1 Lecture

1. Teaching methodology

1.1 Methodology in foreign language teaching as a scientific theory

1.2 Approaches, methods and techniques

1.3 Syllabuses and course books

1.4 Educational technology and other teaching equipment

1.1 Methodology in Foreign Language Teaching as a Scientific Theory

MFLT (Methodology in Foreign Language Teaching) is a scientifically tested theory concerning the teaching of foreign languages in primary, secondary, profile-oriented schools and other educational institutions. According to A.N.Shukin “Methodology is a science which studies aims, content, means, methods, principles, organizational forms, acquaints with a culture of a target language and also deals with a process of learning, acquisition and up-bringing by means of FL”. Thus, it covers three main problems:

1. aims of teaching a FL (i.e. why to teach);

2. content of teaching (i.e. what to teach to attain the aims);

3. methods and techniques of teaching (how to teach a FL to attain the aims in the most effective way).

MFLT can be general and special. General concerns with teaching all languages. Special deals with teaching a particular language.

The word method primarily means a way of doing something. The word method has two meanings: 1) a branch of a science 2) a way of teaching. FLT Methodology has undergone many changes in the course of its development. There were different methods, trends, aims of teaching, content of teaching, different techniques, devices and approaches of teaching. A method is a generalized model of realization of the main components of teaching process, oriented on fulfillment of the main methodological task.

System of teaching - is a common model of teaching process, which corresponds to a definite methodological concept. This concept determines the selection of the material, aim, forms, content and means of teaching. E.g. system of teaching of H. Palmer (Speaking priority), M.West (Reading priority).

Approach - is a strategy of teaching FL (theoretical teaching). There are 4 approaches in Methodology:

1. behaviorism (based on intuition);

2. inductive-conscious (based on consciousness);

3. cognitive (usage of all cognitive mechanisms);

4. integrative (integration of previous 3 approaches).

Technology - is a complex of approaches, having a special purpose for getting effective result. E.g. project work, role plays, case technologies, pragma- professional tasks.

Principles – major guidelines emerging from the theoretical approach.

Procedures – (techniques, activities and exercises).

A technique – is a way to organize a learning procedure.

An activity – is a procedure of getting involved in learning.

An exercise – is a skill-developing procedure.

MFLT is closely related to other sciences such as pedagogy and didactics, psychology, linguistics and some others.

In MFLT we differentiate between aims (long-term goals) and objectives (short-term goals, immediate lesson goals).

Aims in foreign languages teaching

The importance of FLT can hardly be overvalued; its practical, educational and cultural value is great. Students extend their knowledge of the world, their philological outlook, their notion of cultures by comparing things in FL1, and FL2. It is important to understand what we mean by culture. Culture is a way of life. Culture is everything. It's the context within which we exist, think, feel and relate to others. It is the glue that binds a group of people together. Culture is an ingrained component of FLT.

A language is a part of culture and a culture is a part of a language. The acquisition of a FL is also the acquisition of a second culture. It is co-teaching of culture and language (со-изучение культуры и языка). Co-teaching of language and culture is implemented through content based and context-based language instruction. Content-based teaching of culture focuses on culture-related information, while Context-based instruction emphasizes real-world where people behave in a culturally appropriate way. Content-based teaching is knowledge-oriented instruction and context-based teaching is skill-oriented.

There are different approaches to organization of the process of teaching FL. The most known models are as follows:

M1-FL1+FL2 are taught concurrently (parallel) in the 1-11 forms (3 hours a week).

M2-FL2 is introduced in the 5(7) forms (3 hours a week).

M3-FL2 is taught in the senior forms (10-11) (3 hours a week). It is considered to be most rational.

Aims and objectives are the first and important consideration of FLT. Цель как закон, она определяет характер и способ действия. Every teacher should know exactly what his pupils are expected to do, to achieve in learning FL, what changes he as a teacher can bring about in his pupils at the term, school year. Aim is the result planned beforehand. Aim is the philosophical category. The aims in the FLT are planned by program.

