Methodological values in teaching a foreign language. Modern methods of teaching foreign languages N.D. Galskova. Factors that determine the specifics of the modern education system in the field of foreign languages

The most important task of the school at the present stage is the formation of full-fledged citizens of their country. And the solutions to this problem largely determine what mature schoolchildren will do, what profession they will choose, and where they will work.

School cannot give a person a lifelong supply of knowledge. But it is able to give the student basic guidelines for basic knowledge. The school can and should develop the student’s cognitive interests and abilities, instill in him the key competencies necessary for further self-education.

Modernization of the content of education in Russia at the present stage of social development is not least associated with innovative processes in the organization of teaching foreign languages. The priority direction in the development of modern schools has become the humanistic orientation of education, in which a personal approach takes the leading place. It involves taking into account the needs and interests of the student, implementing a differentiated approach to learning [10, pp. 2-3].

Today the focus is on the student, his personality, and his unique inner world. Therefore, the main goal of a modern teacher is to choose methods and forms of organizing students’ educational activities that optimally correspond to the goal of personal development.

In recent years, the issue of using new information technologies in secondary schools has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the formation and development of the communicative culture of schoolchildren, teaching practical mastery of a foreign language [4, pp. 3-4].

Due to global changes in society, both in Russia and throughout the world, the role of a foreign language in the education system has changed, and from a simple academic subject it has turned into a basic element of the modern education system, into a means of achieving professional realization of the individual.

The implementation of the new language policy is associated with the creation of a flexible system for choosing languages and the conditions for their study, as well as a variable system of forms and means of teaching, reflecting the current state of the theory and practice of teaching the subject.

The number of hours is increasing and the methodology of teaching a foreign language at school is changing.

The subject “Foreign Language” has been introduced into the primary school curriculum, which legislates the trend of earlier teaching of a foreign language. In accordance with this, learning a foreign language begins in the second grade. 210 teaching hours are allocated for its study (2 hours per week from second to fourth grade). By decision of the School Council, if appropriate conditions are available, hours for studying a foreign language can be increased due to the regional / school / component.

In the basic curriculum, 3 hours per week are allocated for the basic course of study (grades 5-9), which represents the acceptable minimum for secondary school in relation to such an activity-based academic subject as a foreign language. But, what is significant, this minimum can be increased if desired due to the school component.

At the level of selecting areas of communication for children of preschool and primary school age, preference is given to the gaming area. At the senior stage of education and, especially, in the conditions of in-depth study of a foreign language or a specialized (humanitarian, technical) orientation of the school, the subject side of the content of training should reflect, along with others, the professional sphere of communication that interests students.

For high school students, a foreign language should become a reliable means of introducing them to scientific and technological progress, a means of satisfying cognitive interests. Therefore, in high school, it is natural to expand and deepen the topic at the expense of regional studies, general humanities or technical material, focused on the students’ future specialty. There is an introduction to the elements of career guidance and retraining in the country of the language being studied, familiarization with the features of the chosen profession and the role of a foreign language in mastering professional skills.

Let's move on to consider modern, innovative methods of teaching a foreign language, aimed at more effective personal development and adaptation (both social and professional) within today's society [5, pp. 16-17].

1.Multilateral method.

The modern multilateral method originates from the so-called “Cleveland Plan”, developed in 1920. Its main principles:

-a foreign language cannot be learned through rote memorization, because created individually by everyone. Thus, training exercises should be minimized in favor of students' spontaneous speech;
-language is culture, i.e. cultural knowledge is transmitted in the process of language learning through authentic language materials.

Each lesson should be built around a single focus; students in one lesson should learn one isolated unit of learning content.

-Grammar, like vocabulary, is taught in measured portions in a strict logical sequence: each subsequent lesson should increase the existing stock.
-all four types of speech activity must be present simultaneously during the learning process.
- the educational material is presented in long dialogues followed by exercises in question-and-answer form.

As a rule, the texts offered for studying this method give a good idea of the culture of the country of the language being studied. However, the role of the teacher limits the possibility of creative use of the studied material by students in situations of direct communication with each other.

2. Full physical reaction method.

This method is based on two main premises. Firstly, on the fact that foreign oral speech perception skills should precede the development of all other skills, as happens in young children.

Secondly, the language of the lesson is usually limited to concepts that describe the situation “here and now” and easily explained examples in the target language. Learners should never be pushed into speaking until they feel ready for it.

The method is not intended for teaching reading and writing, and the language, to the extent that is acquired when taught by this method, is not the natural language of everyday communication.

3. Natural method.

The goal of training is for students to achieve an average level of proficiency in a foreign language. The teacher never draws students’ attention to errors in speech, as it is believed that this can slow down the development of speech skills. The early productive period begins from the moment when students' passive vocabulary reaches about 500 vocabulary units.

From a pedagogical point of view, the main components of an innovative approach to teaching are activity approach. This approach is based on the idea that the functioning and development of the individual, as well as the interpersonal relationships of students, are mediated by the goals, content and objectives of socially significant activities.

4. Active learning.

It is based on the fact that students are increasingly faced with the need to solve problem situations in real life. This method is aimed at organizing the development, self-organization, and self-development of the individual. The basic principle is that the learner is the creator of his own knowledge. Active learning is, of course, a priority at the present stage of teaching a foreign language. After all, effective management of educational and cognitive activity is possible only when it is based on the active mental activity of students.

