Педагогические науки.
/Современные методы преподавания.
Fyodorova M.L.
Kostanai
State University named after A.Baityrsynov
Importance
of the individual and differentiated approach in teaching the English language
to university students
The integration processes are intensively developing
in the last decade, the growth of professional and academic exchanges deepen of
international cooperation stimulated the interest to the study of the English
language. English gets the status of an effective tool for the formation of the
intellectual potential of the society, becoming at the present historical stage
one of the main resources for development of the new state.
In the educational system of Kazakhstan significant
positive changes both in terms of content and in terms of organization have
taken place:
- The study of the English language is recognized
socially significant as a pledge to ensure the practical and professional life
of a person in the modern multilingual, multicultural globalized world;
- English is defined as an international language par
with the state language (Kazakh) and the Russian language, the language of
international communication;
-Important concepts such as «language for special
purposes » (LSP), and the "language for academic purposes » (LAP) are
refined;
- Differentiated training of English has been started.
Under these conditions the Republic of Kazakhstan is oriented to scientific,
technological and industrial development of the social order in the educational
field for preparing professionals who speak English as a tool to establish
professional communication for effective exchange of experiences in the future
practical professional activities.
Radical changes in the methodology, content and
technology of education are necessary for the creation of a unified national
system of foreign language education. Thus, level model of learning English
meets modern requirements. The basis of these requirements and standards are
laid in the program «CEF levels of proficiency in a foreign language” which
provides the unifying requirements to the level of language learning in Europe.
In this model six levels of learning are identified, which is determined by the
settings for learning English (for language specialties - Level B) . These
levels are indicated by letters A1, A2, B1, B2, C1, and C2.
Due to changes in the organization of training , as
well as the revision of the outlook on pedagogy and the introduction of the
credit system in higher education such seemingly well-studied problem as individual and differentiated approach to
learning is in the focus of the entire
education space, in particular , it is widely used in the study of foreign
languages.
Current trends in education are responsible search for
new forms and methods of individual and differentiated approach in the teaching
English to the students of higher educational institutions. Personal approach
to learning the English language is becoming increasingly important, as it
allows maximizing and revealing all the richness and uniqueness of the
individual characteristics of the student, which in turn, will provide him with
the possibility of selfdeveloping in a rapidly changing social environment.
Orientation on the ability and inclination of the student , his desire to study
independently to gather information in English , analyze it and apply it in
practice , related to the real world requires from the high school teachers extraordinary ,
creative approach to work .
It is well known that the contingent of foreign
language learners in the group is heterogeneous with students of various mental
faculties, various interests, and different levels of foreign language
communicative competence. That’s why the teacher must first determine the
individual characteristics of students, their language proficiency , and on
this basis to organize training activities in those modes : the first level
(entry level ) for less prepared students who are conditionally able to read
and translate with the dictionary , the second level ( average ) for those who
can read and translate with the dictionary, but are not sure in speaking , the third level (advanced level ) for
those who have the skills of reading and speaking in a foreign language . There
are a number of organizational problems in individual and differentiated
approach of teaching English language: typological and standardized programs
for the "average level» as a rule, does not allow paying due attention to
students' individual abilities. As a result, the process of individual and differentiated approach of teaching English
language specialties students is
realized spontaneously and often formally , i.e., learning is reduced to the
mechanical development of the material does not develop independent creativity
of thinking, self-improvement and self-education . This leads to the passivity
of students in the classroom of English language discourages in their ultimate
goal of the educational process at the university as a whole. The solution of
these serious problems in practice helps the implementation of individual and
differentiated approach through the use of learning technologies that allow the
dependence of the activity in learning on individual traits of a personality.
The meanings of individual and differentiated approach of teaching English
language are in the disclosure of positive learning and intellectual
capabilities of students.
Reference:
1.Белякова Е.А. Использование проблемных ситуаций на
занятиях по иностранному языку в системе уровневого образования /Ярославский
педагогический вестник -2012-№3
2.Загороднова А.А. Индивидуальный подход в обучении
иностранным языкам на неязыковых специальностях.
/Язык.Культура.Образование:Сборник материалов международной научной
конфенренции «Чтения Ушинского»
3.Колесникова И.Л. Англо-русский терминологический
справочник по методике преподавания иностранных языков/русско-балтийский
информационный центр «Блиц»