There are three aims which should be achieved in FL teaching: practical, educational, cultural.

The practical aim: the acquisition of a FL as a means of communication.

The educational aim: through FL study we can develop the pupil’s intellect. Teaching a FL helps the teacher to develop the pupils’ voluntary and involuntary memory, his imaginative abilities and will power.

The cultural aim: learning a FL makes the pupil acquainted with the life, customs and traditions of the people whose language he/she studies through visual material and reading material; with the countries where the target language is spoken.

Nowadays we emphasize the integrative character of the aim in FLT. So, the aim in FLT is a complex, integral one and it implies 3 aspects according to S.S.Kunanbayeva:

• Pragmatic (Communicative) that consists in the formation of Intercultural Communicative Competence which means the ability and readiness to communicate, to use the target language as a means of communication on intercultural level;

• Cognitive that consists in the development of cognitive mechanisms of the learners (memory, perception, thinking and its operations);

• Pedagogical that consists in the development of "language ego", that is "личности субъекта межкультурной коммуникации" according to S.S. Kunanbayeva (2006).

Cognitive and linguistic development go hand in hand with the development of "language ego" in the process of FLT/L.

Aims are determined by the social requirements, by the requirements of people and society. According to the Conception of Foreign languages education development of Republic of Kazakhstan in every pupil we should develop a personality, capable of Intercultural communicative competence, so as to integrate in the system of world and national culture. We should develop language personality (Language Ego). What makes pupil “Language Ego”? It is ability to fulfill different types of speech activity and communication. “Language Ego” is a universal category of creating relations between people. The category of Aim is a developing category. The aims in FLT were not always the same. In the period when the dead languages were taught, when Grammar-translation method was domineering, the teaching of FL included reading and translation, development of logical thinking. Pupils were given a list of vocabulary, classical texts to translate from native to foreign or on the contrary, grammar rules to learn. They could never speak. With the development of capitalism, when it was necessary to know language practically, the direct methods appeared which aimed at teaching Speaking as a mean of communication. Nowadays the communicative aim in FLT at school is determined by the following factors: 1) the economic factors; 2) the political condition of society; 3) the requirements of the society; 4) general goals of education; 5) nature of the subject; 6) conditions (books, equipment, etc).

Content in FLT

Aims determine the Content in FLT (What to teach?). This cannot be denied. In different epochs there were different aims of FLT. Nowadays the Communicative-cognitive approach to FLT determines the following components of the content of FLT in general:

The first component psychological is habits (grammar, vocabulary, pronunciation) and skills which pupils should acquire (listening comprehension, speaking, reading and writing).

The second component is a linguistic one. It includes:

1. Language material (grammar, vocabulary, pronunciation)

2. Speech material, i.e. (spheres of communication, themes, texts, situations, speech patterns).

The third component – methodological component, i.e. the techniques which pupils should acquire to learn the FL in a most effective way. The fourth component is a socio-cultural (cultural background). The fifth one is an emotive component which means the learners’ interest to the subject. The content of teaching is laid down in the syllabus and realized in teaching materials and in the teacher’s own speech.

Principles in FLT

The modern process of FLT has greatly changed due to the new philosophy of education aimed at developing students' competences. The existing system of principles, in FLT has also undergone some changes.

What is a principle?

         According to C.C. Кунанбаева «под принципами... понимаются исходные положения, которые, реализуясь в содержании, организации, методах и приемах обучения, определяют стратегию и тактику обучения» (cм. «Современное иноязычное образование: методология и теории», Алматы, 2005, стр 47).

A principle (* lat. Principum) is a guide line to follow, a comprehensive and fundamental rule, doctrine or assumption / basis arid foundation of smth.

