Lectures on Modern Methods of Foreign Language Teaching: educational manual 9786010446052

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AL-FARABI KAZAKH NATIONAL UNIVERSITY

G. K. Mustafina T. A. Merkibaev

LECTURES ON MODERN METHODS OF FOREIGN LANGUAGE TEACHING Educational manual

Almaty «Qazaq university» 2015

UDC 80/81 LBC 81.2 М 97

Recommended by Academic Council of the Faculty of Philology, Literary Studies and World Languages and Editorial and Publishing Council of al-Farabi KazNU (protocol № 6 dated 26.06.2015)

Reviewers: Doctor of Philological Sciences, Professor S.Z. Abisheva Doctor of Philological Sciences, Professor V.V. Saveleva Candidate of Pedagogical Sciences, Associate Professor G.K. Dosybayeva

М 97

Mustafina G.K. Lectures on Modern Methods of Foreign Language Teaching: educational manual / G.K. Mustafina, T.A. Merkibaev. – Almaty: Qazaq university, 2015. – 136 p. ISBN 978-601-04-4605-2 The educational manual represents a course of lectures on methods of foreign language teaching for the Bachelor’s and Master’s Degree students of the Philology, Literary Studies and World Language faculty. In manual highlighted the following methodological questions: historical overview of the main methods of foreign language teaching, aims, content, principles, and techniques of teaching foreign languages, teaching language system and skills, planning and delivering a lesson, organization of control of students’ knowledge. Учебное пособие представляет собой курс лекций по методике преподавания иностранного языка для студентов и магистрантов факультета филологии, литературоведения и мировых языков. В учебном пособии отражены следующие методологические вопросы: исторический обзор основных методов преподавания иностранных языков, цели, содержание, принципы, методы преподавания иностранных языков, планирование и проведение урока, организация контроля знаний студентов.

UDC 80/81 LBC 81.2 ISBN 978-601-04-4605-2

© Mustafina G.K., Merkibaev T.A., 2015 © Al-Farabi KazNU, 2015

INTRODUCTION

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hese days English is viewed as a language which gives you access to the world. Some wants to study at prestigious English-speaking universities; some wants a high flying career with international connections. Accordingly, we distinguish General and Special Methods of foreign language teaching. General Methods of teaching a foreign language – Methods of foreign language teaching irrespective of the language taught (whether it is English, German or French). Special Methods – Methods of teaching a particular foreign language, in our case Methods of teaching English. According to the object of study in modern methods of foreign language teaching (FLT) the following abbreviations are used: TOSL (Teaching of Second Language) – teaching the language that is being studied in a country where it is a state language. For example, English for foreigners coming to study in the UK or USA. TOFL (Teaching of Foreign Language) – teaching the language, which is studied in the country, where it is a foreign language. (e.g. English in Kazakhstan). LSP (Language for Special Purposes) – language for special purposes, it is the subject of special study in high school to master the language as a means of professional communication. LAP, in our case it is EAP (Language (English) for Academic Purposes) focuses on teaching skills required to perform in an English-speaking academic context at universities and colleges. The educational manual «Lectures on Methods of Foreign Language Teaching» deals with the most important issues 3

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Lectures on Modern Methods of Foreign Language Teaching

related to foreign language teaching today as the increased learning and teaching of English throughout the world during recent years has produced new requirements for training of foreign language teachers. Teaching English as a second language can never be quick and easy. It is a long and slow process that takes a lot of time and patience and that is why the theoretical and practical aspects of language teaching and learning, described in this manual will be of greatest value for teachers, both new and experienced. The aim of the educational manual is to discuss a wide range of teaching problems – from classroom techniques to school organisation – in order to help future teachers in their daily tasks. Overall there are 15 lectures which are organized into four parts. Part I «General problems of foreign language teaching»; Part II «Teaching the language system»; Part III «Teaching the language skills»; Part IV «Organization of Teaching». Part I «General problems of foreign language teaching» starts with a description of basic methodological categories on which there is general agreement among those who have studied the subject: methods, principles, techniques, aims and means of instruction. Knowledge of the different methods gives foreign language teachers a good background reference to their own point of view on pedagogical matters and classroom practice, and in addition helps them understand the process that foreign language teaching has undergone, particularly through this century. To consider foreign language teaching as a process means that teaching is not static but changing to respond to new needs and demands as teachers, applied linguists and educationists can prove. In Lectures 1-4 of the book we cover the information you need to know about what Methods of foreign language teaching (FLT) is; Methods and its relation with other sciences; aims, content and principles of teaching a foreign language, this is an introduction to teaching process as a whole. Part II «Teaching the language system». Lecture 5 deals with teaching pronunciation which is so vital to good communication that there are particular techniques for assisting students to speak clearly. Teaching grammar is the topic of Lecture 6. It is the area which so many teachers dread teaching. Here we cover most of the questions students need answered in order to hold themselves in the classroom.

Introduction

Strong vocabulary is a vital foundation needed by all academic subject areas. Unfortunately, learning vocabulary is not always enjoyable or easy for students. In Lecture 7 we discuss principles of selecting a minimum vocabulary, analyse the main rules in teaching vocabulary and present possible difficulties a student has to overcome when new words are taught. Part III «Teaching the language skills». There are four main skills which need to be included to make students truly proficient. These are listening, reading, speaking and writing. In this part of the book we take a look at each skill in isolation, showing you how to put a lesson together which is dedicated to one skill. Listening is the language skill which learners usually find the most difficult. This often is because they feel under unnecessary pressure to understand every word. To achieve the aims related to this skill, the teacher plays an important role that is defined in the following steps. It is important to help students prepare for the listening task well before they hear the text itself. During the listening the students should be able to concentrate on understanding the message. Finally, when students have completed the activity, invite answers from the whole class. Lecture 8 offers useful activities connected with listening texts. Reading like listening is a receptive skill. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose. In Lecture 9 we discuss the ways to help students become effective readers by teaching them how to use strategies before, during, and after reading. Writing like speaking, is a productive kind of activity but we do very little writing in our everyday life. May be brief notes to friends or colleagues, answers on question forms, some reminders or postcards. It is the result of the popularity of e-mail, Internet, mobile phones, Skype services. The need for longer, formal written work seems to become lower over years and this finds its reflection in the classrooms where writing activities also become less in comparison with other skills. Building the writing habit is discussed in Lecture 10. Speaking is a productive skill which implies using language for communication. Traditional classroom speaking practice often takes the form of drills in which one person asks a question and another

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Lectures on Modern Methods of Foreign Language Teaching

gives an answer. The question and the answer are structured and predictable, and often there is only one correct, predetermined answer. The purpose of asking and answering the question is to demonstrate the ability to ask and answer the question. In contrast, the purpose of real communication is to accomplish a task, such as conveying a telephone message, obtaining information, or expressing an opinion. Lecture 11 is devoted to tips for teachers in organizing a fluency activity and numerous speaking activities to help students develop communicative efficiency in speaking. Part IV «Organization of Teaching». Good lesson planning is essential to the process of teaching and learning. A successful lesson plan addresses and integrates the following three key components: objectives for student learning, teaching/learning activities, strategies to check student understanding. In Lecture 12 we offer practical tips for planning engaging lessons that will help your students retain more of what they learn. Firstly, in Lecture 13 we provide advice on using tests to get students in the right class and how to use testing progressively during the course and secondly, one looks at resources you can use to improve your teaching skills. Motivation has been widely considered by both teachers and researchers as one of the significant factors that influence the success of foreign language learning. Lecture 14 introduces with different motivational theories, points out types of motivation and presents some ideas of motivating young learners and adults. «While we teach, we learn», said the Roman philosopher Seneca. Just think of how many times you have asked yourself the following questions when you have had to face a new task: «Can I do that?» «Will I be able to do it well?» After a while you may find yourself asking: «How can I do better?» It’s not just the students who do the learning, but teachers do as well. You teach and you learn. These two things are connected and interrelated. In Lecture 15 we discuss some ways to improve your teaching skills Each part is accompanied with the questions for discussion; their aim is to help students to highlight the most essential issues from given lectures, encourage independent study and scientific research. Practical tasks will help future teachers in solving typical methodological tasks and developing skills of working with teaching recourses.

Introduction

Additionally, there are three supplements offering you extra information. Supplement 1 presents alphabetical glossary of methodological terms. It is a very short description of each concept for better understanding of the given material. Supplement 2 offers everyday English expressions based on different situations in the classroom. All the expressions are classified as it follows: 1. Greetings 2. End of lesson/farewells 3. Spontaneous reactions 4. Getting their attention 5. Blackboard activity 6. Slides, pictures, films 7. Textbook activity 8. Class control 9. Right/Wrong Supplement 3 gives you templates which help you plan, observe and assess lessons. Supplement 4 consists of tests for assessing students’ knowledge of the questions of foreign language teaching. The educational manual «Lectures on Methods of Foreign Language Teaching» will hopefully be of use and interest to both experienced and novice teachers.

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Part

I

GENERAL PROBLEMS OF FOREIGN LANGUAGE TEACHING

Lecture

1

METHODS OF FOREIGN LANGUAGE TEACHING AS A SCIENCE What do we expect to discuss? 1. What Methods of foreign language teaching is. 2. Learning theories and approaches. 3. Methods and its relation with other sciences. The term «Methods» means: learning, acquisition, and skills. Methods of foreign language teaching is a pedagogical science, which studies the aims, content, methods and techniques, as well as ways of teaching and learning a foreign language. Methods of foreign language teaching is an independent science: 1. It has its subject of study. This is a foreign language. 2. It has its object of study. It is a process of learning the language, the formation of skills and abilities to use the language in the communication process. 3. Methods has its own conceptual apparatus, i.e. system of terms and definitions related to the content of this science. On the other hand Methods is a subject, a practical, compulsory discipline at the academic institutions which examines a set of methods of work of the teacher (e/g in what way to teach reading or writing skills). Accordingly, we distinguish General Methods and Special Methods. General Methods of teaching a foreign language – Methods of FLT irrespective of the language taught (whether it is English, German or French). Special Methods – Methods of teaching a particular foreign language, in our case Methods of teaching English. 10

Lecture 1. Methods of Foreign Language Teaching as a Science

According to the object of study in modern methods of FLT the following abbreviations are used: TOSL (Teaching of Second Language) – teaching the language that is being studied in a country where it is a state language. For example, English for foreigners coming to study in the UK or USA. TOFL (Teaching of Foreign Language) – teaching the language, which is studied in the country, where it is a foreign language. (e.g. English in Kazakhstan). LSP (Language for Special Purposes) – language for special purposes, it is the subject of special study in high school to master the language as a means of professional communication. LAP, in our case it is EAP (Language (English) for Academic Purposes) focuses on teaching skills required to perform in an Englishspeaking academic context at universities and colleges. At different periods, depending on the aims of teaching and learning a foreign language, new methods appeared. In each case the method received a certain name; sometimes its name denoted logical categories, for example: the synthetic method (synthesis), the analytic method (analysis), the deductive method (deduction), the inductive method (induction), sometimes the method was named after the aspect of the language upon which attention was focused as in the cases of the lexical method, the phonetic method. A third set of methods received their names from the skill which was the main object of teaching. Among these are the grammar-translation method (grammar and translation), the oral method (oral language). Finally, the method was sometimes named after its inventor. Thus we find: the Amos Comenius method, the Gouin method, the Berlitz method, Palmer (West, Fries) method. Following is a set of definitions that reflect the current usage: Methodology: The study of pedagogical practices in general (including theoretical underpinnings and related research). Whatever considerations are involved in «how to teach» are methodological. Approach: Theoretical positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings. Method: A generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be primarily concerned with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing,

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and materials. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts. Curriculum/syllabus: Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context. (The term «syllabus» is used more customarily in the United Kingdom to refer to what is called a «curriculum in the United States). Below is a description of the basic principles and procedures of the most recognized methods for teaching a second or foreign language. At different periods, depending on the aims of teaching and learning a foreign language, new methods appeared. In each case the method received a certain name; sometimes its name denoted logical categories, for example: the synthetic method (synthesis), the analytic method (analysis), the deductive method (deduction), the inductive method (induction), sometimes the method was named after the aspect of the language upon which attention was focused as in the cases of the lexical method, the phonetic method. A third set of methods received their names from the skill which was the main object of teaching. Among these are the grammar-translation method (grammar and translation), the oral method (oral language). Finally, the method was sometimes named after its inventor. Thus we find: the Amos Comenius method, the Gouin method, the Berlitz method, Palmer (West, Fries) method. Below is a description of the basic principles and procedures of the most recognized methods for teaching a second or foreign language. The Grammar Translation Method (H. Olendorf) This method was historically used in teaching Greek and Latin. It was generalized to teaching modern languages. Latin was taught by means of what has been called the Classical Method: focus on grammatical rules, memorization of vocabulary, translations of texts, doing written exercises. In the nineteenth century the Classical Method came to be known as the Grammar Translation Method. Prator and Celce-Murcia (1979:3) listed the major characteristics of Grammar Translation: 1. Classes are taught in the mother tongue, with little active use of the target language. 2. Much vocabulary is taught in the form of lists of isolated words. 3. Detailed analysis of grammar rules.

Lecture 1. Methods of Foreign Language Teaching as a Science

4. Reading of difficult classical texts is begun early. 5. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. 6. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. 7. Little or no attention is given to pronunciation. The Direct Method (M. Berlitz) was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. Richards and Rodgers (1986:9-10) summarize the principles of the Direct Method: 1. Classroom instruction was conducted exclusively in the target language. 2. The mother tongue is never used. There is no translation. 3. The learning process was mostly based on imitation and memorization. 4. Only everyday vocabulary and sentences were taught. 5. Verbs are used first and systematically conjugated only much later after some oral mastery of the target language. 6. Oral communication skills were organized around questionand-answer exchanges between teachers and students in small, intensive classes. 7. Grammar was taught inductively – rules are generalized from the practice and experience with the target language. 8. Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas. 9. Both speech and listening comprehension were taught. 10. Correct pronunciation and grammar were emphasized. 11. Advanced students read literature for comprehension and pleasure. Literary texts are not analyzed grammatically. 12. The culture associated with the target language is also taught inductively. Culture is considered an important aspect of learning the language. The Audio-lingual Method or (ALM) This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning.

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Part I. General problems of foreign language teaching

The characteristics of the ALM may be summed up in the following list (adapted from Prator and Celce-Murcia, 1979): 1. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. 2. New material is presented in dialog form. 3. There is dependence on mimicry, memorization of set phrases, and overlearning. 4. Little or no grammatical explanations are provided; grammar is taught inductively. 5. Vocabulary is strictly limited and learned in context. 6. Skills are sequenced: listening, speaking, reading and writing are developed in order. 7. There is an extended pre-reading period at the beginning of the course. 8. There is much use of tapes, language labs, and visual aids. 9. Very little use of the mother tongue by teachers is permitted, but discouraged among and by the students.. 10. Great importance is given to precise native-like pronunciation. For a number of reasons the Audio-lingual Method enjoyed many years of popularity, and even to this day, adaptations of the ALM are found in contemporary methodologies. Total Physical Response James J. Asher (1977), the developer of Total Physical Response (TPR), actually began experimenting with TPR in the 1960s, but it was almost a decade before the method was widely discussed in professional circles. James J. Asher defines the Total Physical Response (TPR) method as one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation. Asher noted that children, in learning their first language, appear to do a lot of listening before they speak, and that their listening is accompanied by physical responses (reaching, grabbing, moving, looking, and so forth). Asher was also convinced that language classes were often the locus of too much anxiety and wished to devise a method that was as stress-free as possible, where learners would not feel overly self-conscious and defensive. The TPR classroom, then, was one in which students did a great deal of listening and acting. The teacher was very directive in orchestrating a performance: «The instructor is the director of a stage play in which the students are the

Lecture 1. Methods of Foreign Language Teaching as a Science

actors», Asher says. Typically, TPR heavily utilized the imperative mood, even into more advanced proficiency levels. Commands are an easy way to get learners to move about and to loosen up: Open the window, Close the door, Stand up, Sit down, Pick up the book, Give it to John, and so on. No verbal response is necessary. More complex syntax can be incorporated into the imperative: Draw a rectangle on the chalkboard, Walk quickly to the door and hit it. Interrogatives are also easily dealt with: Where is the book? Who is John? (students point to the book or to John). Eventually students, one by one, would feel comfortable enough to venture verbal responses to questions, then to ask questions themselves, and the process continued. Technique: Step 1 The teacher says the commands as he himself performs the action. Step 2 The teacher says the command as both the teacher and the students then perform the action. Step 3 The teacher says the command but only students perform the action Step 4 The teacher tells one student at a time to do commands Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students. Step 6 The teacher and student allow for command expansion or produces new sentences. The Natural Approach developed by Tracy Terrell and supported by Stephen Krashen, is a language teaching approach which states that language learning is a reproduction of the way humans naturally acquire their native language. What really distinguishes the Natural approach from other methods and approaches are its premises concerning the use of language and the importance of vocabulary: 1. Language is viewed as a vehicle for communicating meaning and messages. 2. Vocabulary is of paramount importance as language is essentially its lexicon! This means that language acquisition cannot take place unless the acquirer understands messages in the target language and has developed sufficient vocabulary inventory. In fact it should be easier to reconstruct a message containing just vocabulary items than one containing just the grammatical structures. Community Language Learning based on the educational movement of counseling learning, attempts to give students only the lan-

