In the methodological literature, the following are usually distinguished: types of control: preliminary, current, periodic, final. The basis for distinguishing these types of control is the specificity of didactic tasks at various stages of learning. Preliminary control allows you to determine the initial level of knowledge, skills and abilities of students in order to use it as a foundation and focus on the acceptable complexity of the educational material. Current control is carried out in the process of mastering new educational material. Periodic monitoring is used to check the assimilation of a significant amount of studied material. With the help of final control, the degree of mastery of educational material over 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 cognitive activity of the student, about his understanding of the goals of learning a foreign language, about individual personality characteristics that are important for mastering foreign language speech activity for the purpose of communication. Based on the preliminary control data, the teacher makes adjustments to the calendar and thematic plan, determines which sections of the curriculum should be given more attention in lessons with a specific group, and outlines ways to eliminate identified gaps in students’ knowledge.

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

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

Periodic control allows you to determine the quality of students' learning of educational material on certain topics. It involves testing students' mastery of a fairly large amount of material. Such control is carried out in specially planned lessons several times a quarter or semester. Examples of periodic monitoring include tests, summarizing lessons, and tests. With the help of this type of control, an entire section is summarized and assimilated, and logical relationships with other sections are identified.

Final control is aimed at checking the final results of learning, identifying the degree of students’ mastery of the system of knowledge, skills and abilities acquired in the process of learning a foreign language. It is he who allows us to judge the overall achievements of students. In preparation for it, a more in-depth generalization and systematization of the learned material occurs, which allows one to raise knowledge to a new level.

Control of this type determines the compliance of the knowledge, skills and abilities being tested in their interdependence, with a particular level, quality, and specified parameters provided for by the program. It determines whether each student has achieved or not reached the required level of learning.

The main requirement for selection forms of control is that they are adequate to the types of speech activity that are being tested. Forms of monitoring students' knowledge and skills - numerous, varied types of student activities when performing test tasks. There are a lot of forms of control, since each teacher has the right to come up with and conduct his own control tasks, which seem to him to be the best.

The following are used in pedagogical practice: 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 one or another form of control depends on the speech skill being tested and the type of control.

At individual control Each student receives his own task, which he must complete without outside help. This form is appropriate if it is necessary to determine the individual knowledge, abilities and capabilities of individual students.

The advantage of this form is the opportunity to assess the student’s level of preparation with sufficient depth.

The 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 type of which is steam room form (students work in pairs, completing the proposed task). During 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 control, groups are offered the same tasks or differentiated ones. This could be a conversation on a topic known to students, role-playing a read text, or participation in a role-playing game. The teacher draws up a conversation script in advance and determines its participants. The group form of organization of control is used for repetition in order to generalize and systematize educational material.

At frontal control assignments are given to the whole class. Frontal control takes place in the form of a conversation between the teacher and all students in the group, who answer his questions from their seats. Can be carried out several times during one lesson. This form of control is quite widely used in practice, but is not always appropriate. The frontal shape is very suitable for monitoring for two reasons. Firstly, the test 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 foreign

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

In progress speaking The level of development of speech skills and abilities necessary for oral dialogic and monologue speech is checked.

The object of inspection during listening is the level of development of speech skills and abilities when perceiving a foreign language text by ear. Checking the understanding of speech (dialogue and monologue) in mechanical recording is possible only with the use of auditing technical means.

Reading. The use of oral speech, regardless of its type, as a means of control presupposes active mastery of the material to such an extent and in such a volume as to sufficiently fully and correctly convey 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 an oral form of control.

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

Tests are educational materials that are used to test language proficiency. These include handouts, phonograms and videograms.

Handout- these are cards with tasks that are used during classes to determine students’ readiness for learning activities and their level of proficiency in the material covered.

Phonograms used for working in a language laboratory with individual sound recording equipment. They give students the opportunity to listen to a sample text, record their voice on tape, and compare it with the sample. Such a recording becomes the object of self-control and analysis on the part of the teacher.

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

Society, at the next stage of its development, has again come to the understanding that it is education that becomes the leading factor in the success and high quality of life of every person. The modern quality of education determines the formation of a new system of universal knowledge, abilities and skills, as well as the experience of independent activity and personal responsibility of students, that is, key competencies - according to the Federal State Educational Standard.

The main thing now is that a foreign language is considered as a way of understanding the world around us and a way of self-development.

This understanding of the purpose of learning a foreign language is reflected in the goals of teaching foreign languages ​​at school, which are to develop communicative competence that allows effective and high-quality participation in the life of the world community.

School today is becoming not so much a source of information as it is teaching how to learn; the teacher is no longer a conductor of knowledge, but a person who teaches methods of creative activity aimed at independently acquiring and mastering new knowledge. The student, along with the teacher, participates in setting the goals and objectives of each lesson, determines the plan of his work, chooses the means and ways to achieve his goals, and actively participates in evaluating his own activities and the activities of classmates. The formation of universal educational activities is also the key to preventing school difficulties. The formation of universal learning activities is the basis of students’ ability to further self-development and self-education. It is important to create conditions when children learn to listen to each other, are able to adequately evaluate their response, and want to learn new things. If we compare the goals and objectives with the previous standards, it can be noted that there has been a shift in emphasis on the results of mastering the main educational program, which are presented in the form of personal, meta-subject and subject results.

The concept of control, its functions and characteristics. Control requirements.

Concept of control.

Control in teaching foreign languages ​​is an important part of the educational process. The main task of control is to establish correspondence between the actual level of development of students' linguistic, speech and sociocultural competence in a foreign language and the requirements of the program, on the basis of which the grade for a certain section of the program, course or period of study is based.

The teacher’s controlling activity acts as an open system, flexible, capable of changing depending on students through feedback channels. Essentially, the teacher, in the process of control, also acquires the status of a subject who self-regulates his “behavior,” and an object that depends on the student and experiences his “pressure.” During control, both statuses - student and teacher - are realized in unity.

Supervisory activity as one of the aspects of the professional activity of a foreign language teacher consists of professional knowledge, skills and abilities.

Professional knowledge is knowledge of the object of control, its parameters, adequate control techniques, knowledge of the level of training of students at the time of control and during it.

Professional control skills include the ability to correctly select the object of control. It is also necessary to have the ability to analyze the results obtained, both positive and negative, and draw conclusions from them for one’s further educational activities, having previously revealed the reasons for the negative results.

The skills of controlling activity include the pace at which the teacher performs the actions that constitute his controlling activity, the primary, involuntary reaction to the result of students completing controlling tasks, which records in the teacher’s mind the fact of the success or failure of the students’ educational activities.

Following this, the teacher’s purposeful activity begins to analyze the quality of completed tasks.

As a result of control teacher :

1. based on the analysis and interpretation of control data, receives information about the quality of his work, the effectiveness of certain teaching methods;
2. analyzes its activities and promptly corrects methodological errors;
3. correctly plans the learning process, distributes study time more purposefully;
4. receives information about the results of the work of the group as a whole and each student individually; this information can serve as the basis for individualization and differentiation of training.

Differentiation – use of different techniques in accordance with the level of students’ preparation.

Personalization– individual characteristics of the student (usually psychological).

For the student the importance of control lies in the fact that control stimulates learning activities and increases learning motivation; contributes to the formation of educational skills, helps to improve existing knowledge, promotes the systematicity and strength of knowledge, orients the student in the results of his work, promotes repetition of material, and fosters responsibility for his work.

For parents : control guides the success of their children.

For the administration: control guides students’ success.

The relevance of the problem of control is associated with the recent achievement of certain successes in the implementation of the practical role of teaching a foreign language at school, due to which the scope of application of control has expanded and its capabilities have increased positive influence on the educational and pedagogical process, conditions arose for the rationalization of control itself as an integral part of this process.

Control functions:

1. Actually - testing
2. Estimated
3. Educational
4. Controlling - corrective
5. Control and warning
6. Control and diagnostic
7. Control - stimulating (motivating)
8. Control - generalizing
9. Developing, educating and disciplining

Control characteristics:

Transparency presupposes awareness of students and their parents about the schedule of control activities, the control procedure, and the objects of control. About the evaluation criteria.

Systematicity provides, on the one hand, a comprehensive test of students’ communication skills in all types of speech activity, and on the other, the scientific organization of conducting and compiling materials for control.

Subsequenceprovides step-by-step testing of students' knowledge, skills and abilities.

Consistencypresupposes the unity of actions of all foreign language teachers when conducting control and evaluation.

Coordination is aimed at coordinating control activities with teachers of other subjects to eliminate student overload.

Feedback manifests itself in the assessment of work, marking, and recommendations that allow students to improve their results.

Reflection allows teachers and students to evaluate the results of their work.

Control requirements.

When carrying out control, you should be guided by the following rules:

1. Control must be regular.
2. Control should cover the maximum number of students per unit of time. Therefore, in each individual case it should not take much time.
3. The volume of controlled material should be small, but sufficient so that by the degree of its assimilation/non-assimilation, proficiency/non-proficiency of it by students, one can judge whether they have acquired the necessary skills and abilities.
4. Since training and control are organically linked, when conducting control, one should start from the specific objectives of the lesson.
5. Control must comply with such principles as objectivity, representativeness, adequacy, reliability, efficiency, ease of identification and evaluation of results.

Control in foreign language lessons can pursue different goals, but in all cases it is not an end in itself and is educational in 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 correction and improvement of practical language proficiency, for educating students using a foreign language.

Objects of control. Types and forms of control.

Leading objects:communication skills (verbal skills) in listening, speaking, reading, writing based on authentic materials that provide control of knowledge, skills and abilities of the sociocultural background.

Minor : language tools and skills (spelling; lexical, phonetic and grammatical aspects of speech)

The final grade (quarterly, annual) should be determined with the leading role of the results of monitoring communication skills.

Types of control.

Traditionally, the following are distinguished: types of control:

a) Incoming (preliminary) controlallows you to establish the initial level of language proficiency. The success of studying any topic (section or course) depends on the degree of mastery of those concepts, terms, provisions, etc. that were studied at the previous stages of training. If the teacher does not have information about this, then he is deprived of the opportunity to design and manage the educational process, and to choose the optimal option. The teacher receives the necessary information using propaedeutic diagnostics, better known to teachers asinput or preliminarycontrol (accounting) of knowledge. Such control is also necessary in order to record (cut) the initial level of training. Comparing the initial initial level with the final one allows you to measure the increase in knowledge, the degree of formation of skills and abilities, analyze the dynamics and effectiveness of the didactic process, as well as draw objective conclusions about the teacher’s “contribution” to students’ learning, the effectiveness of teaching work, and evaluate the teacher’s skill.

b) Current controlallows you to judge the success of mastering a certain part of the educational material. Carried out at each lesson in accordance with the goals and objectives of the lesson. Current control is designed to provide timely feedback and help improve the educational process. Current control is systematic, operational, diverse in forms, types and means of implementation, often combined and multifunctional, testing simultaneously several types of skills and abilities, for example, various types of speech activity and aspects of language. Current control usually checks students' assimilation of knowledge, skills and abilities to use new educational material, and identifies gaps in their learning. Helps the teacher and students adjust teaching and learning methods and plan the further learning process. Current control can be carried out in the form of a survey (frontal, individual, combined, mutual), observations, interviews, questionnaires, testing, tests, value judgments, sometimes carried out in the form of a role-playing game, project defense, etc. Most often - in the form of testing for control of knowledge of reading, listening, speaking, writing, vocabulary and grammar, phonetics, to test sociocultural knowledge.

The modern approach to the process of teaching a foreign language, the desire to liken it to the process of communication, is characterized primarily by current control exercised on the basis of an involuntary form of attention. All the possibilities of the students’ personality - volitional, intellectual and emotional - are aimed not at overcoming the test, but at carrying out positive, meaningful activities, i.e. for communication. Actually, controlling activity is a side effect; it is almost invisible to students. Current control should be used mainly when teaching speech skills, although it is clear that its results can also be used to judge the assimilation of language material. In other words, the teacher does not allocate any special time during the lesson for this control; students do not know that they are being controlled. The teacher, having a specially lined notebook for this purpose, puts a “plus” or “minus” against the student’s last name, thereby noting how much the introduced material was learned in the lesson. Such control allows the teacher to correctly calculate the number of exercises necessary for students to acquire certain skills, so as not to move on to purely speech exercises until the preparatory exercises ensure automated mastery of new material.

c) Open control or self-control -This type of control is aimed at developing the work culture of students; it contributes to the implementation of the requirement to “teach to learn.” In addition, this type of control forms a bridge to self-control, since test tasks offered by the teacher and concentrating students’ attention on a specific difficulty foster vigilance in relation to the language form. The teaching and educational capabilities of this type of control are capacious; they should be realized when mastering the material base of speech skills, i.e. language material. Only in this case will it be possible to successfully solve communication problems. Such control should also be used when assessing mastery of prepared speech, which is a prerequisite for the successful development of unprepared speech skills.

d) Intermediate controlis carried out upon completion of a topic section or at the end of a quarter in accordance with the curriculum. Its goal is to establish the level of acquisition of knowledge, skills, and abilities at a certain stage of training.

e) Delayed controlis carried out after a long time after completing the educational material in order to identify the strength of the acquired knowledge, skills and abilities in a section or topic.

f) Thematic controlcarried out upon completion of a topic or block in the textbook.

g) Final controlcarried out upon completion of a certain stage of education (primary school, basic school and high school). Final controlis aimed at identifying the achieved level of learning of the student, determining the degree of formation of foreign language communicative competence. Currently, final control in the form of the OGE, GIA, Unified State Exam determines the level of preparation of students in primary, basic and secondary (full) secondary school in a foreign language.

The final control indicates the effectiveness of the training program chosen by the educational complex, the work of the teacher and students. During final control, the evaluation function dominates.

The final exam is conducted in grades 4, 9 and 11. The final state control in a foreign language was carried out in the form of an oral exam and in the OGE format in the 4th grade, the GIA in the 9th grade and in the Unified State Exam format (written and oral exam) in the 11th grade. Due to the introduction of the Unified State Exam into regular mode from 2009, the final oral exam will not be held at the school. All final exams in grades 9 and 11 will be held in the GIA and Unified State Exam format at exam reception points (PPE).

Forms of control.

In the twentieth century in our country, oral control was predominantly used when teaching foreign languages. With the introduction of the Unified State Exam, written forms of control began to be used more widely.

Control should take place in the same way as training, therefore, in order to test the skills of oral speech, oral testing techniques should be used. However, understanding of what is being read, although reading is a skill in the field of written speech, is good to test orally. It takes less time than a written review.

The oral form contributes to the development of a quick response to a question and the development of students’ memory.

The written form of control has some advantages. Firstly, it can reach all students at the same time; secondly, it is much more convenient to process written work than oral answers.

However, written tests cannot be used to test all skills. It is impossible to test students' ability to conduct a conversation or express themselves on a topic in writing. Using a written test in these cases, it is impossible to control either the pronunciation of students or the rate of their speech. The teacher cannot judge how automatically students use speech units, how freely they fill them out. Therefore, it is recommended to resort to a written test in order to control writing skills and abilities, as well as to control the ability to translate popular scientific literature with a dictionary. To control spelling, you can conduct short dictations. To test the ability to express their thoughts in writing, you can give students home small essays in connection with the topics covered.

Depending on the specific task, frontal, group or individual control is used:

1. Frontal (T – Cl),
2. Group (T – Gr),
3. Individual (T-P)

Frontal form is one of the main organizational forms of control during training. It allows you to comply with the basic rules of control - regularity and maximum coverage of students per unit of time. It is essential to address the whole class, activating the activity of each student. This is an “on-duty”, regular form of control that 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-ended setting.

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 constructing a collective story using the “snowball” principle.

Frontal control can be carried out both verbally and in writing. The oral form of control predominates. However, keeping in mind the great learning opportunities of writing, it is necessary to periodically conduct written frontal control. Frontal features of words, grammatical words devoid of specific semantics, are poorly retained in memory, they are easily confused with each other when perceived 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 for its implementation, it is recommended to use test techniques designed for 5-7 minutes.

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

Teaching a foreign language involves creating conditions that motivate the expression of one’s thoughts and objectifying the individual level of understanding of the author’s thoughts. And individual control should also be aimed at identifying the ability to solve communicative problems arising from individual comprehension of reality.

With individual control, it is unacceptable for several students to come to the board and pronounce the same memorized, “unaddressed” text. Students should know that only those who say something of their own have the right to respond. Individual control during reading and listening should also be included in communicative activities, when understanding the text is only the starting point for solving broader problems: using the information contained in the text in a statement on the topic, making illustrations for the text, writing an abstract, review, etc. d.

Basically, individual control in a comprehensive school is carried out orally and is accompanied by an assessment in the form of a score with a mandatory comment from the teacher, primarily related to the content of the speech.

Currently widely used in lessons pair and group forms work - a mode that increases the time of active activity of students; it is used for mutual training of students in mastering language material; Its use is especially effective for the development of dialogic speech.

