Content introduction

1.2 Interactive approach to learning a foreign language in high school in a secondary school
At the present stage of development of the methodology of teaching foreign languages, there is a tendency to move from a communicative approach to its variety - an interactive approach. At the same time, methodologists still have not developed an unambiguous understanding of the concept of "interactive approach". K. Rogers and some other foreign authors believe that the interactive approach can be identified with the communicative approach, believing that “the interactive model of mastering a foreign language suggests that learning takes place in the process of participation in language acts” [34, p. 41].
T. S. Panina holds a different opinion, according to which “the main attention in the communicative-interactive approach should be given directly to the process of communication and the learning situation" [28, p. 36], while communicative learning takes into account precisely the communicative functions of the language.
M. L. Vaisburd believes that the interactive approach is a promising direction in modern methodology and ligvodidactics and assigns the interactive interaction of all participants in the educational process the role of a factor aimed at improving the effectiveness of teaching communication in a foreign language [44, p. 65].
G. D. Brown defines interactivity as “unification, coordination and complementarity of a communicative goal and result using speech means” [44, p. 48]. In other words, interactivity enhances the communicative result of the interaction of students in foreign language lessons.
Based on the definition of R.P. Milrud, we conclude that the interactive approach is a means of achieving a communicative goal in English lessons, while it differs from the principle of communicativeness in that with an interactive approach, in fact, students cooperate, and the main burden falls on on the development of communication and interaction skills in group work [26, p. 12]. Based on the foregoing, we come to the conclusion that in a broad sense the concept of "interactivity" is one of the basic principles of learning. At the same time, the leading features and tools of interactive interaction are polylogue, dialogue, mental activity, meaning creation, intersubjective relations, freedom of choice, a situation of success, positivity and optimism in evaluation, reflection, etc. [26, p. 13], i.e. we can say that interactivity in learning involves the ability to interact or be in a dialogue mode.
With interactive interaction in English lessons the dominance of one participant in communication over another is excluded. This approach teaches students about critical thinking, solving complex language problems by analyzing circumstances and relevant information, weighing a given opinion, making balanced and thoughtful decisions, participating in discussions, discussing and communicating respectfully with each other. To do this, it is necessary to organize individual, pair and group work in the lessons, use research projects, role-playing games, creative work, etc. as options for conducting lessons.
Thus, an interactive approach in teaching foreign languages in general and English in particular includes the active interaction of all students in the group, during which there is a mutually enriching exchange of authentic personally significant information in a foreign language, while acquiring interpersonal communication skills. Note that it is important not only to teach high school students to exchange information in English, but also to teach the very process of communication, the ability to listen and hear other participants in communication, the ability to logically and reasonably express their thoughts orally or in writing, respectfully accept someone else's point of view.
The main methodological principles of an interactive approach to teaching English are as follows:
1) communication in English to obtain and produce authentic information that is interesting and important for all students in the group;
2) joint activity, in which there is a relationship between the speaker, the listener and the situational context;
3) changing the traditional role of the teacher in the learning process, which lies in the democratic style of communication;
4) reflectivity of learning, conscious and critical understanding of actions, motives, quality and results by both the teacher and students [10, p. 104].
We also note that the effectiveness of the process of teaching English with an interactive approach is affected by the implementation of the following principles:
1) an integrated approach to the learning process, taking into account the communicative - situational approach;
2) interactivity;
3) differentiated approach;
4) taking into account the individual characteristics of students; 5) variability of the mode of work in the lesson;
6) problematic (both in the process of organizing educational materials, and in organizing the educational process itself) [16, p. 36].
We believe that the above principles of an interactive approach should to form a theoretical basis for conducting foreign language lessons in high school.
The experience of teaching interaction in a foreign language based on the interactive approach proposed by L. K. Geykhman is interesting. Thus, the model of interactive learning to communicate is a two-phase formation, in which at the first phase, with the help of communication, interaction is taught, as a result of which group dynamics is observed, leading to the development of tolerance and forming the ability to cooperate. In the second phase, purposeful training takes place directly in communication as a specially fixed one developed on the basis of the formed interaction object. Note that communication in this phase is primarily the whole goal, not a means of learning [7, p. 10].