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Part I. General problems of foreign language teaching

guage they need. Ideally students sit in a circle outside of which is a «knower» who will help them with the language they want to use. When they have decided what they want to say they do it in their language and the knower translates it for them so that they can then use the target language instead. In this way students acquire the language they want to acquire. In a variation of the procedure students say what they want to into a tape-recorder, only speaking when they feel the urge. The tape is transcribed by the teacher who can then offer personal feedback. Suggestopedia was a method that was derived from Bulgarian psychologist Georgi Lozanov’s (1979) contention that the human brain could process great quantities of material if simply given the right conditions for learning, among which are a state of relaxation and giving over of control to the teacher. According to Lozanov, people are capable of learning much more than they give themselves credit for. Lozanov created a method for learning that capitalized on relaxed states of mind for maximum retention of material. Music was central to his method. Baroque music, with its 60 beats per minute and its specific rhythm, created the kind of «relaxed concentration» that led to «superlearning». According to Lozanov, during the soft playing of Baroque music, one can take in tremendous quantities of material due to an increase in alpha brain waves and a decrease in blood pressure and pulse rate. The PPP method known as 3Ps or PPP – presentation, practice, production. The PPP method could be characterised as a commonsense approach to teaching as it consists of 3 stages that most people who have learnt how to do anything will be familiar with. The first stage is the presentation of an aspect of language in a context that students are familiar with, much the same way that a swimming instructor would demonstrate a stroke outside the pool to beginners. The second stage is practice, where students will be given an activity that gives them plenty of opportunities to practice the new aspect of language and become familiar with it whilst receiving limited and appropriate assistance from the teacher. To continue with the analogy, the swimming instructor allowing the children to rehearse the stroke in the pool whilst being close enough to give any support required and plenty of encouragement. The final stage is production where the students will use the language in context, in an activity set up by the teacher who will be

Lecture 1. Methods of Foreign Language Teaching as a Science

giving minimal assistance, like the swimming instructor allowing his young charges to take their first few tentative strokes on their own. Communicative Language Teaching (CLT) Language learning is understood as learning to communicate through communication. The emphasis is put on the meaningful and motivated use of language by the people who communicate in order to achieve a certain goal. Language for learning is derived from communicative experience in a variety of real world situations. Fluency is put over accuracy. Interactive learning is encouraged as the way towards acquiring communication skills. David Nunan (1991) offers five features to characterize CLT: 1. An emphasis on learning to communicate through interaction in the target language. The introduction of authentic texts into the learning situation. 2. The provision of opportunities for learners to focus, not only on language but also on the learning process itself. 3. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. 4. An attempt to link classroom language learning with language activation outside the classroom. Features of Communicative Language Teaching 1. Learner-centered. Students accomplish their tasks with other students, while the teacher plays more of an observer role. 2. Focus on meaning 3. Task-based 4. Interaction. Communication is encouraged from the beginning of the classes 5. Fluency is the primary goal. Little emphasis on error correction as fluency and communication become more important than accuracy. Communicative approach is used differently in different teaching cultures. «Teaching culture» is the collective teaching experience, beliefs and practices, which are typical of a certain community or society. Communicative approach is not universally relevant for different teaching cultures. In Japan languages are taught in the typically teacher-fronted and teacher-centered classrooms. A typical lesson consists of the teacher’s checking the learner’s sentence by sentence translations of a text. Chinese students can be unwilling to ask questions during a communicative lesson because students do not want to interrupt other students or the teacher, it is better to ask

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after the lesson etc. A lesson of English in Russia and in Kazakhstan often includes homework check up, presentation of the new material and reinforcement of the new material. The teacher, who signals when a particular learner is invited to speak, will regulate learners’ participation in the lesson (Millrood, R. 1999. How Native English Speakers Can be Better English Teachers in Russia). Methods of teaching foreign languages, being an independent pedagogical science, at the same time, is closely related with a number of other sciences. Among them there are fundamental sciences, i.e. the basic sciences for Methods of teaching foreign languages. They are Pedagogy, Linguistics, Psychology, Sociology and Country Studies. Pedagogy is the science concerned with the teaching and education of the younger generation. Since Methods also deals with the problems of teaching and education, it is most closely related to Pedagogy. To study foreign language teaching one must know Pedagogy. One branch of Pedagogy is called Didactics. Didactics studies general ways of teaching in schools. Methods, as compared to Didactics, studies the specific ways of teaching a definite subject i.e. a foreign language. Thus, it may be considered Special didactics. Methods has borrowed from Pedagogy many of the concepts and terms, understanding of the principles, the process of learning and its laws, methods and techniques of teaching and many other things. Main categories of Pedagogy teaching, education, upbringing, learning, development, acquisition became determining for Methods of FLT, although many pedagogical concepts in language teaching methodology got new content. Methods of teaching English is based on the fundamental principles of Didactics. They are the following: scientific approach in teaching, accessibility, durability, conscious approach, activity, visualization and individual approach to instruction, systematic practice. Except for the basic didactic principles Methods of teaching English uses specific principles that are applied in teaching a foreign language: the principle of communicative approach, the principle of conscious approach to language learning, the principle of individualization, etc. Psychology – the scientific study of the mind and how it influences behavior. If a teacher wants his/her students to speak English, he/she should know the psychology of habits and skills, the ways of forming them. Effective learning of a foreign language depends on the students’ memory. That is why a teacher must know how he can help them to successfully memorize and remember the language material they

Lecture 1. Methods of Foreign Language Teaching as a Science

learn. Here psychological investigations are significant. Psychologists proved that in learning a subject both voluntary and involuntary memories are of great importance. They also came to a conclusion that involuntary memory is retentive. Consequently, in teaching English teachers should create favourable conditions for involuntary memorizing. Psychology helps Methods in selecting techniques for teaching and learning, i.e. in how to teach in a most effective way, for example, under what conditions students can learn words, phrases, sentences more effectively, or how to ensure students memorizing new themes in an easier way. Physiology is the study of life. Physiology helps us understand how the body works, from the smallest part (cells) all the way to the whole body. It helps us understand how different parts of the body work together. For example, the heart, lungs, and muscles must all work together perfectly to allow you to run and jump. Physiology also helps us understand how our body reacts to different conditions outside. Physiology helps us understand how living creatures do all the things they do: eat, sleep, run, jump, even breathe and keep their heart beating! Methods of foreign language teaching has a definite relation to Physiology of the pupils’ higher nervous system. Pavlov’s theory of «conditioned reflexes» is the example. According to Pavlov habits are conditioned reflexes, and a conditioned reflex is an action performed automatically in response to a definite stimulus as a result of previous frequent repetitions of the same action. If we thoroughly study this theory we shall see that it explains and confirms the necessity for frequent repetition and revision of material the pupils study as one of the means of habits formation. One of the forms of human behaviour is language behavior, i.e. speech response to different communicative situations. Therefore in teaching a foreign language we must bear in mind that students should acquire the language they study as behaviour, as something that helps people to communicate with each other in various real situations of intercourse. Hence a foreign language should be taught through such situations. Linguistics – the scientific study of languages. Methods of foreign language teaching is closely related to Linguistics, since Linguistics deals with the problems that are of great importance to Methodology: language and speech, grammar and vocabulary, the relationship between grammar and vocabulary, and many others. Linguistics can be broadly broken into three categories or subfields: the study of language form,

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of language meaning, and of language in context. The first is the study of language structure, or grammar. The study of language meaning is concerned with how languages employ logical structures and realworld references to convey process and assign meaning. Language in its broader context considers the origins of language; how children or adults acquire language and so on. Methods successfully uses the results of linguistic investigations in the selection and arrangement of language material for teaching. Country Studies – a comprehensive description and analysis of the country which language you study, its history, geography, society, economy, political system, customs and traditions, and foreign policy. Such information develops not only cognitive, but also the communicative needs of students, helping to create a communicative and cultural competence. In connection with this nowadays there appeared a new concept «intercultural communication competence», which means right speech, not only in terms of the norms of the target language, but also in terms of its cultural context based on a comparison of different cultures. Intercultural communication competence (ICC) is the ability to communicate effectively and appropriately in various cultural contexts. When teaching intercultural communicative competence, teachers need to teach both the local and international cultures. Teachers and native speakers of English need to be aware and respect nonnative speakers’ different ways of communicating. What is important in intercultural communication is one’s competency and willingness to understand what the other has to say, not the disposition to impose one’s values and norms onto the other. As Honnar (2005) stated, «With some degree of intercultural awareness, one is capable of understanding the other even if the two persons’ communication styles are different» (p. 80). It is clear that communicating effectively and appropriately involves both the speaker and the listener. In recent years, there have been more discussions and research focusing on the importance of intercultural communicative competence (Byram, 1997, 2009; Alptekin, 2002; Kohn, 2013). Intercultural communicative competence is the ability to communicate effectively and appropriately with people from other language and cultural backgrounds. Effective intercultural communication requires − empathy: an understanding of other people’s behaviors and ways of thinking

Lecture 1. Methods of Foreign Language Teaching as a Science

− respect: genuine admiration and appreciation of different ways of thinking and communication − tolerance: the ability and willingness to accept and acknowledge different behaviors and ways of thinking, the existence of opinions or behavior that one does not necessarily agree with − sensitivity: the awareness and responsiveness to other people’s behaviors and ways of thinking − flexibility: willingness to adapt and open to change and different ways of thinking Thus, as it is seen from the above, the methodology of teaching foreign languages, as an independent scientific discipline in its development has always relied on many other scientific disciplines which enrich its content and provide the scientific basis of this inherently pedagogical science. Questions for discussion: 1. Define the methodology as educational, scientific and practical discipline. 2. Express your point of view on the question: Is teaching language an art or is it a science? 3. Present arguments that the Methods is an independent science. 4. What is the difference of a foreign language as an academic discipline from other disciplines? 5. What are the peculiarities of mastering the mother tongue as opposed to a foreign language? 6. Why Methods is considered to be a special didactics? 7. What sciences are considered to be basic for Methods? Justify your answer. 8. What is the place of Methods among other pedagogical sciences? 9. What learning approaches you know and what are the reasons for their selection? Practical tasks for IWS (Individual Work of Students): 1. Make a review of the main features of the contemporary methods. 2. Prepare a short presentation on the current trends in teaching foreign languages. 3. Write an essay and give your point of view on the question: Is teaching language an art or is it a science? Recommended literature 1. Кон­цеп­ция раз­ви­тия иноя­зыч­но­го об­ра­зо­ва­ния Рес­пуб­ли­ки Ка­за­хс­тан. – Ал­ма­ты, 2006 2. Миль­руд Р.П. English teaching methodology – М.: Дрофа, 2005. – 223 с 3. Галь­ско­ва Н.Д., Гез Н.И. Теория обу­че­ния иност­ран­ным язы­кам. Линг­во­ди­дак­ти­ка и ме­то­ди­ка. – М.: Из­да­тельс­кий центр «Ака­де­мия», 2007. – 336 с. 4. Щу­кин А.Н. Обу­че­ние иност­ран­ным язы­кам. Теория и прак­ти­ка: учеб­ное по­со­бие. – М.: Фи­ло­ма­тис, 2004. – 416 с. 5. Ку­нан­баева C.C. Теория и прак­ти­ка сов­ре­мен­но­го иноя­зыч­но­го об­ра­зо­ва­ ния. – Ал­ма­ты: ТОО Дом пе­ча­ти «Эдель­вейс», 2010. – 344 с.

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Lecture

2

AIMS OF TEACHING A FOREIGN LANGUAGE What do we expect to discuss? 1. Understanding of the notion «aims of teaching a foreign language». 2. Practical, educational, and cultural aims of teaching a foreign language. English language is very important nowadays. More and more people need English to attend universities and colleges, because now we have an opportunity to get higher education abroad. New ideas in science and medicine happen so quickly that it is impossible to translate everything into different languages. Most articles are published in English. English is the language of international communication in many areas of life: trade, air and sea transport, tourism and sport. Kazakhstan is establishing closer economic, political, scientific, and cultural relations with other countries. International relations are extended and strengthened through the exchange of scientific, technical, and cultural information. In this situation foreign language teaching is a matter of state significance. Aims are the first and most important consideration in any teaching. 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, he should know the aims and objectives of foreign language teaching. According to Rogova G.V., 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 22

Lecture 2. Aims of teaching a foreign language

the process of learning the 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. 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. The foreign language as a 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. The nature of the language should also be taken into consideration in determining the aims of language teaching. Learning a living language implies using the language of sounds that is, speaking. Scientific research gives a more profound insight into the problem. It is not so much the ability to speak that is meant here but rather the oral treatment; in other words, the language of sounds, not of graphic signs (which is usually the case when a dead language is studied) should serve as basic means of teaching. Thus, students should be taught: 1. Language systems 2. Language skills Language systems knowing Phonology Lexis or vocabulary Grammar Function Discourse

Language skills doing Productive – speaking, writing Receptive – reading, listening

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Language systems – what we know, i.e. «up-in-the-head» knowledge of phonology, lexis or vocabulary, grammar, function, discourse. Phonology – phoneme level, word level and sentence level. Grammar – how the words interact with each other in the sentence. Lexis or vocabulary – the meaning of the words or groups of words. Function – for what purpose we use words or sentences: whether it is request or order: If I were you, I’d leave now The function of the sentence is giving advice. Discourse – we analyse the situational context i.e. who is talking, where, what information they posses. Language skills, on the other hand, what we do with language: listen, speak, read, and write. Thus, our aim is to present the students the system of the foreign language they study and make them use their knowledge in listening, speaking, reading, and writing. It is important to remember that skills and language systems cannot exist in isolation. You cannot speak if you have no the vocabulary to speak with, to express your feelings and wishes you should know language functions. 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 more time is available for pupils’ practice in the target language, the better results can be achieved. Moreover, for the formation of speech habits frequency of lessons is a more essential condition than the length of the course. It is not necessary to prove (it has already been proved) that intensive courses are more effective than extensive ones, for example, six periods a week for three years are more effective for language learning than three periods a week for six years. In foreign language learning all forms of work must be in close interrelation, otherwise it is impossible to master the language. However, attention should be given mainly to practice in hearing, speaking, and reading. Thus pupils must achieve a level in their knowledge of the language which will enable them to further develop it at an institute or in their practical work. The achievement of practical aims in foreign language teaching makes possible the achievement of educational and cultural aims.

Lecture 2. Aims of teaching a foreign language

Educational aims. Learning a foreign 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 foreign 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 through contrastive analysis of language phenomena. In teaching a foreign language the teacher is called upon to inculcate in pupils the scientific outlook, to prepare the young people for an active participation in production and other types of useful activities. Teachers of foreign languages make their contribution to the education of pupils, to their ideological education. Their role in the upbringing of the younger generation cannot be overestimated. Cultural aims. Learning a foreign language makes the learner acquainted with the life, customs and traditions of the people whose language he studies. Foreign language teaching should promote students’ 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 foreign language the learner gains a deeper insight into the nature and functioning of language as a social phenomenon.

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But in a globalized world, the aim of education, and the aim of teaching and learning a foreign language in particular, has greatly changed. To develop communicative competence of students is the main aim of teaching and learning nowadays. Questions for discussion: 1. There are three main aims in teaching a foreign language in schools. Name them and say whether you consider them justifiable. 2. Are aims and principles interrelated? If so, show this interrelation. 3. What is the aim of teaching? Do authors whose works you have read interpret it adequately? Give some examples. Practical tasks for IWS (Individual Work of Students): 1. Compare foreign language textbooks and say how they differ in terms of advantages and limitations to developing students’ ability to speak in a foreign language. 2. PowerPoint Presentation (PPT) on the current trends in TFL. Recommended literature 1. Ку­нан­баева C.C. Теория и прак­ти­ка сов­ре­мен­но­го иноя­зыч­но­го об­ра­зо­ва­ ния. – Ал­ма­ты: ТОО Дом пе­ча­ти «Эдель­вейс», 2010. – 344 с. 2. Галь­ско­ва Н.Д., Гез Н.И. Теория обу­че­ния иност­ран­ным язы­кам. Линг­во­ди­ дак­ти­ка и ме­то­ди­ка. – М.: Из­да­тельс­кий центр «Ака­де­мия», 2007. – 336 с. 3. Щу­кин А.Н. Обу­че­ние иност­ран­ным язы­кам. Теория и прак­ти­ка: учеб­ное по­со­бие. – М.: Фи­ло­ма­тис, 2004. – 416 с. 4. Harmer J. How to teach English. – London: Longman, 2012. – 386 p.

Lecture

3

COMMUNICATIVE COMPETENCE What do we expect to discuss? 1. Concept of Communicative competence; 2. Types of communicative competence; 3. Communicative strategies; 4. Learning activities for developing students’ communicative competence. The term «communicative competence» is made of two words, the combination of which means «competence to communicate». Communicative competence is the ability to use the language correctly and appropriately to accomplish communication goals. The term was offered by Dell Hymes in 1966. Hyme’s original idea was that speakers of a language have to have more than grammatical competence in order to be able to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes. From the moment of its introduction, the concept of communicative competence constantly has undergone changes and instead of the term «communicative competence», the use of such terms as «language proficiency», «communicative proficiency», «communicative language ability», «communicative language competence» was offered. Their definitions were very close in meaning to the definition of communicative competence, i.e. knowledge and abilities for use. This shows that linguists and methodologists came to an agreement that a competent language user should possess not only knowledge about language but also the ability and skill to use that knowledge in a communication, i.e. he/she should be taught language systems and language skills. In 1980, the applied linguists Canale and Swain published an influential article in which they argued that the ability to communicate 27

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required these four different sub-competencies: Grammatical competence, Discourse competence, Sociolinguistic competence and Strategic competence Linguistic competence – knowing how to use grammar, syntax and vocabulary of a language. Discourse competence is understanding and expressing oneself in a given language. Strategic competence is knowing how to solve communication problems as they arise. Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. An integral part of communicative competence (the knowledge of how to communicate with people) is the non-verbal communication. Non-verbal communication is «silent» communication. It includes proxemics (physical distance and life space in the process of communication), kinesics (the study of body movements, gestures, facial expressions, etc., as a means of communication.), facial expression (smiles, eyecontact), haptics (the use of touch in communication), clothing and physical appearance in the process of communication (the concept of decency in clothing and physical appearance), paralanguage (the non-verbal elements of speech, used to modify meaning and convey emotion, such as pitch, volume, and intonation i.e. use of voice: «um-m», «uh-huh» etc). In fact, the nonverbal component of each and every communication process is even more important than the verbal dimension. Gestures, appearance, posture, facial expressions, voice are sometimes more important than what is actually being said. Moreover, a substantial part of the nonverbal behavior is culturally determined. A person who comes from a certain cultural background might use a gesture that in his/her culture has a positive connotation; the same gesture, in a different culture is perceived as being offensive or impolite. Knowing these cultural differences in nonverbal communication has become increasingly more important, especially in the context of globalization. Whether we are talking about business meetings, tourism, international educational programs or other forms of cultural interaction, knowing how the other cultures communicate (both verbal and nonverbal) is essential for establishing a solid relationship.

