Lecture the problems of linguodidactics in teaching foreign language methodology in ongoing education lecture outline

Fishbowl is a strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle or fishbowl, students have a discussion; students in the outer circle listen to the discussion and take notes.
This engaging and student-centered strategy builds comprehension of complex texts/ideas while developing group discussion skills. In the “fishbowl,” students practice responding to multiple viewpoints. Observations from students in the outer circle provide insight into what makes for effective small-group discussions. Research supports the use of fishbowls as an effective way to engage students with a range of abilities and in multiple settings.


Cluster
Cluster-Method serves for stimulating brain activity. Spontaneous thinking is free from any censorship. It‘s graphic strategy for semantic explanation of the material. Thoughts are not crowded but clustered in special order.
Procedure:
 Key word/term/phrase;
 Noting words coming into mind spontaneously around the key one. They are circled and linked with the key point.
 Each word forms new point for further associations. Thus new associative chains are created.

Method “know/want to know/ have learnt”
Thia strategy may be applied for reading or listening to the lecture. Learners draw table of three columns - know/want to know/ have learnt. The same table is established on the blackboard.
 Column ―know‖ contains main information due to the topic (after topic discussion).
 Column ―want to know‖ is for inserting disputable ideas and questions about the topic learners want to know the answers.
 Column have learnt is for noting everything got from the text placing the answers in parallel to questions from the second column, and extra information is located beneath. Then information is discussed by the group and the results are inserted into the table.
The strategy was first developed by Ogle in 1986 on the basis of the idea that language learners gain knowledge by constructing meaning. As pointed out by Ogle, some researchers agree that good learners relate their prior knowledge to new information, reorganize it, and create their own meaning. Furthermore, she emphasizes that KWL strategy provides a framework for learning which can be applied across content area to help them construct meanings. In addition, the strategy is designed to be used by a teacher and group of students working together. It later may be directed to a method for students’ independent study. In implementing the strategy, the teacher initially conducts an oral discussion of each of the components of KWL and lets the process continue to students’ individual writing of their own ideas and questions on a personal worksheet.

INSERT
This method is used on stage of content cognition.
I — interactive
N — noting
S — system
E — effective
R — reading
T — thinking
It ‗s marking reading text by special symbols
“V” — knew
“-“ — think in another way
“+” — new
“?’ — don‘t understand & have questions
«!» - want to know
 During reading marks are pointed on the margin
 Fill in the table where symbols are names of the graphs в которой значки
 Information from the text is inserted into the table briefly