Effective methods of teaching English for children. Methods for teaching spoken English to preschoolers: personal experience

The need for translation appeared thousands of years ago, as early as the time of Homer and Aristotle. This need for knowledge of foreign languages ​​has remained to this day. And now the quality of teaching has become very important, because a lot of programs and methods have been formed in the world that are suitable for a certain type of people. It is about such teaching methods that you will learn today.

1. Fundamental methodology

The classical program, according to which Greek and Latin were taught in ancient times. This method can be called the "fortress capture plan". Teacher in English tries to teach the student phonetics, syntactic constructions, vocabulary, grammar, etc. It is worth noting that the study according to the fundamental methodology is characterized by its slowness and can last 2-3 years or more.

This methodology is widely used in language universities. The most prominent teacher who practices this method is N.A. Bonk, whose textbooks have become real classics.

Introduction

In view of the fact that the position of the English language in the world as the leading means of international communication is becoming more and more stronger, and there are no significant trends to stop or slow down this process, the problem of creating effective methodology Teaching English is extremely important. As you know, the human brain most actively perceives and remembers information and works productively during the first half of life; thus, in the case of the English language, as well as with a huge variety of other disciplines, it is extremely important to provide the opportunity to acquire the language at a relatively early stage of development human personality. This work is devoted to a review of the so-called communicative method of teaching English in high school, which seems to the author the most effective and promising of all existing and currently used. It should be noted that the effectiveness of this technique is confirmed by the results of its application in European countries over the past 15-20 years. It is also gratifying that in recent years there have been, if not universal, but already significant experiences of integrating communicative methods into the system of language education in Russia.

1. Communicative system-activity approach to teaching English

Let us first consider in general terms the communicative system-activity approach to teaching English. This approach is the implementation of such a method of teaching, in which an ordered, systematized and interrelated teaching of the English language as a means of communication is carried out in the conditions of speech activity modeled (reproduced) in the classroom - an integral and integral part of the general (extralinguistic) activity. The communicative system-activity approach implies a complete and optimal systematization of the relationship between the components of the learning content. These include a system of general (for example, extralinguistic, pedagogical) activity, a system of speech activity, a system of speech communication (communication, interaction and mutual perception), a system of the English language itself, a systemic correlation of native and English languages ​​(their consciously comparative analysis), a system speech mechanisms (speech production, speech perception, speech interaction, etc.), text as a system of speech products, a system of structural speech formations (dialogue, monologue, monologue in dialogue, different types speech utterances and messages, etc.), the system (process) of mastering the English language, the system (structure) of human speech behavior. As a result of this approach in teaching, a system of English proficiency is formed, implemented and operates as a means of communication in the broadest sense of the word. Such a system, taking into account its use for the purpose of teaching English, should also include the correlation of general activity motives with the motives and needs of the communication associated with it; subject content and methods of performing activities; typical conditions for its course and the nature of the interaction of its participants (interindividual, group), as well as determining the nature, content and forms of relationships and communication of participants adopted within the framework of this activity: in the unity of their communicative, interactional and perceptual aspects, role, place, spheres and situations of English speech communication.

The determining factor for teaching English is:

1) the nature of the influence of general activities on the content, selection and organization of the educational language and speech material;

2) modeling in the educational process of communication situations and ways of forming students' speech skills and abilities;

3) methods and techniques for managing them learning activities in the classroom with a teacher and in independent work.

For educational purposes, variants of general activity are differentiated, subject to its correlation with training: real (educational), actual (extracurricular) and potential (future).

Of great interest to create a general activity basis for teaching English is the correlation of units of activity: operations, actions and the activity itself. For organizing the management of the process of mastering the English language and the practice of English-speaking communication of students, the activity concept is of particular importance, including the theory of P.K. In general, the systematization of general activity and the definition of its interaction with speech activity are carried out on a conceptual basis developed by L. S. Vygotsky, A. N. Leontiev, A. A. Leontiev and others.

Speech activity as a system is considered as an integral and component general activity. Systematizing speech activity, it should be noted that for teaching English communication, both special and interconnected training in the types of speech activity that serve communication, including speaking, listening, reading and writing, is significant. The hierarchy of units of speech activity (speech operation, speech action and actual speech activity) provides the process of forming speech skills and abilities with orderliness, systematicity, continuity and consistency. The use of the theory of speech activity makes it possible to form the motives of English-language speech communication in the learning process and ensure their implementation in situations simulated in the classroom.

The systematization of communication involves the analysis of the content, structure and interaction of its communicative (information exchange between partners), interactional (interaction of partners) and perceptual (mutual perception and mutual understanding by partners) aspects. Of great interest for teaching English communication is the analysis of the combination of speech and non-speech means of communication (facial expressions, gestures, body movements, etc.) in the speech interaction of native speakers, taking into account their national and cultural specifics. Structural forms of communication (dialogue, monologue, monologue in dialogue, dialogue in monologue, polylogue), components of the act of communication (cycle, period, macrodialogue), speech genres of communication (monologue-message, reasoning, proof, etc.) , dialogue (conversation, dispute, question-answer dialogue, co-reflection, etc.), the speech etiquette and communication technique adopted in English in certain social situations, as well as the role repertoire of speech influences and reactions in various situationally and thematically determined acts of communication.

The systematization of linguistic material for the purpose of teaching English communication involves the use of both the actual systemic description of the phonetic, lexical and grammatical aspects of the language, as well as the data of communicative linguistics and pragmalinguistics, functional grammar, and contrastive linguistics. The systematization of language as a means of communication must meet three basic requirements:

1) to create a linguistic basis for teaching English, taking into account the language experience of students and their knowledge of their native language;

2) to teach them a certain (full, truncated or selective) version of the English language system;

3) meet the conditions for the implementation in teaching the communicative function of the English language and mastering it by the trainees.

