Theory of foreign language teaching - Иностранные языки и языкознание курс лекций

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Иностранные языки и языкознание
Theory of foreign language teaching

Methods of foreign language teaching and its relation to other sciences. Psychological and linguistic prerequisites for foreign language teaching. Aims, content and principles language learning. Teaching pronunciation, grammar, speaking and writing.


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Lecture 1 . Methods of foreign language teaching and its relation to other sciences
1. Methodology is as a theory of foreign language teaching
2. Links of methods with pedagogics
3. Psychological prerequisites for foreign language teaching
4. Linguistic prerequisites for foreign language teaching
5. Methods of foreign language teaching is closely related to Physiology
The aim of the lesson: - to develop innovative approaches and technologies for effective acquiring of communicative skills and habits;
- to activate students' to brainstorm on the questions
- to provide a summary of the key items
- to link the students experience with learning
- to make learning two-way process.
- to have SS share information and express their standpoints
- to help SS learn and practice in a friendly, non-threatening atmosphere
- to motivate SS effectively verbalize their thoughts and ideas.
Methods of foreign language teaching is understood here as a body of scientifically tested theory concerning the teaching of foreign languages in schools and other educational institutions. It covers 3 main problems;
1. aims of teaching a foreign language
2. content of teaching, i.e. what to teach to attain the aims.
3. methods and techniques of teaching , i.e. how to teach a foreign language to attain the aims in the most effective way.
Methods of foreign language teaching is closely related to other sciences such as pedagogics, psychology, physiology, linguistics and some others.
Pedagogics is the science concerned with the teaching and education of the younger generation. To study F.L.teaching one must know pedagogics. One branch of pedagogics is called didactics. Methods, as compared to didactics, studies the specific ways of teaching a definite subject. F.eg. the so called `principle of visualization `was the first introduced in teaching for Lang-s.
Teaching a foreign language means first and foremost the formation and development of pupils' habits and skills in hearing, speaking, reading and writing. We cannot expect to develop such habits and skills of our pupils effectively if we do not know and take into account the psychology of habits and skills, the ways of forming them, the influence of formerly acquired habits on the formation of new ones and many other necessary factors that psychology can supply us with it. If the teacher wants his pupils to speak English he must use all the opportunities he has to make them hear and speak. Furthermore, to muster a second language is to acquire another code, another way of receiving and transmitting information. To create this new code in the most effective way one must take into consideration certain psychological factors.
Effective learning of a foreign language depends to a great extent on pupils' memory. That is why a teacher must know how he can help his pupils to successfully memorize and retain in memory the language material they learn. Here are psychological investigations are significant.
For example, psychologist P.K. Zinchenko proved that in learning a subject both voluntary and involuntary memory is of great importance. In his investigation of involuntary memory he came to the conclusion that this memory is retentive. Consequently, in teaching a foreign language we should create favourable conditions for involuntary memorizing. P.K. Zinchenko showed that involuntary memorizing is possible only when pupils' attention is concentrated not on fixing the material in their memory through numerous repetitions, but on solving some mental problems which deal with this material.
(Use your experience as a learner to answer these questions if you are not yet teaching.)
Do you agree that successful English teachers usually speak English in class?
Do you agree that they give much more time to practice than to explanation?
Do you agree that teacher co-operation in an English language department is important?
Lecture delivering is tended to the students' development of the professional creation and self-education activity.
The quality of the lecture and its delivering depends on a range of factors: the lecture's social activity, desire to work and socialize with the students, teaching skills, general and professional level of culture, intellect, knowledge and behaviour norms.
One of the professionally significant features of the lecturer is his / her speech etiquette: oral and written. During the oral presentation of the lecture the language pronunciation, grammar norms should be observed alongside with the expressive non-verbal means as: intonation: accent, pausation, gestures etc. Interactive method of teaching students-lecturer / presupposes setting problem questions, ability to listen and understand the students and to answer the students' questions.
Writing summary: A summary is the expression in a condensed form of the principal content of any piece of writing. In other words the summarizer should briefly render the main idea in his own words.
