“Педагогические  науки”/ 5. Современные методы преподавания.

Ph.D. (Pedagogy) Е. Halatsyn

National technical university of Ukraine "KPI", Ukraine

Teaching a foreign language

In accordance with the personality-oriented approach to teaching by subjects of the educational process the identity of the teacher and the identity of the student are. Productivity of the process of teaching depends on their relationship, communication and cooperation.

The level of teaching a foreign language considerably depends on the teacher. The capabilities of the teacher are much wider, than just knowledge transfer. Those are: formation of the ability to study; strengthening the confidence of students in the forces, self-esteem, motivation; increase the interest in study; organization of the favorable educational atmosphere.

The teacher acts as a mediator between students, a training material and process of training. For the effective implementation of this role the teacher should be ready to perform the functions of the adviser, assistant, consultant, a communicator, the partner in the joint solution of educational tasks. However the central figure in the educational process is the student. All results of study, and also knowledge, skills and abilities depend on it.

Therefore the training a language has to be transformed into formation the identity of the student. For this purpose it is necessary to teach him to study, collect information, to draw conclusions, to correct the actions and to control emotions, and also to predict the behavior in the future. If the higher school teaches students to speak, listen, read and write in a foreign language not only within household subject, but also taking into account their professional specialization, it at the same time will provide them access to other national culture and by that to world culture.

The analysis of methodical literature shows that the problem of the personally focused approach to teaching a foreign language takes the central place in an intensive technique of teaching in foreign languages. The method of activation of the reserve capacity of the individual and collective, which is implemented through a combination of individual and group work is the basis for this technique; using of a variety of training techniques, including games, to creation of favorable psychological climate on studies [3; 5].

Questions of the personal focused approach to training a foreign language in detail was investigated by G. O. Gryshkova [2], who claims that the practice of neglect by the personality which settled for years in the course of training causes emergence in most of students of boredom, unwillingness to study, and even disgust for study. But the organization of educational process on the principles of the personal focused approach causes in them satisfaction and approval, induces students to work voluntary, willingly, realizing internal requirements and belief.

Generalizing stated above, we assume that the best realization of the personal focused approach in the course of training in a foreign language will be promoted by the practical training constructed on personal technology that assumes creation of such educational situations which induce students to understanding of the image-I, developments of a reflection, and free communication with the teacher.

For the formation of the steady positive relation to acquisition of a foreign language on the basis of the personal focused approach would be expedient: to improve the content of training a foreign language taking into account interests, preferences and needs of students; to refuse learning of ready texts, and instead to pass to study material in system of dialogue. In dialogue ability briefly and accurately to formulate the thought, quickly and adequately to react to statements of the interlocutor is formed.

In our opinion, such abilities are rather important for the formation of the identity of future teacher: to use authentic materials, original sound recordings and video movies more widely; to create conditions for successful training as strong and weak students, supporting the slightest progress of the last; to provide openness of communication with the teacher; to refuse obligatory estimation of work of students on each occupation for the purpose of avoidance of negative emotional experience; to use group and cooperative forms of work more widely.

Educational activity in micro- and macrogroups is followed by mutual support and trust, self-confidence that is so important for implementation of a foreign language communication and for the formation of the identity of students. Considering it, we made the forming experiment which purpose was a check of efficiency of assimilation of a foreign language training material in the conditions of group activity, in particular such forms as microgroup and pair.

As a result of supervision over students on occupations was found out that: they were captured by interactive forms of the organization of occupations; as a result of introduction of group form of education students learned to act independently, adequately to operate with speech material according to a situation; group forms of work created the corresponding psychological climate on occupation that promoted development of certain communicative qualities of the personality. It gives the grounds to claim about increase the motivation of learning a foreign language because in many cases the group form of educational activity creates the best motivation, than individual.

Thus, the realization of the personal focused approach in the course of training a foreign language is possible to reach positive results as along with the formation of communicative competence of students where is a growth and professional formation of their personality.

Literature:

1. Bech І. D. The personal focused approach: scientific and practical bases // Education of the personality: Educational and methodical grant: In 2 books – Book 2. – To.: Swan, 2003. – 344s.

2. Bech І. D. Psychological maintenance of the personal focused education. Elementary school. – 2003 rubles – No. 3.

3. Grishkova R. O. Psychological conditions of realization of the personal focused training in a foreign language of students of not philological specialties of the highest institutions of education: Дисс. edging. пед. sciences. – To., 2000. – 196 pages.