In the process of selecting and organizing language and speech material and managing its mastery, the principle of assessing their communicative expediency (V. G. Kostomarov) and the principle of active communication (A. A. Leontiev) should be used as the main ones. Along with teaching various units of the English language - phonetic, grammatical, lexical, intonational (prosodic) - in teaching communication, functional statements, various types of speech interaction of interlocutors, functional superphrasal unities, options for the speech implementation of communicative intentions (intentions) of interlocutors, variable methods become especially significant. communicative response, the technique of speech communication (including speech etiquette), patterns of statements determined by role behavior, etc. The linguistic foundations of teaching English communication should combine the entire arsenal of language units and speech means of communication into a single whole.

The systematization of correlation of the native language with English has three aspects:

1) selection and pre-training organization of language and speech material for teaching English-speaking communication;

2) dynamic correlation of language and speech units in the learning process;

3) the formation of the skills of correlating the native and English languages ​​in the process of mastering the latter.

The training includes a linguo-methodological typology of the studied linguistic phenomena and the formation of skills and abilities of foreign language communication. Such a correlation also requires the creation of special communicative reference books and teaching aids that would allow students to develop the ability to quickly switch from one language to another and include active comparison of two languages ​​in training, as well as to form a developed intermediary language in the students' linguistic thinking for internal correlation of both languages. in the process of generating and semantic perception of speech utterances in English-speaking communication, while maintaining the primacy of the native language in speech thinking. The correlation of the native and English languages ​​in teaching English communication should be provided with such sets of exercises that, without prejudice to the authenticity of English speech, would allow to fully realize the original communicative intentions by means of the English language (without adjusting them to the available language means) formed in speech thinking on native language. On the whole, the creation of such sets of exercises is associated with the peculiarities of the structure and functioning of the mechanisms for generating and semantic perception of speech utterances that are included in the system that is appropriate for teaching English communication.

Languages ​​have always been among the subjects required for study in schools, gymnasiums, colleges and universities. Of course, over time, the approach to teaching and learning languages, including English, has changed - something new has been added, but something has been abandoned. Let's look at the main and most famous methods of teaching English.

Grammar-Translation (Grammar-translation method)

This is the oldest way of teaching a language that is already considered classical. As the name implies, the basis of this method is the study of grammar and intensive work with translation. Although at present many educational institutions have abandoned it in favor of a communicative methodology, it is still used at least partially.

Audiolingual Method (Audiolingual method)

Sometimes the audiolingual method is also called the Army method. It is based on the postulate of behaviorism that it is possible and necessary to learn and remember various things with the help of constant repetition. The method involves the oral presentation of the material and the repeated repetition of various lexical and grammatical structures under the guidance of a teacher.

Direct Method

This method originated in the 1900s in France and Germany in order to quickly teach the military how to communicate in a foreign language. It is also called the Natural Method. It is somewhat similar to the audiolingual approach, as it involves multiple repetition and practice of various structures. However, the main difference is that the language is presented inductively, that is, the teacher does not explain the rule to the students, but rather helps them to understand and derive it on the basis of the language material. It is also worth noting that in both the audiolingual and direct methods, the teacher uses only the target language; mother tongue is not allowed.

The Structural Approach

As the name suggests, this method is based on structure and learning about it. The main idea of ​​the approach is the hypothesis that any language consists of complex grammatical rules, and it is necessary to learn them in a certain order. For example, before studying the Present Continuous time, you need to study the verb to be, with the help of which this time is formed.

Suggestopedia (Suggestopedia)

Although this method is often considered pseudoscientific, it was quite popular for a while. It builds on the student's confidence that the approach will work; light hypnosis techniques are used. Much attention is paid to ensuring that the student does not experience the slightest discomfort during the lesson. The use of music is also widely used in the method.

Total Physical Response

The method is based on the principle of “do by studying”. It works well with younger students – preschoolers and elementary graders. In the lessons, the execution of commands and instructions is practiced, for example: “Stand up!” - “Get up!”, “Close the door!” - "Close the door!" Thus, the student memorizes the simplest phrases, which become more and more complex over time.

The Silent Way

In this method, much attention is paid to the independence of students: the teacher, as the name implies, practically does not speak (for example, does not give detailed and lengthy explanations of grammar). Instead, he acts as an assistant who guides students. Pronunciation is of great importance - a lot of time is devoted to it in each lesson. Vocabulary and grammar are also regularly reviewed. Often students do not even write formal tests on the studied material; instead, the teacher evaluates their progress from lesson to lesson.

The Lexical Approach

Here, the study of vocabulary is at the forefront. Initially, a list of the most frequently used words and lexical constructions is determined, and the study moves gradually, from simple to complex. Grammar is given much less attention than in other methods.

Task Based Learning

In this method, language learning is based on the performance of a communicative task. For example, the teacher gives students the task to act out a dialogue on the topic “In a restaurant”. Students in pairs or groups perform it using only those lexical and grammatical means that they have. Then an analysis is made of which language is necessary for the successful completion of the task, the teacher gives the students the necessary vocabulary and grammar, after which a similar task is performed using new language tools.

Community Language Learning (Community Method)

Here the basis is the work of students in a group; they help each other and share their existing language knowledge. The teacher again acts only as an assistant, and not as a teacher in the classical sense of the word.

