Lecture 1: General problems of Foreign Language teaching

4. Literary-artistic translation is (a translation which requires special skills and knowledge and it cannot be included in school syllabus requirements.
Translation may be of two kinds: written and oral. The both may be used with the aim of checking pupils’ comprehension, and their knowledge of vocabulary and grammar.
In conclusion, it should be said that translation is a means of teaching a foreign language and, as such, its various types and kinds may be recommended. The choice depends on: (1) the objective of the lesson, (2) language material, (3) stage of instruction, (4) pupils' age, (5) pupils' progress in the target language, (6) time the teacher has at his disposal.

LECTURE 15: Interactive methods of teaching English (4 hours)

Plan:
1.The role of Interactive Methods in teaching English.
2.Techniques of Interactive methods: brainstorm, focused questions, cluster, discussion.

3. 
   Interactive Principles
   

At the heart of current theories of communicative competence is the essentially interactive nature of communication. When you speak, for example, the extent to which your intended message is received is a factor of both your production and the listener’s reception. Most meaning, in a semantic sense, is a product of negotiation., of give and take, as interlocutors attempt to communicate. Thus, the communicative purpose of language compels us to create opportUnities for genuine interaction in the classroom. An interactive course or technique will provide for such negotiation. Interactive classes will most likely be found:

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  Doing a significant amount of pair work and group work
  
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  Receiving authentic language input in real-world contexts
  
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  Producing language for genuine, meaningful communication
  
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  Performing classroom tasks that prepare them for actual language use “out there”
  
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  Practicing oral communication through the give and take and spontaneity of actual conversations
  
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  Writing to and for real audiences, not contrived ones.
  

The theoretical foundations of interactive learning lie in what Michael Long (1985, 1996) described as the interaction hypothesis of second language acquisition. Going beyond Stephen Krashen’s (1985, 1997) concept of comprehensible input, Long and others have pointed out the importance of input and output in the development of language. As learners interact with each other through oral and written discourse, their communicative abilities are enhanced.
The word "interactive "comes from English "inter" meaning "mutual" and "act" - which mean, "to do something". Interactivity means the ability to Unite and have conversation dialogue with somebody (a person) or something (with a computer, for example ).Interactive teaching is first of all, the teaching in the form of a dialogue, when the interaction of a teacher and a student, a student a computer is realized (9, p=5)
In Interactive activity, there is no domination of one person over the other, one idea over the other. The students learn to solve complex problems on the basis of the analysis of circumstance and information take into consideration some alternative ideas take an active part in the discussion and debates and communicate with each other. Almost all students are involved in the communicative process and they have opportUnities to understand and reflect to what they know land think. They learn to listen to each other's opinion and ideas and respect them. The value of the Techniques of interactive methods is in the following: students not only express their ideas and tell their opinions but they also can refuse from them and accept their opinions and ideas of their partners.
The Interactive activity is focused on the main 5 elements: positive interdependence, personal responsibility, promoting interaction, habits of cooperative learning, and work in groups.