Milena Yordanova, Mihal Pavlov
Sofia University
https://doi.org/10.53656/for23.621ling
Abstract. In this article, the object of interest is the linguodidactological simulations in the process of learning a foreign language. In the context of the leading modern trends in the field of research in private linguodidactology, an attempt is made to outline the figure of the foreign language teacher as a “methodical screenwriter” and the tasks he performs to optimize the mastery of communicative competence through the perspective of linguodidactology simulations. The methodology used is analysis of sources, observation of positive practices and modeling of techniques for transposition of a linguistic-communicative fragment of reality in the learning process of a foreign language. Based on an analysis of achievements in the field of theory and practice of interactive foreign language learning, guidelines are formulated for the development of various types of simulation activities for mastering the studied language, in which the learner acquires a leading role in the learning process. A model for a widely applicable linguistic didactic simulation in the conditions of active foreign language learning is proposed and the main activities that should be performed to achieve positive results from its application in the learning process are outlined.
Keywords: linguodidactology; linguodidactic simulation; foreign language learning; communicative approach; activity-oriented approach; cross-cultural approach
