Spiral method and its use in the teaching of French vocabulary to would-be linguists on the basis of English
Authors:   G.R. Derzhavin Tambov State University, Bryxina Iraida Y. , Sidorova Anastasia A. ,   G.R. Derzhavin Tambov State University, Kuznetsova Irina A. ,   G.R. Derzhavin Tambov State University
Published: December 2024

This study is devoted to the problem of organizing foreign language classes in the higher education system using new teaching technologies. The possibility of using the spiral method in teaching future linguists French on the basis of English is considered. This student-oriented technology allows students to develop their ability to use their acquired knowledge of the English language to solve professional problems of varying complexity. During the learning process, students’ cognitive activity increases, methods of perceiving foreign language information are improved, and the need for an independent search for a way to semantically formulate thoughts increases. Attention is focused on developing students' ability and ability to apply acquired knowledge both in familiar and completely new situations, and to effectively construct mental representations if the interpreted information is incomplete. In the process of implementing the spiral, personal-activity and contextual approaches are implemented, which contribute to the transition of students' educational activities to professional ones in the field of language education in a multicultural environment. Using a spiral process, it is necessary to select a learning context in which the subject and social content of the professional activity acquired by students is modeled. Particular attention is paid to the communicative-cognitive approach, in which linguistic knowledge is systematized and value-semantic attitudes are formed when using linguistic forms. The cognitive aspect is based on taking into account the communicative needs of students, the patterns of their cognition process, the work of long-term memory in the process of assimilation and reproduction of lexical units. Therefore, the student must engage awareness at the level of intentionality and consciousness at the level of control, where the first is based on the student’s needs for learning new vocabulary, and the second consists of conscious control of the flow of speech in a foreign language. The communicative component of this approach is based on the peculiarities of the use of specific lexical words units in various communication situations, correct application of professionally oriented information, its conscious use in the process of mental activity. Participation in dialogues develops communication ethics and forms interpersonal relationships in foreign language classes. A theoretical description of the spiral method and its use in teaching future linguists French vocabulary within the framework of modern education using student-oriented technologies is presented. The results of studies where the spiral method was used to train specialists in other professional fields were reviewed and analyzed. The article defines the goals and means for learning French vocabulary using the spiral method. The spiral method provides the teacher with the opportunity to independently determine the stages of implementation of the spiral. The peculiarity of this technique is the gradual immersion of the student in professional activities and the integration of knowledge at each turn of the spiral. Thanks to gradualness and logical sequence, information is absorbed in a structured manner. Layering new knowledge on a foundation of recently acquired knowledge ensures regular repetition, which engages and trains long-term memory.
The spiral method was used in working with 3rd year students of the Faculty of Philology in the field of training “Linguistics (Theory and Methods of Teaching Foreign Languages and Cultures)” at Derzhavin Tambov State University. The algorithm for working with the spiral in French classes included four stages: preparatory, studying, procedural and evaluative. At the preparatory stage, the teacher needs to familiarize students with the spiral method, its goals, objectives, topic, discuss the stages, timing of the project, ways to evaluate the knowledge gained at the output, and distribute students into small groups. The learning stage involves students working in a group, searching for new lexical units of the French language, and filling out a table with new words. To successfully implement vocabulary teaching, the Spiral curriculum is combined with the Flipped classroom method. Flipped classroom is a method where the main material is given to study at home, and the practical part takes place in the classroom in the presence of a teacher. In the “flipped classroom” operating mode, students receive as homework to complete: an electronic educational resource, audio lectures, materials on the topics of the course being studied. The procedural stage contains practical work - written and oral tasks to consolidate French vocabulary, which can be implemented through various interactive methods: presentation, project, case method, les simulations globales, etc.
At the assessment stage, students complete tests with exercises to check the learned French lexemes on the Quizziz.com platform, discuss the test results and errors with the teacher. At the end of the study, a survey was conducted to determine the effectiveness of using the method in teaching future linguists French vocabulary based on English. The results of the survey showed that the use of the spiral method in combination with student-oriented technologies has a positive effect on the process of effective acquisition of new lexical units and contributes to the formation of professional competence. The use of interactive methods teaches students to work in a group, form interpersonal relationships, and also implement contextual and communicative-cognitive approaches to teaching a foreign language. Thus, the goal of the spiral method is regular repetition, a more in-depth study of course topics at each turn stage and the formation of the necessary professional competencies. The advantage of using the spiral method in teaching future linguists French vocabulary on the basis of English has been proven through the implementation of personal-activity, contextual and communicative-cognitive approaches that contribute to the transition of educational activities into professional ones.