The Facilitation in the Structure of Cognitive Activity at the English Lessons at Secondary Schools

Abstract

The purpose of our research is to analyze all components of cognitive activity
in terms of their facilitative function, including, in some cases, English lessons.
Methods of the research. The following theoretical methods of the research
were used to solve the tasks formulated in the article: a categorical method,
structural and functional methods, the methods of the analysis, systematization,
modeling, generalization.
The results of the research. It was justified that any activity contained in its
structure some blocks interacting with each other: the first block – the block of
needs, motives, interests; the second block – the operational one, which contains 

the system of operations, actions and their goals; the third block – the block
of business and interpersonal communication related to any kind of cognitive
activity at the English lessons.
It was proved that there was a pattern that made it possible to change
interpersonal relationships in a group of students (updating the 1st block),
and not to act directly from the point of view of these relationships, but to
organize the cognitive activity of pupils (updating the 2nd block). Purposeful
restructuring of these stages and goals of the activity (updating the 2nd block),
due to the direct dependence on many external factors, will change the nature
of the relationships in the group (updating the 1st block). In turn, the changes
of interpersonal relationships (updating the 3d block) facilitates changes in the
1st and the 2nd blocks, which will help to shape the needs, motives, interests of
pupils. Based on this regularity, we can clearly outline the role of facilitation in the
data of interacting blocks of cognitive activity. Facilitation involves changing the
position of a methodologist, a teacher in the process of teaching. By updating at
the level of all blocks, the teacher skillfully facilitates (manages, directs, assists)
pupils in their learning activities. Therefore, there is a certain new formation,
where the main figure is the schoolboy / schoolgirl as the subject of his / her own
cognitive activity; a methodologist (a teacher) only uses all the opportunities of
the educational environment, directs the student’s activities in order to further
development of his / her personality.
The following functions of facilitation are offered: the function of stimulation,
the function of actualization, the function of forming the sovereignty
of the pupils’ personalities, managing the educational process, the function of
interaction, the function of creative educational environment.
Conclusions. It was proved that all the exercises proposed by the author
were facultative in their content. The facilitative context contains the tables
offered by the teacher as samples and models at the beginning of each exercise.
Pupils used to feel the facilitative relationships do not simply modify the
educational environment, but radically transform it. Thus, the environment itself
becomes a condition of their success in each situation. Interpersonal relationships
of recognition of value, acceptance, trust created in the environment are the
incentive for pupils to participation in their creative activities. These relationships,
we believe, are largely effective in facilitating learning. First of all, expressiveness
and «naturalness» are not the artificiality of the facilitator, the willingness to be
a personality, to have and to feel the feelings and thoughts of a certain moment.
When this «authenticity» includes attitudes of value, care, trust and respect for 

each pupil, the climate for the effective learning process can be created. When
all these factors include sensory and empathetic listening to its content, then
there is a climate of release that stimulates self-initiation of pupils who study.