THE CONDITIONS OF APPLYING COGNITIVE-COMMUNICATIVE APPROACH TO FOREIGN LANGUAGE TEACHING AT SECONDARY SCHOOL

Abstract

The cognitive-communicative approach essentially
changes the roles of secondary school pupil
and teacher. The pupil becomes an active participant of
learning process. Modern school requires certain didactic
means capable of creating effective pedagogical conditions
for foreign language teaching. The dynamics of pupils
motives should be taken into consideration to increase
the quality of foreign language teaching. The coincidence
of teaching and learning objectives of all participants of
educational process is an important condition for successful
realization of cognitive-communicative approach.