Introduction topicality

The system of foreign language teaching skills

We take the issue of educational content into consideration using the general didactic methodology. The problem of content is among the most important ones facing foreign language teaching methodology today. It is vitally important to consider how social order and educational content are related. In line with the evolution of education itself and in response to historical changes in the world, education's objectives and subject matter have also changed.
Currently, the role of learning a foreign language as a subject in school is expanding to include teaching students about both the language's culture and its native speakers' foreign cultures.
Education content is also regarded as a complex dialectical unity comprised of the interaction of educational material and the process of teaching it.
The content of teaching a foreign language, according to this concept, consists of: the subject content, which includes the main units of the methodological organization of the material (words, typical phrases, text), and the main types of exercises.
The pedagogical process, or the formation of foreign language knowledge, skills, and abilities.
The content of teaching a foreign language includes intermediate skills, language skills, texts in graphic and sound design, topics and situations in which speech skills are formed, and language concepts that students do not have in their native language.
I'd like to point out that the main units of content for a foreign language, the primary function of which is speech communication, are the types of speech activity:

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  Speaking;
  
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  Writing;
  
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  Reading;
  
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  Listening.
  

According to the definition of each type of speech, it is "a complex and distinctive system of creative skills based on knowledge and skills intended to solve various communicative problems." Knowledge of how things function is how Klimentenko A.D. defines knowledge. Knowledge also contains linguistic information. when teaching a language other than English. These include abilities in speaking, vocabulary, grammar, or phonetics.
To sum up, the training's objectives should be understood as language material, topics, lexical, grammatical, phonetic, spelling, and the capacity to handle reference material when working on a language. Bim I.L. refers to the training content as follows:
1. Linguistic and speech material of various organizational levels (from a word to a sounding text), as well as the rules for its design and operation, as elements of "linguistic culture";
2. The subject content transmitted using these units within the context of the topic, in relation to the situation of communication as components of social experience, culture
3. Subjective and mental actions with foreign language material, from which knowledge, skills, and abilities are formed in accordance with the main activities.
Novelty of approaches Bim I.L. is that she speaks of an extra linguistic approach. These are thoughts, spiritual values, culture, non-verbal means of communication [12].