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Coursework 42 pages, 25 sources.

Key words: teaching method, direct methods, transfer methods, mixed methods, natural method, Palmer method, audio? lingual method, audio? visual method, consciously? comparative method, consciously? practical method, communicative method, intensive methods, problem-based learning, modular learning, project method.

Object of study: methods of teaching foreign languages

The purpose of the course work: to analyze the main modern methods of teaching foreign languages ​​and determine their methodological value in terms of their effectiveness. To study the historical evolution of foreign language teaching methods throughout the 20th century and determine the main goals, objectives, principles, techniques and teaching aids for each methodological system. Indicate the theoretical foundations of individual methods, the scope of their application in the educational process.

The result of the study: a detailed analysis of the main methodological systems of teaching foreign languages ​​was carried out. Their historical evolution during the 20th century is considered. The main goals, principles and means of teaching foreign languages ​​for each teaching method are determined. The theoretical foundations of individual methodological systems are indicated, their advantages and disadvantages, the degree of efficiency of use in the modern educational process are highlighted.

Scope: educational process.

Introduction

1.1 The concept of teaching method

1.4 Natural method

1.5 Direct method

1.6 Palmer method

1.7 Audio-lingual method (Fries-Lado method)

2.1 Mixed method

2.2 Consciously - comparative method

2.3 Consciously - practical method

3 Modern methods of teaching foreign languages

3.1 Communicative system-activity method

3.2 Intensive methods

3.3 Problem method

3.4 Modular learning

3.5 Design method

Conclusion

List of sources used

Introduction

In modern methodology, just like many years ago, the problem of finding and choosing the most effective and rational methods of teaching foreign languages ​​that meet modern learning conditions and meet the requirements of modern education standards is still relevant and unresolved.

So what is the purpose of this thesis? conduct a detailed analysis of the main modern methodological systems of teaching foreign languages ​​and determine their methodological value in terms of their effectiveness and efficiency in teaching foreign languages.

To do this, it seems appropriate to study the historical evolution of methodological systems for teaching foreign languages ​​throughout the 20th century and determine the main goals, objectives, principles, techniques and teaching aids for each methodological system. It is also necessary to indicate the theoretical foundations of individual methodological systems, the scope of their application in the educational process, to highlight their features, advantages and disadvantages, the degree of effectiveness of their use in teaching foreign languages ​​at the present stage.

This course work consists of three chapters. The first chapter presents the history of the development of methods for teaching foreign languages ​​abroad, defines the concept of “teaching method”, and highlights the main features of the classification of methods for teaching foreign languages.

Knowledge of the history of foreign language teaching methods will help the novice teacher to navigate freely in the choice of teaching methods and techniques, rationally combine them in their work, consciously and creatively apply various teaching methods. To this end, the first chapter of the course work provides an overview of the main methods of teaching foreign languages, which have been developed and widely used abroad. For the further development of the domestic methodology, the analysis of foreign experience in the application of various methods of teaching foreign languages ​​is of great importance.

The second chapter of the course work is devoted to the development of domestic methods of teaching foreign languages. It describes the main methodological directions that were common in the Soviet period; their principles, main content criteria are highlighted; their linguistic, methodological and psychological foundations are indicated; the strengths and weaknesses of the application in the educational process are noted.

The third chapter presents a detailed analysis of modern methods of teaching foreign languages. The communicative system-activity and intensive methods of teaching, the method of projects, as well as problem-based and modular learning are considered. The methodological goals and objectives of each teaching method are formulated. The theoretical foundations of each method are determined, their principles and techniques are indicated, advantages and disadvantages are identified. The main methodological conditions that ensure the effectiveness of the learning process are also noted. Analysis and systematization of foreign language teaching methods presented in this course work can be useful in finding and choosing the most effective, “universal” teaching method.

1. History of the development of methods of teaching foreign languages ​​abroad

Information about the study of foreign languages ​​dates back to remote times: in the era of the flourishing of culture in Syria, ancient Egypt, Greece, Rome, foreign languages ​​were of practical and general educational importance due to the lively trade and cultural ties between these countries. Their role did not weaken also in the Middle Ages, as evidenced by the literary monuments of that time and lexical borrowings noted in the dictionaries of Western European languages. First Greek and then Latin were the main foreign languages ​​taught in private and in schools. However, not a single foreign language throughout the history of the development of the culture of European countries has played such an exclusive role as Latin (for fifteen centuries). Only with the development of national languages ​​in Western Europe, the Latin language loses its dominant role, remaining, however, in the general educational system of education for many years. Knowledge of Latin was the first sign of learning. Even at the beginning of the last century in Germany, dissertations were written and defended in Latin. To teach the Latin language, translation methods were used, which later had a significant impact on the methodology of teaching Western European languages ​​- French, German and English.

The history of foreign language teaching methods knows numerous and varied attempts to find the most rational method of teaching foreign languages. The natural method, pursuing purely practical goals - teaching, first of all, the ability to speak and read a light text - for a long time satisfied the needs of a society in which the productive knowledge of a foreign language was the privilege of its upper strata.

With the emergence of schools and the introduction of a foreign language into them as a general educational subject, at first they also tried to teach the language by the natural method, but it was soon replaced by the translation method, which reigned supreme until the middle of the 19th century. Over the next hundred years, there was a constant struggle between supporters of natural, subsequently direct, and translation methods, and although modern methods of teaching foreign languages ​​are largely different, the question of using the native language in teaching a foreign language or abandoning it is still of great importance. when establishing the methodological credo of one methodological school or another.

Knowledge of the history of foreign language teaching methods will help the novice teacher to navigate freely in the choice of teaching methods and techniques, rationally combine them in their work, consciously and creatively apply various teaching methods. To this end, this chapter provides an overview of the main methods of teaching foreign languages, arranged in chronological order.

But before proceeding to the consideration of individual methods of teaching foreign languages ​​and the history of their development, it is necessary to define the concept of “teaching method”, as well as highlight the main features of the classification of methods of teaching foreign languages.

1.1 The concept of teaching method

Teaching methods are one of the most important components of the educational process. Without the use of appropriate methods, it is impossible to achieve the goal, to realize the intended content, to fill learning with cognitive activity.

Along with the change in methods, the very concept of “teaching method” developed both in domestic science and in foreign theories of teaching and learning languages. Currently, this concept does not have an unambiguous designation in the scientific literature.

The term “method” in modern foreign literature can correspond not only to the term “method” (English), but also “approach” (English), denoting “approach”; some teacher guides do not use the term “method” at all, only discussing the “methodology” of teaching.

In the domestic foreign language methodology, the term “method”, in addition to denoting the entire system or the entire area of ​​study, can denote individual elements of the system (the method of teaching phonetics or grammar, etc.), which often corresponds to the term “techniques” in the literature of other countries.

In modern science, the approach is approved, according to which teaching methods? This is an exceptionally complex, multi-aspect pedagogical phenomenon.

Method (from Greek tethodos - “research”) ? a way to achieve the goal, a certain way ordered activity; reception, method or mode of action; a set of techniques or operations of practical or theoretical mastering of reality, subordinate to the solution of a specific problem. There are many definitions of the term “method”. The teaching method is “a system of purposeful actions of the teacher that organizes the cognitive and practical activities of the student, ensuring the assimilation of the content of education by him and thereby achieving the goals of learning.” Teaching methods are “ways of interaction between a teacher and students aimed at solving a complex of educational tasks” .

In the didactic manuals of the early 19th century, the method was given the following definition: “Method is the art of a teacher to direct the thoughts of students in the right direction and organize work according to the planned plan.” Many scientists (I.P. Podlasy, V.I. Zagvyazinsky, N.V. Basova and others) believe that the method? the main instrument of pedagogical activity. It is with its help that the product of education is produced, the interaction between the teacher and students is carried out.

In other words, the teaching method organically includes the teaching work of the teacher (teaching) and the organization of educational and cognitive activity of students (teaching) in their relationship, as well as the specifics of their work to achieve the educational, developmental and educational goals of learning. Essential in these definitions is that, firstly, it is an activity, the purpose of which? individual training and the solution of educational problems, and secondly, it is always a joint activity of the teacher and the student. It follows that the basis of the concept of “teaching method” is the activity of the subjects of the educational process.

From the point of view of the leading role of the teacher, teaching methods can be assessed as ways of organizing the educational and cognitive activity of students and managing this activity. Emphasizing the cognitive orientation of existing methods, they can be defined as the ways in which students, under the guidance of a teacher, go from ignorance to knowledge, from incomplete and inaccurate knowledge to more complete and more accurate knowledge.

The appearance in the world theory and practice of teaching a foreign language of numerous methods and various names of methods leads to the need to distinguish them according to the most important components and features. In general, functioning in the XX century. methods may differ or coincide: in terms of general pedagogical and particular methodological goals and principles of teaching; on the ratio of native and foreign languages ​​and the role of grammar in learning; on the organization of the language and speech material of the foreign language; on the organization of activities and the role of teachers and students in the educational process; on the use of various mental states of students and the degree of intensity of learning a foreign language; on the use of TCO and other features.

To the main features by which it is necessary to distinguish groups of methods at the end of the 20th century. can include the following:

the presence or absence of the native language when teaching a foreign language; typical names of the methods of this group: direct, transfer, mixed;

correlation of foreign language practice and language theory: typical names of methods: practical, consciously practical, consciously comparative (where the study of grammar and theory in general plays a big role);

the use or non-use of special mental states of students mastering a foreign language (the state of sleep, relaxation, the effects of auto-training, etc.); typical method names: alternative (or intensive, suggestive, etc.) and traditional (usual).

In addition to these features, the systems (methods) of teaching foreign languages ​​differ in the general ways of organizing the entire educational process, which can be dominated by either the teacher’s control activity (managed learning - other-directed learning), or, accordingly, the activities of the students themselves (self-directed learning of a foreign language? self-directed learning).

Based on the listed features, the following methods are distinguished in works on the history of the technique:

1) translation methods (grammar-translation and lexical-translation);

2) direct and natural methods and their modifications;

3) mixed methods;

4) consciously-comparative and consciously-practical methods;

5) the modern method of teaching is defined as a communicative system-activity method of teaching foreign languages.

Having characterized the use of the term “teaching method” and highlighting the main features of the classification of foreign language teaching methods, we will consider the historical evolution of methodological systems, including the main goals, principles and means of teaching foreign languages; Let us also point out the theoretical foundations on which methodological systems were built in different countries and conditions of the educational process.

1.2 Grammar-translation, or synthetic method

The basis of this method is the study of grammar. Phonetics did not exist as an aspect, vocabulary was studied haphazardly, as illustrations for grammatical rules. The main means of teaching the language was literal translation. The grammar of the new Western European languages ​​was artificially adjusted to the system of the Latin language. Teaching a foreign language was aimed at developing logical thinking, training mental abilities. Language was learned in a formal, semi-conscious, semi-mechanical way. All material (rules and examples to them) was learned by heart, without preliminary analytical work, which ensures understanding of the material. Preference was given to the form to the detriment of the content, which led to a distortion of the meaning and violation of the norms of the native language, for example: "I have one kind mother." Representatives of the grammar-translation method were Margot (France), Nurok, Ollendorf (England), Meidinger (Germany).

Despite the scholastic nature, the grammar-translation method gave positive results in the understanding of the readable and in the translation of a foreign text. It was widely used in Germany and Tsarist Russia, where it was the main, officially accepted, method in educational institutions until the Great October Revolution. Its roots go back to the Middle Ages, its heyday dates back to the 18th-19th centuries. The use of this method for such a long period is explained by the traditions inherited from Latin schools, formal learning goals that lead away from reality and from the living language, and the ability to use poorly qualified teachers.

1.3 Lexico-translation, or analytical method

The method was applied in different countries of Europe (England, France, Switzerland). In Russia, he found less distribution than the grammar-translation. The focus of this method was vocabulary. Vocabulary was created by memorizing original works. A literal line-by-line translation was used. Grammar was relegated to the background and studied haphazardly as a commentary on the text. The lexical-translational method pursued mainly general educational goals and ensured the development of reading and translation skills. Representatives of the lexical-translational method are Chauvanne (Switzerland), Jakoto (France) and Hamilton (England).

Alexander Chauvanne (1731-1800) emphasized the general educational role of learning foreign languages. To study foreign languages, in his opinion, should be after students master their native language and other subjects related to their future profession. He proposed a comparative study of foreign and native languages. The abstract study of grammar gave way to an analysis of linguistic phenomena, which was carried out on original texts. The main attention was paid to the accumulation of vocabulary, after which grammar was studied.

James Hamilton (1769--1831) also based his teaching on the original text and its literal line-by-line translation. The text was read many times by the teacher, the students, with a literal and adequate translation, with the analysis of individual phrases, with numerous repetitions by the students following the teacher in chorus and individually. Observations on grammar followed reading: the meanings of the members of the sentence and the forms of their expression were determined. Later, translation from the native language into a foreign one was introduced; the training ended with the development of oral speech skills.

Jean Joseph Jacoteau (1770-1840) in his pedagogy proceeded from the fact that any person can achieve what he wants, as he has sufficient natural data for this, in particular, everyone can learn everything. He believed that each original text contains all those linguistic facts, having learned which, one can understand any other text and language in general. Jakoto recommends memorizing first one foreign text, provided with a translation, and then, when reading subsequent texts, compare the new material with what has already been studied. From the point of view of psychology, Jacotot's method is based on the law of creating analogies. The pedagogical learning process consisted of three stages: mnemonic (memorization of the sample); analytical (analysis of what has been memorized); synthetic (application of what has been learned to new material). The text was memorized by heart along with the translation carried out in parallel. To consolidate knowledge and develop skills, oral and written exercises were performed: telling what was read, imitation, commenting on certain places in the text, etc.

The lexical-translation method was more progressive in comparison with the grammar-translation method due to the use of literary texts that reflected the norm of the language being studied, and the absence of a scholastic study of grammar.

1.4 Natural method

In the 70s of the 19th century, serious economic changes took place in the countries of Western Europe. The development of capitalist relations, accompanied by a struggle for markets and raw materials, demanded that fairly wide sections of society speak foreign languages. In this regard, the social order of society to the school in relation to teaching foreign languages ​​is changing. The methods then in use did not meet these requirements. Pedagogical science was not prepared either. In this regard, a new direction in the methodology of teaching foreign languages ​​was first developed by practitioners and some methodologists without sufficient scientific justification. This new method is called "natural".

The essence of the natural method was to create the same conditions and apply the same method when teaching a foreign language as in the natural assimilation of the native language by a child. Hence the name of the method: natural, or natural. The most prominent representatives of this method were M. Berlitz, F. Gouin, M. Walter and others.

The main goal of learning with the natural method is to teach students to speak a foreign language. Proponents of this method proceeded from the premise that, having learned to speak, students will be able to read and write in the target language, even without being taught the technique of reading and writing. They developed, mainly, the methodology of the initial stage and taught students mainly everyday language, pursuing exclusively practical goals.

M. Berlitz is known in the history of teaching foreign languages ​​as the creator of courses for adults, as the author of textbooks on the study of European and some Oriental languages. His method was purely practical. Berlitz's textbooks in different languages ​​were built on the same material and on the same model. Berlitz put forward the following as methodological provisions:

1. Perception of linguistic material should be direct, not translated: the student associates a foreign word with an object or action, and not with a word in his native language; grammatical concepts are perceived intuitively, from the context, and not by comparison with known forms of the native language.

Consolidation of the material occurs by imitation of the teacher with the maximum use of analogy.

The native language is completely excluded from teaching.

The meaning of a new linguistic phenomenon is revealed with the help of various visual aids.

All new language material is introduced orally.

The most expedient form of work is a dialogue between the teacher and students.

Berlitz motivates the exclusion of the native language by the fact that translation does not provide an opportunity to develop a sense of language, always bears the imprint of artificiality. The oral introduction of new material is due to the fact that students must hear good pronunciation and have the right role model in front of them. The lesson according to the Berlitz method included the following stages: explanation of new vocabulary with the help of visualization; teacher's conversation with the audience; description of paintings by students; reading a well-developed topic from the textbook and a final conversation.

François Gouin (1831-1898), like M. Berlitz, was a representative of the natural method. It is known in the methodology of teaching foreign languages ​​due to the use of internal visibility, which allows, on the basis of sensory experience, to connect individual phenomena and actions into a continuous chain. Observing the play of children aged 2-5 years, Gouin came to the conclusion that the basis of teaching the native language is the need to accompany one's activity with statements in a logical-chronological sequence. From here, F. Guen concludes that the process of mastering a foreign language should be similar. Proceeding from this, he puts forward the following main provisions of his method: natural language learning is based on a person's need to express his feelings; teaching should be based not on a word, but on a sentence; the most reliable and effective is auditory perception, as a result of which the primary and main means of teaching a language should be oral speech, and not reading and writing.

M. Walter was a prominent representative of the natural method. He connected the teaching of a foreign language with the active activity of students, attaching great importance to the sensual side of the perception of the surrounding world.

In accordance with this, he tried to bring learning closer to familiarizing students with the country of the language being studied. If at the initial stage, mastering the material of the language was based on actions and comments on them, then at the advanced stages, students acted out scenes, portrayed certain characters.

It should be noted that M. Walter was the first to systematize exercises in groupings as a means for memorizing vocabulary. So, he suggested grouping words according to the principle of synonyms and antonyms, according to the thematic principle, single-root words. The basis for memorizing words was the creation of associations, as proposed by associative psychology, which insisted that the strength of memorization increases when relying on associations.

Concluding a brief review of the foundations of the natural method, it should be noted that, although it did not have sufficient scientific justification, it contributed quite a lot to the methodology of what has remained in it to this day. First of all, it should be noted that the representatives of the natural method proposed a system of non-translational semantization of vocabulary: showing an object, its image, demonstrating an action using facial expressions; revealing the meaning of words with the help of synonyms, antonyms or definitions; revealing the value using the context. All these methods of semantization have survived many methodological trends and have become part of our methodology. Of course, the modern methodology uses various kinds of groupings proposed by M. Walter as one of the possible ways to systematize vocabulary, primarily by thematic principle. All this allows us to assert that the legacy of the natural method has not disappeared.

1.5 Direct method

The direct method arose on the basis of the natural method. He received such a name because his supporters sought to associate the words of a foreign language and its grammatical forms directly (directly) with their meaning, bypassing the native language of the students. Psychologists and linguists - V. Fietor, P. Passy, ​​G. Sweet, O. Jespersen, B. Eggert and others, as well as methodologists S. Schweitzer, G. Wendt, E. Simono and others took part in the development of the direct method. Representatives of the direct method set themselves the goal of teaching students the practical knowledge of a foreign language. Since translation methods, the antipode of which was the direct method, brought to the fore educational goals, linking them with the need to teach how to read the text, the practical knowledge of a foreign language was first identified with the opposite task - to teach students oral speech.

The methodological principles of teaching by the direct method are as follows.

The basis of learning is oral speech, since any language is inherently sound.

Exclusion of native language and translation.

Particular importance was attached to phonetics and pronunciation, since mastering the sound side of speech is an indispensable condition for oral communication.

4. Learning a word only in context, i.e., as part of sentences.

5. Learning grammar based on induction.

A somewhat different position was taken by the prominent linguist G. Sweet. Sharing the views of other representatives of the direct method on the practical purpose of teaching, he believed that the way to this in school conditions lies through the study of texts that reflect the living spoken language? basis for teaching oral speech. This author owns the requirements for texts. These included the following:

1) texts should be varied and contain significant repetition of language material, which contributes to memorization;

2) texts should be on a variety of topics;

4) texts should be selected taking into account the gradual complication of difficulties.

The lesson according to the direct method was built as follows: the teacher named the objects in the picture and repeated them by the students, then questions and answers, description of the pictures and lexical exercises. Everything ends with a retelling, a dialogue based on the studied material. If the text was taken as a basis, then at first it was read three times by the teacher and the words were explained, then exercises were done, and only after that the text was read in transcription and traditional spelling.

An analysis of the materials shows that the direct method was not a homogeneous methodological trend in the West. We find different methods in different authors. At the same time, there are common features: rejection of the native language, attention to the sound image, inductive study of grammar, study of vocabulary in a sentence, and finally, ignoring the thinking of students in teaching and relying solely on memory and sensory perception.

In contrast to the direct orthodox method common in the West, in our country it has taken on a slightly different form. The direct method began to spread more widely in Russia in the early 90s of the XIX century. However, even before the First World War there were many teachers who recognized the old textual-translational method.

The spread of the direct method in Russia has collided with the tradition of considering the positive impact of learning a foreign language on mastery of the native language. In this regard, even among the ardent supporters of the direct method, we find the assumption of the native language, which is absolutely excluded in the Western version of the direct method. A number of methodologists have criticized the direct method for eliminating the native language at the initial stage of training.

If in pre-revolutionary Russia there were still adherents of the direct orthodox method, then in the 20s of the 20th century all Methodists who professed the direct method, and it was then dominant, finally determined the features of using the direct method in Russia. First, the methodologists of this period are characterized by a much greater use of their native language as a means of semantization and control of understanding. Secondly, in Russian conditions, comparison with the native language was allowed. Thirdly, methodologists noted that the use of the native language in the study of a foreign language is more used at the initial stage, and then it is more and more reduced.

The appearance of the “Russian version” of the direct method is due to two reasons. First, the main role was played by differences in Russian and Western European languages. The proximity of the latter to each other made it possible to build students' education without resorting to their native language. Compare: This is a book (a hand) and Das ist ein Вuch (eine Hand). In a Russian audience, this is impossible. Secondly, pedagogical traditions, starting with K.D. Ushinsky. These features in the tradition of teaching foreign languages ​​also affected the further development of the methodology.

1.6 Palmer method

After the 1st World War there were attempts to modify the direct method. The English teacher and methodologist Harold Palmer (1877-1950) became a prominent representative of this trend.

G. Palmer is the author of more than 50 theoretical works, textbooks and manuals. The most valuable methodological provisions of Palmer are the rationalization of the pedagogical process and the systematization of educational material. The main goal of teaching a foreign language Palmer considered mastery of oral speech. His method is called the oral method. To master oral speech, Palmer suggested the following ways:

The division of linguistic difficulties into aspects (phonetic, spelling, etymological, semantic, syntactic).

Teaching oral speech in two areas: speaking and understanding.

The accumulation of passive material, and then the active reproduction of it.

The use of the following techniques for the semantization of words: visibility, translation, interpretation, context.

Accumulation of speech patterns by memorization.

Rational selection of vocabulary based on frequency, structural compatibility, expediency.

Selection of texts by topic, definition of the minimum vocabulary and types of reading.

The goal of education, which was put forward by G. Palmer, was reduced to practical fluency in all types of speech activity (oral speech, reading, writing). The first attempt to rationalize the learning process consisted in a clear division of the entire course of study into three main stages: elementary (1/2 years), intermediate (1–3 years), and advanced (1–3 years).

At the first stage, a subconscious listening comprehension, elements of speaking and mastering the basic language material are formed. At the intermediate stage, students acquire the ability to understand most of what is read and heard, as well as the ability to master 75% of the material characteristic of everyday life in oral and written speech, and the last stage, where independent work prevails, is characterized by the improvement and deepening of skills in all types of speech activity .

He divided the initial period into three stages. During the first, students only listen to the speech and try to understand what was said based on visualization. In the second stage, students only briefly react to what they hear. Then comes the stage of semi-free reproduction, and the final stage involves free reproduction on limited material. All this was concretized in the work "Oral Method of Teaching Foreign Languages".

G. Palmer introduced a serious rationalization into the content of teaching a foreign language. First of all, he was one of the first to suggest selecting a dictionary based on a number of principles (linguistic and pedagogical). He recommended to select not words, but lexical units - ergons, understanding by them LE, phrases, service words. The selection was carried out according to the principles of frequency, structural compatibility, specificity, proportionality, expediency. This initiative was a significant step forward compared to the direct method, when vocabulary was not specially selected.

A notable rationalization was out of hay by G. Palmer and into teaching grammar. In his work “100 substitution tables”, he selected the most common basic types of sentences in the language and created substitution tables based on them. They were intended to help structure secondary structures based on the compatibility of ergons. As a result, students master a large number of sentences.

A certain rationalization was introduced in relation to exercises. Representatives of the direct method did not try to bring the exercises they use into a certain system. Palmer, on the other hand, proposed to build a system of exercises taking into account the following sequence of trainees' actions: perception, recognition, semi-free reproduction and free reproduction. Such an undertaking, of course, was a serious step forward in the theory of methodology.

An important attempt to rationalize the content of education was the principles of text selection. They differed from similar ones proposed by representatives of the direct method in that they were divided into requirements for content and requirements for the linguistic side of texts. The first included the following:

texts should be interesting and age-appropriate;

texts should contain only realities known to students;

3) preference should be given to plot texts, as they are more suitable for the development of oral speech.

The requirements for the language side of the text included the following:

1) texts should be built on a strictly selected dictionary and contain at the initial stage up to 90--95%, and at the final stage - up to 65--70% of the words of this dictionary;

2) when compiling texts, one should take into account not only the number of words, but also their meanings;

3) the text should contain unfamiliar words, the meaning of which can be guessed from the context;

4) texts for intensive reading (with analysis) should contain new material, and texts for extensive (home) reading - only already studied, and the latter should be easier than the first.

Thus, Palmer significantly rationalized the process of teaching foreign languages. He recognized, like the representatives of the direct method, that the study of a foreign language should be likened to the process of learning one's native language. G. Palmer contributed quite a lot to the methodology, which remains in it to this day. First of all, it should be noted the selection of vocabulary on the basis of not only linguistic, but also methodological criteria. The idea of ​​substitution tables is the most widely used in teaching practice.

The ideas of G. Palmer had a significant impact on subsequent methodologists, including domestic ones. The Palmer oral introductory course was used in our schools in the 1930s. He was also "revived" by A.P. Starkov, G.E. Zedel in the early 1960s. Thus, the ideas of G. Palmer largely influenced the development of methods for teaching foreign languages.

1.7 Audio - lingual method (Fries - Lado method)

In the late 50s - early 60s of the 20th century in the USA and abroad, the audio-lingual method, the creators of which were the American structural linguist Charles Freese (1887-1967) and methodologist Robert Lado, gained some popularity. This method was intended mainly for adult education. However, the ideas of this method had a significant impact on school methodology.

Learning a foreign language is inextricably linked with penetration into the culture of its people. Regardless of the ultimate goal, the basis of learning is oral speech. Preliminary oral mastery of the language provides further instruction in reading and writing.

The task of the initial stage of learning is to master the basics of the language, its sound system and structures that reflect various types of sentence construction. The material is selected on the basis of a comparison of the studied and native languages ​​and the establishment of a typology of difficulties, however, no comparison is made during the learning process. The native language and translation are excluded from the learning process due to the mismatch of both words and concepts in different languages.

Productive and receptive types of speech differ and, accordingly, a scientific selection of linguistic material is made. For receptive assimilation, structures are selected according to the principle of frequency, for productive assimilation - on the basis of usage, typicality and the exclusion of synonyms. The object of study is the sentence as the minimum unit of oral communication. Neither vocabulary nor grammar is studied in isolation. The material is assimilated as a result of imitation, repeated repetition, formations by analogy, memorization. Most of the study time (80--85%) is devoted to the practice of the language. Translation is taught after students have mastered the language.

