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The problem for the research. Due to the focus of foreign-language education on the moral perfection of a younger personality and the development of a student’s creative abilities, many researchers consider that the structure of its content should include not only the “intellectual”, but also the emotional component. In this regard, the problem of developing an appropriate activity component that would contribute to the realization of reserves of such content and the appropriation of the cultural heritage of humanity by schoolchildren is becoming more and more urgent. Methods of investigation. The study involved students at the primary (grades 1–4), secondary (grades 5–7), high (grades 8–9) and subject-oriented (grades 10–11) levels of school foreign-language education. These are 138 students of schools in Kirov, Kirov Region, Izhevsk and the urban district “Lesnoy” (Russian Federation). In the experimental work foreign-language text material of emotional content was used, as well as the techniques of mastering the emotional component of the content of foreign-language education as a unit of emotional activity component of foreign-language education. The results were processed using methods of mathematical statistics (dispersion, standard deviation, Fisher’s criterion). The findings of the study. Identify statistically significant differences in the initial and final indicators of students with a vertical form of control at the significance level of p = 0.05. Thus, the indices of the Fisher criterion in assessing the results of mastering the “intellectual” unit and the emotional component of the content of foreign-language education by students of the junior stage were 1.89/1 and 1.3/1, respectively. At the middle stage, they were as follows: 2.47/1 (for the “intellectual” unit) and 1.5/1 (for the emotional component); at the high stage – 1.7/1 and 1.0022/1; at the profile-oriented one – 2.36/1 and 1.08/1. Conclusions. The results of the control experiment confirmed the feasibility of introducing techniques of mastering the emotional component of the content of foreign-language education in the mass practice of secondary schools. These data are of a fundamental nature on the way to the of a student as an intercultural language personality.

The purpose of this article is to develop and test an invariant of the basic model of the emotionally-valuable component (EVC) of the content of foreign-language education, allowing the implementation of this component at a primary stage in a secondary school (grades 2-4) *. The leading approach to the study is emotionally-valuable, the methods are systemic-structural, comparative, organizational-functional; designing, modelling; experimental teaching; mathematical statistics; tabular and graphical representation of information. The use of the presented complex of complementary methods allowed us to solve all the problems of the study, namely: to present the concept of a foreign-language text of emotionally-valuable content; to select a specific type of such texts for inclusion in the model of the EVC in the conditions of primary foreign-language education; to describe the techniques of working with texts of emotionallyvaluable contents at a primary stage in a secondary school and, finally, to design and test the model of the EVC, adapted to the conditions of teaching a foreign language in a primary school. The results of the study prove the expediency of including the EVC in the component structure of the content of foreign-language education and the construction of its models not only for a primary level, but, in in perspective, for all stages of school foreign-language education. The novelty of the work consists in the substantiation of the author's concept of the EVC as the basis for the introduction of the emotionally-valuable approach in the practice of school-foreign language education.

The aim of the article is to undertake a systemic and structural analysis of the component composition of the content of foreign-language education. Achieving this aim contributes to solving a serious problem of conceptualising the need for a coherent modelling of all components of the content of foreign-language education in pursuit of its global target: a gradual development of students as multicultural language personalities. The aim of the article defines the content and sequence of the used works: the concept of the integrity of the didactic notion “educational content”; research papers on its design, implementation and quality assessment; the study of the emotional component of the content of foreign-language education and its role in the integral achievement of educational objectives. The study highlighted the systemic, structural, functional, personal, activity, value and emotional approaches to identifying the nature and determining the component composition of the content of education. The knowledge-paradigm concept of educational content and the views of the leading methodologists on the problems of the component composition of the content of foreign-language education were compared. Despite the differences in some positions, the attitudes were identified that allowed the authors to determine the set of components of the content of foreign-language education which are invariably tracked in various systems and concepts. Each of them necessarily contains “knowledge” (ideal), procedural, creative and attitude components. The controversial nature of some issues, related to the subject matter of the article, did not prevent the authors from tracing the key idea for this study: in addition to “intellectual” components, the content of foreign-language education also includes an emotional constituent. Based on this provision, the educational content structure has been improved. The modernized one includes a number of “intellectual” components (subject, procedural reproductive and procedural creative) and an emotional one. The novelty of this point of view lies in the embodiment of a kind of an extra-linguistic factor in the content of foreign-language education. It reflects the researchers’ recognition of the need for an emotionally charged education that forms the value competence of students. The practical significance of the presented materials is that they can be used to make changes and additions to the content of foreign-language education that are aimed at forming the experience of students’ emotional and value attitude to the world around them.

The problem for the research. Modern social contract requires linguistic departments and universities to create the most favourable conditions for teaching students oral productive foreign-language speech in order to develop their universal, general professional and professional competencies. The problem of the research is connected with the solution of the issues of selection and organization of speech material, adequate to the tasks of teaching speaking at the Linguistics Department to ensure interpersonal, intercultural and professional interaction of students. Methods of investigation. Experimental teaching students foreign-language speaking on the basis of the principles of selection and organization of speech material, proposed in the article, was carried out at the Linguistics Department of Vyatka State University (32 first-year students, speciality 44.03.05 Pedagogical Education (with two profiles), the training focus “English, German”). Quantitative and qualitative criteria for evaluating students’ monologic and dialogical speech were developed and reflected in the subsystem of informative and analytical training exercises, as well as speech ones on the controlled use of materials of educational conversational texts, on working with model dialogues, for teaching prepared and spontaneous oral speech. The findings of the study. A system of particular methodological principles is presented: for the selection of speech material: compliance with the type of foreign-language speech activity (speaking), accessibility and feasibility, compliance with students’ interests and needs, authenticity, novelty, cultural orientation; for the organization of speech material: comparative, personal, subjective and individual individualization, problem-informational adequacy and sufficiency of content. The results of the experimental work indicate that the proficiency in foreign-language monologic speech (cycle 1) increased in 56% of students; dialogical speech (cycle 2) – in 66 %. The calculation of G-criterion of signs revealed that at the end of the 1st cycle Gemp. ≤ Gcr. (0 ≤ 5); at the end of the 2nd one Gemp. ≤ Gcr. (0 ≤ 6). This indicates that the shift in the typical direction in our case is not accidental, and with 95 % of confidence it can be stated that it is due to the conduct of experimental work. Conclusion. It is proved that taking into account the proposed principles improves the quality of teaching an oral productive type of foreign-language speech activity and contributes to the development of universal, general professional and professional competencies of students.