MODERN METHODS OF TEACHING FOREIGN LANGUAGES IN THE 21ST CENTURY
MODERN METHODS OF TEACHING FOREIGN LANGUAGES IN THE 21ST CENTURY
Yana Vdovichenko
Bachelor of the Philological Department Kostanay Regional University named after A. Baytursynov Pedagogical institute named after U. Sultangazin,
Kazakhstan, Kostanay
The learning process is a complex process that involves, first of all, the mutual activity of the teacher and the activity of students. In modern conditions, it is necessary to pay great attention to the development of students' creative abilities, their cognitive needs and interests. Teaching as a guide involves the presentation, communication by the teacher of certain knowledge and management of the process of mastering it by all students of the class. Therefore, the teacher not only presents information on his subject, but also plans, organizes and controls the student's educational activities, develops the skills of educational work, thinking, abilities, and also the ability to apply knowledge in practice [1].
A special place in solving these problems belongs to the methods and techniques of teaching, which every teacher should be able to use competently. Without methods and techniques, it is impossible to achieve the set goal, implement the intended content and fill the training with cognitive activity.
Initially, when learning a foreign language, we assume the presence of traditional teaching methods, as a standard help was taught, suggesting using the classical methodology designed for effective language learning [2]. Over the years, new techniques were introduced into the main program, old, less effective approaches to training were eliminated.
At the present stage of education, a modern teacher will prefer to use well-known innovative methods that show high efficiency in learning a foreign language. Using new forms of learning, the teacher increases the student's interest and his desire to continue learning in cognitive matter, considers each in detail and determines the features of learning [3].
Nowadays, we can mention five the main types of teaching foreign languages that are used all around the world but few people know about them: the case method study, communicative method, silent way,
The case study method - this is a method of active analysis of a problem situation, based on learning by solving specific situational problems. The essence of the case study method: students divided into groups should analyze the situation and develop a practical solution; the end of the process is the evaluation of the proposed algorithms and their discussion within the framework of a general discussion in the context of the problem. This technique is used in classical education in foreign language lessons, where the case presents a life problem situation that students need to solve based on existing knowledge, practical experience and intuition. Since any situation has several solutions, there is a discussion of all possible solutions [4].
Communicative method - the most popular of the modern methods of learning foreign languages. This method is the most active for learning a foreign language, because the main purpose of this method is to teach a person to interact with other people in the target language, which implies all forms of communication: speech, writing (both reading and writing skills), the ability to listen and understand what the interlocutor said [5]. Improvement in learning factors is much easier to achieve if the student is literally "immersed" in the atmosphere of the target language and its main aspects. The communicative method is suitable for almost every student, as it allows you to learn a foreign language faster and more consciously.
Silent way - according to this method, the initial knowledge of any foreign language is a priori inherent in the person himself and he himself is able to achieve the desired level of knowledge. Following this technique, the teacher does not speak a word in the target language, so as not to confuse the students with their subjective perception of the language. When teaching pronunciation, the teacher uses special tables on which each color or symbol denotes a certain sound, and thus presents new words. Thus, knowledge of the language is formed at the level of the system of conditional interactions, down to the subconscious, which, according to the authors, should lead to brilliant results.
Audio-lingual method - this method is not ideal in terms of teaching as it is built on cramming. The training is based on the principle: heard-repeated. The teacher says a phrase; the student must repeat it exactly until his pronunciation reaches a certain level. Only after that the student has the right to add words and details from himself [6].
The functioning of each technique is presented in Figure 1:
Figure 1. Types and main objects of the presented methods
The use of these methods contributes to the development of the following aspects:
- to form positive learning motivation during the whole process;
- to increase the cognitive activity of every student;
- to assimilate a large amount of educational information;
- to reveal the personal and individual, universal capabilities of each student;
- to determine the conditions for their manifestation and development.
In order to assimilate all of the above new teaching methods and for concise use in an educational environment, teachers should turn their attention to the system (Total Physical Response), presented by James Asher, professor of psychology at the University of San Jose in San Jose, California. According to this technique, the professor presented a stress-free approach to language learning, where he argued that each hemisphere of the brain can process information independently [7]. Asher has done a lot of brain researches in terms of the concept of the dual tasks of the brain in the process of learning a foreign language. According to Asher, a successful method of switching the brain can become a problem in any practical area of human activity. Thus, even with the use of the latest methodology, a student in a stressful atmosphere will not be able to learn the language to its fullest.
According to the professor, during the educational process a student normally uses four sectors of his brain and each method of teaching is able to positively influence on the development of a specific sector of the human brain. The process is presented in Figure 2:
Figure 2. The impact of the learning method on the brain
The beta level is the process of active memorization through learning. For the development of this part of the brain, the case method is perfect. In the process of this method, the student actively memorizes information through research.
The alpha level is the level of deep relaxation that is activated by listening to the audio recording as in the audio-linguistic method.
The theta level is suitable for the development of the student's communicative abilities, since this level is not very active, but at the same time affects our communicative development.
The delta level is the least active phase of learning, as in the method known as "silent way", for example, where the student learns unconsciously.
As we managed to find out, in the 21st century we have various types of modern methods that are suitable for each individual student, depending on his abilities and level of development. The decision remains with the teacher.
References:
- Yakovleva A. N., Melnichuk O. A. (Yakutsk, Russia) Motives for increasing the pedagogical competence of teachers and teachers of foreign languages. 2017, p. 160.
- Pochinok T. V. (Gomel, Belarus) Assignments for Teaching Intercultural Communication. 2020, p. 150.
- Shilova O. V., Grigorieva E. N. (Cheboksary, Russia) Development grammatical skills in individual teaching English at the intermediate stage. 2020. p 351.
- Bonney, K. M. 2015. Case study teaching method improves student performance and perceptions of learning gains. Journal of Microbiology & Biology Education. 2016 (1): p. 25.
- Pavlov M. A., Grigorieva E. N. (Cheboksary, Russia) Diagnostics of the level of formation of information and cognitive competence of the multilingual personality of the student. 2017, p. 23.
- Cook J.L Gethin, A., Mitchell, K., A New Proficiency in English, Blackwell, Oxford, 1967, p. 41.
- Asher, James, Brainswitching, A skill for the 21st Century Sky Oaks Productions, Inc. Los Gatos,California, 1988, p. 246.