In this methodological direction, the technology of working on sample sentences (basic sentences key examples) has been developed in the most detail, which corresponds to the concept of “speech sample” in the domestic methodology. L. Lado proposed the following stages in mastering structures: 1) memorization by imitation; 2) a conscious choice of a new model in its opposition to already known ones; 3) practice in training models; 4) free use of the model.

A significant place in the work on structures was given to various types of substitutions. So, R. Lado distinguished the following types of substitutions:

1) simple substitution, in which the teacher indicates the substitution element; 2) simple substitution of different elements of the model; 3) substitution of one element, requiring a change in the form of another element; 4) simultaneous substitution of several elements of the model. In addition, the following exercises were recommended for working on models: transformation of models, question-answer exercises, completion of sentences started by the teacher, expansion and connection of models.

The work on the dictionary turned out to be much less developed, since the vocabulary was considered, first of all, as an illustrative material. Lado distinguished groups of words according to their difficulty depending on their coincidence with the words of their native language, i.e. according to modern technology, he proposed a peculiar methodological typology of vocabulary. So, he divided all significant words into three groups.

The first group included light words, i.e. similar in form, meaning and distribution to the words of the native language. The second group consisted of words of ordinary difficulty, i.e. those that have no analogy in the native language in form (sound). The third group includes difficult words that differ in special cases of use.

For assimilation, all words must go through the following successive stages: listening in isolation and in a sentence, pronunciation by students, revealing the meaning with the help of visualization, training in the use of the word.

This methodological direction has introduced a lot of new things into the methodology, namely, first of all, into the work on teaching oral speech based on speech patterns that reflect the models identified by structural linguistics. No less important was the special attention to familiarization with the culture of the country of the language being studied, carried out in conjunction with mastering the linguistic side of the language. It should be noted, and the desire to complete a kind of methodological typology of vocabulary. Finally, the recognition of C. Friz and R. Lado was important in the fact that when preparing teaching materials it is necessary to take into account the difficulties arising from the characteristics of the native language. Freeze method? Lado is limited to only one aspect - oral speech; reading and writing are not developed in it. The audio-lingual method is a modification of the direct method.

1.8 Audio-Visual or Structural-Global Method

At about the same time that the audio-lingual method was taking shape in the United States, a methodological direction was developing in France, called the audio-visual method. The audio-visual, or structural-global, method was developed by the scientific and methodological center at the Pedagogical Institute in Saint Cloud and the Institute of Phonetics in Zagreb. A group of scientists led by well-known linguists P. Rivan (France) and P. Guberina (Yugoslavia), creatively applying the provisions of American structuralism and the work of French linguists J. Gougeheim and R. Mishea on the syntax of the French language, created an oral method of teaching French to foreigners. This method has also found distribution in England, Canada, Turkey, Mexico, Poland. It is mainly used in foreign language courses. The language is studied by this method for 3-3.5 months with 20 hours of classes per week.

As the main goal of the method, you moved the teaching of oral colloquial speech. The objective of the method is to include learners in everyday communication, during which the spoken language is used. Reading and writing are considered as a graphic representation of oral speech, and therefore cannot be the basis of learning. All linguistic material is perceived for a long time only by ear, and is semantized almost exclusively on the basis of visual clarity with the help of modern technology. Let us turn to the consideration of the basic principles of the audio-visual method.

The basis of education is oral speech. Reading and writing are of secondary importance; in the choice and volume of material they are guided by oral speech.

The learning material is spoken language in the form of dialogues.

The perception of new material occurs by ear. Much attention is paid to the unity of the sound image (sounds, intonation, stress, rhythm).

Semantization occurs with the help of visual means. The native language is completely excluded from the learning process.

Language material is acquired on the basis of imitation, memorization and formations by analogy.

Learning takes place according to holistically (globally) perceived structures (hence the name of the method - structural-global).

Models are introduced in the form of comments to filmstrips. The screening of the filmstrip is accompanied by a tape recording.

The educational material reflects the topics of everyday life: acquaintance, travel, house, apartment, family, orientation on the street, etc.

The teaching principles outlined above suggest that, in fact, this method is no different from other non-straight lines. However, an examination of the content of the training shows that the authors used completely new approaches. Representatives of this methodological direction undertook for the first time the selection of linguistic material based on the analysis of a living language. At the end of the initial course, students were offered excerpts from the works of French writers to familiarize them with the culture of France.

A major difference of this method was the widespread use of sound and visual clarity. Each dialogue practiced with the trainees corresponded to life situations in the sound and visual series. In addition, other possibilities of visual-sound visibility were used.

Let us turn to the consideration of the methodological techniques used by representatives of this direction. Classroom studies, according to the authors of the method, are divided into four stages: presentation of the material, explanation, repetition and consolidation, or activation of the material.

The presentation begins with the creation of a focus of thought among the students by showing a filmstrip dedicated to the topic of the lesson, accompanied by 2 - 3 phrases. This is followed by the perception of phrases by ear, which are then reinforced by separate frames of the filmstrip.

The explanation of the material is peculiar: the teacher, with the help of questions, reveals the correct perception of sounds and structures. In the event that a misunderstanding is revealed, the teacher turns to visualization.

The next stage is devoted to the repetition of the explained material. Each student repeats the sentence while looking at the frame of the filmstrip. Then he checks his playback against the recording on the tape recorder. In other words, this stage is learning.

After the break, the final stage of work on the studied material begins - the activation of the past. This stage begins with the comments of the filmstrip without sound accompaniment. The tape recording is then listened to. After that, the trainees vary the studied structures, replacing its individual elements. This completes the class session. Students continue to learn structures in the course of laboratory classes, in particular, the variation of structures continues, their reproduction. The whole cycle of classes ends with a conversation within the topic under study.

Thus, the entire mastery of the structure is based on learning by heart, variation based on the widespread use of a variety of visualization with the use of modern sound and visual means.

Representatives of this methodological direction did not put forward new original methodological principles, since the provisions of the direct method and the audio-lingual method were repeated. Despite this, the audio-visual method has made a rather valuable contribution to the methodology. First of all, it should be noted for the first time the definition of language material for study as a result of the analysis of a living language. This approach is important for teaching live communication. Equally important is the widest use of modern technology. It is especially important to accompany the studied dialogues with situations that reflect the real life of the country of the language being studied, its features, customs, and culture. Such use of visualization undoubtedly increases the effectiveness of teaching intercultural communication. The most rational in the audio-visual method are the methods of developing auditory perception and auditory memory, the active development of strictly selected models, the training of intonational speech patterns.

The disadvantages of the audiovisual method are: the students' lack of an accurate understanding of the studied linguistic facts and the resulting difficulties in operating with them; not the strength of mechanical associations and the destruction of stereotypes with insufficient practice and breaks in work; underestimation of reading and writing; narrowly practical orientation of the work, and the absence of general educational elements.

Based on the methodological directions discussed in this chapter, the following conclusions can be drawn. In comparison with the methods of the classical school? grammar-translation and lexical-translation? natural and direct methods were a progressive phenomenon. They gave positive results due to the rationalization of the educational material, an intensive educational process, the use of visual aids and active teaching methods. Positive in natural and direct methods is the creation of a base for the study of living Western European languages; development of oral speech skills based on the correct sound design; creation of a system of monolingual oral exercises; development of various techniques and means of activating the educational process.

The disadvantages of natural and direct methods include: identification of ways of learning foreign and native languages; misuse of intuition to the detriment of conscious study; ignoring the native language when learning a foreign one; complete denial of the role of grammar for language learning, or assigning it the same role as in the study of the native language; limitation to narrowly practical goals and underestimation of the general educational value; simplification and impoverishment of the language as a result of the exclusion of idioms, phraseology, stylistic features of the use of language material.

2. Development of domestic methods of teaching foreign languages

The Soviet method of teaching foreign languages ​​of the pre-war period, as in other countries, was characterized by a constant struggle between two main approaches. One of them is consciously comparative, focused primarily on the analytical activity of students over the text, on the transition from consciously learned rules to the formation of speech skills and abilities on their basis, on the widespread use of the native language as a support in mastering a foreign language.

Another approach is associated with the spread in the first half of the 20th century. various modifications of the direct method; this approach was focused on the unconscious assimilation of skills and abilities in the course of speech practice, the rejection of the use of language rules (or their introduction already at the last stage as a way of systematizing and generalizing previously formed skills and abilities), the development of oral speech, the rejection of the use of the native language in as a support for learning.

Already in the 30s. attempts were made to synthesize both approaches within the framework of the so-called combined, or mixed, method, the most prominent representatives of which were I.A. Georgian and A. A. Lyubarskaya. This method, on the one hand, assumed an oral introductory course, the rejection of the use of rules and the lack of reliance on the native language at the initial stage of mastering a foreign language (the ideas of the direct method), and on the other hand, it allowed the use of translation, text analysis, comparison with the native language in advanced stages of learning (the ideas of the conscious-comparative method). The well-known eclecticism of the mixed method led to the fact that in the mid-30s. a number of prominent Soviet psychologists and methodologists tried to formulate a holistic concept of the process of mastering a non-native language through the initial awareness of the language system with further formation of spontaneous and unconscious speech skills and abilities based on such awareness. It was in this direction that, in particular, L. S. Vygotsky worked; similar ideas were developed by L.V. Shcherba and especially S.I. Bernstein.

The psychological aspect of the use of multimedia tools. Formation of oral and written speech skills of students. The process of development of foreign language lexical skills. The use of multimedia teaching aids in English lessons in elementary school.

thesis, added 07/29/2017

The problem of learning in the scientific and methodological literature. Comparative analysis of the grammatical category of the voice of the English and Uzbek languages. The current state of work on teaching the passive voice of the English language in secondary schools.

thesis, added 12/23/2013

Consideration of the problem of teaching foreign languages ​​in the XXI century. Characteristics of interactive teaching methods. Comparative analysis of two methods - traditional and interactive. Features of application of methods of projects, case, cluster, "brainstorming".

term paper, added 08/06/2015

Formation of national languages. The study of individual Germanic languages. General characteristics of the Germanic languages. Comparison of the words of the Germanic languages ​​with the words of other Indo-European languages. Features of the morphological system of the ancient Germanic languages.

abstract, added 08/20/2011

Comparison of various ancient and modern languages. The position of general linguistics. The subordination of the elements of language to the laws of general analogy. Simplification of the study of foreign languages ​​as the main goal of creating an encyclopedia of all languages. Experience in the analysis of the Mexican language.

abstract, added 07/04/2009

The use of technical means to intensify the educational process and to provide important components of the teaching methodology. Introduction of new information technologies in the process of learning foreign languages. Teaching experiment.

thesis, added 07/23/2006

The great opportunities that knowledge of foreign languages ​​opens up for everyone. The reasons why you need to learn English, the use of the language in the fields of culture, economics, business, education, politics, leisure. Modern methods of teaching English.

abstract, added 09/19/2009

Study of the role of learning foreign languages ​​in the development of international tourism and intercultural communications. The history of the creation of the world's first artificial language Esperanto by the Warsaw ophthalmologist Ludwig Zamenhof; its popularity in the 20th century.

Grammar-translation method teaching foreign languages ​​is based on understanding the language as a system and relies on a cognitive approach to learning. This method was widely used in Europe when teaching Greek and Latin, and in the 19th century it began to be used in the teaching of modern languages ​​- French, German, English. Known in the US as the Prussian method.

The purpose of education is reading literature, since a foreign language is considered as a general educational subject and its role is
in the development of intelligence and logical thinking of students.

The focus is on writing, teaching oral speech
not provided, speaking and listening are used only as
learning tool,

Vocabulary training is carried out on the material of words selected from texts for reading, a bilingual dictionary is widely used, word lists
with their translation into their native language, memorization, exercises translated from
native and native language.

Grammar is studied on the basis of deductive and systematic approaches,
rules, translation exercises, comparison of the studied grammatical phenomenon with the corresponding phenomena in gender are used
nominal language.

Translation is the goal and means of learning, the main way of semantization, so much attention is paid to translation exercises, examination tasks mainly consist of written translation.

The principle of relying on the native language is the leading one, which makes it possible to explain new linguistic phenomena and compare what is being studied.
phenomenon with its native language equivalent (Richards and Rodgers 1991,
pp. 3-4).

direct method teaching was developed as a counterweight to the grammar-translation method. Its representatives are M. Berlitz, F. Gouin and O. Jespersen.

The direct method is based on the idea that teaching a foreign language should imitate the acquisition of a native language and proceed naturally, without specially organized training. The name "direct method" follows from the position that the meaning of a foreign word, phrase and other units of language should be transmitted to students directly, by creating associations between language forms and their corresponding concepts, which are demonstrated using facial expressions, gestures, actions, objects, situations. communication, etc.

The main provisions of the direct method are as follows:

Training should be carried out only in a foreign language, the native language of the trainees, as well as translation from the native language and from a foreign
completely excluded from the educational process.

The purpose of training is the formation of oral speech skills. Of all
types of speech activity, preference is given to listening and
speaking, however, modifications of the direct method allow reasonable
the use of reading and writing, contributing to the consolidation of new material.

Vocabulary training is carried out on the material selected in accordance with
with the principle of use in oral speech. The unit of learning is the offer. The introduction and training of lexical units is carried out on an oral basis with the help of paraphrase, visualization, demonstration of actions and objects. When introducing words denoting
abstract concepts, such techniques as interpretation, antonymous and synonymous pairs, oppositions, etc. are used.

Grammar teaching is carried out inductively, the use of grammar rules is not allowed. Much attention is paid to the grammatical correctness of speech, errors are corrected as students make them in speech.

The formation of phonetic skills is put forward as one of the tasks of training.

Simulation teaching methods are widely used when students
repeat phrases and sentences after the teacher in order to achieve phonetic and grammatical correctness of speech.

Audiolingual method teaching foreign languages ​​is based on the behavioral approach to learning and the structural direction in linguistics. The essence of the method is that the language is treated as a "behavior" that should be taught. In accordance with this method, the language should be presented in the form of small units and graduated in difficulty, structures that students master by repetition, substitution, transformation, etc. The role of the teacher is to ensure that the units being studied are consolidated in the classroom and at home. The teacher must correct all errors in order to prevent their repetition in the future and ensure the correctness of speech.

Teaching a foreign language in accordance with the audiolingual method is based on the following principles:

Formation of skills of shaping and use of various
language structures (habits) by rote repetition and memorization of "correct behavior". Students memorize patterns, dialogues,
texts, etc., and then transfer them to other speech conditions.

Preference is given to oral speech over writing, the principle of oral advance is used, when students first study
linguistic phenomena in oral speech, and then train in their use in written speech. Oral speech is considered as the basis on the basis of which the mastery of written speech is carried out. The following order of mastering the types of speech activity is proposed: listening, speaking, reading, writing.

The basis of learning is not the analysis of the phenomena of the language and its system, but
speech practice, which is understood as the performance of actions by analogy. Grammar is taught inductively
material of strictly selected structures - sample sentences, the rules are not explained. Drill, transformational and substitution exercises of a linguistic nature are widely used. They are performed according to the model, based on a model or table, often in chorus after the teacher or announcer (when using a tape recording), which is reflected in the name of the method.

Audiovisual (structural-global) method teaching foreign languages ​​is based on the principles of structural linguistics and behavioral approach and is a kind of direct method. The audiovisual method was developed in France in the 1950s at the Higher Pedagogical School in Saint-Cloud.

The name of the method reflects its characteristic features: the widespread use of audiovisual teaching aids (filmstrips, transparencies, films) and technical means (tape recorder, radio, television); global presentation of the material: tape recordings of texts and film fragments are not divided into episodes, grammatical structures are also introduced and trained as a whole.

The audiovisual method, as well as the audiolingual method, is based on the position of behaviorism that mastering a unit of language is possible only as a result of repeated repetition and memorization. Unlike the audio-lingual method, which involves mastering language structures, the audiovisual method is not limited to structures, but pays great attention to their use in situations, which makes this method more communicatively oriented.

The main provisions of the audiovisual method are as follows:

The formation of oral-speech skills is the goal of training, the main thing
Emphasis is placed on listening and speaking. The sequence of mastering the types of speech activity is as follows: listening, speaking, reading, writing.

The native language is completely excluded from the educational process. Vocabulary
is introduced in a non-translatable, mostly contextual way.
Translation exercises for her training are not used.

Grammar teaching is carried out on the material of structures that
are introduced, reproduced and trained globally, are not divided into
constituent elements; drill is widely used.

A situational approach to learning is implemented as part of the selection of film and
television fragments that reflect the main situations of communication. These situations are subsequently reproduced by the trainees and supplemented with new elements.

Widespread use of various technical means is expected
teaching, authentic materials and visualization, which contributes to the motivation of learning and introduces students to the country of the language being studied.

Oral (situational) teaching method developed from the direct method and was based on the structural direction in linguistics and behaviorism in psychology. The method appeared in the UK in the 1930s, its supporters were the famous British scientists X. Polmer, A. Hornbee and M. West, who made an attempt to scientifically substantiate the oral basis of education and develop the fundamental provisions of the direct method. The followers of the oral method for the first time raised the question of the need for scientific selection of the content of education, grading of the studied lexical and grammatical material and the sequence of mastering it with the help of certain techniques and exercises.

The oral method is based on the following provisions:

· Vocabulary is one of the main aspects of language learning and must be strictly selected. West and Palmer for the first time analyzed the vocabulary of the English language on the basis of the principle of frequency and selected a lexical minimum from written texts, which includes the 2000 most frequent lexical units, the possession of which ensures mastery of the English language. In the 1950s, West revised this list and published a lexical minimum (A General Service List of English Words), which became a reference for teachers in the development of teaching materials.

Grammar material should not be studied in the form of a system of rules,
it should be grammatical pattern structures selected from the speech of native speakers.

The goal of training is the formation of skills in all types of speech
activities, the degree of proficiency in which should be close to the level of a native speaker.

The oral basis of education involves the introduction and training of the language
material, first in oral types of speech activity (speaking and listening), and then in writing (reading and writing). In accordance with the ideas of the direct method, it is also proposed to use an oral lead: a “silent” period of time (one and a half to two months), during which students only listen and remember, and then speak, read and write.

· Situation is the leading principle of learning. The language material is introduced and trained in situations, which allows students to quickly master the meaning of the phenomenon being studied, not to be limited to training its form. Unlike the audiolingual method, grammatical structures in the form of sample sentences are also subject to learning in situations. The situation is understood as "the use of various objects, objects, pictures and realities along with actions and gestures in order to demonstrate the meaning of the studied language unit."

natural method teaching foreign languages ​​is a kind of direct method; it was widespread in the 19th century. The terms "direct method" and "natural method" are often used interchangeably.

The natural method has the following characteristics.

Education is built on the same principle as mastering a child
native language, that is, in a natural (natural) way.

The main goal of training is the formation of oral and speech skills; the importance of writing is underestimated.

The learning process is aimed at intensive training of grammatical structures and lexical units. The use of external visualization for semantization and vocabulary training.

Communicative method teaching foreign languages ​​is based on a communicative approach, the fundamental provisions of which are interpreted differently by scientists, resulting in a variety of interpretations of this method.

Many modern foreign scientists adhere to an extreme point of view: they consider the communicative method in its purest form. They believe that the learning process should be based only on the content side, real communication and exclude work on the language form. To do this, it is necessary to use truly communicative tasks that are adequate to the goal. The principle of conscientiousness in learning is underestimated, and the cognitive processes characteristic of mastering a foreign language are not taken into account.

The other extreme is typical for some domestic methodologists and practitioners who, declaring the use of the communicative method, actually teach the language system, use formal language exercises, and only at the final stage of working on the topic offer students to compose dialogues or express their own opinion on the problem.

Most domestic and foreign methodologists accept such an interpretation of the communicative method, according to which the learning process should reasonably combine systematic and meaningful approaches, include work on both the form and the content of speech. This interpretation of communicativeness allowed domestic methodologists to introduce the term "communicative-cognitive method",

the advantages of its use, in particular socio-cultural ones, are assimilated at the level of knowledge. The existence of various variants of the communicative method allows us to conclude that the method has not yet been formed, and its development will probably go in different directions, reflecting the specifics of teaching a foreign language in different conditions.

Modern methods of teaching foreign languages ​​as a science: problems and prospects

Galskova N.D.

The article deals with the actual problems of foreign language teaching methods 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 of it as interdisciplinarity, anthropocentricity, and multilevelness. The specificity of the object-subject area of ​​methodology as a science is substantiated. teaching a foreign language methodology

This article is devoted to the analysis of the specific characteristics of the modern methodology of teaching foreign languages ​​(MOFL) as a science, its status and place in the system of scientific knowledge. As you know, at the beginning of its journey (the beginning of the last century), MOFL was interpreted as a set of techniques and a sequence of steps used by the teacher in order for students to learn the necessary content of teaching a foreign language (FL). The first to appear were the so-called private methods, which described the practical steps for teaching students a particular foreign language. Gradually, with the accumulation of cognitive observations in the field of teaching a foreign language and their generalizations, methodical scientific thinking took shape, which already in the middle of the last century formed a general methodological scientific picture1. It is from this period that the golden age of the Russian MOFL begins as an independent scientific direction, and the concept of “methodology” for teaching a foreign language acquires an expanding meaning. Representatives of the “golden generation” of Methodists, among which 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 cognitive search for evidence that the methodology is not a simple set of recommendations and prescriptions 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 explores the goals, content, methods, means and methods of teaching a foreign language and education by means of a foreign language, a science that allows you to explore the effectiveness of different models of teaching foreign languages. In the last decades of this century, MOFL is interpreted as a theory of teaching a foreign language, which is a strictly structured system of knowledge about the patterns of "initiation" of a student to a new linguoculture (language + culture) in conjunction with the native language and the 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 a theoretical substantiation of a holistic, developing system of scientific concepts, methods and means of methodical scientific knowledge. It has proved its ability to formulate its own theoretical postulates within the framework of a historically conditioned, socially and culturally determined methodological (conceptual) system in its development of introducing the student to linguistic and cultural experience and to implement them in specific educational materials, technologies, teaching aids, in a real educational program. the world we, following V.S. Stepin, we understand the generalized characteristics of the subject of research of science, i.e., generalized schemes - images of the subject of research, through which the main systemic characteristics of the reality under study are fixed.

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

The formation of MOFL as a science has been influenced by various factors. These should include, first of all, those tasks that society sets before methodological science in a particular historical epoch. In addition, the state of other sciences has an impact on MOFL. Its theoretical postulates have always taken into account and take into account the paradigmatic view of philosophers and didacticists on the phenomena of "education" and "training", linguists - on the "image of language" as the main object of study, psychologists - on the process of cognition and learning. This is the reason for the interdisciplinary nature of MOFL as a science, which, in its research related to the theoretical and methodological substantiation of methodological phenomena and the formulation of its own system of concepts, is not confined to its content and is not limited solely by internal reserves of self-improvement, but is in contact with other scientific fields and, above all, , with philosophy, linguistics, psychology, pedagogy and didactics. At the same time, one more important factor that determines the specifics of methodological knowledge should be kept in mind. This is the previous history of teaching methods for foreign languages ​​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 present historical stage of its existence. Let's take a closer look at some of them.

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

In the humanitarian sphere, the objective laws of social and social development and individual interests, motives, needs and capabilities of a particular person are closely intertwined. Therefore, MOFL, as a humanitarian science, is primarily focused on solving social and practical problems related to the implementation of the actual needs of society in the study of non-native languages ​​by its citizens and with 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 provision gives methodical 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 in the direction of 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 laws of foreign language education.

It is a person who is in the dimension of at least two linguocultures that is recognized in modern linguodidactics as a value, while such categories as: personal experience, emotions, opinions, feelings acquire special significance. This gives reason to link foreign language education not only with the “assignment” of a certain set of foreign language knowledge, skills and abilities to students, but also with a change in their motives, attitudes, personal positions, value systems 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 in the most natural way expanded the boundaries of the research “field” of MOFL and led to a turn of scientific research towards the linguistic personality of the subjects of educational activity, and in relation to teaching foreign languages ​​- secondary / bicultural linguistic personality. At the same time, the personality acts as a product and as a carrier of a specific linguistic and ethnic culture. With regard to the essence of foreign language education, this means that students in a learning situation should show their own activity to solve communicative and cognitive tasks that are creative and problematic, 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 the language through the awareness of his theoretical and practical activities on 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 through life !”, “to teach not IA, but with the help of IA”. This also has quite definite methodological "consequences", postulated as new linguistic educational principles. For example, the actualization of the cognitive, creative and research activities of the student; shifting the focus from teaching to activities related to language learning / language acquisition; reduction of "simulation" of foreign language communication in favor of "authentic communication in the target language"; solving diverse problems with the help of language; activation of the productive activity of students with access to a real socio-cultural context, etc.

At the same time, the inclusion of “human meanings, ethical and aesthetic values” into the composition of methodological knowledge, as well as any humanitarian knowledge, creates certain problems for MOFL. They are due to internal contradictions between the need for scientific rationality of methodological knowledge (as is known, any science seeks to establish the objective laws of the development of its research object) and the large “anthropo-dimension” or “human-dimension” of methodological knowledge.

Of course, a researcher dealing with the problems of teaching a foreign language needs to include the “human dimension” in the scope of his scientific interests, take into account the characteristics of a person who learns a foreign language and a different culture, communicates with the carriers of the latter, and organizes the educational process. And here the so-called interpretative methods of explaining scientific facts often come into play. They closely intertwine objective patterns and individual interests, motives, needs and capabilities of a particular human researcher, which may cast doubt on the objectivity of the obtained scientific results2. In this regard, the question of whether MOFL is able to provide objective knowledge about its object-subject area is of particular relevance. 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

2 It is well known from philosophy that any scientific knowledge is aimed at identifying the truth characteristics of the surrounding reality (in our case: foreign language education, teaching a foreign language) and is designed to give a person knowledge about its objective connections and patterns. In other words, the focus on an objective study of the subject of research, including in the humanitarian sphere, the search for laws and patterns are mandatory characteristics of the scientific approach.

To horses independent of the will of man, educational reality is both created by man and depends on him. Although it should be recognized that the methodological object also contains “not-made-by-hand” components, for example, psycho-physiological patterns of perception of linguistic signs, patterns of mastering speech skills, etc. What about the objectivity of the object? It turns out that it is more subjective and "man-made". From this the following conclusion is obvious. The main pathos of methodological research should be aimed at removing the contradiction between, on the one hand, the need for scientific rationality and objectivity, and, on the other hand, a high level of human dimension of methodological knowledge, due to the anthropic principle of scientific research, the need to apply extralinguistic data obtained in the course of research. observations of the educational process, experiments and approbation.