Communicative Language Teaching (Communicative technique)

The communicative technique is currently the most popular. It is based, as we see from the name, on communication: a teacher with students, students in pairs or groups, the whole group together. The main task of education is to teach students how to communicate, and not to learn all grammar thoroughly or be able to translate texts. Communication between the teacher and the students is carried out entirely or almost entirely in the target language. Communication of students is also encouraged in any form; even if there are errors or inaccuracies in the speech, they are not as important as the process of communication itself.
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As a means of cross-cultural communication, English is required for study in educational institutions (EIs) in Russia and abroad. Learning English is a trend among the Chinese. So you can emphasize the viability and well-being of the family and become the most valuable person for society.

1. Schooling in China and the Chinese language.

Since 2008, China has made compulsory 9-year school education free of charge. The training is expected to last 12 years. The language of instruction is Putonghua, the official language of China. The further south a city is, the less the local dialect resembles Mandarin. Shanghainese, for example, has no tones, while Mandarin has four. Thus, the study of the Chinese language for some students turns into a lesson in a foreign language. Starting from grade 3, students learn English. In Shanghai OUs, children study two foreign languages. At the end of school, children take an oral exam in English with listening. The number of students in the class is more than 30 people, sometimes reaches 70-80 children.

A distinctive feature of schools in China is the high load on students. The main reason is in Chinese. The language is listed in the Guinness Book of Records as one of the most difficult, although it is already spoken by a fifth of the world's population. Vicky Dümer from Hamburg - teacher German language at Shanghai Jiading High School - shares his impressions of the school in China:

— I have a very controversial opinion about Chinese students. During breaks they behaved like normal children, except that they played too many children's games (I taught schoolchildren aged 13-14). But, as soon as the bell rang for the lesson, they turned into responsible, learning-focused robots. On the subject of discipline. The main thing is that the child learns to break through in conditions of fierce competition.

1. Prospects for the development of the Chinese language in Russia.

15% of Russians, according to a survey by VTsIOM, believe that their children should know Chinese, as this will help them find a successful, well-paid job (10% of them say French, 2% - Spanish). Tatyana Ordynskaya, deputy chairman of the committee on education and culture, believes that the Chinese language should be added to the list of subjects from the fifth grade, since "science and production are connected with the East", which "is developing very powerfully."

In the spring of 2016, for the first time, schoolchildren took the exam in Chinese in Moscow, St. Petersburg, in the Khabarovsk Territory and in the Far East.

1. Methods of teaching English in Chinese preschool educational institutions

At the age of 5, children can start learning English at preschool. Although not every Chinese family can afford to pay for such classes, they are currently quite popular. Chinese kindergartens can be compared to a theater. In some kindergartens, teaching is based on the international Montessori system. In others, each lesson consists of 4 parts:

1. "Greeting / warm up" - greeting children with musical exercises.
2. "Revising / learning" - repetition of the previous material, new material. Flash cards with words (colors, animals, numbers, easy phrases) are half popular.
3. "Revising game" - a game using words and phrases from the current lesson to reinforce the material.
4. "Good bye part" - the final part of the lesson, where the teacher uses phrases such as: "Thank you! See you next time! Have a nice day! See you tomorrow!
5. Methods used by Chinese teachers in foreign language lessons.

The demand for English has created a need for quality teaching, using new methods, materials and resources for this purpose. Each teaching method is based on a certain vision and understanding of the language.

Method of grammatical translation.

• classical method based on a detailed analysis of grammatical rules;
• The main directions are reading and writing;
• Vocabulary is formed by reading texts;
• Words are memorized using a bilingual word list formed as a translation dictionary;
• The main teaching method is written translation.

The method of communicative language teaching.

• modern standard method.
• great opportunities for creative learning.
• language learning must take place in context (linguistic, social/situational).
• active interaction of students in a foreign language;
• students not only learn FL, but they also participate in developing a strategy for understanding it;
• Lesson content matters a lot;
• The use of a new language in a replicated setting creates opportunities for learning outside of the classroom.

Innovative methods of teaching English.

Teaching English with the help of information and communication technologies (ICT) and multimedia tools (MMS) is considered the most promising. It is a valuable tool for improving the quality of teaching. This method ensures more effective communication and development of language literacy skills.

ICT methodology allows students to go beyond conventional methods and promotes independent learning.

The main goal is to focus on auditory perception, text images, video images, animation and interesting context. Using multimedia tools, students better understand the lessons, learn to think independently, developing at the same time all four basic skills of RD, which are interconnected and complement each other.

Technical resources for language learning.

Audio and video devices allow students to access important elements conversational communication: gestures, pronunciation, intonation, immersion in a natural, cultural context. Devices such as DVD players, video cassettes, Web sources, laser discs, and camcorders facilitate and enhance the teaching process. Various types of visual support are offered, such as native language subtitles, to help understand and provide partially direct perception of the target language.

case-study method.

The case-study method (from the English case-case, situation) is an analysis of a specific situation based on learning by analyzing specific task-situations.

The purpose of the method is to analyze the situation by students with the search possible ways solutions.

Cases are divided into practical(reflecting real life situations) and educational(artificially created, containing a significant element of conventionality when reflecting life in them) and research(focused on conducting research activities through the modeling method).

When analyzing specific situations students develop the skills of group and team work, their role in solving the problem is determined.

The method of specific situations is divided into stages: preparatory, introductory, analytical and final. Engaging in discussion is essential to successful learning.

The case study method was first applied at Harvard University in 1870. Currently, there are two classical case study schools - Harvard (American) and Manchester (European). Case study is one of the most effective teaching methods in a number of educational institutions in Europe, America and Asia.

The case study method develops the following skills:

1. Analytical - the ability to analyze information, classify it, highlight essential and non-essential information, think logically;
2. Practical - contribute to the formation in practice of skills in the use of various methods and principles;
3. Creative;
4. Communicative - the ability to lead a discussion, use visual material, defend one's point of view, compose short review;
5. Social - assessment of people's behavior, the ability to listen, maintain a discussion, argue one's point of view.