This form of control can be both hidden and open. In the first case, students are given an “overt” control setting, for example, to answer a partner’s questions or discuss a topic using certain language material

During pair and group work, communicative tasks are solved (dialogue speech, monologue speech). In this case, control becomes hidden. Students assigned roles rehearse them, then perform in front of the class. The teacher listens to the students' work. Student-student communication occurs much more comfortably and naturally. Those communicating, being in an equal position, feel relaxed, everyone strives to realize their communicative intention in the best possible way. Often there is an atmosphere of competition, a desire to show one’s best side, which stimulates the speech activity of those communicating. Therefore, during control, the student’s partner must be another student.

Thus, best view there will be controlcombined control,in which no more than 10 minutes of the lesson will be devoted to testing monologue speech skills (in this case, at least three students must be asked in the case of a monologue statement and at least three pairs of students in the case of dialogic speech), i.e. individual control, and the rest of the lesson will be devoted to frontal work. Moreover, the teacher must organize the work of the class in such a way that, while testing the skills of one or a pair of students, he can involve all other students in active participation in the lesson.

Learning outcomes and requirements of the new generation Federal State Educational Standards

The goals of a teacher’s work are determined by society, i.e. the teacher is not free to choose the final results of his work; his actions should be aimed at the comprehensive development of the students’ personalities within the framework of the current educational standard.

Learning results... Today, many people hear the Unified State Examination, State Examination, State Academic Examination, ET... Yesterday they talked about the requirements for the level of knowledge, skills and abilities of students. Today, for successful education in high school, this is not enough; you need to teach a child to be a student, which means teaching him to learn.

In the second generation Federal State Educational Standard, three groups of results are defined as part of achieving the planned result:

• personal results;
• meta-subject results;
• subject.

Personal results are not assessed, but planned. Meta-subject and subject results are planned and subject to evaluation: in elementary school - internally, in basic secondary and high school - external (GIA, Unified State Examination), the results are achieved during the classroom and extracurricular activities of students.

Personal results

• cognitive development of the child (in the process of solving riddles, puzzles, performing tasks for intelligence, developing memory and attention);
• development of personal qualities: goodwill, tolerance, curiosity, patriotism (through the development of cultural and sociocultural awareness, understanding of the characteristics of intercultural communication, including non-verbal behavior and value system); formation of the foundations of civic identity (in the process of getting to know one’s country, positioning oneself as a citizen of a city, region, country..);
• mastering the skills of adaptation to a dynamically developing world;
• developing cooperation skills with peers and adults;
• motives of activity formed in the educational process;
• a system of value relations of students - in particular, to the educational process itself, objects of knowledge, the results of educational activities, to themselves, to other participants in the educational process
• etc.

Meta-subject results– generalized methods of activity mastered by students on the basis of several or all academic subjects, applicable both within the educational process and in real life situations, for example:

• mastering the ability to accept and maintain goals (development is facilitated, for example, by working with instructions, step-by-step explanations of tasks...);
• mastering the ability to solve problems of a creative and exploratory nature (when working with projects);
• mastering strategies for understanding texts of different styles and genres;
• mastering the logical actions of comparison, analysis, synthesis, generalization of information (working with tasks for collecting, analyzing, synthesizing information);
• development of information and computer competence of students (working with educational computer programs and Internet resources, with tasks for the development of critical thinking)
• and etc.

Subject results– are expressed in students’ assimilation of specific elements of social experience studied within the framework of individual academic subjects

• development of all types of speech activity: reading, listening, speaking, writing and translation;
• mastering the rules of speech and non-speech behavior necessary for successfully solving communicative problems.

To obtain the planned results, the Federal State Educational Standards propose to implement in practice programs for the formation of UUD.It is the meta-subject results that solve the problem of successful learning at school.Meta-subject results provide control of mental actions that are aimed at analyzing and managing one’s activities through the development of universal educational actions that help the student almost literally embrace the immensity, built according to the formula: from action to thought. So, what do universal learning activities provide? UUD

• provide the student with the opportunity to independently carry out learning activities, set educational goals, search for and use the necessary means and ways to achieve them, be able to control and evaluate educational activities and their results;
• create conditions for personal development and self-realization based on the “ability to learn” and cooperate with adults and peers. The ability to learn in adult life ensures the individual’s readiness for continuous education, high social and professional mobility;
• ensure the successful assimilation of knowledge, skills, and abilities, the formation of a picture of the world, and competencies in any subject area of ​​cognition.
• UUD can be grouped into four main blocks:
• personal;
• regulatory, including self-regulation;
• cognitive, including logical, cognitive and sign-symbolic;
• communicative actions.

Personal actions make learning meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at awareness, research and acceptance of life values ​​and meanings, allow you to navigate moral norms, rules, assessments, and develop your life position in relation to the world, the people around you, yourself and your future.

Regulatory actions provide the ability to manage cognitive and educational activities through setting goals, planning, monitoring, correcting one’s actions and assessing the success of learning. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

Cognitive actions include the actions of research, search and selection of necessary information, its structuring; modeling the content being studied, logical actions and operations, methods for solving problems.

Communicationactions - provide opportunities for cooperation - the ability to hear, listen and understand a partner, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, lead a discussion, correctly express one’s thoughts in speech, respect the partner in communication and cooperation and yourself. The ability to learn means the ability to effectively collaborate with both the teacher and peers, the ability and willingness to conduct dialogue, look for solutions, and provide support to each other.

Students' mastery of universal learning activities creates the opportunity for independent successful acquisition of new knowledge, skills and competencies based on the formation of the ability to learn. This possibility is ensured by the fact that universal learning actions are generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation to learn.

Formation of self-control skills

The task of modern school education is not only to ensure the full personal, social and cultural development of the child, but also to prepare him for further development and self-education, to develop the ability to independently evaluate himself, make decisions, determine the content of his activities and find ways of its implementation. Consequently, the school must develop in students the universal human intellectual ability - self-control.

Self-control is an independent procedure. The psychological and pedagogical dictionary considers self-control as the subject’s awareness and assessment of his own actions, which presupposes the presence of a standard and the possibility of obtaining information about controlled actions and states.

The following stages of self-control formation are distinguished:

Stage 1: The student must learn to understand and accept the teacher’s control. To do this, the teacher must:

• show students that any learning is an organic unity of two processes: transferring educational material to the student in one form or another and identifying the degree of assimilation of this material, that is, monitoring learning outcomes, that only the manifestation of an acceptable level of student training in the material covered allows the transition to the next stage of training , and only under this condition can the effectiveness of training be calculated, without which the feasibility of the training process and the costs of it look doubtful;
• familiarize students with the norms and criteria for assessing knowledge, skills and abilities;
• inform students after what doses of educational material control is necessary and the purpose of this or that control;
• when giving a particular rating, explain it based on the evaluation criteria;
• ask the student to independently evaluate his performance and explain the grade he received;
• ask the student to evaluate the activity of a friend based on the criteria specified by the teacher;
• teach students to use different types of verification.

Stage 2: The student must learn to observe and analyze the educational activities of his friends.

To do this, the teacher should practice mutual checking of students’ independent exercises and homework. In the process of mutual checking, they compare answers, look for errors, and explain them to each other. After the mutual check is completed, the correct answers and solutions to difficult problems should be written down on the board, and the students should check their answers and solutions again. During mutual testing, students should know that the purpose of such work is not to obtain a grade, but to check how deeply and correctly the topic is understood, whether the student can independently find a solution to a particular problem, or whether he can analyze someone else’s work.

Peer testing serves as a good school for developing self-control - after all, it is much easier to detect errors in a friend’s work than in one’s own, and the student transfers the acquired control skills to his own activities (self-control).

Necessary:

• invite students to evaluate a friend’s answer, ask him questions, make comments on the essence of the answer, express their thoughts regarding the result obtained, the idea and the course of the solution, and also try to offer another answer or solution;

• encourage asking questions to the teacher;
• Show students common mistakes. Such a demonstration can be done explicitly, but it is possible to present students with a story with a conscious violation of logical connections that students must detect.

Stage 3: The student must learn to monitor his learning activities, introspection, self-evaluation and self-correction.

Self-esteem is a person’s assessment of himself, his capabilities, qualities and place among other people. A person’s relationships with others, his criticality, self-demandingness, and attitude toward successes and failures depend on self-esteem.

Many famous teachers and psychologists have dealt with the issue of self-control and self-esteem. “There is reason to think,” wrote D. B. Elkonin, “that it is most rational to begin the formation of independent control in elementary school.”

The student must learn to find, correct errors, and understand the reason for their origin. While many children, upset by the negative result, “give up” and lose interest in the subject and learning in general. Therefore, it is in the 1st grade that one should begin to develop the skills of self-control and self-esteem. L.S. Vygotsky noted that it is at the age of seven that the child’s self-control and self-esteem begin to develop.

The success of his education, exactingness towards his educational activities and an adequate response to the assessment of his activities by the teacher depend on the student’s ability for self-analysis and self-assessment. Self-correction is a necessary stage of a student’s educational activity for the successful continuation of education. The student, carrying out self-correction, regulating the actions he performs, creates an internal sample, a standard of knowledge, action, which, if necessary, is instantly retrieved from memory for comparison with external activities.

To develop students’ skills in self-observation, self-analysis and self-correction of their activities, the teacher must:

• to teach students, when doing homework, to draw up a plan for what they read and retell the main ideas, answer test questions in the textbook, write additional test questions for the text, find answers to questions in the textbook, compare new information with previously studied;
• develop in students the habit of analyzing the results obtained, checking the correctness of assignments, using techniques specific to each academic subject;
• do not rush into assigning a grade if a student gives an incorrect answer or a solution with an error, but if possible let the student find his mistake; if an error is found, then the grade does not need to be reduced;
• do not rush to reproach, do not accuse the student of trying to inflate his grade if the student makes mistakes in self-esteem.

In this case, you need to consider together with the student why he gave himself this and not another grade, and help him understand the assessment standards so that the student can use them correctly in the future.

Unsatisfactory grades are not immediately entered into the journal; the student is given two weeks to eliminate the detected gap and retest his knowledge. the student controls his debts and learns to ask himself: “What do I need to do to improve my level?”

Self-control is especially necessary when performing independent work, as well as during homework. Corrections in a notebook are the first form of self-control. Often corrections make the work look sloppy, but this is the result of the student checking the work and correcting the error. We should not scold for corrections, but teach children to do it carefully.

Here are some techniques for developing self-control and self-esteem skills that are used in the classroom.

• in writing lessons, from the very first days you should ask: “Who is happy with their work? Who didn’t succeed?” Children, having assessed their work, raise their hands. It is important to draw children’s attention to the fact that if everything didn’t work out, there is no need to be ashamed of it, because we came to school to learn.
• When studying letters, at the end of the lesson we invite children to circle the most correct letter with a red pencil, and the one that did not work out with a blue pencil.
• Ladder. Students on the steps of the ladder mark how they have mastered the material: the bottom step - I did not understand, the second step - a little help or correction is required, the top step - the child has mastered the material well and can complete the work independently.
• Pronunciation. A very valuable self-control technique when learning to write from dictation. After the teacher said the word, they said it syllable by syllable - wrote it - read what was written. Reads several times (often children do not read, but simply name the word without noticing the error in it: it is written “knga”, but the child reads “book”).
• Comparison with the standard. The teacher offers a few words under dictation, after writing, they check the sample.
• Color score. At the bottom of the page, students draw two circles. Having assessed their work, the children paint one circle, and the teacher paints the other circle when checking. The meaning of the color is discussed in advance. For example, red - everything worked out, green - there are some shortcomings, but I tried, blue - it turned out poorly, I’m not happy with the work, yellow - I can’t evaluate it. At the beginning of the next lesson, the student looks to see if his grade coincides with the teacher’s grade.
• Pronunciation. A very valuable self-control technique when learning to write from dictation. After the teacher said the word, they said it syllable by syllable - wrote it - read what was written. Reads several times (often children do not read, but simply name the word without noticing the error in it: it is written knga, but the child is reading a book).
• Comparison with the standard. The teacher offers a few words for dictation, and after writing they check the sample.
• "Who can?" The teacher says the task - make a diagram of the word on the board or screen. And asks: “Who can do this?” Students evaluate their skills by raising their hands. One of the students completes the task, they collectively check for accuracy, after which the teacher asks: “Did you complete the task?” Those. the student compares the level of his aspirations with his capabilities.

Solving problems in different ways

• Peer review. On the pieces of paper they sign the name of the one who decided and the one who checked. Children solve examples, exchange leaves and check. A classmate's assessment is perceived as more specific and businesslike. A negative grade does not mean that you are a bad student, but only records the fact of the mistake. Classmates tell you what needs to be done and how, and give recommendations. At the same time, the child always has the right to choose: refuse a classmate’s assessment, disagree with it, or, conversely, agree.
• Self-control sheet. After completing the work independently, the child takes a self-control sheet (with answers) from the teacher and checks himself.
• Repeated reading. The teacher gives the children a certain time, for example 2 minutes. During which they will read the text. When the teacher says “stop,” the children mark with a pencil which word they have read. In the next lesson, the same text is read from the beginning, for the same period of time. They compare more or less time to read. So a few lessons. (It is known that familiar text is easier to read, therefore, even children with poor reading will see their own growth).

Self-assessment in primary school is often given in the form of flash cards of different colors and verbal self-assessment. – How did you work in class? -What can you praise yourself for? – Are you satisfied with your job? Why? (The question “Why?” in 1st grade causes the most difficulty, because it requires argumentation, so it should be asked more often, teach children to think, express their thoughts in words.) After self-assessment of the student, you should always express your agreement or disagreement with him and give reasons your position. This helps to form adequate self-esteem.

Particular attention must be paid to mutual assessment. A classmate's assessment is perceived as more specific and businesslike. A negative grade does not mean that you are a bad student, but only records the fact of the mistake. Classmates tell you what needs to be done and how, and give recommendations. At the same time, the child always has the right to choose: refuse a classmate’s assessment, disagree with it, or, conversely, agree.

Rules for assessment safety are created together with children. For example:

• don't skimp on praise
• praise the performer, criticize the performance (instead of “You made three mistakes in this sentence,” it is better to say,” “Let’s find three mistakes in this sentence”)
• “for a fly in the ointment there is a barrel of honey” Even in a sea of ​​failure, you can find an island of success and gain a foothold on it.
• Set only specific goals for your child. Instead of the spell: “Try to be careful and don’t miss letters”, the setting “In the last dictation you missed six letters, today – no more than five” is more effective.
• “chasing two birds with one stone...” There is no need to set several tasks for a first grader at the same time. If today you set the task not to forget about the period at the end of the sentence, forgive him for forgetting how to write the capital letter D.
• the formula “again you are NOT...” is a surefire way to raise a loser.

We should not forget that student activities related to self-control, mutual control and the formation of self-esteem are an integral part of learning, student improvement and require attention from the teacher, like any other educational activity.

Textbooks for the new Federal State Educational Standards already contain tasks for the formation of self-control.

Test competence of students and its main characteristics

One of the most effective means control in teaching a foreign language is considered a test. A test is a system of tasks of a specific form that allows you to assess the structure and level of assimilation of knowledge, abilities and skills (level of training) of the test takers.

Language testing involves checking students' educational achievements during long-term monitoring of educational and testing activities using an educational and testing portfolio, and creates favorable conditions for both the formation and testing of students' communicative competence.

Unlike a test, a test always involves measurement; its result is objective. The test usually consists of two parts: informational and operational. The information part contains clearly and simply formulated instructions. The operational part consists of a number of tasks and questions. The use of tests of different nature and content in lessons forms a certain skill in students - the ability to recognize and perform a task, that is, it forms test competence.

An important condition for language testing for the fullest development of students' capabilities are the requirements for test conditions: silence in the classroom, strict adherence to instructions, behavior of examiners.

Test competence of students is understood as their readiness to carry out testing activities, provided by subject knowledge, test strategies and developmental skills [Matienko A. V., 2008]. Despite all the controversy surrounding the problem of test competence, its importance for students is difficult to overestimate. Testing is a special activity; for its successful implementation, it is important to master its specific features and reveal the reserves of success that it contains. Genuine test competence presupposes, first of all, a high level of subject knowledge, mastery of strategies for preparing for testing, performing test tasks in combination with strategies for improving one’s test performance. Tests are an integral part of the research method, which requires the subject to perform special tasks. Among the many types of tasks that are used to compile tests and tests, the most common are the following:

• cross selection (matching),
• alternative choice (true-false, etc.),
• multiple choice (multiple choice),
• rearrangement
• completion / completion (completion),
• replacement/substitution,
• transformation,
• answer to the question
• intralingual paraphrasing,
• interlingual paraphrasing (translation), etc.

Systematic testing stimulates the activity and attention of students in the lesson, increases their responsibility when completing educational tasks.

Test texts are compiled taking into account the individual abilities of the children and their level of performance. The tests meet the principle of accessibility and software requirements.

