Филологические науки/1.Методика преподавания языка и литературы

Grechok L.M., GrushaT.I. Chernihiv State Institute of Economics and Management,Ukraine

MODERN METHODS AND TECHNOLOGIES OF TEACHING FOREIGN LANGUAGES

Requirements for our country in skilled specialists who are able to establish business contacts and business cooperation with foreign partners, specialists who speak a foreign language at a professional level, reflected in work training university programs of the country.

Foreign language today is not just part of the culture of a nation, but it is the key to success, the future successful career of students. It is important to know the latest methods of teaching foreign language for ionstructors, special educational techniques and methods to optimally choose a particular method of teaching according to the knowledge level, needs and interests of students. That’s why learning methods are not some simple "alhorytm units", their rational and reasoned use of foreign language lessons requires a creative approach on the part of the teacher, because "education is the science and art at the same time, so the approach to the choice of teaching methods should be based on the creativity of the teacher". Teaching methods - is "organized ways of teachers and students for the effective solution of educational problems." The method of teaching was a "tool of teachers to perform managerial functions - learning". Implementation method of teaching is done through the use of several methods of instruction, a variety of approaches and working techniques. "Methods of teaching - a set of specific learning situations that promote the intermediate (secondary) objectives of specific method".

Unfortunately, in practice,teachers of foreign languages often use the time-tested standard teaching methods. Sometimes the process of language teaching as it does not hurt, continues to be "somewhat modernized version of" grammar-translated method. The requirements as to foreign language lessons will change over time, develop new teaching methods.

Сommunicative method

Study objective: acquisition of communicative competence. Training content: texts should show the conflicts that encourage students to express their own opinions. Management training is done not through grammar but directed communicative intentions (intentions). Student finds himself at the center of learning. Language plane: the dominance of language production over linguistic accuracy, correctness, errors are allowed. Language becomes a means of communication. Exercise is a communicative orientation. Students learn "communication" in the process of communication itself. Accordingly, all activities and tasks should be communicatively justified by lack of information, choice and response. Advantages of the method: students improve skills of speaking, overcome fear of mistakes. Disadvantages of the method: not given proper attention as the language, communicative competence is rather quickly reaches its limits.

Constructivist method

Study objective: The method is actually active student learning. The task of the teacher is not to teach but to facilitate the learning process. Lesson acts like oriented activity. Training content: proximity to reality of students, motivate students to construct their knowledge (for example, the project activity). Language plane: most extensively. Exercises: production of language is at the heart of learning. Advantages of the method: to prepare students for real life and real life situations. Disadvantages of the method: at present not yet emerged quite clearly. An example of the constructivist method can serve as a learning project. In the method distinguish traditional and alternative teaching methods. The term alternative methods grouped a number of different approaches, techniques, methods of transmitting speech. There are alternative methods, as a method of complete physical reactions (Total Physical Response), suggestive method, dramatica pedagogical method, silent method, group method.

Method script (storyline method)

This method is based on a combination of planned educational contents - for example:-Goods- Shops - Sale with the interests and ideas of students. Getting "pulses" of teachers (called key questions), students contribute to the creation of history. This method does without text books. It is a creative planning, selection of hypotheses, experiences, systematization and presentation of work. Designed story also contains elements of drama and role play. Teacher sets a framework of action representing individual episodes. Students put their questions and find the answers themselves.

Signs of project method: focus on action, teamwork, self-organization of students, situational orientation, interdisciplinarity (interdisciplinary projects), integrity - the project is considered as a whole, focus on the product and the result.

The main phases of the project:

1. Initiation - the invention of the idea for the project

2. Start of project

3. Conducting of project

4. Presentation of results

5. Evaluation (reflection) of the project

The method of teaching at the stations

This is an educational technology in which students complete work on educational material that is arranged in the form of stations (students receive work plans with mandatory and optional tasks). When you train at the station the students have a choice regarding the division of time, sequence of tasks and social form which is used (individual work, pair work, group work). Thus, students using this method learn to manage their time, learn to self-esteem, analyze their own educational success and to plan and execute phases of work.

Method of simulation

Especially learning a foreign language students of economic specialties of universities can successfully apply the method of simulations. In cybernetics the term is used for the modeling and simulation of reality. In education we are talking about different business simulation games that enable students to practice their skills, apply knowledge to the solution of a problem in the so-called "safe environment", which simulates real situations, such as in business, work for the company. Simulation allows students to try out in certain roles - leader, president of the company, gives it possible to investigate the system of a company. Before the participants of the game certain tasks are put - to achieve profit growth company, sign a contract to sell the shares and so on. Through simulations formed strategic planning skills in students develop teamwork, conduct negotiations, persuade business partner.

The method of role-playing game

Roleplay is an active teaching methods, means of developing communicative abilities of the student. Roleplay connectes with the interests of students, it is a means of emotional interest, motivation of training activities. Role play is an active way of learning the practical knowledge of a foreign language. Role play helps to overcome language barriers of students, increases the volume of their speech patterns. This is study in action.There are many forms, types of role-playing at foreign language lessons. For example, you can use role play during "The Interview" where students take on the role of employer and employee.

From all the above, it can be concluded that for teachers it is important to improve constantly their knowledge about methods of teaching foreign languages to implement their own teaching practice of innovative educational concepts to keep up with the times.

References:

1. Volkova N.P. Pedagogy: Training. - K. Akademvydav, 2007. - 616 p.

2. Kuz'minskii A.I., Omelianenko V.L. Pedagogy: Tutorial. - K.: Knowledge-Press, 2008. - 447 p.

3. Methods of teaching foreign languages in secondary schools: Tutorial / author's guiding S.Y. Nikolayeva. - K.: Lenvit, 1999. - 320 p.