The case must meet the following requirements:

• Comply with a clearly defined task;
• Have an appropriate level of difficulty;
• Illustrate several aspects;
• Be up-to-date;
• Develop analytical thinking;
• provoke discussion;
• Have multiple solutions.

Brainstorm

or brainstorming (eng. inrainstorming) - an operational method of solving a problem based on stimulating creative activity, in which the participants in the discussion are invited to express as many solutions as possible, including the most fantastic ones. From the total number of ideas expressed, the most successful ones that can be used in practice are selected.

First, the group is given a specific problem to discuss, the participants take turns making suggestions. Then discussion. The third stage is the presentation of the results. You can divide the participants into several groups: idea generators, critics and analysts.

Briefing

(English vrief-short) - a short press conference devoted to one issue in the mode of direct dialogue. Answers follow immediately.

portfolio method

(Italian portfolio - portfolio, English - folder for documents). This is modern educational technology. Portfolio can be individual and group. Promotes self-directed learning and improves the quality of learning. Portfolio sections include what is studied in theoretical and practical classes.

Imitation and role playing.

Contribute to the evaluation of learning material by providing hands-on learning about something “by doing something”. The opportunity to participate in the learning process leads to a sense of belonging, motivation and success. As the Chinese folk wisdom says, “I hear - I forget, I see - I remember, I do - I learn” and the meaning of this proverb reflects the essence of the system-activity approach, widely used both in Russia and in China.

Methodology " TRP » used by Chinese teachers mainly to reinforce lexical material.

Examples of pair work techniques:

1. Each student receives a topic and works through it in parts in pairs of shifts. The names of the parts are written in a notebook. After working through the entire text, students speak on the topic.

2. Each student receives a detailed plan for their topic. His task is to restore the content of the topic according to the plan according to the texts that different students have.

3. The topic transfer technique is designed to organize the study of theoretical educational material based on the work of students in pairs. 1 student of the pair repeats one rule, 2 student repeats the second rule. First, 1 explains, reminds, teaches the second, checks the level of his understanding. Then the students switch roles.

4. The technique of mutual training. This technique is designed to organize the processes of repetition, consolidation, training. On special cards, 5-6 exercises with answers are drawn up. One student has a card with answers, and the other student has no answers.

5. Methods of mutual verification of individual tasks. Individual tasks are a set of cards that includes all types of questions. Students work in pairs to answer the questions. The first student asks a question, the second answers. The first student has an explanation for the answers.

Examples of group work methods:

1. Method of “cut information”. Teams of students are formed, each of the students is provided with only a part of the information necessary to complete any educational task. Students have to take turns teaching each other and helping each other.

2. The “learning together” method. In heterogeneous groups, children work on a topic or vocabulary. The groups then compare their results.

3. Method of projects. Students seek the information they need to complete and present their work.

Emotional-semantic method

It belongs to the most popular in terms of teaching schoolchildren, it is based on the specifics of the perception of information by children and adolescents.

All the methods listed above with the use of multimedia technologies and ICT were included in the software and hardware training environment developed and widely used abroad by the SANAKO company (Finland). As an alternative to outdated teaching methods, the concepts of paperless and chalkless technology have emerged. A change in the role of the teacher in educational institutions is inevitable with the use of interactive learning, with the introduction of multimedia technologies and the advent of a technologically advanced generation. Any method is not permanent or universal, it is important to combine them correctly.

Every student is different, and every teacher has their own unique style of presenting information.

Since the builders of the Tower of Babel began to speak different languages, the society began to need translators. Interpreters were valued everywhere. Until recently, foreign language was more of a hobby than a cruel reality. Knowing a foreign language meant being an aesthete, belonging to a certain circle, or (the most harmless option) being known as an eccentric. But times are changing...

Any house, as you know, begins with an architectural plan. Now we are less and less afraid of a huge fortress called "Foreign Language", on top of which a flag (most often British) proudly flies. And, in this case, this necessary plan will be knowledge modern techniques study.

Lately when the market educational technologies replete with suggestions on the most diverse methods of learning English, the question "What method do you teach?" is becoming increasingly relevant, which indicates an increase in the culture of consumption of intellectual products. A puzzled applicant, student or businessman (by the way, also a student) is increasingly frozen in front of bookshelves with linguistic literature and media aids, or thoughtfully perusing a long list of advertisements. One of the selection criteria is the price, but the main one is... "English in two weeks", "Communicative method of teaching English", "English with the English in Moscow", "Effective express method", "English at the subconscious level", eventually. So many new and unknown! And this gives rise to doubts about the results. Can you trust modern technologies? Or give preference to well-established "brands" - such as "Bonk", "Eckersley" or "Headway", gradually turning into the category of methodical classics?

It is clear that at the end of the 20th century in Russia there was a "revolution" in the methods of teaching English. Previously, all priorities without a trace were given to grammar, almost mechanical mastery of vocabulary, reading and literary translation. These are the principles old school", which (it is worth giving it its due) nevertheless bore fruit, but at what cost? Mastering the language was carried out through long routine work. The tasks were offered quite monotonous: reading the text, translating, memorizing new words, retelling, exercises in the text change of activity, - composition or dictation, plus phonetic drill as a rest.When priorities were given to reading and working on "topics", only one function of the language was realized - informative.It is not surprising that only a few knew the language well: only very purposeful and hardworking people could master but in terms of grammar they could easily compete with Cambridge graduates!True, they received good compensation for their work: the profession of a foreign language teacher or translator was considered very prestigious in our country.

