FORMATION OF RHETORICAL SKILLS

IN SCHOOL: MENTAL FEATURES AND

ACTIVE TEACHING METHODS

Anastasiia A. Korshunova

Kazan Federal University, Kazan, Russia

Elena M. Bastrikova

Kazan Federal University, Kazan, Russia

Sholpan K. Zharkynbekova

L.N. Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan

Kuralay B. Urazayeva

L.N. Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan

Karlygash S. Abylkhassova

L.N. Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan

E-mail: anastasiiakorshunovarussia@gmail.com

Recepción: 05/08/2019 Aceptación: 16/09/2019 Publicación: 23/10/2019

Citación sugerida:

Korshunova, A.A., Bastrikova, E.M., Zharkynbekova, S.K., Urazayeva, K.B. y

Abylkhassova, K.S. (2019). Formation of rhetorical skills in school: Mental features and

active teaching methods. 3C TIC. Cuadernos de desarrollo aplicados a las TIC. Edición Especial,

Octubre 2019, 180-193. doi: https://doi.org/10.17993/3ctic.2019.83-2.180-193

Suggested citation:

Korshunova, A.A., Bastrikova, E.M., Zharkynbekova, S.K., Urazayeva, K.B. &

Abylkhassova, K.S. (2019). Formation of rhetorical skills in school: Mental features and

active teaching methods. 3C TIC. Cuadernos de desarrollo aplicados a las TIC. Special Issue,

October 2019, 180-193. doi: https://doi.org/10.17993/3ctic.2019.83-2.180-193

3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529

182

ABSTRACT

The presence of more than twenty directions in Russian rhetoric is based on a

dierent understanding of the eectiveness of communication. Common is the

understanding of the eectiveness as an overall criterion of rhetoricalness – non-

rhetoricalness speech communication. This article considers the formation of

rhetorical skills in the American and Kazakh schools on the example of the study

of literature in a non-native language ‒ didactic prose of Leo Tolstoy. The article

analyzes the active methods for the formation of rhetorical competence of the

student in the American school, for the schools of Kazakhstan with non-Russian

language of education, forecasts of active tasks on the same didactic prose of

Tolstoy are oered. These scenarios of designing lessons are explained by the

identication of commonality and dierences in the formation of rhetorical

competence. The solution of such issues is made in the article: an attempt to

understand whether the recommendations for the formation of rhetorical skills in

the American and Kazakh schools with non-Russian language of education are

common, is there a connection with mental dierences. To answer this question

types of speech activity, argumentation technique, critical thinking, empathy,

receptive and productive activity in the classroom (reection) were analyzed.

Comparison of teaching non-native literature in American and Kazakh schools

with non-Russian language of education is based on the application of such

experience in social life and the formation of students’ motivation to study. The

establishment of commonality and dierences in the formation of eective

communication skills allowed to understand the role of mental characteristics

of students, the impact of national psychology of students in Kazakhstan on the

cognitive and metacognitive scaolding. The use of the same types of speech

activity ‒ listening, speaking, reading, writing ‒ showed the dominance of speaking

in the school in Kazakhstan.

KEYWORDS

Rhetoric, Eective communication, Secondary school, Second (non-native)

language, Russian literature, National psychology, Mental characteristics of

students.

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1. INTRODUCTION

The formation of rhetorical competence at school and university implies the

skills of free speaking, the ability to accurately reproduce someone’s speech,

authentic broadcast own thoughts to the addressee of the message, the ability to

build communication, prevent / solve disputes. This is how the eectiveness of

communication characterized (Kachesova et al., 2018).

In this article the problem of the text interpretation at literature lessons is on

the focus of view. Leaning on the provisions, provided by hermeneutic scientists,

the authors regard the interpretation as a special dialogue between the reader

and the text. The issue is also devoted to the problem of individual learning

styles formation based on the psychological characteristics of the reader-student,

the types of his representative system (auditory, visual or kinesthetic). Based on

the facts found identied according to the experiment authors have developed

the idea of forming individual ways for learning literature (Golikova et al., 2016;

Kheirabadi & Mirzaei, 2019; Córdova-Rangel et al., 2017).

The problem of interest in reading for integrated school lessons by means of

visual practices is considered by scientists of the Kazan school (Vakhrameeva

et al., 2016; Andrianova et al., 2017; Kashisaz & Mobarak, 2018). The authors

showed a steady decline in interest in reading in Russia, as was observed in

many countries around the world. The article proposes an approach to increase

interest in reading by illustrating. The authors believe that the integrated lessons

of literary reading and drawing contribute to the immersion in a literary text,

and visual language more understandable for the perception of students of the

elementary school than the abstract language of literature.

Selection of authentic texts and methods of work with them are important in the

study of literature in the second language. The authors of the experimental work

aimed at the use of the eective ways of teaching communicative competencies

to the full-time and part-time rst-year students learning foreign languages at the

language department by means of the novel «The Moon and Sixpence», written

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by the prominent English writer William Somerset Maugham, consider that this

approach helps to form the communicative competence of students (Varlamova

et al., 2016; Subich et al., 2016; Eslami & Ahmadi, 2019; Kondubaeva et al, 2018).