The test results serve, on the one hand, as an indicator of the level of students’ knowledge, on the other hand, as a self-assessment of work, which allows making the necessary adjustments to the learning process and thereby preventing the repetition of students’ mistakes.

There are two types of tests:

• normative and indicative (designed to compare the educational achievements of individual subjects; arrangement depending on the number of points - distribution among study groups);
• criterion-based (used to assess the degree of proficiency of the tested material)

Types of linguodidactic tests:

• By purpose of application: general skills test (proficiency test), achievement test (achievement test), diagnostic test (diagnostic), placement test (placement) for the distribution of students into groups, aptitude test (aptitude);
• By the nature of the control: test of current and intermediate progress control (progress achievement), test of final progress control (final achievement);
• According to the object of control and controlled activity: a test of linguistic competence, measuring the assimilation of language material (linguistic test / system referenced test), a test of communicative competence, measuring the development of speech skills (pragmatic) (pragmatic \ performance-referenced test).
• According to the focus of the test tasks: discrete-point test (vocabulary or grammar only) and integral – global integral/ global test);
• According to formal characteristics (by structure and method of formatting answers): selective test (recognition type test) (for example, multiple choice test) and a test with a freely constructed answer (recall-type test), for example, cloze test - restoration of deformed text͵ or C-test - a type of cloze test when the second half of every second word is extracted from the text instead of removing linguistic units in their entirety.

Advantages and disadvantages of tests:

• Advantages: objectivity of inspection results, possibility of automating the inspection, saving time;
• Disadvantages: do not contribute to the development of oral and written speech of students, the possibility of error due to the guessing technique among students.

Norms and criteria for assessing learning outcomes

The most important tasks of innovation in Russian education are improving control over learning outcomes and managing its quality. In this regard, there is a need to once again emphasize the main approaches to assessing the educational achievements of students at the intra-school level, introducing new models of the educational system into teaching practice, including a system for assessing planned results.

The assessment system performs the following functions:

1. support and stimulation of students;
2. providing student-teacher feedback;
3. involving students in independent assessment and self-assessment activities.

The assessment system forms the basis of diagnostic and control processes.

Pedagogical diagnostics is understood as a system of teacher activities organized in a certain way, aimed at identifying personality traits of interest in order to measure results, upbringing, education and training. Control – identification and evaluation of the results of students’ educational activities. Control states the results without explaining their origin. Diagnostics includes:

1. control;
2. verification;
3. accounting;
4. assessment;
5. accumulation of statistical data, their analysis;
6. reflection;
7. identifying the dynamics of educational changes;
8. redefining goals;
9. clarification of educational programs;
10. adjustment of the course of training;
11. forecasting further developments.

Monitoring students' knowledge is an important part of the learning process. Control is the process of correlating achieved learning outcomes with planned learning objectives.

To effectively manage the process of mastering knowledge and the quality of the educational process on the basis of objective indicators that determine the results of education, independent control is necessary, based on the theory, technique and technology of modern pedagogical measurements of the level of academic achievements of students.

Currently, the emphasis in the process of teaching foreign languages ​​is shifting to the student’s activities and the formation of the latter’s autonomy as his personal characteristic. These approaches can be effectively implemented, in particular, by the “Common European Framework of Reference for Foreign Languages”, which contains the provisions of a modern approach to teaching non-native languages ​​at various educational levels and in different conditions. This document also provides a description of the system of levels of proficiency in foreign languages ​​and the tools that allow a person to determine these levels.

This system of levels forms the basis of the second generation Federal State Educational Standards, which determine the level of foreign language proficiency of students at the end of basic school as sub-threshold (level A2 in terms of the Council of Europe), for a graduate of a non-core class of a secondary school - threshold (B1) in the first and second foreign language , and a graduate of a specialized class is above the threshold (B2) in both foreign languages.

The Federal State Educational Standard determines the requirements for the results of mastering the educational program of primary and basic general education. The assessment system is considered as a complex and multifunctional system, including both current and final assessment of schoolchildren’s performance; both an assessment of the activities of teachers and schools, and an assessment of the results of the education system.

In this case there is

• assessment of subject, meta-subject and personal results;
• assessment of the ability to solve educational - cognitive and educational - practical problems;
• assessment of the dynamics of educational achievements;
• use of oral and written individual and group assessment methods, etc.
• assessment by addition method.

Achievement of results is assessed both during the current and intermediate assessments, and during the final testing work. The object of evaluation of substantive results are actions with substantive content.

The main role in foreign language assessments, which characterize the dynamics of students’ achievements, is played by quarterly and annual tests in speaking, listening, reading and writing, and control of lexical and grammatical skills.

From the point of view of modern approaches to assessing knowledge, a student’s Portfolio demonstrates his efforts, progress, and achievements. Assessments for completing speech tasks should be taken into account: statements on a topic in monologue and dialogic forms, participation in conversation, understanding of foreign language texts when reading and listening, and the ability to express one’s thoughts in writing.

Currently, in most schools, assessment of maturity is carried out using a five-point system. At the same time, testing as a means of control is beginning to spread. The benchmark for objective assessment of modern schoolchildren should also be the requirements for the level of training of graduates of basic general education and secondary (complete) general education, enshrined in the State educational standards.

Let's look at an example READINGS as the WRD standards for student assessments (based on materials from the journal “Foreign Languages ​​at School”)

Reading and understanding foreign language texts.

The main indicator of success in mastering reading is the degree to which information is extracted from the text read. Since the practical goal of learning a foreign language is to master communication in the target language, the student must master all types of reading, differing in the degree of information extraction:

• reading with understanding of the main content (familiarization);
• reading with a full understanding of the content, including details (study reading);
• reading with the extraction of information necessary or interesting to the reader (browsing).

Reading with understanding of the main content of what was read (introductory)

Rating "5" is given to the student if he understands the main content of the original text, can highlight the main idea, and determine the main facts. Able to guess the meaning of unfamiliar words from the context, either by word-formation elements, or by similarity to the native language. The speed of reading a foreign language text may be somewhat slower than that with which a student reads in his native language.

Rating "4" is given to the student if he understands the main content of the original text, can highlight the main idea, and identify individual facts. However, his linguistic insight is underdeveloped and he has difficulty understanding some unfamiliar words. He is forced to consult the dictionary more often, and the pace of reading is slower.

Rating "3" is given to a student who does not quite accurately understand the main content of what he read and is able to highlight only a small amount of facts, linguistic conjecture is not at all developed.

Rating "2" is given if he did not understand the text or understood the content of the text incorrectly, does not navigate the text when searching for certain facts, and does not know how to semantize unfamiliar vocabulary.

Reading with full understanding of the content of what was read (studying)

Rating "5" is given to the student when he has fully understood a simple original text (journalistic, popular science; instructions or an excerpt from a tourist brochure). He used all the known techniques aimed at understanding what he was reading (semantic guessing, analysis).

Rating "4" is given to the student if he fully understood the text, but repeatedly consulted the dictionary.

Rating "3" is given if the student does not fully understand the text and does not know how to process it semantically.

Rating "2" is given when the text is not understood by the student. He has difficulty finding unfamiliar words in the dictionary.

Reading to find information of interest or need (browsing)

Rating "5" is given to the student if he can quickly view a simple original text (such as a train schedule, menu, TV program) or several small texts and select the correct information requested.

Rating "4" is given to the student when he scans the text quickly enough, but at the same time he finds only about 2/3 of the given information.

Rating "3" is given if the student finds approximately 1/3 of the given information in the given text (or given texts).

Rating "2" is given in the event that the student practically does not understand the text.

Executing test tasksis assessed according to the following scheme, unless the author provides another:

Conclusion

Problems of control are relevant for both pedagogical theory and pedagogical practice, since improving the quality of teaching and learning is directly related to improving the control system.

On modern stage the role of control increases sharply in connection with the tasks of introducing a new school standard and updating the content of education, as well as the development of new technologies for control and assessment.

When considering issues of organizing control, we must first of all distinguish between control merged with training and control separated from training - control as a special task of the lesson. The first type is used both when performing preparatory and speech exercises, the second type is used only for monitoring speech skills.

Control will be carried out at the proper level only if requirements such as regularity, comprehensiveness, differentiation, objectivity and, of course, compliance with the educational impact of control are met.

The methodology of teaching foreign languages ​​has significant theoretical knowledge and practical experience in organizing control. Modern trends in curriculum suggest a strengthening of the communicative approach to teaching foreign languages. Therefore, the content and organization of control of speech skills are considered in close unity with the control of language material. This perspective helps the teacher to organically include control in the lesson, focusing on new assessment standards, and this, in turn, will help improve the effectiveness of teaching a foreign language in general.

References

Krylova O.N., Boytsova E.G. Technology of formative assessment in modern school: educational and methodological manual / O.N. Krylova, E.G. Boytsova. – St. Petersburg: KARO, 2015.

Milrud R.P. Course on methods of teaching English / R.P. Milrud. – M.: Bustard, 2007

Issues of monitoring students' learning of a foreign language: a methodological manual / ed. A.A. Mirolyubova. – Obninsk: Title, 1999.

Potashnik M.M., Levit M.V. How to help a teacher master the Federal State Educational Standard. Toolkit. – M: Pedagogical Society of Russia, 2015.

Problems of quality of education and their solution in an educational institution: educational and methodological manual / ed. S.S. Tatarchenkova. – St. Petersburg: KARO, 2012.

Modern assessment of students' educational achievements: methodological manual / scientific. ed.: I.V. Mushtavinskaya, E.Yu. Lukichev. – St. Petersburg: KARO, 2015.

Federal state educational standard of basic general education. – M.: Education, 2014.

Zimnyaya I.A. Key competencies – a new paradigm for the results of modern education // Internet magazine “Eidos”. – 2006. – May 5

Galskova P.D. Language portfolio as a tool for assessment and self-assessment of students in the field of learning a foreign language; P.D. Galskaya magazine “Foreign languages ​​at school” 2000, No. 5

Denisova L.G. “On the final control of learning foreign languages”; L.G. Denisova, V.N. Simkin journal Foreign languages ​​at school 1995, No. 2

Bim I.L. “Modernization of the structure and content of school language education”; I.L.Bim magazine Foreign languages ​​at school 2005, No. 8

Bolotov V.A. “Unified State Exam: on the way to creating a system of independent assessment of the quality of education”; V.A. Bolotov magazine Higher Education Today 2004, No. 11.

Milrud R.P. “Language test: problems of pedagogical measurements”; R.P. Milrud, A.V. Matienko journal Foreign languages ​​at school 2006, No. 5.

Rabinovich F.M. “Control in a foreign language lesson”; F.M.Rabinovich journal Foreign languages ​​at school 1987, No. 1.

State educational institution

higher professional education

"Volga Region State Social and Humanitarian Academy"

Faculty of Foreign Languages

Department of English Philology

Course work

Control, its types and functions in teaching a foreign language

Performed:

4th year student

Specialties 050303

Foreign language

T.V. Zakopaeva

Signature_________

Scientific adviser:

candidate of pedagogical sciences, associate professor of the department

English philology

E.G. Maruseva

Signature_________

Samara 2011

training control foreign language English

Introduction

Chapter I. Control in teaching a foreign language

1Control objectives

1.2 Control functions

3Forms of control

4 Requirements for inspection

5 Types of control

6Main objects of control

Chapter II. Test control in the process of teaching a foreign language

1 Test as a specific form of control

2 Unified State Exam in Foreign Language

Conclusion

List of used literature

Application

Introduction

The relevance of the problem of control is associated with the recent achievement of certain successes in the implementation of the practical role of teaching a foreign language at school, due to which the scope of application of control has expanded, its potential for a positive influence on the educational and pedagogical process has increased, and conditions have arisen for the rationalization of control itself as an integral part of this process .

The main disadvantages in the implementation of knowledge control: misunderstanding of its functions, its role in the learning process is unjustifiably overestimated, control turns into an end in itself in the lesson; use of uniform control methods; subjectivity in grading, lack of clear, justified criteria.

The purpose of this work is to reveal an integrated approach to the control system in training and highlight the main means of its implementation.

When preparing for a lesson, the teacher must remember that the search for the necessary forms of control and its organization is the most important task of the teacher. Who, when, how many students, on what issues, by what means should be asked and assessed - all this should be thought through by the teacher when preparing for the lesson. Along with this, you should think about what students should do while interviewing their friend. Each teacher should have his own control system; it should include a variety of means and methods of work so that students understand that the teacher is constantly monitoring their progress, the level and quality of knowledge acquisition.

Speaking about the discipline “Foreign language”, it should be noted that the main component of the content of teaching it is not so much knowledge as skills and abilities. During their formation, such a method of learning as reinforcement comes to the fore. Successful development of a skill, and therefore an ability, is impossible without the student not knowing whether his actions are correct or not. Without receiving such information from the outside, mainly from the teacher, he evaluates his actions himself, which often reinforces erroneous actions and develops incorrect skills in students. When developing speech skills and abilities, the teacher should evaluate the student’s actions. Evaluating the student's actions is reinforcement. But reinforcement cannot be carried out without observing the student’s actions or without familiarizing himself with their results. In addition, in order for the assessment to be correct, qualified observation is necessary, which, strictly speaking, constitutes control.

From what has been said, it is clear why control in teaching acquires special importance and requires a more complete theoretical justification.

Chapter I. Control in teaching a foreign language

.1 Control objectives

Control is the determination of the level of language proficiency achieved by students over a certain period of study. Control is also a part of the lesson, during which the teacher evaluates how students have mastered the material covered and can use it for practical purposes. Control allows you to:

) the teacher receives information: a) about the results of the work of the group of students as a whole and each student individually; b) about the results of their work (find out how effective teaching methods are, identify failures in work, which allows you to make changes to the training program);

) students: a) increase motivation in learning, since control indicates success or failure in work; b) study more diligently, make adjustments to your educational activities.

The objects of control in the classroom are: a) knowledge and skills formed on its basis (language competence); b) the ability to use acquired knowledge and skills in various communication situations (communicative competence); c) knowledge of the country of the language being studied and the national characteristics of the speech behavior of its speakers (sociocultural competence).

The promotion of communicative competence as the main practical goal of teaching a foreign language contributed to the definition of speech skills as the main final object of control, and the mastery of language material to be considered primarily as an object of current control. At the same time, in the process of monitoring the level of language proficiency, one should focus not on the absolute, but on the relative correctness of speech, i.e. The achieved level of communicative competence should be assessed not depending on the number of language errors, but depending on the success of solving the communicative task. The achieved level of language proficiency will be evidenced by: a) the ability to adequately express thoughts in a given speech situation; b) the relative correctness of using language means when constructing a statement.

The planned outcome of teaching a foreign language in secondary school at the basic level (grades 5-9) is elementary communicative competence in listening, speaking, writing and advanced communicative competence in reading.

Control in the classroom should reflect the specifics of a foreign language as an academic subject. Mastering a foreign language, classified as a group of practical disciplines, involves, first of all, mastering the ways of using language in various types of speech activity and areas of communication. Consequently, the leading object of control in language classes is speech skills. Control of skills in performing actions and operations with language material during communicative teaching should be aimed not so much at testing knowledge of lexical units and the ability to form grammatical forms with their help, but at the ability to perform actions with them when forming one’s thoughts and understanding the thoughts of other people speaking in a foreign language.

In light of the above, it is proposed to evaluate the success of students separately for mastery of language material and for the development of speech skills.

1.2 Control functions

Control, like all other components of the educational process, performs certain functions. A function is usually understood as work performed by one or another body, an obligation to be performed. In other words, control functions are components of the work that the receptive-comparative actions of the controller are designed to perform. Domestic methodological publications highlight the following control functions:

actually controlling (checking),

evaluative,

educational,

managerial (controlling) and, in particular, corrective,

diagnostic (diagnostic),

precautionary,

stimulating and motivating,

generalizing,

developing, educating and disciplining (I. Kolesnikova, O. Dolgina).

Let's take a closer look at some of the functions:

1) Diagnostic functioncontrol is to promptly detect the success or failure of the training and, depending on the detected results, build further training activities. This function is implemented during the entire process of mastering language material and developing speech communication skills, which provides information about their qualitative changes during the entire learning process. The content of the diagnostic function is not only the measurement of achievements in educational activities, but also the analysis of the reasons for its failure.

