Makhanova B.D.
Taraz State
Pedagogical Institute, Kazakhstan
INNOVATIVE METHODS OF TEACHING FOREIGN LANGUAGES
A
wide variety of foreign language teaching methods developed in the 20th
century. This fact strongly influenced the process of second language teaching
and learning. Teachers choose the method that seems to them the most convenient
and appropriate. However, it is a quite subjective and individual process.
Innovative methods of teaching are a goal of
many educators. At present the researches of pedagogical work show that teaching foreign
languages is impossible without innovative component. In the light of modern
requirements to the purposes of teaching a foreign language the status of both
a student and a teacher changes; the scheme "Teacher – Student"
passes into innovative technologies.
Recently we often ask question about using the new
information technologies in Higher Educational Establishment. The main task of
teaching foreign languages (FL) is forming and developing communicative culture
of students, teaching practical using foreign languages.
“Teacher’s task consists of creating conditions of
practical using language for each student, choosing such method of teaching to
allow students to show their activity, their creativity.
Teacher’s task is to activate students’ perceiving
activity in the process of teaching foreign languages. Contemporary pedagogical
technologies such as teaching in cooperation, project method, using new
informational technologies; Internet resources help to realize personal
orientational approach in teaching, support individualization and
differentiation of teaching in calculation with students abilities, their
pre-higher educational preparation level, inclination and etc. “ Informational technologies contribute to
increase academic motivation of teaching FL and advance students’ knowledge.
Using computer during English lessons increase significantly academic process
intensively. Computer teaching assimilates a large amount of material, than it
was acquired using traditional teaching conditions.
Traditional teaching a foreign language in technical
higher schools was focused on reading, understanding, translating special texts
and studying grammatical characteristics of scientific style.
Now the emphasis positively moved to the development
of auditory communication skills and abilities. Oral speech includes listening
or reading, understanding and reproductive rendering the listened or read
material both in oral form (dialogue or monologue) and in writing.
Teaching oral speech by specialty is planned by taking
into account the following states: specifying the models of
communication; defining the communicative signs of oral speech and means of their
expression; comparison of means of expression and selection of models for passive and
active use; developing the system of exercises; the analysis of texts focused
on communication by specialty and development of effective system of exercises
for training the selected structural units; selection of the word-forming,
lexical and grammatical structures necessary for reading, understanding,
listening and speaking; using the audio-and multimedia facilities for
realizing oral communication.
For realizing the communicative opportunities of
speaking, texts are distinguished according to: the means of communication
(oral and written); the way of a statement (describing, reporting and reasoning
– summaries, reviews); a degree of relation to the special subject (research –
monographs and scientific articles, and training – texts from textbooks,
manuals and dictionaries).
Innovative technologies of teaching foreign languages
in a technical higher school consist in a combination of traditional and
intensive methods of the teaching based on functional and communicative
linguistic-didactic model of language, and development of integral system of
teaching communication on shop talk.
Thereby, today, when computer technologies spread to all spheres of human
activity, there is a necessity of improving a foreign language teaching process
as mastering a foreign language is one of the factors influencing on
competitiveness of young specialists in the world labor-market.
It is necessary to begin with the elementary
descriptions and characteristics, processing them in a monologist form, and
then to use more complicated on structure and style texts that will help to
form students’ activity algorithm in the mode of communication of Teacher/Audio
and multimedia means – Student and Student – Student. The teaching material must be
professionally relevant with a glance of the students’ prerequisite knowledge
of language and special subject, purpose and type of communication, as well as a grade level.
The exercises communicative oriented to oral speech should include the
following: the availability of an initial
material or model; model imitation; model rendering in a variety of ways; own
communication. The main thing is to be able
to single out the main subject of a problem, to describe, formulate and assert
correctly.
In developing the skills of oral speech it should be necessary to increase
gradually the extent of a homological reply in a dialogue and then to pass to merely homological forms of the oral speech
– summary, abstract, annotation, description of the scheme, occurrence or
process with further writing.
The variety of information resources of the Internet enables students to
carry out different tasks of searching and investigative work.
In addition, the Internet gives students a unique opportunity of visual
communication with native speakers on a real-time basis that promotes the
correct perception of the real speech on the basis by the authentic sounds, a
mimicry and gesticulation. One more advantage of using the Internet in the
course of teaching is checking the students’ learning the material by means of
testing on a real-time basis.
The teacher should motivate a student not only to use up-to-date innovative
technologies in doing some tasks, but also to apply these technologies actively
by improving his professional skill.
Using informational technologies in educational process will from positive motivation.
Contemporary ways develop higher requirements to learning practical acquirement
of foreign language in everyday communication and professional sphere. Volume
of information arises and often routine methods of its teaching, keeping and
working out are non-effective.
One
of the most effective ways of teaching foreign language is the interactive
methods. Interactive methods (communicative language teaching, direct method,
language immersion, natural approach,
prospective language learning method, silent way, storytelling, teaching
proficiency through reading, total physical response etc.) Kevin Yee, the
author of interactive techniques, considers interactive methods to be the most
effective ones. They involve a collection of more than 100 teaching strategies
that aim to engage students in studying process. Most of them encourage the
natural acquisition of language, not learning. There is an important
distinction between language acquisition and language learning. Children
acquire language through a subconscious process during which they do not study
grammatical rules. The same as they acquire their first language. Acquiring
language, the learner needs a source of natural communication. Language
learning, on the other hand, is not communicative. In language learning,
students have just knowledge of the language and can operate it. Research has
shown, however, that knowledge of grammar rules does not necessarily result in
good speaking or writing. A student who understands the rules of the language
may be able to succeed in a standardized test of English language but may not
be able to speak or write correctly . Using the direct method for sure will
give considerable results in acquiring language.
Bibliography
1.
Каспин И.В., Сегаль М.М.
Новые технологии в обучении иностранным языкам.
2.
Полат Е.С.
«Интернет на уроках иностранного языка». // «Иностранные языки в школе» № 5
2001 г.
3.
Азимов Э.Г. «Материалы Интернета на уроках
англ. языка» // Иностранные языки в школе.
4. Полипова
Т.А. «Внедрение компьютерных технологий в преподавании иностранного языка».