Teaching a foreign language at school using innovative technologies involves the introduction of a number of psychological approaches, such as: cognitive, positive, emotional, motivational, optimistic, technological. All these approaches are addressed to the student’s personality.

5. Teaching a foreign language using the Internet.

The introduction of information and communication technologies into the learning process began not so long ago.

However, the pace of its spread is incredibly rapid. The use of Internet technologies in foreign language classes is an effective factor for developing student motivation. In most cases, children like to work with a computer. Since classes are held in an informal setting, students are given freedom of action, and some of them can “show off” their knowledge in the field of ICT.

The prospects for using Internet technologies today are quite broad. It could be:

- correspondence with residents of English-speaking countries via e-mail;
-participation in international Internet conferences, seminars and other network projects of this kind;
- creation and placement of websites and presentations on the network - they can be created jointly by the teacher and the student. In addition, it is possible to exchange presentations between teachers from different countries.

As pedagogical experience shows, the work of creating Internet resources is interesting to students for its novelty, relevance, and creativity. Organizing the cognitive activity of students in small groups gives each child the opportunity to show their activity.

To achieve maximum effect, it is necessary to use a wide range of innovative technologies, including, of course, a variety of media educational technologies in the learning process.

Forms of working with computer training programs in foreign language lessons include: learning vocabulary; pronunciation practice; training in dialogical and monologue speech; teaching writing; practicing grammatical phenomena.

The possibilities for using Internet resources are enormous. The global Internet creates conditions for obtaining any information students and teachers need, located anywhere in the world: regional studies material, news from the lives of young people, articles from newspapers and magazines, etc.

In English lessons using the Internet, you can solve a number of didactic tasks: develop reading skills and abilities using materials from the global network; improve the writing skills of schoolchildren; replenish students' vocabulary; to create motivation among schoolchildren to learn English. In addition, the work is aimed at studying the possibilities of Internet technologies for broadening the horizons of schoolchildren, establishing and maintaining business connections and contacts with their peers in English-speaking countries.

The substantive basis of mass computerization is related to the fact that a modern computer is an effective means of optimizing the conditions of mental work, in general, in any of its manifestations. There is one feature of the computer that is revealed when used as a device for teaching others, and as an assistant in the acquisition of knowledge, this is its inanimateness. The machine can communicate “friendly” with the user and at some moments “support” him, but she will never show signs of irritability or let her feel that she is bored. In this sense, the use of computers is perhaps most useful in individualizing certain aspects of teaching.

The main goal of studying a foreign language at school is the formation of communicative competence; all other goals (educational, educational, developmental) are realized in the process of achieving this main goal[ 9, p. 6-7]. The communicative approach involves learning to communicate and developing the ability for intercultural interaction, which is the basis for the functioning of the Internet. Today, new methods using Internet resources are opposed to traditional teaching of foreign languages. To teach communication in a foreign language, you need to create real, real life situations (i.e. what is called the principle of authenticity of communication), which will stimulate the study of the material and develop adequate behavior. New technologies, in particular the Internet, are trying to correct this mistake.

The project method develops in students communication skills, a culture of communication, the ability to briefly and clearly formulate thoughts, be tolerant of the opinions of communication partners, develop the ability to obtain information from various sources, process it using modern computer technologies, creates a language environment that promotes the emergence of natural needs in communication in a foreign language[ 3, p. 99-100].

The project form of work is one of the current technologies that allows students to apply their accumulated knowledge in the subject. Students expand their horizons, the boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech and hear and understand each other when defending projects. Children work with reference books, dictionaries, and a computer, thereby creating the opportunity for direct contact with an authentic language, which is not possible when learning a language only with the help of a textbook in a classroom lesson.

Working on a project is a creative process. A student, independently or under the guidance of a teacher, searches for a solution to a problem; this requires not only knowledge of the language, but also possession of a large amount of subject knowledge, creative, communication and intellectual skills. In a foreign language course, the project method can be used within program material on almost any topic. Working on projects develops imagination, fantasy, creative thinking, independence and other personal qualities.

Modern technologies also include collaboration technology. The main idea is to create conditions for students to actively collaborate in different learning situations. Children are united in groups of 3-4 people, they are given one task, and the role of each is specified. Each student is responsible not only for the result of his own work, but also for the result of the entire group. Therefore, weak students try to find out from strong students what they do not understand, and strong students strive for weak students to thoroughly understand the task. And the whole class benefits from this, as gaps are closed together.

graduate work

1.2 Methodological principles of modern methods of teaching a foreign language

During the development of methods of teaching foreign languages, crises of shortage and “overproduction” of ideas necessary for the formation of a new methodological direction succeeded each other. For example, the transition to communicative teaching was carried out in conditions of a clear lack of fruitful and truly new ideas. The crisis brought to life an active methodological and methodological search, which contributed to the development of modern methodological concepts of teaching foreign languages: communicative, activity-based, etc.

In order to understand what modern methods of teaching English are based on, it is necessary to consider in detail the methodological principles that underlie these methods.

The structure of the communicative method includes cognitive, developmental and training aspects that are aimed at educating the student. Taking this into account and the content of the concept of “communication”, as well as the versatility of the training system, we can formulate the following methodological principles of communicative methodology:

The principle of mastering all aspects of a foreign language culture through communication. Foreign language culture here means everything that the process of mastering a foreign language can bring to students in educational, cognitive, developmental and educational aspects. The communicative method was the first to put forward the position that communication should be taught only through communication. In this case, communication can be used as a channel of education, cognition and development.