2) Management functionpermeates the entire pedagogical process. The significance of this control function is determined by the extent to which control ensures the competent flow of the learning process. It manifests itself in the management of teaching on the basis of planned educational interaction between teacher and students (feedback principle). Pedagogical management of the foreign language learning process is associated mainly with ongoing control, which is designed to regulate the process of mastering the skills of operating language units in speech. The result of all activities depends on the quality of the process of mastering skills and abilities. The process of mastering skills and abilities consists of intermediate levels, each previous of which becomes a condition for achieving the next one. The presence of such conditions is established using control, which acts as an objective tool. Teacher control as a means of managing the process of mastering a foreign language as the main object has a process of forming self-control. The quality and level of proficiency in speech activity are inextricably linked and depend on the degree of self-control in students. In the scientific literature, self-control is considered as: 1) a personality trait, 2) an act of mental activity, 3) a component of educational activity, 4) the ability to carry out self-regulation, 5) a method of self-regulation of behavior and activity. All of these aspects of self-control are formed and function in unity and interconnection within the framework of control and the education system as a whole, in which the leading place is given to teacher control. The development of self-control in students should act as an important object of purposeful formation. To learn to exercise self-control, students must understand teacher control and mutual control as objective phenomena. pedagogical process. Only after this will students be able to carry out self-observation, self-analysis, self-correction and self-assessment - actions that make up the self-control mechanism. The degree of perfection of self-control is characterized by several levels: from a complete inability to analyze the quality of the activity being performed to the ability to identify an area of ​​difficulty, recognize the object of difficulty, choose a method of correction, apply it and compare it with a standard. Thus, the ability to include self-control mechanisms in the learning process is a condition for the successful implementation of speech activity. Essentially, teacher control, having as an open object the speech activity of students, always has in mind the existence of a correlation between the success of external RD and the degree of perfection of self-control mechanisms.

3) Corrective functioncontrol is implemented in two directions: correction of training exercises and achieving adequacy of control techniques to educational tasks.

4) The essence teaching functioncontrol boils down to the fact that the content, techniques and methods of control must be educational in nature. Any controlling task trains students in performing certain educational actions, thereby contributing to a more solid mastery of these actions. The educational nature is also inherent in the very nature of control, which involves repeated repetition of educational actions by students. Control also implements the function of ensuring interaction between teacher and students in the pedagogical process.

Particular importance when considering control is given to the unity of its actual controlling and teaching functions - in terms of domestic methodology - or the relationship between testing and teaching - in terms of English-language methodology.

5) Stimulating and motivating functions.Students care about control. For most of them, this is an opportunity to gain satisfaction from the results of their work and the desire to always be successful in their studies. For underachieving students, the test results cause dissatisfaction, but at the same time hope that the current situation will be corrected. In anticipation of control results, students are disciplined and mobilized. This maintains interest in learning.

6) Evaluation function.The activities of interacting parties in the lesson need to be assessed, and this primarily concerns students. For students, assessment of their performance can be expressed in a specific form. In a number of cases, there is no need for a specific assessment and it becomes expedient to use a general assessment: “knows”, “does not know”, “can”, “does not know”, “learned”, “did not learn”, “learned”, “did not learn”. Assessment of student activity can be carried out in two directions. In one case, the process of students' learning activity is assessed, a judgment is made about the quality of the educational activity, the degree of activity of students. The pedagogical value of this aspect of assessment lies in the fact that interest in students’ learning activities, and, consequently, in its proper organization, is the prevention of negative learning outcomes. The second direction is related to assessing the results of students' educational activities. Assessing student performance is also important for the teacher. With its help, the teacher records his idea of ​​the level of learning of each student at a certain point in the pedagogical process. On the other hand, the teacher makes a self-assessment of his own teaching activities, understands for himself the degree and nature of its necessary correction.

1.3 Forms of control

Control can be individual, frontal, group, pair. The choice of one form or another depends on the object of testing (aspect of language - type of speech activity) and the type of control (final, current).

Thus, to check the level of dialogic speech, a paired form of control is used: the tester gives a remark, and the subject reacts to it. Control takes place in the form of two-way communication, during which the pace and accuracy of the reaction to presented stimuli, compliance with communication standards, and purity of speech are established.

To establish the level of proficiency in monologue speech, individual control is more suitable: the student gets acquainted with the text and completes test tasks in the allotted time. The success of the assignment is assessed using the following criteria:

) compliance of the transmitted information with the content of the text and the task;

) coherence and logic of presentation;

) completeness of transmission of the content of the source text;

) following the norms of the language in the message (lexical and grammatical correctness of speech and its phonetic and intonation design).

Consider in more detail the listed forms of control.

Individual controlis considered the most objective type of control, as it indicates the achievements of each student. Therefore, it is more suitable for testing the level of language proficiency at the end of the course, i.e. during the final control. The advantage of individual control is the opportunity to assess the student’s level of preparation with sufficient depth.

The 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. Such control is especially ineffective when working with younger schoolchildren due to the instability of their voluntary attention. For this reason, it is advisable to combine individual control with frontal control: students are given the task of supplementing and correcting the answer of their groupmate.

In classroom lessons, individual control is carried out mainly orally. The written form of this control is typical for the final and final lessons.

Front controltakes place in the form of a conversation between the teacher and all students in the group, who answer their questions from their seats. Can be carried out several times during one lesson.

Advantages of frontal control:

) the possibility of the inspector simultaneously covering all students in the group;

) high activity of students;

) high pace of work, which can vary depending on the difficulty of the task and the readiness of the students.

Disadvantages include its superficial nature due to the dispersion of the teacher’s attention between students and the inability to pay more attention to everyone. Thus, with frontal control, difficulties are associated with the difficulty of fixing attention on the work of all students and, consequently, with the possible lack of objectivity in assessing their answers. For this reason, frontal control is most suitable for current testing, but not for final testing, since in this case it is not possible to determine students’ skills with sufficient depth and completeness.

To increase the efficiency of frontal control, it is recommended:

) plan in advance the place of frontal control in the lesson system and the time that will be devoted to it;

) think over the wording of questions and tasks. Their vagueness can cause difficulties in answering and give a biased idea of ​​​​students’ preparation;

) do not allow switching to individual control. This can lead to a change in the rhythm of the lesson and a decrease in efficiency in work;

) ask questions to the whole class, and then say the name of the student who will answer.

The pace of the survey should be high enough, which activates the mental activity of students and ensures quick reaction. If a student has difficulty answering, you should seek help from another student, rather than switching to an individual form of working with the student. Frontal control can be successfully carried out in the form of a game.

Group controlcarried out in the form of completing a task addressed to all students in the group. This could be a conversation on a topic known to students, role-playing a read text, or participation in a role-playing game. The teacher draws up a conversation script in advance and determines its participants.

A variant of group control is pair control, which has become widespread in recent years. Students work in pairs to complete the assigned task.

1.4 Control requirements

The effectiveness of control largely depends on how well it meets the requirements of didactics and methods of teaching foreign languages. The main requirements for control are its objectivity, regularity, differentiated nature, as well as clarity and precision in the formulation of control tasks.

Objectivitycontrol means compliance of the obtained learning results with a certain standard contained in the list of requirements for the level of language proficiency for different stages and profiles of learning. It assumes that students know the evaluation criteria for different types of activities, that the teacher adheres to these criteria, and that subjectivity in evaluating students’ activities is minimized.

The objectivity of control is ensured by:

a) quantitative assessment of performance results. Here, the greatest objectivity is achieved by taking into account the number of errors in speech, assessing the rate of speech and a number of other performance indicators;

b) qualitative assessment of the results of the activity (completeness of the topic, compliance of the statement with the task, the ability to adequately express one’s thoughts in a given speech situation, etc.). Here, a certain subjectivity in assessing student performance is possible, and the teacher must be prepared to justify the choice of assessment from the point of view of existing criteria.

Regularitycontrol indicates that control is systematic. It is known that the intensity of students’ work and the duration of retention of learned material in memory largely depend on the frequency and regularity of control.

DifferentiatedThe nature of control requires adherence to the following requirements:

) the form of control must correspond to the aspect of the language or type of speech activity that is being tested. Thus, the assessment of the level of proficiency in oral speech is checked differentially for dialogic and monologue speech, and the source of control is the oral speech itself. For dialogical speech, the objects of control are the ability to understand the interlocutor and determine his communicative intention, as well as to adequately respond to the interlocutor’s remark, the ability to initiate a dialogue (ask a question, express a request, desire, etc.). For monologue speech, the object of control is the ability to construct a coherent text of different communicative directions (narration, message, description, reasoning).

Of course, the level of speaking can also be established through written speech by answering questions. However, it is impossible to record the rate of speech and phonetic errors. The most important thing is that oral language testing requires participation in oral communication;

) the form of control should be chosen depending on the stage of training and the individual psychological characteristics of students. This requirement reflects the presence of an unequal level of development and cognitive capabilities of students, which dictates the need for a differentiated approach to learning, including control.

Clarity and conciseness of formulationcontrol tasks often determines the success of control. In some cases, test tasks may be formulated in the students' native language.

1.5 Types of control

There are preliminary, current, intermediate and final types of control.

Target preliminary controlis to establish the initial level of language proficiency and the individual psychological qualities inherent in students that contribute to the success of learning (memory, attention, interests, general development, inclinations). Such control provides a differentiated approach to learning and allows, firstly, to outline language teaching strategies and, secondly, to form study groups taking into account the level of training and psychological development students. For this purpose, tests are used, including psychodiagnostic ones. Thus, the popular Eysenck test, which belongs to the group of intellectual tests, is used to assess various aspects of a person’s mental activity, including the ability to learn languages.

Current controlallows us to judge the success of language acquisition, the process of formation and development of speech skills and abilities. This control should be regular and aimed at checking whether students have mastered a certain part of the educational material.

Intermediate controlcarried out upon completion of the study of the topic. It allows you to effectively master a section of program material.

Final control(monitoring the results of educational activities) is aimed at establishing the level of language proficiency achieved as a result of mastering a significant amount of material (at the end of the semester, academic year). The peculiarity of such control lies in its focus on determining, first of all, the level of communicative competence. For this purpose, special tests are used to assess the learning outcomes of each student with a sufficient degree of objectivity.

1.6 Main objects of control

The main objects of control in language classes are: a) speech skills (level of language competence); b) speech skills (level of communicative competence); c) knowledge about the country of the language being studied and the lifestyle of its speakers (sociocultural competence).

Let us consider the objects of control in the above sequence with a focus on the mandatory minimum content of education for secondary school graduates in a foreign language.

Language competence.The lexical minimum for a high school graduate in a foreign language is 2,300 units, of which 800 units are intended for productive learning. During the testing process the following are checked:

) the ability to correctly use grammatical forms taking into account the context and situation;

) the ability to use the structure of simple and complex sentences in a given context.

Communicative competence.During the testing process, the ability to use language as a means of communication in situations specified by the program is tested.

Listening. The object of testing is the level of development of skills and abilities when perceiving a foreign language text by ear. During the testing process the following are checked:

) the ability to understand monologue speech by ear (the topic of the statement, its main idea, the main information contained in each semantic part of the statement). For this purpose, texts of up to 800 words from the social, everyday and socio-cultural spheres of communication are offered with the number of unfamiliar words up to 3%. Test tasks are given in audio form with a choice of one of the three possible answers;

) the ability to understand dialogic speech by ear (the main content of the dialogue, the communicative intention of its participants). Test participants are given three dialogue texts and test tasks for them with three options for choosing an answer in a spoken form. The volume of each text is 10-12 replicas.

) mastery of language and speech material that ensures adequate perception of oral text.

To determine the level of listening in foreign language classes at a language university, it is recommended to use the following control techniques when working with audio text:

What is being tested Control technique Complete understanding of the audio text Answer questions about the content of the audio text Understanding the general content of the text Convey the general content of the audio text Understanding the main idea of ​​the audio text Formulate the main idea of ​​the audio text Understanding the main problem of the text Select from the proposed statements that reflect the main problem of the audio text Understanding the facts contained in the audio text List the main facts contained in the audio text Understanding the logical and semantic structure of the audio text Divide the text into semantic parts and title each Highlighting new information Ask questions to those fragments of the audio text that contain new information Evaluating the information contained in the audio text Formulate the novelty and significance of the information contained in the audio text Understanding the author's attitude to the information contained in the text Formulate the author's position on the information contained in the audio text Understanding the subtext Give an interpretation of the subtext in the form summary

Speaking.The object of testing is the level of development of speech skills and abilities necessary for oral dialogic and monologue speech. During the testing process the following are checked:

) the skills necessary for communication in the form of dialogic speech to understand the interlocutor and determine the nature of his communicative intentions; respond adequately to the interlocutor’s remark (give an answer, express agreement/disagreement); use the norms of language and speech etiquette characteristic of dialogical speech;

) the ability to construct a coherent text of different communicative orientations (narration, description, message), necessary for communication in the form of monologue speech. For control, a text is given in written form, the content of which should be conveyed in your own words orally, and then participate in a conversation based on the text;

) mastery of linguistic and speech material necessary for communication (lexical and grammatical correctness of speech and its phonetic and intonation design).

According to the approximate standards for assessing the success of mastering a foreign language in secondary school, the level of communicative competence of schoolchildren (in points) is recommended to be assessed as follows:

Monologue statement(score “5”):

) the topic of the speech is revealed;

) the statement is coherent and logical;

) linguistic means are varied, and their use is correct (there are no errors that disrupt communication);

) the volume of the statement corresponds to the requirements of the program;

) speech is emotionally charged, not only the transfer of facts takes place, but also their assessment.

) coped with the task;

) understands the dialogue partner and responds correctly to his remarks;

) knows how to maintain a conversation;

) speech rate is normal;

) there are no errors in speech that disrupt communication.

Reading. The object of testing is the level of development of speech skills and abilities when reading texts with a general coverage of content (introductory reading) and a detailed coverage of content (study reading). During the testing process the following are checked:

) ability to understand the general content and basic facts of the text (reading with a general coverage of the content);

) the ability to find the necessary information in the text (scanning/search reading);

) the ability to accurately understand the information conveyed in the text.

A mark of “5” when determining the level of introductory reading is given in cases where the student:

) understood the main content of the authentic text, i.e. compiled by a native speaker;

) can highlight the main idea of ​​the text;

) can guess the meaning of unfamiliar words from the context.

Letter.The object of testing is the level of development of speech skills and abilities necessary for recording the information received and for transmitting one’s own information. During the testing process the following are checked:

) in the field of reproduction - the ability to convey the content of a read/listen text;

) in the field of production - the ability to construct a written monologue text on a proposed topic.

For a productive statement, the following are assessed: a) the adequacy of the text to the task; b) correspondence of the number of semantic units of the text to the given volume of content; c) completeness of the topic; d) logic and coherence of presentation; e) mastery of language and speech material. A satisfactory mark for completing the test is given if the test taker scores at least 75% of the maximum possible points.

Sociocultural competence.It involves testing the acquired knowledge about the country of the language being studied and the behavior of its native speakers in various communication situations. Sociocultural competence includes regional and linguistic information.

In high school, during foreign language classes, you are expected to become familiar with the following information about the country of the language being studied:

) geographical location and natural conditions;

) government structure;

) the culture of the country and its contribution to world culture;

) organization of everyday life and leisure;

) information about educational institutions;

) holidays and significant dates;

) features of speech behavior and etiquette.

Linguistic and regional knowledge includes information about non-equivalent and background vocabulary and methods of its transmission in the native language, the cultural component of authentic texts, and the speech etiquette of native speakers.

Sociocultural knowledge, skills and abilities are tested on the material of texts and during communication with students using the topics of oral and written communication. In terms of content, communication includes the following topics: country of the language being studied, family, school, leisure, sports, the city and its attractions, travel, choice of profession, nature and ecology, cultural achievements, famous people, national holidays and traditions.

Chapter II. Test control in the process of teaching a foreign language

.1 Test as a specific form of control

According to many researchers, testing is the most promising for creating a control system that meets the requirements put forward modern system education. Pedagogical testing occupies an important place in modern teaching methods; it is the subject of research by many specialists (B.S. Avanesov, V.I. Vasiliev, I.Ya. Lerner, A.N. Mayorov, N.N. Nokhrina, M.B. Chelyshkova, V. A. Shukhardina and others).

It should be noted that testing has gained recognition in our country and has become a generally accepted form of both current and final control, which was a natural result of the long path of development of pedagogical testing in general and linguodidactic testing in particular.

The basics of linguodidactic testing are quite fully considered in Russian works (S.R. Baluyan, L.V. Bankevich, V.A. Kokkota, A.A. Leontyev, O.G. Polyakov, I.A. Rapoport, M.V. Rosenkranz, R. Selg, V.N. Simkin, I. Sotter, I.A. Tsaturova), and foreign testologists (S. J. Alderson, L. F. Bachman, M. Chalhoub-Deville, N. E. Gronlund, A. Hughes , B. Spolsky). Main methodological issues Linguodidactic testing includes criteria for selecting content for the test, methods for experimental testing of tests to determine the difficulty of tasks, validity and reliability and methods for their determination, principles for interpreting the obtained characteristics.

Currently, in most schools, assessment of the development of speech skills is carried out using a five-point system. However, testing is widespread as a means of control. With the help of tests and test tasks, it is possible to more accurately determine the level of development of speech skills in a foreign language, since the teacher relies on a larger number of points, i.e. the amount of points for each completed task, since the test consists of a number of tasks.

The forms of testing communication skills in different types of speech activity are determined by the nature of the activity. When testing receptive communication skills (reading and listening comprehension), preference is given tests.Productive communication skills (speaking and writing) can be tested either using tests with a freely constructed answer and subsequent comparison of this answer with a standard, or using communication-oriented test tasks.

