more productive than cross and multiple choice. Students are usually asked to fill in the missing part of the sentence, either by putting the suggested word in the correct form, or to complete the sentence on their own. In order to choose the correct form, students have to recall the speech pattern / grammar rule and the vocabulary learned.

Substitution / substitution is used in training exercises. This type of assignment is used for control purposes. This primarily applies to replacement options that cause changes in the proposal. Thus, the replacement of one of the two agreed members entails a change in the form of the other. For example, when replacing the personal pronoun of the 1st person, performing the role of the subject in the sentence, with the personal pronoun of the 3rd person singular, the verb - predicate in the present tense will require replacement of the form:

Ich gehe in die Schule. (Er) -Er geht in die Schule.

There is also a variant with a variable substitution element, where the substitution appears anywhere in the sentence. The student is given the original sentence and substitution material, which can be suggested on a comma-separated line or as a lookup table, which simplifies the assignment. The student does not have to determine the place of replacement. The resulting sentence differs from the original only in meaning, while the structure remains the same. For example:

Der Junge liest Bücher am Abend Zeitungen um 9 Uhr.

Transformation tasks can be used in diagnostic tests. So, tasks for transposition (conversion) test the ability of students to ask questions, change the order of words in a sentence. Expansion / distribution assignments test the ability to correctly place a word, phrase or phrase to be included in the original sentence. Reduction, which involves replacing a phrase or phrase with one word, can be combined in a test task with integration, which involves combining two sentences into one. For example:

Verbindet bitte 2 Sätze; setzt den zweiten Satz in den ersten Satz sein.

Der Junge ist sehr aufmerksam. Er macht die Hausaufgabe.

Der Junge, der die Hausaufgabe macht, ist sehr aufmerksam.

Intralingual paraphrasing is one of the most productive types of assignments, especially when checking reading comprehension. Paraphrasing involves the transmission of the author's thoughts in his own words, understanding it as much as possible.

Close procedure is an effective type of test task that involves the restoration of omitted words in the text. The close procedure was developed and proposed by W.L. Taylor. This form is used in two ways: with a fixed omission of words (every n-th word) and non-fixed, when only, for example, official words are omitted. The close procedure involves comprehending the information preceding and following the omission, analyzing the grammatical structure, extracting from long-term memory and selecting a verbal element that is compatible with the given context, investing this element in a grammatical form. The student demonstrates linguistic (linguistic) competence in a situation that sets in motion the mechanism of probabilistic forecasting, demonstrating to a certain extent the general level of language proficiency, the total formation of skills and abilities. All this allows you to replace a whole series of narrowly focused tasks with one, which is commonly called a close test. Another advantage of such a test item is cost effectiveness. It takes less time and effort from the compiler than tests that consist of a series of highly focused tasks.

2.5 Ways of organizing control of speech skills

There are the following organizational forms of control: individual, frontal, group and paired. In addition, each of the listed forms of control can be carried out orally or in writing. The choice of this or that form of control depends on the tested speech skill and the type of control - final, final or current. So, for checking dialogical speech, the paired form of control is more suitable, since in this case it is possible to check how the replicas are perceived by the partner and how the other partner reacts to them, i.e. two-sided communication - perception and expression of thought. On the other hand, for checking and listening comprehension, it is possible to use a frontal check, in the process of which students write out the content of the understood in their native language. The dependence of the form of control on its type can be identified in the following examples. In the process of current control, frontal forms will prevail, since this approach saves time, which is very significant, since the basis of the learning process is the exercise in speech activity. On the other hand, in the implementation of preliminary monitoring, during which "it is hardly possible to save time", individual monitoring is possible, during which achievements and gaps are clarified.

Individual control is the most objective type of control, since it provides information about each student, and his achievements and shortcomings. Individual control can be used to test all types of speech skills, as well as to determine the level of formation of language skills. But this form of control requires a lot of study time. Therefore, in the course of current control, when “you have to save every minute of study time”, the use of this form in its pure form is limited, as for the final control. In these cases, a combination of individual and frontal control is possible. So, in the course of work on the text, carried out frontally, it is difficult at the same time to invite individual students to engage in dialogue or express themselves on a topic or picture.

The frontal form of the organization of control is suitable for conducting ongoing control for two reasons. First, it covers a large number of students with relatively less study time. Secondly, such an organization of control ensures that everyone is active.

At the same time, there is a certain limitation on the use of that form of control organization. So, the frontal check is not suitable for the final control of productive oral and speech skills, since in this case it is not possible to identify the student's skill with sufficient completeness. At the same time, when testing writing skills, frontal work is possible, since students perform it individually. A similar approach is possible when testing receptive speech skills, when students perceive a text by ear or read, and then prepare a translation or individually take tests.

The paired form of the organization of control (a kind of group form of control) is productive in the control of oral and speech skills in the process of final and current checks. At the same time, this form is not suitable for testing receptive speech skills and language skills, because it involves oral speech activity. The paired form of control can be used to control dialogical oral speech, which is characterized by the presence of two partners and the exchange of replicas.

In a group organization of control, everyone gets tasks at once (conversation on a certain topic, known in advance; dramatization of the text; collective drawing up of a message plan on a specific problem, etc.)