Now to achieve such a still high social position It also requires a lot of diligence, perseverance and everyday work. But what is truly "revolutionary" is that language has become, in one form or another, accessible to the majority. And the offer is increasingly focused on the consumer. Why, for example, would a secretary acquire knowingly unnecessary knowledge about the palatalization of consonants or the actual articulation of English sentences? A secretary-referent or a manager who has an 8-hour, or, as they say now, "monopoly" work in the office, is focused on the development of very specific knowledge and skills, that is, on the consumption of a specific market segment of educational offers for learning English. A well-known specialist in the field of linguistics and methods of teaching a foreign language S.G. Ter-Minasova rightly notes that recently language learning has become more functional: "Unprecedented demand required an unprecedented supply. Unexpectedly, foreign language teachers found themselves in the center of public attention: legions of impatient specialists in various fields of science, culture, business, technology and all other areas of human activity demanded immediate teaching of foreign languages ​​as a tool of production.They are not interested in either the theory or the history of the language - foreign languages, primarily English, are required by them exclusively functionally, for use in different areas life of society as a means of real communication with people from other countries".

With the form of education, the situation has also become noticeably simpler: going to the office, one-on-one lessons with a teacher, going to a student's house, "weekend" groups, for busy and not very busy, for "pioneers" and pensioners ...

Remains to be decided main question: what is the content of the course, its structure and teaching methods? Who is the author of the proposed material, where was this material developed and by whom was it tested?

Language teaching has acquired an applied character, while earlier it was relatively abstract and theorized. Even Aristotle brought out the famous triad of teaching ethics, which is the best match with modern requirements: logos - the quality of presentation, pathos - contact with the audience, ethos - attitude towards others. This rule is true for a speaker, and for an actor, and for a teacher of a foreign language, whose role also involves the first two incarnations. The functions of the teacher in the educational process have changed significantly. The teacher-mentor, the teacher-dictator is not able to provide students with freedom of choice and ensure the "freedom of learning" necessary in comprehending such a subtle matter as language. Therefore, such a negative pedagogical image is gradually becoming the property of history. He was replaced by a teacher-observer, a teacher-intermediary, a teacher-"pacifier" and leader "Although the personality of the teacher in this case fades into the background, its influence on the audience, which, in turn, becomes more intimate, does not decrease, but On the contrary, it is the teacher who is the organizer of group interaction in most modern - Russian and foreign - courses (the ideal team for learning a foreign language is currently considered to be a group of 10-15 people, since it is precisely this number of people who can communicate with each other with maximum effect, interest and benefit).

Progress and fundamental changes in the methods of language learning are undoubtedly associated with innovations in the field of personality and group psychology. Now there are noticeable changes in the minds of people and the development of new thinking: there is a need proclaimed by A. Maslow for self-actualization and self-realization. The psychological factor of learning foreign languages ​​is being promoted to a leading position. The authenticity of communication, balanced demands and claims, mutual benefit, respect for the freedom of other people - this is a set of unwritten rules for building constructive relationships in the "teacher-student" system.

The fifth, but by no means least important element of this system is choice. He appeared in a student who can attend a course that best suits his needs. In the classroom, the student is no longer limited in the choice of speech means and his own speech behavior. The teacher is also not constrained in choosing: teaching methods and techniques - from games and trainings to simultaneous translation; in the organization of classes; in the choice of textbooks and teaching aids - from a wide range of domestic publications to the products of Oxford, Cambridge, London, New York and Sydney. The teacher can now select, create, combine, modify.

Fundamental Method

This is indeed the oldest and most traditional technique. This is how the lyceum students taught Latin and Greek, while French was absorbed naturally, along with strict suggestions from governesses and communication with maman and papan. The classical method, like no other, fits the description of the "fortress capture plan": a phonetic cipher, visual representations of syntactic constructions, an obligatory lexical stock... The student clearly understands: in order to pass for Sir Tranquility, Monsieur Gallantry or Herr Sanity, he: a) is ready to spend 2-3 years; b) stock up on patience (study begins with the basics); c) must remember how in the native, "great and mighty", subject, object can be expressed, and what it is in general - syntax ...

The fundamental methodology is seriously relied upon in language universities. A translator is never sure of his knowledge of a foreign language, he perfectly understands the unpredictability of emerging speech situations. Studying according to the classical method, students not only operate with a wide variety of lexical layers, but also learn to look at the world through the eyes of a "native speaker" - a native speaker.

Perhaps the most famous representative of the classical methodology of teaching a foreign language is N.A. Bonk. Her English textbooks, written jointly with other authors, have long become classics of the genre and have withstood the competition. recent years. The classical method is otherwise called fundamental: no one promises that it will be easy, that you won’t have to study at home and the teacher’s experience will save you from mistakes in pronunciation and grammar. But the reward will be, by developing the metaphor of the fortress, the state of a real local resident who knows how not to get lost in the labyrinth of the subjunctive mood or the past tense.

And further. The fundamental technique assumes that your favorite question is "why?" That you are not satisfied with the explanations "it is necessary", but are ready to plunge into an interesting, complex and very logical world, whose name is the language system.
Classical approach to learning a foreign language

In this regard, the classical approach to the study of a foreign language has also been somewhat transformed, but the unshakable principles of the "classics" of domestic language methods have been preserved. Sometimes they are actively used in schools of other methodological areas. The classical course is aimed at students of different ages and most often involves learning the language from scratch. The tasks of the teacher include traditional, but important aspects of pronunciation, the formation of a grammatical base, the elimination of the psychological and language barriers that impede communication. "Classics" has not changed the goals, but the methods, due to the new approach, are already different.