It is known that, being a pedagogical science, MOFL is closely connected with didactics. The latter is defined as a general "learning theory" that explores the patterns of learning and organizes its activities as a social phenomenon. Therefore, since the methodology is interested in the process of teaching a particular academic subject (in our case, a foreign language), it is often qualified as a particular didactics. And it's hard to disagree with that. The subject "foreign language" is only one of the elements of the general educational system. Yes, and the teaching of this subject itself is understood by methodologists, following didacticists, as a specially (institutionally) organized, planned and systematic process, during which, as a result of the interaction between the student and the teacher, the assimilation and reproduction of a certain experience (in our case, linguocultural) is carried out in accordance with given purpose. Therefore, from this point of view, it can be stated that the problem of “boundary” between didactic and methodological components is insignificant, and the target, content and organizational parameters of the process of teaching a foreign language should always be considered through the prism of general didactic requirements. It is no coincidence that such closeness of didactics and methodology gives grounds for individual scientists to consider the latter only as “the procedural design of the method, the method and form of its implementation, the set and sequence of methodological techniques” . With this approach, it is obvious that the methodology does not have its own research goals and does not clarify certain features of the educational process in a foreign language. Its purpose is only to organize this process, to choose the most adept. . - 2013. - №1 7 PEDAGOGY cotton means, methods and techniques of training and education, relying solely on general didactic provisions.

It seems that we can partially agree with this point of view only if we interpret the methodology as a set of instructions or recommendations for the teacher / educator regarding certain sections or aspects of the academic discipline "foreign language" (see above the various meanings of the term "methodology" ). In this understanding, the methodology is designed to develop a system of learning activities (learning technology) aimed at familiarizing students with the content of learning in specific learning conditions. But we are not talking about a methodology in the so-called "technological" sense. We are talking about MOFL as a science, the interdisciplinarity of which, due to the complexity and multidimensional nature of its object-subject area, does not give reason to be limited solely to general didactic provisions.

Of course, the range of main problems that MOFL deals with is actually didactic in nature, which, as noted above, is quite natural, as well as the fact that the goals, content, methods and methods of teaching a foreign language are formulated in the methodology, taking into account and in the context, before of all general didactic requirements. But it is impossible not to recognize the fact that MOFL has its own research object, namely a certain social phenomenon, the mastery of which by the student occurs regardless of the knowledge of the laws of this phenomenon or with a very limited amount of this knowledge (L.V. Shcherba). This social phenomenon is actually the language, which is non-native for students. As you know, today this phenomenon, due to the fact that the "image" of the language has changed, both in the philosophy of language and in linguistic science itself, is interpreted broadly. Consequently, FL as an object of teaching and learning is not just a means of communication, and even more so not systemic linguistic phenomena. This object (in other words, linguoculture) is something more that goes both to the attitude of a person to a language, and to the problems of his familiarization with another linguoculture in all its diversity of manifestation, including at the level of empathy, the meanings of fundamental worldview concepts, ideas, concepts, reflecting the orientational and existential needs of speakers of a particular language of a particular era. Hence, the specificity of the experience acquired by the student in the course of mastering a non-native language is also obvious. This experience, which can be called linguocultural, consists of foreign language skills and abilities, cognitive and sociocultural knowledge, values, personal qualities, abilities and readiness acquired by the student on the basis of awareness of their native language and native culture. Such complexity of the object of research, teaching and learning allows MOFL to “dissociate itself” from other methods. But what is especially important, it gives grounds, on the one hand, to interpret general didactic requirements in one's own way, "in one's own interests", while maintaining a general orientation towards the strategic vector of development of state educational policy in each specific historical period, and on the other hand, - not be limited to patterns that have an exclusively general didactic sound.

If we follow the philosophers dealing with the problems of science of science, and recognize the MOFL as an independent science, then it can be considered as a multifaceted phenomenon, the specificity of which is expressed in its multidimensionality. Accepting a certain conditionality of the aspect division of the methodology, let us dwell on the analysis of the following components: MOFL as a specific activity and MOFL as a system of knowledge.

MOFL as a specific activity is, in fact, a system of cognitive actions aimed at the production and systematization of reliable knowledge about education in the field of a foreign language, namely: about the structure, principles, forms, history of this knowledge and methods for obtaining it.

Thus, methodical KNOWLEDGE is the main object and result of cognition in MOFL. At the same time, scientific knowledge, the content and sequence of cognitive actions proceed in educational discourse always at two levels: theoretical and empirical. At the theoretical level of methodological knowledge, the most important methods of research are abstraction and idealization, which allow the scientist to abstract from many factors that affect the real and very complex process of teaching and studying a foreign language, and formulate methodological concepts, substantiate the concepts (models) of learning, as well as methodological approaches to teaching IA. In other words, the result of the scientific research of methodologists are the formulated theoretical postulates and theoretical constructs, which, as a rule, are tested in practice, and are also confirmed by the practice of teaching. At the empirical level, where such methods as observation and experiment are used as analytical tools, a basis is created for the primary theoretical understanding of certain methodological phenomena, when certain ideas, information, information that are of particular importance for the educational space are obtained in direct interaction with reality and taking into account the identified objective patterns.

Consequently, such a ratio of methodological knowledge and experience gives grounds to qualify MOFL as a theoretical and applied science, i.e. as a specialized area of ​​methodological knowledge that combines the data of scientific (theoretical) reflection and analysis of the practice of teaching languages ​​in various educational conditions. However, regardless of the level at which the analysis and generalization of methodological knowledge takes place, the specific activity of methodological knowledge is aimed at the implementation of the three main functions of MOFL as a science. The first function is associated with the analysis, classification and systematization of methodological concepts and categories associated with the sphere of foreign language education, and bringing them into a logical relationship, and ultimately into a system, theory. The second function of methodology as a science is to interpret, explain and understand the specific facts of real educational practice in the subject in the context of the concept of teaching a foreign language adopted in each historical period. And, finally, the third function is forecasting the future of the methodological system in foreign languages, determining the horizons of its immediate and long-term development.

MOFL as a system of knowledge, i.e. as a conceptually interconnected, holistic and logical in terms of content system of scientific ideas about teaching a foreign language and foreign language education, reveals and describes certain patterns, regular connections, fundamental properties inherent in foreign language education as a system, process , result, value and learning of foreign languages ​​as the main way to get this education.

It is known from philosophy that any system of scientific knowledge is built on three levels: metatheoretical, theoretical and empirical. So, at the meta-theoretical level of methodological knowledge, we are talking, first of all, about the scientific picture of the studied reality that is emerging in a certain historical period in the development of methodology. We also note that the development of MOFL as a science is the path of methodical knowledge and change in the types of scientific pictures of the educational reality associated with the teaching and learning of a FL.

At the metatheoretical level, the ideals and norms of scientific research accepted in the professional community, as well as the philosophical foundations of science, are important. For MOFL, as its methodological basis, in addition to the philosophy of education, is, of course, the philosophy of language. This fact brings methodological science closer to linguistics, psycholinguistics, methods of teaching the native language. It is known that since the 1980s of the last century, issues related to the development of a methodology for teaching a foreign language, and today - the methodology of foreign language education, have moved into the category of the most relevant. In this regard, we will take the liberty of making the following assumption that in the near future we may witness the emergence of a new applied branch of philosophy - the philosophy of foreign language education. Its key problems can and should be: substantiation of the ideals, norms, goals of foreign language education; methodology of its valuable understanding; methodology of methodical knowledge and knowledge; design methods and practical activities in foreign language education; the basis of a scientific picture of the reality of foreign language education, etc.

In other words, the philosophy of foreign language education can not only expand the "boundaries" of scientific research in the field of foreign language education, but also contribute to the identification of objective patterns according to which it should develop and evolve.

We believe that the future scientific direction will specialize in the study of linguo-educational knowledge and linguo-educational values, and it has every chance of becoming a special research area.

At the second, theoretical level, concepts, categories, laws, principles, hypotheses of the theory, i.e., those structural elements that make up scientific methodological knowledge, are substantiated. It is the theory that is the most developed and perfect form of organization of knowledge obtained as a result of the study of teaching a foreign language and foreign language education. It builds methodological knowledge in the form of a coherent logical system of scientific methodological concepts, methods and means of methodical scientific knowledge. “Theory “by definition” is a conceptual system containing generalized provisions (principles, postulates, axioms), abstract constructs, concepts and laws that represent the object under study in the form of a structured set of elements and their correlations. It can be said that at the theoretical level, the methodology determines the “proper”, i.e. those main categories that make up the categorial-conceptual framework of the ideal (projected) methodological system, the concept of foreign language education, and scientific theory.

As for the empirical level of theoretical knowledge, it is made up of observational data, including during the experiment and experiential learning, as well as from those scientific facts that are derived in the process of comparing these empirical data with general ones © Galskova N.G., 2013 / the article is posted on the website: 26.02.13 ISSN 2224-0209 Electronic journal Vestnik MGOU / www.evestnik-mgou.ru. - 2013. - №1 11 PEDAGOGY with theoretical provisions and abstract constructs substantiated at the theoretical level. Such information exchange serves as the basis for empirical verification of the scientific reliability of theoretical results and, at the same time, makes it possible to generalize empirical knowledge at a higher level, to correlate them with the methodological theory as a whole. Consequently, two scenarios for the development of this information exchange are possible here. The first involves conducting empirical observation of the process of teaching and learning a foreign language. This is important for the accumulation of empirical experience and obtaining information that makes it possible to theoretically comprehend certain methodological phenomena. The second way is connected with the verification in practice of the working hypotheses put forward in the course of scientific (theoretical) research of methodologists and linguodidacticians (experiment, experiential learning, implementation).

It should be noted that the upper levels of structuring (metateoretical and theoretical) knowledge are based on analytical and generalizing procedures, since we are talking about the substantiation of theoretical constructs, the main elements of which are such theoretical objects as goals, principles, content, methods and means of teaching a foreign language. or foreign language education. It is on these tiers that the initial methodological concepts are formulated, around which general scientific approaches to teaching any FL and/or a specific FL are built. In turn, the empirical tier, which is most closely associated with the educational process in foreign language and the description of the "existent", is responsible for the introduction of targeted, meaningful and technological aspects of teaching foreign language into real educational practice. Thus, the procedure for substantiating MOFL as a theory includes establishing a connection between initial empirical knowledge and theoretical, often abstract provisions and constructs, which, in turn, are confirmed or refuted by the practice of teaching a foreign language and methodological knowledge acquired at the empirical level. It can be said that the modern methodology as a theory is designed to answer questions about what should be done to achieve the planned result of foreign language education, how the educational process should be built so that we can talk about its effectiveness not only in terms of mastering the learning language as a means of communication and knowledge and other culture in relation to the native culture of the student, but also in the context of his development and education, etc.

It is well known that since the middle of the last century, the domestic MOFL has been actively evolving as a theory, systematically © Galskova N.G., 2013 / the article is posted on the website: 02.26.13 mgou.ru. - 2013. - No. 1 12 PEDAGOGY in order to organize its categorical-conceptual apparatus and build a conceptual system of teaching a foreign language, and today - a system of foreign language education. The strategic goal of scientific research in MOFL is the substantiation of general theoretical provisions that do not exist autonomously, but are a kind of "technological recipes" for educational practice, which determine the undoubted value of methodological knowledge. But the following should also be taken into account: MOFL as a theory builds an ideal image of foreign language education as a subject of scientific activity, in turn, teaching practice is guided by this image, i.e., an ideal idea of ​​the process of teaching foreign languages. The degree of "approach" to the theoretically constructed ideal depends on the skill level of the scientist and the author of software and teaching tools, on the professional competence of the practicing teacher and his individual interpretations, as well as on the awareness at the level of the state, society and the individual of the value of foreign language education and the significance of languages at a certain stage of social development. Together, this determines the complexity and multifactorial nature of the process of scientific research in the methodological field and makes the object of the MOFL diffuse, the study and adequate description of which is possible only if the reflexive-analytical and reflexive-empirical components of methodological knowledge are synthesized.

As is known, in the scientific knowledge of the reality that interests us, i.e., foreign language education, a scientist may be interested in various objects. This gives grounds for the emergence in methodological science of a number of systematically organized and substantiated theories, for example, "the theory of teaching a foreign language", "the theory of foreign language education", "the theory of a textbook in foreign language", "the theory of early foreign language education", etc. Such branching is a consequence of internal differentiation of methodological science, due to its need to penetrate into the complex structure of the objects of study, which are the teaching of a foreign language and foreign language education. A consequence of the development of science due to differentiation is also, for example, the current allocation of linguodidactics and methods or theory and methods of teaching, methods as a theory and as a technology of teaching and development, methods and technologies of foreign language education. All this indicates that MOFL is a developing system of knowledge that does not end at any stage of its development with the achievement of a final and comprehensive picture of the process of mastering a person / teaching a person a non-native language / non-native language.

In addition, it, like any science, is “by definition a continuously innovative system”, generating all new ideas and their solutions, and today expressing the desire for the “technization” of methodological knowledge, which is a sign of scientific thought in the post-industrial era.

Bibliography

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Modern methods of teaching foreign languages: A guide for the teacher. ISBN 5894152909 The manual covers the most pressing problems of modern theory and practice of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. 2003 ARCTI 2003 FOREWORD The processes of renewal in the field of teaching foreign languages ​​in the domestic school create a situation in which teachers ...

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N.D. Galskova

modern teaching methods

FOREIGN

LANGUAGES

Teacher's Guide

UDC 372.8+80

BBC 74.268.2

G 17

Galskova N.D.

G 17 Modern methods of teaching foreign languages:

A guide for the teacher. 2nd ed., revised. and additional M.: ARKTI, 2003. 192 p. (Method, bib-ka).

ISBN 5-89415-290-9

The manual highlights the most pressing problems of modern theory and practice of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. The manual is addressed to teachers of foreign languages ​​of educational institutions of various types, as well as students of language faculties of pedagogical universities.

UDC 372.8+80

BBC 74.268.2

ISBN 5-89415-290-9

© Galskova N.D., 2003

©ARKTI, 2003

FOREWORD

The processes of renewal in the field of teaching foreign languages ​​in the domestic school create a situation in which teachers are given the right and opportunity to independently choose models for constructing courses in the subject, teaching aids and other teaching aids. In this situation, it is necessary to approach the solution of a number of methodological problems from the point of view of activating the activity of all participants in the pedagogical process and, above all, the teacher. It is the teacher in the new conditions who must choose from a variety of methodological systems the one that is more in line with modern pedagogical realities and the specific conditions for teaching foreign languages. This provision largely determined the author's concept of this manual, namely: the rejection of ready-made methodological "recipes" that strictly regulate the activities of a teacher within a specific methodological system, in favor of analyzing the current situation of teaching foreign languages ​​in the context of common problems facing society and school education in general, as well as taking into account the current level of the state of methodological science and related areas of scientific knowledge.

Along with the traditionally considered issues, the manual includes those that have not been the subject of special consideration by methodologists so far. The latter include, in particular, questions about the essence of the concept of "foreign language", the main patterns of language acquisition and teaching the subject, school language policy, etc.

The author has made an attempt to show the objective laws by which the modern system of teaching foreign languages ​​in the national school develops and functions. Of course, we are aware of the fact that it would be wrong to require from a practicing teacher the ability to freely navigate the theoretical foundations of language teaching in educational settings this manual does not pursue such a goal. But we are deeply convinced that the teacher's understanding of the processes underlying the? The functioning and development of a modern system of teaching foreign languages ​​will contribute to the choice of the most effective way to achieve the desired learning outcomes. The main goal of this work lies in the implementation of this complex task.

FOREIGN LANGUAGE

AS A SUBJECT IN SCHOOL

THE CONCEPTS "FOREIGNLANGUAGE", "EDUCATIONLANGUAGE", "MASTERYLANGUAGE", "STUDY LANGUAGE"

What is a "foreign language"? We often use this concept, but, unfortunately, we rarely think about its content. However, in order to correctly build the modern process of teaching a foreign language, it is necessary to know what a foreign language is and what should be understood as language learning / language acquisition / language learning. We will begin our reasoning with how the concept of “language” is interpreted in science.

As is known, language is primarily understood as natural human language (as opposed to artificial languages ​​and animal language Scheme 1).

Scheme 1

The emergence and existence of natural language is inextricably linked with the emergence and existence of man homo sapiens. “Language in general is a naturally (at a certain stage in the development of human society) a semiotic (sign) system that has arisen and naturally develops.<...>, which has the property of social purpose, is a system that exists primarily not for an individual, but for a certain society” (, p. 604).

Artificial languages, as "... sign systems created for use in those areas where the use of natural language is less effective or impossible" (, p. 201), are not the subject of our consideration. We are interested in a foreign language (FL), which acts as a kind of alternative to the native language.

But what is meant by mother tongue? As M.V. Dyachkov, there are different, sometimes conflicting criteria for determining the native language (, p. 15). The optimal criterion seems to be the origin, according to which the native language is the language in which the mother begins to communicate with the child from the moment of his birth and which he assimilates to some extent even in the womb. The concept of "native language" when choosing the language of instruction in an educational institution is adequately replaced by the concept of "main functional language", that is, the language that a 5-6-year-old child is fluent in. In some cases, especially in a multinational society, which is Russia, there may be more than one main functional language. This means that the child speaks several languages ​​almost equally, which makes it very difficult to separate languages ​​into native and non-native.

Referring again to scheme 1, we will see that a non-native language can be represented by two options: a foreign language and a second language. A foreign language is understood as a language, “... which is studied outside the conditions of its natural existence, that is, in the educational process, and which is not used along with the first (native. N. G.) in everyday communication", while the second language is the language "...which after or along with the first (native. N. G.) serves as a second means of communication and is usually assimilated in a social environment, where it is a real means of communication” (, p. 31).

Thus, a foreign language, unlike a second language, is acquired by a personoutside the social environmentin which this language is the natural means of communication. However, this difference is conditional, and it is rather difficult to establish clear boundaries between them. Indeed, any foreign language can be studied in different conditions, and every time the same language changes its significance. For example, the German language for those who study it in Russia will be a foreign language, and for immigrants who master this language as a means of everyday communication in Germany, it will become a second language. If an immigrant leaves Germany and returns to his country, the German language moves from the category of the second to the category of a foreign language.

So, foreign and "second" languages ​​can, under appropriate circumstances, easily "pass" into each other. This gives grounds, for all the differences between them, not to absolutize the latter. It would be more correct, since we are talking about finding the best way to improve the system of teaching a foreign language, to look for differences between them in the plane of “controlled” and / or “unmanaged” language acquisition. The guided process of language acquisition is associated with concepts such aslanguage teaching and language learningi.e. language learning. Learning a foreign language isa special (institutionally) organized process during which, as a result of the interaction of the student and teaching reproduction and assimilation certain experience for a given purpose.In our case, we are talking about a speech foreign language experience, which the teacher (teacher) owns to one degree or another and the trainee (student) does not fully or partially own.

Learning a foreign language, by definition I.V. Rakhmanov, there is "... the process of systematic and consistent communication by the teacher of knowledge and the inculcation of skills and abilities in the field of foreign languages, the process of active and conscious assimilation of them by students, the process of creating and consolidating in children those qualities that we strive to educate them" (, p. 13). From this definition, it is obvious that the learning process is a two-way process, including in their unity the learning activity of a teacher / teacher of a foreign language and the learning activity (language learning) of the student, aimed atlanguage learning/language acquisition.

There are significant differences between the concepts of “learning a language” and “mastering a language”. As an illustration of the latter, we may refer to the opinion W. Ekimondson and J. House, who believe that the process of language acquisition(acquisition) under construction according to the laws of mastering the child's first / native language. This process is characterized by unconscious, intuitive assimilation of the language, carried out in the course of the socialization of the child's personality (, p. 11). In contrast to this process, language learning(learning) there is a conscious process that presupposes, first of all, the explicit use and assimilation of rules, linguistic elements. Therefore, the concept of “language learning” is broader than the concept of “language acquisition”. The process of language acquisition can be viewed as an "unintentional" acquisition of foreign language content that is not under direct control. Of course, you can also learn your native language, which the child already knows practically (which, in fact, happens when a small child comes to school). In direct contact with its carrier, elements of learning also take place (for example, in the course of prompting an adult child with adequate language and speech means or correcting errors). Language learning has the ultimate goal of mastering this language, that is, the student must master “speech skills and abilities at a certain level, arbitrarily high” (, p. 13). However, unfortunately, learning a language and teaching it does not always imply mastery of this language by the student.

Depending on the conditions under which the language is studied, at what age it is introduced to it and what goals are set, there are different types of language proficiency (languages):

first (native) language proficiency monolingualism;

possession from the very beginning of speech development in two languages ​​at the same time(bilingualism) or multiple languages multilingualism;

knowledge of a second language (bilingualism) along with the first (native), while the process of mastering occurs when the first (native) is already fully or partially formed;

knowledge of a foreign language (in different conditions of its study: in a natural language environment and outside it).

From this we can conclude that, in relation to the domestic conditions of schooling, it is advisable to talk either about teaching a foreign language (the last type of language proficiency), or about the development of bilingualism (Russian and the language of the national republic / national-administrative territory in which the student lives), or on multilingualism (native language, state language, foreign language). At the same time, bilingualism can be childish, when a child is introduced to a second language at the age of 3 to 4 years, before puberty, and adults, whensecond language acquisition as a means of communication begins after puberty. As for the foreign language, in the conditions of training in a secondary school, we can talk about the developmentartificial bilingualism(, p. 95) as a special casemixed bilingualism.

As noted above, a person's familiarization with a new language can be carried out in different conditions: in the country of the language being studied and outside it. In both cases, we can talk about learning (learning it).

The study of a foreign language in the country of the language being studied can be carried out in two forms:

in groups of trainees representatives of the same culture and speakers of the same native language;

in heterogeneous groups (on a linguistic basis), where the studied foreign language acts as a natural means of communication in the classroom and outside of school hours.

The study of a foreign language in isolation from the country of the language being studied also has at least two sub-options:

under the guidance of a teacher who is a native speaker of the language being studied, which makes it possible to use the language naturally in communication with the teacher not only in the classroom, but also outside of school hours;

supervised by a teacher non-native speaker.

The latter is most typical for the domestic conditions of teaching a foreign language. At the same time, all these forms have one common component: they are manageable, and in these cases, as we have already emphasized, we are talking about language teaching and learning language. However, we have already noted that mastering a second/foreign language in the natural conditions of its existence and in isolation from the language environment can be not only controlled, but also unmanaged, that is, proceeding spontaneously.

As is known, in the language environment all the components necessary for successful mastery of a second language can be successfully combined: incentives to use the language as a means of communication (which students may not even be aware of), a person’s ability to master foreign language speech activity and, which is very important, direct access to language and culture of another people.

The uncontrolled process of mastering a non-native language in the language environment is built according to the laws of the child's mastery of the first/native language. This process is characterized by unconscious, intuitive language acquisition, carried out in the course of socialization.child's personality. The main specific features of this process, that is, the process of uncontrolled language acquisition, can be summarized as follows:

1. The language is used in situations of everyday communication in various spheres of society. Consequently, a person who is trying to master a new language for him has enough time for language practice, while the social need for this language is extremely high: knowledge of the language can provide a person with a full stay and living in a country where this language is the only (or main ) means of communication.

2. In the process of direct communication with a native speaker, a person who masters this language uses, as a rule, all the means of communication available in his arsenal, including non-linguistic ones. Getting into a new language environment, he suddenly becomes convinced that he has at his disposal a sufficient arsenal of non-linguistic means for expressing intentions, and at first his speech activity is minimal: he most often uses non-verbal means, gradually acquiring a minimum of linguistic experience. In the very process of communication, the main attention is focused mainly on the content (the subject of communication), and not on the comprehension of the linguistic form and the language system. The linguistic aspect remains, as it were, on the periphery of the interests of those who communicate, because in communication, interaction is important, and not linguistic correctness. This circumstance has at least two consequences: a) the speaker is interested in the communicative effect, and not in the formally correct formulation of his speech, therefore he evaluates certain language means differently than in the educational process; b) the “metacommunicative” component of communication is poorly developed, that is, a person does not comprehend the language, its forms and rules, in contrast to the situation when these rules should be studied.

3. Mastering a language in direct contact with its native speaker is carried out in a situation of immersion (sometimes without time limits) of a person in a natural language environment. This, of course, cannot but have a positive effect on the process of mastering the language as a means of communication. Under these conditions, a person who learns a new language develops creative (creative) competence, which allows using language means in various contexts spontaneously and at a productive level, which ensures communicative activity in the language being studied.

4. When mastering a language in a natural language environment, a person, as a rule, uses only those language tools that he has at his disposal and which can represent different language styles. At the same time, there is always a temptation to learn how to “optimally” use a minimum of language experience, that is, to develop a certain strategy for their use to the detriment of subsequent self-improvement in the activity being mastered. It is known that a child in a bilingual environment naturally becomes bilingual, while an adult in this situation is more in need of specially organized classes, that is, in a controlled mastery of foreign language speech. The difficulties that an adult has to face are due, to a certain extent, to the loss over the years of a unique children's ability to master speech, including in foreign language.

5. Regardless of whether the process of mastering a foreign language in the natural conditions of its existence is spontaneous or controlled, its effectiveness essentially depends on the readiness of a person to integrate into a new socio-cultural environment, which may be different. It is determined by a number of factors, including age: the older a person is, the more difficult it is for him to adapt to a new environment. The latter is determined by the social and cultural experience that an adult has and the fear of losing his identity (belonging) with his native culture and society.

However, if we talk about the fundamental differences between the processes of mastering / studying a foreign language (second language) in the country of the language being studied and outside it, then they should be sought primarily in the area of ​​​​the functions that this language performs in society. Let us dwell on the disclosure of this provision in somewhat more detail.

D. Horn and A. J. Tumat German is called the language of socialization for immigrant children, which gives them access to all spheres of society, while English or any other foreign language studied by these schoolchildren in Germany is the language of education for them (, p. 15). In the first case, we are talking about the fact that the process of mastering the language as a means of communication also serves to assimilate the social rules and cultural knowledge of the speaker of this language. In the second one, the studied language and the process of mastering it are used as a means to ensure a person's integration into a new society, into a new social situation. The model of teaching a foreign language / second language created for this purpose is aimed not only at introducing students to a new means of communication for them, but also at assisting them in orienting themselves through the language in various areas of the life of a new society for them (how to rent an apartment, how to get a job etc.). This explains the pronounced pragmatic orientation in the study of the language: the desire to enter the sphere of the real use of the language in the interaction of people(cm., for example, the so-called functional-pragmatic approach in Germany) and, as a result, the emergence of new teaching methods abroad that are most consistent with interethnic communication in study groups staffed by students of different nationalities(see, for example, TANDEM model: J. Wolf, With. 935). All these ideas, as well as the textbooks and teaching aids built on their basis, have recently become the property of domestic methodologists and teachers.

The process of introducing new foreign methods cannot but be welcomed, but only adjusted for the fact that many of them were developed with reference to direct contact with native speakers. The geopolitical position (and, unfortunately, economic) of our country gives grounds to assert that for the majority of students, the conditions for studying a foreign language do not meet all of the above characteristics. These conditions are "artificial" in nature, and in this case we can only talk aboutcontrolled learning of a foreign language in isolation from the language environment.True, as we noted above, often the boundaries between controlled and uncontrolled mastery and, consequently, between the concepts of "FL" and "second language" can be blurred. For example, if students have the opportunity to come into direct contact with native speakers in their own country, then a unique situation of a natural language environment is created. This situation has an indisputable advantage, because neither a teacher who is fluent in a foreign language, nor authentic teaching aids that objectively represent the culture of the country of the language being studied, can fully compensate for the lack of direct interaction with native speakers of this language. That is why it is so important to establish work on the exchange of schoolchildren, to look in your country (region, city, village) for real opportunities to “reach out” to native speakers of the language being studied, to educate students in the need to use the language as a means of communication (for example, reading authentic literature).

