Педагогические науки /5. Современные методы преподавания

Lyutkova N.G., Senior Lecturer

Almaty Management University, Kazakhstan

Teaching Foreign Language via Interactive Methods

ABSTRACT

The article focuses on the application of interactive methods of learning a foreign language. The article deals with different approaches to the classification of interactive methods.

Keywords: interactive teaching methods, interactive technology

At the present stage an improvement of teaching methods is represented in the education system. At the same time the main task is to train versatile development of professionals who have the skills of parallel possession three or more languages, have developed a sense of understanding and of respect for other cultures, and are able to independently develop their knowledge creatively to solve problems and issues to effectively communicate to other people necessary information.

To the university the aim is to create conditions of professional learning language for each student. At the same time the teacher of a foreign language is necessary to choose such methods of training that would allow students to intensify their cognitive activity in the learning process, and taught them to communicate in a foreign language as it is in a relaxed atmosphere.

Based on the above objectives, teachers use personally-oriented focus of foreign language teaching, which is consistent with revitalization and developing available to each student's intellectual abilities, knowledge and language skills, positive emotions in an active interaction with the surrounding reality.

By creating a situation of foreign language speech communication, possible approaches to natural conditions, in addition to the cognitive motive, the teacher creates an additional motivation for of mastering foreign language students. In solving this problem technology and interactive teaching methods are used. In contrast of passive and active methods of teaching, interactive learning allows students to actively interact with each other and with the teacher in the dialogue. Moreover, the teacher’s activity gives a way to students' activity.

The teacher‘s goal is to create conditions for their initiative, motivating students to a joint dialogue on given themes, discussions and hypothesis, and problem solving. Teachers need to organize an educational process, where students are willing to communicate in a foreign language.

A feature of interactive learning is that students do not receive information in the form of ready-made knowledge from the teacher, but in the process of their own activity. The teacher as an assistant or consultant encourages students for independent search of answers and learning through interaction. Joint activity of students in the process of learning educational material allows everyone to make their individual contribution to the exchange of knowledge, ideas and methods of activity. Therefore, teachers and all the students are involved in the learning process, not to consolidate the material covered in class, how to master a new one.

At the organization of interactive learning necessary to remember that:

· it is necessary to prepare in advance assignments, handouts, formulate questions or topics aiming to acquaint students with the various aspects of the problem for discussion in the groups and the development of appropriate speech formulas;

· it is important to discuss the rules and try not to break them by specifying a particular time for discussion and general conclusions;

· all students should be involved in a process of discussion;

· students must be psychologically prepared to participate actively in the free exchange of ideas;

· each student must present an issue and be understood, and all participants should be loyal to any point of view;

· the formation of the groups must take into account the wishes of the students;

· relations in a group and between groups should be positive. It helps to create a friendly atmosphere in the process of communication;

· working in group should stimulate students’ activity, their independence and creativity. It can be an individual, group or team working

· students could easily change places in the audience to work in large and small groups;

· there should be a variety of forms and methods of presentation of information in specially equipped classrooms.

In the course of interactive studying students learn to think critically and analyze their alternative opinions. They come to know how to settle their conflicts, find common views and reach compromise. Besides that, learners get experience in teamwork, making sensible decisions, participating in discussions and socializing. In this way they develop their skills in communication.

Instructors employ a great range of different methods of interactive teaching. They can be divided according to the aims of their use in the following way:

· non-imitation methods such as seminars, Olympiads, students’ scientific conferences and so on. All of them solve a problem that does not exist in a real situation.

· imitation of role playing that is based on role playing elements, connections, relationships, e.g. game production design with simulated real conditions

· non-gaming methods that suggest modeling real objects and situations, e.g. discussion on a professional theme.

We suggest several versions of the most frequently used methods of interactive teaching taking into consideration that the teaching process is conducted in a foreign language.

1. “CREATIVE TASKS”

Students are given tasks that contain an element of uncertainty and do not imply a clear or short answer or decision. It is necessary not only to find and present the information but be able to demonstrate creativity while preparing the task. This technique gives an opportunity to come to one’s own ‘right’ decision during communication of all participants in the educational process.

2. “LEARNING TOGETHER”

The teacher asks students to form groups. Each group is given a particular task on the material covered. There might be the following variations:

- the whole group fulfils the task in collaboration and the students share their knowledge and skills with one another;

- the task is divided into parts within a group and each student fulfils their own part. On doing the task the students explain it to the remaining part of the group.

