Formation of rhetorical skills in school: Mental features and active teaching methods
Anastasiia Alexandrovna Korshunova,Elena M. Bastrikova,Sholpan Zharkynbekova,Kuralay B. Urazayeva,Karlygash S. Abylkhassova +4 more
TLDR
This paper analyzed the formation of rhetorical skills in the American and Kazakh schools on the example of the study of literature in a non-native language "didactic prose of Leo Tolstoy" and found that the use of the same types of speech activity, argumentation technique, critical thinking, empathy, receptive and productive activity in the classroom (reflection) were analyzed.Abstract:
The presence of more than twenty directions in Russian rhetoric is based on a
different understanding of the effectiveness of communication. Common is the
understanding of the effectiveness as an overall criterion of rhetoricalness – nonrhetoricalness speech communication. This article considers the formation of
rhetorical skills in the American and Kazakh schools on the example of the study
of literature in a non-native language ‒ didactic prose of Leo Tolstoy. The article
analyzes the active methods for the formation of rhetorical competence of the
student in the American school, for the schools of Kazakhstan with non-Russian
language of education, forecasts of active tasks on the same didactic prose of
Tolstoy are offered. These scenarios of designing lessons are explained by the
identification of commonality and differences in the formation of rhetorical
competence. The solution of such issues is made in the article: an attempt to
understand whether the recommendations for the formation of rhetorical skills in
the American and Kazakh schools with non-Russian language of education are
common, is there a connection with mental differences. To answer this question
types of speech activity, argumentation technique, critical thinking, empathy,
receptive and productive activity in the classroom (reflection) were analyzed.
Comparison of teaching non-native literature in American and Kazakh schools
with non-Russian language of education is based on the application of such
experience in social life and the formation of students’ motivation to study. The
establishment of commonality and differences in the formation of effective
communication skills allowed to understand the role of mental characteristics
of students, the impact of national psychology of students in Kazakhstan on the
cognitive and metacognitive scaffolding. The use of the same types of speech
activity ‒ listening, speaking, reading, writing ‒ showed the dominance of speaking
in the school in Kazakhstan.read more
Citations
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Journal Article
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References
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