Communication is a social process in which there is an exchange of activities and experiences embodied in material and spiritual culture. Communication involves emotional and rational interaction between people and influence on each other. Communication is the most important condition for proper education.

Thus, communication performs the functions of teaching, cognition and development and education in the communicative teaching method.

The process of teaching foreign language communication is a model of the process of the real communication process according to the main parameters: motivation, purposefulness, informativeness of the communication process, novelty, situational nature, functionality, the nature of the interaction of communicators and the system of speech means. Thanks to this, learning conditions are created that are adequate to real ones, which ensures the successful mastery of skills and their use in real communication conditions.

The principle of interconnected teaching of aspects of foreign language culture.

The complex nature of foreign language culture is manifested in the unity and interconnection of its educational, cognitive, educational and developmental aspects. Each of these aspects, in a practical sense, are equivalent. But true mastery of one is possible only under the condition of proper mastery of others.

In this regard, any type of work, any exercise in the educational process, integrates all four aspects of foreign language culture and is assessed depending on the presence of these aspects in them.

This principle applies not only to interaspect, but also to intraaspect relationships. For example, it is assumed that there is an interconnection and interdependence of all four types of speech activities (reading, speaking, listening and writing) within the educational process.

The need for interconnected learning is justified by the learning pattern, according to which mastery is more successful the more analyzers participate in it. Interconnectedness is present not only in the learning process, but also in individual exercises specially developed within the framework of this methodology.

The principle of modeling the content of aspects of foreign language culture.

The volume of regional studies, linguistics and linguistic and cultural knowledge of reality cannot be fully assimilated within the framework of a school course, therefore it is necessary to build a model of the content of the object of knowledge, that is, to select, depending on the purpose of learning and the content of the course, the volume of this knowledge that will be sufficient to represent the culture countries and language systems. At the same time, it is also necessary to take into account the cognitive needs of individual students related to their individual interests, etc. A certain framework of the training system and its ultimate objectives require, for methodological purposes, the creation of a model of the content of development, that is, a certain minimum that is necessary to solve the problems facing the subject.

The principle of managing the educational process based on its quantization and programming.

Any learning system involves the quantization of all components of the learning process (goals, means, material, etc.). Without quantization, the goals will be incorrect, the material will be indigestible, the conditions will be suboptimal, and the means will be inadequate. In other words, systematic training, and therefore its controllability and effectiveness, will be impossible.

The principle of consistency in the organization of teaching foreign languages.

This principle means that the communicative learning system is built in a reverse way: first, the final product (goal) is outlined, and then tasks that can lead to this result are determined. This takes place throughout the course, each year, lesson cycle and one lesson and concerns all aspects. This approach ensures systematic learning with all its inherent qualities: integrity, hierarchy, purposefulness.

The system of training is built taking into account the patterns of students mastering each of its aspects. All training in organizational terms is based on the rules of cyclicity and concentricity. Cyclicity is manifested in the fact that a certain amount of material is learned within a cycle of lessons, each of which includes a certain number of lessons. Any cycle is built on the basis of the staged development of a particular skill and ability in each type of speech activity.

The cyclical nature is reinforced by a concentric approach, which concerns both the speech material and the problems discussed.

Systematicity is manifested in the fact that the proposed system includes not only the foreign language teacher and the student, but also his parents and teachers of other subjects. Interdisciplinary connections are used as a means of additional motivation for those students who are not interested in a foreign language.

The systematic organization of the learning process also presupposes a staged nature of language acquisition, that is, it includes different levels of the educational process:

1) level of education levels (primary, junior, middle, senior);

2) the level of training periods, which are determined within the levels;

3) level of stages (stage of formation of lexical, grammatical skills, stage of improving skills, stage of skill development);

4) the level of learning stages, which are determined within stages and substages (stages of imitation, substitution, transformation, reproduction, combination).

Each level has its own specifics, which are determined by the psychological and pedagogical characteristics of students.

The principle of teaching foreign languages based on the situation as a system of relationships.

Communicative learning is carried out on the basis of situations, understood (unlike other methodological schools) as a system of relationships. The situation exists as a dynamic system of social status, role, activity and moral relationships between the subjects of communication. It is a universal form of functioning of the learning process and serves as a way of organizing speech means, a way of presenting them, a way of motivating speech activity, the main condition for the formation of skills and the development of speech skills, a prerequisite for teaching communication strategies and tactics. The communicative technique involves the use of all these functions of the situation.

The learning situation, as a unit of learning, models the situation as a unit of communication.

Thus, the situation acts not only as a so-called speech situation, but also in a broader status - a situation of educational activity.

The principle of individualization in mastering a foreign language.

In the communicative method, the student is perceived as an individual.

Each student, as an individual, has certain abilities, both general and partial. Communicative training is aimed at identifying their initial level and their further development. For this purpose, special means are used to identify abilities - special tests, for development - exercises and supports.

Taking into account and developing abilities constitutes individualization.

Human development depends on many factors, the leading of which when teaching communication should be considered the joint activity of students.

When organizing a student’s joint activities, it is planned to develop the personality qualities necessary for fruitful cooperation.

Joint activities are organized so that students realize that the success of the common cause depends on each of them. The combination of communication with other types of activities makes it possible to bring learning closer to real communication, which is carried out not only for the sake of communication, but also serves other types of activities that occur simultaneously with it.

For more productive mastery of all aspects of a foreign language by students, a system of tools (memos and special exercises) is provided for developing the necessary skills and abilities in students, for developing the ability to learn, which constitutes subjective individualization.

