TECHNOLOGIES OF TEACHING FRENCH PHRASEOLOGICAL UNITS

Abstract

French phraseological units are an essential component of the vocabulary. It is important to teach them as a unique layer of the language that does not always have precise equivalents in translation.

The following technologies can be highlighted: information and communication technologies, student-centered technologies, critical thinking development technology, project-based method, gamification, and others.

Information and communication technologies (ICT) are particularly important for the quick search, coordination, and collection of suitable phraseological units.

The critical thinking development technology is appropriate for problem-based learning. The idiom under study is analyzed as a source of new information reflecting national and cultural realities as well as unique historical and cultural gaps. The ERR (Evocation, Realisation of Meaning, Reflection,) system is especially effective for activating vocabulary, particularly during the reflection phase.

Elements of research work are included in the critical thinking development technology, as students conduct both synchronic and diachronic analysis of phraseological units. The use of the project-based method facilitates the communicative approach to teaching idiomatic expressions.

The use of student-centered learning technology helps create a favorable emotional and creative atmosphere in the classroom, foster reflection, and ensure objective assessment.

The technology of psychological self-determination and reflection helps students summarize their experience of using phraseological units and effectively assimilate new idiomatic units.

The use of gamification technology creates conditions for modeling speech situations characteristic of native speakers, as well as for improving the skills of using phraseological units with the help of telecommunication technologies.