Lecture 3. Communicative competence

Communication is the process of interpersonal interaction and requires the knowledge of social conventions i.e. the knowledge of rules about proper ways to communicate with people. In accordance with the social conventions, participants in communication perform communicative functions (to socialize, to inform, to persuade, to elicit information, to manipulate behavior and opinions, to perform rituals etc), communicative roles (leader, informer, participant, entertainer etc) (Ellis, R. 1994. The Study of Second Language Acquisition. OUP. P. 160). In order to perform these functions a speaker needs more than just the knowledge of the language. The process of communication is characterized with communicative strategies of achieving a goal through communication (Pollak A. Communicative strategies at work. NJ 1995). Success of communication depends very much on the knowledge of successful strategies chosen by the speakers. Successful strategies are known as the «four maxims» of good communication (Grice, H., 1975. Logic and conversation. Speech Acts. N.Y. Academic Press.) These maxims include quality (say only what is supported by evidence), quantity (say no more and no less than you think is needed), relevance (say what is relevant to the point of communication) and manner (present your ideas clearly an unambiguously). The four maxims of successful communication can be used in teaching how to communicate effectively (Brown, G. and G.Yule. 1983. Teaching the Spoken Language. CUP. P. 71) Communication strategies can be goal-oriented (having a particular goal in mind), partner-oriented (with the partner and his comprehension in mind, using negotiation of meaning, persuasion, self-correction, repetition, etc) and circumstances-oriented (behaving according to the situation) (Wood B. Children and communication. NJ. 1981). Communicative techniques. A technique is a way for a teacher to organize a learner activity. The purpose of communicative techniques is to teach communication (After Littlewood, W. 1981. Communicative Language Teaching. CUP). Communicative techniques can develop in learners productive, receptive and interactive skills that are necessary for effective communication. Activities with listening and reading aim at developing in learners skills of receiving information. Activities with speaking and writing develop in learners skills of producing information. Both can be learner interactive and thus promote communication.

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Learning activities promote communication: − Interactive language games − Information sharing − Task-based − Social interaction − Functional communication If teachers are going to help their students to communicate in the foreign language, they must carefully design and implement oral tasks. The reason for this emphasis is obvious: the goal of communicative language teaching is «communicative competence,» which is achieved through the use of the foreign language for actual communicative purposes. Common pedagogical practices such as reading dialogues aloud or performing oral drills (e.g., «I like to play tennis. She likes to play tennis. We like to...») all have their place, but should never be confused with oral communication. It is important for teachers to understand the different types of oral activities in foreign language teaching as well as the different goals of activities. Unfortunately, teachers often confuse oral practice with oral communication. In general, the goal of guided practice activities is to improve accuracy, whereas the goal of communicative activities is to improve fluency. This table distinguishes the defining features of guided practice from those of communication. Table 1 The defining features of guided practice from those of communication Guided Practice teacher-controlled pedagogical analytic (one thing at a time) closed (one right answer) focus on accuracy

Communicative Task learner-controlled real life, authentic synthetic/holistic (many things at once) open (no single answer) focus on fluency

Despite the difficulties that all group work presents, beginning teachers should not avoid communicative activities. Questions for discussion: 1. What do you think communicative competence emphasizes? 2. How the four sub-competencies (linguistic, discourse, sociolinguistic and strategic) fit together to form a whole called «communicative competence»?

Lecture 3. Communicative competence 3. In your opinion, which of the four competencies as defined by Canale and Swain receive the most attention in foreign language education? Why? 4. In your opinion, is there any difference between communicative competence and linguistic (grammatical) competence? 5. Think about your own communicative competence in a second or third language. Are you equally strong in all four competencies? 6. As a teacher, what do you find most challenging about oral communicative tasks or «group work»? Practical tasks for IWS (Individual Work of Students): 1. Compare foreign language textbooks and say how they differ in terms of advantages and limitations to developing students’ communicative competence in language classes. 2. Prepare a report on the difference between communication and oral practice with the examples of activities. 3. PowerPoint Presentation (PPT) «What is Intercultural Communication»? Recommended literature 1. Ку­нан­баева C.C. Теория и прак­ти­ка сов­ре­мен­но­го иноя­зыч­но­го об­ра­зо­ва­ ния. – Ал­ма­ты: ТОО Дом пе­ча­ти «Эдель­вейс», 2010. – 344 с. 2. Галь­ско­ва Н.Д., Гез Н.И. Теория обу­че­ния иност­ран­ным язы­кам. Линг­во­ди­ дак­ти­ка и ме­то­ди­ка. – М.: Из­да­тельс­кий центр «Ака­де­мия», 2007. – 336 с. 3. Щу­кин А.Н. Обу­че­ние иност­ран­ным язы­кам. Теория и прак­ти­ка: учеб­ное по­со­бие. – М.: Фи­ло­ма­тис, 2004. – 416 с. https://coerll.utexas.edu/methods/ modules/speaking/

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Lecture

4

CONTENT, PRINCIPLES, METHODS AND TECHNIQUES OF TEACHING A FOREIGN LANGUAGE What do we expect to discuss? 1. Components of the content of teaching a foreign language. 2. Principles of foreign language leaching. 3. Methods and techniques of teaching. The main category of foreign language teaching which largely determines the entire educational process is «aims of language teaching» i.e. why to teach a foreign language. All other methodical categories just develop those basics specified by the aims of teaching. One of such categories is content of teaching a foreign language which responds to the question «what to teach to achieve the aims of teaching»? There are three main components of what to teach to make students speak in a foreign language: The main components of content of teaching foreign languages linguistic component 1. language material 2. linguistic material

psychological component habits and skills which students should acquire while learning a foreign language for communication.

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Table 2

methodological component the techniques which students should acquire to learn the foreign language in the most effective way.

Lecture 4. Content, princi ples, methods and techniques of teaching ...

Linguistic component which includes language material (sentencepatterns, pattern – dialogues, texts, topics), for example, at the elementary level students should speak and read about school, home, town, sports. In the senior stage they discuss history and geography, traditions and customs of the country which language they study; linguistic material (phonology, grammar, vocabulary). Psychological component i.e. habits and skills which students should acquire while learning a foreign language. They are listening, speaking, reading, writing; the level of habits and skills is determined by the syllabus for each form. Methodological component i.e. the techniques which students should acquire to learn the foreign language in the most effective way, students should be taught how to learn and memorize words, how to use this or that grammar item in reading, writing and speaking. The content of teaching is given in the syllabus and realized in teaching materials such as teacher’s books, student books, various audio-visual materials (pictures, objects, films, CDs etc). One more question to solve is how to teach a foreign language to achieve the aims in the most effective way i.e. what principles, methods and techniques of teaching to use. At the previous lectures we decided that Methods of foreign language teaching is a science and like any science it is based on some principles. Principle is a guide to teaching. It is a fundamental truth or law upon which others are based. Accordingly, we distinguish General Didactic and Methodological principles. Didactics studies general ways of teaching in schools. Methods of foreign language teaching may be considered special didactics because it deals with ways of teaching foreign languages. That’s why general principles of didactics influence on foreign language teaching. General Didactic principles: Individual approach – this principle takes into account individual peculiarities of the learner, his background knowledge, what he knows, his spheres of interest, etc., i.e. cognitive styles. Cognitive styles have been defined as characteristic mental and psychological behaviours that «serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment» (Keefe, 1979). Differences in people’s cognitive styles reflect the different ways people respond to learning situations. The teacher has to deal with a wide range of students: extroverts (who get their greatest

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satisfaction from social contacts with other people), introverts (who are self-centered, like to be alone with their dreams and their thoughts), deductivists (rational-logical types of students who like the rules to be formulated), inductivists (who induce rules from examples), etc. Some students can be managed easily and flexibly, others require more attention and a tough hand, and still others prefer a certain degree of freedom in choosing the mode of learning. Consequently, the teacher needs knowledge of psychology to realize the principle of individual approach to organize for instruction and manage it successfully. To use this principle the teacher should know the class and the students very well. The principle of the conscious and active participation of students in the education process – understanding of language material by the students, what they learn, why they learn it and where and how they should use it. This principle contrasts with «mechanical» learning, with drilling. It is one of the leading principles because conscious learning plays an important role in language acquisition, enlarges intellectual capacities of learners, and helps to understand new concepts and express new ideas in the target language. The learners must be taught to think from the beginning not in the mother tongue but in the foreign language. Activeness is largely dependent upon interest. So, the learners’ interest should be sustained by telling them about great variety of possibilities that open up before them as a result of studying the language. The learner’s interest should be sustained by proper organization of instruction, the use of purposeful teaching materials to arouse the pupils’ positive motivation. Both individual and collective forms of work should be used to ensure the pupils’ activity and collective spirit. The principle of Visualization – the use of video films, cassettes, disks, pictures to get acquainted with the culture of native speakers, with their speech, intonation. The use of audio-visual materials makes your lesson colourful and interesting. The principle of Accessibility – teaching material should be arranged in a most suitable way for the purpose. Teachers should take into consideration students’ age, level and interest. The principle of Durability – дли­тель­ность, проч­ность. The ability of students to keep in their memory the material they learned and be ready to use it whenever they need for oral and written communication. This principle may be achieved by vivid presentation of the material,

Lecture 4. Content, princi ples, methods and techniques of teaching ...

constant revision or drill. The revision of the material will be more effective if it is presented repeatedly in a new verbal context, new visual aids are used and the types of exercises are varied, by a systematic control of the material and by using it in communication. The principle of Scientific approach – teaching a foreign language should be based on latest achievements in science about language, pedagogy, didactics, psycholinguistics, psychology, and other disciplines. Methods of FLT is a science and is based on scientifically tested theories. Each method, each technique should be proved and pass numerous experiments. Methodological principles: Communicative approach. According to this principle, teaching and learning is organized in natural communicative situations, or close to them. This principle suggests that the goal of learning (using the language as a means of communication) and the means to achieve this goal i.e. (speech activity) act in close cooperation. For this purpose a teacher should use real life situations, innovative technologies, such as discussions, debates, project work. Principle of oral approach in FLT. This principle has been presented in works of a prominent English methodologist Palmer. Accordingly, students should be taught hearing and speaking first. From oral speech a student should pass on to the written language and reading (like a child learn to use a language – he listens, watch, imitates, speaks and only later on reads and writes). Principle of Correlation – teaching language skills and language systems simultaneously on the basis of the vocabulary, grammar studied. The principle of the native language – it almost goes without saying that the native language of every learner is an extremely significant factor in the acquisition of a new language. An occasional translation of a word or phrase here and there can actually be very helpful, especially for adults, but direct use of the second language will help to avoid the first language «crutch» syndrome. Try to make students think directly in the second language and not use translation as they comprehend and produce language. Principal of professional orientation of learning is realized in the selection of material for studies, communication situations, reading texts, tasks, focused on future specialty, in coordination of various disciplines from the perspective of future professional activity of

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students. This takes into account the profile of education (humanities, philological, scientific, technical, economic etc.). Approximation (from Lat. approximare – approaching, coming closer) means «patronizing attitude» of the teacher to the students mistakes in the speech activity if they do not break the communication and do not change the meaning of the message. Do not correct your students during speaking, when they take part in discussions, debates, do not interrupt them constantly. Differentiate between the aim of the activity: whether it is fluency you check or accuracy of speech. System of principles of learning is open; there may be introduction of new principles and reinterpretation of existing ones. All the principles of learning are interrelated; none of them is universal. For the teacher, it is important not only to know all the existing principles of teaching, but also the ability to use them in organizing and conducting lessons at various stages of learning and with different aims of teaching. Methods – things that are done to stimulate learning. Teacher and learner are interrelated. This interrelation is carried out through methods. So a teacher stimulates learning, organizes, instructs, educates, checks. Method in this case is the acquisition of new information about a linguistic or language unit; drill and transformation, making use of the material in the act of communication. The acquisition of new information about a linguistic or language unit means that the students get knowledge of what they are to learn; the drill and transformation – the students perform exercises to form habits on the material they learn; making use of the material in the act of communication i.e. in hearing, speaking and reading, in other words, in language skills. Each method is realized in techniques i.e. exercises, activities, or devices used in the language classroom for realizing lesson objectives. For example, while organizing student’s acquisition of a new sound the teacher can use method of demonstration of the pronunciation of the sound, or method of explanation of how the sound should be pronounced or he uses both demonstration and explanation. The choice of techniques is of great importance for effective teaching as the techniques the teacher uses may produce poor or good effect on learning process. The choice of techniques for each method depends on the students’ age, stage of learning, their intellectual development, and the conditions under which the students learn. Success in teaching a

Lecture 4. Content, princi ples, methods and techniques of teaching ...

foreign language depends on the relation of aims, content, principles, methods and techniques. Questions for discussion: 1. Are aims, content and principles interrelated? If so, show this interrelation. 2. What is the content of teaching? Do authors whose works you have read interpret it adequately? Give some examples. 3. Name the fundamental principles foreign language teaching should be based upon and name the specific principles which, you think, must be observed in teaching this subject in schools. 4. Why principles of teaching are among the basic categories of the methodology? What other basic methodological categories do you know? 5. What principles of teaching should be considered as leading in foreign language classes? 6. Why a teacher should know the principles of teaching a foreign language? Practical tasks for IWS (Individual Work of Students): 1. Examine a few foreign language textbooks and give criticism of their form and content. 2. Analyze one of the textbooks in terms of its structure and content: how exercises and texts contribute to achieving aims of teaching/learning a foreign language? 3. Consider the illustrations in the textbook, and determine what didactic load they carry. 4. Analyze one of the foreign language textbooks in terms of implementation of the leading principles of learning: Communicative approach, The principle of Visualization, The principle of Accessibility, etc. Recommended literature 1. Ку­нан­баева C.C. Теория и прак­ти­ка сов­ре­мен­но­го иноя­зыч­но­го об­ра­зо­ва­ ния. – Ал­ма­ты: ТОО Дом пе­ча­ти «Эдель­вейс», 2010. – 344 с. 2. Со­ло­во­ва Е.Н. Ме­то­ди­ка обу­че­ния иност­ран­ным язы­кам: ба­зо­вый курс лек­ций. – М.: Прос­ве­ще­ние, 2005. – 241 с. 3. Rogova*9 Methods of Teaching English Prosveshcheniye, 1995. – 312 p. ftp://ppi.kz/soloncova_met_obuch_in_yaz_2009.pdf

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Part

II

TEACHING THE LANGUAGE SYSTEM

Lecture

5

TEACHING PRONUNCIATION What do we expect to discuss? 1. The importance of teaching Pronunciation. 2. The difficulties in English pronunciation. 3. The content of teaching pronunciation. One of the aspects of Language system is Phonetics (study of speech sounds) and Phonology (the study of phonemes, intonation, word stress, sentence stress, rhythm and aspects of connected speech). The aim of teaching Pronunciation is not to achieve a perfect imitation of a native speaker, but simply to teach students to pronounce accurately to be easily understood by other speakers. In order to communicate you should understand a person you are talking with and he or she should understand you. Wrong pronunciation often leads to misunderstanding. Improving pronunciation will develop your self esteem, facilitate communication, and possibly lead to a better job or at least more respect in the workplace. Effective communication is of greatest importance, so choose first to work on problems that significantly hinder communication and let the rest go. Remember that your students also need to learn strategies for dealing with misunderstandings, since native pronunciation is for most an unrealistic goal. When we teach sounds, we want our students not only to speak correctly, but also to recognise sound and spelling correspondence. We also want them to be able to discriminate between similar-sounding phonemes. Stress and its opposite – unstress – are very important aspects of English pronunciation. Getting the stress wrong can seriously damage your chances of being understood. Words have their own stress pattern; 40

Lecture 5. Teaching Pronunciation

e.g. water, cricket, awful are stressed on the first syllable. A stressed syllable is usually noticeable by being slightly louder, longer and higher than the syllables next to it. Word stress is important because when it is wrong, words sound very strange or even not understandable. Sometimes wrong stress changes one word into another: desert – dessert (пус­ты­ня – де­серт). Intonation is another important aspect of teaching pronunciation. By intonation we may express agreement, anger, surprise, suspicion. In any language intonation is important. Any language has its specific phonic system. Our students will find that a number of English phonemes are familiar to us, some are quite different. In English pronunciation of sounds is very important, the sense, the meaning of what you want to say changes: it/it/ – eat /i:t/; pot /pͻt/-port /pͻ:t/. For many students these words are pronounced the same. English has phonemes that do not exist in the students’ own language: /w/, /ð/, /Ө/, /Өs/, /ὲә/. The same may be said about the sound /ὴ/. It presents in Kazakh but in Russian we have no such phoneme and it presents a problem for Russian students. A student’s first language often interferes with English pronunciation. For example, /p/ is aspirated in English but not in Kazakh or Russian, so when a Kazakh or Russian speaker pronounces «pig» without a puff of air on the /p/, an American may hear «big» instead. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the native language does not contain. Often these are vowels, as in «ship» and «sheep», which many learners cannot distinguish. For problems such as these, listening is crucial because students can’t produce a sound they can’t hear. Descriptions of the sound and mouth position can help students increase their awareness of subtle sound differences. Aspiration refers to one of the difficulties in teaching/learning English pronunciation. Many languages have far fewer aspirated sounds than English, and students may have trouble hearing the aspiration. The English /p/, /t/, /k/, and / tʃ/ are some of the more commonly aspirated sounds. Although these are not always aspirated, at the beginning of a word they usually are. To illustrate aspiration, have your students hold up a piece of facial tissue a few inches away from

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their mouths and push it with a puff of air while pronouncing a word containing the target sound. Linking. We pronounce phrases and even whole sentences as one smooth sound instead of a series of separate words. «Will Amy go away», is rendered «Willaymeegowaway». To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, «gowaway,» then «aymeegowaway», and finally «Willaymeegowaway» without any pauses between words. The most important thing to remember about pronunciation teaching is that students should have as much opportunity as possible to listen to spoken English. In our schools we teach students literary pronunciation which is characterized by: clear stress in all rhythmic groups; clear pronun-ciation of the sounds, e.g. give me and not gimme (colloquial English); typical abbreviations in auxiliary words: it’s, won’t, doesn’t, can’t, shouldn’t, etc. So the teacher faces the following problems in teaching pronunciation: 1. The problem of discrimination, i.e. hearing the differences between phonemes which are not distinguished or used in the native language of students and between falling, rising tones. 2. The problem of articulation, i.e. learning to articulate English sounds correctly. 3. The problem of intonation, i.e. learning to make right stress, pauses. 4. The problem of integration, i.e. learning to combine sounds into a whole in a connected talk. 5. The problem of automaticy, i.e. learning to use all these while hearing and speaking. Of course absolute correctness is impossible. But as it was told at the beginning of the lecture, the aim of teaching Pronunciation is not to achieve a perfect imitation of a native speaker, but simply to teach students to pronounce accurately to be easily understood by other speakers. And here are some general ideas for working with phonemes: − Include phonemic work into all your teaching of grammar and lexis; − When you teach some new words, say them in a short phrase or sentence. Allow Ss to repeat the phrase, paying attention to pronunciation and stress in new words. − When you teach grammar, allow − Observation of mechanics: let students watch how you and they pronounce particular sounds; Use a mirror e.g.