The third leading component of the principle of individualization is the so-called personal individualization. It involves taking into account and using parameters inherent to the individual: personal experience, context of activity, interests and inclinations, emotions and feelings, worldview, status in the team. All this allows us to create true communicative and situational motivation in students.

To prove this, it is enough to take into account two facts: 1) communication, in this technique, is a means of maintaining life in society and

2) learning this concept independently, there is a model of the communication process.

The system of communicative methods provides for a whole range of measures to maintain motivation in learning.

The principle of development of speech-thinking activity and independence of students in mastering a foreign language.

It lies in the fact that all tasks at all levels of training represent speech-thinking tasks of different levels of problem and complexity.

This technique is based on the intellectual needs of students, and this encourages the student to think.

Speech-thinking tasks are designed to develop thinking mechanisms: a mechanism for orientation in a situation, evaluation of feedback signals and decision-making, a mechanism for determining goals, a mechanism for choosing, a mechanism for combining and designing.

It is important to note that the more independence the student shows, the more effective the learning will be. Therefore, this methodology pays great attention to the development of independent thinking, in particular, in the process of discussing problems.

And finally, independence associated with control. In communicative learning, a strategy is used that plans to transform control through mutual control into self-control. For this purpose, both hidden control and students’ conscious knowledge of objects and control criteria and their application are used.

The principle of functionality in teaching a foreign language.

This principle assumes that every student must understand what not only practical language proficiency can give him, but also the use of acquired knowledge in cognitive and developmental aspects.

This principle also lies in the fact that the functions of types of speech activity as means of communication are mastered, that is, those functions that are performed in the process of human communication are realized and assimilated: reading, writing, speaking, listening.

According to the principle of functionality, the object of acquisition is not the speech means themselves, but the functions performed by a given language.

On a functional basis, a model of speech means is created that must be studied in a foreign language course: certain speech means of different levels are selected to express each of the speech functions. Depending on the purpose, both the maximum and minimum number of means of expression can be proposed to express each function. Of course, non-verbal means of expression are also included here.

The principle of novelty in teaching foreign languages.

Communicative learning is structured in such a way that all its content and organization are imbued with novelty.

Novelty prescribes the use of texts and exercises that contain something new for students, the refusal to repeatedly read the same text and exercises with the same task, the variability of texts with different content, but built on the same material. Thus, novelty ensures a rejection of arbitrary memorization, develops speech production, heuristics and productivity of students’ speech skills, and arouses interest in educational activities.

In conclusion, it is important to note that all the principles considered are interconnected, interdependent and complement each other. Therefore, following the attached system presupposes compliance with all the above principles and their comprehensive application.

Now let's move on to the methodological principles on which another modern method of teaching English is based. So, the main methodological principles that have conceptual significance for the design methodology are:

The principle of consciousness, which provides for students to rely on a system of grammatical rules, work on which is built in the form of work with tables, which in turn is a sign of the next principle. student communicative teaching motivation

The principle of accessibility is manifested, first of all, in the fact that when constructing a training course using the project methodology, issues and problems that are significant for the student at this stage are considered, based on his personal experience, that is, it is ensured through appropriate processing of educational material.

The principle of activity in the project methodology is based not only on external activity (active speech activity), but also on internal activity, which manifests itself when working on projects, developing the creative potential of students, and based on previously studied material. In the design methodology, the principle of activity plays one of the leading roles.

The principle of communication, ensuring contact not only with the teacher, but also communication within groups, during the preparation of projects, as well as with teachers of other groups, if any. The project methodology is based on high communication, involves students expressing their own opinions and feelings, active involvement in real activities, and taking personal responsibility for progress in learning.

The principle of clarity is used, first of all, when presenting material in the form of projects already prepared by course characters, i.e. Both auditory and contextual visualization are used.

The principle of systematicity is relevant for this methodology not only because all the material is divided into topics and subtopics, but also because the method is based on a cyclical organization of the educational process: each of the provided cycles is designed for a certain number of hours. A separate cycle is considered as a completed independent period of learning, aimed at solving a specific task in achieving the general goal of mastering the English language.

The principle of independence also plays a very important role in the design methodology. To prove this, we need to consider the essence of the very concept of “project”. A project is work independently planned and implemented by students, in which verbal communication is woven into the intellectual and emotional context of other activities (games, travel, etc.). The novelty of this approach is that students are given the opportunity to construct the content of communication themselves, starting from the first lesson. Each project relates to a specific theme and is developed over a specific period of time. Work on the project is combined with the creation of a solid language base. And since work on projects is carried out either independently or in a group with other students, we can talk about the principle of independence as one of the fundamental ones.

The principles of design methodology are closely interrelated and very important. This technique teaches students to think creatively, independently planning their actions, possibly, options for solving the problems facing them, and the principles on which it is based make training in it possible for any age group.

Let's move on to the next method of teaching English. This is an intensive technique. What principles underlie it?

The principle of collective interaction, which is the leading one in the activation method, best known in the intensive technique. It is this principle that connects the goals of training and education and characterizes the means, methods and conditions of the educational process. The educational process, which is based on this principle, is characterized by the fact that students actively communicate with others, expand their knowledge, improve their skills, optimal interaction develops between them and collective relationships are formed, which serve as a condition and means of increasing the effectiveness of learning, the success of each student depends largely on the others. Such a system of relationships that develops in the educational team, revealing and actualizing the best sides of the individual, greatly contributes to the learning and improvement of the individual. This occurs due to the emerging positive psychological climate and significantly influences the final result. Group learning contributes to the emergence of additional socio-psychological incentives for the individual to learn. In addition, intensifying communication between participants in the educational process helps accelerate the exchange of information, the transfer and assimilation of knowledge, and the accelerated formation of skills and abilities. From all of the above, we can conclude that the main means of mastering the subject is communication with group partners.

