|
Suggestopedia
—
the theory underlying this method is
that a language can be acquired only when the learner is re-
ceptive and has no mental blocks
Total Physical Response
(TPR) —
it works by making
the learner respond to simple commands such as «Sit
down», «Open the door», «Come here».
Communicative language teaching (CLT)
—
the aim of
this method is to enable the learner to communicate effec-
tively and appropriately in the various situations she would
be likely to find herself in.
“Young Scientist”
.
#16 (150)
.
April 2017
413
Philology
The Silent Way
The reason why it is called like this is that the aim of the
teacher is to say as little as possible so that the learner can
be in control of what he wants to say. The mother tongue is
not used.
There should be no blocks between teacher and stu-
dent in this method because of attempts to build strong per-
sonal links between them. There is much talk in the mother
tongue which is translated by the teacher for repetition by
the student. As we see, all these methods have advantages
and disadvantages. So teachers should try to involve all of
them while conducting lessons. Furthermore, there should
be learning environment which is connected with all range
of components and activities within which learning happens.
According to T. Warger, G. Dobbin, «The term learning en-
vironment encompasses learning resources and technology,
means of teaching, modes of learning, and connections to so-
cietal and global contexts». Teachers should specify a lan-
guage environment that provides «optimal» conditions for
teaching effectively a foreign language at universities, taking
into consideration particular physical, cultural and language
contexts.
Globalization and informatization of this quick going cen-
tury have resulted most difficulties in teaching a foreign lan-
guage and the increasing prominence of languages for effec-
tive communication in the global arena is knowing how to
model a language course into the educational environment
so that students’ skills in a foreign language grow in a way
that enhances their education, language and personal devel-
opment and matches their general field of expertise; how to
design and apply teaching materials and tasks; what relevant
resources to choose that improve the learners’ ability to in-
teract with people from other cultures in a foreign language.
Nowadays for all university students it is very essential that
the content of teaching a foreign language includes related
themes and problems, and is aimed at the acquisition of not
only various types of knowledge but also some specific target
skills. They include study skills, critical thinking, commu-
nication skills, cognitive skills, self-reflection skills, and in-
dividual and team-work models of communication. Indeed,
the main goal of modern educational system is to bring up
a sophisticated and versatile professional who can effectively
and independently work in any uncertain, complex context in
the modern community. So today the competence-based ap-
proach has been accepted according to which learning a for-
eign language is an essential element in the wide range of
target competencies which should lead the learner towards
the development of a communicative competence. We can
see it as a framework comprising grammar / linguistic com-
petence (knowledge of grammar rules, lexis and phonetics),
pragmatic competence (the ability to use language appro-
priately in different social situations), strategic competence
(knowledge of how to get out a message in a variety of cir-
cumstances). Moreover, social-cultural competence (knowl-
edge of national culture and behavior, national mindset and
values etc.) also can be added. It is based on linguistic com-
petence, which has always been and still is the cementing
foundation of the ability to use a foreign language in an ap-
propriate way.
There have been a lot of study in the field of second lan-
guage acquisition and as it had its systematic origins in
the 1950s and 1960s one of the most outstanding scholars
Gass states it as a young field. It is the study of how we are
able to learn languages and an understanding of it is im-
portant in order to know how to teach effectively.. The phe-
nomenon in the methodology of teaching foreign languages
is known as ‘de-automation of the skill’. Because of little
attention, lack of practice, fatigue, highly emotional state,
high tempo of work etc. automated skills can fail,. That’s
why, they have to be reautomated again. The actualization
may be observed only when the learners involve their own
knowledge and get enough experience through practice. In
this way learners can acquire the language independently
without teachers.
At the end of the article it would be great to mention that
thanks to the great attention to the teaching second lan-
guage the interest in learning foreign languages is rising dra-
matically nowadays. There are enough opportunities for the
youth to enhance their knowledge and find their place in the
community.
References:
1. Richards, Jack C.; Theodore S. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge UK:
Cambridge University Press. ISBN0–521–00843–3.
2. Horst and J. M. Pearce, «Foreign Languages and the Environment: A Collaborative Instructional Project», The
Language Educator, pp. 52–56, October, 2008
«Молодой учёный»
Do'stlaringiz bilan baham: |