The Standard level can be considered achieved if the student correctly completes at least 60% of tests and test tasks in reading, listening and writing. Speaking tasks can be considered completed if the student solves the communicative tasks set in them. During oral-speech interaction, the student may experience some difficulties, which requires the interlocutor (teacher in the role of a native speaker) to use repetitions, paraphrases and restructuring of statements. An answer limited to one or two remarks is acceptable. There may be pauses while searching for a way to convey the desired value. In the student’s speech, pronunciation, grammatical and lexical errors are allowed, which do not violate the meaning of the statement.

In addition to centralized final control, the school can conduct final control at the end of each year of study and intermediate control, depending on needs.

Having emerged as the name of a specific form of control of knowledge, skills and abilities, English term“test” began to be used in foreign methodology to designate any testing task, as a synonym for the concepts of “test”, “survey”, “test”, “exam”. With an expanded interpretation of the term “test”, American testologists have identified two main groups: objective tests and subjective. In objective tests, the determination of the correctness of the answer is carried out mechanically, using a prepared key; in subjective ones it is based on the value judgment of the inspectors.

In the domestic methodology, the term “test” is understood as “a set of tasks prepared in accordance with certain requirements, which has undergone preliminary testing ... and allows test takers to identify the degree of their language ... and/or speech competence, the results of which can be assessed according to pre-established criteria” (Glukhov B .A., Shchukin A.N.). This set of tasks exists in the form of a set of questions that ensure the unambiguous answers of the subjects. It is distinguished by thorough development in accordance with certain rules and procedures, preliminary experimental verification, and the presence of such characteristics as validityAnd reliability. Validity, one of the main characteristics of test performance, includes a wide range of concepts. In its most general form, validity refers to what a test measures and how well it does it. Validity refers to the extent to which a test is suitable for use for a particular purpose. The most important aspects of this test performance indicator are content validity, or content validity, conjugate validity, predictive validity, construct validity and external validity. These types of validity are essentially different ways of defining it. The validity of linguodidactic tests and other forms of control is enhanced by the following parameters:

1) presentation of the material in context;

) use of authentic materials in receptive tests;

) creating situations close to real life while monitoring oral speech skills and abilities;

) use of communicative tasks. Differing in target orientation, completeness and oriented towards achieving a result (speech product), especially when controlling expressive written speech;

)group, paired forms of control.

Reliability- an important quantitative indicator of the quality and effectiveness of the test - indicates how consistent and stable its results are. Evaluation of the results of a reliable test does not depend either on the time and conditions of its conduct, or on the experts carrying out the control.

The existing standard of answers guarantees the objectivity of the test results, which are amenable to quantitative accounting and mathematical processing.

The main difference between a test and a test is that it always involves measurement and that it undergoes a standardization procedure. Therefore, the mark given based on the test results is more objective than the assessment of the test work made on the basis of the personal judgment of the examiner.

The test usually consists of two parts: informational and operational. The information part contains clearly and simply formulated instructions and examples of how to correctly complete tasks. The operational part consists of a number of tasks or questions. A test task is the minimum component unit of a test, which requires a certain verbal or non-verbal reaction of the test taker. Each test task contains a basis in the form of an affirmative sentence (complete or incomplete), a question or a short text. The basis is presented in such a way that it contains a specific particular problem that requires searching for a solution (answer), and, as a rule, suggests the direction of the search.

A test item may be accompanied by a set of answers, also called selective answers or alternatives. The answers contain one correct answer and several incorrect, inappropriate, and distracting ones. The basics and choices in the test can be represented by linguistic signs of different sizes: from sounds or letters to text. All choices should be approximately the same size and relate to the same level of language difficulty.

Tests with many (more than 40 - 50) items are called complex tests or test batteries and consist of parts and subtests. The subtest is compiled for one specific testing object and contains tasks of the same type.

Depending on various criteria, the following are distinguished: kindslinguodidactic tests.

1) According to the purpose of application: general skills test, academic achievement test, diagnostic test, “placement” test, ability determination test.

)By the nature of the control: test of current and intermediate progress control, test of final progress control.

)By the object of control and the nature of the controlled activity: a test of linguistic competence, measuring the assimilation of language material (skills in proficiency in language material); a test of communicative competence that measures the development of speech skills (pragmatic test).

)By the direction of the test tasks: discrete test, integral or global test.

)By comparison with norms or criteria: norm-oriented test and criterion-oriented test.

)According to formal characteristics (by structure and method of preparing the answer): selective test, test with a freely constructed answer.

The restoration (addition) technique is as follows. Subjects are presented with a coherent text in which individual words are deliberately omitted. The subjects must insert words that match the meaning, thus restoring the deformed text. In this case, there is a prediction of linguistic elements at the word level based on an incomplete context. When “dissecting” a text in several sentences, there are no spaces at the beginning of the text so that subjects can become familiar with the topic. It is not recommended to use highly specialized texts and texts containing a large number of facts. The omission of words can be fixed (every nth word is removed from the text, where n ranges from 5 to 10) and not fixed (some significant or function words are removed). The choice of a specific supplementation technique depends on the specific goal.

Test tasks (tests and test items) used in the process of state centralized control must be similar in form to those used in the learning process.

2.2 Unified state exam in foreign language

In 2008, the experiment on introducing the Unified State Exam (USE) ended, and since 2009, the USE has become mandatory for all graduates and those wishing to enter universities. The purpose of this exam is to determine the level of students’ training in the subject specified by the standard for foreign languages ​​(criteria aspect), and to differentiate them according to their level of preparation for selection for admission to higher education institutions (normative aspect). IN Russian Federation Only the Federal Institute of Pedagogical Measurements (FIPI) is engaged in the creation of versions of control measuring materials (CMM) for the Unified State Examination in 13 general education subjects. The annual CMM development procedure consists of several stages, including multiple external examinations of individual test items and entire variants. All Unified State Exam test tasks are stored in the Federal Bank of Examination Materials (FBEM). To replenish the bank with test tasks, a competition “Control measuring materials and test tasks for the unified state exam” is organized annually. Replenishment of the bank with the necessary test materials is also carried out on the basis of a target order. Currently, there are more than 100,000 tasks in FBEM.

By decision of the Board of the Ministry of Education and Science of the Russian Federation, every year after the exam, FIPI opens several options in all general education subjects.

The specificity of the academic subject “Foreign Language”, namely its focus on interpersonal and intercultural interaction/communication, its multi-level and multi-purpose nature, including various types of speech activity: speaking, listening (listening), reading and writing; linguistic means (phonetic, lexical, grammatical) and sociocultural knowledge and skills, as well as the integrative nature of the content of foreign language communication, affecting various spheres of communication (family and everyday life, educational and labor, socio-cultural, etc.) determines the choice of objects of control different levels difficulties in conducting final certification of graduates.

Thus, the main objects of control are the above types of speech activity (speech competence), linguistic knowledge and skills (linguistic competence), sociocultural knowledge and skills (sociocultural competence), which constitute the integrative goal of learning - communicative competence.

Examination work in a foreign language consists of two parts: written and oral, differing in purpose, content, and types of tasks. Students' verbal competence in listening, reading and writing, as well as language competence (lexical and grammatical skills) are tested in writing.

Speaking skills (in dialogic and monologue form) are tested in the process of direct oral communication between the graduate and the examiner. Sociocultural knowledge, skills and abilities are tested indirectly through the content of texts for listening and reading, as well as through the topics of oral and written speech. What is important is the ability of students to comply with the norms of oral and written speech adopted in the country of the language being studied.

To differentiate graduates by level of foreign language proficiency and for selection into universities, both parts of the examination work, in addition to basic level tasks, include tasks of increased and high levels of complexity in accordance with the State educational standard (basic and specialized levels). Basic, advanced and high levels of complexity of Unified State Examination tasks are correlated with the levels of foreign language proficiency defined in the documents of the Council of Europe (Common European Framework of Reference for Language Proficiency: Learning, Teaching, Assessment. MSLU, 2003) as follows:

Basic level - A2

Advanced level - B1

High level - B 2

The examination paper in a foreign language consists of four sections, including 46 tasks. Upon completion of the tasks, you must transfer the answers to the answer forms. When completing assignments from the “Writing” section, rough notes are made directly on the assignment sheet (they are not graded), and only the complete answer is entered on the answer form.

The net exam time per person (excluding waiting time and instruction) is 180 minutes.

Tested content elements Number of tasks Maximum primary score Percentage of the maximum test score Completion time Listening Understanding of the main content of the listened text 162,030 min Understanding of the requested information in the listening text 77 Full understanding of the listening text 77 Reading Understanding of the main content of the text 172,030 min Understanding of the structural and semantic connections of the text 16 Complete and accurate understanding of the information in the text 77 Vocabulary and grammar Grammar skills772040 minLexico-grammatical skills66Lexico-gram. skills77WritingPersonal letter1202040 minWritten statement with elements of reasoning on a proposed problem140 minitotal46100100%180 min

Conclusion

Control will be carried out at the proper level only if requirements such as regularity, comprehensiveness, differentiation, objectivity and, of course, compliance with the educational impact of control are met. The methodology of teaching foreign languages ​​has significant theoretical knowledge and practical experience in organizing control. Modern trends in curriculum suggest a strengthening of the communicative approach to teaching foreign languages. Therefore, now control is more often considered from the point of view of directing students’ attention to its purely controlling or teaching function, to the semantic side of speech or to its “building material”. Therefore, the content and organization of control of speech skills are considered in close unity with the control of their material basis, i.e., linguistic material. This perspective helps the teacher to organically include control in the lesson, focusing on new assessment standards, and this in turn will help improve the effectiveness of teaching a foreign language in general. The problem of control constantly attracts the attention of teachers and methodologists, since it conceals various and far from exhausted possibilities for educational training.

List of used literature

1. Rabinovich F.M. Control in foreign language lessons//Foreign language at school. M., 1987. No. 1

Minyar-Beloruchev R.K. Issues of control theory in teaching foreign languages ​​// Foreign language at school. M., 1984. No. 6 p. 64-67.

Podlasy I. P. Pedagogy. M.: Education, 1996

Khutorskoy A.V. Modern didactics. St. Petersburg, 2001.

A Gorchev.Yu. Objects, levels and methods of control//Foreign language at school. M., 1984. No. 6 p. 68-72.

Klychnikova Z.I. Psychological foundations of teaching reading in a foreign language. M., 1983

Bim I. L. Methods of teaching foreign languages ​​as a science and problems of a school textbook. M., 1974

Elukhina N.V., Tikhomirova E.V. Control of oral informal communication in a foreign language // Foreign language at school. M., 1998. No. 2

Theoretical foundations of methods of teaching a foreign language in secondary school / Edited by Mirolyubov A. A. M., 1981

Denisova L.G., Simkin V.N. On the final control of foreign language learning. M., 1995

Rapoport I.A. Pragmatic tests: essence, specificity, perspective. M., 1985

Internet resources:

<#"justify">Application

Demonstration version of control measurement materials of the 2012 Unified State Exam in English

Instructions for performing the work

The English language examination paper consists of four sections, including 46 tasks.

Section 1 (“Listening”) includes 15 tasks, of which the first is to establish correspondence and 14 tasks with the choice of one correct answer from three proposed. The recommended time to complete section 1 is 30 minutes.

Section 2 (“Reading”) includes 9 tasks, of which 2 matching tasks and 7 tasks with choosing one correct answer out of four proposed. The recommended time to complete section 2 is 30 minutes.

Section 3 (“Grammar and Vocabulary”) includes 20 tasks, of which 13 tasks with a short answer and 7 tasks with a choice of one correct answer out of four proposed. When completing tasks with a short answer, you must write down the answer yourself in the appropriate place of work. The recommended time to complete section 3 is 40 minutes.

After completing the tasks in each of these sections, do not forget to transfer your answers to answer form No. 1.

Section 4 (“Writing”) consists of two tasks and is a short written work (writing a personal letter and a written statement with elements of reasoning). The recommended time to complete this section of the work is 80 minutes. Draft notes can be made directly on the assignment sheet, or you can use a separate draft. Any rough notes (draft) are not checked or graded. Only the answer option included in answer form No. 2 is subject to evaluation!

The total exam time is 180 minutes.

Section 1. Listening

IN 1You will hear 6 statements. Match each speaker's statements A-F with the statements given in list 1-7. Use each statement indicated by its corresponding number only once. There is one extra statement in the assignment. You will hear the recording twice. Record your answers in the table.

1.Perfume can t be a good present for many reasons.

Best presents are presents that create shared memories.

Practical presents are not good presents.

This sort of present can be good for everyone.

Good perfume is the best present that is always easy to get.

This present is a good way out, but not always perfect.

Think of a person s lifestyle while choosing a present.

SpeakerABCDEFStatement

You will hear dialogue. Determine which of the given statements A1-A7 correspond to the content of the text (1 - True), which do not correspond (2 - False) and what is not said in the text, that is, based on the text it is impossible to give either a positive or negative answer (3 - Not stated). Circle the number of the answer option you chose. You will hear the recording twice.

A1 Peter rarely goes to the library.

A2 3) Not statedis satisfied with his term studies.

A3 Peter hopes to do as well in the course as his classmates.

A4 Peter prefers to work at his computer at home.

A5 Jane does not expect Peter to pass his language exam.

A6 Jane has always been the best student in the group.

A7 3) stated Nothas some problems with one of her subjects.

) Not stated

You will hear an interview. In tasks A8-A14, circle the number 1, 2 or 3 corresponding to the answer option you chose. You will hear the recording twice.

A8 What, according to Michael Mitchell, is the biggest plus of Vintage Inns?

) Picturesque locations.

) Nostalgic landlords and landladies.

) Tourists from all over the world.

) They are perfect for any season.

) All Vintage Inns must have them.

A10 3) They are an alternative to dine in good weather.does not Michael Mitchell do anything to advertise his inns?

) They are close to local places of interest.

) They are not far from city centers.

) They are located around London.

A11 What is typical of all the Vintage Inns?

) Traditional old style.

) Victorian design.

) Good food and atmosphere.

A12 According to Michael Mitchell, Vintage Inns menus

) preserve traditional style in cooking.

) modernize traditional dishes.

A13 3) offer mainly international food.is the menu likely to be more varied?

A14 What is the booking policy of Vintage Inns?

) It is not an accepted practice there.

) You need to book well in advance.

) Booking is possible only on Fridays.

After completing tasks B1 and A1-A14, do not forget to transfer your answers to answer form No. 1! Please note that the answers to tasks B1, A1-A14 are located in different parts form. When transferring answers in task B1 (at the bottom of the form), the numbers are written without spaces or punctuation marks.

Section 2. Reading

B2 Installcorrespondence between headings 1-8 and texts A-G. Record your answers in the table. Use each number only once. There is one extra heading in the task.

1. Travel memories

. Animal lover magazine

. Travel to stars

. Star dreams

. Popular hobby

. Family magazine

7. People and nature

8. Animals in danger

A.Most people who spend a holiday traveling take a camera with them and photograph anything that interests them - sights of a city, views of mountains, lakes, waterfalls, men and women, children, ruins of ancient buildings, and even birds and animals. Later looking through their albums they will remember the happy time they have had, the islands, countries and cities they have seen.

B.Of course, different people dream of different things. Someone wishes a calm and quiet life; others imagine their life as a never-ending adventure. The majority dream of something concrete: a villa in some warm place, an account in a Swiss bank, a splendid car… It s interesting to know what the dreams of people who already have all this are. Celebrities, as we know, never hide their unusual hobbies, and often shock us with their extravagant behavior.

C.It is Junior Baseball Magazine s mission to provide information that enhances the youth baseball experience for the entire family. The player improves his skills and is more successful. The family enjoys the activity more and shares this precious time in their life. Junior Baseball emphasizes good sportsmanship, safety, physical fitness and wholesome family values.

D.The seas are in danger. They are filled with poison like industrial, nuclear and chemical waste. The Mediterranean Sea is already nearly dead; the North Sea is following it. The Aral Sea is on the brink of extinction. If nothing is done about it, one day nothing will be able to live in the seas. Every ten minutes one species of animal, plant or insect dies out forever.

E.Lots of people all over the world enjoy collecting stamps. Stamps are like little pictures. Very often they show the flowers or the trees which grow in this or that country, or they can show different kinds of transport of the country. Stamps may also have portraits of famous people on them. Some stamps show art work from the history of the country.

F.Friend is the title of my favorite magazine. It consists of 70 pages, with lotscolourful and bright pictures and provides interesting and useful information for people who love animals. The magazine includes numerous articles devoted to various topics connected with domestic animals, ways to take care of them, pet food, animal health and many other topics crucial for any animal lover.

G.People are beginning to realize that environmental problems are not just somebody else s. Many people join and support various international organizations and green parties. Human life is the most important, and polluted air, poisoned water, wastelands, noise, smoke, gas, exhaust all influence not only nature but people themselves. Everything should be done to improve ecological conditions on our planet.

