Innovative approaches to teaching foreign languages



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2Innovative approaches to teaching foreign languages

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Learning a foreign language is a rather laborious process that requires large energy. Due to psychological and age characteristics, adult students often experience difficulties in mastering a foreign language. As a result, their motivation is reduced. They feel uncomfortable, it is difficult for them to concentrate. Monotonous memorization and pronunciation of lexical material do not give a stable result[4,89]. Thanks to the use of modern sources in the learning process, adult students become more motivated, they awaken an interest in learning and a desire to speak the language that they are learning as soon as possible. As they listen to native speakers online, they develop audiovisual skills and they gradually realize that they began to understand at first individual words, and then whole lines.
Communication skills develop faster and this makes the learning process interesting, unobtrusive and easy. Let us define the concept of "pedagogical technology". “This is a set of techniques in an area of ​​pedagogical knowledge that reflects the characteristics deep processes of pedagogical activity, features of their interaction, the management of which ensures the necessary efficiency of the educational process "[5,78]. Complementing traditional teaching methods, which, despite the "digitalization of education”, are fundamental in the learning process, modern pedagogical technologies contribute to the formation of communicative communication skills in a foreign language, reveal the creative potential of an adult listener, and help increase interest in the language being studied.
With the introduction of a computer in the process of teaching foreign languages, there were such concepts as "computer learning of foreign languages",
"computer lingo-didactics", etc. Access to foreign language sources contributes to the diversity of the educational process, the creation of an authentic language environments conducive to interpersonal communication of adult learners.
The use of interactive resources contributes to the intensification of the process teaching foreign languages. Thanks to the use in teaching foreign languages ​​of multimedia resources, the process of mastering the student accelerated speech skills, and communication with a teacher via the Internet increases a level of self-education of students.
Of greatest interest there are training videos that contribute to the gradual development of speech material. Using this video as an example, let's look at how it can be used in the classroom. At the stage "preview" the teacher distributes to the students prepared in advance methodological developments with lexical material. Trainers become familiar with new vocabulary. Next, the tutorial video starts. At the first watching the video, adult listeners try to understand the general meaning of what they heard. At the second listening, the teacher stops the video for working out the most difficult replicas for a better understanding. At the same time, students should try to reproduce the heard remark. At the stage “post-viewing” the teacher asks questions: “Who? What? Where?" etc. and on. At the final stage, students read aloud a pre-prepared the text of the video they listened to. Further work is being done in pairs. Students must reproduce what they have heard and worked through[6,91]. Material can be in a dialogic form. The only homework left is consolidation of lexical material and independent viewing of the video and speaking aloud all the key authentic replicas of native speakers. A few decades ago it was not possible to listen native speaker in real time, but today thanks to modern technologies, it becomes ubiquitous in teaching foreign languages. This contributes to the rapid mastery of the speech skills of a foreign language.
The need for a language curriculum that would allow students to utilize the second language in everyday settings led to the development of communicative language education in the 1980s. Prior until now, the primary focus of foreign language instruction has been on grammatical proficiency rather than on improving students' communication and interpersonal skills. Role-playing is a well-liked CLT pastime. Role-playing has a lighthearted element that allows pupils to practice speaking without feeling under pressure. You may, for instance, give your kids parts to play or let them choose the location. Pick a subject that your pupils will find interesting or that relates to other concepts covered in class. As a result, role-playing will be included into language classes rather than being used as a standalone activity.

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