Writing reviews: there are a lot of review types. These writing strategy is for you to follow in your review writing:
All of the following books offer up-to-date views of teaching English:
1. Gower, R., D. Phillips, and S. Walters. 1995. Teaching Practice Handbook (2 nd edn.). Oxford: Heinemann.
2. Harmer, J. 1991. The Practice of English Language Teaching (2nd edn.). Harlow: Longman.
3. Scrivener. 1994. Learning Teaching. Oxford: Heinemann.
4. Ur.P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press
LECTURE 2 . Aims of foreign language teaching
- to increase motivation and retention
- to help students develop a positive image of self and others
- to develop the students' communicative skills
Objectives : - to provide a vehicle for critical thinking and problem solving
- to encourage collaborative social skills
- to help them verbalize their thoughts
- to motivate to speak, analyze and express their points of view
Aims, Content and Principles of Foreign Language Teaching in a Secondary (Ten-Year) School
Aims are the first and most important consideration in any teaching.
«Процесс обучения представляет собой переход учащихся из одного состояния в другое, задачи обучения состоят в том, чтобы переместить обучающихся из их начального состояния в определенное состояние (или, точнее, во множество состояний), означающее наличие у них определенных знаний, навыков и умений»
Hence the teacher should know exactly what his pupils are expected to achieve in learning his subject, what changes he can bring about in his pupils at the end of the course, at the end of the year, term, month, week, and each particular lesson, i. e., he should know the aims and objectives of foreign language teaching in schools.
The terms “aims” and “objectives” are clearly distinguished in this work in accordance with the suggestion given by R. Roberts. Here is what he writes: “The term `aims' be reserved for long-term goals such as provide the justification or reason for teaching second languages ... the term `objectives' be used only for short-term goals (immediate lesson goal), such as may reasonably be achieved in a classroom lesson or sequence of lessons.” In this chapter we shall deal with long-term goals, that is, with the aims of foreign language teaching which dictate the teacher's approach to this subject.
The changes the teacher must bring about in his pupils may be threefold: practical -- pupils acquire habits, and skills in using a foreign language; educational -- they develop their mental abilities and intelligence in the process of learning he foreign language; cultural -- pupils extend their knowledge of the world in which they live. Therefore there are three aims, at least, which should be achieved in foreign language teaching: practical, educational, and cultural.
Practical aims . The foreign language as a school subject differs from other subjects of the school curriculum. Whereas the teaching, for instance, of history is mostly connected with the imparting of historical laws and facts which pupils are to learn and the teaching of the mother tongue leads to the mastery of the language as a system (which is already used for exchanging thoughts and feelings) so that pupils will be able to use it more effectively in oral and written language, the teaching of a foreign language should result in the pupil's gaining one more code for receiving and conveying information; that is, in acquiring a second language for the same purpose as the native language: to use it as a means of communication. In this connection we should like to quote G. Perren: “Whatever a new language is being taught as a curricular extra ... or as an essential medium for education it will be learned by the young child only if it obviously makes possible some purposeful activity other than language learning. If it does not do this, attempts to teach it may be largely a waste of time.”
In modern society language is used in two ways: directly or orally, and indirectly or in written form. Thus we distinguish oral language and written language. Direct communication implies a speaker and a hearer, indirect communication implies a writer and a reader. Hence the practical aims in teaching a foreign language are four in number: hearing, speaking, reading, and writing.
When adopting the practical aims for a secondary school course the following factors are usually taken into consideration: the economic and political conditions of society, the requirements of the state; the general goals of secondary school education; the nature of the subject, and the conditions for instruction.
The length of the course, the frequency of the lessons, the size of groups should also be taken into consideration in adopting practical aims. The amount of time for language learning is one of the most decisive factors in mastering and maintaining language proficiency since learners need practice. The syllabus for the eight-year school concentrates on the development of speech proficiency. Pupils should be able:
1) to give a short talk and carry on a conversation on the topics included in the programme;
2) to read without a dictionary texts containing familiar grammar material and no more than 4--6 unfamiliar words (per 100 words) the meaning of which, as a rule, should be clear from the context or due to familiar word-building elements.
The syllabus for the ten-year school requires that school-leavers should:
1) read and understand a foreign text both with and without a dictionary;
2) understand oral language and speak within the topics and material required by the syllabus;
At the present time, however, foreign language teaching in school does not quite meet the demands of our society; better results are desirable. In this connection we should welcome O.I. Moskalskaya's proposal to investigate the aims of foreign language teaching to be able to establish what can really be achieved under school conditions.
In conclusion it should be said that the achievement of practical aims in foreign language teaching makes possible the achievement of educational and cultural aims.
Educational aims. Learning a second language is of great educational value. Through a new language we can gain an insight into the way in which words express thoughts, and so achieve greater clarity and precision in our own communications. Even at the most elementary level learning a second language teaches the cognizance of meaning, furnishes a term of comparison that gives us an insight into the quality of language. When learning a foreign language the pupil understands better how language functions and this brings him to a greater awareness of the functioning of his own language.