It should be noted that in the thesis of L. K. Geikhman, devoted to the use of interactive teaching of a foreign language according to the above model, showed the following:
1) the development of students as subjects of communicative activity is reduced to building up the interactive component of communicative competence;
2) the development of students as subjects of interaction is reduced to cooperation;
3) the development of students as subjects of intercultural communication and foreign language communication consists in the development of tolerance;
4) the development of students as subjects of parity communication consists in dialogic communication [7, p. 12–13].
Based on the above material, we can conclude that interactive learning comes down to the following:
- learning to communicate in the process of communication and through communication;
- learning to communicate in the process of interaction, which is carried out through communication and on its basis;
- communication as an independent learning goal, taking into account previously formed cooperation.
Interactive learning to communicate leads to the fact that high school students not only learn the language, but also develop the ability to cooperate. The productivity of this skill is observed due to changes in interaction strategies, the involvement of students in interaction in English lessons and the nature of interaction in the study group. Let us note that communicative competence is characterized by a change in communication style, understanding and overcoming communication barriers, the nature of decisions communicative tasks tolerance, acceptance of the opinions of others participants in communication, which, in turn, leads to the completeness and adequacy of communication in a wide variety of life situations [21, p. 22].
We believe that the model of interactive learning to communicate in English proposed above makes it possible to implement not only the transition from pedagogical influence to pedagogical interaction, but also to transfer students from an object to a subject position. The success of interactive learning depends only on the teacher, on his ability to motivate students and create conditions for an interactive learning process.
Pedagogical activity in the process of interactive learning has the character of a specific individual (author's) activity of the teacher in coordinating the learning activities of students and its practical application in a specific subject area, focusing on the organization of spontaneous interaction of students.
As you know, in recent years, English language teachers in Russia have gained considerable independence in choosing the means and methods of teaching. This, in turn, led to the fact that teachers began to use personality-oriented methods more often, during the implementation of which students feel comfortable and free, students' interests are stimulated, they develop a desire to use a foreign language in life. All this is possible only if the real needs of students are taken into account [35, p. 36].
The criteria described above can only be realized with the correct use of interactive forms and teaching methods in English lessons. These criteria make it possible to establish interpersonal interaction with the help of external dialogue in the learning process. Students in a group are forced to engage in interpersonal relationships, while the success of educational activities is completely depends on their involvement in the work, which is why the correct organization of interaction on the part of the teacher is a significant factor in increasing the effectiveness of teaching a foreign language in general.
The basis of interactive learning is an interactive approach that involves the interaction of all students in the group. Thus, interactive learning is a special form of organizing the cognitive activity of students, which includes very specific goals, which boil down to creating comfortable learning conditions, i.e. such conditions under which students feel their own success and intellectual consistency, which makes the process of teaching a foreign language productive [45, p. 58].
The essence of interactive teaching of English comes down to the fact that the entire educational process is organized in such a way at the same time, that all the students of the group are included in the process of cognition, understand and reflect on what they know and think. The joint activity of students in the process of mastering the educational material leads to the fact that everyone makes their own individual contribution, there is an exchange of knowledge, ideas, methods of activity. At the same time, an atmosphere of goodwill and mutual support reigns in the lesson, which allows not only to acquire new knowledge, but also to develop cognitive activity.
In addition, interactive learning is based on the direct interaction of students, each of whom has a certain life experience, which is especially important, because. most interactive exercises take into account the experience of the students themselves, not only in English, but also in other subjects. The acquired knowledge and skills are formed on the basis of previous experience.
Accordingly, interactive activities in English lessons includes the organization and development of dialogue communication, leading to mutual understanding, interaction, joint solution of common problems that are significant for each student [46, p. 288].
Thus, interactive learning is learning built on the interaction of students with the learning environment and the environment that serves as the area of experience. Students become full participants in the educational process, their experience is the main source of educational knowledge. The teacher does not give ready-made knowledge, but encourages students to search independently. Comparing interactive learning with the traditional one, it can be seen that with an interactive approach, the interaction between the teacher and students changes, which consists in the fact that the teacher's activity gives way to the activity of students, and the teacher's task is to create conditions for students to show initiative.