Content introduction chapter role, culture of control in teaching a foreign language

1.2 The role of culture in foreign language teaching
Researchers rightly recognize the enormous importance of this control function; they point out that in control "there are various and far from exhausted possibilities of educative learning", that control, in addition to establishing the actual level of assimilation of the material, "is intended to have an educative effect on students and a reverse effect on the educational process", i.e. to influence both the student and the teacher's activities. In the evaluation of the control results, there is an incentive, under the influence of which the cognitive interests of the trainees are formed, the desire, the motive for cognition and at the same time the desire to be a person who commands respect. Properly organized control develops the ability to quickly concentrate efforts to solve a specific mental task in a certain period of time, cultivates concentration, the ability to mobilize internal reserves of the psyche.
- thinking, memory, attention, perception and others. The attitude to control, as shown by the research of psychologists and methodologists, entails an intensification of the brain, keeps it in an active state, which, in turn, ensures an active attitude of students to the subject of assimilation. Thus, the independent and intellectual activity of the trainees develops. Control contributes to the education of students and such character traits as perseverance, will, endurance, self-control, critical attitude to their work.
In addition, the educational function of control is, according to the didactics, that it is the first and most important type of reporting to which the student is subjected. "The results of his individual efforts become the subject of public judgment and evaluation, which is of great educational importance." An important role is played in this regard by the evaluation of the results of the exercise, marks, but only if they are objective.
Control is also able to carry out such a function as the development of the student's intelligence, improving the culture of his thinking, his logic, the ability to analyze and generalize, systematize and classify, and others. The developing function of control is especially enhanced when such techniques are used in which controlled activity is carried out in the process of solving certain mental tasks: on the path of intensive search for their solution, the student's mental activity is extremely activated, the work of the mechanisms of guessing, ingenuity is stimulated by the problem, while elements of research, creative skills are formed.
Recognizing the close interrelation and interdependence of all the functions considered, it is nevertheless necessary, following 3. K. Mazhuolene, to recognize the legitimate division of the above functions into didactic and educative. These are the functions of control as the most important component of teaching a foreign language [14].
It seems quite reasoned and rational such a system of control objects, which includes: - language knowledge of the trainees, including information concerning certain aspects of the language (phonetic and graphic systems, words, their paradigmatic and syntagmatic connections, phrases, phraseological units, grammatical system - its rules, patterns, as well as features of the functioning of linguistic units and linguistic and cultural information);
- skills of using the material of various aspects of a foreign language in different types of speech activity (auditory, lexical, grammatical, spelling); - components of communicative competence - foreign language speech skills in different types of speech activity (speaking, listening, writing and reading), communication skills in different spheres and situations of reality; - professional foreign language speech skills and abilities, skills of pedagogical and professional activity in teaching a foreign language.
It should be noted at once that the problem of control of objects belonging to the last group is the least developed at the present stage of development of the methodology of teaching foreign languages as a science and is waiting for its solution. Naturally, the listed objects of control should be specified for each stage of training and type of educational institution in accordance with the goals facing the training and conditioned by the current program. Differentiating the objects of control by types of educational institutions, it can be argued that such objects are:

1. 
   for general secondary school and non-linguistic higher school: - foreign language speech skills in speaking, listening, reading and writing; - auditory-pronouncing, lexical, grammatical skills, including, of course, knowledge of the language material and the rules for using it;
   
2. 
   for secondary school with in-depth study of a foreign language / foreign languages and language higher school: - language knowledge - information in the field of linguistics and language theory; - language skills and speech skills in different types of speech activity;-skills of effective independent work on a foreign language;
   
3. 
   for language higher school (in addition to the above for secondary school): - skills of foreign language expressive influencing speech as a specific professional activity; - professional skills necessary for pedagogical activity in teaching a foreign language. An important element of control is the indicators of the assimilation of knowledge and the level of formation of foreign language speech skills and abilities.
   

Speaking about these indicators, it is necessary first of all to clarify what is meant by this term. Following the researchers, we will proceed from the following when solving this issue: indicators of the quality of knowledge acquisition, the level of formation of a particular skill or skill should only be "such characteristics that develop under the influence of the pedagogical process, depend on the characteristics of specific skills, the stage of training", and also meet the requirements of compliance with the objectives of training and stimulation of the student's speech-thinking activity.

Since the levels of knowledge, skills and abilities of students are not static and change during the learning process, control indicators should have the quality of measurability, the ability to reflect qualitative and quantitative changes in student learning, dynamics occurring under the influence of the pedagogical process. Therefore, the most important task in solving a complex problem of control is to establish indicators that could determine the level of students' learning in a particular object of control. At the same time, certain characteristics can be used as indicators only if they are sufficiently specific and objective [15].