So, as we have already noted, in relation to domestic conditions, we can talk about language learning. Learning is characterized by regularity and consistency, specially selected and methodically interpreted educational content, the presence of a series of techniques, methods of work aimed at memorizing this content by students and at control by the student's level and degree of mastery of educational material, as well as a certain limitation in time.

The speech and non-speech actions of students are quite strictly regulated by the learning objectives put forward by the teacher at each specific stage of school education, as well as by the content of education, which, as a rule, represents the literary and colloquial norm of the modern language. Of course, in educational conditions, immersion in a foreign language is possible.(cm., for example, some provisions of direct, natural methods), however, in this case, we mean immersion in the language on a specially selected and methodically organized language and speech material. The selection of the latter for learning under conditions of controlled acquisition of a foreign language is carried out primarily taking into account the difficulties in mastering this material and its importance for communication, which leads to the rejection of the sequence that is characteristic of the natural process of language acquisition, and a decrease in negative language experience. For example, morphological inflection in uncontrolled language acquisition does not play the role it acquires in the learning process.

Under the conditions of language acquisition in a natural language environment and in language learning, a person compares the language experience he acquires with the experience in his native language, carried out primarily at the level of comprehension of grammatical rules. The only difference is that in the process of learning a foreign language, grammatical rules are “given” to students or are deduced by them on their own, while with uncontrolled language acquisition, the rules are not communicated and are not practiced consciously. In the second case, a person, as it were, “filters” these rules based on his personal language experience. Thus, the main differences between the two possible variants of language learning lie "not in the field of consciousness or intuition, but in the way of mastering the language rules.

Management of the formation of speech skills and abilities is possible in the process of performing special tasks and exercises. Therefore, the teaching of a foreign language is often associated only with the formation of reproductive skills in students, that is, the ability to retell a giventext, speak at the level of prepared material, etc. We absolutely cannot agree with this. The effectiveness in mastering a foreign language by students is determined by their ability to use the acquired / acquired language material in new situations of communication. Therefore, in the educational process it is necessary to develop both reproductive and productive activities of the student.

As is known, learning is always included in the integral educational process aimed at achieving the educational effect set as the goal (, p. 3839). This provision also makes it possible to differentiate the concepts of "managed" and "unmanaged" mastery of a student's language. In both cases, of course, the process of forming the personality of the student is carried out, but with uncontrolled mastery of the language, it is spontaneous, “side” in nature, while training is organized specifically to obtain a predetermined teaching and educational result. At the same time, it would be logical to assume that a controlled process should be more economical and efficient than an unmanaged one. However, in reality this is not the case. Practice shows that in natural conditions the process of mastering the language as a means of communication in everyday situations is much more effective due to the greater motivation of speech acts and the need to communicate in this language. In order for the educational process to be effective in terms of assimilation of the content of the subject by the student, it is necessary to know by what laws the mastering of the school language takes place.

The features listed above distinguish any controlled mastery of a foreign language, regardless of whether it takes place in the country of the language being studied or outside it. However, if in a natural language environment the language being studied is at the same time a means of communication and mutual understanding between people in everyday life, which enhances the pragmatic significance of the process of language acquisition and motivates a person’s foreign language speech activity, then apart from the country of the language being studied, FL acts as a means of general education (and in a narrower sense as a means of learning) of the student; as a means of communication, the language being studied is most often present only in the classroom. From this we can assume that the process of mastering a foreign language outside the country of the language being studied and without direct contact with its native speakers will be effective if it acquires all the possible characteristics of the natural process of language acquisition and approaches as closely as possible in its main parameters to the conditions of controlled language acquisition in a natural language situation.

However, this statement does not mean that the process of learning a foreign language should be likened to a completely natural speech communication. Of course, the processes of assimilation of any language are based on the same fundamental laws of assimilation and the object of assimilation is fundamentally the same. But in the learning process, the main thing is "the search for the best ways to facilitate the individual process of mastering language knowledge and mastering the language" (, p. 100). Therefore, methodological problems should be considered in two aspects that are closely interconnected: from the position of the teacher's teaching activity and from the point of view of the student's individual activity in mastering a new academic subject.

FACTORS DETERMINING THE SPECIFICITY OF THE MODERN SYSTEM OF FOREIGN LANGUAGE EDUCATION

It is well known that in professional communication the concept of "an education system in the field of a foreign language" can be used in at least three senses: 1) as a process or a set of educational processes in a foreign language; 2) as a system of educational institutions in which a foreign language is studied, that is, a system as a social institution; 3) as a socio-cultural sphere of activity for the familiarization of citizens of the society with the foreign language.

And this is not accidental, because the education system in the field of FL is a complex social object, the analysis of which is accompanied by various "cuts" from this object, each of which represents a certain picture of the whole. In turn, the system of education in the field of a foreign language is only a separate element of the general system of education in our country, and the analysis of the first (even if its objectively existing specificity is recognized) cannot but take this circumstance into account.

However, regardless of what aspect of the concept of "education system in the field of FL" is the subject of consideration, it should be borne in mind that the functioning of this complex social system is based not only on the interaction of its elements with each other the system of teaching the subject is in the closest connections with the environment in which it exists and develops.

The whole set of factors that determine the specifics of the system of education in the field of foreign language at all its levels and in all aspects of consideration can be divided into five groups: socio-economic and political factors, socio-pedagogical, socio-cultural, methodological, individual.

The first group of factors are the so-called socio-economic and political factors. As rightly pointed out W. Edmondson and Y. House, “... socio-political factors should take precedence, since they determine whether foreign language teaching will take place at all ...” (, p. 26). As for economic factors, their importance is currently growing immeasurably due to the fact that school reforms in the world and in our country have an increasingly consistent economic justification, and strengthening the relationship between the economy and education is, as scientists note, a long-term trend. Ideology, the state and its economic demands, traditions and rituals of pedagogical consciousness have been and remain the leading guidelines for education in society. Since the system of education in the field of FL is one of the subsystems of the general system of education, the remark made has the most direct relation to it.

Changes in socio-economic and political conditions inevitably entail changes in the requirements for the system of education in a foreign language, its main components, and the nature of relations in it. First of all, this is manifested in the attitude of society to a foreign language in general and to a specific language in particular, "to people who speak a foreign language, as well as in the requirements that society imposes on the level of foreign language education of its citizens at each specific stage of socio-economic development. In other words , socio-economic and political factors determine the social order of society in relation to the level and quality of its citizens' knowledge of a foreign language.The social order is expressed in the prestige / non-prestige of knowledge of a foreign language, in the priorities in choosing a foreign language and in the public need for people who practically own a foreign language as a means of communication We can say that the social order is a strategic landmark of the school language policy in the field of teaching a foreign language.

The higher the public need for knowledge of the language and specialists who speak one or more foreign languages, the more significant the pragmatic aspects of teaching the subject become. The higher the need in society for new professional, personal, cultural, scientific contacts with native speakers of a foreign language, with the achievements of the culture of different countries, and the more real the opportunity to realize these contacts, the higher the status of a foreign language as a means of communication and mutual understanding.

Currently, this status is becoming even more significant, as a result of certain factors characteristic of modern society:

expansion of economic, political, cultural ties between countries;

access to experience and knowledge in the world, a great wealth of information, including as a result of the development of international mass media;

labor force migration;

interstate integration in the field of education and, consequently, the possibility of quality education in one's own country and abroad (in practice, one can say that studying a foreign language at the proper level is an indicator of modern education).

The openness of the policy of any state to the world community stimulates the processes of integration and internationalization of various spheres of human activity. The world is becoming “smaller and smaller”, the concept of a “community of people” is changing: representatives of different nationalities are beginning to feel more and more that they belong to a community of a greater order than the “national community” to which they belong. Interestingly, the term “mobility” has come into use among Western European politicians, educators and methodologists, which is understood as:

the right to move freely and live everywhere within the countries of the European Community;

the right to be free to receive vocational education not only in one's own country, but also in neighboring states;

a person's ability to adapt to modern living conditions in a multicultural society;

the ability to establish contact with native speakers even at an elementary level;

the ability to overcome possible difficulties arising in the process of contact with a foreign culture and its bearers; the ability to show tolerance for a foreign culture.

In the changed conditions, a person in his daily, including professional, life is increasingly “faced” with FL. Moreover, social integration processes change not only the status of a foreign language in society, but also the functions it performs in this society. The establishment of mutual understanding between peoples becomes a priority; providing access to the diversity of world politics and culture.

Since it becomes more and more difficult to navigate in a new situation without the ability for intellectual and social interaction with persons speaking other languages, the term “orientation” is proposed instead of the term “communication”. Thus, language is seen as a tool that allows a person to better navigate in the world around him; with its help it is possible to create new world models and new world knowledge.

Consequently, knowledge of a foreign language is becoming a necessary part of a person's personal and professional life in modern society. All this in general causes the need for a large number of citizens who practically own one or more foreign languages ​​and, in this regard, receive real chances to occupy a more prestigious position in society, both in social and material terms. From this it is clear that the social order of society in relation to a foreign language in connection with the presence of a real access to a different culture and its representatives is expressed not only in practical knowledge of the language (s), but also in the ability to use this language (s) in real communication.

At the same time, the new socio-economic and political situation leads to increased requirements for the level of language training of students of all categories, including students of general education institutions. Interestingly, since the mid-1980s, many citizens of our country have had the opportunity to actually use FL in indirect / direct handling of its carriers, which has been a source of some disappointment for most of them in the results of learning the subject. It turned out that, despite the large material costs incurred by the state for the organization of mass teaching of a foreign language, as well as the significant efforts of teachers, most of the graduates of secondary school do not know how to use the language in practice. Hence the harsh and somewhat justified reproaches against methodologists, teachers, textbook authors about the poor language training of students. At the same time, especially high requirements are imposed on the foreign language, like no other subject. After all, physical education teachers are not reproached for the fact that schoolchildren have weak physical data, and mathematics teachers are not reproached for the fact that most school graduates immediately after graduation cannot prove one or another geometric or trigonometric theorem. And this is no coincidence. Firstly, most people believe that knowing a foreign language means owning it at the level of their native language (as will be shown below, this statement is erroneous). Secondly (and this is the most important), the knowledge of a foreign language turns in a new situation of the development of society into a category that is really in demand in the practical and intellectual activity of a person.

The demand for a foreign language in society increases, in turn, the status of a foreign language as an academic subject in the system of general education for schoolchildren. So, for example, in our country, in recent decades, FL has been among the compulsory academic disciplines, however, the management bodies and administrations of educational institutions, and especially employees of secondary schools, until recently treated it as a subject of mandatory, but not of paramount importance. This was expressed, in particular, in the reduction of teaching hours devoted to the study of foreign languages. For example, in the late 1970s and early 1980s, the number of teaching hours in secondary school decreased from 18 to 14. characteristic features of social life. The role and place of a subject in the general system of school education is changing radically: a foreign language is being transferred to the category of academic disciplines of federal significance, taking a place in the general subject register next to the native language and literature.

The increased status of a foreign language as a means of communication stimulates a powerful movement of society towards new forms and models of teaching it as a subject. Since the end of the 80s, early learning of a foreign language has been intensively introduced into the mass practice of teaching in our country, starting from kindergarten and (or) elementary school. The school and the family strive to introduce the child to a foreign language as early as possible, thereby giving him (the child) an additional chance to navigate in today's dynamically developing society with increasingly pronounced tendencies towards the integration of all spheres of public life.

The school responds quickly enough to the public need for knowledge of a foreign language and includes a second foreign language in the curricula, and sometimes, if conditions permit, a third one.

Recently, there has been a great public need for familiarization with the FL and the adult contingent of students, which has found expression in the opening of a large number of courses that provide an opportunity for the adult category of students to study FL, including by intensive methods, using modern TSS.

Thus, the socio-political and economic processes operating in modern society not only form a social order in relation to the teaching of a foreign language, but also create a favorable context for the implementation of this order. At the sameTime, as is known, financial and economic problems give rise to difficulties in the implementation of this social order in the field of education at all its levels. So, for example, insufficient funding from the state of the education system as a whole has led in recent years to an outflow of some university and school teachers of a foreign language to commercial structures, to a shortage of teachers/teaching staff, and to a decrease in the prestige of teaching work. Pedagogical universities and universities do not meet the need for teaching staff. So, for example, the need for foreign language teachers in secondary schools at the beginning of the 1995/96 academic year amounted to just over 6 thousand people, that is, about 5% of the total number of foreign language teachers. This indicates both a decrease in the prestige of teaching work, and the fact that the increase in admissions to teacher training universities in all specialties to 2 thousand people over the past three years (1994, 1995, 1996) had little effect on the actual graduation of specialists and the scale of their jobs in the field of education.

These and other negative circumstances give rise to the contradictory nature of the modern system of teaching a foreign language. On the one hand, there is a rethinking of the role of a foreign language for society, the state and the individual in terms of raising its status and strengthening the pragmatic aspects of learning associated with access to real authentic communication, on the other hand, there are difficulties in the functioning of the subject teaching system due to its weak material base. The latter, undoubtedly, negatively affects the quality of education in a foreign language, which is all the more unacceptable in the conditions of the formation of a democratic society focused on entering the world community.

Tactical actions for the implementation of the social order, and, consequently, the language policy in the field of school education in a foreign language are due to socio-pedagogical factors. This group of factors reflects, first of all, the level of awareness by those who are directly involved in the educational policy in the field of teaching a foreign language, the importance of a foreign language as an academic subject in the general context of educational policy. This is expressed in determining the place and status of the subject "foreign language" in the general educational system and in a specific type of educational institution, as well as the number of teaching hours allocated for the study of a foreign language. The concrete implementation of these provisions can be observed at the level of directive documents that determine the state policy in the field of education, including language education. Thus, the effect of socio-pedagogical factors primarily affects the content of the subject at the level of the curriculum and partly of the program.

In addition, as we have already noted, the education system of a foreign language is only one of the subsystems of general education. Consequently, the specificity of the first is formed under the influence of the general educational ideology. Therefore, we can say that the effect of socio-pedagogical factors is also expressed in conceptual approaches to the content of the subject "foreign language" and its (content) organization in the context of general educational tasks. The education system of a foreign language in each historical period of its development is designed to fully reflect the main trends in the educational policy of the state at a certain stage of its development and to translate into reality, first of all, the general educational goals of the education system as a whole.,

How well this position is realized is determined by the action of the so-called methodological factors that embody the social order of society in relation to the FL in the categories of methodological science proper. At the same time, an important role is played not only by the results of scientific research in the field of methodology and related sciences, but also by the traditions in teaching the subject that exist in society as a result of previous experience in teaching a foreign language in specific socio-economic conditions, as well as real opportunities, including material and technical, which the educational process possesses. All this as a whole allows, to one degree or another, to realize the social order of society in the methodological concepts of teaching a foreign language, programs, textbooks and manuals used in practice.

The degree of adequacy of the expression of this order fully depends on how consistently the fourth and fifth groups of factors are taken into account, namely: socio-cultural and individual factors.

Sociocultural factors have recently become the subject of close attention of Methodists. These factors require consistent consideration of the socio-cultural context of teaching a foreign language, which includes such categories as the commonality / difference between the culture of the country of the language being studied and the original culture of the students; remoteness/proximity of the country of the studied language from the country in which the foreign language is studied. Along with this, socio-cultural conditions are determined by the attitude that has developed in society towards the people who speak one or another foreign language, its culture, society, as well as the system of cultural and social relations adopted in society, etc.

As for the last, fifth group of factors, it traditionally worries both theorists and practitioners. The action of individual factors affects all levels of consideration of the system of education, including the level of teaching aids. For example, at the level of the program, the degree of adequacy of the goals stated in it to the social order of society is fully determined by the level and quality of the individual interpretation by its authors of objective laws, according to which the educational process in the subject should be built in a specific historical period of social development. To no lesser extent, the achievement of effective results in the implementation of the requirements of society in relation to the level of proficiency in a foreign language depends on the individual characteristics of all subjects of the educational process, and, first of all, on the trainees and educators who directly implement the program settings. Therefore, a number of methodological studies consider certain aspects of the problem of organizing the educational process in the subject, taking into account the characteristics of the contingent of students and the professional skills of the teacher/teacher, as well as the specifics of their interaction as subjects of learning.

Socio-economic and political factors are primary in relation to others. However, the high requirements for the training of schoolchildren in foreign languages, imposed by the objective laws of the development of society in a particular historical period, can only be realized if the theory and practice of teaching foreign languages ​​are sufficiently developed, creating a “favorable context” for studying the subject at school. After all, it is well known that society has always, to one degree or another, needed people who practically know a foreign language, but, as a retrospective look at teaching a subject shows, the concept of “practical knowledge of a foreign language” was clarified and concretized depending on the level of development of the methodology and related sciences.(see below).

Methodical science as one of the subsystems of the general system of teaching a foreign language has integrating properties. It "transforms" the requirements put forward by society and the system of general education in relation to a foreign language as an academic subject, into specific methodological concepts, curricula, teaching aids and recommendations on the organization and content of the pedagogical process. Note that the level of language training of society members is negatively affected by the insufficient development of both psychological and pedagogical and methodological aspects of teaching a foreign language.

At the same time, the practice of teaching, due to certain circumstances, can slow down or accelerate the process of introducing new effective forms and technologies of teaching. This most naturally affects the implementation of public requests in relation to the FL. Such obstacles to methodological progress include the weak level of professional training of teachers / lecturers of a foreign language, their unwillingness, for one reason or another, to abandon the habits rooted in their experience in organizing the educational process, their inability to correlate methodological systems with specific learning conditions, etc.

It should also be emphasized that in modern conditions of expanding professional and personal contacts between teachers and students from different countries, the exchange of methodological ideas and experience, the appeal to the analysis of the socio-economic and political context of the study / teaching of a foreign language in a particular country, the general pedagogical ideology and methodological traditions acquires a special relevance. Without a proper analysis of this problem, methodological ideas alien to this society can be extrapolated to the conditions of another society, which can lead to a “failure” in the system of teaching the subject and, ultimately, to a negative effect, primarily in the practice of schools. For example, it is known that the desire of the German Methodists to introduce outside their country,. in particular in third world countries, the functional-pragmatic approach developed by them in teaching German as a foreign language was not successful, since in different learning conditions the concept of “practical knowledge of the language” is objectively interpreted differently. This fact is another confirmation of the importance of analyzing the totality of factors that determine the characteristics of a particular system of education of a foreign language, in order to establish the "objective value" of each methodological system.

I.V. Rakhmanov, analyzing the paradigm of relations between the methodological system and the whole set of factors determining its specificity, wrote: “In fierce disputes about which method is better when teaching foreign languages, a number of very significant questions are often left unattended, namely: whom do we want to teach, with what purpose, which language, etc., but meanwhile this is very important when choosing a teaching method, becauseeach method under certain conditions(emphasis by us. I. G.) has a certain objective value” (, p. 3). So, for example, the successful implementation of the provisions on which direct methods of teaching a foreign language are based, aimed at achieving the narrowly practical goals of oral command of foreign colloquial speech within a limited topic, is possible provided that the language being studied belongs to the same language group as the native one, and taught by a teacher who is a native speaker of the target language. At the same time, training takes place in small groups of students, monolingual or multilingual in their composition. In turn, comparative methods, pursuing not only practical, but also general educational goals (primarily in terms of receptive language acquisition), can be used in mass schooling. At the same time, an indispensable condition is that the students have one language as their source (native), which the teacher must also know. As I.V. Rakhmanov, belonging of the native and foreign languages ​​to different language groups is a favorable condition for using the conscious-comparative method.

In our opinion, the semantics of the concept of "learning conditions" should be expanded and not limited to linguistic circumstances. The conditions for teaching a foreign language should be understood as the whole set of factors influencing the process of learning / studying / mastering a foreign language. The different nature of the conditions for teaching a subject, in principle, excludes the possibility of creating a universal teaching method that would "suit" all teachers and trainees.

Firstly, the learning conditions determine the different target orientation of a particular foreign language training course: a linguist who studies a foreign language in order to read texts in his specialty is guided by other goals and needs than an assistant secretary who works in a company and focuses on business correspondence, or a tourist who wants to feel relatively free during his journey through the country of the language being studied.

Secondly, the choice of a method (as a set of teaching methods) and its effectiveness are influenced by different situations of studying a foreign language: whether the language is studied in a natural language environment or in conditions of remoteness from the country of the language being studied, etc.

It would be possible to give other arguments confirming the complexity of the concept of “learning conditions for a foreign language” and its impact on the implementation of a particular teaching method. However, this is not within our scope. It is important for us to conclude that only a comprehensive analysis of the situation in its socio-economic and political contexts, in accordance with which the methodological system is built, makes it possible to comprehend new trends in teaching a subject in relation to the modern realities of social life. A more detailed analysis of these circumstances in relation to the national school will be devoted to subsequent sections of this work.

OBJECTIVES AND CONTENT OF THE EDUCATIONAL POLICY

IN THE SPHERE OF SCHOOL TRAINING IN FOREIGN LANGUAGES

It is known that the problems of language policy as an important component of public life in our country are traditionally given great attention. A reasonable solution of political and educational tasks contributes to the socio-economic and cultural development of society and the creation of a favorable climate in interethnic relations, both within the domestic and international frameworks. At the same time, language policy is commonly understood as a set of purposeful and interrelated ideological principles and practical measures taken to solve various language problems in society, the state. This is aboutconscious influencestate and society on the existing language system, on the functioning, development and interaction of languages, on their role in the life of a people or peoples. The nature of this interaction is determined by the ideological norms and values ​​prevailing in society, and is expressed in a set of appropriate measures aimed at solving political problems in the field of language education and education of members of this society.

Educational policy in the field of introducing schoolchildren to a foreign language belongs to the sphere of the language policy of the state and society. The following circumstances speak in favor of this statement. Firstly, due to the inclusion of a foreign language in the school education system, the register of languages ​​studied at school increases and, consequently, the range of possible and real communicative contacts between representatives of various foreign-language societies. Secondly, teaching a foreign language changes the proportion of different languages ​​and influences the processes of linguistic and personal (including cultural and speech) development of students, their awareness of the interdependence between themselves and all the people of the planet in the search for solutions to global problems. In addition, learning a foreign language stimulates the processes of understanding the socio-cultural portraits of the country of the language being studied and representatives of a different linguistic community. Thirdly, the choice of a specific language for teaching / learning at school and, in general, the inclusion of a foreign language in the contentschool education is determined to a large extent by the political positions and orientations of a particular society and state. Thus, the problems of schooling a foreign language have a pronounced political sound.

It is from these positions that the schooling of a foreign language is either supported and developed, or, on the contrary, is, from a political point of view, undesirable in society. Since the educational policy in relation to a foreign language acts as one of the elements of the language policy in general and, therefore, is an integral part of the national policy of any state, it, in its main features, depends on the general principles of the latter. Consequently, the language policy, including in the educational sphere of a foreign language, is aimed atthe establishment of interstate and intersocietal contacts, to prevent, regulate and overcome conflicts that are possible due to the suppression or unreasonable exaggeration of the role of certain languages ​​in society.In this sense, one can speak of the political "profitability" of knowledge of languages ​​languages ​​of neighboring countries, languages ​​of immigrants, languages ​​of international and interethnic communication. As you know, it is in this perspective that language policy is, for example, an important tool for building a united modern Europe and one of the topical areas of work of the Council of Europe.

Solving the problems of language policy is of particular importance in a multinational state, such as Russia. In the multicultural and multilingual space of the country, the goals and content of the language policy are influenced by such factors as bilingualism/multilingualism, the originality of national and interethnic relations, etc.

School language policy is an integral part of the language policy of the country as a whole. Therefore, it is characterized by the features of a common language policy. However, it also has its own specific features, which are determined by the goals and content of the general educational policy pursued by the state at a certain stage of social development. School language policy can be defined aspurposeful and scientifically substantiated management by the state and society of the functioning and development of the school education system in the field of native and non-native languages.Since the language policy in the educational field of a foreign language is an integral part of the school language policy, it can be defined as a set of targeted and evidence-based measures to guide the functioning and development of the education system in the field of a foreign language. It most naturally bears the features of both a general language policy and a school language policy. At that same time it has its own goals and objectives.

commonality language policy of the country, school language policy and language educational policy in relation to foreign languages ​​lies in the fact that all of them are strategically aimed at establishing peace and interaction between peoples, and in a multinational country, also at avoiding and eliminating interethnic conflicts. They are designed to contribute to the consolidation of society through the right emphasis in the choice of languages ​​and their priorities. As noted above, the current situation V Russia requires new approaches to solving language problems in society related to the strengthening of the national identity of the peoples inhabiting the country. This is the reason for the orientation of modern language policy towards the rejection of the totalitarian "Russification" of the peoples of Russia and the development of genuine multilingualism in the national regions of the country. The development of multilingualism in the country is possible only as a result of political actions aimed at the practical implementation of the equality of languages. The consequence and tool for the implementation of this goal in the educational sphere should be: 1) strengthening the role and importance of national languages ​​in the education system; 2) development of national cultures based on the native language; 3) creation of new and improvement of existing national systems of education in the native language; 4) creation of conditions for the wide use of native languages ​​both in the educational sphere and outside the school; 5) publication of literature, including educational literature, in national languages, etc. It is quite obvious that this work should not be done to the detriment of any language, and that a proper place is given to the FL in this system.

Peculiarity modern educational policy in relation to FL consists in its focus oncreation of favorable conditions in the country for the study by various categories of students of a wide range of foreign languages ​​in order to meet public and personal needs in the study of these languages.Therefore, the sphere of interests of the educational policy in relation to the schooling of a foreign language includes a number of issues, the solution of which is aimed at creating favorable conditions for the functioning of the language education system. Firstly, these are questions about the choice of a foreign language for studying at school and the language of instruction at school, the number of languages ​​studied and the sequence of their study, as well as the choice of the age at which students should start learning a foreign language. Secondly, we are talking about determining the amount of study time allocated to the study of a foreign language in a particular type of general educational institution, and the distribution of this time within one course. Thirdly, an important issue is related to establishing the status of a foreign language in the general system of school education (mandatory / optional study of one / two / three foreign languages ​​or optional). Fourthly, the essential issues within the competence of the educational policy in relation to a foreign language are the definition of the forms of teaching a foreign language (the division of classes into language groups, the number of students that make up one group) and the rationale for the standard in the field of training students in foreign language and the means to ensure its objective evaluation and certification. And finally, fifthly, a special role is played by the solution of problems related to the substantiation of the general strategic direction of the system of school language education, determined by the methodological base of the methodological model of teaching the subject.

