Koleichyk Oksana,

Senior Teacher of Foreign Languages Department

Chernihiv State Institute of Economics and Management (Chernihiv, Ukraine)

some important tips for teaching foreign LANGUAGEs LEARNERS

Good teaching in all subject areas is employing basic techniques that assist all students in learning. Some of these techniques, such as paired and cooperative learning and hands-on instruction, are ways of differentiating instruction that help meet the needs of a variety of learners. There is no doubt that instructional delivery becomes more of a challenge when there are students whose native language is not the foreign one, speak clearly and in standard foreign language.

1. Learn and use the student’s name.

From the psychological point of view, anyone likes his name, it’s the most important part of each personality. Students tend to say their names quickly; ask them to repeat their name slowly, and tell them you want to learn how to say their names correctly.

2. For high school students, ask the student what he or she would like to be called.

At the high school levels, some students intentionally change their names to English names because they want to blend in with their foreign classmates. Honor their choices and encourage them to join the culture of the country.

3. Position yourself so that the student can see your face when you are speaking.

Language learners rely on both verbal and nonverbal cues. Therefore, beginning will want to watch your mouth when you speak since they are not only hearing the pronunciation but they are also watching the words as you form them with your lips. Also, speaking while facing away from the class can muffle your voice, for example if you are speaking toward the chalk board or wall. Additionally, novice students rely not only on being able to see your mouth when you are speaking but also on watching your face for other nonverbal cues to meaning.

4. Assign a "buddy" to the student.

These buddies should be strong students who will help the student become inducted into the class and into the school. Initially, seat the learner next to the buddy so that the buddy can guide the student and answer questions at any point in the class in as unobtrusive a manner as possible.

5. Comprehension precedes production.

Beginning students understand more than they are able to produce orally. Look for other ways for students to demonstrate comprehension. If the teacher’s teaching the science concept of the water cycle, have the student put visuals in the correct sequence of the water cycle to demonstrate comprehension of the topic. Ability to verbalize will follow. Also, do not simply ask students "Do you understand?" to check for comprehension. They will almost always say "yes" to avoid embarrassment. Rather, ask students to demonstrate (if they are preverbal) or to repeat what they understood you to say.

6. Keep a student’s linguistic ability in mind when selecting reading assignments.

Learning to read is a major key to any student’s success. Research says that to remain academically competitive, a student should be able to read at grade level by the end of the second grade. The teacher must plan for differentiated instruction. For example, teachers can help beginning language learners read for key points or underline topic sentences. You can also provide students with essential core vocabulary words for the lesson. The number of words should be manageable so that the student does not become overwhelmed.

7. Speaking louder does not aid in comprehension.

Unless the student is hearing impaired, speaking louder does not aid in comprehension. Also, speaking in an exaggerated, slow fashion only embarrasses the student and does not facilitate comprehension.

8. Proper explanation

Proper classroom explanation is needed by the teacher, so the students can well understand what is expected of them (Harris). In the foreign languages classroom this is more apt to create anxiety because the explanations are given in another language that takes even more effort by the students to comprehend than their own language. A well-planned lesson is essential. The teacher must be creative and flexible. Depending on the nature of the class and the students' levels, the dynamics of the class must be appropriate. The lessons must be very simple, yet fun and interesting, with a lot of changes from a writing exercise, to a speaking, a listening, back to writing, and so on, all in the same class. The students' span of attention and levels are lower, so if something is a bit challenging they don't have what it takes to do it. Unlike the first year boys who enjoy challenging materials and will try harder to understand some things on their own.

9. Relevant materials

The material must also be relevant to the students. It’s important to use vocabulary that the students can relate to and material they would find interesting. With any classes this is rather difficult but try to introduce relevant material. Another very important part of proper classroom instruction to keep a low affective filter is to keep it simple and structural. If a student needs constant individual instruction or he simply understands less than the other students, keep lesson points simple, slow, and repetitive, usually after the other students have started on the exercise. When he feels the task at hand is achievable, he will work diligently towards finishing. While introducing a lesson, sometimes focus on him and keep trying until he understands.

10. A smile is international.

A smile from the teacher is worth far more than the time and energy it takes. Smiles help to assuage fears and doubts.

In conclusion, we need to remember that every student yearns to be successful. Teachers therefore must provide ways to help students achieve their academic goals. We are able to facilitate student success when we return to the original premise of this article: good teaching is good teaching. By incorporating a variety of teaching styles, accommodating instructional delivery, and motivating students to learn, we are best able to help foreign language learners reach their goal of becoming competent and productive communicators in the language.

Literature

1. Bantjes, Leon "Motivation in the Classroom." Engines for Education. 1994. The Institute for the Learning Sciences, Northwestern University.

2. Harris, Robert "Some Ideas for Motivating Students." Virtual Salt. 12 March 1991. - 30 Sep. 2001.

3. Robb, Laura "Whole Language, Whole Learners." William Morrow and Co. 1994.