A guided conversation between a teacher and two or a group of students enables the latter, with the help of the teacher's stimulating remarks, to address each other with a request for information, fulfill each other's requests, etc. This method of organizing control presupposes that the teacher draws up a detailed script of the conversation in advance, in which certain variations for its various participants would be outlined. Control communication tasks of this kind (questions, statements for commenting, inducement to proactive speech, etc.) are simultaneously tasks, and their implementation is the basis for assessing the effectiveness of the activity being tested in the course of its implementation. The final control can be the organization of a group conversation of students with a spontaneously developing subject of discussion. For this, the teacher carefully thinks out: a) the way of organizing group communication; b) the nature of the organized communication tasks; c) the content-semantic basis of group communication. The degree of complexity of the communicative task presented by the teacher during the final control increases gradually. In this case, students are assessed not only by the degree of communicative performance and linguistic correctness, but also by an increase in the volume of speaking of each student.

A differentiated approach is taken into account in the current and final control, but not in the final, where uniform tasks are presented. This approach is based on taking into account the level of proficiency in a foreign language and the level of development of those individual abilities that ensure successful mastery of a particular type of speech activity. With the group form of organizing control, individualization means not only knowledge and consideration by the teacher of the level of proficiency in the language being studied, but also the maximum use of the level of development of individual psychological abilities.

Communicative competence is a concept that includes both the ability and skills to perform actions with linguistic material, as well as regional and linguistic and cultural knowledge, skills and abilities.

The leading objects of control are speech skills in the field of speaking, listening, reading and writing based on authentic materials that provide control of knowledge, skills and abilities of the socio-cultural background.

Based on the modern didactic theory, according to which the student is recognized as the subject of the educational process, control is interpreted as a joint activity of the teacher and students to establish the degree of training of students for a certain period of study time.

Control in relation to the student contributes to the formation of his reflection and performs educational-developmental, stimulating-motivational and corrective functions.

Methodists, adhering to a general didactic approach, distinguish between the current final control. S.F. Shatilov, trying to take into account the specifics of a foreign language as an academic subject, proposes to introduce the concept of "generalizing", "thematic" and "periodic".

The forms of testing language skills and speech skills are determined by the nature of the tested activity. In accordance with this, the teacher determines one or another form of control and the type of task, for example, for testing: cross-selection, alternative selection, ordering, completion (end), replacement (substitution), transformation, answer to a question, intra-lingual paraphrasing, inter-lingual paraphrasing ( translation), close procedure.

Scientists distinguish the following organizational forms of control: individual, frontal, group and paired.

Chapter III. Control of the level of formation of communication skills and language skills. Characteristics of control exercises.

3.1 Tasks, objects and requirements for the control of speech skills

The communicative approach, adopted in the modern domestic methodology as a guiding principle, implies the acquisition by schoolchildren of the ability to use the studied foreign language in practice in their activities 16, 69]. This becomes possible only on the basis of genuine speech development. The most important condition for mastering a foreign language to a level that ensures its real use in the process of communicating with native speakers is the formation of the so-called "functional speech system" or the emergence of a "speech mechanism", which ensures the implementation of speech activity.

Among the most important patterns of the formation of speech, its stadiality is noted: the gradual accumulation of linguistic material, the mastery of individual operations and actions: a qualitative leap that determines the onset of a new stage of speech development, when freedom of speech appears, speech tasks come to the fore, attention is switched to them. Speech becomes a means of communication. There are three stages of mastering a foreign language activity: 1) pre-communicative, preparing the "launch" of the speech mechanism; 2) minimal communicative, including this "launch" and the formation of elementary speech competence; 3) communicative, including the stabilization of the stereotype of a foreign language and the development of mature speech competence. In accordance with the stages of formation of speech mechanisms, the stage of the educational process is also determined - the initial one, covering the first two years of training; the middle one, which includes the third and fourth years of study, and the senior - the rest of the years of study.

The final task of the final control of the foreign language learning of students for the entire course of study, solved in the course of its implementation, is to check the readiness of students to use a foreign language in the communication process, which is understood as the process of interaction of specific individuals who in a certain way reflect each other, relate to each other and affecting each other. In the course of the final control for a certain academic year, they adhere to the same position, taking into account the level of speech requirements achieved by the end of a particular stage of training. In order for private objects of control (speech skills) to comply with the above definition of a generalized object of control, they must meet the requirements limiting the choice of such objects. Such requirements boil down to the following:

Only those objects that were used in planning the content of education in secondary school are subject to control. Given this limitation, some speech skills are excluded, which are important aspects of verbal communication, such as: written translation of literary texts, or consecutive or simultaneous interpretation.

Only those operations and actions, as well as the content and speech / linguistic material that have a real outlet for the prospective use of a foreign language in life, are subject to final control.

This limitation is imposed on planned facilities, bearing in mind that they also include certain purely educational requirements. So, in the learning process, it is effective, for example, to use “fantasy” learning-speech situations, “inhabited” by outstanding personalities of different eras, aliens, robots, fairy-tale characters, personified objects that find themselves in the most incredible situations [13,31]. The subject of control can be the readiness of students to adequately implement the most vital, standard, normative situations in their usual spheres of activity. Within the framework of role-playing games, students have to realize the social functions of adults that are unusual for them in the social sphere or professional activity. In the course of the final control, it is advisable for students to check only their readiness for actions in roles characteristic of the students' lifestyle [13,31].

Planning the content of training may also include requirements for knowledge of certain rules of verbal communication. During the final control, only the ability to follow these rules should be checked.

The forms of control used in the final test should correspond to those that have become habitual for students in the learning process.

3.2 Control of productive speech skills (dialogic and monologue speech)

The full implementation of activities, communication presupposes possession of a number of skills:

quickly and correctly navigate in the conditions of communication;

correctly plan your speech, correctly choose the content of the act of communication;

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