It is very important to define the basic principles of FLT. In order to definitely know strategy and tactics of implementing the new conception of FLT. As a Pedagogical science FLT Methodology is based on the principles of didactics, on the one hand, and on the other hand it has its own principles :as well. It is natural that we cannot deny these principles traditionally used in our Methodology but at the same time we should take into consideration the new ones. So, let as analyze the use of the principles traditionally used in FLT:

	Principles of didactics
Principles of FLT Methodology

G eneral principles Special principles Specific principles (in teaching

1. Communicativeness 1. Pattern Practice

2. Domineering role of exercises 2. Oral approach Auding

3. Integration and differentiation 3. Intensive study at Speaking

4. Native language basis the Primary stage Reading

4. Approximation Writing).

Every subject of instruction is based on the universal principles of educative instruction, principles of didactics: consciousness, activity, visuality, accessibility, durability, consecutiveness, systematicness.

The 7 didactic principles are independent and at the same time they are mutually connected. None of them must be overvalued to the detriment of any of the above mentioned. In each school subject these principles are applied specifically. For example, the principle of visuality is differently realized in diffident subjects: mathematics, history, foreign languages.

We shall now stop for a moment on the Specific application of there basic principles in FLT.

The Universal Principles of Educative instruction are chiefly realized through the contents of the texts and illustrations given in the text-books.

The Principle of Consciousness

implies such process of teaching when the linguistic phenomena of the language are taught consciously by means of comparing, explanations, demonstrations, historical comments to make the process of acquision easier, to prevent interference:

native

FL1 FL2

Comparisons contribute to the thorough understanding'of the material, since it causes the learners to observe and analyze linguistic phenomena.

For example, information of the origin of the article helps to understand their meaning; other examples: hand-arm.

The use of visual aids and graphic presentation contributes greatly to the conscious and intelligent assimilation.

The principle of consciousness must pervade the whole process of FLT, but it mostly refers to giving knowledge rather than to developing habits and skills because habits are performed automatically in the result of numerous repetitions and semiautamatically demanding certain knowledge and habits.

Consciously assimilated material is of no use if the learner cannot apply it in practice¹.

Consciousness does not; necessarily mean translation or imitation (which is always subconscious) FL

Teaching conducted according to the principle of conscious teaching widens the pupils' philological outlook .

In this case conscious teaching serves educational purpose.

If you don't know where you are going, there is no way to get there.

In order to ensure the assimilation of the language by the pupils the teacher must resort to explanation, demonstration and never allow mechanical cramming (or rote learning). Rules can assist and help.

The Principle of Activity (Activeness)

There is a Chinese Proverb saying:

«I can remember 20% - of what I hear,

I can remember 40% - of what I hear and see;

I can remember 80% - of what I participate in».

People learn a language most effectively through activity when solving problems, creating things themselves or when talking about personal experiences. Participation and flexible exploratory (creative) thinking should be encouraged. In accordance with the communicative -cognitive approach to FLT pupils must be actively involved with all their cognitive mechanisms such as memory (long - term memory and short - term memory), thinking and operations of thinking (analysis, synthesis, induction, deduction, comparison, etc) perception and others.

The principle of Activity (Activeness) requires activity of both, on the pant of the T and the learners: choral, individual work, work in small groups (problem - solving, project work, etc). But the T should bear in mind that students are different: extraverts and introverts display their activity differently.

In FLT - the principle of activeness is realized in the following ways:

1. From the very beginning pupils are taught living speech, not just sounds and words. Using living Speech, answering questions in a foreign language is actively using the language while pronouncing sounds and words is just passively following directions to reproduce things, not to create them.

2. Pupils are taught to think in a foreign language. Thinking is an active process.

3. In the early Stages of FLT the new material is introduced and activated orally. For this different types of oral exercises are used.

4. Throughout the FLT course! practice precedes theory.

5. A wide use of choral, individual work, work in pairs, work in small groups of three and four etc... that provide interaction.