In addition, the above goal of the educational policy in the field of training students in a foreign language determines: 1) the search for ways to develop and better meet the educational needs of the country, region, individual; 2) expansion of possible areas of practical use of the languages ​​being studied, including through the intensive introduction of new information technologies; 3) publication of a variety of literature, including educational literature, in a foreign language, preparation of various video and television courses and programs in a foreign language; 4) training of highly qualified teaching staff; 5) creation of conditions for attracting specialists in the field of teaching a foreign language to different types of educational institutions, etc.

In other words, if we talk about the school language policy in the educational sphere of a foreign language, then we should keep in mind the totality of evidence-based ideas and systematic, purposeful and manageable measures adequate to them, which:

support the positive traditions that have developed in the depths of the system of education in the field of foreign language, and stimulate innovative processes within it, thereby ensuring, on the one hand, stability in its functioning, and, on the other hand, itsprogressive development and improvement;

lead to an improvement in the quality and effectiveness of language education in the country by providing promising development of the educational system in the field of FL, taking into account the change in its methodological and technological paradigms and the development of appropriate means of introducing and implementing new conceptual approaches.

The language policy in the field of school teaching of a foreign language affects the quality parameters of all education as a whole. The validity of such a statement is confirmed by the fact that in this case we are talking about such categories as the ability for intercultural communication and interaction, the ability to know one’s own and others’ reality, the ability to express one’s thoughts and understand the thoughts of others, including representatives of other societies, the ability to speech and thought activity, etc. As will be shown in subsequent sections of the book, this can only be achieved if the teaching of a foreign language is based on an understanding of the goals asformation of the ability for intercultural communication and taking into account the principles of its implementation (learning) personality-forming function.

The language policy of the country, including in the field of familiarizing students of secondary schools with a foreign language, is aimed at implementing decisions, decrees, programs related to language policy in general (for example, the choice of a particular language as a state or language of interethnic communication, as well as the language of instruction ; choice of studied foreign languages). At the same time, the interests of the broadest sections of society are taken into account: school language policy, as well as educational policy in relation to a foreign language, is the area in which broad discussions on certain aspects of language policy in general are possible and real. In other words, the school language policy and, consequently, the policy regarding the school teaching of a foreign language is the level of specific consideration and implementation of the problems of language policy in society, including those related to the study of a foreign language. This thesis is especially important because the school language policy reflects social needs in relation to languages, including foreign languages ​​studied in the school educational sphere. Thus, it expresses public opinion regarding the problems of language education solved by the state and society.

The scientific and practical sphere of school language policy, as well as educational policy in relation to a foreign language, is designed to provide answers to the following questions:

How does the state and other official bodies influence the system of language education in the country?

What is/should be the main point of such “interventions” and what is their effectiveness?

What changes have occurred / should occur in a particular historical period in the system and functioning of state, non-state and other organizational structures that influence the language policy in the field of school education? (, p. 55).

The quality of the solution of these issues is fully determined by how consistently the basic principles of the educational policy in relation to a foreign language are implemented as an integral part of the general language policy pursued by the state and society in a specific historical period of their development. The nature of the trends developing in modern society and the system of language education, as well as the formulated goal of the educational policy in the field of school teaching of a foreign language, allow us to present these principles "in relation to the domestic conditions of teaching the subject as follows:

1. The educational policy in relation to FL is aimed at preserving and supporting the linguistic and cultural pluralism that prevails in the country, and enriching it by introducing students to FL as a source of personal and social development. This means that as a result of political and educational decisions carried out at the state and public levels, the system of language education should ensure the protection of national cultures and languages, cultural traditions. In addition, all possible prerequisites must be created to overcome national cultural centrism and expand opportunities for intercultural communication both within the country and abroad. Supporting cultural and linguistic diversity, of course, requires expanding the “palette” of languages ​​studied at school. The problem associated with the need to familiarize students with other cultures in order to form their understanding, respect and tolerant attitude towards the manifestations of the foreign, requires an educational policy in relation to the foreign language in the context of the "dialogue of cultures" as a non-alternative philosophy of worldview of the present and future in the life of modern society. The result of teaching a foreign language at each educational level should be the personality of the student, who realizes himself as a bearer of national values ​​and has a developed worldview, primarily at the level of other linguistic cultures.

Consequently, one of the qualities of the language policy in the field of schooling of a foreign language is itssociocultural orientation.

2. The language policy in the field of school teaching of a foreign language is a set of scientifically substantiated and practice-proven measures that are aimed at creating favorable conditions for a consistent transition to a student-centered educational strategy and tactics of teaching a foreign language. For these purposes, in the educational sphere of a foreign language, developing, interactive educational technologies should be intensively used. In addition, the system of language education should provide for measures aimed at expanding and developing the market of educational services in the field of teaching a foreign language.

The stated fundamental provisions mean updating the content of education in the field of a foreign language, both in accordance with the needs of a particular individual, society, state and their (needs) interdependence, and taking into account the latest achievements of psychological, pedagogical, linguo-didactic and methodological sciences. The personality-oriented orientation of the educational policy in relation to a foreign language is primarily associated with the satisfaction of the rights of an individual to receive a language education and the consistent implementation of the social order in relation to a foreign language. Each child at a certain stage of his development should have the opportunity and real rights to join educational structures in accordance with his personal needs in learning a foreign language. At the same time, knowledge of the foreign language should be perceived by him as a personal value. In turn, the state and society are obliged to provide the child with this opportunity, providing him with a wide "palette" of educational options, however, on condition that the country maintains a single educational minimum of language training for different courses of foreign language training. The system of education in the field of FL should be based on understanding the learning process as the interaction of all its subjects, and above all, the student and teacher, as well as students with each other. At the same time, the structure of the student's linguistic personality and his ability to carry out foreign language communication at the intercultural level should be at the center of this process.

Therefore, the distinctive quality of the educational policy in the field of teaching foreign languages ​​at school is itspersonality oriented orientation.

3. In the context of the growing independence of the regions and the school in determining the strategies and tactics of teaching a foreign language, the language educational policy is designed to prevent destructive trends in the development of the education system in the field of a foreign language and contribute to the preservation of a single educational space of the country not only geographically, but also in socio-cultural terms. A single educational space involves the creation of a holistic and at the same time flexible and variable system of education in the field of a foreign language. The integrity of the educational space is ensured by a single strategic line aimed at developing the student's features of a secondary linguistic personality, making him able to communicate in a foreign language in conditions of intercultural communication at a basic level. This means that in conditions of a sufficiently high degree of autonomy and independence of regions in the choice of educational strategies and with a general personality-oriented and socio-cultural orientation of regional educational language systems, the basic unity of the educational space should be preserved, expressed in a minimum of requirements for students to speak a foreign language.

Flexibility and variability of the system of education in the field of a foreign language is created due to the following factors: 1) support and improvement of the institutional teaching of a foreign language in state and non-state educational institutions of various types; 2) development, along with the state, compulsory forms of teaching a foreign language, various forms of additional education. At the same time, the management and coordination of the activities of all institutions, as well as all subjects of the real educational process, should be carried out at a democratic level. The democratization of management is ensured by the legal framework that implements democratic relations between the governing and executive levels of the education system in the field of FL; democratization of the activities of the subjects of the educational process the organization of this process on the principles that reflect the modern laws of teaching / learning the language in educational conditions.

This principle allows us to single out as distinctive qualitative characteristics of modern language policy itsflexibility, integrity, democracy and variability.

4. The educational policy in the field of school teaching of a foreign language is designed to promote: 1) the development and diversification of the language educational space; 2) the emergence of various innovations in the field of language education; 3) the development of interregional, international projects in the field of teaching a foreign language, including the use of modern information educational technologies; 4) creation of conditions for creative exchange of scientific and practical experience of the subjects of educational and managerial processes.

In the course of planning and implementing political and educational decisions and activities, it is necessary to keep in mind the importance of taking into account the peculiarities of the domestic conditions for teaching a foreign language, regionaland local specifics, as well as the possibility of integrating the Russian educational language system into the pan-European and world educational space. Therefore, important characteristics of modern educational policy in relation to foreign languages ​​are its adaptability to the real possibilities of a particular region, a particular individual, as well as hisintegrative essencea unifying principle in solving educational problems in the context of the interests of the region, the whole country, the European and world community.

5. Educational policy in the field of language school education should be continuous, open and promising. In the first case, it means that political and educational actions in the field of school teaching of a foreign language should be aimed at creating a continuous system of language education, which is ensured by continuity and conjugation of the content of teaching a subject at various educational levels. As a result of political and educational decisions in the country, a system should be created to meet the educational needs that arise both in society as a whole and in individual regions, primarily in the interests of the individual. The created system is designed to satisfy the educational needs of a person in relation to the FL throughout his life. In this, the school system of teaching a foreign language plays an important role, solving, along with other tasks, the task of forming the student's need and ability to independently learn the language, improve their knowledge, and be aware of responsibility for their own results of mastering a foreign language.

The openness of the educational policy in relation to foreign languages ​​is primarily due to the involvement in the solution and discussion of political and educational issues of a wide range of specialists and the public, including parents and students. The openness of the language educational policy is due to the need to create a rich and detailed educational environment in the country, in which the student orients himself quite independently, striving to achieve his educational goals. This educational environment should combine both traditional means and methods of teaching, and new information technologies of teaching.

The prospective nature of the language education policy means that with its political, organizational and substantive decisions, this policy should be ahead of today and be aimed at tomorrow, i.e. on

perspective. This requires: a) a thorough analysis of all the factors that determine the educational system in general and in the field of foreign language in particular; b) taking into account the most promising results of psychological, pedagogical and linguistic sciences, methodological theory and practice; c) study of trends in socio-political development both within the country and in the international arena. The definition of promising directions for the development of the language educational system is determined by the ability of all its subjects to focus attention and resources on the key problems of the functioning and development of this system.

Therefore, continuity and openness educational policy in the field of teaching a foreign language has its invariant qualities necessary for the implementation of the ideas of language education throughout life. In its turn,perspectivethis is a quality that determines the feasibility and necessity of ongoing educational activities in the field of teaching a foreign language in terms of their significance in the future.

6. Taking into account the socio-cultural environment of the modern system of education in the field of FL and the general educational trends towards democratization and regionalization of the educational sphere as a whole, we can say that the educational policy in relation to FL is a real mechanism for the social and cultural development of various regions and the country as a whole. An important condition for the implementation of this principle is the tiered nature (federal, national-regional, municipal, school) of solving political and educational issues in the field of schooling in a foreign language. The level character is provided by an organic combination of the mandatory educational minimum of the content of teaching a foreign language, established at the federal level, and content that takes into account regional, national and local characteristics.

In this regard, one more important quality of the language policy in relation to the FL can be formulatedlevel characterits planning and implementation.

So, the policy in the field of introducing students of general educational institutions to a foreign language should be aimed at ensuring harmony between society, the state and a particular individual. As noted above, the state / society may not feel the need to conduct a language policy at the state / public-state levels in the school educational sphere (for example, if foreign languages ​​are not studied in educational institutions). However, ifthe academic discipline "foreign language" is included in the system of general education subjects, then the content of the state / public policy in the field of teaching a foreign language as part of the school language policy should include ongoingat the institutional level, measures to preserve or change the conditions and norms of the functioning of the education system in the field of foreign language.These activities are systemic in nature and, as shown above, are planned and implemented at different levels. Let's dwell on this issue in more detail.

In connection with the consideration of the level nature of the educational policy in relation to a foreign language, let us turn to the system of levels of planning and implementation of such a policy, proposed by E. Edmondson and J. House (, p. 63). Thus, the macro level is the level of institutionalization of language policy. It reflects the socio-cultural (in the broad sense) context in which the language education policy as a whole functions (provided that this policy is carried out) and is formed. It is at this level that the search for answers to the problematic questions put forward by society and the state in the field of language education is carried out.(see above).

At the intermediate level the level of implementation of the language education policy it is supposed to implement the measures regulating the mechanism of its implementation. On a fair note W. Edmondson and J. House, the intermediate level is "responsible" for the implementation of socio-political decisions taken by the state / government in relation to the FL, in social institutions involved in certain educational aspects. Such decisions include: 1) development of framework conditions for the creation of didactic and methodological documents (for example, curricula); 2) creation of textbooks and manuals, etc.; 3) organization and content of examinations in the subject.

The authors believe that the organization and content of exams play a significant role in determining the main directions of educational policy in the field of school teaching of foreign languages. One cannot but agree with this. Indeed, depending on whether the holding of exams in foreign language is centralized or this procedure for checking the level of language training of students is quite democratic (in terms of the choice of objects, methods and forms of monitoring the level of learning in the language being studied), the attitudes of students and teachers to the process may change. and the content of teaching a foreign language in general. It is quite obvious that both the students and the teacher, as well as the school administration, pay more attention to the academic discipline "foreign language" if the exams in FL are mandatory.

As for the micro level, it represents the direct implementation of political and educational ideas and decisions into the practice of a particular educational institution. At this level, the leading role in the implementation of political and educational tasks in the field of preparing students in a foreign language is played by a teacher and a student, their system of relations, including the content and organizational aspects of a particular educational process.

Assessing, in general, positively the idea of ​​level planning and implementation of support and stimulation of education in the field of a foreign language, proposed by the authors, one cannot fail to notice that this idea can hardly be applied to the conditions for implementing the language policy in our country. This is due to the following reasons. Firstly, the presented levels of implementation of the language educational policy do not reflect the specifics of the educational multicultural and multilingual "background space" of a multinational state, which is Russia. The authors offer, in fact, only two levels of planning and implementation of political and educational issues state (in our understanding federal) and school. Regional levels are not presented in the concept of the authors. Secondly, this scheme does not reflect the trend towards the implementation of democratic processes currently taking place in the educational sphere. As noted above, these trends are associated with the independence of regions and specific types of general education schools, the variability of the system while maintaining its invariant core, etc. present and (apparently, in the short term) domestic teaching practice. These parameters include, in particular, the system of examinations proposed by the authors at the intermediate level.

We will try to give our vision of the level organization of the language - educational policy, adequate to the domestic sphere of schooling of a foreign language.

First level planning and implementation of political and educational decisions in the field of teaching a foreign language federal. On At this level, an analysis of all the conditions for the existence of a language educational system is carried out in order to form the strategic goals of the educational policy in the field of schooling of a foreign language in a specific historical period in the development of society and the system of language education. At this level, there is an understanding of socially significant tasks for society in the field of language education and a social order is formed in relation to the teaching of a foreign language. The formation of this order is due to a combination of socio-cultural factors operating in society at a particular stage of its development. Only with consistent consideration of these factors is it possible to create adequate conditions fordissemination and support of FL in educational conditions,regardless of whether we are talking about early learning of the subject or teaching older students.

As noted above, the educational policy in the field of teaching a foreign language, affecting the interests and needs of broad sections of society, is determined and regulated directly by the state and relevant state institutions: ministries and other school education authorities, the school as an educational institution, etc. In addition, the decision of the political - educational tasks are also dealt with by public-state and private institutions: publishing houses, mass media, associations of teachers of foreign languages, the public represented by parents, etc.

The influence of the state, i.e. education authorities, on educational policy in the field of foreign language can be indirect and direct. The state exerts an indirect influence on the system of language education through the mass media, publishing activities, which ensure the development of the sphere of familiarization of citizens of the society with a foreign language. Since, as already noted, we are interested in the possibilities of direct regulation by the state and the relevant state bodies of language policy in the field of school education in the field of a foreign language, we will talk about state measures aimed at the system of language education in order to reform, improve, support, etc. These measures find their expression in policy documents, program and methodological materials developed in the bowels of state institutions of federal significance and, as will be shown below, forming a certain system. The system of program and methodological documents aims to create conditionsto support and develop the unified educational space of Russia and to provide the legal framework for the functioning of the education system in the field of foreign languages ​​within the framework of the general educational policy and the unified educational space of the country. Consequently, at the first level of support for the foreign language teaching system, we are talking about documents that make this system legitimate in the general educational context of Russia.

The federal language educational policy is connected, first of all, with the legal regulation of relations in the educational sphere of a foreign language between federal government bodies and organizations with federal status, as well as government bodies of the constituent entities of the Russian Federation, local authorities, educational institutions implementing educational programs in a foreign language, parents , public organizations, etc.

The success of the educational policy in the field of teaching a foreign language is largely determined by how timely and consistently the public and personal needs for learning languages ​​are interpreted at the institutional level, i.e. in documents of the federal level, and above all in the state educational standard, the concepts of teaching a foreign language for various types of educational institutions that have the status of federal. The quality of information and evidence-based support for educational policy in the field of foreign language is determined by representatives of methodological science, their assessment of the achievements in the development of theory and practice of teaching the subject.

Second level formation and implementation of policy in the field of language education isnational-regional.Due to the fact that the new educational policy as a whole provides greater independence to the regions subjects of the Russian Federation, it is at the national-regional level that the social order formulated at the federal level is refined. The social order is specified in relation to the national, regional and local conditions of the functioning of the education system in the field of foreign language. At the second level, an educational strategy is developed that is adequate to the sociocultural context of the development of a particular region. In the field of teaching a foreign language, this finds its expression primarily in the development of the National-Regional Component of Education in the subject, correlated with national requirements for the level of language training of students, and the regulatory framework of the regional educational system, consistent with the laws adopted at the federal level. Such activities make it possible to implement the basic principles of the language educational policy, aimed both at the development of democratic processes in the educational sphere of a foreign language, and at supporting a single educational space in the country. At the regional level, regional programs on foreign languages, textbooks and teaching aids should be created, technologies for teaching the subject should be developed that fully take into account the characteristics of the region / national education, its needs and opportunities, including in the educational field.

Third level municipal involves planning and implementing a language educational policy based on understanding all the instructions and the regulatory framework of the education system in the field of foreign language, taking into account the real opportunities and needs of schools that fall within the competence of a particular municipal education authority. It is at this level that the development and approval of curricula, programs of training courses and academic disciplines takes place. This work is carried out on the basis of the requirements of the educational standard for foreign languages ​​and taking into account the national-regional component of this standard. Bodies of local municipal self-government develop and approve specific work programs for foreign languages, implemented in various types and types of schools. The quality of these documents is determined by the level of professional qualifications of representatives of these institutions, understanding of the significance and functional orientation of the educational standard for foreign languages, its federal and national-regional components.

Of particular importance is the right of municipal authorities to determine, taking into account local specifics, the specific content of the basic curriculum, including in relation to the choice of studied foreign languages. Since the "foreign language" in primary school is not, according to the basic curriculum, a compulsory subject and its inclusion is determined by the decisions of regional and local governments, as well as schools, we can say that the future of models 3 and 4 fully depends on them. , according to which the study of a foreign language should be carried out from elementary school.

The third level is “responsible” for the material, technical and methodological support of the educational standard for foreign languages ​​and for monitoring the fulfillment by students and employees of the educational institution of the requirements of this standard. At the same time, it should be borne in mind that in the modern educational sphere, the originality of the school and the strategies and tactics adopted by it for teaching foreign languages ​​should be supported by internal pedagogical logic, and not by the logic of external control, as it was before. If the municipal educational authorities and the school administration are aware of the importance of FL in the modern world, then they are trying to create all the necessary conditions for the inclusion of FL in the register of academic disciplines taught at school at all levels of education. The quality and effectiveness of the educational process depends on the joint activities of the administration and teachers of a foreign language.

Fourth levelthe level of direct implementation of the ideas of language education policy inreal educational processon FL, the main subjects of which are students and teachers of FL. A correct understanding of socially significant tasks in the field of teaching a foreign language and personal needs for knowledge of the language both on the part of the student and the teacher determine the quality of the implementation of the basic principles of the language educational policy and, consequently, the quality of the language training of students at each stage of education. This provision is also important because at present the student has the opportunity to choose the language for learning and the option of teaching this language, as well as, together with the teacher, the educational strategy and tactics of teaching a foreign language. In turn, the teacher is faced with the choice of means and technologies for teaching a foreign language, necessary to fulfill the requirements of the educational standard. The ability to make the right choice of tactical steps in teaching a subject is a new professional quality of a teacher that has become relevant in recent years of the development of the education system in the field of a foreign language. This skill, along with others, underlies the teacher's ability to transform the teaching tactics chosen by him and adequate means of its implementation in accordance with the requirements of the educational standard in the subject for a particular educational level, organize this content and adapt it to the characteristics of students and the real learning conditions at school. .

As you know, the state can either strictly regulate the functioning of the language education system, or implement a flexible educational policy without rigid dictate from above. In the second case, there is every real reason formanifestation by all subjects of the educational process of creative initiative and responsibility for the planned results of teaching a foreign language, i.e. for the implementation of language education policy. The degree of awareness by the state and the government of the importance of studying a foreign language by citizens is expressed in the relevant documents and directives that determine the activities of all structures and organizations to maintain and develop the educational system in relation to the languages ​​being studied.

In a number of countries, laws/programs have been adopted, the purpose of which is to create a legal framework for the implementation of language education policy. At the same time, we are talking not only about national languages, but also about creating multilingualism in the country at the expense of foreign languages ​​studied at school. For example, the reform of the educational system that began in Argentina in the 1993/94 academic year was based on a special law, one of whose articles (“Languages”) outlined the strategic directions for reforming the entire system of language education, including in the field of foreign language. However, in the context of the need to create a multicultural and multilingual space in the country with the involvement of a foreign language as a means of international importance, it was necessary to reconsider the role and status of a foreign language in society. Therefore, since 1996, a separate article has appeared in the Law, relating only to FL.

As for Russia, we have to state that at the state level, after the Decree of the Council of Ministers of the USSR “On improving the study of foreign languages” of 1961, unfortunately, not a single document has been published regarding the study of a foreign language as the main element of the national language policy. The Ministry of Education regularly publishes methodological letters, which only state the current state of affairs in the field of teaching foreign languages ​​in schools and identify priority areas for improving the process of teaching the subject.

Currently, the problems of language educational policy are being solved within the framework of the development and implementation of the "State Educational Standard for Basic General Education". Of course, the inclusion of a foreign language in the educational area "Philology" of the State Standard for Basic General Education is its recognition as one of the important subjects for all types of schools. But at the same time, unfortunately, it is impossible not to admit that this document does not reveal the position of the state in relation to the FL as an important tool for international integration.

As noted above, one of the important problems included in the range of “interests” of language education policy is the problem of choosing a foreign language for study at school. An analysis of world practice shows that different countries have different approaches to solving this problem. In some cases, the state directly influences the choice of languages ​​studied at school. This happens, firstly, as a rule, in a multinational society, when it comes to the coexistence of many languages ​​/ dialects in it and the state “chooses” one language as the language of interethnic communication or the language of education(cm. examples above). Secondly, the state can, for economic and organizational reasons, dictate “from above” which FL should be studied in which schools (for example, the situation with the second FL in Greek schools). However, it should be noted that such cases are quite rare in world practice. As a rule, strict regulation by the state/government concerns the first foreign languages, the study of which is a compulsory subject in all types of schools. The choice of the second FL for studying at school is carried out most often at the regional and school levels. In a number of countries, for the study of a foreign language, several languages ​​​​are offered as the first language (which in this case are equal); from the same set of languages, the choice of the second FL and the third ones is carried out.

As for the foreign languages ​​offered for study in the domestic school, their set was traditionally strictly regulated by the state.(cm., for example, "On the Improvement of Learning...", 1961). The state exercised strict control over the process of choosing foreign languages ​​studied at school with the help of personnel policy. In addition, this process was regulated by directives regarding the number of language groups (students) for each FL in schools is acceptable.

As you know, since the mid-80s of the last century, the situation has changed radically. The school received freedom in the selection and organization of the content of education, including what foreign languages ​​are offered to students. Therefore, the status of a foreign language in the world, the prestige / non-prestigiousness of a language as a means of communication, the social and personal needs of citizens of society in learning a particular language come to the fore as factors that determine the choice of languages ​​at school.

In the conditions of a free choice of a foreign language, as was shown earlier, the English language occupies a priority position. Such a situation, typical not only for the domestic school, but also for foreign, in particular Western European, gives rise to the inconsistency of the modern language policy in the West: on the one hand, the idea of ​​multilingualism and education of the so-called “European-competent personality” is proclaimed in the new European space, on the other hand it is difficult to implement this idea, since English is the predominant language in many Western European schools (as well as in the world, by the way).

The process of “crowding out” English of other foreign languages ​​from the curricula of domestic and foreign schools can be explained by the objective reasons of extralinguistic (US world leadership in the political, economic and cultural sphere) and linguistic (the presence of a large number of industry terminologies in this language, and above all in the field of computerization). ) properties. However, it is hardly advisable to blindly follow the current trend in language education policy. In our opinion, those researchers are right who believe that the widespread inclusion of English as the main FL can lead to negative consequences when all other FLs are threatened in the curricula. The latter are given the role of "orchids", requiring great effort and attention from the educational authorities, teachers, so that these flowers do not fade. Of course, it is impossible to control the dynamics of the prestige / non-prestigiousness of a foreign language, but it is possible and important to establish the main trends in this development for the organization and implementation of language educational policy. In order to somewhat reduce the process of the "offensive" of the English language on the curricula of schools, the state needs to carry out targeted measures to implement the language educational policy aimed atpromotion of multilingualism in society.In this regard, the experience of a number of foreign countries can be useful.

Most countries seek to remove the contradiction between the foreign languages ​​studied at school by introducing two, and often three foreign languages, into the curricula. Thus, an attempt is made to expand the register of languages ​​offered to students, on the one hand, and on the other hand, to realize the modern goal of familiarizing students with at least two modern foreign languages. At the same time, several models for solving these problems in relation to secondary school can be pointed out: 1) one compulsory FL, which is studied throughout the course of study, and the second FL as a compulsory subject of choice, offered in the middle level or insenior classes (Chile, France, Greece, Korea, Morocco, etc.); 2) of the two official state languages ​​in different ethnic regions, one language is offered as the first (native), the second as a foreign language; in addition, a third FL can also be offered as a subject of choice (New Zealand, Luxembourg, etc.); 3) one compulsory FL and the second FL as an elective subject along with other academic disciplines (“Music”, “Art”, etc.) (Algeria); 4) one compulsory FL, a second FL and a third FL, which is introduced optionally (as an elective subject) or offered at the senior stage instead of the second FL (Netherlands); 5) three foreign languages ​​as compulsory academic disciplines (this model is not common and is found in bilingual schools, private schools, gymnasiums in Finland, Greece, etc.).

However, despite the fact that the school offers its students several foreign languages ​​for study, it is not possible to establish equality between languages. This is explained by the fact that in many countries English is the first compulsory foreign language, and other foreign languages ​​enter into fierce competition among themselves or with other academic disciplines, since they are offered as elective subjects.

Based on the foregoing, it can be concluded that the measures taken at the state level to implement the language education policy should be aimed at supporting and developing true multilingualism in the country, as well as at creating conditions in which all languages ​​studied will be equal, and all students will be have the opportunity to join several foreign languages. In addition, it is important to create conditions in society for the practical use of foreign language by students at each stage of schooling. We are talking about expanding the "boundaries" of intercultural communication, including using the means of new information technologies. Learning a foreign language in a multinational society should be aimed at forming a deep individual and social level of citizens of the society who are aware of their belonging to a certain ethnic group, to the region of permanent residence and to Russia as a whole, and also capable of self-identifying in the world space. This becomes possible if systematic and controlled political and educational activities in the field of foreign language are aimed at implementing the basic principles of language education policy formulated byabove, and create an "open" system of language education, which is characterized by: socio-cultural and personality-oriented orientation; democracy, variability, adaptability; availability of real conditions for the integration of the Russian language educational system into the pan-European and world; continuity and perspective.