The classical approach is based on the understanding of the language as a real and full-fledged means of communication, which means that all language components - oral and written speech, listening, etc. - need to be developed systematically and harmoniously among students. The classical technique partly turns the language into an end in itself, but this cannot be considered a disadvantage. Such an integrated approach is aimed, first of all, at developing the ability of students to understand and create speech. The methodology involves classes with Russian teachers, but such an order (although not quite "fashionable") cannot be considered a minus: a teacher who is not a native speaker has the ability to analyze and compare two language systems, compare constructions, better convey information, explain grammatical rules, warn possible mistakes. The general enthusiasm for foreign specialists is a temporary phenomenon, because the Western world has appreciated the priority of bilingualism (knowledge of two languages). The greatest value in the modern world is represented by teachers who are able to think in the context of two cultures and convey to students the appropriate set of knowledge.

Linguistic sociocultural method

One of the most serious and comprehensive methods of learning a foreign language is linguo-socio-cultural, involving an appeal to such a component as the social and cultural environment. Proponents of this method are firmly convinced that the language loses its life when teachers and students aim to master only "lifeless" lexico-grammatical forms. Someone remarked that "personality is a product of culture." Language, too. And most convincingly this is confirmed by our linguistic errors. An English learner may use the grammatically correct expression The Queen and Her relatives, but a Brit will have difficulty understanding what The Royal Family means; or, for example, a phrase such as the Hero - the spokesman for the ideas of the author was translated by the sentence "The hero is the loudspeaker of the author" ("the author's loudspeaker"), and ideally it was required to use "mouthpiece". Such oddities are quite common. Let us turn to more subtle matters: for example, if for our compatriot who has a superficial command of the language, the difference between the expressions Don "t you want to go? and Would you like to go? is not very big, then for the British it is fundamental, because the first he not the best tone. English word"problems" has a persistently negative connotation. Correctly this question will sound: "What issues are you interested in?"

Most of the methods initially allow such "blunders", writing them off as "ignorance of the country." But at the present stage, when interest in individual cultures and nations is constantly increasing, such mistakes are already unforgivable. The linguo-sociocultural method takes into account the simple fact that 52% of mistakes are made under the influence of the native language, and 44% lie within the language being studied. Previously, they monitored the correctness of speech; now, in addition to this, they are striving to increase its content. The meaning of the transmitted information is important, that is, the communicative level, because in any case, the ultimate goal of communication is to be understood.

The linguosociocultural method includes two aspects of communication - linguistic and intercultural. our lexicon has been replenished with a new word bicultural - a person who is easily oriented in national characteristics, history, culture, customs of two countries, civilizations, if you like, worlds. For a student of a language university, what is important is not so much a high level of reading, writing, translation (although this is by no means excluded), but "linguo-socio-cultural competence" - the ability to "dissect" a language under the microscope of culture.

The linguosociocultural method was born at the intersection of the concepts of language and culture. The authors of the methodology (among them one of the main places is occupied by S.G. Ter-Minasova) approached these definitions in a different way.

Classics, in particular, Ozhegov, understood language as "a tool for communication, exchange of thoughts and mutual understanding of people in society." Dahl treated the language more simply - as "the totality of all the words of the people and their correct combination, to convey their thoughts." But language as a system of signs and a means of expressing emotions and moods is also found in animals. What makes speech "human"? Today, language is "not only a vocabulary, but a way of expressing oneself". It serves for "the purposes of communication and is capable of expressing the totality of a person's knowledge and ideas about the world." In the West, language is understood as a "system of communication", which consists of certain fragments and a set of rules used for the purpose of communication. A very important difference in Western linguistic thinking is the understanding of the language not only in connection with a certain state, but also with a certain part of the country, region, etc. With this approach, the language goes hand in hand with the culture of a part of the country, region, that is, with the ideas, customs of a certain group of people, society. Sometimes culture is understood as society itself, civilization.

We believe that the definition of supporters of the linguo-socio-cultural method does not exaggerate the power and importance of language in the modern world. In their opinion, language is "a powerful social tool that forms a human flow into an ethnos, forming a nation through the storage and transmission of culture, traditions, public self-awareness of a given speech complex. With this approach to language, intercultural communication is, first of all," an adequate mutual understanding of two interlocutors or people exchanging information, belonging to different national cultures". Then their language becomes "a sign of belonging of its carriers to a certain society".

However, culture often acts not only as a means of uniting, identifying, but also as a tool for separating people. For example, in medieval Russia, a foreigner was first called a German, that is, "mute", who did not speak the language, then a foreign guest began to be called a stranger, that is, "a stranger among his own." And, finally, when the national consciousness made it possible to smooth out this opposition of "friends and foes", a foreigner appeared. If you think about the meaning of the Russian word foreign, then the origin of the "conflict of cultures" becomes clearer: "Its internal form is absolutely transparent: from other countries. Native, not from other countries, culture unites people and at the same time separates them from other, foreign cultures. In other words , native culture is both a shield that protects the national identity of the people, and a blank fence that fences off from other peoples and cultures.

The linguosociocultural method combines linguistic structures (grammar, vocabulary, etc.) with extralinguistic factors. Then, at the junction of a worldview on a national scale and language, that is, a kind of way of thinking (let's not forget that a person belongs to the country in whose language he thinks), that rich world of language is born, about which the linguist W. von Humboldt wrote : "Through the diversity of the language, the richness of the world and the diversity of what we learn in it are revealed to us ..." The linguo-sociocultural method is based on the following axiom: "Sociocultural structures are the basis of linguistic structures." We learn the world through thinking in a certain cultural field and use language to express our impressions, opinions, emotions, perceptions.