Since language is connected with thinking, through foreign language study we can develop the pupil's intellect. Teaching a foreign language helps the teacher develop the pupils' voluntary and involuntary memory, his imaginative abilities, and will power. Indeed, in learning a new language the pupil should memorize words, idioms, sentence patterns, structures, and keep them in long-term memory ready to be used whenever he needs them in auding, speaking, reading, and writing. Teaching a foreign language under conditions when this is the only foreign language environment, is practically impossible without appealing to pupils' imagination. The lack of real communication forces the teacher to create imaginary situations for pupils, to speak about making each pupil determine his language behaviour as if he were in such situations.
Teaching a foreign language contributes to the linguistic education of the pupil, the latter extends his knowledge of phonic, graphic, structural, and semantic aspects of language as it is through contrastive analysis of language phenomena.
Cultural aims. Learning a foreign language makes the pupil acquainted with the life, customs and traditions of the people whose language he studies through visual material (such as post cards with the views of towns, countryside, and people; filmstrips, for example, “Great Britain”, “What Tourists Can See in London”, “Disney Land” films) and reading material dealing with the countries where the target language is spoken. Foreign language teaching should promote pupils'. General educational and cultural growth by increasing their knowledge about foreign countries, and by acquainting them with progressive traditions of the people whose language they study. Through learning a second language the pupil gains a deeper insight into the nature and functioning of language as a social phenomenon.
In conclusion it should be said that practical, educational, and cultural aims are intimately related and form an inseparable unity. The leading role belongs to practical aims, for the others can only be achieved through the practical command of the foreign language.
Lecture delivering is tended to the students' development of the professional creation and self-education activity.
The quality of the lecture and its delivering depends on a range of factors: the lecture's social activity, desire to work and socialize with the students, teaching skills, general and professional level of culture, intellect, knowledge and behaviour norms.
One of the professionally significant features of the lecturer is his / her speech etiquette: oral and written. During the oral presentation of the lecture the language pronunciation, grammar norms should be observed alongside with the expressive non-verbal means as: intonation: accent, pausation, gestures etc. Interactive method of teaching students-lecturer / presupposes setting problem questions, ability to listen and understand the students and to answer the students' questions.
Writing summary: A summary is the expression in a condensed form of the principal content of any piece of writing. In other words the summarizer should briefly render the main idea in his own words.
Writing reviews: there are a lot of review types. These writing strategy is for you to follow in your review writing:
All of the following books offer up-to-date views of teaching English:
1. Gower, R.,D. Phillips, and S. Walters. 1995. Teaching Practice Handbook (2 nd edn.). Oxford: Heinemann.
2. Harmer, J. 1991. The Practice of English Language Teaching (2nd edn.). Harlow: Longman.
3. Scrivener. 1994. Learning Teaching. Oxford: Heinemann
4. Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.
LECTURE 3 . CONTENT OF FOREIGN LANGUAGE TEACHING
- to make an introduction of the notion, its aims and principles
- to activate students' to brainstorm on the questions
- to provide a summary of the key items
- to link the students experience with learning
Objectives: - to motivate them express their points of view and draw conclusion
- to encourage them verbalize their thoughts and ideas clearly
- to have students work cooperatively to share their knowledge of a lecture
The content of foreign language teaching or what to teach is one of the main problems the Methods deals with. In this chapter an attempt is made to touch on the chief components which, we think, should constitute the content of foreign language teaching in schools; a more detailed consideration will be given in appropriate chapters dealing with teaching various aspects of the language and language skills.
The first component of “what to teach” is habits and skills which pupils should acquire while learning a foreign language. According to the aims of learning this subject they are: hearing (listening comprehension), speaking, reading, and writing. The level of habits and skills is determined by the syllabus for each form. However, quantitative and qualitative characteristics of skills, or the so-called terminal behavior, is not defined yet for different types of schools and stages of instruction. This is one of the problems for methodologists to investigate and solve. Nevertheless, some attempts have been made in this respect. Thus in school syllabi we can find some directions as to the level of skills that should be reached in each particular form and their development from form to form. For example, the requirements for hearing and reading skills differ “in the 9th and 10th forms. In the 9th form pupils should be able to understand oral language on the basis of the material previously learned and within the topics covered, while in the 10th form the material for hearing should include 1--2 unfamiliar words for pupils to guess their meaning, and to understand a text received by ear, based on the material learned and on a topic close to those pupils have worked at. This is a new “qualitative step” for pupils in understanding oral language. If in the 9th form pupils should read with the speed of 1 000 signs per academic hour, in the lot form the speed of reading is 1 300.