In connection with the above, we will try to determine the prospects for the development of the content of the language educational policy in relation to the domestic conditions for teaching a foreign language at school.

To improve the educational processes in FL that take place in a modern school, it is important to create a methodological model that would be adequate to the current understanding of the specifics of a FL as an object of learning and learning and, regardless of the type of school and the variant of studying a FL, is aimed at developing the student's ability and readiness to authentic intercultural communication. This methodological model is designed to form the self-consciousness of the student as a cultural and historical subject who feels responsible for the future of his people, his country and humanity, recognizing the equality and dignity of all cultures and showing readiness and ability for intercultural interaction.

Within the framework of this model, every student who wants to achieve personal and professional success in the future should have the opportunity to join one, and in the future, two foreign languages.

Introduction

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

1 Modern methods of teaching a foreign language

2 Methodological principles of modern methods of teaching a foreign language

3 Comparative characteristics of modern methods of teaching a foreign language

3.1 Distinctive features of modern techniques

3.2 General in modern methods

3.3 Positive and negative sides of the methods

Chapter 2

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

2 Teaching skills and abilities in the process of teaching a foreign language based on a communicative methodology

2.1 Teaching speech skills

2.2 Speech situations

2.3 Development of initiative speech of students

3 Foreign language lesson based on communicative methodology

Conclusion

List of used literature

Applications

Introduction

At present, when there are fundamental changes in teaching, when the content and teaching methods are being radically revised, it is advisable to return to the history of the methodology 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 methodology was given by E.M. Rytom in 1930, who wrote: "The method of teaching foreign languages ​​is a practical application of comparative linguistics." A.V. adhered to a similar position. Shcherba.

The direction in the definition of methodology as a science originated in the late 40s. The methodology is recognized as a science that has its own laws and its own research methods. The most complete definition of the methodology reads: "Teaching methodology is a science that explores the goals and content, patterns, means, techniques, methods and systems of education, as well as studying the processes of learning and education on the basis of a foreign language."

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

In addition, for many methodologists and teachers, the direct method was something new, attractive, 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 L.V. Shcherba.

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

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

A crisis situation always requires a radical turn. Thus, in the 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. Kitaygorodskaya), activity (I.I. Ilyasov) and others . At present, communication-oriented methods, which are based on communication and creativity of students, play a decisive role.

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

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

Comparative characteristics are also important for the choice of work by the teacher. With such a variety, it is very difficult to make a choice without knowing the features and specifics of the methods.

Thus, the topic of our thesis work is "Modern Methods of Teaching Foreign Languages ​​at School".

Relevancework lies in the fact that at the present stage of development of teaching foreign languages, the choice of a 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.

Targetof this work - to identify the most effective methods in teaching a foreign language from the existing modern methods of teaching a foreign language in high school.

To achieve these goals, the following tasks are solved in the work: tasks:

to consider the 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 of organizing the teaching of a foreign language in middle school.

to study the concept of communicative competence.

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

Object of study -the process of learning a foreign language in high school.

Subject of study -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 communicative competence of students.

NoveltyThe work consists in considering new, modern methods of teaching English, as well as in combining the material.

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

Scientific research methodsused in the work: - analysis of scientific literature, observation of students in the process of teaching English in high school.

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

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

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

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

.1 Modern methods of teaching a foreign language

The nomination of a foreign language culture as the goal of education raised the question of the need to create a new methodological system that could ensure the achievement of this goal in the most efficient and rational way. Then the staff of the department of teaching foreign languages ​​of the Lipetsk State Pedagogical Institute for a number of years led the development of the principles of communicative methodology.

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

In addition, as the practice of using the communicative methodology has shown, it provides not only the assimilation 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 textbooks in high school.

In the last two decades, such a trend as projectivity has been formed 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 unification of the humanitarian-artistic and scientific-technical areas in education.

The design 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.

Mastering the culture of design, the student learns to think creatively, independently planning his actions, predicting possible options, solving the tasks facing him, implementing the means and methods of work he has mastered. The culture of design is now entering many areas of educational practice in the form of design methods and project-based teaching methods. The project method is actively included in the teaching of 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 and is being solved in all spheres of society and at all stages of the formation of an individual and specialists. It is also relevant for teaching foreign languages. The search for optimal ways to solve this issue, caused in the late 60s - early 70s of our century the emergence of a method based on a suggestive effect on students.

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

The ideas of G. Lozanov were the starting point for building 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 an adult contingent of students in the conditions of short-term courses, but later the experience of successful implementation of the intensive teaching method in other conditions was also 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 various contingents of students, as well as the variety of learning conditions (a grid of training hours, their number, the size of the study group).

The followers of G. Lozanov in our country, who developed his ideas, were G.A. Kitaigorodskaya, N.V. Smirnova, I.Yu. Shekter and others.

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

The activity method of teaching English is based on the activity concept of learning, represented by the theory of the gradual formation of mental actions. Based on this theory, for several years, the development of learning 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. Ilyasov.

In fact, the activity method is comparable with the activity approach, which is based on the idea of ​​the activity of the cognizing 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 work with an adult contingent and in high school.

.2 Methodological principles of modern methods of teaching a foreign language

In the course of the development of the methodology of teaching foreign languages, crises of shortage and "overproduction" of ideas succeeded each other, necessary for the formation of a new methodological direction. For example, the transition to communicative learning was carried out in the conditions of a clear lack of fruitful and really 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, 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.

into the structure communicative methodincludes cognitive, developmental and teaching aspects that are aimed at educating the student. Given this and the content of the concept of "communicativeness", 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. A foreign language culture here means everything that the process of mastering a foreign language can bring to students in the educational, cognitive, developmental and educational aspects. The communicative method for the first time put forward the position that communication should be taught only through communication. In this case, communication can be used as a channel of education, knowledge and development.

Communication is a social process in which there is an exchange of activities, experiences, embodied in material and spiritual culture. In communication, emotional and rational interaction of people and influence on each other is carried out. It is communication that is the most important condition for proper education.

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

The process of teaching foreign language communication is a model of the process of the real process of communication in terms of the main parameters: motivation, purposefulness, informativeness of the communication process, novelty, situationality, functionality, the nature of the interaction of those who communicate 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.

The principle of interconnected learning aspects of foreign language culture.

The complex nature of a 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 on the condition of proper mastery of the others.

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

This principle concerns not only inter-aspect, but also intra-aspect relationships. So, for example, the interconnection and interdependence of all four types of speech activity (reading, speaking, listening and writing) within the educational process is assumed.

The need for interconnected learning is justified by the pattern of learning, according to which mastery is the more successful, the more analyzers are involved in it. Interconnection 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 a foreign language culture.

The volume of country-specific, linguistic and linguistic-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 training and the content of the course, the amount of specified knowledge that will be sufficient to represent 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. For methodological purposes, a certain framework of the educational system and its ultimate tasks require 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, it will be impossible to have systematic training, and, consequently, its controllability and efficiency.

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 the tasks that can lead to this result are determined. This takes place within the entire course, every year, cycle of lessons and one lesson and applies to all aspects. This approach provides training with a systematic approach with all its inherent qualities: integrity, hierarchy, purposefulness.

Systematic training is built taking into account the patterns of mastering each of its aspects by students. All training in organizational terms is built on the basis of 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 stages of development of one or another skill and ability in each type of speech activity.

The cyclicity is supported by a concentric approach, which concerns both the speech material and the issues discussed.

Consistency is manifested in the fact that the proposed system includes not only a foreign language teacher and a student, but also his parents, 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 implies the stages of language acquisition, that is, it includes various levels of the educational process:

) level of education levels (primary, junior, secondary, senior);

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

) the level of stages (the stage of formation of lexical, grammatical skills, the stage of improving skills, the stage of developing skills);

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

Each of the levels has its own specifics, which is 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-playing, 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 learning 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 in the role of the so-called speech situation, but also in a broader status - the 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.

Accounting and development of abilities constitutes individual individualization.

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

When organizing a joint activity of a student, it is planned to develop the personality traits necessary for fruitful cooperation.

Joint activities are organized in such a way that students realize that the success of the common cause depends on each of them. The combination of communication with other 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 activities that take place simultaneously with it.

For a more productive mastery of all aspects of a foreign language by students, a system of tools (reminders and special exercises) is provided for the formation of the necessary skills and abilities in students, for the formation of 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 the parameters inherent in the personality: personal experience, context of activity, interests and inclinations, emotions and feelings, worldview, status in the team. All this allows students to evoke true communicative and situational motivation.

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

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

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

The principle of the development of speech and thought activity and the independence of students in mastering a foreign language.

It lies in the fact that all tasks at all levels of education are speech-thinking tasks of different levels of problematicness 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 the mechanisms of thinking: the mechanism of orientation in a situation, the evaluation of feedback signals and decision-making, the mechanism for determining the goal, the mechanism of choice, the mechanism of combination and design.

It is important to note that the more independence the student shows, the more effective the assimilation will be. Therefore, in this technique, much attention is paid to the development of independent thinking, in particular, in the process of discussing problems.

And finally, autonomy associated with control. In communicative learning, a strategy is used that plans the transformation of control through mutual control into self-control. For this, both hidden control and conscious possession by students of knowledge of the objects and criteria of control and their application are used.

The principle of functionality in teaching a foreign language.

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

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

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

On a functional basis, a model of speech means is created that should 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 for the expression of each function, both the maximum and minimum number of means of expression can be proposed. Of course, non-verbal means of expression are also connected here.

The principle of novelty in teaching foreign languages.

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

Novelty prescribes the use of texts and exercises that contain something new for students, the rejection of repeated reading of the same text and exercises with the same task, the variability of texts of different content, but built on the same material. Thus, novelty ensures the rejection of arbitrary memorization, develops speech production, heuristics and productivity of students' speech skills, and arouses interest in learning activities.

In conclusion, it is important to note that all the considered principles are interconnected, interdependent and complement each other. Therefore, following the attached system implies the observance of all the above principles and their complex 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 design methodology,are:

The principle of consciousness, which provides for the support of students 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 following principle. learner communicative teaching motivation

The principle of accessibility is manifested, first of all, in the fact that when building a course of study according to the project methodology, questions and problems that are significant for the student at this stage are considered, based on his personal experience, that is, it is provided through the 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, which provides 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 communicativeness, involves students expressing their own opinions, feelings, active involvement in real activities, taking personal responsibility for progress in learning.

The principle of visibility is used, first of all, when presenting material in the form of projects already prepared by the 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 methodology is based on the 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 complete independent period of study aimed at solving a specific problem in achieving the overall 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 a 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 design the content of communication themselves, starting from the first lesson. Each project relates to a specific theme and is developed within a specific time frame. The 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 the design methodology are closely interrelated and very important. This technique teaches students to think creatively, independently planning their actions, perhaps options for solving the tasks facing them, and the principles on which it is based make learning according to it possible for any age group.

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

The principle of collective interaction, which is the leading one in the activation method, the most famous in the intensive technique. It is this principle that links the goals of education and upbringing, characterizes the means, methods and conditions of the educational process. For the educational process, which is based on this principle, it is characteristic that students actively communicate with others, expand their knowledge, improve their skills and abilities, 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 trainee depends largely on the others. Such a system of relations that develops in the educational team, revealing and actualizing the best sides in the personality, greatly contributes to the learning and improvement of the personality. This is due to the emerging positive psychological climate and greatly affects the final result. Group learning contributes to the emergence of additional socio-psychological incentives for learning in the individual. In addition, the activation of communication between the participants of the educational process contributes to the acceleration of the exchange of information, the transfer and assimilation of knowledge, the accelerated formation of skills and abilities. From the foregoing, we can conclude that the main means of mastering the subject is communication with partners in the group.

The principle of personality-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 the influencer and the one affected. A particularly significant place is occupied here by people's knowledge of each other, which is a necessary condition for communication between people.

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 conditions of intensive learning is not a fragment of the educational process or a methodological stage of the lesson plan, but the basis for building the educational and cognitive process.

The principle of the role-based organization of the educational process is closely related to the two previous ones. Roles and masks in the group greatly contribute to the management of communication in the lesson. Educational communication in intensive learning presupposes the presence of constantly active subjects of communication (all students), who are not limited to simply perceiving a message and reacting to it, but strive to express their attitude towards it, that is, "I am a mask" always shows a personal characteristic. Role-playing game is one of the effective means of creating a motive for foreign language communication of 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 is manifested in various aspects: the concentration of teaching hours, the concentration of educational material. All this causes a high saturation and density of communication, a variety of forms of work. This encourages teachers to work in a constant search for new forms of presentation of material.

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

All five considered principles of intensive teaching of foreign languages ​​provide a clear relationship between the subject and learning activities and thus contribute to the effective implementation of learning goals.

Another of the modern methods of teaching English is activity methodology. Initially, it was to be used to train an adult contingent of trainees. Then it was considered possible to use it in the upper grades of a general education school, excluding the lower grades, since the first methodological principle of this technique can be formulated as follows:

The principle of the necessity of logical thinking.

The activity method is focused on the conceptual, logical thinking of students, but allows the possibility of using it at school from that age, the formed logical thinking becomes obvious. The use of the activity methodology 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 lies in its very name. This technique provides for great activity in the preliminary mastery of language means and subsequent mastery of communication based on existing knowledge, teachings, and skills in using language means in speech.

The principle of primary mastery of language means

This principle arose from the fact that the creators of the activity methodology consider it wrong to learn 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 means.

The principle of using speech communication units

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

As can be seen from all of the above, the activity methodology has a number of specific means inherent in it alone. And if the 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 communication-oriented teaching of the English language. Therefore, in order to be used at the present time, the methods must be based on the methodological principles of activity, communication, systemicity, cyclicality and independence, and also see the personality in the student.

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 the material - in the communicative method, cycles, topics and subtopics - in the intensive method.

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 the English-speaking culture" - in the communicative methodology, or the "principle of speech-communicative units" - in the activity methodology.

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

.3 Comparative characteristics of modern methods of teaching a foreign language

.3.1 Distinctive features of modern techniques

As mentioned earlier, many modern methods are communicatively oriented, and one of their most important goals is to teach communication and mastery of speech means. Each of the techniques uses different means, methods and principles. That is, each of the methods has distinctive specific features.

The very first specific feature communicative methodologyis that the goal of learning is not to master a foreign language, but a "foreign language culture", which includes a cognitive, educational, developmental and educational aspect. These aspects include the acquaintance and study of not only the linguistic and grammatical system of the language, but also its culture, its relationship with the native culture, as well as the structure of a foreign language, its character, features, similarities and differences with the native language. They also include the satisfaction of the personal cognitive interests of the student in any of their areas of activity. The last factor provides additional motivation for learning a foreign language on the part of students who are not interested in this.

The second specific feature of the communicative methodology is the mastery of all aspects of a foreign language culture through communication. It was the communicative methodology that first put forward the position that communication should be taught only through communication, which has become one of the characteristic features for modern methods. In the communicative teaching methodology, communication performs the functions of learning, cognition, development and education.

The next distinguishing feature of the proposed concept is the use of all the functions of the situation. Communicative learning is built on the basis of situations, which (unlike other methodological schools) are understood as a system of relationships. The main emphasis here is not on the reproduction using visual aids or verbal description of fragments of reality, but on the creation of a situation as a system of relationships between students. Discussion of situations built on the basis of the relationship of students makes it possible to make the process of teaching a foreign language culture as natural as possible and close to the conditions of real communication.

The communicative technique also includes the mastery of non-verbal means of communication: such as gestures, facial expressions, postures, distance, which is an additional factor in memorizing lexical and any other material.

A specific feature of the communicative methodology is also the use of conditional speech exercises, that is, such exercises that are built on a complete or partial repetition of the teacher's remarks. As knowledge and skills are acquired, the nature of conditional speech exercises becomes more and more complex, until the need for them exhausts itself, when the trainees' statements become independent and meaningful.

So, from the foregoing, it is clear that many specific features that first appeared in the communicative concept were then adopted by other communicative-oriented methods and successfully used by them.

But at the same time, they differ in many respects from this concept and have their own features, inherent only to them.

Efficiency design methodologyto a greater extent provided by the intellectual and emotional content of the topics included in the training. It should also be noted their gradual complication. But the distinguishing feature of themes is their specificity. From the very beginning of training, students are supposed to participate in meaningful and complex communication, without simplification and primitivism, which are usually characteristic of textbooks for beginners in learning a foreign language.

Another distinctive feature of the project methodology is a special form of organizing the communicative-cognitive activity of students in the form of a project. From which, in fact, the name of the technique appeared.

The project, as mentioned earlier, is an independent work implemented by the student, in which verbal communication is woven into the intellectual and emotional context of another activity.

The novelty of the approach is that students are given the opportunity to design the content of communication themselves, starting from the first lesson. There are few texts as such in the course, they are reproduced in the process of students working on projects proposed by the authors.

Each project relates to a specific theme and is developed within a specific time frame. The topic has a clear structure, divided into sub-topics, each of which ends with a task for project work.

A particularly important feature is that students have the opportunity to talk about their thoughts, their plans.

Thanks to the work on the project, a solid language base is being created.

The division of skills into two types is also specific: the skills of a language learner and the skills of a language user. To develop the first type of skills, phonetic and lexical-grammatical exercises of a training nature are used. These are exercises for imitation, substitution, expansion, transformation, restoration of individual phrases and texts. Their peculiarity is that they are given in an entertaining form: in the form of a text to test memory, attention; guessing games; puzzles, sometimes in the form of a soundtrack.

Grammar teaching and practice is usually done in the form of work based on tables. All exercises, which is especially important, are performed against the background of the development of the presented project.

For practice in using the language, a large number of situations are given that are created with the help of verbal and object-shaped visualization.

It is obvious here that the specific features of communicative and projective methods have much in common, are built on identical principles, but they are applied in different ways of teaching. In the first case, learning is based on the use of situations, in the second - on the use of projects.

Let's move on to intensive techniqueand consider its specifics. This technique is based on the psychological term "suggestions". This is the first specific feature of the intensive technique. The use of suggestion allows students to bypass or remove various kinds of psychological barriers in the trainees in the following way. The teacher conducts classes taking into account psychological factors, emotional impact, using logical forms of learning. He also uses various types of art in the classroom (music, painting, elements of the theater), in order to emotionally influence the students.

However, suggestopedic learning involves a certain concentration of teaching hours. At the senior stages, for example, it is advisable to allocate six hours a week at the expense of the school component of the curriculum, they should be divided into three, two hours each. If necessary, the number of hours can be reduced to three.

Also, a specific feature of the intensive technique is that suggestopedia is widely based on the position on the different functions of the two hemispheres of the brain. Connecting emotional factors to teaching a foreign language significantly activates the process of assimilation, opening up new perspectives in the development of methods for teaching foreign languages. The whole atmosphere of the classes is organized in such a way that positive emotions accompany the development of the language. On the one hand, this is an important stimulus for creating and maintaining interest in the subject. On the other hand, the intellectual activity of students, supported by emotional activity, provides the most effective memorization of the material and mastery of speech skills.

Another distinguishing factor is the active use of role-playing games. The specificity of intensive learning lies precisely in the fact that educational communication preserves all the socio-psychological processes of communication. Role-playing communication is both a game, and educational, and speech activity. But at the same time, if from the position of students, role-playing communication is a game activity or natural communication, when the motive is not in the content of the activity, but outside it, then from the position of a teacher, role-playing communication is a form of organization of the educational process.

According to L.G. Denisov, the main effective points of the interactive methodology of teaching foreign languages ​​are:

creation of a strong immediate motivation for learning, carried out with informal communication and motivation for communication close to real;

• high and immediate learning outcomes: already on the second day of classes, students communicate in the foreign language they are studying, using speech clichés embedded in the main educational text - remember, the text of the polylogue is introduced on the first day of classes;
• presentation and assimilation of a large number of speech, lexical and grammatical units; for one presentation, 150-200 new words, 30-50 speech clichés and several typical grammatical phenomena are introduced and assimilated.

This, too, is undoubtedly a specific feature.

All of the above are the features of the intensive technique, which to a greater extent ensure its effectiveness. These specific points are almost completely different from the two previous methods. Only in one they seem to be similar. All three methods consider teamwork in a positive emotional atmosphere to be a necessary condition for successful learning. At the same time, the intensive method pays more attention to such activities as speaking and listening.

What specific features does activity methodologyteaching English? It should be noted that there are quite a lot of such teaching aids, characteristic only for the activity methodology.

First, we note that the creators of this technique believe that the skills of design and the ability to work with the content of the message should be taught separately. In order to ensure conscious mastery of language tools and training in design skills, they must be formed before training in content skills takes place. Another specific feature of this method follows from this.

In the activity methodology, there is a division between the preliminary mastery of language means and the subsequent mastery of communication based on existing knowledge, skills, and skills in using language means.

But the really specific feature of the activity methodology is the selection of what are called linguistic speech-communicative units. Since only the speech status of language units is not enough for full-fledged communication during training, the speech status must be combined with the freedom of their choice in speech. Language units, as mentioned earlier, that have a speech status and provide full-fledged communication in terms of their freedom of choice, based on the meaning of what is being communicated, are called language communicative units.

And the last specific feature is the use of such a method as conditional translation, which uses not only what the students have already mastered, but also what they are being taught at this stage.

It can be seen from this that the activity method differs significantly in its specificity from the first three methods.

.3.2 Common to current practices

Currently, the goal of teaching English is formulated as follows: to teach students to communicate in English. But when a goal is set in this way, it becomes an end in itself. The purpose of education is much broader than the acquisition of certain skills and abilities, and the potential of the subject "English" is much broader. Therefore, the goal of teaching English at the moment can be formulated as follows: to teach students not only to participate in communication in English, but also to actively participate in the formation and development of the student's personality.

Based on this, most of the modern methods of teaching English are based on the principle of active communication.

Active communication involves building learning as a model of the communication process. In order to give learning the main features of the communication process, firstly, it is necessary to switch to personal communication with students (the principle of individualization in a communicative method, the principle of personality-oriented thinking in an intensive method, etc.), due to which a normal psychological climate. Secondly, to solve this problem, it is necessary to use all methods of communication - interactive, when there is interaction between the teacher and students on the basis of any activity other than educational, perceptive, when there is a perception of each other as individuals, bypassing the status of teacher and student, informational when the student and teacher change their thoughts, feelings, and not words and grammatical structures. And the third necessary condition is the creation of communicative motivation - a need that encourages students to participate in communication in order to change the relationship with the interlocutor. Communication should be built in such a way that there is a gradual mastery of speech material.

Communication can be motivated by a variety of stimuli. When working with a project methodology, this is work on joint projects. The same stimulus is used in the intensive technique. Often the situations used in the course of training are problematic. These situations should contribute to the formation of different opinions among trainees and not give an unambiguous solution. Discussion of such situations makes it possible to collide different opinions, causes the need to defend one's point of view, that is, the need to communicate in a foreign language. The use of problem situations also has another positive side, as it makes it possible to solve educational problems, since it is possible to educate an active person only when discussing situations based on genuine values.

It is also important to note that situationality should permeate all stages of the assimilation of speech material at all stages of learning.

In addition, collective joint activity is widely used in almost all methods. The tendency to replace individual work with group work has been developing for a long time. Teamwork is very energizing. The formation of skills and abilities takes place in a system of collective actions that contribute to the internal mobilization of the capabilities of each student. Forms of collective interaction are easily implemented in the classroom. This is work in pairs, threesomes, in small groups and in full groups. It should also be noted that role-playing communication, constantly interacting with personal communication, is its prerequisite and condition. Situations of role-playing communication, in which the skills and abilities of foreign language communication are formed, provide a transition to a higher level of communication.

And yet, collective work in all methods is implemented in different ways. In the communicative technique, this is the creation of situations similar to real ones, the formulation of problematic issues and their discussion. When working with an intensive technique, these are role-playing games, which, however, also allow for personal manifestation. When working with role-playing games, there is never a contradiction between "I am a mask" and "I am a learner". This is natural, since the behavior of students is set in situations of educational dialogues, and the personal attitudes and values ​​of the characters do not contradict the worldview of the students. The project methodology also uses group collaboration on projects.

The next feature found in all methods is cognitive independence. It is taken into account that now English language teaching should be built on a fundamentally new basis, which shifts the emphasis from transferring ready-made knowledge to students to obtaining them in the process of active educational and cognitive activity, due to which an active personality with creative thinking is formed. This principle is widely used in the activity methodology, since it is designed primarily for people with established logical thinking. In addition, it allows you to consciously master language tools and use them meaningfully, and it also ensures the formation of solid knowledge and skills.

The features of an intensive method of teaching English are becoming more widespread in the methods of teaching foreign languages. So, for example, multifunctional exercises. It must be remembered that multifunctionality is inherent and should be characteristic of all speech exercises in the existing teaching practice. Indeed, several types of activities are involved in this: listening, speaking and certain grammatical knowledge.

The same is the case with conditional speech exercises, which were once a characteristic feature of the commutative methodology. Now they are also used in the interactive technique.

There is another idea that is found in almost all methods, with slight variations. This is the principle of managing the educational process based on its quantization and programming in a communicative concept. In this case, everything is subjected to quantization, starting with goals and ending with the material, the educational process is divided into certain cycles. In the project methodology, this phenomenon is called the "systematic principle", which manifests itself not only in dividing the material into topics and subtopics, but also in the cyclical organization of the educational process. Even the activity method divides the course of mastering the English (foreign) language, as mentioned earlier, into the preliminary mastery of language means and the subsequent mastery of communication.

And this systematization of training is used for a more specific setting of the goals of training courses; in addition, the material, combined by topic, is more convenient for memorization, as well as its use and consolidation.

Thus, we see that modern methods, despite the large number of specific features, have many common features underlying them.

.3.3 Advantages and disadvantages of methods

In order to determine how good each of the methods under consideration is, we will try to highlight and study the positive and negative aspects of each of them.

Communicative methodhas a number of positive aspects that should be actively used when working with it.

First of all, this is the goal of learning, which is not just mastering a foreign language, but teaching a foreign culture. This is achieved through the equivalence and interconnectedness of all aspects of learning. Adhering to this attitude, the teacher participates in the formation of the personality of the student, which is undoubtedly a positive side.

Another plus of this concept is the interconnection and uniform development of all types of activities (speaking, listening, reading, writing). This factor is very important.

A very good factor is also the creation of additional motivation using interdisciplinary communication.

But the most important positive aspects have been the use of communication as the main method of teaching English, and the use of situations to implement this.

However, it would be unfair not to say that the last two factors are also characteristic of the other methods considered in the work.

This method has no negative features.

For design methodologyteaching a foreign language is characterized by positive features, such as mastering the culture of design, developing the ability to think creatively and independently, and predict options for solving a given problem.

A positive feature is the widespread use of problematics, it makes students think.

I would like to note that grammar is given most often in the form of tables, which greatly facilitates its assimilation and systematization by students.

This technique has no pronounced negative features. Perhaps there are minor flaws in it, but they are not expressed as clearly as positive qualities.

