The article considers the system of general didactic, specifi c principles and criteria for the selection of the content of the emotional-value component (EVC) of the content of foreign language education. It is intended to facilitate the formation and development of students’ motivational and value orientations, emotional-volitional relationship and personal universal educational actions (UEA). In the description of the principles of selection of the content of foreign language education we have identifi ed information that is associated with the accentuation of individual (emotional-value and volitional) aspects of students’ perceiving diff erent linguistic culture and their experience in it. The system of principles and criteria for the selection of the content of EVC is the basis of the achievement of the objectives of modern foreign language education, ensuring the priority of its moral component. The backbone principle, performing the integrating and coordinating functions of the system, is the principle of conformity of the content of education (CE) to the requirements of the society, science, culture and personality development.
EVC of the content of foreign language education, general didactic, specifi c principles and criteria for the selection of the content of education, value orientations, emotional-volitional relationship, personal UEA.
Включение ЭЦК в систему компонентов содержания иноязычного образования меняет наши представления о том, какими должны быть его ценностно-смысловые приоритеты и каких целей оно должно достичь [3]. Поскольку
среди целей современного иноязычного образования равноценное положение наряду с качественной языковой подготовкой учащихся занимает изменение их мотивов и личностных позиций, формирование ценностных ориентаций
не только конкретной личности, но и общества в целом [1], насущным становится вопрос разработки принципов отбора содержания данного компонента.
1. Galskova N.D. Sovremennaya obrazovatel’naya model’ v oblasti inostrannykh yazykov: struktura i soderzhanie [The modern educational model in the fi eld of foreign languages: structure and content]. Inostrannye yazyki v shkole [Foreign Languages at School]. 2015, I. 8, pp. 2-8 (in Russian).
2. Galskova N.D. Sovremennaya tsel’ obucheniya inostrannym yazykam: ot kompleksnogo podkhoda k integratsii [Modern aim of teaching foreign languages: from a comprehensive approach to integration]. Teoriya i praktika obucheniya inostrannym yazykam: traditsii i innovatsii: Sbornik statei mezhdunarodnoi nauchno-prakticheskoi konferentsii pamyati akademika I.L. Bim [Theory and practice of teaching foreign languages: Tradition and Innovation: Sat. articles of the international scientifi c-practical conference to the memory of IL Bim]. Moscow, TEZAURUS Publ., 2013. 331 p. (in Russian).
3. Fundamental’noe yadro soderzhaniya obshchego obrazovaniya: proekt [The fundamental core of the content of General education: the project]. Moscow, Prosveshchenie Publ., 2009. 48 p. (in Russian).
4. Borzova E. Teachers As Change Agents: Critical Thinking Tasks in a Foreign Language Classroom and Refl ections on Printed Materials - From Brawn to Brain: Strong Signals in Foreign Language Education. Proceedings of the ViKiPeda - 2007 [Conference in Helsinki, May 21-22, 2007]. Helsinki: Yliopisto, 2008 (ed. Seppo Tella). - Pp. 29-54.
