Table 2. Advantages and disadvantages of traditional model of FLT
Advantages
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Disadvantages
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- teaching process and students' activity are strongly controlled by the tea
- effective distribution of time;
- strong discipline during the lesson;
- results of teaching depend on teacher's qualification and authority,
- rule-instructions help to acquire language items and their usage in the oral and written speech.
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- students are passive at the lesson;
- strict control of the teaching
process by a teacher is an obstacle for existing motivation;
- the lack of direct communication of the students with a teacher;
- comprehension of the students in the class is different and this influences the results of teaching;
- lack of conditions for making decisions;
- class-centered teaching and lack of individual approach at the lesson.
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Innovative model of teaching and learning gives teachers more advantages, but it has also disadvantages (See Table 3)
Table 3. Advantages and disadvantages of innovative model of FLT
Advantages
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Disadvantages
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- guarantees successful results in teaching;
- creates favorable situations for practical use of the target language;
- gives various ways of explaining the teaching material;
-increases motivation for learning and communication;
- gives opportunity for the formation of students self-appraisal,
- intensifies positive attitude of students to the teaching material and teaching process;
- helps to create students critical thinking and solving problems skills;
- provides opportunity to use authentic material and to create real life situations for communication.
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- takes much time;
- gives much noise during the lesson;
- creates weak control or management of the teaching recess by the teacher.
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In our conditions the Communicative language learning and teaching has been still considered as an innovative model of teaching. Within the Communicative language teaching the goal is to enable students to communicate in the target language. In this case the following question is appeared, “What knowledge and language skills are necessary to communicate in the target language?” The answer to this question was found in the book written by Diane Larsen-Freeman (2003; 128).
To do this students need knowledge of the linguistic forms, meanings, and functions. They need to know that many different forms can be used to perform a function and also that a single form can often serve a variety of functions. They must be able to choose from among these the most appropriate form, given the social context and the roles of the interlocutors. They must also be able to manage the process of negotiating meaning with their interlocutors. Communication is a process; knowledge of the forms of a language is insufficient.
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Within this approach students use the language in a great deal through communicative activities such as games, role plays, problem-solving, information gap and others. In real communication, a speaker has a choice of what s/he will say and how s/he will say. If communicative activity is tightly controlled the students could only say something in one way, because speakers have no choice. Let’s compare the data given in the Table 4.
Table 4. Traditional and communicative approaches in F LT
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