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METHODS OF TEACHING ENGLISH
«№11Қоскөл орта мектебі»КММ
ағылшын тілі пәнінің мұғалімі
Since then, as the builders of the Tower of Babel began to speak in different languages, society has become in need of translators. Interpreters were appreciated everywhere. Until recent foreign language was more of a hobby than a harsh reality. To know a foreign language – meant be an esthete, to belong to a certain circle or (most harmless version_ – branded a crank. But times are changing.
Any home is known, starts with the architectural plan. Now we are less afraid of the huge fortress called “Foreign Language” on top of which proudly flies the flag(mostly British). And, this case, this plan will serve as the necessary knowledge of modern methods of study. In recent times, when the market abounds in educational technology offers the most diverse methods of learning English, the question “In what manner do you teach?” “becomes more and more important, which indicates an increase of consumption culture of intellectual production. Puzzled applicant student or businessman (though also a student) are increasingly solidifies before the bookshelf from the linguistic literature and media aids or wistfully looking at a long list of advertisement. One of the selection criteria – price, but the main “English for two weeks”, “communicative method of teaching English”, “English with the British in Moscow”, “Effective rapid methods”, “English at the subconscious level”, in the end. So many new and unknown! And this gives doubts about the results. Can you trust the modern technology? Or to give preference to the established “brands” – such as “Bonk”, “Eckersley” or the “Headway”, gradually passing into the category of methodological classics? The obvious is the fact that at the end of the XX century. In Russia there was a “revolution” in the methods of teaching English. Previously, all priorities without the rest were given grammar, almost mechanical mastery of vocabulary, reading, and literary translation. These are the principles of the “old school”, which (it is worth it justice) still bear fruit, but at what cost? Teaching is based on a long routine work. Jobs offered quite monotonous: reading text, translation, memorization of new words paraphrase exercises in the text. Sometimes, for the sake of the necessary change – writing or dictation, plus phonetic drill as a holiday destination. When priority was given to read and work on the “topic”, implemented only one function of language – informative. It is not surprising that the language is well known units: only a very determined and hard-working people can master it at a high level. But on the degree of knowledge of grammar, they could easily compete with graduates of Cambridge. However, for works received good compensation: the profession of teaching a foreign language interpreter or have been considered prestigious.
Now to achieve this is still a high social position also requires a lot of diligence, perseverance and daily work. But a truly “revolutionary” that the language was in some form accessible to the majority. And offer more focused on the consumer. Why, for example, the secretary to acquire obviously unnecessary knowledge of the palatalization of consonants or the actual division of English sentences? Administrative assistant or manager with an 8-hour, or as we now say, “exclusive”, work in the office, is focused on developing an entirely certain knowledge and skills, that is, the consumption of a particular segment of the educational proposals for the English language. Renowned expert in the field of linguistics and language teaching methodology SG Ter - Minasova rightly notes that recently the study of language has become more functionality. The “unprecedented demand has demanded an unprecedented proposal. Unexpectedly, foreign language teachers at the center of public attention: the legions of eager professionals in various fields of science, culture, business, technology and all other areas of human activity demanded an immediate foreign languages teaching as an instrument of production. They are not interested in any theory or history of language – foreign languages, especially English, they need only functional, for use in different areas of society as a means of communicating with real people from other countries. “On the form of learning situation is also much simpler: the departure of the office, one-on-one sessions with a teacher to leave the house to a student of the “weekend” for busy and not, for “early adopters” and retired.
It remains to solve the main question: what are the contents of the course, its structure and methods of teaching? Who is the material being where this material is designed and tasted by whom?
Language teaching has become an applied nature, whereas it used to be relatively abstract and theorize. Aristotle gave the famous triad ethics, which is perfectly correlated with the current requirements: the logo – the quality of presentation, pathos – the contact with the audience, ethos – attitude towards others. This rule applies to the speaker, and an actor and teacher of a foreign language, and whose role involves two first incarnation. The functions of the teacher the educational process have changed considerably. The teacher – mentor, teacher – dictator is unable to give students the freedom of choice and to provide the necessary in understanding the delicacy of the matter , as the language of “freedom of teaching”. Therefore, such a negative image of the teaching is gradually becoming a thing of the past. He was replaced by teacher – supervisor, teacher, mediator, teacher, “pacifier” and head “Although the identity of the teacher in this case is relegated to the background, its influence on the audience, which, in turn, becomes more intimate, is not educed, and on the contrary, increased. This teacher on most – Russian and foreign – exchange is the organizer of group interaction (ideal team for learning a foreign language is now considered a group of 10-15 people, because that is the number of people can talk to each other with the maximum effect, interest and benefit).
Progress and fundamental changes in the methods of language learning, undoubtedly related to the innovations in the field of psychology of the individual and the group. Who felt a noticeable change in the minds of people and the development of new ways of thinking: there is proclaimed Maslow’s need for self-actualization and self-realization. The psychological factor of learning foreign languages promoted to leading positions. Authenticity of the communication, the weighted demands and claims, mutual benefit, respect for freedom of others – this is a set of unwritten rules of building a constructive relationship in the teacher-student.ф
Fifth, but not for smaller values of the elements of the system – the choice. He appeared in a student who can attend a course that best meets their needs. In the classroom the student is no longer limited to the election of speech means and his own verbal behavior. The teacher is also not constrained in the choice: methods and techniques of teaching – from games and training sessions to simultaneous translation in the organization of classes, in the selection of textbooks and teaching aids – from a wide range of products to the domestic editions of Oxford, Cambridge, London, New York and Sydney. The teacher can now select, create, combine, modify.
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