During this work students assist each other in consolidation of the new material. On completion of the task the information is exchanged among the groups and after that a general discussion takes place. At the end of the class it is necessary to sum everything up by analyzing and evaluating students’ answers and encourage the most active students.

3. “ROLE PLAY”

The given method suggests improvisation on the part of students within their choice of roles; moreover, one and the same role can be consistently played by several participants thus, allowing to analyze different ways of students’ behavior. This leads to expansion of the repertoire of behavioral responses, creativity development, flexibility of thinking and behavior, the ability to effective interpersonal interaction, etc.

4. «BUSINESS ROLE-PLAYING»

During business role-playing a real situation of professional activity and professional thinking is simulated. This requires systemic use of different skills. The advantage of this method is in extending students’ linguistic knowledge in addition to developing interest in their professional growth.

Business role-playing gives emotional experience, the experience of professional communication, experience of forming a joint decision on the basis of the knowledge gained. This form of activity allows students to demonstrate their creative abilities and work out their personal position.

Frequent usage of business role-playing in higher educational institutions shortens the period devoted to material consolidation. This is considered very important at a constant shortage of teaching time.

5. “TESTING”

On receiving a test, students are to mark their answer option in the corresponding column: ‘yes’, ‘no’, ‘don’t know’, or other options. Then the answers are discussed in pairs or small groups.

6. “PROJECT-BASED LEARNING”

The project-based method is aimed at obtaining practical results. It enhances an active and independent thinking of students and directs them to collaborative research work.

The teacher sets the theme of the project, which has a clear structure. The themes are subdivided and regarded as tasks for students’ project work. The project work can be fulfilled either individually or in groups. When working on the project, each student reveals their own activity and individuality regardless of their linguistic abilities. During the project period students collect and analyze a great amount of work on the theme and create audio and visual presentations. Upon completion of the project, students deliver their presentations using multimedia.

7. “ROUND TABLES”, “DISCUSSION”, “DEBATES”

These teaching methods generate public discussion of a problem. They can be used for consolidation of the prior learned material and teach the culture of conversation.

The “Round Table” technique promotes an exchange of views on a given topic between groups or students.

The “Discussion” method creates an opportunity for each group to defend their point of view, expressing different opinions on problematic issues. Students choose to support or oppose each other. The final stage of the discussion is in reaching a conclusion that satisfies the majority of participants.

“Debates” are public speeches when two competing groups oppose each other and in the course of communication there cannot be suggested only one definite answer to the given question. It is necessary to persuade a neutral third party, that the arguments of one group of students are more convincing than the arguments of the other group.

8. «CASE-STUDY»

This method is used, as a rule, at the end of a lecture or thematic unit. The teacher sets a task for students in the form of a case in order to analyze a particular professional situation, search for alternative decisions and make a right decision using the acquired theoretical knowledge. The procedure of this method is the following. First, several groups are formed. Then, an expert who is appointed for each group suggests a way of solving the problem that should be supported by the members of the group. Finally, after having the experts’ discussion of all the possible solutions to the problem, the results of the lesson are revealed. The students decide on the best solution of the problem. If necessary, at the end of the lesson the teacher announces the final conclusion.

Case-study method allows to relate theory and practice, develop skills in evaluating alternatives in problem solving and show independence in decision-making.

9. “BRAINSTORM / BRAINSTORMING IDEAS”

This method implies accepting any of the student’s answers on the given question. It is advisable to record the answers before their explanation. Then it is necessary to discuss all the answer options choosing the main ones. This method is recommended to be used both individually and in groups.

10. “VIDEOCONFERENCE”

Videoconference allows all the participants of an educational process to communicate by means of Internet technologies in real time, share the information with each other and discuss it in an interactive mode.

The process of interactive teaching and learning is enhanced by using such methodological tools as video and audio materials, multimedia computer programs (including those in contemporary methodological sets), OHPs, IWBs and numerous Internet resources. These teaching aids create a sense of presence in the authentic linguistic and professional environment.

Using interactive methods in the educational process is the right way for continuous professional development. Studying this or that interactive method, a teacher defines its pedagogical potential or possibility of using. If necessary, not only one method but a combination of methods can be applied in the teaching process or a new method of interactive teaching is created. And therein lies the innovative activity of the teacher.

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