In this sense, interest was caused by the planning of lessons in the American

school in the study of Russian literature on the material of didactic prose by

Leo Tolstoy, in textbooks for 7, 8, 10 classes and in 11-12 classes in the textbook

“World literature” publishing “McDougal Littell” (Applebee, 2008a; 2008b;

2008c; 2008d).

The purpose of the article is to establish commonality and dierences in the

American and Kazakh schools in the development of eective communication

skills, as well as to identify the relationship between the national psychology of

students and the impact on active teaching methods in the school in Kazakhstan.

2. METHODS

The authors of the considered textbooks dene didactic literature as “literature

intended mainly for the purpose of explaining or conveying a moral message”

(Applebee, 2008c). Accordingly, the understanding, analysis and interpretation

of instruction, morality in the works of Leo Tolstoy are the main strategies of

semantic reading.

In order to arouse interest in the work, much attention is paid to the stage of

“challenge” . Therefore, before studying the short story “The old grandfather

and his little grandson” (grade 8), the question is: “How well do we treat elder?”

And for the understanding of key ideas pro-extermination questions can be

specied (Applebee, 2008b). This sets the context of reasoning and activates the

mechanism of empathy. Usage of the mechanism on the example of studying

a non-native (second) language on the example of students of non-linguistic

specialties in universities in Kazakhstan is described in the articles of the authors

of this article (Abylkhassova, 2019; Birjandi & Jazebi, 2014; Jabbari et al., 2019).

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In the study of literature in a second language by the authors of the widely

used ways of raising intercultural dialogue. Hence, it appeals to the method

Comparing Theme. It builds a comparative study of the short story of Leo

Tolstoy, written on the basis of folk tale, and the Japanese folk tale “The wise old

woman”, retold by Yoshiko Uchida. The method Comparing Theme develops

students‘ understanding of the term universal theme as an understanding of the

unity of the world cultural process, activating intercultural dialogue as an object

and tool of learning. The method Literary Analysis becomes the basis of the

guiding strategy for the formation not only of the socio-cultural context of the

study, but also of rhetorical culture (Applebee, 2008b; Nakhaee & Nasrabadi,

2019).

Receptive activity is also provided by the task List it. After reading the text, the

transition to reection is also a step-by-step system. First, it is the understanding

and interpretation as the ways to monitor the speech competence of students

and their rhetorical culture, which are carried out at the stage After reading.

Therefore, while studying the short story “The Old grandfather and his little

grandson” Comprehension is accomplished by dening Recall, whereas

Writing for Assessment suggests a cognitive scaolding (Birjandi & Jazebi,

2014; Barzamini, O. (2018). Cognitive scaolding is oered to Read the prompt.

It is interesting how the authors dierentiate the activities of students and

direct them to progression. The recommendation Plan your writing teaches

the operations and procedures of thinking, working with the table Points of

Comparison, which sheds light on the proposed in the tutorial plan essay.

The connection reading with writing is through Reading strategy: it is

important to set a purpose for reading. That is how the term universal

theme is achieved.

Dierentiation of student activity is supported by the task Draft your response.

Methods of comparing the passage from the new Testament and Tolstoy‘s story

are divided into a number of operations that determine the content of each part

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of the essay: introduction, body, conclusion. As a test of the correctness of

judgments, understood in the rhetorical aspect as persuasiveness, the stage of

Revision is proposed (Applebee, 2008c).

Channels of information perception in the study of literature in a non-native

language achieve eciency by working with visibility. For example, the authors

use the Analyze visuals in order to better understand the text when studying

the story “The old grandfather and his little grandson” (Applebee, 2008b).

It is necessary to pay attention to how the motivation for reading is caused by

the heading Author online, where in the biography and literary destiny of the

writer the emphasis is made on the secret of his popularity and world recognition.

3. RESULTS AND DISCUSSION

Kazakhstan is a country of natural bilingualism. From the 2017-18 academic

year, the reform of secondary education is announced here. The widespread

introduction of the communicative-activity approach has led to the updating of

the content of all textbooks. For the study of literature in a non-native language,

the important role of active methods was determined by the proximity of

didactic methods, the role of empathy, changing the educational paradigm, with

the strengthening of the role of skills, critical thinking, the ability to apply the

knowledge in life, etc.

In the present part of the development of active tasks on the same material didactic

prose by Leo Tolstoy. However, the focus of based on the context of cognitive

scaolding with dierent mental ‒ Kazakhstan (not Kazakh) environment.

Here, under the stage of “challenge”, before studying the story “The Old

grandfather and his little grandson” communication with personal experience

of students in a society with strong patriarchal values, deep rooted household of

Islam, elders’ piety, the actual tasks associated with a description of the signs of

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old age. While in the American school of reasoning about the reasons for respect

for old age require the involvement of texts of another culture (Japanese folk

tales) with an emphasis on universal for the peoples of the world theme.

