Communicative-oriented study of foreign languages by children with mental retardation

Abstract

The research revealed the problem of learning language as a means of social interaction. Today in the special psychology and methods of psycho-pedagogical support of children with special educational needs a new area of support is developing, called «communicative approach» to learning foreign languages as a means of overcoming speech disorders. The communicative approach to the study of foreign languages is considered, the difficulties of which are due to the fact that the communication process is an extremely complex phenomenon, goes beyond the field of linguistic analysis. It was described the purpose of a communicative approach to learning foreign languages by children with mental retardation can be formulated as the acquisition of language and speech competence.

The psychological and pedagogical system of support for children with mental retardation are formed significantly expands the semantics of the term «speech competence» and allows distinguishing such concepts as: verbal-communicative competence, linguistic competence, social competence, etc. Communicative-oriented teaching of foreign languages to children with mental retardation is aimed at overcoming the shortcomings and limitation of already known methods, especially audio lingual is considered. The communicative principle of formation of speech competence in the study of foreign languages is a further development and logical continuation of methods that focus on teaching oral foreign language to children with mental retardation.Thus, communication for children with mental retardation is the main source of acquiring knowledge about the surrounding reality, a means of gaining experience, a way to improve the language means used in practical speech activities. Communication is a major factor in overcoming disorders in children with mental retardation and promotes the formation of thinking and self-awareness.