The purpose of learning a language using this method is to facilitate understanding of the interlocutor, the formation of perception on an intuitive level. Therefore, every student who has chosen such an organic and holistic approach should treat the language as a mirror that reflects the geography, climate, history of the people, their living conditions, traditions, way of life, everyday behavior, creativity.

Communicative approach

The communicative technique, as its name implies, is aimed precisely at the possibility of communication. Of the 4 "pillars" on which any language training is based (reading, writing, speaking and listening comprehension), increased attention is paid to the last two. You will not hear particularly complex syntactic constructions or serious vocabulary in the classroom. The oral speech of any literate person is quite different from the written one. Try to keep track of yourself during the day: how many long sentences did you use? Constructions in the subjunctive mood? Unfortunately, the epistolary genre is becoming a thing of the past, and if our descendants judge us only on the basis of e-mails and other "monuments" of online literature, then their opinion is unlikely to be flattering ...

However, it would be a mistake to think that the communicative method is intended only for light small talk. Those who want to be a professional in a particular field regularly read publications on their subject in foreign publications. Possessing a large vocabulary, they easily orient themselves in the text, but it costs them enormous efforts to maintain a conversation with a foreign colleague on the same topic. The communicative method is designed, first of all, to remove the fear of communication. A person armed with a standard set of grammatical structures and a vocabulary of 600-1000 words will easily find mutual language in an unfamiliar country. However, there is a flip side of the coin: clichéd phrases and a poor vocabulary. Add to this a lot of grammatical errors, and you will understand that the only way not to pass for, let's say, a stupid interlocutor is increased attention to partners, knowledge of etiquette and a constant desire to improve. Those who study according to the communicative method are "light cavalry". They prance under the walls of the fortress, make swift attacks and want to rip off the flag, not noticing how beautiful the besieged citadel is.

One should not lose sight of the fact that another clear gradation of English teaching methods goes along the line "our-foreign". There are not so many foreigners. If we discard American English and the TOEFL test as a kind of indicator of the results of language learning, then there are two monopolists in the field of teaching British English - Oxford and Cambridge. Both these university centers and others work with certain publishing houses. educational institutions, therefore, under one brand or another, for example, a textbook developed in Birmingham or Leeds can be offered. Both publishing houses strive to maintain their prestige, so there is no doubt that world-class products are coming to the Russian market. Their mutual competition is a guarantee of quality.

The Oxford and Cambridge approaches to language are united by the fact that most of the courses are based on a communicative methodology, integrated with some traditional teaching elements. It involves the maximum immersion of the student in the language process, which is achieved by reducing the student's appeal to his native language to a minimum. The main goal of this technique is to teach the student to speak the language fluently first, and then to think in it. It is also important that mechanical reproducing exercises are also absent: their place is taken by game situations, work with a partner, tasks for finding errors, comparisons and comparisons, involving not only memory, but also logic, the ability to think analytically and figuratively. Textbooks often contain excerpts from an English-English dictionary. It is Anglo-English, and not Anglo-Russian, French, Italian, etc. The whole complex of techniques helps to create an English-speaking environment in which students must "function": read, communicate, participate in role playing express your thoughts and draw conclusions. Oxford and Cambridge courses are focused on developing not only language knowledge, but also the creativity and general outlook of the student. The language is very closely intertwined with the cultural characteristics of the country, therefore, the courses certainly include a regional aspect. The British consider it necessary to give a person the opportunity to easily navigate in a multicultural world, and this is easily done with the help of such a powerful unifying factor as the English language. We have not yet overcome isolation enough to understand the importance and inevitable necessity of this aspect. For Britain, for all its legendary traditionalism, globalization is by no means an empty phrase, but serious problem, the solution of which is already being sought.

If we go down "from heaven to earth" and return to the problem of course organization, then this can easily be done using the example of the Headway textbook, which occupies one of the leading places in the ratings of Russian courses. This is a course (or English learning system) specially designed by London-based educators John and Liz Soars for youth and adults. Each of the 5 levels (Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate) has its own "methodological kit", which includes a textbook, a book for students and a teacher, audio cassettes, and can be mastered within about 120 academic hours. Since Liz Soars has extensive experience as an examiner for The Cambridge RSA Dip TEFL, at the end of any level of the course, the student can try to pass the certification exam and receive a certificate.

Each lesson consists of several sections. The first is usually devoted to the development of speaking skills (for example, the fact-file of a famous person is discussed) and the analysis of some grammatical constructions, the completion of a written task on the practice of communication, discussion in pairs of certain topics, the practice of compiling dialogues based on the suggested prompts, listening to audio cassettes, as well as consolidating and repeating the material covered in previous classes. The second is aimed at developing language skills (skills development): "honing" the vocabulary through oral and written exercises. This is followed by work with the text (characteristic for English textbooks presentation - small numbered paragraphs), and the reading is also varied (scan reading, reading for gist, summary reading, etc.). Work on the text, as a rule, is preceded by classes in pairs, answers to questions, filling in tables. All this well orients the student to the perception of subsequent information, stimulates interest in reading. The lesson usually ends with an audio part, which is also preceded by various exercises that make it easier to perceive new material. A distinctive feature of the "Headway" course is the study of grammar at two levels: first in the context of the lesson, and then more fully in the student's workbook (self-study and revision exercises); it is also summarized at the end of the tutorial in a special appendix. The kit also includes the book "Headway Pronunciation", which allows you to practice both pronunciation of words and intonation - an equally important aspect of the language palette.

