Structural and content components of methodological tools for supporting linguistically gifted students

Abstract

The article considers the component composition of methodological tools for the support of linguistically gifted students as a set of methods, technologies, practices, forms and methods of teaching aimed at the effective assimilation of new material and the realization of the possibility of its application in practice. The problem of the article is designated as a theoretical justification of the most effective components of methodological tools in the context of the development of components of linguistic giftedness. The study examines some organizational forms of work with gifted students, a number of the most effective modern educational technologies that contribute to the disclosure of the potential of linguistically gifted students and are based on active, reflexive-activity forms and methods of teaching. The result of the research is a set of linguistic tasks (lexico-grammatical tasks, cognitive tasks, problem-search tasks, creative tasks), the solution of which contributes to the creation of authentic, communicative-oriented communication situations in a foreign language. Examples of linguistic tasks and strategies for their solution are also presented.