The study of foreign languages in modern society becomes an inseparable part of the professional training of specialists of different profiles and the quality of their language training in many respects depends on the successful solution of issues of professional growth and expansion of contacts with foreign partners.
Therefore, the school is designed to provide a certain level of proficiency in a foreign language, which could allow it to continue studying in the period of university and postgraduate education, as well as independently. The success of training largely depends on the method of work of a foreign language teacher, on his ability to use various modern methods in the context of solving specific educational problems.
As a result of studying the course of the methodology, students should know: current trends in the development of the methodology; the content and structure of the system of teaching foreign languages; features of the interaction of the methodology with basic sciences for it; various methods of formation and development of foreign language communicative skills; qualification requirements for a foreign language teacher. Must be able to: use modern technology in teaching foreign languages; practice the techniques and methods of teaching a foreign language; prepare training materials for classes based on the stage and profile of training; analyze and evaluate the students' individual psychological characteristics and the level of their knowledge of a foreign language; analyze your own educational activities and colleagues; organize independent work using various methods of self-education; plan and conduct classes and extracurricular activities in a foreign language.
The knowledge and skills acquired in the classroom are available to students during their teaching practice.
The method of teaching foreign languages is a system of knowledge about the laws of the process of teaching a non-native language and about ways to influence this process in order to optimize it. The method of teaching a foreign language discovers and substantiates the patterns of learning a foreign language.
Historically, two functionally different methodologies have emerged: general and particular methods. The general methodology, as a rule, is devoted to the study of the laws and peculiarities of the process of learning a foreign language, regardless of which foreign language is being discussed. Thus, the principles of selection of educational material, the ratio of oral and written speech at different stages of the lesson, etc. will be in the same conditions of learning the same for any of the Western European languages studied in secondary schools in our country. However, knowledge of the general patterns of learning of the IL is insufficient when the teacher is confronted with the specific features of a particular foreign language. Thus, the methods of mastering the verb forms of Continuous are specific only for the English language, cumbersome patterns of composition, the declension of nouns and adjectives are characteristic of the German language, and the methods of forming numerals, the use of diacritical marks, the article, and the presence of a partitive article in French. Significant differences are observed in phonetics: trifthongs and diphthongs are specific for the English language, and nasal vowels for the French language. As experience and practice shows, the teacher needs to develop and implement such techniques, methods and forms of training that have contributed to the rapid mastery of students in the relevant specific phenomena in a particular foreign language. Thus, a private method explores the study of language and speech phenomena that are specific to the particular foreign language being studied.
General and private methods are interrelated. The general methodology is enriched based on the experience of private methods. In turn, the patterns of the general methodology are reflected in the particular. The subject of the methodology of teaching foreign languages is the accumulated knowledge about the object, a numerous theory that models the learning process; these are the laws of the process of learning a foreign language.
The basic concepts that make up the foundation of the methodology include: the process, goals, content, principles, methods, techniques, tools and organizational forms of training.
The basic categories of methodology are considered to be:
Method as a system of purposeful actions of the teacher, on the one hand, and educational actions of students on the other.
Reception is an elementary methodical act aimed at solving specific tasks at a certain stage of the lesson. The method is implemented in the system of receptions. The communication-oriented learning method is implemented in the following techniques:
– Reception role of communicating
– Accepting the formation of students' approximate abilities
– Teaching of speech interaction
– Methods of systematization of speech knowledge
– Techniques for deepening and expanding the content
– Increase the intensity of independent work
– Standardized control techniques.
The approach is a common starting point, starting from which the researcher considers most of his other provisions.
The question of the relationship between method and approach remains debatable. Domestic methodologists and most foreign researchers believe that the approach to learning plays a fundamental role and is the dominant idea on which the new method is based. The method and approach are interconnected and interdependent, they are characterized by constant interaction.
Researchers unanimously express the opinion that there is no absolutely correct and effective method for all learning conditions and come to the conclusion that it is necessary to combine different approaches, principles and elements of different methods taking into account the specifics of learning, since what is effective in some conditions can to have a completely opposite result in different learning conditions.
The principle is a guiding idea. It is customary to single out the following general didactic, general methodological, particular methodological principles. K. V. In his research, Minyar-Beloruchev identifies the following teaching principles: the principle of a differentiated approach, the principle of managing the learning process, the principle of identifying specific landmarks, the principle of an integrated approach to motivation in learning a foreign language.
The purpose of training is what we strive for in the process of learning a foreign language; this is an ideally planned result [1]. First, the goal of learning is set, only then a technique is developed. The purpose of training is closely related to the conditions of training, because without them its achievement is impossible. The learning conditions are the circumstances under which learning takes place.
Learning tools are tools of the educational process, with the help of which the set goals are achieved more successfully and in a short time. By the means of instruction, include a textbook, workbook, tape recorder, cards. All the above categories serve the training system — a universal model of the educational process, corresponding to a specific methodological concept. The training system is a complete set of components corresponding to a specific methodological concept; it defines the objectives, content, principles, methods, techniques, methods, means, forms of organization of training and, in turn, is determined by them [2].
References:
- Bim I. L. Methods of teaching foreign languages as a science and school textbook problems. — M.: Russian language, 1977.
- Passov E. I., Kuznetsova E. S., Formation of lexical skills, Voronezh: Intrelingva, 2002–40 p.