B3Read the text and fill in the gaps A-F with the parts of the sentences indicated by numbers 1-7. One of the parts in list 1-7 is redundant. Enter the numbers indicating the corresponding parts of the sentences into the table.phones

On New Year s Day, 1985, Michael Harrison telephoned his father, Sir Ernest, to wish him a happy new year. Sir Ernest was chairman of Racal Electronics, the owner of Vodafone, A_______________________. the time, mobile phones weighed almost a kilogram, cost several thousand pounds and provided only 20 minutes talktime. The networks themselves were small; Vodafone had just a dozen masts covering London. Nobody had any idea of ​​the huge potential of wireless communication and the dramatic impact B_______________________.anyone believed there would come a day when mobile phones were so popular C_______________________. But in 1999 one mobile phone was sold in the UK every four seconds, and by 2004 there were more mobile phones in the UK than people. The boom was a result of increased competition which pushed prices lower and created innovations in the way that mobiles were sold. the government introduced more competition, companies started cutting prices to attract more customers. Cellnet, for example, changed its prices, D_______________________. It also introduced local call tariffs.way that handsets themselves were marketed was also changing and it was Finland s Nokia who made E_______________________. In the late 1990s Nokia realized that the mobile phone was a fashion item: so it offered interchangeable covers which allowed you to customize and personalize your handset.mobile phone industry has spent the later part of the past decade reducing its monthly charge F_______________________, which has culminated in the fight between the iPhone and a succession of touch screen rivals.

1. trying to persuade people to do more with their phones than just call and text

2. that there would be more phones in the UK than there are people

3. and relying instead on actual call charges

4. that mobile phones would have over the next quarter century

5. the leap from phones as technology to phones as fashion items

6. and his son was making the first-ever mobile phone call in the UK

7. the move to digital technology, connecting machines to wireless networks

Read the text and complete tasks A15-A21. For each question, circle the number 1, 2, 3 or 4 that corresponds to the answer option you chose.

Llandudno

Llandudno is truly a fine and handsome place, built on a generously proportioned bay and lined along its broad front with a huddle of prim but gracious nineteenth-century hotels that reminded me in the fading light of a lineup of Victorian nannies. Llandudno was purpose-built as a resort in the mid-1800s, and it cultivates a nice old-fashioned air. I don't t suppose that Lewis Carroll, who famously strolled this front with little Alice Liddell in the 1860s, would notice a great deal of change today.my consternation, the town was packed with weekending pensioners. Buses from all over were parked along the side streets, every hotel I called at was full, and in every dining room I could see crowds - veritable oceans - of nodding white heads spooning soup and conversing happily. Goodness knows what had brought them to the Welsh seaside at this bleak time of year.on along the front there stood a clutch of guesthouses, large and virtually indistinguishable, and a few of them had vacancy signs in their windows. I had eight or ten to choose from, which always puts me in a mild fret because I have an unerring instinct for choosing badly. My wife can survey a row of guesthouses and instantly identify the one run by a white-haired widow with a fondness for children, and sparkling bathroom facilities, whereas I can generally count on choosing the one run by a guy with a grasping manner, and the sort of cough that makes you wonder where he puts the phlegm. Such, I felt, would be the case tonight.the guesthouses had boards out front listing their many amenities - COLOR TV, HOSPITALITY TRAYS, FULL CENTRAL HEATING, and the coyly euphemistic EN SUITE ALL ROOMS, meaning private bathrooms. One place offered satellite TV and a trouser press, and another boasted CURRENT FIRE CERTIFICATE - something I had never thought to look for in a B&B. All this heightened my sense of unease and doom. How could I possibly choose intelligently among such a variety of options? I selected a place that looked reasonable enough from the outside - its board promised a color TV and coffee making facilities, about all I require these days for a Saturday night - but from the moment I set foot in the door I knew it was a bad choice. I was about to turn and flee when the owner emerged from a back room and stopped my retreat with an unenthusiastic Yes? A short conversation revealed that a single room with b reakfast was for £19.50. It was entirely out of the question that I would stay the night in such a dismal place at such an exorbitant price, so I said, That sounds fine and signed in. Well, it s so hard to say no. My room was everything I expected it to be - cold and cheerless with laminated furniture, grubbily matted carpet, and those mysterious ceiling stains that bring to mind a neglected corpse in the room above. There was a tray of coffee things but the cups were disgusting, and the spoon was stuck to the tray. The bathroom, faintly illuminated by a distant light activated by a length of string, had curling floor tiles and years of accumulated dirt packed into every corner. I peered at the yellowy tile around the bath and sink and realized what the landlord did with his phlegm. A bath was out of the question, so I threw some cold water on my face, dried it with a towel that had the texture of shredded wheat, and gladly took my leave.

A15 is described as a

) fashionable 19th century resort.

) beautiful growing resort.

) place where Lewis Carroll lived.

A16 4) place famous for its comfortable hotels.phrase veritable oceansin paragraph 2 refers to

) hotel dining rooms.

) hotel guests wearing white hats.

) old people dining in cafes.

A17 4) buses crowded with old Welsh people.choosing a guesthouse the narrator was worried because he

) wasn't t good at making the right choice.

) could not find a place run by a kind old widow.

) did not know what to look for.

A18 4) missed his wife for help.narrator thought that the choice of a guesthouse used to be easier because

) all hotels had a private bathroom.

) there were fewer options on offer.

) there were fewer guest houses.

) they were all of B&B type.

) He felt sorry for the landlord.

) He could not refuse the offer.

) It was really cheap.

A20 4) There was a TV and a coffee maker.was the bath out of the question?

) The water was too cold.

) There was no hot water.

) The bathtub was dirty.

A21 4) There was no light.is the narrator s attitude towards the room he stayed in?

) Critical.

After completing tasks B2, B3 and A15-A21, do not forget to transfer your answers to answer form No. 1! Please note that the answers to tasks B2, B3, A15-A21 are located in different parts of the form. When transferring answers in tasks B2 and B3, numbers are written without spaces or punctuation marks.

Section 3. Grammar and vocabulary

Read the texts below. Convert, if necessary, the words printed in capital letters at the end of the lines indicated by numbers B4-B10 so that they grammatically correspond to the content of the texts. Fill in the blanks with the given words. Each omission corresponds to a separate task from group B4-B10.

A cup of coffee

Once I was traveling in Italy. It was a lovely day. I wandered along the street until I came upon some parasol-shaded tables which seemed to __________________ very nice. I settled and opened my book. I was taking a long time for the waiter to arrive, but I was in no hurry. I was sure that the waiter __________________soon. COMEfinally, becoming impatient, I turned to signal for service and saw the neon sign. That was the __________________moment... I discovered that I was sitting outside a store selling garden furniture. BADGreat Wall of China The Great Wall of China runs for 6,700 kilometers from east to west of China. It is one of the __________________ wonders of the world. GREATGreat Wall __________________ in order to protect the country form different aggressors. BUILD construction of the Wall __________________ in the 6 th century BC and lasted until the 16th century AD. BEGINthen, the Great Wall of China __________________a symbol of wisdom and bravery of the Chinese people and a monument to Chinese nation for many hundreds of years. BECOME

Read the text below. Form words with the same root from the words printed in capital letters at the end of the lines designated by numbers B11-B16 so that they grammatically and lexically correspond to the content of the text. Fill in the blanks with the given words. Each gap corresponds to a separate task from group B11-B16.

UK: Conservation and Environment

Going for a walk is the most popular leisure activity in Britain. Despite its high __________________ density and widespread urbanization, the UK has many unspoilt rural and coastal areas. POPULATE

Twelve National Parks are freely accessible to the public and were created to conserve the __________________ beauty, wildlife and cultural heritage they contain. NATURE

Most of the land in National Parks is privately owned, but administered by an independent National Park Authority which works to balance the expectations of __________________ with the need to conserve these open spaces for future generations. VISIT

The UK also works to improve the global environment and has taken global warming __________________ ever since scientists discovered the hole in the ozone layer. SERIOUS1997, the UK subscribed to the Kyoto Protocol binding developed countries to reduce emissions of the six main greenhouse gases. The Protocol declares environmental __________________. PROTECTBritish __________________ are taking part in one of the largest international projects that is undertaken to protect endangered species. SCIENCE

Read the text with gaps indicated by numbers A22-A28. These numbers correspond to tasks A22-A28, in which possible answers are presented. Circle the number of the answer option you chose.

It wasn't t unusual for Amos to go to Deravenels on Saturday, even though the offices were closed over the weekend. He A22 ______ to go to tidy up his paperwork and do other small jobs he couldn't t attend to during the week. on this Saturday morning he had a specific purpose when he arrived at the grand old building on the Strand. The uniformed doorman A23 ______ Amos close his umbrella and take off his raincoat. Then he touched his cap and said, Good morning, Mr. Finnister . had come to the office to A24 ______ a few telephone calls. His first call was to the Royal London Hospital, Whitechapel, where he quickly discovered the records office was not open on weekends. He then dialed Ravenscar and was put through to Edward Deravenel.

Good morning, Amos, Edward said. I m assuming you have some news for me. Amos then relayed all the information he had gathered the night before. Well done, Amos! Edward exclaimed. Thank you for going into all this A25 ______. I knew I could depend A26 ______ you. My wife will be happy as I am to know everything; it s been such a mystery all these years. To A27 ______ the truth, I think that Grace Rose should also know what happened to her mother. It will finally put her mind at rest. I agree, sir. I will telephone you on Monday . Amos walked home, A28 ______ no attention to the heavy rain. He felt happy.

) held 2) took 3) used 4) kept

) looked 2) gazed 3) stared 4) watched

) take 2) do 3) make 4) give

) worry 2) trouble 3) bother 4) mess

) at 2) on 3) in 4) of

) tell 2) speak 3) say 4) talk

) turning 2) paying 3) drawing 4) bringing

After completing tasks B4-B16, A22-A28, do not forget to transfer your answers to answer form No. 1! Please note that the answers to tasks B4-B16, A22-A28 are located in different parts of the form. When transferring answers in tasks B4-B16, letters are written without spaces or punctuation marks.

Section 4. Letter

For answers to tasks C1 and C2, use answer form No. 2. Draft notes can be made directly on the sheet with the tasks, or you can use a separate draft. When completing tasks C1 and C2, pay special attention to the fact that your answers will be assessed only based on the entries made in answer form No. 2. No notes from the draft will be taken into account by the expert. Please also pay attention to the need to comply with the specified amount of text. Texts of insufficient volume, as well as part of the text exceeding the required volume, are not evaluated. First write down the number of the task (C1, C2), and then the answer to it. If one side of the form is not enough, you can use the other side.

You have received a letter from your English-speaking pen-friend Tom who writes: month our class went to Washington to visit the National Museum of American History. It was my first visit there and it was fun! How often do you go to museums with your class, if at all? Which museum is your favorite or what museum would you like to visit? Why do you think people should go there? This summer we plan to go hiking with my parents.a letter to Tom.your letter

− answer his questions

− ask 3 questions about his summer plans100-140 words.the rules of letter writing. on the following statement. people think that extreme sports help to build character. What is your opinion? Do you agree with this statement?200-250 words.the following plan:

− make an introduction (state the problem)

− express your personal opinion and give 2-3 reasons for your opinion

− express an opposing opinion and give 1-2 reasons for this opposing

− explain why you don t agree with the opposing opinion

− make a conclusion restating your position

Criteria and schemes for assessing the completion of tasks in the “Writing” section (2012) (maximum 20 points for the entire section) Criteria for assessing the completion of assignment C1 (maximum 6 points).

Points Solution of a communicative task Organization of the text Language design of the text K1 K2 K32 The task is completed in full: the content reflects all aspects specified in the task (full answers to all questions are given, three questions are asked on the specified topic); the style of speech is chosen correctly, taking into account the purpose of the statement and the addressee; the norms of politeness accepted in the language are observed. The statement is logical; means of logical communication are used correctly; the text is correctly divided into paragraphs; the structural design of the text corresponds to the standards adopted in the country of the language being studied; the vocabulary and grammatical structures used correspond to the task; spelling and punctuation errors are practically absent (no more than 2 non-rude lexical grammatical errors and/or no more than 2 minor spelling and punctuation errors) 1 The task is not completed in full: the content does not reflect all aspects specified in the task (more than one aspect is not fully disclosed or one aspect is completely missing); there are violations of the stylistic design of speech and/or the norms of politeness accepted in the language. The statement is not always logical; there are shortcomings/errors in the use of logical communication means, their choice is limited; division of text into paragraphs is illogical/absent; there are some violations of the accepted standards for formatting a personal letter. There are lexical and grammatical errors that do not make it difficult to understand the text; there are spelling and punctuation errors that do not impede communication (no more than 4 minor lexical and grammatical errors and/or no more than 4 minor spelling and punctuation errors are allowed)0 The task was not completed: the content does not reflect those aspects specified in the task, or/and does not correspond to the required volume There is no logic in the construction of the statement; accepted standards for writing a personal letter are not observed. Understanding the text is difficult due to many lexical and grammatical errors Note. If the examinee receives 0 points on the criterion “Solving a communicative problem,” the entire task is scored 0 points.

Criteria for assessing the completion of task C2 (maximum 14 points)

Points Solution of a communicative task Organization of the text K1 K23 The task is completed in full: the content reflects all aspects specified in the task; the style of the speech is chosen correctly (neutral style is maintained) The statement is logical, the structure of the text corresponds to the proposed plan; means of logical communication are used correctly; the text is divided into paragraphs2Task completed: some aspects specified in the task are not fully disclosed; there are some violations of the style of speech. The statement is mainly logical, there are some deviations from the plan in the structure of the statement; there are some disadvantages when using logical communication means; there are some shortcomings when dividing the text into paragraphs1 The task is not completely completed: the content does not reflect all aspects specified in the task; violations of the stylistic design of speech occur quite often. The statement is not always logical, there are significant deviations from the proposed plan; there are numerous errors in the use of logical communication means, their choice is limited; there is no division of the text into paragraphs0The task was not completed: the content does not reflect those aspects specified in the task, and/or does not correspond to the required volume, and/and more than 30% of the answer is of an unproductive nature (i.e., textually coincides with a published source or other exam works) There is no logic in the construction of the statement, the proposed answer plan is not followed

PointsVocabularyGrammarSpelling and punctuation K3K4K53 The vocabulary used corresponds to the communicative task; There are practically no violations in the use of vocabulary. Grammatical structures are used in accordance with the assigned communicative task. There are practically no errors (1-2 minor errors are allowed) 2 The vocabulary used corresponds to the set communicative task, however, there are some inaccuracies in the use of words (2-3), or the vocabulary is limited, but the vocabulary is used correctly. There are a number of grammatical errors that do not impede understanding of the text ( no more than 4) There are practically no spelling errors. The text is divided into sentences with correct punctuation1 An unreasonably limited vocabulary is used; There are often violations in the use of vocabulary, some of them can make it difficult to understand the text (no more than 4). Errors at the elementary level are numerous, or errors are few in number, but make it difficult to understand the text (6-7 errors are allowed in 3-4 sections of grammar) Yes a number of spelling and/or punctuation errors, including those that slightly complicate the understanding of the text (no more than 4)0 Extremely limited vocabulary does not allow the task to be completed Grammar rules are not followed, errors make it difficult to understand the text Spelling and punctuation rules are not observed Note. The “Spelling and Punctuation” criterion in the “Writing” section is worth 2 points. If the examinee receives 0 points on the criterion “Solving a communicative problem,” the entire task is scored 0 points.

The procedure for determining the percentage of textual matches in task C2

When assessing task C2, special attention is paid to the examinee’s ability to produce a detailed written statement. If more than 30% of the answer is unproductive (i.e., textually coincides with a published source or other exam papers), then 0 points are given according to the criterion “Solving a communicative problem”, and, accordingly, the entire task is scored 0 points. A textual match is a word-for-word match of a piece of written language that is 10 words or more long. The identified textual matches are summed up, and if they exceed 30% of the total number of words in the answer, the work is scored 0 points.

The order of counting words in the tasks of the “Writing” section

When assessing tasks in the “Writing” section (C1-C2), one should take into account such a parameter as the volume of written text, expressed in the number of words. The required volume for a personal letter in task C1 is 100-140 words; for an extended written statement in task C2 - 200-250 words. The permissible deviation from the specified volume is 10%. If the completed task C1 contains less than 90 words or task C2 contains less than 180 words, then the task is not subject to verification and is scored 0 points. If the volume is exceeded by more than 10%, that is, if the completed task C1 contains more than 154 words or task C2 contains more than 275 words, only that part of the work that corresponds to the required volume is subject to verification. Thus, when checking task C1, 140 words are counted from the beginning of the work, task C2 - 250 words, and only this part of the work is assessed. When determining whether the scope of the submitted work meets the above requirements, all words are considered, from the first word to the last, including auxiliary verbs, prepositions, articles, and particles. In a personal letter, the address, date, signature are also subject to counting. Wherein:

It can pursue different goals, but in all cases it is not an end in itself and is of an educational 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 using foreign language means. language.

