Филологические науки / 5.Методы и приемы контроля уровня владения иностранным языком

Seidalieva L. K.

English teacher of school gymnasium No. 38, Shymkent, Kazakhstan

Professional Skills & Interactive Methods of

Teaching English

“Knowledge of three languages should become a standard practice for us. We are teaching (these languages to) our children starting from their first year at school,” he said. Nazarbayev emphasized that all the Kazakhstan citizens should strive to know their national language. “Lifting of one nation through humiliation of other nation is unacceptable. That is why I am talking about trilingualism,” he said.

Teacher has to organize different forms of activity at the foreign language classes that is individual, pair, group and team. I want to present the most well known form of pair and group work the following kinds should be mentioned: inside (outside) circles, brainstorm, jigsaw-reading, think-pair-share, and so on. There are many methods of teaching languages. Some have fallen into relative obscurity and others are widely used; still others have a small following, but offer useful insights.

There are three principal views.

1. The structural view treats language as a system of structurally related elements to code meaning (e.g. grammar).

2. The functional view sees language as a vehicle to express or accomplish a certain function, such as requesting something.

3. The interactive view sees language as a vehicle for the creation and maintenance of social relations, focusing on patterns of moves, acts, negotiation and interaction found in conversational exchanges.

We will therefore keep in our treatment of English grammatical structure many ideas and terms inherited from traditional grammar. Our task will be to introduce the learners at least to some of grammar problems, and to help them to prepare for reading the numerous special treatises on these subjects. Teaching English we, the English teachers must find a competent approach to students.

What is competence? Competence can be described as the combination of training, skills, experience and knowledge that a person has and their ability to apply them to perform a task safely. Other factors, such as attitude and physical ability, can also affect someone’s competence. Competence indicates sufficiency of knowledge and skills that enable someone to act in a wide variety of situations. Because each level of responsibility has its own, requirements, competence, can occur in any period of a person’s life or at any stage of his or her career. Synonyms: = able, skilled, capable, clever, endowed, proficient; = fit, qualified, equal, appropriate, suitable, sufficient, adequate, A competent person should not be chosen lightly, experts say, because he or she needs to be qualified to identify the hazards associated with a particular operation. For instance, if work is being performed on scaffolding, the competent person must be knowledgeable about scaffolding hazards. This knowledge can come from a person’s skills, experience and training.

What Is a Competent Teacher? A competent teacher could be described as one whose students show significant progress and gains in their various subjects. A competent teacher must also be an inspirational leader with lots of motivational techniques. Sound judgment and good sense are requisite skills too. One of the most serious and comprehensive methods of learning a foreign language - lingvosotsiocultural, involving an appeal to such a component, as a social and cultural environment. Proponents firmly believe that language loses life when teachers and students aim to acquire a “lifeless” lexical and grammatical form. Learning grammar is often perceived as a tedious and laborious process. In this report, I would like to examine some traditional techniques and compare them with the use of language games for grammar presentation and revision, in order to determine whether they are successful in presenting and revising grammar than other methods. From my teaching experience, I have noticed how enthusiastic students are about practicing language by means of games. I believe that the grammar games are not only fun but also they help

students to learn without a conscious analysis or understanding of the learning process while they acquire communicative competence as second language users.

There are numerous techniques concerned with grammar presentation. However, a few things have to be remembered irrespective of the way new lexical items are presented. If teachers want students to remember new grammar it needs to be learnt in the context, practiced and then revised to prevent students from forgetting. Teachers must take sure of that students have understood the new words, which will be remembered better if introduced in a “memorable way”. Bearing all this in mind, teachers have to remember to employ a variety of techniques for new grammatical presentation and revision. Language came into life as a mean of communication. It exists and is alive only through speech. When we speak about teaching a foreign language, we first have in mind teaching it as a mean of communication.

In teaching speech, the teacher has to cope with two tasks. They are to teach his pupils, to understand the foreign language and to teach them to speak the language. Therefore, speech is a bilateral process. It includes hearing, on the one hand, and speaking, on the other. When we say “hearing”, we mean listening and comprehension. Speaking exists in two forms: dialogue and monologue.

My purpose here is to explore the interactive methods of teaching English that have attracted the attention of the teachers in recent years, to show reason for interest in them, in what they are exploring, in what they accomplish, the principles and ideas that guide them.

Bibliography:

1. Brown, Gillian, Listening to Spoken English, Second Edition. - Longman, 1990. - 178p.

2. Brown, Gillian, and Yule, George, Teaching the Spoken Language. - Cambridge University Press, 1992. - 162p.

3. Byrne, Donn, Teaching Oral English, New Edition. - Longman, 1997. - 140p.

4. Harmer, Jeremy, How to Teach English. - Longman, 1991. - 285p.

5. Harmer, Jeremy, The Practice of English Language Teaching, New Edition. - Longman, 1991. – 296 p.

6. Heaton, J. B., Writing English Language Tests, New Edition. - Longman, 1991. - 115 p.