Lecture 5. Teaching Pronunciation

− Ear-training: get students to listen to and distinguish words which have sounds that seem to them very similar (e.g. hathut; thin-thing; wash-watch). Such pairs of words are known as minimal pairs. − Train your students in using a dictionary to find pronunciation as well as spelling. − Keep your lessons as informal as possible. Students might initially be shy about pronunciation. By using fun, silly activities, it creates a more relaxed, effective atmosphere than strict practice. Drills/ drilling – one of the main ways in which pronunciation is practiced in the classroom. O’ Conner says: «There is only way to master pronunciation of foreign language to repeat the sound features over and over again, correctly and systematically until they can be said without any consciousness, until the learner is incapable to say them another way». In its most basic form, drilling simply involves the teacher saying a word or structure and getting the class to repeat it. Drills are still very popular and there are a number of reasons for that. Drills mean engaging the students in the narrowly defined tasks. This provides emotional security for the learners and teachers. Drills are relatively easy to perform. They guarantee in most cases the immediate result of mastering the learning material. In other words «drill works» and that is what matters. Drilling helps to achieve better pronunciation of language items and help students remember new items. The teacher’s main task in drilling is that of providing a model of the sound, word, phrase or structure for the students to copy. It may be an example of drilling on the CD. The stages of drilling: 1) choral drilling; 2) individual drilling where students are invited one-by-one to repeat; 3) inviting the whole class to repeat the item in unison again. Minimal pairs – pairs of words which are only different in one sound, e.g. ship – sheep, rat-rot, soap-soup. Teachers can use minimal pairs as a way of focusing on sounds which have been causing difficulties for students. E.g.: Activity 1: Tick the words which have the sound /ʌ/: cap hat bug cup hut bag map mud

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Activity 2: How many times do you hear /eɪ/? Underline each one you hear. pepper paper letter later pen pain wet wait get gate late let Chants – when students repeat lines and lyrics in a rhythmic way as if singing. Useful for establishing stress and rhythm. For more advanced students use Tongue twisters to work on particular sounds or to contrast sounds (e.g. Three thin trees and three tall trees). Songs are funny useful activities for teaching pronunciation and grammar at the same time. (Finger family) Pronunciation should be developed through the all course of studies. Phonetic drills should be used at the lessons irrespective of the stage of the teaching. Questions for discussion: 1. What is meant by correct pronunciation? 2. In your opinion, why students’ pronunciation is far from being satisfactory? 3. What do you think a teacher should do to improve students’ pronunciation skills? 4. What were the most common difficulties you had in developing your English pronunciation skills? 5. What are some principles to follow when teaching pronunciation? Practical tasks for IWS (Individual Work of Students): 1. Design the activities to teach the sounds, e.g. /æ/cat, /˄/cut, /ͻ/cot, /Ө/, /ð/ to your students. Use rhymes, minimal pairs, tongue twisters, etc. 2. Present any activity for developing pronunciation skills of schoolchildren. 3. Examine one of the lessons of a student’s book and a teacher’s book and show how students are taught to pronounce correctly. Recommended literature 1. Jeremy Harmer. How to teach English. – Longman Pearson Education Limited, 2010. – 235 p. 2. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 3. Gerald Kelly. How to teach Pronunciation. – Pearson Education Limited, 2009. – 164 p. 4. Со­ло­во­ва Е.Н. Ме­то­ди­ка обу­че­ния иност­ран­ным язы­кам: ба­зо­вый курс лек­ций. – М.: Прос­ве­ще­ние, 2005. – 241 с. 5. G.V. Rogova. Methods of Teaching English Prosveshcheniye, 1995. – 312 p. ftp://ppi.kz/soloncova_met_obuch_in_yaz_2009.pdf 6. How to Teach Pronunciation to ESL Learners | eHow.com http://www.ehow. com/how_4549513_teach-pronunciation-esl learners.html#ixzz1WFZqTFrF

Lecture

6

TEACHING GRAMMAR What do we expect to discuss? 1. The importance of grammar in learning a foreign language 2. Strategies for Learning Grammar 3. Types of exercises for teaching grammar Grammar has always been central to teaching a foreign language. It was even synonymous with teaching a foreign language. However for some time after the rise of communicative language teaching the status of grammar in the curriculum was rather uncertain. Some linguists stated that it was not necessary to teach grammar, that it would develop automatically. Nowadays teaching grammar requires more than making students memorize lists of words, noun phrases, verbal phrases, prepositions, articles and other grammatical structures. It is widely accepted that grammar is an important resource in using language communicatively. The main goal of Communicative Language Teaching (CLT) is the teaching of communicative competence, which refers to knowledge of the building blocks of sentences (e.g. parts of speech, tenses, a teaching methodology which deals with certain aspects of language knowledge such as: knowing how to use language for a range of different purposes and functions, how to vary our use of language according to the setting and the participants, e.g. knowing when to use formal and informal speech or when to use languages appropriately for written as opposed to spoken communication, how to produce and understand different types of texts (e.g. narratives, reports, interviews, conversations), and how to maintain communication despite having limitations in one’s language knowledge (e.g. through using different kinds of communication strategies). 45

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What is grammar then? Grammar is the technique of English. If you can’t speak well and write well – your windows of opportunity are closed. In order to understand a language and to express oneself correctly a learner must understand the grammar mechanism of the language studied. One may know all the words in a sentence but fail to understand it if he does not see the relationship between the words in the given sentence. But if you know grammar, you can easily understand the sentence even if a sentence contains one, two and more unknown words. E.g. We saw him book a ticket. It made me return home. If you don’t know such grammar structure as Complex Object it will be difficult to do it. Book in the first sentence is not a noun кни­га, because him book is a Complex Object and book is an infinitive and a student should look into the dictionary for the meaning of the verb book. In the second sentence the verb made is used in the meaning зас­та­ви­ло and make smb do smth is the infinitive construction. So, grammar is central to the teaching and learning of languages. The aim of teaching grammar is to teach grammar forms and structures in relation to meaning and use for the specific communication tasks. When focusing on a grammar structure the teacher considers the following: 1. form – part of speech; regular/ irregular; spelling; pronunciation; word order; 2. meaning – it is important to show the exact meaning and the function: for example, the past simple tense can be used to talk about the past: Last year I was in London and to ask a question politely: What was it you wanted? 3. use – how and when the structure is appropriately used; in what contexts, by which people, on which occasions? For example, compare Would you like to come to the cinema on Saturday? (an invitation) and Would you come with me?( an instruction). For example, form is – must + main verb; meaning is – obligation, necessity, duty; use is – It is your duty to do smth/you must do smth Learners need grammar to be able to listen, speak, read and write in the target language. It is also one of the more difficult aspects of language to teach well. Language teachers and language learners

Lecture 6. Teaching Grammar

are often frustrated by the disconnect between knowing the rules of grammar and being able to apply those rules automatically in listening, speaking, reading, and writing. This disconnect reflects a separation between declarative knowledge and procedural knowledge. Declarative knowledge is knowledge about something. Declarative knowledge enables a student to describe a rule of grammar and apply it in pattern practice drills. Procedural knowledge is knowledge of how to do something. Procedural knowledge enables a student to apply a rule of grammar in communication. Procedural knowledge does not translate automatically into declarative knowledge; many native speakers can use their language clearly and correctly without knowing the rules of its grammar. Declarative knowledge does not pass automatically into procedural knowledge; students may be able to state a grammar rule, but fail to apply the rule when speaking or writing. There are some problems associated with grammar teaching in general: Direct grammar instruction is still very common. Traditional language teachers, when hear the word «grammar», think of grammar rules and their usage. They teach grammar by explaining the forms and rules and then drilling students on them. As a result students can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context. In most cases grammar instruction is not integrated into the four skills but given in isolation. Mostly it is teachers that formulate the grammar rules. Grammar rules will be clearer and be remembered better when students formulate them themselves (inductive learning) than when teachers formulate them (deductive learning). Learners need repeated input of a grammar item. Just one grammar presentation is not enough. Don’t speak too much. Be concrete. Limit the time you devote to grammar explanations to 10 minutes, especially for lower level students whose ability to sustain attention can be limited. Thus, the aim of a foreign language teacher to teach learners to use grammar correctly in the act of communication. Personal experience should be used to show that grammar is useful. There exist principles of selecting grammar material for teaching speaking knowledge (active grammar) and for teaching reading knowledge (passive grammar). The main principle of selecting grammar material is frequency (how often

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the grammar item occurs). The syllabus determines what to teach. The textbooks emphasize how to teach and present grammar patterns or structures. The teacher should know some principles of grammar teaching: Conscious approach – the teacher draws students’ attention to some elements of the structure, so that students will be able to use them as the orienting points when speaking or writing. This is ensured through contrasting one grammar item with another, giving the example and a rule. Practical approach – students learn those grammar items which they need for immediate use Structural approach – grammar items are introduced and drilled in structures or sentence patterns. It allows the students to use the same pattern for various situations. Situational approach – different situations are selected for a particular grammar item Different approach to the teaching of active and passive grammarif students need grammar for conversation they perform different oral exercises, read and write sentences. If grammar is for reading it is taught through reading. Grammar teaching, like teaching the four skills, should involve pre-, while- and post-stages in an attempt to provide integrated learning environments. In the pre-grammar stage, the teacher should bring grammar instruction to life, stimulate interest in the topic, and raise awareness by providing a reason for learning. The while-grammar stage should facilitate noticing of the new grammar point, and provide meaningful input through contextual examples, pictures, and texts. The post-grammar stage should provide an opportunity to put grammar to use, and relate grammar instruction to real life situations. Language practice activities are divided into controlled practice and free practice activities. Typical controlled practice activities are drills. Many teachers consider drill exercises old-fashioned and never use them. We think they are wrong and learners lose some important chances to learn. Drill exercises give students a chance to practice the language without worrying about meaning. It is clear that we become better at doing certain things through practice. You can feel it yourself when you

Lecture 6. Teaching Grammar

repeat a difficult word constantly your pronunciation becomes perfect after numerous drilling. Textbooks usually provide one or more of the following three types of grammar exercises. Mechanical drills: Each prompt has only one correct response, and students can complete the exercise without attending to meaning. For example: Aslan waited for the bus this morning. He will wait for the bus tomorrow morning, too. Meaningful drills: Each prompt has only one correct response, and students must attend to meaning to complete the exercise. For example: Where are Aruzhan’s papers? They are in her notebook (Students must understand the meaning of the question in order to answer, but only one correct answer is possible because they all know where Aruzhan’s papers are). Mechanical drills are the least useful because they bear little resemblance to real communication. They do not require students to learn anything; they only require parroting of a pattern or rule. Meaningful drills can help students develop understanding of the workings of rules of grammar because they require students to make form-meaning correlations. Their resemblance to real communication is limited by the fact that they have only one correct answer. The basic drill involves simple repetition: Teacher: She’s going to open the book. Student: She’s going to open book. Teacher: He’s going to open the car. Student: He’s going to open the car. It’s a substitution drill. Other variations: Transformation drills – when students make their own sentences based on the modal and information given by you. students transform a sentence of one kind into another form. Teacher: He’s opening the cake tin. Student: He’s going to eat the cake. Teacher: He’s standing beside the swimming pool. Student: He’s going to swim. Teacher: Olga’s going into the post- office. Student: She’s going to buy a stamp. Communicative drills require students to be aware of the relationships among form, meaning, and use. In communicative drills, students test and develop their ability to use language to convey ideas and information. Communicative drills encourage students to

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connect form, meaning, and use because multiple correct responses are possible. In communicative drills, students respond to a prompt using the grammar point under consideration, but providing their own content. For example, to practice questions and answers in the past tense in English, teacher and students can ask and answer questions about activities the previous evening. The drill is communicative because none of the content is set in advance: Teacher: Did you go to the library last night? Student 1: No, I didn’t. I went to the movies. (to Student 2): Did you read chapter 3? Student 2: Yes, I read chapter 3, but I didn’t understand it. (to Student 3): Did you understand chapter 3? Student 3: I didn’t read chapter 3. I went to the movies with Student 1. True sentences – when students are given real information in their answers. There is communication as well as language practice. Teacher: What are you going to do after classes? Student: I’m going to play football. Teacher: And tonight? Student: I’m going to watch TV. Teacher: Are you going watch the film? Student: No, I’m not. I’m going to watch the concert. Grammar practice activities and games are used to focus on the use of a particular item of grammar. E.g. Split sentences: Write out some sentences using the first conditional for warnings, e.g. If you touch the dog, it’ll bite you. Cut each sentence in half. Distribute each half among the students. The task is to find the matching half. If you eat that, you’ll be sick. If you steal my boyfriend, I’ll never speak to you again. If you go out now, you’ll get soaked. If you don’t leave, I’ll call the police. If you don’t book a ticket, you’ll be lucky to get a seat. If you help him, he‘ll finish the work. If you don’t ring us up, we shan’t go. If you work hard you’ll pass your exams without problems. If you eat fast-food you’ll be fat. If you tease that dog, it’ll bite you.

Lecture 6. Teaching Grammar

Some common communicative drilling examples are: Using pictures E.g. What has happened?

Who lives here? – There are a lot of pictures of odd houses. You may use them for training Present Simple.

At all proficiency levels, learners produce language that is not exactly the language used by native speakers. Some of the differences are grammatical, while others involve vocabulary selection and mistakes in the selection of language appropriate for different contexts. In responding to student communication, teachers need to be careful not to focus on error correction. Teachers need to let students know when they are making errors so that they can work on improving. Teachers also need to build students’ confidence in their ability to use the language by focusing on the content of their communication rather than the grammatical form. Teachers can use error correction to support language acquisition, and avoid using it in ways that prevents students’ desire to communicate in the language.

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When students are doing activities that focus on development of new language skills, use error correction to guide them. Example: Student (in class): I see a fascinating film yesterday! Teacher: You saw a fascinating film yesterday. Remember, the past tense of see is saw. When students are engaged in communicative activities, correct errors only if they interfere with comprehensibility. Respond using correct forms, but without stressing them. Example: Student (greeting teacher): I see a fascinating film yesterday! Teacher: You saw a fascinating film? That’s exciting! What kind? Questions for discussion: 1. Grammar is very important in foreign language learning. Why? 2. What were the most common difficulties you had in learning English grammar? 3. What types of exercises for teaching grammar will you use during your school practice? 4. Comment on the main stages of teaching grammar. What will be if after presenting a new grammar material a teacher passes to production stage at once? 5. Distinction between deductive approaches (explain and practise) and inductive approaches (discovery activities), where students find things out of themselves. 6. Ways of organizing controlled practice, including cue-response drills and choral and individual repetition. Free practice where students use ‘new’ language in a more creative way. 7. Lesson sequences for teaching grammar. Practical tasks for IWS (Individual Work of Students): 1. Give your understanding of the following items: «good knowledge of grammar» and «poor knowledge of grammar». 2. Analyze one of the lessons in Student’s book and Teacher’s book and show how grammar is taught. 3. Select a grammar item from a standard textbook and present stages of teaching grammar. 4. Compose or choose from a textbook and conduct a grammar activity with preactivity, while-activity and post-activity phases. After micro-teaching with your peers reflect on how the activity went on and what would you like to change in the future. Recommended literature 1. Jeremy Harmer. How to teach English. – Longman Pearson Education Limited, 2010. – 235 p. 2. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 3. How to teach Grammar. Gerald Kelly. – Pearson Education Limited, 2009. – 164 p. 4. Со­ло­во­ва Е.Н. Ме­то­ди­ка обу­че­ния иност­ран­ным язы­кам: ба­зо­вый курс лек­ций. – М.: Прос­ве­ще­ние, 2005. – 241 с. 5. Rogova Methods of Teaching English Prosveshcheniye, 1995. – 312 p.