The principle of person-oriented communication is no less significant. It is based on the influence of communication, its nature, style on the implementation of educational and educational goals. In communication, everyone is both influencing and being influenced. A particularly significant place here is occupied by people’s knowledge of each other, which is a necessary condition for human communication.

Communication is a core characteristic of collective activity and the activity of an individual in a team. It is also inseparable from the process of cognition. Personal-role communication in English in intensive learning conditions is not a fragment of the educational process or a methodological stage of the lesson plan, but the basis for constructing the educational and cognitive process.

The principle of role-based organization of the educational process is closely related to the previous two. Roles and masks in the group greatly contribute to managing communication in the lesson. Educational communication in intensive training presupposes the presence of constantly active subjects of communication (all students), who are not limited to simply perceiving the message and reacting to it, but strive to express their attitude towards it, that is, “I am a mask” always exhibits a personal characteristic. Role-playing is one of the effective means of creating a motive for foreign language communication among students.

The principle of concentration in the organization of educational material and the educational process is not only a qualitative, but also a quantitative characteristic of the intensive method. Concentration manifests itself in various aspects: concentration of study hours, concentration of educational material. All this causes high saturation and density of communication, a variety of forms of work. This encourages teachers to constantly search for new forms of presenting material.

The principle of multifunctionality of exercises reflects the specifics of the exercise system in the intensive teaching method. Language skills that were formed in non-speech conditions are fragile. Therefore, the most productive approach to teaching a foreign language is considered to be one that involves simultaneous and parallel mastery of language material and speech activity. The multifunctionality of exercises allows you to implement this approach. In the intensive method system, training in the use of each given grammatical form is carried out through a series of exercises, where the same communicative intention is realized in changing situations. Moreover, for students any exercise is monofunctional, for the teacher it is always multifunctional. In this method, multifunctionality is strictly required.

All five considered principles of intensive teaching of foreign languages ensure a clear relationship between the academic subject and educational activities and thereby contribute to the effective implementation of learning goals.

Another modern method of teaching English is the activity-based method. Initially, it was supposed to be used to train adult students. Then it was considered possible to use it in the senior grades of secondary schools, excluding the junior grades, since the first methodological principle of this technique can be formulated as follows:

The principle of the need for logical thinking.

The activity-based methodology is focused on the conceptual, logical thinking of students, but allows the possibility of use in school from the age when formed logical thinking becomes obvious. The use of activity-based methods would make it possible to systematize and generalize the language and speech experience that schoolchildren have.

Activity principle

With the activity method, the student’s activity is obvious. The need for this is inherent in its very name. This technique provides for greater activity in the preliminary mastery of linguistic means and subsequent mastery of communication based on existing knowledge, teachings, and skills in using linguistic means in speech.

The principle of primary acquisition of linguistic means

This principle arose from the fact that the creators of the activity methodology consider it incorrect to teach language means in the process of working with the content of the message. They believe that this makes it almost impossible to fully master the language.

The principle of using speech communication units

The creators of the activity-based methodology identified a new speech-communicative language unit, which necessitated the need to rethink the problem of the language content of teaching, primarily the principles of selecting grammatical knowledge.

As can be seen from all of the above, the activity method has a number of specific means inherent in it alone. And if previous methods can be used with children at the initial stage of education, then this method does not have such an opportunity.

All of these methods have a number of similar features, the importance of which has increased with the transition to communicative-oriented teaching of the English language. Therefore, in order to be used at the present time, methods must be based on the methodological principles of activity, communication, consistency, cyclicality and independence, and also see the student as an individual.

It is also necessary to pay attention to the fact that each of the methods implies some division of the educational material. For example, quantization of material - in a communicative technique, cycles, topics and subtopics - in an intensive technique.

All the techniques described above can be summed up under one heading: “The best communication training is communication.”

But, despite the large number of similar principles, there are a number of distinctive principles that are not repeated in other methods. One can name, for example, the “principle of interconnected teaching of aspects of English-speaking culture” - in the communicative method, or the “principle of speech communicative units” - in the activity method.

And yet, despite the large number of similarities, it is impossible not to notice the differentiation of methods, techniques, and content of teaching a foreign language, depending on the goals and planned levels of language proficiency, on the characteristics of the student population and learning conditions.

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Galskova N.D.

The article examines current problems of teaching foreign languages as a science, reveals the factors that determine the specifics of its development from methodological recommendations and private methods to the theory of teaching foreign languages. Particular attention is paid to the analysis of the relationship of the methodology with philosophy, linguistics, psychology and didactics, as well as to the description of such characteristic features as interdisciplinarity, anthropocentricity, and multi-level nature. The specificity of the object-subject area of methodology as a science is substantiated.

