Theoretical foundations of teaching foreign languages

2.2. The essence and features of the lecture as the main form of teaching at the university.
The term comes from the Latin "lectio" - reading and means the oral presentation of educational material by a lecturer. This form of education is traditional for higher education and is the main form of transferring information and knowledge in the university.
A university lecture is a leading component of the education system. Pedagogical collaboration in a lecture is aimed at turning students into co-authors of the teacher. A lecture is co-creation, joint thinking, partnership, when students, on assignment or independently, can express their point of view, their judgments, formulate a hypothesis, and offer their own solution.
A lecture is a time-saving way of communicating a significant amount of information to students. The personality of the lecturer and the fact that he can continuously improve the content of lectures through his own research, familiarity with the newly adopted normative acts and projects, relevant literature, scientific communication with colleagues, etc., makes the lecture virtually irreplaceable by other sources of educational information, which, as a rule, "work" in the educational process with a certain delay. So, for example, unlike the textbook, lecture:
• gives direct communication with the lecturer;
• presents different points of view;
• enables the repetition of what students and teacher need;
• takes into account the specifics of the situation;
• contributes to the establishment of a live connection of students with the studied discipline¹⁵.
Didactic principles for the content of the lecture
The content of the lecture should meet some didactic principles. The main ones are: integrity, scientific character, accessibility, systematic and clarity. 4
The integrity of the lecture is ensured by the creation of its unified structure, based on the relationship between the tasks of the lesson and the content of the material intended for assimilation by students. In cases where it is not possible to achieve such integrity in one lesson, this should be specially justified by the lecturer with references to the previous or subsequent presentation, to literary and other sources.
The scientific nature of the lecture presupposes the correspondence of the material to the main provisions of modern science, the absolute predominance of the objective factor, and the evidence of the provisions put forward. Each thesis should be clearly formulated and consistent. Before proceeding with the proof, it is necessary to find out to what extent the thesis is mastered by the students. Throughout the entire proof, the thesis must remain unchanged. The teacher should not use his authority to prove the put forward theses and provisions. The lecturer should point out the accuracy of the results obtained, outlining the area of ​​finding solutions to the problems posed, note not only the advantages but also the disadvantages of the adopted method, outline other ways to achieve this goal, clearly indicate the current level of development of science in this matter. Otherwise, there will always be a few students in the classroom who can do it on their own, destroying the teacher's authority.
The principle of lecture accessibility assumes that the content of the educational material should be understandable, and the volume of this material should be within the reach of the “average” student. This means, in particular, that the degree of complexity of the lecture material must correspond to the level of development and the existing stock of knowledge and ideas of students. Striving for the accessibility of the presentation, one cannot reduce its scientific character.
Following the principle of consistency requires adherence to some pedagogical rules. First of all, they include:
• the relationship of the studied material with the previously studied, a gradual increase in the complexity of the issues under consideration;
• interrelation of parts of the studied material;
• generalization of the studied material;
• the harmony of the presentation of the material in terms of the content and external form of its presentation, heading of the course, topic, question;
• uniformity of the structure of building the material¹⁶.
The didactic principle of visibility in teaching is based on the fact that acquainting students with a new phenomenon or subject begins with a specific feeling and perception. Despite the variety of visual aids, some general rules should be followed when using them. Their massive use in lectures leads to increased student fatigue. The teacher must very clearly understand at what stage of the lecture he will use this or that visualization, as well as cases of the inability to use it for reasons beyond his control.
The demonstration material in all cases should play a subordinate role, be one of the lecturers' apparatus, and not replace the content of the lecture. At each moment of the lecture, it is necessary to demonstrate only the visual material that illustrates the stated provisions. Therefore, for example, tables in the classroom should be hung in a stack and on the back. It is inappropriate to hang them all over the audience. This distracts the attention of students and, as a result, does not include mechanisms for storing information.