Lecture

7

TEACHING VOCABULARY What do we expect to discuss? 1. The importance of teaching vocabulary. 2. Difficulties in assimilating vocabulary. 3. How to teach vocabulary at school. The term «Vocabulary» or «lexis» means words and combination of words that we can recall and use quickly without thinking (automatically). Lexis includes single words (e.g. dog, green, wash), common ‘going – together patterns’ of words (e.g. blonde hair, traffic jam). These frequent combinations are known as collocations and longer combinations of words that are typically used together as if they were a single item (e.g. I’d rather not say…, If I were you…... D’you fancy…). These longer combinations are commonly referred to as lexical chunks. Researchers and methodologists agree that vocabulary is a key element in language learning because without it students cannot understand others or express their own ideas. Wilkins (1972) wrote that «... while without grammar very little can be conveyed, without vocabulary nothing can be conveyed» (pp.111–112). Lewis (1993) calls lexis «the core or heart of language» (p. 89). One of the problems in teaching vocabulary: What words, idioms students should be taught. It is clear that the number of words should be limited because at school we have only 2-4 lessons. According to scientific principles of selecting vocabulary the words selected should be: − frequently used in the language (the frequency of the word is determined mathematically by means of statistic data); − easily combined ( nice room, nice girl, nice weather); 53

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− unlimited from the point of view of style( oral, written); − included in the topics syllabus sets; − valuable from the point of view of word building (use, used, useful, useless, user, usage). Another problem is: What to Teach While Teaching Vocabulary In the language classroom, teachers should try to balance form, meaning, and use. Students should understand not only the mechanics of the language, but also the hows, whys, and wheres a particular structure, word, or phrase gets used. For example, in a lesson on the past perfect tense, students need to learn the sentence structure. The teacher first drills past participles on a variety of verbs (eat / eaten, swim / swum, buy / bought). He then puts the past participles into the grammar structure, with students then further practicing the example sentences. However, the class also needs to learn that the past perfect places actions or events in order for the listener or reader. The grammar serves as a marker of when events happened. This is especially needed when the speaker forgets some information and has to backtrack in the story. This is also important when information needs further clarification. Form: This refers to the mechanics of the language, either in terms of grammar or vocabulary. With regards to grammar, students must understand the sentence structure of a specific grammar rule. In the above example on the past perfect tense, this would be: subject| had | past participle| object\complement So, whenever students want to use the past perfect tense, they have to follow this specific structure. With regards to vocabulary, students must understand the pronunciation of a word. If in a written text, then students must know how to spell a word. Prefixes, suffixes, and roots are also important, especially at the intermediate and advanced levels. Students should be able to breakdown the components of a word to guess at the meaning. Take the following prefixes: Biannual – «bi» means twice, so the new meaning is «twice a year». Distrust – «dis» means not, so the new meaning is «not to trust». Submarine – «sub» means under, so the new meaning is «under water».

Lecture 7. Teaching Vocabulary

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With an understanding of prefixes and suffices, students don’t always have to search for a word in a dictionary every time they come across an unknown word. However, students should also learn to readily recognize that the word may be a noun, verb, adjective, or adverb. This is becomes possible by devoting a portion of the lesson to form. Meaning: This is the mental image/comprehension that is generated by the grammar or vocabulary. Students connect the grammar structure with the meaning. For example, the past tense signals events in the past, the past perfect signals earlier actions/events in a narrative. Once the teacher has presented the structure, he should talk about the meaning too. When vocabulary is the focus of the lesson, students connect the form of the word with its meaning. Use: Last comes how the grammar or vocabulary gets used. For example, the past perfect tense isn’t used in every sentence but rather in conjunction with the past tense. One sentence appears in the past perfect to order events, and then subsequent sentences appear in the simple past. Take the following short narrative: Timur had studied English for ten years. As a result, he got a great job in England last year. However, use also takes into consideration phrases or certain structures that might appear more conversational, others more formal, and yet even more than a few used only in very specific industries or situations. Teaching Vocabulary: form, meaning, usage

Table 3

Form pronunciation spelling inflections derivations Meaning Usage basic and literal meanings subcategorization derived and figurative meanings collocation semantic relation sociolinguistic and stylistic connotation restrictions slangs and idioms

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Vocabulary follows the same concept, as some words are more often used in writing. Others are more often used in speaking. And many words have specific uses and appear in written communication like academic essays or business correspondence. Students must understand these points for effective vocabulary use, especially at the higher-levels when they acquire words with less concrete meanings. In addition, students must also realize what words or types of words are commonly associated with the vocabulary. Selected words may be grouped into concrete, abstract and structural. The selection of the vocabulary is not the teacher’s main concern. It is usually prescribed for him by textbooks and study-guides he uses. The teacher’s concern is how to develop his students’ active and passive or productive and receptive lexis/ vocabulary. The words that are used actively for communication, which are part of your everyday English are active or productive lexis and words we recognize and understand but don’t use in everyday speech are passive or receptive. We shall discuss how to present productive lexis. There are three stages in teaching vocabulary: 1. presentation or explanation 2. practicing or consolidation 3. production Presentation or explanation There are two ways of explaining the meaning of the word: translation and direct way. The first way of presenting the word is a direct translation of the word. Translating a new word can be useful. It is often the simplest and clearest way of showing what a word means. When the teacher presents words denoting abstract notions, he uses a direct translation of the word. There are two variants of translation: 1. Common (proper) translation: joy – ра­дос­ть. 2. Translation-interpretation: to go – ехать, ид­ти, ле­теть – (дви­же­ ние от го­во­ря­ще­му), to come – ехать, ид­ти, ле­теть – (дви­же­ ние к го­во­ря­ще­му). Translation is economical from the point of view of time; it ensures the exact comprehension of the meaning of the words presented. The choice of the way of introducing a new word depends on the following factors: 1. Psychological factors: students’ age: the younger the students are the better is the chance for the use of the direct way; students’ intelligence: the brighter the child the more direct the way;

Lecture 7. Teaching Vocabulary

2. Pedagogical factors: the stage of teaching; the size of the class: in overcrowded classes it is better to use translation because it is economical, more time is used for consolidation of vocabulary; the time limit: when the teacher is pressed for the time he turns to translation 3. The qualification of the teacher: the use of the direct way demands much skill on the part of the teacher. Direct way of presenting the words brings the learner into direct contact with them without using his native language. The direct way is used when concrete words denoting concrete things, actions and qualities are introduced. Ways of direct presenting the meaning of new items (Ur, 1996, p. 63 Box 5.1): − concise definition (as in a dictionary; often a superordinate with qualifications: for example, a cat is an animal which...); − detailed description (of appearance, qualities...); − examples (hyponyms); − illustration (picture, object); − demonstration (acting, mime); − context (story or sentence in which the item occurs); − synonyms; − opposites(s) (antonyms); − associated ideas, collocations. Practice and Consolidation to store the item in the long-term memory; turn passive vocabulary into active vocabulary. Ideas for practice and consolidation − songs and games; − semantic field and semantic mapping; − vocabulary exercises; Songs and games are easy ways of learning without being bored, helping students remember material in an entertaining and pleasant way. Here some examples of such activities: Guess my family Students describe one member of their family sentence by sentence, starting with less obvious clues like hobbies or countries they have visited, until someone guesses who it is. To extend each turn, you could take away points for wrong guesses or only allow one guess per student. Family songs There are many pop songs about families, of which the most popular in adult and teenage classes is probably «She’s Leaving Home» by

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the Beatles. As well as the usual gapfill activities, students can guess the relationship between the person singing and the person they are singing to or about, and discuss questions about the relationships between those people and real families in their country. There are also quite a few EFL songs for kids with family vocabulary in, such as «This Is My Mother» in the Let’s Go books. Semantic maps (or graphic organizers) are maps or webs of words that help students to identify, understand, and recall the meaning of words they read in the text.

Picture 1. An Example of Semantic Mapping (source: http://www.auburn.edu/)

Vocabulary exercises To remember better the students should do various vocabulary exercises. Constant use of a new word is the best way of learning it. For this reason three groups of exercises may be recommended for vocabulary assimilation: Croup I: Exercises for developing students’ skills in choosing the proper word: Guessing, Gestures, Enumeration, Synonyms, Antonyms, etc. Group II: Exercises for forming skills in using the word in a sentence: Matching the word with the definition, Associations, Rating, Recalling, Combination, Transformation, Completion, etc. Group III: Creative exercises: Pictures, Circumstances, Context. Imaging, Drama, Prose, Poetry, Story-telling, Vocabulary Games, etc. Technology can assist in vocabulary acquisition. Visual imagery helps in learning and retention of new words. There are several ways

Lecture 7. Teaching Vocabulary

in which technology can support vocabulary development in students. Some of them are: On-line interactive vocabulary lessons with the features to engage students, provide feedback, individualize instruction. A teacher may download the necessary material beforehand, and have students work through it, helping out when needed. On-line dictionaries, thesauri, encyclopedias. Great effect may have dictionaries designed specifically for English language learners (The Longman Interactive English Dictionary, the Oxford Picture Dictionary Interactive) On-line texts for reading Examples of Vocabulary Exercises: A. Fill in the blank 1. When people are asked what kind of housing they need or want, the question _________ a variety of answers a. defies

b. mediates

c. magnifies

d. evokes

B. Matching Pairs Draw a line between a word and the description that fits the word muggy breeze shower haze flurry sleet

light snow brief rainfall particles in the air that reduce visibility light wind describes warm, wet air partly frozen rain

C. Odd Man Out: Underline the word that doesn’t belong. Example: sock bench hat shirt 1. oak 2. coat 3. bed 4. often 5. dark

willow jacket table short yellow

maple watch desk seldom orange

tomato pant fork always pink

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D. Sorting Words: Arrange the following words into five categories. moun- shirt chair skirtfork apple knife tain jacket spoon stocking sofa river glove chopstick hat table grape plate lake love forest desk banana sock seat To see how the students assimilate the form, meaning, use of words the teacher uses tests. For testing the acquisition of the written form dictations are used. For testing the meaning may be recommended: writing synonyms, antonyms, derivatives. For testing use the teacher has students make up sentences on a picture, write a letter, etc. All the exercises offered at the stages of presentation and consolidation can be applied for vocabulary testing. And here some useful websites for using in your study and work: Just the word http://www.just-the-word.com/ (Gives lots of phrases and collocations based on a word you type in) For better English http://forbetterenglish.com/ Provides other words that frequently collocate with a word you type in Learn English feel good http://www.learnenglishfeelgood.com/vocabulary/ fill-in exercises on a variety of topics, rather adult-oriented English vocabulary quizzes http://a4esl.org/a/v3.html Vocabulary quizzes and crosswords for all levels. Different categories, teachers cannot put in their own words. Site difficult to negotiate. ELF learning http://www.elflearning.jp/ Fun site, very colourful with links to YouTube videos with vocabulary practice for students. Ideas for teachers with YouTube links as well. Teachers cannot put in their own words. Suitable for young children only. Lots of work pages that teachers could download to use. LearnEnglish.British Council http://learnenglish.britishcouncil.org/en/vocabulary-games Great site. Very easy to surf. Lots of different games for vocabulary development suitable for mainly for intermediate and proficiency level Merriam-Webster dictionary http://www.merriam-webster.com/ Apart from using it as an online dictionary ( and there is also an app that can be downloaded onto a smart phone or ipad) there are high

Lecture 7. Teaching Vocabulary

level vocabulary quizzes and also a pronunciation section. Suitable only for proficiency level Wordsmith http://www.wordsmith.org/awad/ A nice site for high level students who want to enlarge their vocabulary by receiving a word a day. Vocabulary https://www.vocabulary.co.il/ Lots of games that students can play at home to increase their vocabulary. Some of the games could be suitable for primary school but it may be difficult for the pupils to find their level. Good for intermediate and proficiency level. Questions for discussion: 1. Why is teaching vocabulary important? What does it mean to know the word? 2. Possible difficulties a student has to overcome when new words are presented. Teacher’s role in overcoming these difficulties. 3. Comment on the main stages of teaching vocabulary. How will you present and practice a new vocabulary in your class at school? Give the examples. 4. What ways of presenting new words will you use during your English lessons at school? Give the examples 5. What exercises you may recommend for vocabulary assimilation? Practical tasks for IWS (Individual Work of Students): 1. There is an opinion that lexics of a foreign language is a source of new knowledge about the history, life and culture of the people, whose language is being studied. Prove rightness of this thesis and Illustrate with examples from school lexical minimum. 2. Prepare a lesson plan for teaching words at any stage you like (junior, intermediate or senior level). Use any student’s book you like. 3. Demonstrate how you will present productive lexis for your students at school. 4. PowerPoint Presentation (PPT) «Modern technologies used for vocabulary assimilation». Recommended literature 1. Jeremy Harmer. How to teach English. – Longman Pearson Education Limited, 2010. – 235 p. 2. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 3. Jim Scrivener. Learning Teaching. – Macmillan Publishers Limited, 2010. – 325 p. 4. Virginia French Allen. Techniques in teaching vocabulary. – Oxford University Press, 2005. – 136 p. 5. Со­ло­во­ва Е.Н. Ме­то­ди­ка обу­че­ния иност­ран­ным язы­кам: ба­зо­вый курс лек­ций. – М.: Прос­ве­ще­ние, 2005. – 241 с. 6. G.V. Rogova. Methods of Teaching English Prosveshcheniye, 1995. – 312 p.

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TEACHING THE LANGUAGE SKILLS

Lecture

8

TEACHING LISTENING What do we expect to discuss? 1. Reasons for listening. 2. Different kinds of listening. 3. Listening skills. 4. Stages of listening and activities connected with listening texts. Listening is the first of the four language skills. Listening involves various skills: for more general understanding (the main idea of the story, message of the conversation); for specific information (time, numbers, addresses). Listening helps you understand what people are saying to you. It helps you to speak clearly to other people. It helps you learn how to pronounce words properly, how to use intonation, and where to place stress in words and sentences. This makes your speech easier for other people listening to you to understand. But still listening is the most difficult skill to acquire. Why? I. Many English words are pronounced differently from their written form. In English there are words with silent letters like: thought island muscle II. There are many letters that are pronounced in different ways, like letter A in: apple father game 64

Lecture 8. Teaching Listening

III. When native speakers talk fast, they «link» the words together. They don’t pronounce every individual word clearly. E.g.: I’ m going to have lunch sounds as: I’m gonnahav lunch. IV. Colloquial language (idioms, slang). V. Too little practice. Most students read too much and don’t listen to enough English. But remember that babies and young children learn English by listening FIRST and reading and writing later. So listening practice is very important! How to improve listening? There are two ways: – Practicing every day. Develop the habit of listening to English for 15 minutes every day. You can listen while walking to work/ school or university, taking a bus or doing housework. – Practicing the right way Practicing the wrong way: – Try to listen once. – You don’t understand every word and you get frustrated. – You give up and stop. What listening skills should students acquire? – for more general understanding (the main idea of the story, message of the conversation); – for specific information (time, numbers, addresses). There are 3 main stages in teaching reading: Pre-listening stage, Listening stage, After listening stage or Follow Up. Pre-listening stage At the pre-listening stage some preparatory work for listening is done. The aim of this work is to assist with comprehension and motivate students to want to listen. Pre-listening activities may include: 1. look at the pictures and the title and make guesses… 2. look at the new vocabulary 3. list ideas about… 4. list possibilities… 5. make a note of what you expect to hear 6. answer the questions 7. listen to the opening and predict what will happen next

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The choice of pre-listening activities depends on the ability of the class, the material available, the time available, the nature and content of a text for listening. While – Listening stage: At the while-listening stage students develop the skill of eliciting messages from spoken language. Activities are done during the time students listen to the text. They may include: 1. tick things, people, dates, etc on your list. 2. make a list of… 3. fill in the chart 4. take notes on… 5. find words which mean… 6. decide whether each statement is true or false 7. complete the information in the paragraph 8. match the picture to what is said 9. follow the route on your map 10. draw a picture 11. carry out actions Methodology of working with a text for listening – When selecting a text for listening the teacher takes into account the following: – Will the students find the topic and the text interesting? – Does the text fit the students’ level? – Will the text lead to further work (speaking, writing)? – Will the text be useful for students? – What kind of text is it: a radio extract, a video, a song, an interview, a real story? – Is it a recording or a teacher’s voice? – Isn’t it too difficult for students and how to overcome the difficulties? The text is usually listened to two times. The purpose of the first listening is to listen for the main ideas (it is «global» listening or «gist» listening). The purpose of the second listening is to listen for details (it is «listening for details»). Thus the knowledge of the text is built gradually. As the Post-listening or Follow-up the following activities may be suggested: Discussion of the theme of the text; retelling; practicing vocabulary or grammar; practicing functions; writing a letter to a character; writing a review; role-play.

Lecture 8. Teaching Listening Questions for discussion: 1. What are the most common difficulties learners have in listening? 2. Teaching listening is a complicated skill which requires special training. What is your opinion on the subject? 3. How important is it to provide students with a list of vocabulary included in the passage before listening or to provide them with a transcription of the text to which they’ve listened? 4. How much information should the teacher provide during pre-listening? 5. In what way authentic materials affect the development of students’ listening strategies? 6. How can listening skills be tested? Illustrate your answer with examples. Practical tasks for IWS (Individual Work of Students): 1. Examine one of the lessons in the standard textbook and show how listening is taught. 2. Choose a text for teaching listening. Give a detailed description of student’s proposed activity and techniques for checking comprehension. 3. Express your opinion on the following: «Authentic listening texts are appropriate for the upper levels of proficiency but not for lower levels of proficiency. Beginners are better served by listening to simplified, adopted texts that will not frustrate them»? 4. Prepare a listening lesson plan on any stage and level 5. PowerPoint Presentation (PPT) «Teaching listening with songs». Recommended Literature 1. Penny Ur. Teaching Listening Comprehension. – Cambridge University Press, 2004. – 173 p. 2. Jeremy Harmer. How to teach English. – Longman Pearson Education Limited, 2010. – 235 p. 3. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 4. Jim Scrivener. Learning Teaching. – Macmillan Publishers Limited, 2010.