This article is devoted to the analysis of the specific characteristics of modern methods of teaching foreign languages (MOFL) as a science, its status and place in the system of scientific knowledge. As is known, at the beginning of its journey (beginning of the last century), MOFL was interpreted as a set of techniques and a sequence of steps used by the teacher to ensure that students learned the necessary content of teaching a foreign language (FL). The first to emerge were the so-called private methods, which described the practical steps to teach students a specific foreign language. Gradually, with the accumulation of cognitive observations in the field of teaching foreign languages and their generalizations, methodological scientific thinking took shape, which already in the middle of the last century formed a general methodological scientific picture1. It was from this period that the golden age of the Russian MOFL began as an independent scientific direction and the concept of “methodology” of teaching a foreign language acquired an expanded meaning. Representatives of the “golden generation” of Methodists, including A.A. Mirolyubova, I.V. Rakhmanova, I.L. Beam, S.K. Folomkin, N.I. Gez et al. conducted an intensive and long-term scientific and educational search for evidence that the methodology is not a simple set of recommendations and instructions that allow organizing the educational process in a foreign language. They have accumulated a rich fund of methodological knowledge, representing MOFL as a science that studies the goals, content, methods, means and methods of teaching foreign languages and upbringing by means of foreign languages - a science that makes it possible to study the effectiveness of different models of teaching foreign languages. In the last decades of the current century, MOFL has been interpreted as a theory of foreign language learning, which is a strictly structured system of knowledge about the patterns of “familiarization” of a student with a new linguoculture (language + culture) in conjunction with the native language and original culture of the student.

Thus, modern MOFL has gone through a complex and rich path of scientific knowledge: from an exclusively empirical understanding of the process of teaching a foreign language to the theoretical justification of an integral, developing system of scientific concepts, methods and means of methodological scientific knowledge. She has proven her ability to formulate her own theoretical postulates within the framework of a historically conditioned, socially and culturally determined methodological (conceptual) system for introducing students to linguocultural experience and implement them in specific educational materials, technologies, teaching aids, in a real educational environment. of peace we, following V.S. Stepin, we understand the generalized characteristics of the subject of scientific research, i.e. generalized diagrams - images of the subject of research, through which the main system characteristics of the reality being studied are recorded.

cess. Therefore, some skepticism, often expressed in relation to the status of MOFL as a scientific discipline, is a manifestation of a certain ignorance and amateurism.

The formation of MOFL as a science was and is influenced by various factors. These should include, first of all, those tasks that society puts forward to methodological science in a specific historical era. In addition, the state of other sciences influences MOFL. Its theoretical postulates have always taken into account and are taking into account the paradigmatic view of philosophers and didactics on the phenomena of “education” and “training”, linguists – on the “image of language” as the main object of research, psychologists – on the process of cognition and learning. This determines the interdisciplinary nature of MOFL as a science, which in its research related to the theoretical and methodological justification of methodological phenomena and the formulation of its own system of concepts, is not confined to its content and is not limited exclusively to internal reserves of self-improvement, but contacts other scientific fields and, above all, , with philosophy, linguistics, psychology, pedagogy and didactics. At the same time, one should keep in mind one more important factor that determines the specificity of methodological cognition. This is the previous history of foreign language teaching methods and the current state of development of methodological science itself. In this regard, it is important to have an idea of what features are characteristic of MOFL at the modern historical stage of its existence. Let's look at some of them in more detail.

As is known, MOFL as a scientific discipline is associated with the educational environment, which is created by man and in which he is the main character. This gives grounds to classify MOFL as one of the humanitarian scientific disciplines that “concentrate around the problem of man” and the research subject of which includes “man, his consciousness and often acts as a text that has human meaning”, “value-semantic” dimensions.

In the humanitarian sphere, the objective laws of social development and the individual interests, motives, needs and capabilities of a particular person are closely intertwined. Therefore, MOFL as a humanities science is focused, first of all, on solving social and practical problems related to the implementation of the urgent needs of society in the study of non-native languages by its citizens and improving the quality of language education. At the same time, relying on the objective laws of social development and science, it takes into account the value-semantic relationships that arise in society and in education. This position gives methodological knowledge a unique essential feature - anthropocentricity.

Anthropocentricity is manifested, first of all, in the adoption by modern methodologists of the anthropocentric paradigm of scientific research, which required a “turn” of scientific research towards a person’s ability to speak a non-native language, his general and key competencies as constitutive personal characteristics. In the context of this paradigm, the personality of everyone who is involved in educational activities in the field of a foreign language becomes a natural starting point in the analysis and justification of the patterns of foreign language education.

It is the personality, located in the dimension of at least two linguocultures, that is recognized in modern linguodidactics as a value, with categories such as personal experience, emotions, opinions, feelings acquiring particular significance. This gives grounds to link foreign language education not only with the student’s “appropriation” of a certain set of foreign language knowledge, skills and abilities, but also with changes in his motives, attitudes, personal positions, system of values and meanings. This is the main goal of foreign language education at the present stage of its development.

The anthropocentric paradigm of linguodidactic and methodological research most naturally expanded the boundaries of the research “field” of MOFL and led to a reversal of scientific research towards the linguistic personality of subjects of educational activity, and in relation to teaching foreign languages - a secondary/bicultural linguistic personality. In this case, the personality acts as a product and as a carrier of a specific linguistic-ethnic culture. In relation to the essence of foreign language education, this means that students in a learning situation must show their own activity to solve communicative and cognitive tasks that are creative and problematic in nature, and they should also realize that they are in the dimensions of several cultures. At the same time, since from the position of the anthropocentric paradigm a person masters a language through awareness of his theoretical and practical activities in it and with the help of it, new semantic components of methodological theories/concepts/approaches are put forward in MOFL: “foreign language education is not for life, but throughout life !”, “teach not a foreign language, but with the help of a foreign language.” This also has very definite methodological “consequences”, postulated as new linguistic educational principles. For example, updating the student’s cognitive, creative and research activities; shifting the emphasis from teaching activities to activities related to language learning/language acquisition; reducing the “simulation” of foreign language communication in favor of “authentic communication in the target language”; solving diverse problems using language; activation of productive activities of students with access to a real sociocultural context, etc.

