Spiral curriculum in teaching French grammar for future linguists

Importance. The methodological potential of spiral curriculum in teaching future linguists French grammar is considered. This student-oriented technology is used to develop students’ skills in applying acquired knowledge in a foreign language to solve professional problems, it promotes the integration and structuring of acquired knowledge, and ensures the transition of educational activities into professional ones. The theoretical description of the spiral method is analyzed, its importance for teaching students grammar and its correct use in the process of written and oral communication is substantiated. The purpose of the research is to study the theoretical foundations of the construction of spiral curriculum, its application in teaching French grammar to future linguists, as well as to prove its productivity in the development of grammatical competence during French lessons.Materials and Methods. In the research the following manuals are used: “French language” by M.S. Levina, O.B. Samsonova, V.V. Kharauzova and “À l’heure actuelle” by Lucia Bonato. Theoretical analysis of scientific and methodological literature, advanced methodological experience; experiential learning; observation; survey; descriptions; elements of quantitative calculations are used.Results and Discussion. To create a didactic spiral, the following components are proposed: the main idea or purpose of studying the material, secondary (and subsequent) ideas, connections between components, illustrative material, color stimulus, and others corresponding to the topic of the course. The algorithm for working with spiral curriculum is defined, which includes four stages: information and preparatory (organizing work with the topic being studied), technological (student participation in discussion, analysis and comparison of studied grammatical forms), conceptualizing (drawing up mental maps and performing exercises), evaluative (testing and error correction). The following oral and written tasks are defined: discussion, testing, grammar exercises. The expediency of using spiral curriculum in teaching French grammar is confirmed in the experiment conducted by the authors; statistical calculations and survey of students have proven the effectiveness of the proposed technology.Conclusion. The effectiveness of using spiral curriculum in teaching French grammar to future linguists is proven. This technique ensures the integration of material and a smooth transition from educational activities to professional ones at each stage of the didactic spiral. The distribution of material from simple to more complex helps the student to master it in an organized and systematic manner. The compilation and use of mental maps improves and trains long-term memory, and has a positive effect on the learning and correct use of grammatical structures. Mind maps provide the opportunity to visually arrange material on the “surface”, making it easier to perceive and visualize it. The development of professional competence upon completion of work in a spiral is provided, namely the development of grammatical competence, communication skills and awareness both at the level of intentionality (motivation) and at the level of control (participation in discussion).