In accordance with this, the pedagogical literature calls the following verification functions:
1) Control and correction;
2) control and preventive;
3) control-stimulating;
4) control and training;
5) control and diagnostic;
6) control, educational and developmental;
7) control and generalization.

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

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

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

Control and generalization the function is to identify the degree of proficiency in skills and abilities in part of the course of study (at the end of the topic, quarter, half-year, year). This check is of a general, comprehensive nature.

Carrying out control skills and abilities are subject to certain general pedagogical requirements, which include the following:

1. Regularly checking each student and monitoring his progress throughout the year. Regular control is important for instilling in students the need for systematic work on the language, without which the formation of practical skills and abilities is impossible. This allows the teacher to avoid randomness in choosing the object of control and ensures uniformity of control.
2. Comprehensive testing, which involves monitoring the level of proficiency of each student in all types of speech activity. Comprehensive control is possible only with regular checks of all students in the class, during which the teacher keeps records of their progress.
3. A differentiated approach to control, manifested in taking into account the difficulties of assimilation or mastering the material for a given category of students or an individual student, the choice of methods and forms of control that are adequate to its object.
4. Objectivity of control, which presupposes the presence of assessment criteria established and known to students, strict adherence by the teacher to these criteria, and minimizing subjectivity in the opinion of the student. The high demands of the teacher must be combined with an attentive attitude towards each student, with the need to encourage his first successes, strengthening his faith in his own strengths, in the ability to overcome difficulties.
5. Compliance with the educational impact of assessment. Assessing the knowledge, skills and abilities of students in points is a means of educating students, influencing the motivational 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 school.

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

The methodological literature identifies basic and additional criteria for assessing practical proficiency in various types of speech activity. The main criteria given below allow us 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 of students’ statements on the topic and the completeness of its disclosure; the level of speech creativity and, finally, the nature of the correct use of language material, i.e. compliance (or non-compliance) with the grammatical, phonetic and lexical norms of the language being studied.

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

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

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

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

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

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

Qualitative indicators reading: 1) the nature of understanding (general idea, complete understanding of the content of the entire text, translatability or non-translation of understanding); 2) the nature of the language material of the text (containing only familiar language material, a certain amount of unfamiliar lexical material), the degree of adaptation (originality) of the text.

Quantitative reading indicators: speed, text volume.

Types of control. The following types of control are used in pedagogical practice:

a) current (monitoring) - 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 testing students' assimilation and mastery of relevant skills as a result of studying the topic in the final lessons, sometimes provided by the authors of the textbooks.

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

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

Forms of control.

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

The following forms of control are known in the methodological literature: 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, situational nature of speech. As for the content of the speech and its correctness, these aspects can also be verified using a written form of verification.

When checking orally, some difficulties may arise in recording the volume of statements and errors, which can be accidental due to the spontaneity of speech. Therefore, it is advisable to use sound recording equipment.

Oral control of speaking skills and abilities can be frontal, individual and group. Frontal oral testing is most convenient for ongoing monitoring and for identifying the degree of assimilation or automation of the material, identifying the overall picture of academic performance. This test is goal-directed, teacher-led, and is carried out in the form of a question-and-answer exercise in which the teacher plays the leading role, except in cases where dialogic skills in initiating and maintaining a dialogue are tested. With 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, on the text; 2) monologue statement on the same supports. Individual forms of control are the only possible ones when testing monologue skills; however, it is necessary to combine individual forms of testing with frontal ones in order to avoid class passivity during prolonged questioning of individual students.

Written works of a speech nature can also serve as the object of speaking control. However, it should be borne in mind that written forms of assessment are more difficult for students 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 rate.

All these forms of control are monolingual in nature.
Listening. Types and forms of listening control are divided according to the participation of the native language into mono- and bilingual, according to form - into oral and written, according to functions - into ascertaining, teaching, stimulating; with and without the use of TSO.

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

Monolingual forms of control are students' answers to the teacher's questions about the text they listened to, 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 tasks that help identify the degree of proficiency in receptive skills.

Checking the understanding of speech (dialogue and monologue) in mechanical recording is possible only with the use of auditing technical means. A frontal written test of understanding (in the native language) is possible, which most closely meets the objectives of periodic or final control.

Reading and writing: a) monolingual - oral speech (monologue and dialogic) 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 active mastery of the material to such an extent and in such a volume as to sufficiently fully and correctly convey 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 an oral form of control.

In practice, written forms of frontal reading testing 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, a written frontal translation of those parts of texts that the teacher doubts the correct understanding of by students is sometimes possible and advisable. At the senior stage, selective interpretation associated with analysis may be used difficult places; written translation of individual parts of the text, as well as answers to questions and posing questions; retelling the content.

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

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

Introduction

Modern domestic and foreign didactics and methods consider the content of learning not as static, but as a constantly changing and developing category associated with the learning process. At the same time, the content of teaching any subject includes not only what can be heard or seen in the lesson, what is expressed or visually presented by the teacher or student, but also what they think about, feel and experience, as well as those mental processes that flow through their heads when one opens and the other masters the world of a different national culture.

The content of teaching consists of everything that is involved in the activities of the teacher, the educational activities of students, educational material, as well as the process of its assimilation. It is obvious that the content of learning is correlated with such categories as the interrelated activities of teaching and learning, i.e. the activities of the teacher and the activities of the student, focused on educational material or the content of the educational subject. Orientation towards the final result of learning, manifested in a certain level of development of students’ ability to communicate at the intercultural level, dictates the need to talk about the multicomponent content of learning. It includes both subject aspects and the existing and acquired emotional and evaluative experience of participants in the educational process in a foreign language. The modern educational process at school involves the interaction of teachers with students and parents, and students with each other. The ability of a teacher to organize pedagogical communication with students largely determines the effectiveness of the modern teaching and educational process in foreign languages, aimed at revealing the personal abilities of students and their mastery of a foreign language as a means of intercultural communication. In order to know how the educational process proceeds, a control system is created - constantly monitoring the progress of the educational process in order to identify and evaluate its intermediate results, the factors that influenced them, as well as making and implementing decisions to regulate and correct the educational process.

Control is not only the process of identifying deviations from certain standards, it involves monitoring the standards themselves. This means that a mechanism for adjusting educational goals and ways to achieve them, in other words, control over the quality of knowledge is necessary.

Control in teaching foreign languages ​​is an integral part of the educational process. The leading task of control is to establish correspondence between the actual level of students' linguistic, speech and sociocultural competence in a foreign language and the requirements of the program. As a result of monitoring, the teacher receives information about the quality of his work, about the effectiveness of certain techniques and methods of teaching. For the student, the importance of control is that it stimulates activity, increases motivation to learn, and shows progress in learning.

The relevance of the problem of control is associated with the recent achievement of certain successes in the implementation of the practical role of teaching a foreign language at school, due to which the scope of application of control has expanded, its potential for a positive influence on the educational and pedagogical process has increased, and conditions have arisen for the rationalization of control itself as an integral part of this process .

The purpose of this work is to reveal an integrated approach to the control system in training and highlight the main means of its implementation.

When preparing for a lesson, the teacher needs to remember that the search for the necessary forms of control and its organization is the most important task of the teacher. Who, when, how many students, on what issues, by what means should be asked and assessed - all this should be thought through by the teacher when preparing for the lesson. Along with this, you should think about what students should do while interviewing their friend. Each teacher should have his own control system; it should include a variety of means and methods of work so that students understand that the teacher is constantly monitoring their progress, the level and quality of knowledge acquisition.

Speaking about the discipline “Foreign language”, it should be noted that the main component of the content of teaching it is not so much knowledge as skills and abilities. During their formation, such a method of learning as reinforcement comes to the fore. Successful development of a skill (and therefore an ability) is impossible without the student not knowing whether his actions are correct or not. Without receiving such information from the outside, he evaluates his actions himself, which often reinforces erroneous actions and develops incorrect skills in schoolchildren. When developing speech skills and abilities, the teacher should evaluate the student’s actions. Evaluating the student's actions is reinforcement. But reinforcement cannot be carried out without observing the student’s actions or without familiarizing himself with their results. In addition, in order for the assessment to be correct, qualified observation is necessary, which constitutes control.

From what has been said, it is clear why control in teaching is of particular importance and requires a more complete theoretical justification.

Chapter 1

Control, like all other components of the educational process, performs certain functions. Control functions are components of the work that the receptive-comparative actions of the controller are designed to perform. In this regard, it makes sense to analyze the control functions identified by some methodologists.

Learning control function provides systematization of previously learned material.

There is an opinion that by checking, we teach, and by correcting mistakes, we suggest the correct methods of action.

But if we want to conduct a truly scientific analysis and not call everything that includes the educational process teaching (in this case, the teaching function will absorb all the others), then the teaching function should be limited to the transfer of knowledge and the actions of the teacher to develop skills and abilities. Organizing students' educational activities and encouraging them to take such actions will already relate to the organizing or stimulating functions of the teacher.

As you know, knowledge is transferred through the process of explanation or demonstration, and skills are formed through repeated reinforcement. This is where the teaching functions of the teacher end, since further skills and abilities are formed in the repeated actions of students who master the relevant skills in exercises organized by the teacher. Therefore, we can talk about the teaching functions of explanation, demonstration or reinforcement, about the teaching functions of exercises, during which such teaching methods as repetition and search are implemented, but we cannot talk about the teaching function of control. In his receptive learning activities, the teacher has no opportunity to either transfer knowledge to students or evaluate his actions (reinforcement). He will be able to transfer knowledge to students and evaluate his actions after the control is over, albeit on the basis of the information that he received during the control process. So, control cannot perform a teaching function.

Educatingcontrol function accustoms schoolchildren to systematic work and self-analysis, in general it is accompanying, but can also be dominant when, for example, the teacher strives to accustom individual students to systematic work, tries to influence their psychological characteristics (develop will, memory, etc.), stimulating them assessment, when excessive self-confidence is demonstrated, a more strict approach to assessment is carried out.

Correctiveor control and corrective function. After listening to the student, the teacher can correct his mistakes, that is, explain or show the correct speech actions. But adjustment occurs after control, based on the information obtained during the control process, and is a function of demonstration or explanation (one of the methods of teaching), and not control.

Based on the information obtained during control, it is possible to prevent the development of erroneous skills, draw general conclusions about the teaching method, determine the level of students’ preparation, evaluate their work, change teaching methods, adjust tasks for lagging students and much more, but this does not mean that adjustment, generalization, diagnosis, assessment, management - all these are control functions. In all of the above cases, control has already fulfilled its role: it provided information about the state of the student at a given period of time. If we imagine a student as a controlled system, which the control system (teacher) is trying to transfer from one state to another, then we can say that the information received during control represents feedback. Therefore, the control function, which consists in obtaining information about the level of training of students, can be called a function feedbackand or management function .

The feedback function is extremely important: it allows the teacher to manage the learning process, act meaningfully and systematically provide students with reinforcement.

We must not forget the other important role that control plays. It is known that students specially prepare for a test, a test, an exam. In the presence of the teacher, all students perform the assigned exercises. Written work will receive more attention if it is graded. In a word, the presence or expectation of control stimulates students' learning activities and is an additional motive for their learning activities. This allows us to talk about another control function - stimulating or evaluative . The stimulating function is mainly associated with evaluation. However, the assessment itself, as already noted, goes beyond the boundaries of control and constitutes reinforcement if it is used for educational, and not simply punitive, purposes. As for control, its stimulating function does not go beyond the receptive educational actions of the teacher.

If we take into account that the organization of learning and motivation in learning represent the foundation and driving force of teaching foreign languages, then it will become clear what an important role is assigned to control functions.

It goes without saying that without information about the student’s state (feedback) it is impossible to competently manage the educational process, and without the systematic work of students, which is difficult to imagine without stimulation, it is impossible to develop their skills and abilities. The control function is implemented only by the teacher. The reference material in the textbook, as well as teaching machines, create favorable conditions for self-control, but only the teacher can still exercise true control.

Chapter 2. Forms of control

In the twentieth century in our country, oral control was predominantly used when teaching foreign languages. With the introduction of the Unified State Exam, written forms of control began to be used more widely.

Control should take place in the same way as training, therefore, in order to test the skills of oral speech, oral testing techniques should be used. However, understanding of what is being read, although reading is a skill in the field of written speech, is good to test orally. It takes less time than a written review.

The oral form contributes to the development of a quick response to a question and the development of students’ memory.

The written form of control has some advantages. Firstly, it can reach all students at the same time; secondly, it is much more convenient to process written work than oral answers. Errors in written work are easier to qualify and analyze because the student's actions are accurately recorded, while in an oral response, students often say a sentence, then immediately correct it, do not finish one sentence and start another, etc. Their speech is influenced by the facial expressions of the teacher or peers; they often begin to correct a sentence that was correctly constructed from the very beginning, only because one of the comrades shook his head or the teacher frowned, although these actions did not relate to the answerer, but to someone from the class, and the like.

However, written control cannot be used to test all skills, despite its advantages mentioned above. It is impossible to test students' ability to conduct a conversation or express themselves on a topic in writing. Using a written test in these cases, it is impossible to control either the pronunciation of students or the rate of their speech. The teacher cannot judge how automatically students use speech units, how freely they fill them with appropriate vocabulary.

Therefore, it is recommended to resort to a written test in order to control writing skills and abilities, as well as to control the ability to translate popular scientific literature with a dictionary. To control spelling, you can conduct short dictations. To test the ability to express your thoughts in writing, you can give students home small essays in connection with the topic covered, for example: “describe your day, your family, what you do at school, write a letter,” etc.

Written control develops more effectively logical thinking, teaches you to be more accurate in your answers.

So, there is a distinction between control individual And frontal.

Frontal form is one of the main organizational forms of control during training. It allows you to comply with the basic rules of control - regularity and maximum coverage of students per unit of time. It is essential to address the whole class, activating the activity of each student. This is an “on-duty”, regular form of control that 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-ended setting.

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 constructing a collective story using the “snowball” principle.

Frontal control can be carried out both verbally and in writing. The oral form of control predominates. However, keeping in mind the great learning opportunities of writing, it is necessary to periodically conduct written frontal control. Frontal features of words, grammatical words devoid of specific semantics, are poorly retained in memory, they are easily confused with each other when perceived 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 for its implementation, it is recommended to use test techniques designed for 5-7 minutes.

How should student work be assessed under such control? Addressed simultaneously to the entire class, it involves only a short, often fragmented response from each individual student, which is not always sufficient to receive a mark. It is therefore more appropriate to award points. The teacher informs students that a certain amount of points received in two or three lessons during frontal work entitles them to a point.

The advantage of frontal control is that it keeps the entire team in suspense; students know that they can be questioned at any second, their attention is focused, their thoughts are concentrated around the work that is being done. Therefore, a frontal survey is a more advanced form of verification. However, it also has disadvantages, which are especially noticeable in cases where it is necessary to test students’ skills in monologue and dialogic oral speech. If students have learned to correctly and quickly, with good pronunciation, make sentences using a substitution table, ask questions, answer questions, give orders, this does not mean that they can make a coherent message on a topic or conduct 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 testing 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 involves creating conditions that motivate the expression of one’s thoughts and objectifying the individual level of understanding of the author’s thoughts. And individual control should also be aimed at identifying the ability to solve communicative problems arising from individual comprehension of reality.

It is important that individual control organically fits into the atmosphere of communication created in the lesson, therefore it should be carried out in a form hidden from students.

With individual control, it is unacceptable for several students to come to the board and pronounce the same memorized, “unaddressed” text. Students should know that only those who say something of their own have the right to respond. Individual control during reading and listening should also be included in communicative activities, when understanding the text is only the starting point for solving broader problems: using the information contained in the text in a statement on the topic, making illustrations for the text, writing an abstract, review, etc. d. Individual control can also be open in nature, in particular, when it is necessary to control some stage of each student’s prepared speech (plan or program of speech). Basically, individual control in a comprehensive school is carried out orally and is accompanied by an assessment in the form of a score with a mandatory comment from the teacher, primarily related to the content of the speech. In the process of individual control, “teacher-student” communication occurs and it takes place only in educational conditions. At the same time, the roles of the 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 constraint, and reduce motivation. In control, this is aggravated by the expectation of evaluation and has a negative impact on its results. In addition, it is not educational communication that should be controlled, but natural informal communication, where the role of the 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 reports on the topic, participate in dialogues, etc., and even in cases where the teacher manages to question Thus, 10 or more students, part of the class remains not covered by work. The same schoolchildren who have already spoken out also find themselves not involved in active work within the next 20 minutes. Thus, it turns out that even 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 coherent oral speech in class for no more than 3-4 minutes.