6. Correction of mistakes should be sparing and not interfering. It is not necessary to correct every mistake.

7. Activeness is largely dependent upon interest.

Activeness is not self-sufficient. We must not neglect less active forms of work but rather effective (for example, imitative reproductions).

A Сhinese legend says: "Give a man a fish and he will eat it all day long; show him how to fish and he will eat all the year round".

As far as possible learners should be exposed to communication. From the 1st lesson teachers should teach their pupils how to communicate in English, not just how to pronounce this or that sound, how to do grammatical exercises or choose a, b, с d, the correct answer. To do this the T should give plenty of time to production activities which may have the following characteristics:

1.   gaps of different kinds

i nformation opinion reasoning

communication

gaps gaps gaps

2. variety of means of classroom organization, learner roles etc.

2. enjoyment; it is most likely that learners will be motivated if they find the activity stimulating and interesting.

2. integrated skills.

3. involvement in the actual process of the lesson.

4. creativity - giving the learners an opportunity to use the knowledge and skills in an individual and personal way.

5. atmosphere - creating a positive learning climate so that learners feel that they can participate and take risks.

Linguistic games and role-plays should be widely used in the process of FLT especially with little children: Games is their second world.

It is recommended to practice linguistic games and role-plays for the development of habits and skills.

Games excite pupils' interest and they help the Teachers to enrich pupils' vocabulary by memorizing words and expressions in the process of playing.

Methodologists recommend to introduce linguistic games, rhymes, twin - twisters at the end of the lesson, otherwise the pupils will not desire to return to the ordinary lesson again:

1. Inky, pinky, ponky. My daddy bought a donkey. The donkey died, daddy cried; Inky, pinky, ponky.

2. There was a young lady of Niger who smiled as she rode on a tiger. They returned from the ride with the lady inside and the smile on the face of the tiger.

3. Row, row, row your boat Gently down the stream Merrily, merrily, merrily, life is but a dream.

An activity or process involving a particular skill or quality and designed to achieve a result is called an exercise.

It is characterized by the following:

1. an exercise always has an objective;

2. it is always aimed at smth;

3. it presupposes numerous repetitions.

4. Any ex. is based on the formation of stereotypes; they must

5. provide the formation of habits;

6. the character of ex is different depending on what habits they form.

7. the minimum of ex necessary for the formation of habits and skills depends on certain conditions of teaching (learning). Ушинский: «Системность упражнений - есть первая основа успеха». The importance of a system of ex-s consists in the fact that it provides organization of the process of teaching and organization of the process of learning.

8. ex-s fulfill different functions depending on the objectives of FLT.

The idea of system of ex-s in FLT in our country was first advocated in the early 40-s - by (Грузинская) Gruzinskaya.

The Principle of Visuality

We know that attaching great importance to visuality or to the use of visual impressions in FLT is consistent with the psychological principle of associative memorization and with Pavlov's theory of the 2 signaling systems.

A wide use of visuality in teaching all the subjects is also a main requirements of Modern didactics.

object visuality

V isuality is of 3 kinds graphic visuality

language visuality

Role Play - is realization of language Visuality. Object visually consists in demonstration of object, actions, materials. Graphic visually consists in the of pictures, tables and diagrams, filmstrips, films, static and dynamic pictures, substitution tables (first recommended by Каменский, 1592-1670).

The Principle of Systematicness.

Every work requires being done systematically, not mechanically. The didactic principle of systematicness demands not Only planned and systematic work by the teacher but also the acquisition of systematic knowledge by the pupils.

In itself systematic or systematized knowledge is the same as theory. It implies relative completeness, generalization and classification.

The language systematized knowledge in Ph, Gr, Voc. promotes good results. The use of tables, cards, wall charts, etc. can greatly facilitate the attainment by the pupils; of Gr, Voc, Ph knowledge.

The Principle of Accessibility

According to this principle:

1. The material should correspond to the э е and mental powers of the learners; it should be neither too difficult, nor too easy or too childish for them; gradation of difficulties is also; an indispensable condition of accessibility.

