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

PhD Konyaeva L.A

Kemerovo State University, Russia

Interactive foreign language teaching and learning

Language teaching came into its own as a profession in the last century. The emergence of the concept of methods of language teaching was central to this process. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods preoccupied teachers and applied linguists throughout the 20th century. Foreign language learning is basically a process of mechanical habit formation. Good habits are formed by giving correct responses, by memorising dialogues and performing pattern drills, the chances of producing mistakes are minimised. Language is verbal behaviour that is the automatic production and comprehension of utterances and can be learned by inducing students to do likewise. Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form. Explanation of rules is not given until students have practised a pattern in a variety of contexts. Drills can enable learners to form correct analogies.

The concept of interaction is presumed to be fundamental for the development of communicative methods of foreign language teaching. It is widely recognized that communication, which proves to be an indispensible part of language learning, is realized more successfully in the contexts of interactive classes. So, interaction can be defined as a tool used to organize communication between the learners. A more or less classical formulation of methodology suggests that it links theory and practice. Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, and approaches are language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom [4].

Teaching a language involves teaching aspects of the cultural system of the target language. According to R. Allwright, interaction may be understood as the social nature of school pedagogics [1, p.18]. What is more, interaction is necessarily involved into the social behavior, and, therefore, into the nature of the processes of teaching and learning. Furthermore, interaction requires a simultaneous participation on the part of learners and a teacher in the process of education. One of the teachers’ major concerns while planning a lesson is how to create comfortable and favorable conditions for students’ interaction.

The approach to the teaching of grammar is inductive rather than deductive.The meanings of the words are learned only in word clusters, the linguistic and cultural context are not in isolation. Short range objectives include training in listening comprehension, accurate pronunciation, recognition of speech symbols as graphic signs, and ability to produce these symbols in writing. Long range objectives must be the language as the native speaker uses it. Analogy supplemented by analysis provides a better foundation for learning.

Learners and teachers play different roles. Learners play a reactive role by responding to stimuli; they are learning a new form of verbal communicative behaviour; are encouraged to initiate interaction. Teacher models the language; controls the direction and pace of leaning and corrects the learner’s performance; кeeps the learner’s attentiveness by varying the teaching styles, drills and tasks and choosing relative situations to practise structures.

The team-teaching approach allows for more interaction between teachers and students. Faculty evaluates students on their achievement of the learning goals; students evaluate faculty members on their teaching proficiency. Emphasis is on student and faculty growth, balancing initiative and shared responsibility, specialization and broadening horizons, the clear and interesting presentation of content and student development, democratic participation and common expectations, and cognitive, affective, and behavioral outcomes. This combination of analysis, synthesis, critical thinking, and practical applications can be done on all levels of education, from kindergarten through graduate school.

Working as a team, teaches model respect for differences, interdependence, conflict-resolution skills and personal responsibility. Team members together set the course goals and content, select common materials such as texts, newspaper articles and films, and develop tests and final examinations for all students. They set the sequence of topics and supplemental materials. They also give their own interpretations of the materials and use their own teaching styles. The greater the agreement on common objectives and interests, the more likely that teaching will be interdependent and coordinated [2].

To conclude, consideration of the aspects mentioned above every time while a teacher is planning a lesson may facilitate a team’s work organization and greatly improve the quality of the target material acquisition. Deciding upon which method to implement the teacher should consider a lot of impinging factors. Research suggests that the best approach is principled eclecticism. This is not a method in itself but the use of different methods and/or different techniques depending on factors such as learner’s age and needs; the goals and objective set, the available materials, and the teacher’s views about what learning and teaching encompasses.

Literature:

1. Allwright R. L. The importance of interaction in Classroom Language Learning / R.L. Allwright  // Applied Linguistics. – № 5/2. – 1984. – P. 156 – 171.

2.  Jones L. The student-centered classroom / Leo Jones. – Cambridge University Press, - 2007. –  41 p.

3. Richards J. C. Professional Development for Language Teachers: Strategies for Teacher Learning. - Cambridge University Press. - 2005. – P. 202

4. Rodgers T. S. Approaches and Methods in Language Teaching/ T.S. Rodgers /Cambridge Language Teaching Library, Washington, DC. – 2001. – P. 278

5. ECRIF: Seeing Learning – Overview - [Electronic resource]. – Access mode: http://www.ecrif.com/