At the same time, the inclusion of “human meanings, ethical and aesthetic values” in methodological knowledge, as well as any humanitarian knowledge, creates certain problems for MOFL. They are caused by internal contradictions between the need for scientific rationality of methodological knowledge (as is known, any science strives to establish objective laws of development of its research object) and the great “anthropic dimension” or “human dimension” of methodological knowledge.

Of course, a researcher dealing with the problems of teaching a foreign language must include the “human dimension” in the scope of his scientific interests, take into account the characteristics of an individual who learns a foreign language and another culture, communicates with native speakers of the latter, and organizes the educational process. And here the so-called interpretive methods of explaining scientific facts often come into force. They closely intertwine objective patterns and individual interests, motives, needs and capabilities of a particular human researcher, which can cast doubt on the objectivity of the scientific results obtained2. In this regard, the question of whether MOFL is capable of providing objective knowledge about its object-subject domain becomes particularly relevant. So, E.I. Passov writes: “... if we compare, say, physical reality (natural reality, which is studied by physics, with educational reality (with the process of foreign language education), then we will easily notice the fundamental difference between them: while physical reality is created by nature and lives and develops according to

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Introduction

Chapter 1. Basic concepts of modern methods of teaching a foreign language in secondary school

1.1 Modern methods of teaching a foreign language

1.2 Methodological principles of modern methods of teaching a foreign language

1.3 Comparative characteristics of modern methods of teaching a foreign language

1.3.1 Distinctive features of modern techniques

1.3.2 Common features of modern methods

1.3.3 Positive and negative aspects of the methods

Chapter 2. Teaching practical knowledge of a foreign language

2.1 The communicative direction is the main direction of modern teaching of foreign languages

2.2 Training in skills and abilities in the process of teaching a foreign language based on communicative methods

2.2.1 Teaching speech skills

2.2.2 Speech situations

2.2.3 Development of students’ initiative speech

2.3 Foreign language lesson based on communicative methods

Conclusion

List of used literature

Applications

Introduction

At the present time, when fundamental changes are taking place in teaching, when the content and methods of teaching are being radically revised, it is advisable to return to the consideration of the history of methods of teaching foreign languages and the main trends in its development.

Now no one doubts that the methodology of teaching foreign languages is a science. The very first definition of the technique was given by E.M. Rytom in 1930, who wrote: “Methods of teaching foreign languages is a practical application of comparative linguistics.” A.V. adhered to a similar position. Shcherba.

The trend in defining methodology as a science originated in the late 40s. The methodology is recognized as a science, which has its own laws and research methods. The most complete definition of methodology reads: “Teaching methodology is a science that studies the goals and content, patterns, means, techniques, methods and systems of teaching, as well as studying the processes of teaching and upbringing using the material of a foreign language.”

At the beginning of the 20th century, the direct method was promoted. It was believed that this method was based on the correct principle - associating foreign words with the objects themselves. It was a method of natural learning of a foreign language, which is the most economical, the fastest to achieve the goal.

In addition, for many methodologists and teachers, the direct method was something new, attractive, and they sincerely believed in its effectiveness.

Later, a comparative method of teaching foreign languages was formed, which got its name because the study of a foreign language is supposed to be based on its comparison with the native language. The founder of this method is considered to be L.V. Shcherbu.

And with the combination of direct and comparative methods, the mixed method was born. Depending on which principles predominate in it, it may be closer to either the direct or the comparative method.

Over time, not only the goals of teaching a foreign language and the requirements for language proficiency have changed. The methodology of teaching a foreign language is in a crisis situation.

A crisis situation always requires a radical turn. Thus, in conditions of insufficiency of fruitful ideas, a transition was made to communicative learning. The crisis revived an active methodological search, which contributed to the development of modern methodological concepts of teaching foreign languages: communicative (I.L. Bim, E.I. Passov), intensive (G.A. Kitaigorodskaya), activity-based (I.I. Ilyasov) and others . Currently, communication-oriented methods, which are based on communication and creativity of students, play a decisive role.

The methodology of teaching foreign languages must be further developed, since stagnation is detrimental to any science.

Comparison of modern teaching methods plays an important role, since new methods appear on their basis and I would like them not to have the disadvantages and shortcomings that are inherent in modern methods.

Comparative characteristics are also important for choosing a job as a teacher. With such diversity, it is very difficult to make a choice without knowing the features and specifics of the methods.

Thus, the topic of our thesis is “Modern methods of teaching foreign languages at school.”

Relevance work is that at the present stage of development of teaching foreign languages, the choice of teaching method is based on the characteristics of the team in which it will be used, it is necessary to take into account the personal characteristics of the students, their age, interests, level of training, the period during which the training will take place, as well as the technical equipment of the educational institution.

Target This work is to identify the most effective methods in teaching a foreign language from existing modern methods of teaching a foreign language in secondary school.

To achieve these goals, the work solves the following: tasks:

Consider existing modern methods of teaching a foreign language in secondary school.

Show similar and distinctive features, positive and negative aspects of each technique.

Determine the general methodological principles for organizing the teaching of a foreign language in secondary school.

Explore the concept of communicative competence.