2. it should be rightly dozed;

3. it should be properly graded.

The Principle of Durability

The Pr. of Durability stands apart from other didactic principles, in so for as it determines the nature not of the teaching but of the assimilation of the material by the pupils.

Durable assimilation or lasting retention by the learners is ensured by the observances the part of the T of all the didactic principles considered, especially that of systematicness.

Associations can be:

1. dormant, that is not is the field of consciousness, when not stimulated can be;

2. active or awakened - in the field of consciousness when the system of nerve paths to which they correspond has become excited in response to some stimulus.

Thus associations can be lasting or transient well memorized or soon forgotten.

Lasting knowledge and established habits are conditioned by repetitions of 2 kinds:

revision drills

Durable associations and established habits correspond to systems of well established nerve paths - in Pavlov's terminology of «dynamic stereotypes».

There are 5 conditions to be observed in repetition work:

1. the ex-s should be performed with entire attention and interest;

2. they should be done with complete accuracy in every detail. Practice brings speed. Accuracy first, fluency - next.

3. Lasting knowledge can be ensured by regular revision and ex-s persistently performed at regular intervals throughout fairly long periods.

4. Since established connections weaken with disuse, practice should not be discontinued as soon as retention or ability is attained but a certain amount of surplus work should be done to secure the permanent fixation and acquisition of the material.

5. Revision is effective if the material is presented in new ex-s and contents again and again.

The Principle of Consecutiveness

The sequence from known to unknown, from simple to more complex, from proximate to more distinct.

In accordance with the Conception of FL Education development in the Republic of Kazakhstan the following principles are to be realized:

1. The principle of continuity and succession in FLT education. In this respect the importance of the initial stage of FLT can hardly be overvalued.

2. The principle of communicative-cultural interaction;

3. The principle of problem and interactiveness in the organization of FLT, which makes pupils actively cognitively involved in the process of learning a language.

4. The principle of individual orientation in FLT which implies the use of various approaches.

5. The principle of fundamentality of FLT Education which implies profound language knowledge.

6. The principle of ensuring international standards of language learning level.

7. The principle of creativity and cognitive activity in FLL and FLT which implies the use of projects, role plays and other activities stimulating creativity and cognitive work of the learners.

8. The principle of reflexive regularity;

9. The principle of professionalism in FLT.

1. Scientific approach implies careful determination of what and how to teach to achieve the aims set by the syllabus. Since the leading role belongs to the practical aim, one of the main methodological principles is the principle of practical or communicative approach. It means pupils should be involved in oral and written communications throughout the whole course of learning the FL. Pupils are taught a FL as a means of communication.

2. The next principle is closely connected with the selection of the material and its arrangement to provide accessibility for language learning on the part of the pupils.

3. The principle of durability implies the ability of a pupil to keep in his memory linguistic and language material. The durability is ensured by vivid presentation of the material, by constant revision of drill, by the use of the material for communicative needs, by systematic control.

4. The principle of conscious approach to language learning implies comprehension of a linguistic phenomenon of language material by the pupil. Pupils are supposed to understand both the form and the content of the material and to be aware of how they should treat the material while performing various examples.

5. The principle of activity. In teaching a FL it is necessary to stimulate pupils’ activity by involving them in the act of communication in the target language, either in its oral (listening, speaking) or written (reading, writing) form. One needs a lot of practice in the use of the language to master it.

6. The principle of visualization. Visualization may be defined as specially organized demonstration of linguistic material and language behavior characteristic of the target language with the purpose of helping the pupil in understanding, assimilating and utilizing this in connection with the task set. Visualization implies an extensive use of audio-visual aids and audio-visual materials throughout the whole course of FLT.

7. The principle of individualization. The teacher should assess the progress of each individual in the class and find the way how to manage the classroom activity so that the slowest learners are not depressed by being left behind and the fastest and most able learners are not frustrated by being held back.