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Lecture

9

TEACHING READING What do we expect to discuss? 1. Reasons for reading. 2. Different kinds of reading. 3. Reading skills. 4. Stages of intensive reading texts and activities connected with reading texts. There are many reasons for students to read English texts: for their carries, for study purposes even for survival in a foreign country or simply for pleasure. Reading is useful for language acquisition. The more we read, the better we understand English or any other foreign language. Reading has a positive effect on students’ vocabulary knowledge, their spelling and writing. Good reading texts can introduce interesting topics, stimulate discussions and develops your creativity in general. We need to make a distinction between extensive and intensive reading. The term extensive reading refers to reading which students do often out of the classroom. They may read novels, web pages, newspapers, magazines or any other reading material. The term intensive reading means detailed focus on the construction of reading texts which takes place usually in classrooms. Teachers may ask students to look at extracts from magazines, poems, internet websites, novels and newspapers. You should remember that for understanding the reading material you mustn’t look for the meaning of each word and expression. Reading is a skill and like all skills, the more you use it, the better you get at it. The less you use it, the more difficult it is. Students need to do a lot of things with a reading text: − predicting; − skimming; 68

Lecture 9. Teaching Reading

− scanning; − reading for details. There are 3 main stages in teaching reading: Pre-reading stage, During reading or While reading stage and After reading stage or Follow up. Pre-reading stage promotes engagement and provides a means for prediction. Some activities for this stage: − write the title/subtitle/first paragraph on the board. Ask students to write 3 questions that they think the article / the text might answer; − write the title of the article / the text on the board. Have the students make predictions about the article / the text based upon the title; − write the names of the main characters on the board. Tell a little bit about the characters. Have the students create a story based upon what have you shared; − select an article about a certain topic. Ask students what they know about the topic. Write the ideas on the board. Next ask them what they want to know about the topic. Write this in a column beside the first column. After they read the article, ask them what they learned about the topic. (Activity known as K-W-L Chart: Know – Want to Know – Learned); − show a picture from the text. Have the students make predictions based upon the picture; − present vocabulary and then have students make predictions based upon the vocabulary. Then they read the text to see if their predictions were correct. During reading or While reading stage allows students to integrate the knowledge and information they bring to the text with «new» information in the text. This stage consists of two parts and corresponding activities are: − main idea activities to focus on fast reading (skimming) for general points; − read the text quickly to find out if their prediction was correct; − have a list of statements about the article/ the text. Ask Ss to decide which of these statements are mentioned in the text; − write three titles on the board. Ask students to skim the text and select the best title; − show several photos. Have students read the text and decide which of these pictures is/are appropriate for the text;

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− skim the text and make up a title for the text; − read the text and match photos/titles to appropriate paragraphs in the text; − skim the text and sequence pictures according to the sequence in the text; − read to answer one or two general questions, T/F statements etc. about the content of the text (not too specific at this point); − read in order to answer questions students formulated before knowing the exact content of the text; − jigsaw reading – cut the text into several parts. Give each part to each student. After reading their parts they put the parts in the correct order; − detailed reading activities – more intensive comprehensive understanding; − true/false questions; − multiple choice questions; − matching questions to answers; − filling in a chart; − putting items in order (words, phrases, sentences, pictures); − filling in blanks; − cloze activity – when fifth or seventh word is replaced by a gap/ blank for the students to fill in; − gap filling; − answering questions (more detailed than in Main idea part, the so called Why-questions); − categorizing (e.g. Advantages / Disadvantages); − re-ordering jumbled text; − after reading stage or Follow Up. After Reading allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text. Follow Up Activities: − role-play; − debate; − writing task (e.g. write a letter in reply); − personalization (e.g. Have you ever had an experience like this one?); − write an alternative ending to the story; − display the information in another form;

Lecture 9. Teaching Reading

− select a function from the text and practice it (e.g. suggestions, making plans using the language in the text). By guiding students through the three stages of reading, teachers can support student understanding of content and provide them with opportunities to develop their comprehension and vocabulary skills. Questions for discussion: 1. Teaching reading is a complicated skill which requires special training. What is your opinion on the subject? 2. Do you agree with this statement: «Authentic reading texts are appropriate for the upper levels of proficiency but not for lower levels of proficiency. Beginners are better served by reading simplified texts that will not frustrate them»? 3. In your opinion, how important is reading compared with listening? 4. Do you agree with this statement: «Reading should not be considered a passive language skill in which the learner is simply receiving language input». 5. Of the four basic skills in learning English (reading, listening, writing, speaking), which one do you think is the most important? Practical tasks for IWS (Individual Work of Students): 1. Analyze one of the lessons in Student’s book and Teacher’s book and show how reading is taught. 2. Compare different standpoints on various approaches to reading. Which approach do you find justifiable? Discuss the sequences in which reading should be taught. 3. Prepare a reading lesson plan on any stage and level. Recommended Literature: 1. Edward Fry. How to Teach Reading. – Shell Educational Publishing, 2014. – 160 p. 2. Jeremy Harmer. How to teach English. – Longman Pearson Education Limited, 2010. – 235 p. 3. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 4. Jim Scrivener. Learning Teaching. – Macmillan Publishers Limited, 2010.

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Lecture

10

TEACHING WRITING SKILLS What do we expect to discuss? 1. Writing as a skill. 2. Types of writing work. 3. Building the writing habit. 4. Evaluating writing. Writing is a complex skill that provides communication between the people by means of graphic signs. Like speaking, it is a productive kind of activity. The role of writing in our life has changed over recent years. It is the result of the popularity of e-mail, Internet, mobile phones, Skype services. This new kind of communication has its own peculiarities, its own abbreviations and lexis. All the types of writing may be divided into 2 categories: Academic Writing and Communicative Writing. Academic Writing − academic study, examination preparation and Business English are three common areas where written work is still very important; − at the most basic level, students take down notes in lessons such as this one, when you are making notes of my lecture; − writing involves a different kind of mental process. There is more time to think, to reflect, to prepare, to make mistakes and to find better solutions; − for teachers it can give you a break, make a noisy class calm, and change the mood, the pace, process of a lesson. Communicative Writing is directed at developing the students’ skills as writers. 72

Lecture 10. Teaching Writing Skills

Students should become better at writing of any kind of things: emails, letters, reports, compositions etc. Pre-writing helps students gather ideas, prepare them for the topic (motivate for writing, formulate topics before writing, discuss topics, brainstorming, and categorizing information). While-writing (thesis development, writing from notes, adding, substituting words, sentences, and even entire paragraphs to make their writing more accurately represent their ideas, following a plan, solving a problem). Post-writing (scan the paper for mistakes in grammar, punctuation, and spelling, sharing the writing with the group mates, redrafting, peer editing). Ways of correcting: Teacher correction: − too much correction can be discouraging and demotivating; − correct mistakes which are very basic, and affect the meaning; − underline mistakes and use symbols to identify types of errors; − write positive comments concerning content, organisation and presentation at the bottom of the page; − use a green or blue pen! Self-correction: − have I used a variety of sentences to create interest and to show the relationship between ideas? − have I clearly introduced the subject? − have I supported with specific details and examples? − have I varied my vocabulary? − have I spelt the words correctly? − have I used grammar correctly? Peer correction: − this saves time for the teacher; − helps students develop critical reading; − use the above questions for correction; − the final responsibility is the teacher. Questions for discussion: 1. State the role and place of writing in teaching English. 2. What are students’ worries in writing? 3. Why is writing an effective means in language learning? Prove it. 4. Spelling is one of the most difficult problems in teaching English. Do you agree? Give some examples to prove your answer.

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Part III. Teaching the language skills 5. What were the most common difficulties you had in learning to write English? How to teach writing to overcome these difficulties? Practical tasks for IWS (Individual Work of Students): 1. Analyze one of the lessons in Student’s Book and Teacher’s Book to state the role and place of writing. 2. Produce a writing activity in the three-phase framework (pre-writing, whilewriting, post-writing). Do the activity and reflect on how it went. 3. PowerPoint Presentations (PPT): «Current Trends in Teaching Writing», «Difficulties in teaching writing in a foreign language». Recommended Literature 1. Jessica Williams. Teaching writing in second and foreign language classrooms. – Boston: McGraw-Hill, 2007. – 199 p. 2. Jeremy Harmer. How to teach English. – Longman Pearson Education Limited, 2010. – 235 p. 3. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 4. Jim Scrivener. Learning Teaching. Macmillan Publishers Limited, 2010.

Lecture

11

TEACHING SPEAKING What do we expect to discuss? 1. Reasons for teaching speaking. 2. Speaking sequences. 3. Correcting speaking. Speaking is «the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts» (Chaney, 1998, p.13). Speaking is a crucial part of second language learning and teaching. Today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. Three areas of knowledge that a language learner must know: Mechanics (pronunciation, grammar and vocabulary): Using the right words in the right order with the correct pronunciation. Functions (transaction and interaction): knowing when clarity of message is essential (transaction/information exchange) and when exact understanding is not necessary (interaction/relationship building). Social and cultural rules and norms (turn-taking, tempo of speech, pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what and for what reason. Organizing a fluency activity: 1. Before the lesson: prepare any material you need: − study the material and the activity yourself; − read any teacher’s notes; 75

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− try the activity yourself; − imagine how it will look in class; − decide what seating arrangements are needed; − how long will it probably take? − what questions might they ask? − what instructions are needed? − how will they be given? (Explained? Read? Demonstrated?); − prepare any aids or additional material. 2. Lead – in / preparation: to raise motivation or interest or to focus on language items (e.g. vocabulary) that might be useful in the activity. − show a picture connected to the topic. Ask questions; − give a sentence stating a viewpoint. Ask for students’ opinion; − ask students if they have ever been/done/seen/etc/; − give a short text related to the topic. Students read the text and comment. 3. Setting up the activity: giving instructions, making groupings: − give clear instructions for the activity. A demonstration or example is much more effective than a long explanation; − if necessary, check back that the instructions are clear. (e.g. «So, Saltanat, what are you going to do first?»); − running the activity: students do the activity, may be in pairs or small groups while you monitor and help; − monitor at the start of the activity to check their understanding; − allow the students to work on the task without interference. If the task is difficult, give them the chance to meet that challenge without leaning on you. 4. Closing the activity: invite feedback from the students: − allow the activity to close properly, try to sense when the students are ready to move; − if you want to close the activity while many students are still working, give a time warning (e.g. «Finish the task you are working at» or «Two minutes are left»). 5. Post activity: any appropriate follow on work to have feedback on the activity. The students have worked hard on the task and it has probably raised a number of ideas, comments and questions about the topic and about language. Something we should always remember is that people need time to collect their thoughts before any discussion. If you want to make students talk, you need to answer all the objections we have just

Lecture 11. Teaching Speaking

mentioned: whether the subject is interesting for students, if the students know about the topic they are going to discuss, are they provided with information vocabulary and grammar to participate in the discussion, are they motivated and feel that they really want to talk. It is important to give the students’ pre – discussion rehearsal time. Ideas for correction work after a fluency activity: 1. Correct errors only if they interfere with comprehensibility. Respond using correct forms, but without stressing them. 2. Write a number of sentences used during the activity on the board. Give the chalks to the students and ask them to make corrections. 3. Giving the correct pronunciation of words in replies without drawing any particular attention to it. 4. You write out two lists headed ‘A’ and ‘B’. On each list you write the same ten sentences from the activity. On one list you write the sentence with an error, on the other – the right variant. Each list has half sentences with mistakes and 5 right sentences. The groups discuss their own list and try to find out the mistakes. After discussing all sentences, they compare ‘A’ and ‘B’ sheets and check their answers. Activities for developing speaking skills: 1. Information – gap activities: Most real – life communication comes about because of such gaps of information, when one person knows something that another person does not know; there is a «gap» between them. E.g. such activity as «What are the differences?» It’s a pair work. Picture A – for one student; picture B – for the other. Describe your pictures to each other; ask questions to find differences in them. Don’t show your pictures to each other. After finishing your task – compare the pictures. For information – gap activities it is very important that students follow the given task and in our case they shouldn’t show each other their pictures. 2. Role – plays: learners are usually given particular roles, they are told who they are and often what they think about a certain subject. They have to speak and act from their new character’s point of view. Learners take a little preparation time and then meet with other students to act out small scenes using their own ideas or ideas and information from their role cards. 3. Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic

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environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role plays and simulations have many advantages. First, since they are entertaining, they motivate the students. Second, as Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility. 4. Discussion – an activity in which students are asked to give opinions about a topic. a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things. For example, students can become involved in agree/disagree discussions. In this type of discussions, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial sentences like «people learn best when they read vs. people learn best when they travel». Then each group works on their topic for a given time period, and presents their opinions to the class. It is essential that the speaking should be equally divided among group members. At the end, the class decides on the winning group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others. For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on. 5. Brainstorming – on a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.

Lecture 11. Teaching Speaking

6. Interviews: Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and «introduce» his or her partner to the class. Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them. Questions for discussion: 1. Not all oral exercises mean speaking. Comment upon this statement. 2. What are the reasons for students’ poor comprehension of the target language when spoken? 3. How the teacher may develop pupils’ speaking abilities in dialogue and mo-nologue? 4. Express your opinion on the following: «Don’t teachers already get students to speak when they teach them vocabulary, grammar, and speech functions»? 5. Unfortunately, teachers often confuse oral practice with oral communication. Express your point of view on the difference between communication and oral practice. Practical tasks for IWS (Individual Work of Students): 1. Analyze one of the lessons in a standard textbook and show how the teacher may develop students’ speaking abilities in dialogue and monologue. 2. Prepare and organize a Role play according to the tips for organizing a fluency activity, given in the lecture. Do the activity and reflect on how it went. 3. Prepare speaking lesson plan on any stage and level. Recommended Literature 1. Jeremy Harmer. How to teach English. – Longman Pearson Education Limited, 2010. – 235 p. 2. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 3. Jim Scrivener. Learning Teaching. – Macmillan Publishers Limited, 2010.

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ORGANIZATION OF TEACHING

Lecture

12

PLANNING IN FOREIGN LANGUAGE TEACHING What do we expect to discuss? 1. The necessity for planning. 2. Kinds of planning. 3. Stages of a lesson plan. A lesson plan is a lesson «project» written down on paper. It is only a «project» because a lot of unpredictable events occur in the classroom. Planning is a thinking skill. It involves prediction, sequencing, organizing and simplifying. It is essential, very important to prepare your lesson plan before class. An unprepared teacher who thinks that he or she can do quite well without a plan, relying on his personality, quick thinking and conversation is both unprofessional and ineffective. Even quite experienced and professional teachers write plans, not so detailed may be some notes but still they think over beforehand what they will do during the lesson. For students a plan shows that the teacher has devoted time to thinking about the class. It strongly suggests a level of professionalism and his/ her attitude to the students. You know that teachers are often observed and evaluated by the colleagues and lesson plan shows the level of his professionalism. For the observer gives a clear idea of what the teacher intends in order to judge how well that intention is carried through. The teacher needs two kinds of plans to work successfully: the plan of a serious of lessons for a unit of a course book or a calendar plan and a daily plan for a particular class period or one lesson. The calendar plan includes nine columns: 82

Lecture 12. Planning in Foreign Language Teaching

1. The number of class-periods. 2. The objectives of each period. 3. Language material. 4. 4-7 language skills. 8. Accessories. 9. Homework. A daily or lesson plan goes out from the unit plan and includes: 1. What should be achieved during this particular lesson. 2. What material is used for achieving the objectives. 3. How the objectives should be achieved. When writing lesson plans, be sure to include what part of the textbook you are covering in the lesson, the target structure, new vocabulary, directions for all the activities you intend to use, and the approximate time each section of your lesson will take. The idea behind a lesson plan is that another teacher could pick it up and successfully teach your class without further instructions. If there is an activity where you plan to ask the students questions so that they use the past tense in their responses, write down the questions you plan to ask. It is more difficult to think of appropriate questions on the spot and you are more likely to ask them a question using vocabulary they are unfamiliar with as well. If there is a group activity in the lesson, write down about how many students should be in each group because two to four students is a lot different than five to ten. Writing out your lesson plan can also help you figure out what material you must prepare for a lesson because if your production activity will only take about ten minutes, then you are obviously going to need an additional activity to end the class with. There are many models of a lesson plan. But the main thing to remember is that in a good lesson plan there should be a logical pattern to the lesson. Content is chosen according to the level and needs of the learners. It must be interesting and appealing to them. Even if there are three separate activities, for example, there should be some connection between them. There are some main points of a lesson plan which we should follow. Students often acquire knowledge and skills most effectively through the «I do, we do, you do» approach. This means that teachers first show or model for students what they need to know or be able to do («I do»). Then students are given adequate time to practice together with assistance of their teacher and peers («We do»), followed by a period

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where they attempt to demonstrate mastery of the knowledge and skills on their own («You do»). This «I do, we do, you do» framework serves as the basis for one of the most common lesson structures. A good lesson plan involves consideration of more than just what is going to be taught (the objective) and how it will be taught (materials, equipment, and activities). There are the following aspects of lesson planning: good lesson plan begins with a review of previously learned material. New material is then introduced, followed by opportunities for learners to practice and be evaluated on what they are learning. In general, a lesson is composed of the following stages: LESSON PLAN THEME: topic being discussed OBJECTIVES: goals that the teacher has for the students. A teaching objective states what the learners will be able to do at the end of the lesson: ‘Students will …..’ MATERIAL NEEDED: things that will be needed for the lesson: markers, overhead projector, tape recorder, CDs, paper, cards, worksheets etc. Materials and equipment should be prepared well before class time to ensure that activities can be done as planned. RESOURSES: where the material or information was taken from. TIME: 45 minutes What Are the Stages of a Lesson? Table 4

Stages of a lesson plan Part of the Why lesson 1 2 Warm-up Tongue is warmed up for topic. Students’ lives and feelings are used to stimulate language. Usually is around the topic of a lesson.

Type of activity

Time

3 Question, Picture / Photo, Clip from a video, Song Proverb, Short story

4 3-5 min

T/S interaction 5 Students speak about 85 % of the time

Lecture 12. Planning in Foreign Language Teaching 1 Pre-task

2 Students prepare for the topic and for the later discussions. Unknown words are defined Prediction focuses students for the task. As they do the task, they see if their predictions were correct.

3 4 5 10 min Teacher Vocabulary speaks 70% – 10-15 new words be used Students in further speak 30% discussion. Make predictions about the topic based upon the vocabulary or the title of the reading, listening. 15 min Teacher Presentation This is the major part of Lecture, Listening speaks the lesson plan 70-80% Students are given input, activity, Reading activity so that they later can communicate. (output) A context in which new Students language is learned speak 30-20% naturally is introducedauthentic material is used. 15-20 Teacher Speaking Follow up Students are given min. speaks 20% activities: opportunity to speak, Discussion, Students reuse their Ranking vocabulary, activity, Understanding of what Students Information gap was taught is checked, speak 80% Written or oral fluency is Written assignment: developed. Essay, Letter 3-5 Homework Wrap up Review of what was min. assignment: covered in the lesson, Written, reading Assign homework Questions for discussion: 1. Planning is a necessary prerequisite for effective teaching. Say why. 2. Unit planning not only saves the teacher’s time for compiling daily planning but also makes allowance for developing various skills within the time allotted to a certain unit. Do you agree? Confirm your statement. 3. Since classes are different, daily plans should be adapted to each particular class. What is your opinion on the subject?

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Part IV. Organization of teaching Practical tasks for IWS (Individual Work of Students): 1. Present a plan of your first lesson at school. 2. Prepare presentations on topics: «Specific features of foreign language lessons. Requirements for the lesson». Problems of organization of foreign language lessons». «The importance of planning and requirements for planning the learning process». Recommended Literature 1. Jeremy Harmer. How to teach English. – Longman Pearson Education Limited, 2010. – 235 p. 2. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 3. Jim Scrivener. Learning Teaching. – Macmillan Publishers Limited, 2010. 4. Rogova*9 Methods of Teaching English. – Prosveshcheniye, 1995. – 312 p.

Lecture

13

LANGUAGE TESTING What do we expect to discuss? 1. Reasons for Language Testing. 2. Characteristics of a good test. 3. Test types. 4. Techniques of testing. Testing is an important part of every teaching and learning experience. There are various reasons why we test, the most important of which is to give a learner and teachers a report on the progress the learner has made towards the attainment of goals. Language tests can be valuable tool for diagnosing, measuring a student’s ability or knowledge and controlling his achievements in language learning. The aim may be achieved on condition that a teacher knows the most common characteristics of testing and the main requirements to constructing tests. Characteristics of a good test: Reliability: A good test should give consistent results. A good test should give consistent results. A test is considered reliable if it is taken again by the same students under the same circumstances and the result is almost the same, taking into consideration that the time between the test and the retest is of reasonable length. Clearly a test is unreliable if the result depends to any large extent on who is marking it. Validity: A test is valid when it measures what it is supposed to measure. When we design our tests, we need to be sure that we are not asking students to do things which are completely different from the activities they have done during our lessons. If a test is for checking student’s reading ability, then it should check reading skills but not e.g. writing or listening ability. 87

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Thus it is not valid, for example, to test writing ability with an essay question that requires specialist knowledge of history or biology – unless it is known that all students share this knowledge before they do the test. Simplicity: Simplicity means that the test should be written in a clear, correct and simple language, it is important to keep the method of testing as simple as possible while still testing the skill you intend to test. Practicality: Practicality is the relationship between the resources that will be required in design, development, and use of the test and the resources that will be available for these activities. The resources are human resources, material resources, and time. This quality focuses on how the test is conducted. Therefore, our judgment of the language test is whether it is practical or impractical. A test that is expensive is impractical. A test of language proficiency that takes a student 10 hours to complete is also impractical. A test that takes a few minutes for a student to take and several hours for examiner to correct is impractical for a large number of testers and one examiner if results are expected within a short time. A test that can be scored only by computer is impractical if the test takes place a thousand miles away from the nearest computer. Clarity: The instructions should be clear for each item. The test has no trick questions. All tests may be divided into 2 large categories: Standardized tests and Non – Standardized tests. A standardized test is any form of test that requires all test takers to answer the same questions from common bank of questions, in the same way, test scores are interpreted with regards to a norm or criterion. Non – Standardized tests are informal testing. These tests are classroom tests that assess students’ learning over a period of time or after a particular unit of study. Placement tests: placing new students in the right class in a school or first-year students at the beginning of the year according to their level of knowledge is facilitated with the use of placement tests. Usually based on syllabus and materials the students will follow and use once their level has been decided on, they test grammar and vocabulary knowledge, students’ productive and receptive skills. Progress or achievement tests: Most classroom tests take this form; these tests are designed to measure learners’ language and skill progress in relation to the syllabus they have been following.

Lecture 13. Language Testing

Diagnostic tests: while placement tests are designed to show how good a student’s English is in relation to a previously agreed system of levels, diagnostic tests can be used to find out learner difficulties, gaps in their knowledge, and skill deficiencies during a course. Proficiency Tests measure students’ achievements in relation to a specific task which they are later required to perform (e.g. follow a university course in the English medium; do a particular job). Reference forward to particular application of language acquired: future performance rather than past achievement. They rarely take into account the syllabus that students have followed. Definition of operational needs. Practical situations. Authentic strategies for coping. Common standard e.g. driving test regardless of previous learning. Application of common standard whether the syllabus is known or unknown (e.g. Cambridge Proficiency, UNT. TOEFL, IELTS) Aptitude Tests: measure students’ probable performance. Reference forward but can be distinguished from proficiency tests. Aptitude tests assess proficiency in language for language use (e.g. will a student experience difficulty in identifying sounds or the grammatical structure of a new language?) while Proficiency tests measure adequacy of control in L2 for studying other things through the medium of that language (e.g. Modern Language Aptitude Test University of York). Techniques of testing: A test item is direct if it asks candidates to perform the communicative skill which is being tested. Direct assessment of language allows teachers to see students using language in context, through tasks that require performance of language. Direct assessment is often used in measuring speaking or writing. Examples of direct assessment might include presentations, interviews, writing summaries, or portfolios. Direct assessment is often preferred for assessing language for a number of reasons: − increased potential for communicative interaction; − better evidence for language use; − more motivating for students, and; − more authenticity; Some problems with direct assessment include: − performance anxiety; − some inauthenticity in interview structure; − time-consuming to conduct and score, and; − difficulty in finding the best method for scoring;

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Indirect test items, on the other hand, try to measure a student’s knowledge and ability by getting at what lies beneath their receptive and productive skills. One common kind of question used in indirect assessment is multiple-choice or binary questions (True/False). Multiple choice questions (MCQs): a traditional vocabulary multiple choice question looks like this: The journalist was ___ by enemy fire as he tried to send a story by radio. A. wounded B. wronged C. bruised D. damaged Multiple choice tests have some advantages which include: − easy to score; − increase reliability; − may lower test anxiety; − requires little instruction, and; − manageable for beginning learners who can’t produce a lot. But there are a number of problems in using multiple choice questions, some of which follow: − only assesses recognition of language; − limited inferences about language possible; − inauthentic to real language use; − students can guess the answers, and; − writing successful multiple choice questions is difficult. Another common type of question is the fill-in-the blank item. They are often found in assessment of grammar and vocabulary. While they do require students to produce language, which is different from multiple-choice questions, they are rather inauthentic in terms of language use. E.g.: Aslan was (hurry) home from school when I saw him. Some of the advantages to fill-in-the-blank include: − high reliability; − easier to write, and; − limits guessing. Although they may have advantages, there are a number of problems with fill-in the blank questions. Some of the disadvantages with these kind of questions are that − they are harder to score; − numerous possible correct answers may exist;

Lecture 13. Language Testing

− what is being measured is hard to define; − takes more time for students to complete them, and; − they are not communicative. Another distinction needs to be made between discrete-point testing and integrative testing. Discrete-point testing only tests one thing at a time – listening, speaking, reading or writing. Integrative testing is mainly connected with oral proficiency or with measuring conversational ability. Questions for discussion: 1. What are the goals, objectives and functions of the control in the process of learning a foreign language? 2. What are the relationships between learning, teaching and testing? 3. What is the difference between traditional forms of control and test control? 4. Foreign language proficiency is difficult to test. Why? 5. What basic questions should a teacher/tester ask himself/herself before setting a test? 6. What should be done to enforce the validity of marks? State your reasons. 7. Express your opinion on characteristics of a good test. Practical tasks for IWS (Individual Work of Students): 1. Analyze objects and forms of control in one of the textbooks. Express your opinion on validity and reliability of these forms of control. 2. Prepare presentations on topics: «Advantages and disadvantages of testing in foreign language teaching». «What are the advantages and disadvantages of oral and written forms of control»? 3. Design your own grammar and vocabulary test. 4. Design reading and listening test. Recommended Literature 1. Lyle F. Bachman. Fundamental Considerations in Language Testing. – OUP Oxford, 2000. – 408 p. 2. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 3. Jim Scrivener. Learning Teaching. – Macmillan Publishers Limited, 2010. 4. Dialnet-Testing English As A Foreign Language https://www.google.kz/?gws_ rd=ssl#q=Dialnet.

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Lecture

14

MOTIVATION IN FOREIGN LANGUAGE TEACHING What do we expect to discuss? 1. What is motivation? Different motivational theories. 2. Types of motivation. 3. Motivating young learners. 4. Motivating adults. What is motivation? From the first sight it is easy: «To be motivated is to be moved to do something». But definition of the term «motivation» is difficult to give, because it is such a multifaceted term and there is disagreement about its precise meaning. There are lots of different definitions. This is a problem, because the clarification of a definition is the first step to any further investigation. According to the Oxford English Dictionary «motivation» in the psychological and social sense is «the general desire or willingness of someone to do something». The original psychological and a bit more precise definition says, that motivation is «the (conscious or unconscious) stimulus for action towards a desired goal, especially as resulting from psychological or social factors; the factors giving purpose or direction to human or animal behaviour». Besides these definitions there are specific definitions for second language learning. Gardner and Lambert define motivation as including three components: desire to achieve a goal, effort expended, and attitudes to learning a language. Chambers writes about motivation that it «explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity». Cook states that language acquisition is not the same in learners. 92

Lecture 14. Motivation in foreign language teaching

Moreover, it has been proposed and recommended that there are three main factors, which concern and influence the second language acquisition; these three factors are age, personality, and motivation. He further claims that among the above three issues motivation is the most significant one in second language acquisition. Many scientists have studied motivation and its consequences. We can point out the main important of these theories: 1. Freud’s Psychoanalytic Theory on Instincts, Motivation, Personality and Development. Sigmund Freud is one of the most famous names in psychology. Even though most of his ideas have been abandoned by modern psychology, his psychoanalytic theory formed the basis for many current psychodynamic theories. Freud was the first to discuss the unconscious mind and its role in human behavior. Freud believed that there were three levels of consciousness. First is the unconscious mind, which exists outside of your awareness at all times. Next is the preconscious mind, which includes all information that you are not currently aware of but that can be recalled. Finally, the conscious mind is your current state of awareness. According to Sigmund Freud to motivate children to learn a teacher should organize his lessons in such a way that his students feel comfortable themselves. The classroom should be cozy, with pictures on the wall, many toys, comfortable tables and chairs. 2. Social Development theory. The second theory is presented by Soviet psychologist Lev Vygotsky who suggested that human development results from a dynamic interaction between individuals and society. Through this interaction, children learn gradually and continuously from parent and teachers. Not to lose a child’s attention a teacher should carefully think over the material he is going to take during the lesson. Activities should be neither too easy nor too hard. If they are easy children will not be motivated and lose the interest very quickly, if the tasks are too difficult then a child will feel that he is a looser, a failure and will lose his interest to study. Cooperative learning activities can be planned with groups of children at different levels who can help each other learn. According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others.

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3. Maslow’s hierarchy of needs It is a theory in psychology proposed by Abraham Maslow in 1943 in his paper «A Theory of Human Motivation» Physiological needs are the physical requirements for human survival such as eating, sleeping, breathing. Physiological needs are thought to be the most important; they should be met first. Safety needs include: − personal security; − financial security; − health and well-being. Social Needs – Belongingness and Love, – work group, family, affection, relationships. Esteem needs – self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility. Self-Actualization needs – realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. Maslow’s hierarchy of needs (source: https://www.google.kz/)

Table 5

One must satisfy lower level basic needs before progressing on to meet higher level growth needs. Once these needs have been reasonably satisfied, one may be able to reach the highest level called self-actualization. Every person is capable and has the desire to move up the hierarchy toward a level of self-actualization. Unfortunately, progress is often disrupted by failure to meet lower level needs. Life experiences

Lecture 14. Motivation in foreign language teaching

including divorce and loss of job may cause an individual to fluctuate between levels of the hierarchy. Maslow noted only one in a hundred people become fully selfactualized because our society rewards motivation primarily based on esteem, love and other social needs. Types of motivation: The levels and kinds of motivation in any individual are different from others. In other words, not only levels and amounts of motivation in individuals are different, their kinds of motivation can be also different. According to Gardner and Lambert (1972), there are two types of motivation: integrative and instrumental. There is also another concept in the field of motivation introduced by Ryan & Deci (2000) as Self-Determination Theory; Ryan & Deci (2000) say that Self-Determination Theory categorizes and tells apart diverse types of motivation in accordance with the different causes, or targets which strengthen a deed or an achievement. In proportion to this theory, the most fundamental difference is between intrinsic motivation and extrinsic motivation. Intrinsic motivation (comes from an internal force)

Extrinsic motivation (comes from external pressures)

MOTIVATION

Instrumental motivation Integrative motivation (the wish to learn the language (the desire to learn a language for the purpose of study or in order to communicate with people career promotion) from another culture that speak that language) Picture 2. Types of motivation

Intrinsic motivation is a motivation to learn that comes from an internal force such as interest in language learning or the desire for further personal development in general: I am doing this because it is …… Extrinsic motivation is motivation from external pressures such as the need to speak English for work or because a parent has sent a learner to class: Do this in order to get that.

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Instrumental motivation refers to a practical or pragmatic reason for language study. Instrumental motivations for language learning include passing a language requirement, getting a monetary reward such as an increase in pay grade for language competence, or having a better chance of getting into medical school. Learners with an instrumental motivation want to learn a language because of a practical reason such as getting a salary bonus or getting into college. Integrative motivation is the second type of language learning motivation described by Gardner and Lambert. People with an integrative motivation for language study want to get to know the language to connect with its people or culture. R. C. Gardner and W. Lambert originated the idea of integrative and instrumental motivation in the pioneering book «Attitudes and motivation in second language learning» (1972). Learners who are integratively motivated want to learn the language because they want to get to know the people who speak that language. They are also interested in the culture associated with that language. Motivation is one of the most challenging areas when we are teaching young learners. They need stimulation from the start of the lesson to the final minute. This is partly because at this age (6-11 years) our students tend not to be goal orientated. They have no ability to see the future or to understand whether their English is or is not improving. They need to be engaged and active. That is why a teacher should have lots of activities prepared and not make them too long so that students lose interest. Vary your tasks too. For example, don’t make them all «drawing» activities. Students who don’t like drawing will soon lose their interest. Young learners need giving praise. They really respond well to praise when they have done something well, or made an effort to try something new or something that they find particularly challenging. If you can reward this then you will see motivation levels increase. One way to achieve this is through a Star chart. It is really simple and easy to set up. Draw up a chart with all your students’ names down one side. Explain to students how you are going to award stars and what you are going to award them for. At the end of each activity or task, or at relevant points during the class, mark a smiley face or a star on the chart for your special performers. Remember to reward with consistency, while taking time to support those who may not be able to achieve quite so well. Getting a star can really be a great motivator for younger learners.