So, if we sum up, or, in English, make a summary, British methods have a number of distinguishing features. Most of them are developed on the basis of the integration of traditional and modern teaching methods. Differentiation by age groups and a multi-level approach provide an opportunity for the development of an individual human personality, influence its worldview, value system, self-identification, and ability to think. Simply put, the now popular individual approach is at the forefront. Without exception, all British methods are aimed at developing four language skills: reading, writing, speaking and listening. At the same time, great emphasis is placed on the use of audio, video and interactive resources. Due to the variety of teaching methods, among which one of the leading places is occupied by language technologies, British courses contribute to the formation of the skills necessary for a person in modern business life (the ability to make a report, make presentations, correspond, etc.). The indisputable "advantages" of British developers are the preparation of a course based on authentic material, great attention to style, the desire to teach "situational" and "live" English through "life" examples of semi-real characters. Some (but not all) methods are distinguished by good systematization of the material. Perhaps the British methods - the best way for those who want to learn "real English" or have a narrowly specific goal of linguistic training.

Intensive technique

Especially popular is the intensive method of teaching English. She helps out everyone for whom the phrases "time is money" and "money is time" are equivalent. Learn English intensively high degree formulaic - this language consists of clichés by 25%. By memorizing and practicing a certain range of "set expressions", you can, in principle, explain yourself and understand the interlocutor. Of course, those who choose the intensive will not be able to enjoy reading Byron in the original, but the goals of this course are completely different. The intensive method is aimed at the formation of "expressive speech behavior", and therefore often has a linguistic character. Good courses will most likely provide you with opportunities for unlimited communication and maximum realization of your potential, and your needs will be the "focus" of the course. Each student will be able to feel like a person. And the training methods, most likely, will be dialogical communication and trainings.

As for the timing, it is difficult to learn English even at the simplest level "in two weeks" and in a fantastic dream, but in 2-3 months it is already more real.

"What is our course? - Game, game ..." May the fans forgive us " Queen of Spades"- the temptation to change the textbook phrase was too great. There are many methods whose motto can be such a line. They are combined under common word unconventional. In fact, none of the methods is a system that is impenetrable to external influences.

Emotional-semantic method

The origins of the emotional-semantic method of studying foreign languages ​​is the Bulgarian psychiatrist Lozanov, who worked with patients according to his own method of psycho-correction. He created the so-called. "interest groups" and learning a foreign language was a medical tool. In Moscow, Lozanov's achievements are used in 2 language schools: "System-3" and "School of Kitaigorodskaya". Naturally, the methods of Igor Shekhter and Galina Kitaigorodskaya differ from Lozanov's system as much as their students differ from the patients of a Bulgarian doctor.

The Kitaygorodskaya school has been working for 25 years according to the methodology of the same name, built on a combination of Lozanov's developments with a fundamental course, and accepts both adults and children.

Schechter's method involves free language communication between the teacher and students from the first lesson. Students choose a middle name for themselves, familiar to the native speaker of the language being studied, and the corresponding "legend" - an architect from Glasgow, a violinist from Palermo, etc. The essence of the method is that phrases and constructions are remembered naturally: do you remember about Moscow papan and maman? It is well known that many of the capital's nobles who lived at the turn of the XVII-XIX centuries, in the words of Pushkin, "knew Russian poorly." The patriotic wave of linguistics swept high society only after the events of 1812 (How unexpectedly Russian speech sounded in a letter from Julie Karagina to her friend Princess Volkonskaya!) To some extent, Russian nobles could be considered the forerunners of those who study the language according to the Schechter method. In his school "System-3" they abandoned the installation of the creator of the method, who argued that the student must "reach" the basic grammatical rules on his own. Grammar courses serve as bridges between the levels of education (there are 3 in total). It is assumed that after the first stage the student will not get lost in the country of the language being studied, after the second stage he will not get lost in the grammar of his own monologue, and after the third stage he will be able to be a full participant in any discussion.

Preparation for tests and qualifying exams

They crown the vast methodological "building" of the preparation program for tests and qualifying exams. To pass the test effectively, it is best to contact a language school or English courses, which have been specializing in preparing students for certain certificates for quite some time (someone cooperates with the USA using the TOEFL methodology; there are colleges that help to obtain the ESOL certificate from Pitman University (UK). ); most courses give you the opportunity to get CAE or GMAT).

Tests are divided into levels, and the preparation method depends, first of all, on the student's knowledge base. It should be taken into account that the test does not provide any additional knowledge, it is only a verification and certification of the already existing "baggage". Therefore, test methods do not serve to learn the language: they help the student to better present themselves in the exam, encourage him to repeat sections of grammar, vocabulary, and focus on specific forms of work.

Although today there are several options for test scales, they do not fundamentally differ from each other. As a rule, the scale includes the following 7 levels: beginner, elementary, pre-intermediate (or lower intermediate), intermediate, higher intermediate, advanced (or near native). The majority of foreign courses are built on the same level principle.

Since, in part, we have already adopted this productive experience, the placement test - an introductory test when selecting a group that determines your level of language proficiency - can be offered to you at many domestic courses. In addition, within the framework of any method of teaching English, current control tests - progress tests can be used. They are divided into tests that control reading comprehension (Reading Comprehension), freedom of communication (Communicative Competence) and cultural knowledge (Cultural Knowledge). In addition, the teacher is free to offer any other test - for example, to check the vocabulary of a lesson, which is often called a quiz.

"Aerobatics" of test methods - preparation for foreign exams. If you are pursuing the goal of successfully passing them, you will need not only knowledge, but also speed, the ability to concentrate, discard unnecessary information, highlight the main thing, as well as the ability to show maximum creativity when writing an essay. Obtaining a diploma or certificate is a qualification and a guarantee of employment, therefore it requires a particularly serious approach and preparation.

So, in the domestic methodological market there are products for every taste, and it remains only to decide on the goals, means, and most importantly, the methods. Then the choice of courses and training programs will not be so difficult...