To prove the advantage of active communication in English lessons in high school.

Object of study - the process of teaching a foreign language in secondary school.

Subject matterfollowing - modern methods of teaching a foreign language in secondary school.

In our study we proceed from hypotheses: the use of special techniques contributes to the formation of students’ communicative competence.

Novelty The work consists of considering new, modern methods of teaching English, as well as combining material.

Practical value This work is that its results can be used by English teachers in secondary schools, as well as by future specialists - students of the specialty "Foreign Language" in practical classes in the discipline "Methods of teaching foreign languages."

Mmethodscientific research used in the work: - analysis of scientific literature, observation of students in the process of teaching English in secondary school.

The study was carried out on the basis of the methodological works of G.V. Rogova. "Methods of teaching foreign languages", Passova E.N. "The purpose of teaching a foreign language at the present stage of development of society", Zaremskaya S.I. "Development of students' initiative speech" and others.

The work consists of two parts: theoretical and practical. The theoretical part examines the existing methods of teaching a foreign language in secondary school, the distinctive and similar aspects, the positive and negative features of each method. Based on these characteristics, it is possible to select the most suitable method.

The practical part examines the organization of the process of teaching foreign language speech to students in secondary school, teaching practical knowledge of a foreign language, and considers the methods and techniques used for the best acquisition of a foreign language in the context of teaching in secondary school based on communicative methods. The problem of foreign language oral speech of students and ways to solve it are considered.

Chapter 1. Basic concepts of modern techniquesteaching foreignnspeaking a foreign language in high school

1.1 Modern methods of teaching a foreign language

The promotion of foreign language culture as a learning goal raised the question of the need to create a new methodological system that could ensure the achievement of this goal in the most effective and rational way. Then the staff of the Department of Teaching Foreign Languages at the Lipetsk State Pedagogical Institute spent a number of years developing the principles of communicative methodology.

The logic of developing a communicative methodology led to the final promotion of foreign language culture as the goal of teaching foreign languages at school. And such a system can only be built on a communicative basis.

In addition, as the practice of using communicative methods has shown, it ensures not only the acquisition of a foreign language as a means of communication, but also the development of comprehensive personality traits of students.

The communicative method was the basis for the creation of English language textbooks in secondary schools.

In the last two decades, a trend such as projectivity has been emerging in education. This concept was formulated in the context of the educational restructuring program proposed in the late 70s by the Royal College of Art in the UK. It is closely related to the project culture, which arose as a result of the combination of humanitarian, artistic and scientific and technical areas in education.

Project culture is, as it were, the general formula in which the art of planning, invention, creation, execution and design is realized and which is defined as design.

By mastering the culture of design, a student learns to think creatively, independently planning his actions, predicting possible options, solutions to the problems facing him, implementing the means and methods of work he has learned. Design culture is now included in many areas of educational practice in the form of project methods and project-based teaching methods. The project method is actively included in teaching foreign languages.

A striking example of the application of the project method is the textbook "Project English", published in 1985 by Oxford University Press. The author of the course is T. Hutchinson, a specialist in the field of communicative grammar teaching.

In modern conditions of rapid development of science and technology, the problem of transition to an intensive path of development is faced and solved in all spheres of society and at all stages of the formation of individuals and specialists. It is also relevant for teaching foreign languages. The search for optimal ways to solve this issue prompted the emergence of a method based on a suggestive influence on students back in the late 60s and early 70s of our century.

The suggestopedic direction appeared in connection with the attempt of the Bulgarian psychotherapist Georgiy Lozanov to use suggestion as a means of activating reserve mental capabilities in the educational process, in particular, when teaching foreign languages.

The ideas of G. Lozanov were the starting point for the construction of a number of methodological systems for intensive teaching of foreign languages. Initially, the model of intensive teaching of foreign languages was developed for the use of adult students in short-term courses, but later the experience of successful implementation of the intensive teaching method in other conditions was positive.

Currently, intensive teaching of foreign languages is implemented in various developing, newly created and existing methodological systems. This is due to the variety of specific goals of teaching a foreign language to a different contingent of students, as well as the variety of learning conditions (grid of training hours, their number, number of students in the study group).

The followers of G. Lozanov in our country, developing his ideas, were G.A. Kitaigorodskaya, N.V. Smirnova, I.Yu. Schecter et al.

The most famous at present is the method of activating the reserve capabilities of the individual and the team by G.A. Kitaygorodskaya. The activation method most clearly and fully reflects the concept of intensive foreign language teaching.

The activity-based method of teaching English is based on the activity-based concept of learning, represented by the theory of the gradual formation of mental actions. Based on this theory, over the course of several years, the development of teaching technology was carried out, which was then called the activity method. The work was carried out under the guidance of Professor P.Ya. Galperin and Associate Professor I.I. Ilyasova.

In essence, the activity-based methodology is correlated with the activity-based approach, which is based on the idea of the activity of the cognitive object, of learning as an active, conscious, creative activity. This technique involves teaching communication in the unity of all its functions: regulatory, cognitive, value-oriented and etiquette. It can be used both in working with adults and in secondary schools.

1.2 Methodological principles of modern techniquesforeign language teaching

In order to understand what modern methods of teaching English are based on, it is necessary to consider in detail the methodological principles that underlie these methods.

To the structure communicative method includes cognitive, developmental and training aspects that are aimed at educating the student. Taking this into account and the content of the concept of “communication”, as well as the versatility of the training system, we can formulate the following methodological principles of communicative methodology: