Technologies of teaching a foreign language as a second

Ministry of Education and Science of the Republic of Kazakhstan

Kazakh Ablaikhan University of International Relations and World Languages

Faculty of foreign language pedagogy

Chair of Methodology

COURSE PAPER

Theme:

Technologies of teaching a foreign language as a second

Done by: Bakytzhan E.K.

Group: 301

Scientific Adviser: Begimbayeva M.G.

                                                

Almaty 2012

CONTENT

 

 

Introduction ……………………………………………………………………..3

 

Chapter I

Theoretical aspect of technologies of teaching a foreign language as a second……………………………………………………………………………5

 

1.1 The bases of teaching a foreign language…………………………………5

1.2. Effective technologies of teaching a foreign language as a second……...8

1.2.1 Using project method in teaching a foreign language…………………10

1.2.2 The method of debates…………………………………………………10

1.2.3 Games. Role play as a method of teaching…………………………....11

 

Chapter II

Practical aspect of technologies of teaching a foreign language as a second…16

 

Conclusion………………………………………………………………………24

Bibliography…………………………………………………………………….25

Appendix………………………………………………………………………..26

 

 

INTRODUCTION

 

     Last years the imperative need of using a foreign language appears in all areas of a science, manufacture and culture.

    In present practice of teaching foreign languages there are some typical problems forcing the teacher to address to experience of the colleagues, to innovative ideas. Among these problems, difficulties and lacks of a traditional technique of teaching there are the following basic problems:

• Low authority of a subject because of shortages of a present technique of teaching.
• Low intensity of pupils’ speech activity.
• Superficiality in forming of base skills and haste of transition from reproductive to productive kinds of work.
• Absence of good practical recommendations on elimination and the prevention of gaps in pupils’ knowledge and skills.
• Weakness of existing system of appreciation of pupils’ work.

          Different researches about methods and technologies of teaching done by famous authors such as David Nunan, Artamanova I.A., Negnevitskaya E.I  and others have showed, that all named problems will effectively be solved, if we apply elaborations of various innovators for amplification of a traditional technique of teaching that can increase essentially quality of teaching foreign (in particular English) language.

       Importance and openness of the problem of effective teaching foreign languages have caused its actuality, and consequently the choice of a theme for the given course work.

It also has determined the aim of work: to distinguish the most rational techniques of teaching a foreign language which can be used in school.

The subject of this course paper is the process of teaching and pupils who are the subjects of this teaching process.

The object of research is to study the variety of methods and ways and their effectiveness of using in teaching a foreign language as a second.

In this work it is necessary to solve the following primary objectives:

The process of teaching and pupils who are the subjects of this teaching process.

Proceeding from this, the hypothesis of the given research can be formulated as follows:

1. Teaching a foreign language should be complex (parallel) with an insignificant oral advancing;
2. Teaching should be directed on formation of steady interest to a subject;

During the work the following methods of research were applied:

1. The analysis of the scientific literature on a theme of course work;
2. The analysis of programs and textbooks on the English language of various authors and for various types of schools both domestic, and foreign;
3. The analysis of experimental training on the basis of experience of the teachers using innovative techniques, results of supervision.

The structure of this course work consists of two parts: theoretical and practical. In the first chapter “The bases of teaching a foreign language” different bases and principles of teaching are considered. Analyzing publications on a problem of research in the second chapter of theoretical part the most effective methods and ways of teaching are suggested. The basic part of work is a practical part with exposition of experience of teachers – innovators. In it rod directions of technique of teaching different age - groups are proved and the analysis of the given approaches is resulted, including a number of methods and the receptions, raising quality of teaching a foreign language.

The bibliography contains the most known and important researches for the given work of teachers-innovators and scientists: psychologists, didactics, and methodologists.

The appendix includes some exercises that for any reasons has not come in the basic part of course work

 

 

Chapter I. Theoretical aspect of technologies of teaching a foreign language as a second

 

1.1 The bases of teaching a foreign language

In the given theoretical part of work it is necessary to pay attention on those basic statements in which the most essential parts of activity are reflected and generalized. That means the methodical principles underlying teaching.

Principles of teaching are understood as starting statements which determine the purposes, the contents, methods and the organization of teaching and are shown in interrelation and interconditionality. In our case principles are used to define strategy and tactics of teaching English language at all stages practically in each point of educational process.

As far as the result of teaching of pupils foreign language is formation their skills of using language as means of intercourse, the leading principle is the principle of a communicative orientation.

Its main function is in creation of all conditions of communications: motives, purposes and problems of intercourse. The communicative orientation defines selection and the organization of language material, its situational conditionality, communicative value both speech and training exercises, communicative formulation of educational problems, organization and structure of the lesson. This principle assumes creation of conditions for speaking and intellectual activity of pupils during each moment of teaching [1; 22-23].

Proceeding from the aforesaid teacher should follow the rules:

1) Principle of communicative orientation

• Rule 1 - Selection of situations.
• Rule 2 - Recurrence and novelty.
• Rule 3 - Participation of everyone in intercourse.
• Rule 4 - Favorable conditions for intercourse.
• Rule 5 - Communicativeness of tasks.

As far as juniors have still insignificant experience of collective intercourse and they are taught not only to associate in English, but also to associate in general, teacher should provide the support on pupils' realizing the models of intercourse in native language, realizing the communicative function of this or that language unit. Realization of this principle is carried out through system of cognitive problems, solving which children "open" laws of the native language.

On the basis of this realizing there is children's acquaintance with the form and functions of corresponding units of English language.

Proceeding from this, it is possible to plan some rules - following which allows realizing this principle in teaching and educational process.

 

2) Principle of support on the native language:

• Rule 1. Display of generality between Russian and English languages.
• Rule 2. Formation of the common educational skills.
• Rule 3. Use of similarity and distinctions in the script.
• Rule 4. Use of similarity and distinctions in pronunciation.
• Rule 5. Uses of carry and avoidance of interference in teaching vocabulary and grammar.

It is established, that for each kind of speaking activity "set" of actions and even the lexical and grammatical registration [2; 34]. It has allowed formulating methodical principle of the differentiated approach in teaching a foreign language.

Thus the differentiation is carried out as though at different levels of generalization - precise differentiation is conducted in teaching:

• oral and written speech;
• speaking and listening;
• reading aloud and reading silently;
• Script and spelling.

In teaching English language process of integration is realized, it shows, first of all, that mastering of various aspects of language, its phonetics, grammar, lexicon occurs not separately as certain discrete components of language, but is also integrated. Pupils seize and acquire them during carrying out of speech actions which realization can demand the use of a word, word forms, a word-combination, super phrase unity and, at last, the text, caused by situations of intercourse.

Considering the given specific principle of teaching the English language it is possible to formulate rules, their observance will help the teacher to realize this principle.

3) Principle of differentiation and integration:

• Rule 1. The account of specificity of each kind of speaking activity.
• Rule 2. Use of teacher’s speech and sound recording for listening.
• Rule 3. Teaching monologic speech, proceeding from features of each form.
• Rule 4. Teaching reading aloud and silently in view of features of each form.
• Rule 5. Mastering of aspects of language in speech units.
• Rule 6. Use semi-typed font in teaching writing.

In a basis of teaching any subject at school including foreign language, there are general didactic principles. Such principles are: scientific character, availability, presentation in teaching, an individual approach in conditions of collective work and others.

Specific and general didactic principles express typical, main, essential, that should characterize teaching a foreign language at school and, first of all at the beginning stage where bases of mastering are pawned by this subject. The understanding of action of principles of teaching and direct use of rules will allow the teacher to carry out teaching effectively.

The learning is the active process which is carried out through involving pupils in a various activities, thus making it active participant in reception of education. In this bilateral process it is possible to allocate the basic functions which are carried out by each the parts. The teacher carries out organizational, teaching and supervising functions. Functions of the pupil include acquaintance with a teaching material, the training which is necessary for formation of language skills and speaking skills, and application of investigated language in the solving of communicative problems [4; 36].

We distinguish three basic functions which are carried out by the pupil, and the teacher is to organize and direct the doctrine of the pupil. Then it is necessary to attribute acquaintance, training and application to the basic methods. Control including correction and an estimation is accompanying, as it is in each of the basic methods.

The organization of acquaintance with "portion" of a teaching material includes:

First, display I.L.Bim marks, that display is addressed to sensual perception of pupils - acoustical, visual, and motor [5; 3]. The teacher can accompany display by some explanatory;

Second, an explanation inducing pupil to reflection is necessary and enough for understanding and realizing of a perceived material with a view of the subsequent intelligent training and application. The teacher can involve various means of presentation.

Due to training memory of the pupil is enriched with new units of language and automatism in their use is developed. At application of new vocabulary organizing function of the teacher is shown most precisely. He should create favorable conditions, benevolent atmosphere for normal course of the speech act. He should make such conditions in which each pupil would like to participate in work of group, in which children aspired to understand the contents and sense of the text, they have read or listened to, and were not afraid to make a mistake. At application of new vocabulary it is supervised formulation of speaking skills, it is established, how the pupil can use each of them in the practical purposes.

The considered methods reflect essence of pedagogical process in which the teacher and pupils cooperate. These methods are used in teaching a foreign language at school, open specificity of a subject and are directed on achievement of the practical, educational and developing purposes.

Each of the considered methods is realized in system of the modes used by the teacher in the organization of teaching pupils, carried out by the latter through the decision of set of the specific targets which are bound up with cogitative operations and perception by sense organs. Modes as well as methods are structural-functional components of mutual action of teacher and pupil. But if the method names the basic, dominating activity mode is bound up with the concrete action making essence of formed speech activity [1; 52].

It is very important, that modes which are applied by the teacher, let pupils solve tasks, and not just demand simple storing. And also it is necessary, that the pupil not only reproduces speech unit, but also creates his own «speech product ", i.e. he can construct the statement in connection with a communicative problem facing to him, using units of language.

 

 

 

 

1.2 Effective technologies of teaching a foreign language as a second

 

Constructivist teaching strategies

One of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.

According to Audrey Gray, the characteristics of a constructivist classroom are as follows:

* The learners are actively involved

* The environment is democratic

* The activities are interactive and student-centered

* The teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous

Examples of constructivist activities

Furthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas [1]. This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:

* Experimentation: students individually perform an experiment and then come together as a class to discuss the results.

* Research projects: students research a topic and can present their findings to the class.

* Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.

* Films. These provide visual context and thus bring another sense into the learning experience.

* Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods. {1}

Role of teachers

In the constructivist classroom, the teacher’s role is to prompt and facilitate discussion. Thus, the teacher’s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject.

David Jonassen identified three major roles for facilitators to support students in constructivist learning environments:

* Modeling

* Coaching

* Scaffolding [6; 45-46]

Jonassen recommends making the learning goals engaging and relevant but not overly structured.

Learning is driven in CLEs by the problem to be solved; students learn content and theory in order to solve the problem. This is different from traditional objectivist teaching where the theory would be presented first and problems would be used afterwards to practice theory.

Depending on students' prior experiences, related cases and scaffolding may be necessary for support. Instructors also need to provide an authentic context for tasks, plus information resources, cognitive tools, and collaborative tools. [6; 34]

Constructivist assessment

Traditionally, assessment in the classrooms is based on testing. In this style, it is important for the student to produce the correct answers. However, in constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the student’s work, and the student’s points of view {2}. Some assessment strategies include:

• Oral discussions. The teacher presents students with a “focus” question and allows an open discussion on the topic.
• KWL (H) Chart (What we know, What we want to know, What we have learned, How we know it). This technique can be used throughout the course of study for a particular topic, but is also a good assessment technique as it shows the teacher the progress of the student throughout the course of study. (See Appendix 1)
• Mind Mapping. In this activity, students list and categorize the concepts and ideas relating to a topic.
• Hands-on activities. These encourage students to manipulate their environments or a particular learning tool. Teachers can use a checklist and observation to assess student success with the particular material.
• Pre-testing. This allows a teacher to determine what knowledge students bring to a new topic and thus will be helpful in directing the course of study.{1}
• Jigsaw and RAFT activities. (See Appendix 2, 3)