Now let's move on to intensive technique.

Undoubtedly, its biggest plus is the very fast results. Already on the second day of classes, the student communicates in English using the speech clichés studied in the first lesson.

Also a significant plus are the psychological foundations of this technique (suggestions), which allow you to create a psychologically comfortable environment in the classroom, but are also used for more effective learning.

The big pluses are the multifunctional exercises, repeatedly mentioned earlier, as well as a very good amount of time devoted to the activation of new vocabulary. It is recommended to spend up to 20-24 hours for each cycle of classes, of which 18-20 hours for the activation of new material.

This method also has a number of disadvantages. For example, too much new material given in one presentation (150-200 new words, 30-50 speech clichés and several typical grammatical phenomena).

The disadvantage is also teaching primarily oral forms of communication: reading and listening, while written forms of communication become secondary, which should never be allowed.

Now let's move on to activity methodologywhich has the following positive aspects.

Firstly, it is the formation of skills for choosing language means in speech, based not only on the meaning of what is being communicated, but also on the ability to build a logical sequence. The second positive feature is the possibility of constructing a grammar system according to this method, using speech-communicative units.

This technique also involves abundant speech practice.

The disadvantage of the activity methodology is that the goals of teaching English (practical, educational, educational and developmental) are not sufficiently interconnected, and also that the percentage of independent cognitive activity is lower than in other methods.

Analyzing all of the above, we can say that there are no ideal methods of teaching English at the moment. But the communicative technique is currently the most harmonious and relevant from the point of view of modern methodology.

Chapter 2

.1 The communicative direction is the main direction of modern teaching of foreign languages

If we want to teach a person to communicate in a foreign language, then this must be taught in the conditions of communication. This means that our training should be organized in such a way that, in terms of its basic qualities, it is similar to the process of communication. This is the direction of communication.

What is the communication process?

There are always certain relationships between potential participants in communication. At some point, one of them has a need to make contact, a need associated with one or another aspect of human life. This may be a need for something specific; then communication will become an auxiliary activity, a means of satisfying the need. But it can also be a need for communication itself, then communication is an independent activity.

The means by which the goal of oral communication is achieved are speaking and listening plus paralinguistics (gestures, facial expressions) and paraxemics (movement, postures).

Each of the communicating as a result of influencing each other acquires new knowledge, new thoughts, new intentions, etc., i.e., interprets the information received.

Thanks to communication, a person maintains his vital activity; without communication, the very existence of human individualities is impossible.

The question arises: is it possible to organize training in such a way that communication training takes place in the conditions of communication, i.e., in adequate conditions? Yes, you can. This is what communication is for. In what way does it manifest itself?

First, in taking into account the individuality of each student. After all, any person differs from another both in his natural abilities, and in his ability to carry out educational and speech activities, and in his characteristics as a person: personal experience, a set of certain feelings and emotions, his interests, his position in the class.

Communicative learning involves taking into account all these characteristics of students, because only in this way can communication conditions be created: communicative motivation is caused, purposefulness of speaking is ensured, relationships are formed, etc.

Secondly, communicativeness is manifested in the speech orientation of the learning process. It lies in the fact that the way to the practical possession of speaking as a means of communication lies through the very practical use of the language. First of all, it concerns exercises. After all, it is in them that the necessary conditions for learning are created. The more similar the exercise is to real communication, the more useful it is.

All exercises should be those in which the student has a specific speech task and he carries out a targeted speech impact on the interlocutor.

Thirdly, communication is manifested in the functionality of learning. Every teacher knows the fact when students, knowing the words, being able to form one or another grammatical form, are unable to use all this in the process of communication. The reason lies in the learning strategy, according to which words are first memorized, and the grammatical form is "trained" in isolation about speech functions, and then their use in speaking is organized. As a result, the word or grammatical form is not associated with the speech task (function) and then, if the speaker needs to perform this function in communication, it is not recalled from memory. (Appendix A)

Functionality, on the other hand, assumes that both words and grammatical forms are assimilated immediately in the activity, on the basis of its performance: the student performs some kind of speech task - confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to act, and in the process This assimilates the necessary words and grammatical forms.

Fourthly, communicativeness implies situational learning. Everyone now recognizes the need for situation-based learning; their understanding, however, is different.

What is used as situations ("At the checkout", "At the station", etc.) are not situations, therefore they are not able to express their functions - to develop the qualities of speech skills. Only the true situation is capable of this, by which one should understand the system of relationships between the communicants. Thus, situationality is the correlation of any phrase with the relationship of those who communicate, with the context of their activities.

Fifthly, communication means the constant novelty of the learning process. Novelty is manifested in various components of the lesson. First of all, this is the novelty of speech situations (a change in the subject of communication, a problem of discussion, a speech partner, etc.), this is both the novelty of the material used (its information content), and the novelty of the organization of the lesson (its types, forms), and a variety of methods of work.

Novelty determines such a learning strategy, according to which the same material (a text, for example) is never presented twice for the same purposes. Novelty is a constant combination of material, which, ultimately, excludes arbitrary memorization (dialogues, statements, texts), which causes great harm to communication learning, and ensures the productivity of speaking. It is important to note that communication is consistent with the methodological principle of pedagogy - the principle of the connection between learning and development.

During the internship at secondary school No. 5, I conducted lessons using a communicative technique.

Consider, for example, a lesson plan based on a communicative methodology in the 8th grade of secondary school No. 5.

Lesson plan - 19.09.08.

Subject: At the Library.

Goals: 1. Practical. Formation of lexical speaking skills.

Tasks: 1. To acquaint students with new lexical material.

Have a conversation using the new words.

Perform a series of exercises to consolidate a new topic.

Spend in game

2. Developmental. Improve pronunciation and spelling skills.

3. Educational. Cultivate the ability to listen to a peer.

4. Educational. Find out the titles of new books, the authors of these books.

.

2.Speech exercise - 5 min.

.Introduction of new words - 10 min.

.Text reading:

1)reading - 3 min.

2)translation - 3 min.

)answers to questions - 2 min.

5.Exercises to reinforce new words 10 min.

6.Game - 5 min

.Homework - 3 min.

.Results - 2 min.

Equipment and materials

English textbook "Opportunities", cards with new words, stand with popular children's books.

During the classes

Teacher Pupils 1. Organizational momentGood morning children! Sit down, please. I m glad to see you! 2. Voice chargingWhat date is it today? What subjects do you have today? What new subjects do you learn this year? What subject do you like very much? Do you like literature? What are you studying at the lessons of literature now? Do you like English? Is it important to know a foreign language? Why is it important to know a foreign language? Yes, with the help of a foreign language we can read books by foreign writers. Boys and girls who study English can read English and American books. Today we began to study a new topic "At the Library". At our lesson we ll speak about books which you like to read, about writers and about libraries. 3. Introduction of new wordsNow look at these books. Did you read them? Have a look at this book. It is very interesting. I like this book very much. The title of this book is "Treasure Island". Title(a card with this word is raised). Repeat after me: title! And what is the title of this book? Who wrote the book "The adventure of Tom Sawyer"? Yes, the author of this book is Mark Twain. Author - the author.Repeat after me: author! What book did Stevenson write? Yes, he wrote the novel "Treasure Island" I like this book very much. Do you like the novel "Treasure Island" And What novel did D. Defoe write? Yes, he wrote the novel "Robinson Crusoe". It is an adventure novel. adventure novel- adventure story All together: Adventure novel! Do you like to read adventure novels? When I was a child I liked to read this novel very much; "Robinson Crusoe" was my favorite book. Favorite - favorite.Favorite! Is "Robinson Crusoe" your favorite book? What is your favorite book? And do you like to read fairy tales? Fairy-tale - a fairy tale.Fairytale! What is your favorite fairy tale? Do children like to read fairy tales by Andersen? Yes, books by Andersen are very popular. Popular - popular. Popular! Is the adventure novel "The Deerslayer" popular with children? Now open your vocabulary book and write down all new words. 4. Reading text"My brother s Favorite Story" My brother knows many foreign languages. In English he reads books on history, geography, science. But he also likes to read adventure novels, poems, fairy-tales by English, American and other authors. His favorite story is " Love of Life" by Jack London. It tells about the struggle of a man for his life. This story is very popular. "My brother's favorite book" My brother knows many foreign languages. He reads books on history, geography and non-fiction in English language.He also likes to read adventure stories, poems, fairy tales by American and British authors.His favorite work is "The Love of Life" by Jack London.This is a story about a man's struggle for his life.-Does my brother know many foreign languages?-What books does he read in English? - What is his favorite story? 5. Exercises to consolidate new words1) Say if this right or notChildren like to read adventure novels. The author of the novel "The Deerslayer" is Cooper. The book "The Adventures of Tom Sawyer" is very popular. 2) Disagree with me if I am mistaken- Mark Twain wrote books on science. Stevenson is the author of detective stories. The novel "The adventure of Tom Sawyer" is very popular. 3) Complete my thought. Make it more precise- Pupils of our class like to read books on history and art. - Pushkin wrote poems. - Adventure novels are very popular with children 6. GameNow, let s play the game "My favorite book" Ask questions and say, what is my favorite book. You may ask all questions except one: what is the title of the book? It is a novel. Yes, it is very popular. The author of the book is Stevenson. Yes, you are right. Now tell what is your favorite book. 7. Homework Learn by heart new words. Be ready to tell about your father s and mother s favorite books. 8. Summary You worked very well. You marks are… Thank you for the lesson. Goodbye! good morning! Today is the… We have mathematic, geography… We learn history… I like… We can read English books Title! Author! adventure novel! Favorite! Fairytale! Popular! - Yes, he does. - He reads books on history, geography, science. He also likes to read adventure novels, poems and fairy-tales. - His favorite story is "Love of Life" by Jack London. -Yes, you are right. They like to read adventure novels. - You are right. The author of the novel is Cooper. - You are right. The book is very popular. No, you are wrong. Mark Twain wrote adventure novels. No, he is the author of adventure novels. - Yes, the novel is very popular. -Pupils of our class like to read books on history, art, adventure novels and fairy-tales. Pushkin wrote poems and novels. - Adventure novels, fairy-tales are very popular with children. - Is it a fairy-tale or a novel? - Is it popular? -Who is the author if the book? Is it Treasure Island? - Good bye!

During this lesson, the students had a lively conversation. The topic was very interesting for them. This is due to the fact that children at this age are interested in various works, stories, fairy tales, short stories. Some of the most popular books were brought to the lesson, which are of great interest among students.

New words were introduced during the conversation. When pronouncing a new word, a card was raised on which the given word was written and it was pronounced loudly and clearly by me, then by the students in chorus. Thus, the word was remembered much faster.

The text was chosen in such a way as to interest students in learning English. Anyone who studies English, provided that he tries and studies a lot, will be able to read foreign literature freely.

At the end of the lesson, a game was played, which contributed to both unloading and consolidating new material. The students tried to think of such books that were interesting to them and which, in their opinion, should be read by classmates. The longer the book was guessed, the more interesting the game was.

The students left the lesson with a sense of pride in the number of books read and with a desire to learn English in order to read these books in the original in the future.

2 Teaching skills and abilities in the process of teaching a foreign language based on a communicative methodology

.2.1 Teaching speech skills

In modern methodology, more and more attention is paid to the idea of ​​considering communication in the broad context of human activity, such as: knowledge, mastery of spiritual values, work, learning, play.

In any communication situation, there is a speaker or a writer, a listener or a reader. Hence the allocation of the main types of speech activity: productive (speaking, writing, associated with sending a message) and receptive (listening and reading, associated with receiving it). Speaking and listening are oral types of speech activity, and writing and reading are written.

concept listening includes the process of perception and understanding of sounding speech.

To create motivation for learning a foreign language and, in particular, in listening as learning new things about the language and the world, as an active participation in communication, it is important to choose the right audio texts. Too difficult texts can cause disappointment among students, deprive them of faith in success, too easy texts are also undesirable. The absence of a moment of overcoming difficulties makes the work uninteresting and unattractive, not to mention the fact that it cannot be a developing factor in the process of learning a foreign language.

The correct choice of the topic of the audio text is important from the point of view of the interests of schoolchildren of a particular age group. For elementary school students, texts based on fairy tales, entertaining stories about animals are accessible and interesting. High school students, as studies by Estonian methodologists have shown, are interested in texts related to politics, technology, and detective stories. With great interest they listen to audio texts about love and friendship. About the life of the peoples of other countries, about nature.

Recently, in the methodology they say that when teaching a foreign language, it is important to rely on the regional aspect. If the listening texts include information about the country of the language being studied, about the life and customs of its people, about holidays and traditions, then they develop the horizons of students, instill a sense of sympathy for other peoples.

One of the effective means of creating motivation for learning a foreign language is texts devoted to youth problems. These problems have always existed and have always occupied the youth, including older students. However, only recently they have been spoken about at the top of their voices, interesting radio and television programs, and publications in the youth press are devoted to them. There was a wider opportunity to discuss these problems with foreign peers using a foreign language. If the teacher includes in the lesson audio texts related to the problems of youth leisure, modern music, informal associations, the problems of youth independence in modern life, he can be sure that such audio texts will not only be met with great interest by students, but will also lead to a lively discussion.

The main obstacle to the perception of speech by ear is the lack of a language environment, as a result of which the sound form of the word becomes less of a stimulus than the graphic one, which leads to misrecognition of words known to students. Students get used to perceive information mainly through the visual channel. The teacher allows them to use the text in its discussion and retelling and actually read the proposed supports. In this case, the teacher himself inhibits the development of auditory perception. Overcoming this difficulty is possible only if the teacher will load the auditory canal of students more, accustom them to perceive information by ear. The most effective way is when the teacher consciously leads students from favorable learning conditions to unfavorable ones, from the presence of verbal supports to their gradual removal.

Difficulties in listening are often the result of the lack of exactingness of the teacher to his speech in a foreign language when the text is presented in his performance. Slow pace of speech. Her inexpressiveness. Fuzzy diction. Verbosity. Formal target settings - all this makes it difficult to form the ability to understand sounding speech.

To improve the effectiveness of teaching listening, the teacher can take a number of measures: for example, widely use supports and landmarks to attract students to independently listen to phono materials at home and in the language laboratory.

The methodology distinguishes between visual (pictorial) and verbal supports in teaching listening. Visual supports include maps, pictures, photographs, diagrams and other graphic materials that students can use while listening to the text. . So, for example, the content of the audio text is that its main character invites his friends to visit the city in which he lives. He introduces friends, for example, to the city and talks about its sights. Listeners have a plan of the city and during listening mark the route of the walk and various sights.

Another variety is verbal support. They can be presented in the form of keywords, a plan, various questionnaires that allow the listener to divide the text in accordance with the proposed method. So in the audio library "Journey" you can offer a kind of questionnaire that the listener must remember in the process of listening. It includes the following items: purpose of travel…, destination…, date of departure…, date of return…, ticket price…etc.

During listening, students can be given tasks, write down words under stress, such as:

Listen to the rest of the conversation and write the important (stressed) words.

Headlines play a special role among verbal landmarks. They can define the main content of the text or only point to it. Headings, in addition to drawing students' attention to the main content of the text, make it easier to predict events, create the desired direction of events when perceiving audio text. For example, you might ask students what a text titled "The Seven Wonders of the World" might be about.

The attitude of the listener may be associated with the understanding of basic and personally significant information, obtaining information that is of value for practical activities or for communication in a group of peers. In this regard, tasks to test understanding of the text can be of three types:

tasks for understanding the content of the listened;

tasks for creative processing of perceived information;

assignments for the use of the information received in communication and other activities.

Communicative tasks of the first type are associated with the development of skills purposefully, in accordance with the communicative task, to perceive the information of the educational process at the level of facts and at the level of ideas, in general or in detail, or to carry out a mental search for a specific task. (Appendix B)

Communication tasks of this type can be varied:

Listen to the story and say who it is about and what it says about him.

Listen to the story and think of a title for it.

Listen to the text and choose illustrations for it.

Communicative tasks of the second type involve creative processing of the perceived information, active mental work of students, expression of their attitude to the general content, to individual problems. (Appendix B)

Describe the actors.

Tell me how you feel about the events and characters.

The third type of communicative tasks is associated with the inclusion of the information received in the process of communication, with its transfer to the addressee indicated in the communicative task, or its use in other activities: conversation, discussion on the problem raised in the message. (Appendix D)

When completing tasks, students turn not only to the teacher, but also to each other, working in pairs, triplets, groups. The performance of the listed tasks not only forms the ability to understand speech by ear, but also indicates understanding.

In order to test understanding, you can use test forms of control that allow you to simultaneously cover the entire class. For example, students listen to a text. It is prepared in such a way that some of the words in a certain interval are omitted. Pausing in reading and signaling a missing unit by tapping, raising a hand or other technique, the teacher encourages students to name the missing words after listening to the text. During listening, students write down the missing words, numbering them. (Appendix D)

speaking is the reproduction process speech.

In educational conditions, the motive does not arise by itself and very often speech is caused by the dictates of the teacher. The result is fictitious speech, which is speech only in form. Unfortunately, there are many examples of such speech. The teacher addresses the student:

Tell me what your sister's name is.

I don't have a sister (student response)

Say it anyway, think of her name.

This dialogue could make sense if a need was created arising from the situation, for example:

I want to meet your family. Do you have a sister?

No. I have a brother.

What's his name?

His name is…

It is the need and inner desire to speak out that the American psychologist Rivers regards as the first and necessary condition for communicating in a foreign language.

In order to create motivation for communication in a foreign language in educational conditions, it is necessary to use the situation: the motive of speech "nests" in the situation.

There are various definitions of the situation in the methodology. Summarizing them, it can be argued that the situation is the circumstances in which the speaker is placed and which cause him to need to speak.

To create a learning situation that provokes speech. The teacher must imagine its structure. First of all, it includes a certain segment of reality, suggesting a specific place and time of action: "In the doctor's office", "In the grandmother's hut" (a situation from the fairy tale "Little Red Riding Hood"). A segment of reality can be outlined verbally or depicted with the help of visual means.

It is very important to "pass" the situation "through oneself", giving it a personal character. Personal orientation, as the experience of learning a foreign language shows. Significantly increases the effect of its assimilation, since in this case emotions are connected along with the intellect.

Getting Started reading in a foreign language, the student already knows how to read in his native language.

The main stumbling block is unfamiliar language material. After all, while students read syllables, words. Separate elements of the text - this is not yet reading. True reading as a type of speech activity exists when it is formed as a speech skill; in the process of reading, the reader operates with a coherent text, even the most elementary one, solving semantic tasks on its basis.

Reading aloud makes it possible to strengthen and strengthen the pronunciation base that underlies all types of speech activity. Therefore, reading aloud should accompany the entire process of learning a foreign language.

It must be emphasized, and the experience of the best teachers confirms that reading is a type of speech activity, in connection with which quite tangible results can be achieved in secondary school, i.e., a level can be reached that will stimulate further reading, creating a persistent need for it. for the more the student reads, the more readily and better he reads. In this case, his love of reading, acquired in his native language. It will also spread to foreign countries.

In order to introduce students to reading in a foreign language, it is necessary, firstly, to stimulate the motivation of reading, and secondly, to ensure the success of its flow with the help of appropriate assignments for exercises. These moments are interconnected and interdependent. For the development of reading motivation, the quality of texts plays an exceptional role. Of practical, general educational, educational value can be manifested only if they impress students. Many methodologists believe that "the text acquires meaning for the student when he can establish a certain relationship between his life experience and the content of this text."

Methodist researchers have noticed that students cope better with more difficult but fascinating texts than with light but meaningless ones.

It is important to have the right balance between the new and the known. On this account, the following statement follows from works on psychology: "... one of the conditions for drawing attention to an object is such a degree of its novelty, in which, along with new elements, there are also elements that turn out to be familiar to students to some extent."

It is necessary to offer texts for reading that specify and expand already known information. In this sense, texts that tell about the contacts of the inhabitants of our country with the inhabitants of the country of the language being studied are favorable. In these texts, the aspect of country studies, which carries the new, is organically intertwined with the familiar facts of our reality. Such texts may refer to various aspects of the socio-political. economic and cultural life. For example, a text about a meeting of heads of government, about tours of our artists, artists, musicians in the country of the language being studied, or the participation of cultural figures - foreigners in symposiums, festivals, tournaments that take place in our country.

In teaching a foreign language letter plays a big role. At the beginning of training, mastering graphics and spelling is the goal of mastering the technique of writing in a new language for students. Further, writing is considered as an important tool in the study of the language: it helps to firmly master the language material (lexical, grammatical) and the formation of skills in reading and speaking.

Mastering the spelling of even simple words causes great difficulties for schoolchildren at first. In order to facilitate the acquisition of reading and writing, the school uses a print script, in which printed and uppercase fonts are practically the same. Students write in cursive.

Written tasks can be associated with written speech - a statement of one's communicative intention: to communicate something, convey, etc. Schoolchildren perform tasks of varying degrees of complexity in accordance with the logic of the educational process, the pedagogically justified organization of educational material and depending on the stage of learning. (Appendix E)

At the initial stage, this is writing the letters of the English alphabet, translating speech sounds into graphic symbols - letters and letter combinations, spelling the correct spelling of words, phrases and sentences that contribute to better assimilation of educational material necessary for the formation and development of oral speech and reading skills in the target language.

Writing at this stage helps to master the very graphics of the language and the spelling of learned words and grammatical phenomena. It allows the student to fix in memory graphic complexes, graphic signs, due to the fact that when writing, the visual analyzer is actively working (the student sees a sign, be it a letter, word, phrase, sentence), an auditory analyzer (the student correlates this sign with sound and, therefore, , "hears" it), motor speech analyzer (the student pronounces what he writes), motor analyzer (the hand performs the movements necessary to write the language). All this creates favorable conditions for memorization. That is why I.A. Gruzinskaya called the letter a "universal fixer."

At the middle stage, work continues on the formation of spelling skills. Recording is widely used, students write down words, word combinations, sentences in order to better remember them. They perform written tasks that help the assimilation of lexical and grammatical material such as:

Rewrite the sentences and underline the underlined words with a red line if they are a noun, green if they are a verb, and blue if they are an adjective.

Other exercises on word production in the target language are also offered.

Writing and reading derived words helps to better assimilate newly formed words and, of course, helps to improve the student's spelling skills.

At the senior stage, writing is used as a means for better assimilation of lexical and grammatical material. There are tasks for copying, transformation based on the reference apparatus (grammar guide, list of non-standard verbs).

Writing tasks at the senior stage usually involve:

with write-off;

with writing out any facts, events, phenomena from the read text;

With writing out certain lexical, grammatical phenomena.

Copying, writing out give the student the opportunity to focus on linguistic phenomena and, therefore, better learn their form, meaning and use. It is important that the material of the exercises itself be meaningful in terms of communication. At the senior stage, there are not so many such tasks, but their value is invaluable for reading and understanding foreign texts.

A number of written tasks can be directed to thoughtful reading, for example:

Read the text using the country guide of the textbook and say what you learned from it. Write out the main sentences from the text.

Read the text using the country guide and say what you learned from it. Write a plan for what you are going to talk about.

There is no need to prove that the tasks proposed for writing are aimed at an in-depth understanding of what is being read, at finding the right answer, and finally, at expressing one's own attitude to what has been read, to the hero, to the characters of the story, etc.

Students should develop a certain vigilance for graphic signs, words, develop the ability to transfer existing knowledge and skills from Russian to English, and thereby facilitate mastering the latter. For example: sport, port, doctor, Communist, student, illumination, hospital.

To facilitate the memorization of spelling difficult words, and, as shown above, there are a lot of them, special techniques are required. One of these techniques is the letter-by-letter reading of words. It is known that the sound image of a word often conflicts with the graphic image, for example, know-no. When mastering spelling in Russian, children subtract all the letters that make up the word, for example: ladder, sun, whom, like, although they don’t pronounce it that way. Letter-by-letter reading of a word helps to keep the graphic image of the word in memory, i.e. memorize the word, and such memorization contributes to the assimilation of the spelling of the word and its recognition when reading.

In order to form the correct skill of writing foreign letters, it is advisable to teach children a certain logic of actions, the sequence of their implementation:

first carefully look at how the letter is written (written),

then repeat writing the letter several times in the air (write it in the air),

write a letter in a notebook

check your letter entry with a sample,

complete the entire task.

During the formation of graphic skills, game techniques are also possible.

When teaching spelling, cheating is widely used. When copying words, the student should develop the habit of not “copying” words letter by letter, which is observed when the child raises his eyes after each letter to see which one should be written next, but carefully look at the word, try to remember its alphabetic composition and write according to memory. This technique should be widely used, developed in every possible way, since it makes it possible to fix a word in memory, develop visual (spelling) memory, without which it is practically impossible to learn how to write correctly. The use of this technique teaches correct spelling and speeds up the pace of copying, contributes to better memorization of words as lexical units, since the word is read to oneself and aloud, pronounced, retained in short-term memory and already written down from memory.

When writing off phrases, the student must also write word by word. He should keep a combination of words in his memory and write it from memory. For example, under the chair, but not under/ the/ chair. Writing off by "blocks" develops the memory of students, promotes the assimilation of such "blocks", leads to their rapid recognition when reading and "being in memory" when speaking.

When writing off sentences, students should be taught to first read the sentence, carefully "peer" at it, and then try to write it down from memory. If the sentence is long. Then you can write from memory semantic "pieces".

When writing international words, the native language of the students should be involved and commonality in writing should be established. For example: tennis - tennis, biography - biography, profession - profession, crossword - crossword.

A major role in the development of spelling memory can be played by visual dictation, which, unfortunately, the teacher rarely refers to or does not use at all. Visual dictation is carried out as follows.

Students see what is written on the board or on the screen, read to themselves and aloud, carefully peer into what is written, trying to remember the graphic image,

The record is erased from the board or removed from the screen and the guys write from memory (they seem to dictate to themselves internally).

To check the spelling, what they wrote appears on the board or screen again. Everyone has the opportunity to compare whether he wrote so.

Thus, this type of written work develops visual vigilance, memory and the ability to self-control. The work takes little time. It takes place with the activity of each student, the teacher only organizes and directs it.

Along with completing assignments. Specially aimed at mastering spelling, students are offered a variety of exercises for writing. For example:

Answer the questions.

Write questions to the text, picture.

Plan the story.

When performing such tasks, the student thinks more about how to write. In this case, writing acts as a means of completing the task, and not the goal of developing spelling skills. Naturally, when performing such written exercises, the graphic and spelling skills of students develop and improve, but the main attention is directed to completing the task of the exercise, in other words, in the "field of consciousness" of the student is the task facing him - Whatneed to do.

Some of the tasks are close to cheating by nature (Select .... Insert ..., Finish ...); others require self-written fixation. In all cases, writing is used as a means of learning a language: either to improve the assimilation of educational material, or to develop oral speech and reading.

The formation of spelling skills is also helped by such techniques as establishing associative links by similarity and difference in the spelling of words that sound the same or very similar. For example: book - look, down - brown, right - night, picture - future.

Rationally used writing in the study of a foreign language helps the student in mastering the material, accumulating knowledge about the language and obtained through the language, due to its close connection with all types of speech activity.

