Methods of teaching english language

METHODS OF TEACHING ENGLISH

There are various methods of teaching English. In teaching a foreign language, consideration should be given to new ways of stimulating students' speech. However, many numerical classical schools still try to teach using the old methods and the old books. There will always be problems, and you will never speak English well. Using new techniques, you can easily learn to speak English and improve on it. Okay, now let’s talk about teaching English more visually, to understand the essence and also what teaching methods to use.

It has been a long time since the study of a foreign language was limited to passive learning of new words and expressions. Monotony, the boring perfection of grammatical rules and, at best, the ability to translate Russian phrases into foreign languages were the limits of perfection in mastering a foreign medium. Although the world has long known a great number of approaches to learning a foreign language and methods, the real revolution in the way English is taught in our country occurred only in XX a.m. Attitudes, objectives have changed. Today, the foreign language is taught everything. The number of methods has increased in proportion to the number of people. However, each of the methodologies has both pros and cons. The principles of the old school’s work today are subject to sharp criticism, despite the fact that the use of «classics» has borne fruit and is not insignificant. It is only a question of the cost of achieving those results. As a rule, in order to master the language, one had to work long hours over books, devoting a lot of time to translation, reading texts, learning new words, performing various exercises and retelling. Tasks such as writing or dictators were offered to change activities.

One of the oldest methods is classical, or fundamental. The purpose of the classical methodology is not so much to study, but to understand the subtleties and details of the principles of the work of a foreign language. The main task pursued by the classical method is to form a grammatical base of the language being studied. The target audience is people starting to learn English from scratch. This technique is very familiar to those who started learning English at school. It is worth noting that many language colleges, both in Kazakhstan and in border States, favor it. A simplified scheme is the study of grammar, the basic rules, which are then applied in concrete examples and enforced through exercises. The most popular example of a traditional technique is N.A. Bonk. Her famous «Bonka textbook», written in collaboration with other representatives of the same traditional methodology, is a unique template. This textbook has withstood fierce competition with the newest techniques coming from the West and continues to be a standard. The only downside, to be more precise, of the classical methodology is that we have little experience of spoken language. This shortcoming can be filled by adding other methods of communicative learning to the classical method.

One such method is the so-called linguistics method. The proponents of the above method are those who believe that modern foreign language should not be a set of lexical-grammatical rules. On the contrary, the absence of extra-linguistic factors makes learning English boring and pointless. Linguistics elevate a foreign language to the rank of a communicative tool that helps people not just to speak, but also to express themselves. Following the principles of the linguistics method, it is safe to say that a foreign language is a mirror that reflects the way of life, traditions and customs, culture and history of the language.

However, in recent years, the most popular methods of teaching foreign languages are communication methods, which rank first in the ratings and counting of statisticians. This technique has worked well in America and Europe. The communication methodology has also come to us, having taken an honorary place in the leading language schools of the republic. The methodology is based on the integration of two main methods of teaching foreign languages: traditional and modern. As the name suggests, communication has an important role to play in communicative methods. The main purpose of this method is to overcome the language barrier. The most important thing is to free a person from fear of the language, from fear of speaking a foreign language and at the same time to develop other language skills and skills, in particular oral and written speech, reading and audition. It is worth noting that grammar is studied in the process of speaking, communicating in a foreign language. The principle is that students first learn and memorize language formulas, expressions, phrases and only then disaggregate the grammatical constructions encountered in the learned phrases. In simple terms, the principle of oral prowess applies.

The fact that communication practice occupies a special place in communicative methods is also indicated by the name itself. The communication methodology is aimed at developing the skills and abilities to speak a foreign language. It is also worth noting that the application of the methodology has a direct impact on the structure of the occupation. Very often in classes it is necessary to use game situations, to carry out group work, to develop bug-finding tasks, to compare and compare. As a rule, such activities force not only memory, but also logic, which allows for the development of the ability to think analytically and visually, but also encourages the expression of thoughts.

Today the development of the modern IT industry makes available the latest interactive resources in English: latest generation computers, Internet, TV programs, newspapers, magazines. It is very important to put all of the above into practice. This encourages students to become interested in the history, culture and traditions of the country of the language being studied and helps to develop the skills that will be necessary in the future. Education is an active interaction between the teacher and the pupils and cannot be one-sided. It is the teacher who determines the success of the learning process. It is obvious that each teacher is guided by his or her personal experience in the methods and techniques of work. But, on the basis of the results of the experiential work carried out, it can be argued that the use of various techniques in the framework of communicative, inductive and deductive methods yields positive results and, certainly contributes to the effectiveness of grammar teaching. The author tries to adhere to the so-called «mixed» teaching methodology. This allows to achieve the set goals and gives a high result.

The current transition to a multi-level training system dictates. The need to change the approaches to the content of the educational process, to create new forms of its methodical support, as well as to realize the role of the teacher in the innovative paradigm of personal and creative learning. The multiplicity of methods and techniques for mastering a foreign language in a higher education institution leads to the need for a rational choice of one or the optimal combination of complementary methods and technologies, It follows from this that there is a need to generalize knowledge of the methods and techniques of foreign-language communication. Intensive language training is currently being provided in various developing, emerging and operational methodological systems. This is due to the diversity of the specific objectives of the foreign language education of the different groups of students, as well as the diversity of the learning environment.

The linguistics approach is common in almost all foreign language schools. The British and American language schools of Bell International, OISE, St. Giles International, Rennert Bilingual, NESE have adopted a communicative approach. The intensive method is aimed at business people who have to learn specific language skills in a short time. Often the intensive course is sufficient for the use of a language in the professional field: business correspondence, presentations, telephone calls, business proposals. The main principle is to completely exclude the student’s mother tongue from the learning process, the goal is to teach the student to think in a foreign language. A business approach involves learning a foreign language in combination with professional communication practices.

The formation of a certain level of foreign-language professional communication competence is a relevant and effective basis for further foreign-language professional communication of graduates of the university. It must be borne in mind, however, that in the teaching of a professional foreign language, the various functions of speech and the manner in which it is used cannot be of equal value. Along with the instrumental (simple transmission of information), regulatory (regulation of activities), personal-emotional and artistic (role-playing of speech) the most valuable are the expression, social (communication beyond its narrow circle) scientific, analytical, reference and etc.

The Case Method, which has gained a leading position in the modern practice of studying abroad by developing the skills of these vocal functions, offers the possibility of mastering the knowledge of the specialty in a foreign language, increasing the level of professional competence and self-esteem. At the same time, the educational objectives previously defined in the teaching methodology - communication, language, mental and educational - are still valid.