Currently widely used in lessons steam room and group forms work - a mode that increases the time of active activity of students; it is used for mutual training of students in mastering language material; Its use is especially effective for the development of dialogic speech. There is no separate concept of “control of a working pair or group” in teaching methods, but it can be considered as one of the organizational forms of control. This form of control can be both hidden and open. In the first case, students are given an “overt” control setting, for example, to answer a partner’s questions or 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 a frontal survey. During pair and group work, communicative tasks are solved (dialogue speech, monologue speech). In this case, control becomes hidden. Students assigned roles rehearse them, then perform in front of the class. The teacher listens to the students’ work (in technically equipped classes, alternately connects to them). He observes the progress of most pairs, joining them as an interlocutor; one or two pairs or one from the group then speaks in front of the class. As a result, almost all students are given grades. Student-student communication occurs much more comfortably and naturally. Those communicating, being in an equal position, feel relaxed, everyone strives to realize their communicative intention in the best possible way. Often there is an atmosphere of competition, a desire to show one’s best side, which stimulates the speech activity of those communicating. Therefore, during control, the student’s partner must be another student.

So the best type of control would be combined control, in which no more than 10 minutes of the lesson will be devoted to testing monologue speech skills (in this case, at least three students must be asked in the case of a monologue statement and at least three pairs of students in the case of dialogic speech), i.e. individual control, and the rest of the lesson will be devoted to frontal work. Moreover, the teacher must organize the work of the class in such a way that, while testing the skills of one or a pair of students, he can involve all other students in active participation in the lesson.

Assessments must accurately reflect the development of students' verbal skills and the strengthening of their language base.

An important subtype of control is checking homework. As a rule, it is best to give homework in written form. This point of view on homework is due to a number of reasons. First of all, doing writing exercises in class is impractical due to the large amount of time spent on them. The student's practice is immeasurably greater when he performs oral exercises than when he performs the same exercises in writing. In addition, one cannot ignore the conditions under which students complete homework. At home, the student does not have the opportunity (with very rare exceptions) to get practice in dialogic oral speech; he has no one to talk to. He also does not have the opportunity to practice speaking unpreparedly on the topic. In this case, the obstacle is not the absence of an interlocutor, as in the case of dialogic speech, but rather a psychological factor: students find it difficult to force themselves to speak out loud. They tend to say everything to themselves. At the same time, it seems to them that their speech is constructed correctly, that it flows smoothly, that the entire message is prepared by them quite well. At the same time, they do not take into account the fact that their articulatory base is so poorly developed that when they pronounce out loud in class the same sentences that they pronounced at home to themselves, the result turns out to be completely different. Students, as a rule, do not know how to prepare oral speech tasks at home on their own, even if they sincerely try to do so. Less responsible and disorganized students often believe that they should prepare a written task, the failure of which the teacher can easily notice, and they can somehow answer orally in class without much preparation.

The reasons described above make us believe that it is more advisable to assign written exercises at home after a similar exercise has been worked out in class, as well as reading texts, familiarity with the content of which is checked orally in class. Written homework can be checked by the teacher together with the class on lesson. If students were asked to insert missing prepositions, articles, translate sentences from Russian, answer questions, then these and similar exercises, which will be completed approximately equally by all students, are good to check in class frontally and orally. The teacher then takes the notebooks home to correct spelling. If students were given the task of making sentences based on a table, asking questions about a picture, writing several sentences or a short essay on a topic, etc., then it is hardly advisable to check all the sentences written by individual students or ask them to read out the entire essay. It would be better to let one or two students read what they have written and check the students’ work at home.

The main thing in organizing control is to ensure its organic integration into all areas of the learning process, i.e., giving control a tracking character. Only in this case will the communicative and learning opportunities inherent in control be realized.

This leads to the following rules-requirements , which should be strictly followed when carrying out control:

1. Control must be regular.
2. Control should cover the maximum number of students per unit of time. Therefore, in each individual case it should not take much time.
3. The volume of controlled material should be small, but representative, so that by the degree of its assimilation and mastery of it by students, one can judge whether they have acquired the necessary skills and abilities.
4. Since training and control are organically linked, when conducting control, one should start from the specific objectives of the lesson.

Types of control:

a) Incoming (preliminary) control

The success of studying any topic (section or course) depends on the degree of mastery of those concepts, terms, provisions, etc. that were studied at the previous stages of training. If the teacher does not have information about this, then he is deprived of the opportunity to design and manage the educational process, and to choose the optimal option. The teacher receives the necessary information using propaedeutic diagnostics, better known to teachers as input or preliminary control (accounting) of knowledge. Such control is also necessary in order to record (cut) the initial level of training. Comparing the initial initial level with the final one allows you to measure the increase in knowledge, the degree of formation of skills and abilities, analyze the dynamics and effectiveness of the didactic process, as well as draw objective conclusions about the teacher’s “contribution” to students’ learning, the effectiveness of teaching work, and evaluate the teacher’s skill.

b) Current control

Current control is carried out at each lesson in accordance with the goals and objectives of the lesson. Current control is designed to provide timely feedback and help improve the educational process. Current control is systematic, operational, diverse in forms, types and means of implementation, often combined and multifunctional, testing simultaneously several types of skills and abilities, for example, various types of speech activity and aspects of language. Current control usually checks students' assimilation of knowledge, skills and abilities to use new educational material, and identifies gaps in their learning. Helps the teacher and students adjust teaching and learning methods and plan the further learning process. Current control can be carried out in the form of a survey (frontal, individual, combined, mutual), observations, interviews, questionnaires, testing, tests, value judgments. Current control is sometimes carried out in the form of a role-playing game, project defense, etc. Most often, current control is carried out in the form of testing to control knowledge of reading, listening, speaking, writing, vocabulary and grammar, phonetics, to test sociocultural knowledge.

The modern approach to the process of teaching a foreign language, the desire to liken it to the process of communication, is characterized primarily by current control exercised on the basis of an involuntary form of attention and organically woven into the fabric of communication. All the possibilities of the students’ personality - volitional, intellectual and emotional - are aimed not at overcoming the test, but at carrying out positive, meaningful activities, i.e. for communication. The actual monitoring activity is a side effect; it is almost invisible to students. Current control should be used mainly when teaching speech skills, although it is clear that its results can also be used to judge the assimilation of language material.

In other words, the teacher does not allocate any special time during the lesson for this control; students do not know that they are being controlled. The teacher, having a specially lined notebook for this purpose, puts a “plus” or “minus” against the student’s last name, thereby noting how much the introduced material was learned in the lesson. Such control allows the teacher to correctly calculate the number of exercises necessary for students to acquire certain skills, so as not to move on to purely speech exercises until the preparatory exercises ensure automated mastery of new material.

c) Open control or self-control

Open This type of control is aimed at developing the work culture of students, it contributes to the implementation of the requirement to “teach to learn,” and increasingly puts students in the position of true subjects of learning. In addition, this type of control forms a bridge to self-control, since test tasks offered by the teacher and concentrating students’ attention on a specific difficulty foster vigilance in relation to the language form. The teaching and educational capabilities of this type of control are capacious; they should be realized when mastering the material base of speech skills, i.e. language material. Only in this case will it be possible to successfully solve communication problems. Lack of agreement and uncertainty regarding the control of language material, especially with the existing clock schedule, can lead to negative results. Such control should also be used when assessing mastery of prepared speech, which is a prerequisite for the successful development of unprepared speech skills.

d) Intermediate control

Intermediate control (periodic) is carried out upon completion of a topic section or at the end of a quarter in accordance with the curriculum. Its goal is to establish the level of acquisition of knowledge, skills, and abilities at a certain stage of training.

e) Delayed control is carried out after a long time after completing the educational material in order to identify the strength of the acquired knowledge, skills and abilities in a section or topic.

f) Thematic control carried out upon completion of a topic or block in the textbook.

g) Final control carried out upon completion of a certain stage of education (primary school, basic school and high school). The final control is aimed at identifying the achieved level of learning of the student, determining the degree of formation of foreign language communicative competence. Currently, the final control in the form of the Unified State Exam determines the level of training of secondary (complete) secondary school students in a foreign language for the purpose of final certification and selection for admission to higher educational institutions. The final control indicates the effectiveness of the training program chosen by the educational complex, the work of the teacher and students. During final control, the evaluation function dominates.

The final exam is conducted in grades 9 and 11 and is an optional exam. The final state control in a foreign language was carried out in the form of an oral exam and in the GIA format in the 9th grade and in the Unified State Exam format (written and oral exam) in the 11th grade. Due to the introduction of the Unified State Exam into regular mode from 2009, the final oral exam will not be held at the school. All final exams in grades 9 and 11 will be held in the GIA and Unified State Exam format at exam reception points (PPE).

Control characteristics:

Transparency presupposes awareness of students and their parents about the schedule of control activities, the control procedure, and the objects of control. About the evaluation criteria.

Systematicity provides, on the one hand, a comprehensive test of students’ communication skills in all types of speech activity, and on the other, the scientific organization of conducting and compiling materials for control.

Subsequence provides step-by-step testing of students' knowledge, skills and abilities.

Consistency presupposes the unity of actions of all foreign language teachers when conducting control and evaluation.

Coordination is aimed at coordinating control activities with teachers of other subjects to eliminate student overload.

Feedback manifests itself in the assessment of work, marking, and recommendations that allow students to improve their results.

Reflection allows teachers and students to evaluate the results of their work.

Correcting errors during control

In order to successfully control speech skills, the teacher must first of all act as an organizer of communication. His main task is to create an atmosphere of communication. Using appropriate situations, the teacher distributes roles; to stimulate communication, he sometimes takes on the role of one of the partners or the author and directs the communication both in terms of content and in terms of means of expression, “without being conspicuous” like a teacher. And, of course, he should not interfere with communication by identifying students’ mistakes and correcting them. If a student has made a mistake in his speech (used the wrong preposition or article, or omitted some preposition or article, or used the tense incorrectly, etc.), there is hardly any point in immediately interrupting him and forcing him to correct this mistake ; It is even less advisable to analyze the mistakes made. This kind of correction prevents the student from focusing on the content of the statement. It is more advisable to do otherwise: as the student speaks, the teacher notes his mistakes and, only after the student has finished speaking, asks him questions that help to identify whether this error is a consequence of misunderstanding or a lack of automation. The teacher corrects mistakes made by the student, the student repeats the corrected version of the sentence. If a teacher notices that some language error is typical for many students, he devotes special time to correcting it in this or in the next lessons. In these cases, it is necessary to carry out preparatory exercises that would help fill gaps in the language skills of the class.

It seems completely inappropriate to force students to monitor the mistakes of their comrades during a speech. This technique, firstly, directs students in advance to focus their attention on the language and not on the content, listen only to what is incorrect, remember or write down errors, and then repeat them again at the moment when they report that what irregularities they noticed in the respondent. Students often do not notice mistakes or it seems to them that the answerer made a mistake, and they begin to correct something that does not need any correction. Things drag on and instead of using class time correctly, it is wasted on repeating language mistakes. The content of the students’ speech fades into the background.

But how do you still correct mistakes and give grades?

With hidden control of speech skills, the two-dimensionality inherent in the work of a foreign language teacher is clearly manifested: he is an organizer of communication, he is a participant and at the same time a vigilant teacher, closely observing the speech activity of students and objectively evaluating it. The assessment is based on certain criteria that must be known to students; for them, these criteria are milestones on the path to progress in the development of speech skills and a guideline in self-control.

Having analyzed the modern approach to assessment criteria, it is easy to notice that the general attitude in assessing speech activity is to proceed from the positive: what is to be assessed is not what is missed or distorted, but what is correctly conveyed. With expressive types of speech activity, the correspondence of the statement (or conversation) to the given topic and situation is taken into account; the number of phrases constructed according to the models of a given language; variety of models. In dialogical speech, the presence of phrases in the lines that stimulate the interlocutor to continue the conversation is taken into account. For receptive types of speech activity, a unit of measurement of understanding is identified - a fact that allows one to judge the completeness and depth of understanding.

However, a decisive turn towards the communicative nature of teaching, which involves greater reliance on data from speech psychology and sociopsycholinguistics, inevitably makes adjustments to the accepted methods of assessing students’ speech utterances.

The communicative task comes to the fore - the mainspring of all communication, be it speaking, listening or reading. The quality of solving a communicative task becomes the main criterion in assessing speech skills. And even if the communicative task is solved with meager means, with a minimum number of phrases, but if it is solved, then this is enough to receive a positive assessment.

In modern methods, the concept of “situation” has been clarified. The situation that models reality is dynamic; it is an active background of communication, imposing certain obligations on communication partners. Therefore, it is not enough to simply describe the situation; it is important to act adequately in accordance with new, constantly changing situational conditions, to solve newly emerging communicative tasks, which in turn involves independent combination and recombination of language material stored in memory. It is the measure of independence that provides the basis for differentiating a positive assessment. It is necessary to create such a position, starting from which students can no longer limit themselves to, for example, describing a book according to an acquired stereotype, they must be able to convince others to read the book they like. This is the communication task. Students themselves must find the necessary language means, use modally - evaluative vocabulary. This is what students should be involved in.

Unprepared speech is characterized by the independence of students, and it is an indicator of the successful solution of a communicative task. It is in this direction that assessment standards have been developed: the determining factor in assessing listening, speaking and reading is the quality of solving a communicative task.

As for the linguistic correctness of speech, i.e. its “compliance with the norms of the language being studied,” this is an additional criterion that makes it possible to specify the assessment. It is known that errors can have different weight in the process of communication. Some do not interfere with its implementation at all, others influence it to some extent, and still others interfere with communication. In addition, the ratio of the number of errors to the volume of utterances, i.e., the “density of errors,” is also significant. This provision is also reflected in the assessment standards.

The focus primarily on solving communicative problems during teaching and control should be known to students. Then they will be able to overcome the fear of making a mistake, which often serves as a barrier to communication.

Students should be involved in evaluating the answers of their fellow students from the point of view of how the communication was successful, having first given them tasks of a semantic nature.

Working on correcting mistakes is primarily the job of the teacher. During the students’ statements, he should, as far as possible, discreetly record typical and gross errors, so that after the statement (conversation, reading, listening) he encourages all students to perform training exercises that will help them understand the mistakes made.

Prevention of errors is the systematic implementation of open control of the assimilation of linguistic phenomena, which is an important ally of hidden control in the progressive development of communication skills.

In some cases, open control will help focus students' attention on an important grammatical phenomenon. As a result, students have a clear speech perspective.

This type of control should also be carried out when studying language material, when receptive activities are carried out - reading and listening. The main object of open control is language material. This type of control can be used when teaching a prepared form of speech, the essence of which is that students become aware and streamline both the content and the linguistic form of its expression. The level of awareness in the prepared form of speech is very high. Based on a variety of supports, students plan their statements in accordance with a given stimulus. This usually happens during individual independent or pair work. A control mindset can contribute to a significant intensification of work on this form of educational speech. The tasks in this case are thought to be something like this: Make a program for a statement in the following situation (i.e., a plan in the form of theses or questions; for each point of the plan, select words and phrases that may be needed in the statement). This program is tested and evaluated by the teacher. Control acts here as a tool for strictly controlling the activities of students on the path “from meaning to expression”; students learn to bring into unity “a thought seeking its expression” (L.V. Shcherba) with the appropriate linguistic means, which is an important basis for the development of unprepared speech; the latter is already the subject of hidden control.

conclusions

Problems of control are relevant for both pedagogical theory and pedagogical practice, since improving the quality of teaching and learning is directly related to improving the control system.

At the present stage, the role of control is growing sharply in connection with the tasks of introducing a new school standard and updating the content of education, as well as the development of new technologies for control and assessment.

When considering issues of organizing control, we must first of all distinguish between control merged with training and control separated from training - control as a special task of the lesson. The first type of control is used both when performing preparatory and speech exercises, the second type is used only to control speech skills.

When teaching a foreign language, both oral and written forms of control can be used, but preference should be given to oral forms.

In language teaching and in control combined with training, frontal forms of work are most appropriate, while when testing skills in oral speech, reading and writing, individual forms are necessary. Individual control in these cases should be combined with frontal control. The use of technical means helps eliminate the shortcomings of individual control when testing oral speech.

Control will be carried out at the proper level only if requirements such as regularity, comprehensiveness, differentiation, objectivity and, of course, compliance with the educational impact of control are met.

The methodology of teaching foreign languages ​​has significant theoretical knowledge and practical experience in organizing control. Modern trends in curriculum suggest a strengthening of the communicative approach to teaching foreign languages. Therefore, now control is more often considered from the point of view of directing students’ attention to its purely controlling or teaching function, to the semantic side of speech or to its “building material”. Therefore, the content and organization of control of speech skills are considered in close unity with the control of their material basis - language material. This perspective helps the teacher to organically include control in the lesson, focusing on new assessment standards, and this in turn will help improve the effectiveness of teaching a foreign language in general.

The problem of control constantly attracts the attention of teachers and methodologists, since it conceals various and far from exhausted possibilities for educational training. When conducting control, it is necessary to accustom schoolchildren to the idea that they are completing the task because this is a condition for successful participation in general work at the lesson.

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