2.2.2 Speech situations

The entire pedagogical process of teaching foreign languages ​​in secondary schools is subordinated to one goal - to instill in students practical skills in a foreign language as a means of communication. Practical knowledge of a foreign language is reduced to the development of unprepared speech skills, that is, to the development of such speech skills that students could apply in a real life situation to express their thoughts.

Situations play an important role in the development of unprepared speech of students. Learning situations, as Z.P. Volkov, provide an opportunity for the teacher to create conditions in the classroom that are close to those in which people talk in a natural setting. Situations stimulate the speech activity of students and should be used by the teacher in every lesson.

Each lesson should consist of three main parts: communication of knowledge, training of skills and abilities and development of unprepared speech of students. At the same time, it is very important to develop the creative abilities of students.

Students, talking with each other, come to the conclusion that a foreign language is not only an educational subject, but a means of communication. Topics such as "Family", "Appearance", "My Day", "Apartment", "My School" are close to students in terms of content and interests and make them want to talk about themselves, their friends, parents, school, about your home. Such a selection of topics brings students closer to the conditions of a natural situation, develops an unprepared statement in a foreign language.

Thus, there are basically three types of situations:

Training situations related to work on the picture.

Situations on topics (with elements of independent statements).

creative situations.

Starting with the introductory course, the teacher should develop the ability of students to listen and understand verbal orders, questions and follow them. All orders must be followed exactly. Conditional execution of orders is not allowed.

The training of this skill runs like a red thread through all exercises and is reinforced by special exercises such as Look and do; Read and do; Do and say.

Then the teacher develops the students' ability to have a dialogue and make small messages with the help of the illustrated material. This position is supported by the statements of the textbook authors. So, A.P. Starkov writes that "the teacher's speech should always be supported by clarity and fully correspond to the created situation."

Consider the first type of situations - training situations.

For the development of monologue speech, there are the following exercises: describe what is shown in the figure; describe what the children in the picture are doing; write a coherent story about the picture; look at the picture and describe the boy, girl, etc.

This type of exercise contributes to the development of students' ability to speak, describing the picture, which creates the basis for independent expression on the proposed situation.

For the development of dialogic speech, there are such exercises that reflect pair work. For example: take two items with your neighbor in the pop-desk and say what someone has; exchange items and say what you are doing, etc.

The second type of situations is situations on the topics studied with elements of students' creativity.

Situations of this type are characterized by a consistent, logical construction of an utterance in the form of a dialogue or monologue. The teacher's task at this stage is to encourage students' statements that are independent in nature. The following situations can serve as an example of such situations in a dialogical form: ask your friend about his family, school, home, daily routine; find out from a friend if he likes to play any game and whether he plays well; ask your neighbor questions about his brother, sister, friend.

Situations in monologue form can be by topic: describe your family, your friend; describe the house, apartment, room; say what you do in English lessons, etc.

The third type of situations - situations of a creative nature. These situations require students to invent, the ability to apply the material studied earlier. Therefore, the conditions of these situations should take into account not only the existing experience in the language, but also their life experience.

These situations are used by the teacher for the simultaneous development of dialogic and monologue statements of students. The volume of statements should be strictly regulated by the teacher.

For example: ask your friend ten questions about how he spends his day, and then describe your day; write five sentences about your sports activities; ask your neighbor where he (his friend, brother, sister) go in summer and why; tell us according to the plan what sports you do; sports and sports games you like, etc.

In addition to situations on pictures, themes and situations of a creative nature, there are exercises related to the read text, for example: read the text and describe the family at breakfast; read the text and describe your school, etc.

The task of the teacher is to foresee and select the types of situations corresponding to the stage of learning, the goal of preparing students in the language.

To accomplish the task, much attention is paid to various types of work, the purpose of which is to teach speaking and understanding of foreign speech.

But the requirements for speech activity in a foreign language cannot be limited to the development of the ability to listen, understand and speak. These important skills should be linked and interrelated with the ability to read and extract useful information from reading.

Working with the newspaper, especially in the upper grades, is one of the most important means of conveying to students the most diverse, mainly socio-political information.

Reading newspapers stimulates the possibility of expanding the culture and horizons of students.

The effectiveness of reading foreign newspapers and magazines for acquiring and consolidating language skills is so obvious that it does not require proof.

Classes with the newspaper should not be carried out occasionally, but regularly, so that the inevitably recurring vocabulary and terminology are more and more firmly fixed from lesson to lesson. For regular classes with the newspaper, it can be recommended to take no more than seven to ten minutes of the lesson, which, of course, does not exclude special lessons.

The lesson must be built on the principle of a frontal survey so that all students simultaneously participate in working on the same material.

The practice of working with socio-political literature has put forward a number of proven methods and techniques to teach students to understand newspaper information and give it orally in a variety of forms. Practice has shown that when describing what they read, students, as a rule, do not encounter serious difficulties. But it is necessary, along with the ability to analyze and extract information, to pay attention to the development of the ability to logically and convincingly express one's thoughts.

For the correct formulation of their statement, which meets the requirement of a logical and consistent presentation of information, students must possess the necessary arsenal of clichés, which, being neutral in subject matter, sort of divide the statement into certain segments, structure it, serve for a more understandable and clear presentation of the material.

So, work on newspaper material helps to expand the horizons of students, develops their thinking, stimulates the use of acquired skills and abilities to express their thoughts in a foreign language.

The organization of optional classes in a foreign language, in particular, with the aim of developing the skills of reading popular science literature in the field of knowledge that interests them, should contribute to the implementation of practical knowledge of a foreign language.

.2.3 Development of initiative speech of students

Initiative verbal communication is not born at school by itself. Awareness of the need to include it in the educational process by the teacher, the search for various possible ways of exiting the material of school educational and methodological complexes into the active speech activity of students, as well as attracting the additional material necessary for this and creating appropriate conditions, incentives and situations at all stages of language learning is currently time is highly relevant. The development of methods for stimulating creative and initiative expression becomes an urgent task of organizing the process of teaching a language at school, methods of teaching foreign languages.

Visualization is widely used as one of the incentives for the development of students' speech in teaching foreign languages ​​at school. In most cases, this particular external(picture or object) visibility,representing certain objects, people, situations. In order to expand the student's statement, pictures depicting situations are filled with numerous details. But due to the fact that everything that students talk about is predetermined by their image, this type of visualization weakly involves the students’ own thinking, their empathy with what is being stated, with their statement, and without this there can be neither creative nor initiative. speech.

One of the most productive means of combining the creative thinking of students with the development of their initiative foreign language speech activity is the use of internal clarity. Under the internal clarity is understood the previous experience of the student and the ideas and conjectures based on it in all their richness and diversity.

Internal visualization can and should be used in the development of statements that are independent in form, but not independent in content, in particular, when comparing what is depicted or stated with what the student had or could have in his experience, for example, when comparing the room shown in the picture to his own or what some other room known to him, when offering to furnish an empty room according to his tastes, when comparing how a certain person spent the summer with how he himself spent it or how he would like to lead him, etc.

An undeveloped situation is also a stimulus for the development of students' speech. This is a situation where only an outline of some action is given, performed either by the speaker himself or by an indefinitely outlined person. (Appendix G)

Non-deployed situations can be presented to students orally or in writing, or in the form of pictures.

For example:

"You and your friends have decided to make a short trip, but you don't know where is the best place to go, how to get there, whether to live there in tents or indoors and what to take with you" - make up a dialogue; or

"Two friends met. One of them was at an interesting bet the day before. The other wants to know more about it" - make up a dialogue.

The less the situation is outlined, the more the student's own thinking is involved in the process of solving the speech problem.

However, the presence of a picture - a diagram is the most effective incentive that encourages students to think and fantasize, to appropriate statements, that is, to develop creative thinking in parallel with the development of initiative and creative foreign language speech.

What are pictures with a non-expanded situation? This is a drawing in which only an outline of some action is given, performed by a rather vaguely outlined person. The drawings are made in black and white to give maximum opportunity and a wide field for conjecture, when each student can offer their own color scheme for the image. Each picture can be the basis for a large number of situations and can be used repeatedly both throughout a series of lessons and at different stages of language learning.

Before starting work, it should be explained that students should talk not so much about the image in the picture, but about what is not represented in it, namely: who the depicted person can be, what preceded the given moment, how events will develop further and to what they bring.

The use of so-called "provocative" questionsis another method of developing creative, and in some cases, initiative speech of students. The main task of this technique is to stimulate the student's speech activity in defense of the "truth", to clarify the unexpected misunderstanding, misunderstanding, violation of established concepts. This technique not only stimulates the speech of students, but has a corresponding moral, educational value, as it teaches schoolchildren to defend violated justice, if necessary, in defense of a comrade.

When working with this methodological technique, all conditions are created for involving not one, but a number of students in speech activity.

Here are a few examples that I applied during my internship in the 8th grade of secondary school No. 5:

T:Again you ve left your pen at home!

P1 : But I always bring my pen to school.

T:But today you didn't t bring it.

P1 : Why? Here it is.

T:But it is a green pen, and yours is red.

P1 : My pen is green.

T (to one of the students):Is his pen green?

P2 : Yes, his pen is green.

T (referring to the class):Is it really green?

Cl:Of course, it is.

T:I must have been wrong. Sorry.

A quick lively conversation unfolds about the situation that allegedly unexpectedly created in the class. It is necessary to force students to quickly respond to what was said, to involve their classmates, if the answer is delayed, but they always return with a question similar to the one asked to that student whose question was omitted for some reason, the result is obvious - the guys forget that there is a lesson, what In essence, an exercise is performed that develops their oral speech.

One more example.

T:What were you doing near the cinema yesterday?

P:I wasn't there.

T:But I saw you there at 5 p.m.

P:At 5 p.m. I was at a sport competition.

T:What kind of competition was it?

P:Hockey.

T:By the way, what s on at the cinema?

The student in Russian calls the picture.

T:So you weren t at the cinema. How do you know the title of the film then?

P:From poster.

T:From a poster. So you saw the poster, didn't t you?

P:Yes. I saw the poster.

T:Well, did you like the game?

P:Certainly

T:Why?

P:Because…

The student hesitates because he does not know how to say in English what he needs. A hint is given in the form of a question.

T:Was it quick? good? pretty?

P:It was quick, good.

T:So it wasn't t you that I saw near the cinema. I must have been mistaken.

As can be seen from the above, one should not be afraid that students will pronounce individual words in Russian. It is necessary to vigilantly monitor the course of the conversation and, if necessary, immediately "throw" the necessary vocabulary.

This requires assertiveness, the ability to anticipate what each student wants and can say, as well as a certain artistry. However, every teacher should be an artist to some extent, especially a teacher of literature, including a teacher of a foreign language.

The use of so-called non-standard forms of response also contributes to the development of initiative speech. Usually there is a training of response replicas that have standard forms: "Did you see her?" - Yes I did/No I didn't t t"; "Have you brought the book?" - "Yes I have/No I haven t"

However, in natural expressive speech there are also non-standard forms of response remarks. In speech activity, in view of the rapidly flowing process of communication, the situation can often only be implied. This circumstance is a prerequisite for the presence in speech of non-standard forms of expression of confirmation or denial. So, for example, to the question: "Are you going to the cinema?" the answer is quite possible: "For bread", but to the question: "Have you a pen?" the answer is "At home". In all these cases, the respondent, as it were, internally gives a negative answer and reports important, in his opinion, clarifying information. So, in the first case, the short answer “For bread” means: “No, unfortunately I don’t go to the cinema. I can’t, because my mother sent me to the store for bread” or “Why did you get it? Just parents asked me to go to the store to buy bread", and in the second case the answer "At home" means: "I would gladly give a pen, but I can't, because I forgot to take it with me today, and she stayed at home"

As can be seen from the above examples, the interlocutors perfectly understand each other and the omission of the answer to a directly asked question not only does not disrupt communication, but, on the contrary, makes it more lively, natural and purposeful.

The use of these forms makes it possible to significantly expand the range of speech capabilities of schoolchildren, which is important for the process of teaching them a foreign language. That this is so is easy to verify from the following - to the above question: "Do you have a pen?" (Have you a pen?) are quite within the school level of language proficiency such answers as "Here it" (Here it is), "Take it" (Take it), "I have no pen" (I have no pen), "I forgot at home" (Left it home), "She does not write" (It does not write), "I only have a pencil" (I have only pencil), "I can not find" (I can t find it), etc.

It should be emphasized that the possession of non-standard answers removes psychological constraint from students, removes the barrier when the student, when answering, focuses his attention on the form of the question asked, and not on the main content of his answer. (Appendix H)

For the development of proactive foreign language speech, students should be taught to independently pose questions that can lead to non-standard answers. When carrying out training work, it is necessary to give the class an instruction so that different students give different answers to the same question and that there is not a single student in the training group who deviates from this work. The main motto when performing any exercise in the development of creative foreign language speech should be: "I can always say something"; "There is not a single issue or problem that I cannot take part in discussing."

Whatever methods are used to form and develop independent foreign language speech of students, one should always remember that the development of creative and initiative speech depends not only and not so much on the amount of lexical material that students own (although this factor undoubtedly plays an important role), but from psychological moments. One can express one's thoughts, one's emotions, one's attitude to the surrounding reality in a relatively small language material, or one can be silent, owning a certain amount of vocabulary, "embarrassed" to speak. Experienced teachers are familiar with this phenomenon. Therefore, it is necessary to help students overcome this barrier, after which speech activity will begin to develop. To overcome this barrier and to form not only skills and abilities, but also the habit of speaking, that is, to participate in speech in a foreign language at least within the lesson, the organization of the educational process should be directed.

.3 Foreign language lesson based on communicative methodology

Each lesson based on a communicative methodology should ensure the achievement of practical, educational, educational and developmental goals through the solution of specific problems. Therefore, the first thing the teacher starts with is the definition and formulation of the objectives of the lesson, for example:

train students in the use of new vocabulary (words are indicated),

to learn to perceive a dialogic text by ear (the text is indicated),

to teach to conduct a conversation on the topic (the topic is indicated),

to systematize students' knowledge of prepositions (prepositions are listed),

learn to express your opinion using the following expressions (they are given)

It is not always possible to formulate them specifically for each lesson, since they depend on the group, class; on the level of education and upbringing of the class; from events currently taking place in a group, class, school, city (village), country; from the personality of the teacher himself, his intelligence, inventiveness, resourcefulness, sense of humor and, finally, from the incentives coming from the material itself. In this sense, there is great potential in texts about great people, about significant historical events, about preserving nature, and so on. Since these tasks are carried out through a foreign language, only the practical mastery of it makes it possible to implement these tasks. So, for example, the assimilation of speech etiquette in a foreign language: acquaintance, greeting, expression of gratitude, etc. - has an educational effect on the children, teaches them politeness and tact. practical task, but also develops the student, has a beneficial effect on the skills of intellectual work, its organization and implementation. Reading foreign-language texts that illuminate different aspects of the reality of the country of the language being studied ensures the expansion of the horizons of students and, thereby, the achievement of the educational goal. Working on a socio-political text in a foreign language in the classroom allows you to form a materialistic worldview.

The examples used in the lesson are fragments of communication, so they must be related to the personality of the students and the teacher himself, which, unfortunately, is not always observed. Even topics such as "Family", "Biography", "Journey", "School", "Sport" are worked out in isolation from the reality associated with the life of a student, class, school. While the inclusion of students' life experience in communication significantly motivates learning-communication in the classroom. It seems to us that any topic can be correlated with the personality of those who communicate in the lesson. For example, the topic "Animals" is assimilated with great success if the teacher builds work on it, having first found out what kind of animals the children have at home; the biography of these animals, the daily routine causes a great interest of children to talk about it, and this makes the lesson as a whole attractive in the eyes of students.

The lesson devoted to the topic "Sport" significantly tones up the conversation organized around the sports favorites of this class, school, one's own country and the country of the language being studied, the latest sports competitions.

Samples and examples used in the lesson should be educationally valuable and educationally significant. To do this, it is necessary that the teacher had a certain stock of poems, songs, proverbs, sayings, aphorisms. There are a lot of proverbs and rhymes in the English language, which make it easier to memorize language material and emotionally affect students.

A friend in need is a friend indeed., rain go away,again another day,Tommy wants to play. (Appendix I)

It is known that in the long term, work on the assimilation of grammatical forms and words can cause joy for few people. To overcome dislike for this kind of occupation is possible only if the student feels the need for them to accumulate and expand his speech experience. Therefore, everything related to linguistic material should be subordinated to the tasks of communication. This can be done directly during the lesson in the form of hidden or open targets. Here is an example of an open attitude: "You already know how to express a desire to do something yourself. And now you will learn how to express a desire that encourages another to act - I want Sasha to help me." Further, situations are created that encourage students to use this structure. And here is an example of a hidden installation. Without violating the communicative atmosphere in the lesson, relying on involuntary attention in relation to the material, the teacher includes a structure I want you to help meinto a communicative context. He asks individual students to do something: hang a poster on the board, erase it from the board, water the flowers, and so on.

Therefore, the teacher should think carefully about the objectives of the lesson and their presentation to students.

In the practice of teaching a foreign language, unfortunately, the initiative of students is poorly stimulated. Truly active in the classroom, alas, the teacher. Most of the time in the lesson is distributed in this way: the teacher asks questions, and the students answer them. No matter how varied these questions are (questions within the framework of speech charging, questions on the topic, text, questions related to the organization of the lesson, and others), students get the impression of monotonous control: the teacher asks them throughout the lesson.

In accordance with the current trend in pedagogy, the activity of the teacher should be indirect and consist in organizing the activities of students, involving them in active learning, in turning them into true subjects of speech activity.

When we talk about the speech-cogitative activity of students, we mean both internal and external activity. Internal activity correlates with mental, external activity - with speech. For internal activity, the content of the lesson is very important. Students should be encouraged to search, recognize thoughts in the process of listening and reading, putting them in front of appropriate tasks such as: "Explain why ...?", i.e. tasks that can stimulate internal activity. The search for information stimulates internal activity, thanks to which the student reveals the meaning of foreign language phenomena and through it comes to meaning. For example: "Pay attention to the international words in the text, they will help you understand it", "There are three constructions in the passive voice in this text, isolate them, identify the figure. This will help you understand the content of the text."

Internal and at the same time external activity is determined by the development of students' questioning skills. Above, we spoke about the excessive activity of the teacher, in particular, manifested in the fact that he "throws" students with questions. It is necessary, therefore, to change this situation, since the ability to raise a question is a manifestation of internal activity and testifies to the student's speech initiative. Therefore, it hardly makes sense to put the student in the position of answering questions, but you should teach him to do it himself, using all the types of questions known to him in a foreign language, subordinating them to meaning. The formed skill of posing a question will also unleash the speech initiative of students, make them equal, active participants in communication, when both stimulating and responsive remarks come from students.

Each student must speak in class. A special effect in this sense is the combination of individual forms with collective ones. The collective form corresponds to the conditions for the functioning of speech, which, as you know, is a social phenomenon - people communicate with each other.

Language is a universal means of cognition and communication. The studied foreign language is also called upon to perform this function. For successful mastery of it, it is important to present in the lesson "segments" of reality that are necessary for the reproduction and understanding of statements. In other words, the lesson should be life itself in reality or a fantasy version or its model. The model, in turn, can be represented by a verbal or visual situation that sets the appropriate stimulus. Verbal stimulus, as a rule, appeals to the imagination of students. For example: "The trainer brought a circus tiger to the veterinarian. What will be the dialogue between the veterinarian and the trainer and how will the veterinarian "communicate" with the tiger?". Of course, verbal stimuli should be correlated with the age and psychological characteristics of students and their speech experience.

In addition to verbal stimuli, visual stimuli should be used in the lesson. This is not to say that teachers underestimate visual aids, but sometimes they are not used to the proper extent to stimulate speech. For example, a plot picture is posted only to name an object in a foreign language, while it is advisable to use it to stimulate an expression, a conversation about it.

Observations show that repeated appeal: "Describe the picture" - weakens its stimulating power. While the picture, a simple accessible means, is designed to stimulate speech, both prepared and unprepared, monologue and dialogic. Let's name the types of work with the picture in the lesson:

it can be simply described;

say what is depicted on it;

restore the missing element in the picture;

find and point out the absurdity;

match the image in the picture with your life experience;

using imagination, to think up the prehistory, posthistory, subtext;

dramatize what is shown in the picture, reincarnating as its characters;

express your attitude to the picture, to the one depicted on it.

Such tasks individualize students' speech, awaken their imagination and thought, and significantly expand the stimulating effect of the picture. (Appendix K)

A modern foreign language lesson is unthinkable without the use of sound recording. The stimulating effect of sound recording is manifested in the fact that it creates a standard of sounding speech, encourages imitation, expands the associative base, strengthens auditory-motor skills, stimulates speech-thinking activity and has an emotional impact on students.

In the lesson, sound recording can act as a source of meaningful and semantic information: it is a story, a poem, a song. It includes music screensavers that help absorption and reduce fatigue. The tonic role of music in the classroom is emphasized in modern psychological and methodological research and is proved by the experience of teaching foreign languages. Music helps to relieve fatigue, relaxation and helps to better assimilate the material.

Evaluation, mutual assessment and self-assessment are very important for understanding success and learning-communication. When we talk about evaluation, we don't just mean evaluation in the form of a score. It seems to us more important to use a wide scale of approvals, which the teacher can and should have along with verbal and non-verbal approvals, such as: smile, gesture, intonation. Evaluation can also come from students, participants in the tasks being performed, when they have a performance standard, when they use special cliché phrases like: you are right, you are wrong, you are wrong, and others. These are all means of external feedback that are objective in nature - an assessment from the outside.

To realize the success of the teaching, internal, subjective feedback, i.e. self-assessment, is no less important. The student's performance of the task at a normal pace in accordance with the situation signals to him that he is coping with it. This creates a feeling of satisfaction and motivates further learning.

The crucial moment of a purposeful lesson is its completion. Students should see, feel what they have learned in the lesson, evaluate the activity. Psychologically and actually prepare for independent work outside the lesson. At the same time, it is not necessary to give the end of the lesson a convex organizational form like: "So, what did we do at the lesson today?" In response, students sometimes count the number of words learned in the lesson, or name the grammatical form. which they were working on. Such an "inventory" does little to show their actual progress in mastering the language in a given lesson and pushes students to a formal "report". It should also be remembered that students get tired by the end of the lesson, so summarizing should be given a form that relieves fatigue. The best way to sum up is to include the acquired knowledge and skills in a game activity such as a language game, for example, pick up a rhyme for learned words, guess words, you can use riddles, with their help vocabulary is well fixed. In this case, students will leave the lesson with a sense of progress in learning the language and with a sufficient supply of positive emotions, which is important for further learning. (Appendix K)

The final stage, as a rule, also includes the setting of homework with the necessary explanations from the teacher. The time and place of control is determined by the need to use this material in the lesson. If the language material of the written assignment requires students to speak, then it can be included in the appropriate exercises; You can also use it for speech. Verification of oral homework, such as: learn a poem, prepare a message on the topic "...", draw up a plan-program of an oral statement about ... - is included either in phonetic exercises (poem) or in speech exercises as preparation for a conversation on the topic and, finally , directly into oral communication in the central part of the lesson.

Thus, checking homework is dispersed. Only when it is organized in this way does homework acquire the necessary meaning in the eyes of students, and they see its benefits. In addition, dispersed checking of homework helps to maintain the internal logic of the lesson, subordinating the student's independent homework to the solution of the lesson's problems.

Consider, for example, a lesson plan based on a communicative methodology in the 11th grade of secondary school No. 5.

Lesson plan - 15.09.08

Theme: My Profession

Goals: 1. Practical. Discussion of career choice.

)Introduce students to new words on the topic "My profession".

2)Compose a dialogue.

)Read text.

)Conduct a survey.

2. Developmental. Development of the ability to set goals, make choices.

3. Educational. Cultivate a sense of responsibility, self-worth in society.

4. Educational. Learn about existing jobs.

.Organizational moment - 2 min.

2.Voice exercise - 3 min.

.New words - 5 min.

.Make up a dialogue - 10 min.

.Reading text

1)Reading - 4 min.

2)Translation - 4 min.

)Answering questions - 2 min.

6.Questionnaire - 10 min.

7.Setting homework - 3 min.

.Results - 2 min.

Equipment and materials: textbook "Opportunities", cards with new words, questionnaire sheets

During the classes

Teacher Pupils 1. Organizational momentGood morning people! Take your sits. 2. Voice charging(repeat of previous "My hobby") What is your hobby? And your? What is your favorite sport? Do you like basketball? Do you like to read? What do you like to read? Can you swim? What do you like to do? And you? 3. New words on the topic "My profession"Today we ll start new topic "My profession". We ll speak about your plans, your wishes, and again about your hobby and about things which you like to do. When I was a child I liked to draw. to drawI drew many pictures, they were very nice and my mother said I would be an artist up artist - artistSasha, what do you like to do? Do you like to drive? to drive - drive a carDo you think it is useful job? Why do you think so? Masha, who is your mother? What do you know about her profession? Kolya, who is your father? Do you think it is a good job? My father is engineer an engineerHe says that everyone should study and get education. education - educationDo you think that everyone should study? Do you want to study at the university? Who studies at the university gets high education. university - university high education - higher educationVova, I know, your father is builder. a builder - builderWhat does he do? 4. Making up a dialogueNow, work in pairs. Ask your neighbor about his or her plans. Tell your opinion about professions and jobs which you know. What work do you like and whom do you want to be. 5. Reading textMy Profession I was born on a farm. My parents were farmers. My father was a tractor-driver. In spring, summer, and autumn he worked much in the fields. I was nine at that time, but I wanted to help and did whatever I could. We had a garden near the house. I worked in the garden with mother when she came home from work. When I was finishing school, I wanted to be a tractor-driver. Just like my father. And father could teach me to drive a tractor. Now I can drive a tractor very well. I work in the fields together with men. In spring and autumn I have much work, but I like my work very much. My profession I was born on a farm. My parents were farmers. Father was a tractor driver. In spring, summer and autumn he worked hard in the field. I was then nine, but I wanted to help him and did everything I could. We had a garden near the house. I helped my mother in the garden when she came home from work. When I graduated from high school, I decided to become a tractor driver. Like my father. And my father could teach me how to drive a tractor. Now I drive a tractor very well. I work in the field with other farmers. I have a lot of work in spring and autumn, but I love my job. Do you like this text? Do you think that tractor-drivers make a good job? Why do you think so? Do you think that the man has the right decision to work as a tractor-driver instead of getting high education? Tell us your opinion. 6. Questionnaire - What is your hobby? - What subject do you like most of all? - Where are you going to study after finishing school? - What profession is the most important? - tell your opinion about high education. 7. Homework Learn by heart new words. Be ready to tell about your father and mother professions. Tell about your favorite job, whom you want to be. 8.Results You worked very well. Your marks are… Thank you for the lesson. Goodbye! good morning! My hobby is to collect cards My hobby is… I like to play computer games My favorite thing is… I like to drive She is a doctor Doctors work in hospitals… He builds new houses… What are you going to do after school? Whom do you want to be? They work in the fields and grow wheat, corn and other crops Good bye!