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1.4. Relationship of the method to other Sciences
The method of teaching a foreign language, being an independent scientific discipline, at the same time in its development is always based on many other scientific disciplines that enrich its content and provide the scientific basis of this essentially pedagogical science. The modern stage of development of the methodology is characterized by the deepening of its connection with the Sciences that arise at the junction of the basic disciplines for the methodology and ensure the interdisciplinary nature of the methodology. As already mentioned, the basic methods are such Sciences as pedagogy, linguistics, psychology, sociology, and country studies.
First of all, the method is closely related to pedagogy, being one of its sections — private didactics. If didactics is a theory of teaching any subject, then private didactics use the provisions of pedagogy in relation to teaching a specific subject, in our case — to a foreign language.
From pedagogy, the method has borrowed many concepts and provisions: the idea of the principles, the learning process and its laws, methods and organizational forms of learning, etc.the Main categories of pedagogy — training, education, upbringing, teaching, development, assimilation — have become defining for the method, although many pedagogical concepts in the method of language teaching have received new content. For this reason, the methodology, along with General didactic provisions, uses its own, specific to this discipline. For example, along with the General didactic principles of teaching (visibility, awareness, accessibility, affordability, etc.), the methodology has received justification and development of special methodological principles (communication, oral basis of learning, reliance on the native language of students, interconnected learning of speech activities, etc.).
Psychology provides methodologists and language teachers with information about the laws of development and forms of human mental activity. The connection between methodology and psychology is particularly noticeable in research on educational psychology and psycholinguistics. The first discipline gives an idea of the psychological features of the learning process, education and the specifics of teacher work. The second provides the teacher with information about the processes and mechanisms of perception, formation and generation of speech, individual psychological characteristics of students. Information from cognitive psychology allows you to clearly identify the language acquisition strategies that students use in the learning process, and help them master such strategies.
Linguistics, being the basic science for the methodology, gives an idea of the object of learning (language — speech — speech activity). These three concepts are considered (F. Saussure, L. V. Shcherba) as different sides of a single whole: language (a system of signs), speech (individual use of language, a system of ways to form and formulate thoughts using language), speech activity (the process of receiving and transmitting information mediated by the language system and conditioned by the communication situation).
Text linguistics is important for teaching foreign languages in terms of describing various types of texts and techniques for analyzing them, as well as developing the ability to create your own texts of different styles and genres.
The linguistic content of training is implemented in the aspects of language (phonetics, vocabulary, grammar, graphics, spelling), in the structural features of dialogue, monologue, polylogue, oral and written discourse, in the genres of speech and functional styles (scientific, journalistic, official-business, colloquial).
The method is also based on the linguistic provisions of the theory of speech acts (B. Russell, J. Austin, J. Serle), which studies the functioning of language formations in speech and the resulting relationship between the utterance and the speakers in various communication situations.
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