METHODS OF TEACHING FOREIGN LANGUAGES

УДК 372.881.1

METHODS OF TEACHING FOREIGN LANGUAGES

Shayakhmet Laura Nurlankyzy

lorashaya@gmail.com

Student of Faculty of Philology of ARU named after K.K.Zhubanov

Scientific adviser – Usenova Saule Galimgereevna

Aktobe, Kazakhstan

Annotation: this article is about methods and means of teaching foreign languages.

Keywords: grammar-translation method, communicative method, audio-lingual method, grammar-translation method, the 25th frame method

Traditional techniques

Teaching methods are "ordered ways of activity of the teacher and students, aimed at the effective development of their educational tasks". The teaching method acts as a "tool of the teacher's activity to perform the leadership function-training". The implementation of the training method is carried out through the use of a number of training techniques, various approaches and working techniques. "Teaching techniques — a set of specific learning situations that contribute to the achievement of the intermediate (auxiliary) goal of a particular method." Unfortunately, in teaching practice, foreign language teachers often use time-tested standard teaching methods. Sometimes the process of teaching a language, unfortunately, continues to be a "somewhat modernized version" of the grammatical-translation method. The requirements for a foreign language lesson change over time, and the latest teaching methods are being developed. At the present stage of the development of science in Uzbekistan, we can definitely say that the times when the ability to translate adapted, inauthentic texts from a foreign language and vice versa was a sufficient proof of language acquisition have already passed.
The communicative method
Our school uses the universally recognized communication method in the world. For English, another name for the method is often used Oxford or Cambridge. That's right, the basics of this method, now used for teaching any language, not just English, were developed by the joint efforts of linguist teachers and psychologists from leading British universities. On the basis of the communicative method, such popular training courses as progress and new Cambridge English course (English), (German), without borders(French) are written.

The essence of the communicative method
What is the communicative method and what is the professional training of teachers using this method?

The communicative method is aimed at the simultaneous development of basic language skills (oral and written speech, grammar, reading and listening comprehension) in the process of live, relaxed communication. Teaching a student to communicate in a foreign language is the main task of a teacher. Vocabulary, grammatical structures, expressions of a foreign language are presented to the student in the context of a real, emotionally colored situation, which contributes to the rapid and lasting memorization of the material being studied.

The communicative method involves the destruction of the psychological barrier between the teacher and the student. And when people stop feeling the distance between themselves and the teacher, when they are interested, fun and pleasant to communicate with him it is easier for them to start talking in a foreign language.

Numerous game elements in teaching bring animation to classes, support a positive emotional mood of students, and strengthen their motivation. Working in pairs in threes participating in discussions on topics of interest to students  all this allows the teacher to take into account the individual characteristics of students, make classes creative and exciting, and at the same time gives the teacher the opportunity to exercise complete control over the learning process unnoticed by students.

Grammar-translation method
The middle of the twentieth century until the end of the seventies was marked by the grammatical-translation method, the purpose of which was to study grammar in order to learn to read and understand texts in a foreign language through it. During the lessons, we mostly did grammar exercises and translated texts into a foreign language and back. They explained grammar most often in their native language, scolded for mistakes and tried to correct them all. If the student could not correct his mistake himself, the teacher did it for him. Your parents, dear reader, grew up on this method. They could not speak, but they knew the grammatical rules, and with a sin in half, but they could still translate a foreign text when it was very necessary.

The main disadvantages of this method is that a person does not acquire oral speech skills, and knowledge of without their meaningful application is quickly forgotten.

Audio-lingual method
In the 1970s, the audio-linguistic method appeared, and with it-language courses and language classes. Every decent school had to have its own language lab, in which students with headphones did endless and boring laboratory work: according to the proposed sample, it was necessary to make mechanical changes in the sentence structure. The lesson was both boring and unpromising, as there was almost no feedback. Proponents of the audio-lingual method believed that you need to memorize the grammatical and structures of the language by repeatedly repeating them in ready-made educational dialogues, and then, they said, at the right time you will use them automatically. However, the experience of many shows that in a real situation, a person, as a rule, can’t use a phrase or phrase that he once learned in a timely and appropriate manner. The best textbook created in accordance with the audio-linguistic methodology is the Streamline English series by Oxford University Press. Their structure is monotonous and simple. Each lesson is a dialogue and wildcard exercises drills after it. It is not possible to work with Streamline English has an independent textbook. But I am sure that this series will survive many textbooks that appeared later, because the language and grammatical material (especially order me out) is selected and prepared brilliantly, and with any method will be successfully used to supplement, reinforce and-just for fun.

The main disadvantages of the audio-lingual method are the lack of feedback from a native speaker, the inability to manage only memorized phrases and phrases in everyday communication.


The late 1970s  1980s were a boom in  The method used by the Bulgarian psychiatrist means treatment by suggestion, a suggestion. When applied to the study of foreign languages, attaches great importance to the psychological mood and emotional state of students. The role of a teacher is extremely important and difficult: he must create an atmosphere in which shyness, timidity, fear of mistakes disappear, and self-confidence increases. In this technique, music, movement, and stage action are actively used.

One of the side options of the suggestive technique is a session of immersion in a foreign language environment. A group of students who have passed preliminary language training spends 10 days in a pressure chamber: without their native language, without learning as such (textbooks and exercises), living according to a scenario compiled specifically for this group. Types of work on the dive, of course, are diverse, because the working day really lasts from breakfast to bedtime 12-14 hours.

For ten days, speech is heard in the form of dialogues, songs, games, sketches, problem situations, discussions, press conferences, interviews, reports, presentations, parties, celebrations, etc. The main results of the immersion session are the removal of the psychological barrier and the accompanying positive emotional reactions associated with the language. The economic realities of more recent times have made this method of learning inaccessible to most.

It should be clarified that no method has been subjected to such distortion and even perversion as the method of immersion. This was due to the fact that immersion requires a teacher of the highest professional level, which not many can meet. Therefore, readers, be careful if you are offered a partial or two-hour dive.

The disadvantages in one or another attempt to implement, as a rule, the low professional level of teachers and ill-conceived scenarios for the implementation of immersion.

The 25th frame method
The widely advertised so-called 25-frame method is often presented as one of the most powerful methods of learning foreign languages.

But let's try to figure out what this method really is? The method is based on the subconscious perception of information in the form of pairs of words in Russian and English. But such a variant of simply memorizing the meaning of words can’t give anything when learning foreign languages.

In addition, the technology of the 25th frame itself is increasingly being questioned. For a more detailed study of this issue, we strongly recommend reading the article Rumors about the 25th frame are subconsciously exaggerated on the website Science and Technology.

List of sources:

1.Oxford Practice Grammar

2.Oxford University Press

3.Express Publishing

4.Oxford Guide to English Grammar

5.English Grammar in Use

6.Oxford Practice Grammar

7.Grammarway

Sokolova I.N. Uteubayeva E. A. “Practicing English