The second component of “what to teach” is language (textual) material, arranged in topics and serving as starting points for the development of oral language and written language, which allows the teacher to reach the practical, educational, and cultural aims set by the syllabus. For example, in the junior stage (the 5th and 6th forms) pupils should speak and read about school, home, town and countryside, nature, physical training and sports. In the senior stage the textual material should cover the following topics: the life of the youth in the USSR and abroad; sport in the USSR and abroad; industry, agriculture, and science in the USSR and abroad; history and geography of the country whose language pupils study; art and literature in the USSR and abroad. Topic for speaking and reading are developed from form to form i. e., the pupil's ability to read and speak on a certain topic is widened as his vocabulary and grammar are enriched.
The third component of the content of foreign language teaching is linguistic material, i.e., phonology, grammar, and vocabulary carefully selected for the purpose. The selection of linguistic material, the compiling of the so-called minimal for instance, minimum vocabulary and minimum grammar has always been one of the most important and difficult problems to be solved and, although a great deal of work has been done in this respect, we are still on the way to its solution; A limited body of linguistic material is required by pupils who have about 600 class hours at their disposal spread over six years (extensive course), and at the same time it must be large enough to serve as a sound basis for developing pupil language skills.
To sum up what has been said above, the content of foreigj language teaching involves:
language skills: hearing, speaking, reading, and writing;
linguistic material; vocabulary, grammar, phonological minima.
In conclusion it should be said that the content of teaching in our schools is laid down in the syllabus and realized in teaching materials and in the teacher's own speech.
Lecture delivering is tended to the students' development of the professional creation and self-education activity.
The quality of the lecture and its delivering depends on a range of factors: the lecture's social activity, desire to work and socialize with the students, teaching skills, general and professional level of culture, intellect, knowledge and behavior norms.
One of the professionally significant features of the lecturer is his / her speech etiquette: oral and written. During the oral presentation of the lecture the language pronunciation, grammar norms should be observed alongside with the expressive non-verbal means as: intonation: accent, causation, gestures etc. Interactive method of teaching students-lecturer / presupposes setting problem questions, ability to listen and understand the students and to answer the students' questions.
Writing summary: A summary is the expression in a condensed form of the principal content of any piece of writing. In other words the summarizer should briefly render the main idea in his own words.
Writing reviews: there are a lot of review types. This writing strategy is for you to follow in your review writing:
Harmer, J. 1991. The Practice of English Language Teaching (2nd edn.). Harlow: Longman. Scrivener,}. 1994. Learning Teaching. Oxford: Heinemann.
Ur.P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.
LECTURE 4 . TEACHING AIDS AND TEACHING MATERIALS
The aim of the lesson: - to make an introduction of the notion, its aims and principles
- to activate students' to brainstorm on the questions
- to provide a summary of the key items
- to link the students experience with learning
Objectives: - to motivate them express their points of view and draw conclusion
- to encourage them verbalize their thoughts and ideas clearly
- to have students work cooperatively to share their knowledge of a lecture
To master a foreign language pupils must be engaged in activities which are characteristic of the language; they should hear the language spoken, speak, read, and write it. Classroom practices which are restricted to teacher's presentation of linguistic material (vocabulary, grammar) and the testing of pupils' knowledge cannot provide good learning. The teacher covers “content” but does not instruct pupils. The majorities of pupils remain passive, and work only to memorize what the teacher emphasizes. We cannot but agree with the following words: “... most of the changes we have come to think of as `classroom learning' typically may not occur in the presence of a teacher. Perhaps it is during seatwork and homework sessions and other forms of solitary study that the major forms of any learning are laid down.”1 Nor can the teacher ensure pupils learning a foreign language if he uses only a textbook, a piece of chalk, and a blackboard.
To achieve effective classroom learning under the conditions of compulsory secondary education, the teacher must use all the accessories he has at his disposal in order to arouse the interest of his pupils and retain it throughout the lesson which is possible only if the pupils are actively involved in the very process of classroom learning.
To teach a foreign language effectively the teacher needs teaching aids and teaching materials.
During the last few years important developments have taken place in this field. As a result there is a great variety of teaching aids and teaching materials at the teacher's disposal.
By teaching aids we mean various devices which can help the foreign language teacher in presenting linguistic material to his pupils and fixing it in their memory; in testing pupils' knowledge of words, phrases, and grammar items, their habits and skills in using them.