Attention to the problematic issues that require a detailed answer in a society

with pronounced etiological attitudes (to the listener) require the activation

of speaking. Therefore, it is recommended as answers that require a detailed

answer: “Why did grandfather keep silent?”, “What lesson did the boy learn from

this story? How does this action to characterize the personality of the hero?” and

giving the answer by the personal relation.

The formulation of personal attitudes, opinions as a strategy of personality-

oriented approach is due to the cognitive setting, guiding the student with

independent work on the story: “Formulate the moral of the story. What are the

signs of didactic prose” to reection ‒ “Write a story about your grandfather or

grandmother, or about such grandfather and grandmother they would like to be

seen”.

The dierence between the tasks completing the study of the story in the societies

of American and Kazakh culture is obvious. At the heart of reection, producing

the same rhetorical competence are dierent ways of argument.

We are close to the experience of commented reading and analysis of the

authentic ctional text by A.P. Chekhov by philological students in the classes

of Russian as a foreign language described in one of the articles of teachers of

Kazan Federal University. The authors consider: «Foreign students learn about

the culture and perception of the Russian people, expand their vocabulary and

improve their communication skills through working with the literary text, so it is

important to choose an appropriate pedagogical approach» (Valeeva et al., 2018).

The argument of the American student is aimed at the universality of the topic,

which is obvious for Kazakhstan initially. The shift of the discursive core of the

argument to the reputational value of senior members of the family in a society

with a traditional minority structure (when the heir is the younger son, and he

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also in a traditional family takes care of the parents) is a model of behavior,

contains ready-made patterns of behavioral type. At the same time, the social

contradictions that have aected the traditional society are also known to students.

The reection, which is carried out in the course of independent work, makes it

possible to correct the existing socio-cultural stereotypes of the institution of the

family, opening the horizons of their potential change based on a comparison of

the real and possible worlds.

In the national school of Kazakhstan, during the dictionary work, preference

is given to such types of work: the formulation of a certain sentence in other

words, the selection of synonyms, work with the meanings of words with the

help of a dictionary, work with the methods of word formation to understand

the semantics, explanation with the help of examples of the meanings of idioms,

phraseological phrases, self-identication of signs of style. Attention to the search

for information using electronic resources to compare the native culture and

the studied contributes to the understanding of unity and national identity. For

example, commenting on the cases of dierent laughs in the Russian language

and native, students are imbued with an understanding of the sound symbolism

of the native language, in Kazakh, for example, the relationship between the

signier and the signied gave rise to an abundance of ideophones with their

sound semantics (Khusainov, 1988). One of the common ways’ students explain

the meaning of words is a contextual approach.

The transition to productive activities denes as new approaches reection,

allowing students to formulate the moral of the story, and ‒ respectively ‒ to

determine the genre characteristics of didactic prose.

4. SUMMARY

Comparison of teaching non-native literature in American and Kazakh schools

with non-Russian language of instruction is based on the application of such

experience in social life and the formation of motivation of students to study.

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The establishment of commonality and dierences in the formation of eective

communication skills allowed to understand the role of mental characteristics of

students, the impact of national psychology of students in Kazakhstan on the

cognitive and metacognitive scaolding.

The use of the same types of speech activity ‒ listening, speaking, reading, writing

‒ showed the dominance of speaking in the school of Kazakhstan.

Dierent contents of argumentation, dierent operations of critical thinking,

dierent forms of inclusion of empathy, receptive and productive activity at a

lesson are revealed.

5. CONCLUSIONS

The commonality of didactic approaches in the formation of rhetorical

competence in the American and Kazakh schools with non-Russian language is

revealed in the following:

• Using the visual channel as a conscious perception and processing of

information as an activating basis for writing an essay;

• Inclusion of empathy in the context of reasoning by modeling educational

situations involving personal social experience;

• Attitude to the argument as a sign of rhetorical competence of the student;

• Connection of cognitive and metacognitive scaolding with historical,

cultural and social context of the studied literature.

Commonality can be traced and the mechanism of motivation to read. This is

the content of the columns containing a brief information about the writer as a

system of entertaining facts that explain the recognition and reputation / fame /

popularity in the world.

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The dierences are due to the predominant passive type of perception of

information in the Kazakh national school due to the formation of several

centuries of etiological attitudes to the role of the listener. Hence the main

dierences in didactic approaches:

• Accentuation of problematic issues that require a detailed answer in order

to enhance speaking in the Kazakh school;

• Orientation in the argument on the mental characteristics of students, the

basic values of the ethnic group;

• Priority design of brainstorming in the pro and contra systems, protection

of opinions and correction of the opponent’s worldview in the process of

argumentation.

The main dierence lies in the strategy of the dictionary work. In the American

school, it involves the ability to build communication, prevent / resolve disputes,

identify communication errors and see the causes of these errors, while in

schools of Kazakhstan in teaching a second language is a priority to expand the

vocabulary.

6. AKNOWLEDGEMENT

The work is performed according to the Russian Government Program of

Competitive Growth of Kazan Federal University. Article is written within the

framework of the project “Formation of a new type of professional multilingual

personality in the conditions of multilingual education in Kazakhstan” under the

contract N.º 132 from “12” March 2018.

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