Linguodidactic correctness as a principle of foreign language teaching

Abstract

Necessity to proceed to teaching foreign languages on a scientific basis and not to separate the linguistic aspect from the pedagogical and psychological was emphasized by the linguists in the last century. H. E. Palmer theoretically developed this requirement by introducing the term "principles of linguistic pedagogy" into scientific usage.
The article analyses a problem that has become especially actual in modern linguodidactics, namely: the need to justify and adhere to the position that the language is described not "in itself and for itself", but taking into consideration the fact that its description should meet the obligatory needs of teaching language as means of transmitting information.
The pedagogical approach to language makes the linguists admit that the structure of the language differs from other structures. First, it is an active dynamic model ("meaning – text"); secondly, it has several levels, and the most profound is fundamental. The following is the level of intentions, which is indirectly correlated with the level of meanings of words. Third, the action of the model is related to the direction of speech communication and the correctness of what is expressed in the speech utterance.
An essential feature of modern pedagogical linguistics is to take into account the peculiarities of linguistic communication, which are manifested, in particular, in the correct usage of expressing means of the foreign language tools necessary for adequate exchange of ideas in the communication process.
The article has clarified the following types of correctness: correctness usage of language behaviour, correct use of lexical units, correctness of syntactic forms, communicative correctness, semantic correctness, pragmatic correctness, and also defines the relationship between the concepts of correctness and speech etiquette.
In general, the description of correctness in speech behaviour was performed within the framework of pedagogical tasks. For the first time, correctness has been studied as a deep principle of interaction of didactic laws with structural elements of language, which may have practical value for the development of innovative methods of teaching a foreign language.