Teaching aids which are at teachers' disposal in contemporary schools may be grouped into (1) non-mechanical aids and (2) mechanical aids.
a blackboard, the oldest aid in the classroom; the teacher turns to the blackboard whenever he needs to write something while explaining some new linguistic material to his pupils, correcting pupils' mistakes, or arranging the class to work at some words and sentence patterns, etc.; the blackboard can also be used for quick drawing to supply pupils with “objects” to speak about;
a flannel board (a board covered with flannel or other soft fabric for sticking pictures on its surface), it is used for creating vivid situations which would stimulate pupils' oral language; the teacher can have a flannel board made in a workshop or buy one in a specialized shop; the use of a flannel board with cut-outs prepared by the teacher or pupils leads to active participation in the use of the target language, as each pupil makes his contribution to working out “a scene” on the flannel board;
a magnet board (a board which has the properties of a magnet, i.e., can attract special cards with letters, words, phrases or pictures on it) used with the same purpose as a flannel board;
A lantern which is used for throwing pictures onto a screen.
tape recorders (ordinary and twin-track); the same tape may be played back as many times as is necessary, the twin-track tape recorder allows the pupil to play back the tape listening to the speaker's voice and recording his own on the second track, the lower one, without erasing the first track with the voice of the speaker, the tape recorder is considered to be the most important aid in teaching and learning a foreign language;
a gramophone or record player is also an audio equipment available in every school; the record player is an indispensable supplement to contemporary textbooks and other teaching materials as they are designed to be used with the long-playing records which accompany them;
an opaque projector or epidiascope used for projection of illustrations and photographs;
a filmstrip projector which can be used in a partially darkened room (the Soviet filmstrip projector ЛЭТИ does not require a darkened room);
an overhead projector used for projection of a table, a scheme, a chart, a plan, a map or a text for everyone to see on a screen;
television and radio equipment: television would make it possible to demonstrate the language in increasingly varied everyday situations; pupils are invited to look, listen, and speak; television and radio programmers are broadcast, but it is not always easy for teachers using these programmers to synchronize their lesson time with the time of the television or radio transmissions;
teaching machines which can be utilized for presenting information to the pupils, for drilling, or testing; the teaching machine can provide an interaction between the pupil and the “programmer”; the learner obtains a stimulus and a feed-back from his response; thus, favorable conditions are created for individual pupils to learn, for instance, vocabulary, grammar, reading, etc.;
a language laboratory, this is a special classroom designed for language learning. It is equipped with individual private or semi-private stalls or booths. They are connected with a network of audio wiring, the nerve center of which is the monitoring console which has a switch board and tape decks, making it possible to play tapes and send the programmer to all or any combination of booths. The teacher at the monitoring console can listen in, or can have a two-way conversation with any pupil.
There are two main types of language laboratories -- library and broadcast systems. The library system is suitable for students capable of independent study; each student selects his own material and uses it as he wishes. The broadcast system is suitable for classwork when the same material is presented at the same time to a whole group of students, and a class works together under a teacher's direction.
The language laboratory is used for listening and speaking. The pupil's participation may be imitation or response to cues according to a model. The language laboratory is used for “structural drills” which usually involve rephrasing sentences according to a model, or effecting substitutions. The language laboratory is often used for exercises and tests in oral comprehension.
Tape recorders fulfill all the functions required for this use of the language laboratory. Tape programmers can be associated with visual aids for individual work or work in pairs.
The language laboratory keeps a full class of pupils working and learning for the entire period, and thus enables the teacher to teach the foreign language more effectively.
In conclusion, it must be said that the use of teaching aids is very klemanding on the teacher. He must know about each aid describe above, be able to operate it, and train pupils to use it. He should also know what preparations must be made for classroom use of each of these teaching aids, and what teaching materials he has at his disposal.
In teaching foreign languages in our secondary schools most of the teaching aids are available. Each school should be equipped with a filmstrip projector, a film projector, an opaque projector, a tape recorder and a phonograph. Specialized schools, where English is taught nine years, should have language laboratories.
When used in different combinations teaching aids can offer valuable help to the teacher of a foreign language in making the learning of this subject .in schocls more effective for pupils.
By teaching materials we mean the materials which the teacher can use to help pupils learn a foreign language through visual or audio perception. They must be capable of contributing to the achievement of the practical, cultural, and educational aims of learning a foreign language. Since pupils learn a foreign language for several years, it is necessary for the teacher to have a wide variety of materials which make it possible to progress with an increasing sophistication to match the pupils' continually growing command of the foreign language. Good teaching materials will! help greatly to reinforce the pupils i
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