Lecture 14. Motivation in foreign language teaching

To be able to keep adults motivated during the process of learning, we, teachers, must understand what their motivators are. Adult language learners are goal oriented and direct their learning to fulfill particular needs or demands: to advance their studies, to progress up the career ladder, to follow business opportunities, to pass a driving test, to assist their children with homework, or simply to be successful users of the language. They usually require immediate value and relevance from their studies, and they often learn best when they are engaged in developing their own learning objectives. Choosing a course-book remember that the right teaching material for adults should be well organized. Use authentic materials with your students to show them that they are already able to understand a real text written by a real Englishman. Making your students interested during the class means choosing the ones that stimulate them. «Involve me and I learn» says a famous quotation and it is in your hands to find out what kind of activities will involve your students. In order to keep your students interested in the lesson you should constantly ensure them they are making progress. One of the problems with adult students is speaking. It often happens that they understand quite complex texts but when it comes to speaking they feel embarrassed and avoid uttering even simple sentences. When you make them speak they will feel their language is improving. Language is communication! Speaking is natural! It is possible to practise speaking even on the elementary level. A good way to show the progress of your students, and motivate them to learn at the same time are regular revisions. Students should know when they can expect a revision and what tasks and parts of material will be revised. A very important thing on the part of a teacher is creating a good atmosphere in the classroom. It should be relaxing and free from criticism. You can introduce it by a smile and sense of humour. But be careful: adults as well as any other age group will not tolerate being laughed at. If you make them feel ridiculed they will become your worst enemies. What they need is encouragement, understanding and patience. But never treat your adult student like children. Being treated like a child is something that even a lot of kids don’t like so avoid patronizing your adult students. The above discussion reveals that motivation is a very important and effective factor in the field of learning language. Thus, the language

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teachers should discover, realize, and pay attention to the personality of their students. Moreover, they should be aware of motivation, its high importance, and its types. They should also realize and get familiar with the character as well as the personality of each student. Afterwards, according to that specific personality type, they should identify and recognize the form of motivation relating to that and perform it in their teaching process. Questions for discussion: 1. How would you explain the concept of intrinsic motivation to a friend who knew nothing about theories of motivation? 2. What are some things teachers say to learners that can lower their motivation to succeed? 3. How can learning strategies improve students’ motivation to learn? Practical tasks for IWS (Individual Work of Students): 1. Identify the five needs described by Maslow that represent the major motives that govern human behavior. From your own experience, give an example of each. Which are deficiency needs and which are growth needs? 2. Identify five ways you can help your learners acquire positive attributions and, with examples from your teaching area, show how you would implement them in your classroom. Recommended Literature: 1. Jeremy Harmer. How to teach English. Longman Pearson Education Limited, 2010. – 235 p. 2. Jim Scrivener. Learning Teaching. Macmillan Publishers Limited, 2010. 3. https://coerll.utexas.edu/methods/modules/learners/01/characteristics. 4. http://ows.edb.utexas.edu/sites/default/files/users/borichgd/book/chapter7.pdf

Lecture

15

LEARNING TEACHING What do we expect to discuss? 1. The role of the teacher in our life. 2. What is «learning teaching»? 3. Teacher or professional development Everybody agrees that teaching is not an easy job but it is necessary and is rewarding when we see our students’ progress and we know that we have helped them to succeed. Teachers play a key role in education and student’s life. We all remember our favorite teachers – the ones who had passion and enthusiasm, the ones who loved and enjoyed what they were doing. Learning teaching… How it is possible? It’s not just the SS who do the learning, but teachers do as well. You teach and you learn. These two things are connected and interrelated. Outside and inside the class, you live and you learn. Any teacher who has stopped learning themselves has probably also stopped being useful as a teacher. One way to keep learning about teaching is to remain open to any new things, to changing some of your ideas. Learning about teaching never stops. A good teacher should try to find new ways of doing things, new activities and methods of teaching. A good way to do it is to read modern teachers’ magazines and journals. There is lots of information on the Internet. The quality of the progress you make in teaching is partly to do with other people. And one of such things is Regional, National and International Teacher’s Associations. Such organisations prepare conferences, courses and newsletters. So to keep current or develop professionally you may through Teacher’s Assossiations / Organizations 99

100 Part IV. Organization of teaching Ways of professional development Teacher’s Associations / Organizations

Table 6

Within your school PROFESSIONAL DEVELOPMENT

Publications

Internet Sites Personally: What can I do myself?

Within your school: − go to a conference or a seminar; − individual or collaborative research on a topic of professional interest; − discuss what you are doing with other teachers; − make an agreement with colleagues to observe each other’s lessons and engaging in informal dialogue on how to improve teaching. Publications – read new ideas in magazines, professional literature and try them out during your lessons. ET Forum Magazine – published 4 times a year (January, April, July, October) for teachers outside the USA and distributed by American embassies. Иност­ран­ные язы­ки в шко­ле – published in Kazakhstan for teachers in our country. You can subscribe in any post office in any city of the Republic. Various methodological books are available in University Press, Macmillan or any other book shops. Internet Sites – participation in a network of teachers formed specifically for the professional development of teachers. There are a great number of websites for resources: www.howstuffworks.com – full of information about everything. Useful resource material: English Maze: www.englishmaze.com.siteaero.com – interactive and interesting activities, lesson plans. Personally: What can I do myself – − do a seminar for your colleagues (while preparing, you study and learn yourself);

Lecture 15. Learning teaching

− attend seminars, courses/workshops (e.g. on subject matter or methods and/or other education-related topics); − еducation conferences or seminars (at which teachers and/or researchers present their research results and discuss education problems); − give private lessons; − write a magazine article; − observation visits to other schools; − qualification programme (e.g. a degree programme). Thus, professional development refers to the development of a person in his or her professional role. Professional development is one of the major factors for being a good, effective teacher.

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GLOSSARY

Aims Achievement tests Acquisition

Approach Assessment

Authentic materials

Brainstorming Capacity

long-term goals. They are the final results aimed at in an educational process. these tests are designed to measure learner’s language and skill progress in relation to the syllabus they have been following. a term used to describe language being absorbed without conscious effort; i.e. the way children pick up their mother tongue. Language acquisition is often contrasted with language learning. The internalization of rules and formulas which are then used to communicate in the L2. For some researchers, such as Krashen, «acquisition» is unconscious and spontaneous, and «learning» is conscious, deve-loping through formal study. theoretical positions and beliefs about the nature of language, the nature of language learning. in education, the term assessment refers to the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning progress, and skill acquisition of students from preschool through college and adulthood. are resources that have been developed specifically for native speakers. These include print, audio, and visual materials, e.g. newspaper texts and TV broadcasts. a group activity where students freely contribute their ideas to a topic to generate ideas. educators typically use the term capacity in reference to the perceived abilities, skills, and expertise 102

Supplement 1. Glossary

CLT

Classroom management Critical reading/ listening Curriculum

Discrete-point test Discussion

of school leaders, teachers, faculties, and staffs – most commonly when describing the «capacity» of an individual or school to execute or accomplish something specific, such as leading a school-improvement effort or teaching more effectively. The term may also encompass the quality of adaptation – the ability of a school or educator to grow, progress, or improve. Common variations include educator capacity, leadership capacity, school capacity, and teacher capacity, among others. communicative language teaching – an approach concerned with the needs of students to communicate outside the classroom; teaching techniques with emphasis on role play, pair and group work, among others. wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. engaging in what you read/listen by asking yourself questions such as, «what is the author trying to say?» or «what is the main argument being presented?» the term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. are made up of test questions each of which is meant to measure one content point (such as asking students to choose the correct tense of a verb). exchange of information for reconstruction of a problem, clarifying and evaluating the alternatives,

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Diagnostic test

EAP Elicit (v) ESP Estimate (v) Evaluation

Extensive reading Feedback

Fluency FL FLT Formal assessment

and an agreement on final decision. Discussions need general understanding of the main concepts, clear borders of the discussions. The presentation of one’s opinion should be neatly organized and supported by facts and proof. Everyone should listen to each other and comment on their opinion. a test to diagnose or discover what language students know and what they need to develop to improve their language abilities; may be used before a course of study and combined with placement test. English for Academic Purposes to get (a response, information, etc.) from someone English for Specific Purposes assess, evaluate. is the part of the teaching process that allows gather and understand information about it, which will be useful not only for teachers but for all the people being part of the teaching process, to make changes, innovate in case something is not working well, confirm if things are going well, strength part of the teaching-learning process and determine if the aims proposed at the beginning of the process are being achieved. reading for general or global understanding, often of longer texts. the response learners get when they attempt to communicate. This can involve correction, acknowledgement, requests for clarification, backchannel cues (e.g., «mmm»). Feedback plays an important role in helping learners to test their ideas about the target language. natural, normal, native-like speech characterized by appropriate pauses, intonation, stress, register, word choice, interjections and interruptions. foreign language foreign language teaching during a formal assessment, all students in a class are evaluated in the same manner. Their examina-

Supplement 1. Glossary

Habit ICC – IELTS Informal assessment

Integrative test / Global test Intensive reading Jigsaw activities / Information gap activities Learning styles

Lead in Lexis

tion involves the same content, format (for example, chapter test or oral report), and testing conditions (for example, length of time). Results are reported as a grade or a score and are used to determine individual students’ abilities in a specific area of learning. something which you do often and regularly, sometimes without knowing that you are doing it. Intercultural Communicative Competence International English Language Testing System managed by UCLES, the British Council and IDP Australia for academic and vocational English. during an informal assessment, a teacher evaluates student’s progress while they are participating in a learning activity, for example, a small-group discussion. Results are typically used to make decisions about what to do next, namely, whether the students are ready to move on or whether they need more practice with the material. test that integrates several parts of language ele-ments. This type of test measures skills of speaking and writing, together with understanding and lis-tening. reading for specific understanding of information, usually of shorter texts. most real – life communication comes about because of such gaps of information, when one person knows something that another person does not know; there is a «gap» between them. the way(s) that particular learners prefer to learn a language. Some have a preference for hearing the language (auditory learners), some for seeing it written down (visual learners), some for learning it in discrete bits (analytic learners), some for experiencing it in large chunks (global or holistic or experiential learners) and many prefer to do something physical whilst experiencing the language (kinesthetic learners). opening or introductory matter, something that leads in or introduces. all of the words and word forms in a language with meaning or function

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106 Lectures on Modern Methods of Foreign Language Teaching Listening for gist

listening where the learner tries to understand what is happening even if she can’t understand every phrase or sentence. The learner is trying to pick up key words, intonation, and other clues so as to make a guess at the meaning. National Curriculum a common programme of study in schools that is designed to ensure nationwide uniformity of content and standards in education. Objectives short-term goals, which may be achieved in a classroom lesson or a sequence of lessons. Placement test placing new students in the right class in a school or first-year students at the beginning of the year according to their level of knowledge is facilitated with the use of placement tests. Usually based on syllabus and materials the students will follow and use once their level has been decided on, they test grammar and vocabulary knowledge, students’ productive and receptive skills. Principle is a fundamental truth or law upon which others are based Proficiency test give a general picture of a student’s knowledge and ability (rather than measure progress). They are frequently used as stages people have to reach if they want to be admitted to a foreign university, get a job, or obtain some kind of certificate. A proficiency test is not limited to any one course, curriculum or single skill in the language. The PPP Method 3 stage method: Presentation- Practice – Production. Peer correction also known as peer review, peer editing, or peer feedback; in writing, an activity whereby students help each other with the editing of a composition by giving each other feedback, making comments or suggestions; can be done in pairs or small groups. Principle a scientific law or theory that something is based on. Rapport the relationship that the students have with the teacher and vice verse. Reading/listening to find more detailed information, stating the main for detailed idea of paragraph, passage, describing the main comprehension characters, drawing conclusions, etc.

Supplement 1. Glossary

Realia Rehearsal Reliability

Scanning

Self-assessment / Self-evaluation

Silent period Simulation

Skimming

Skills Story map

objects from the outside world that learners can use to make the classroom feel more like an authentic, real-life setting the act of learners practising what they’ve learned a test is considered reliable if it is taken again by the same students under the same circumstances and the result is almost the same, taking into consideration that the time between the test and the retest is of reasonable length. read quickly the text for particular information, e.g. when you look for names, addresses, dates, a telephone number, what’s on television at a certain time or search quickly through the article looking for a name or other details. is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly a stage during the initial phase of language acquisition during which a learner doesn’t try to speak. in simulations students act as if they were in a real – life situation, e.g. business company, television studio or government body. We can ask them to simulate a job interview, or a presentation to a conference. read quickly to get a general idea of the text without reading every word e.g. when you run your eyes over a film review to see what the film is about or look quickly through the newspaper to get a general idea of what’s been happening in the world. the ability to do something well. is a graphic organizer that leads students to discover specific elements from a written or oral text. It is built upon common elements such as characters and characteristics, place, plot, resolution, and moral or lesson, or a «who, what, when, where, how, and why» format. Syn: word map, semantic map

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108 Lectures on Modern Methods of Foreign Language Teaching Syllabus

Technique Testing / Language testing TOEFL

UNT (ЕНТ)

Validity

Warm-up activity

a list of course contents that students should study in a particular subject at school, college or university over a period of time; for example, lists of grammar items, vocabulary or topics. a way of presenting language. control, evaluation, assessment to give a learner and teachers a report on the progress the learner has made in learning. Test of English as a Foreign Language is a standardized test of English language  proficiency for non-native English language speakers wishing to enroll in U.S. universities. The test is accepted by many English-speaking academic and professional institutions. TOEFL is one of the two major English-language tests in the world, the other being the IELTS. for all those graduating from school in Kazakhstan, the abbreviation UNT stands for Unified National Testing – the examination that takes place practically simultaneously across the entire country. It is said that all who want to receive a higher education pray to the letters UNT. UNT was introduced for the first time in 2004 as a form of a unified, combined examination for completing secondary education and entering a university. is the extent to which a test measures what it is supposed to measure. It is vital for a test to be valid in order for the results to be accurately applied and interpreted. is a short, fun game which a teacher or trainer can use with students. The purpose of a warm up is to: – encourage the students – wake them up – first thing in the morning and after lunch people are often a little sleepy – prepare them to learn by stimulating their minds and/or their bodies.

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CLASSROOM ENGLISH 1. Greetings/beginning of the lesson. Let me introduce myself. I`ll be teaching you English this year. Good morning / morning Hello! How do you do? It`s time to start now. We can get down to work. Get ready. I`ll just mark the register. Who is away (absent, missing)? Listen to me, please. Who is the monitor? 2. End of lesson/farewells. There is the buzzer (bell). We`ll have to stop here. You can put your things away and go. One more thing before you go. Write down your homework. Goodbye Bye, have a nice day Enjoy your day See you tomorrow 3. Spontaneous reactions Thank you Thank you / you’re welcome Congratulations! Do you feel well? Do you have a headache, stomachache, a cold, the flu,... Sorry (apologize) Sorry? (say it again)

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110 Lectures on Modern Methods of Foreign Language Teaching 4. Getting their attention Listen... Look... Pay attention... So now, listen to... Excuse me... Watch out! I have a question for you What’s up? 5. Blackboard activity Come out to the board, please (when the teacher is at the front of the class). Go to the board (when the teacher is standing at the back of the class) Step aside so that everyone can see. Is there anything to correct? What letter is missing? Put a comma after the word, please. Enclose the words in quotation marks (inverted commas), please. Let`s read the sentences from the board. Use the duster (sponge). Put (write, copy) that down in your notebooks. Write in block (big) letters. Double the letter «r». Write smaller (bigger). Write the words in columns. Write it neatly. Do the exercise in writing. Go to your seat. Hand in your papers as you leave (go out). Make sure your names are on them. 6. Slides, pictures, films Put the screen up (pull down the screen). Draw the curtains (close the blinds). Lights out, please. Switch on the projector. Who would like to work (operate) the projector today? Turn the lights on again. Next picture, please (change the picture). It`s a bit out of focus. I`m afraid this one is upside down. What is happening in this picture? What can you see in the foreground (background, center, right-hand corner, the left-hand corner, at the bottom) of the picture? I`ll let this photograph go round. Have a look and then pass it on.

Supplement 2. Classroom English

Pass the picture round. Come out and point to London on the map. Sing to the music. Put the pictures in the correct order. Ask questions about the pictures. 7. Textbook activity Fetch the dictionaries from the teacher`s room. You will have to share your book with Aslan. Take out your books and open them at page 27. You`ll find the exercise on page 38. Let`s move on to the next page. Refer back to the grammar notes on page 25. All books closed, please. Shut your books. The picture at the top (bottom) of the page. The tenth line from the top (bottom). If there are any words you don`t know, please ask. Read one sentence each. Aruzhan, you read the part of Mrs. White this time. Now act out this dialogue. Try and act like a dentist. The rest of you are the audience. Give a synonym for «rushed». What is the synonym for «rushed»? Try to put it in other words. Make up five questions on the story. Give your opinion. Retell the story from the author’s point of view. 8. Class control Could I have your attention, please? Look this way. Be quiet! Everyone listen. Don’t talk at once. Keep silent. Don’t keep prompting. Speak more clearly. Get on with your work quietly. Don’t keep turning round. Sit up (straight). Work in twos (pairs). I want you to form groups. Three pupils in each group Work on your own. Work by yourselves. Say after me. Is it clear? Clear? Got dial?

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112 Lectures on Modern Methods of Foreign Language Teaching I didn’t catch. Rub out the wrong word. Wipe out (off) the last letter. Put up your hands. Raise your hands. Who knows the answer? Who’d like to add something? Any additions? Your time is up. 9. Right/Wrong Good. Right. Fine. Right you are. Quite right. That’s right. That’s correct. Well done. You didn’t make a single mistake. That’s exactly the point. No, that’s wrong. You missed the verb out. Mind the preposition. You used the wrong tense. You misunderstood the instructions. You still have some trouble with your spelling. You can’t say that, I am afraid. You need some more practice with... Remember the word order. You can do better. That was rather disappointing.

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SAMPLE OF A LESSON PLAN Theme: Family relationships Objectives: Students will be able to ask and answer questions on family members, using the correct forms of possessive adjectives and pronouns. Materials: Charts on the board, cards PROCEDURE I. PRONUNCIATION DRILL Students practice pronunciation of the sounds [đ], [θ] in the words: father, mother, brother, they, them, their, this, that, three II. REVIEW Teacher writes the verb «to have» on board in present simple affirmative and interrogative and drills students I have a mother. Do I have a mother? He has a brother. Does he have a brother? III. PRESENTATION a) Teacher tells a story of own family and draws a family tree with cartoon faces, names and relationships on the board b) Teacher asks questions of one student and draws a similar family tree on the board. Sample questions may include What is your father`s/mother`s name? How many brothers and sisters do you have? Is your brother married? What is his wife`s name? Does he have children? What are their names? c) Teacher checks comprehension of class by asking YES/NO questions about the family tree. For example: 113

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Is Ermek`s mother called Gulnar? Does Ermek have two sisters? Does his sister have children? d) Teacher checks comprehension by asking individual students to go to the board and: Point to Ermek`s sister. Draw a pair of sunglasses on Ermek`s face. Draw a big smile on the face of Ermek`s father. Change the hairstyle of Ermek`s sister IV. PRACTICE a) teacher asks students each to draw their own family tree. Then each student describes the family tree to a neighbor. b) teacher asks student to describe the family tree of the first neighbor to a second neighbor c) teacher distributes cards and asks students to circulate asking each other the questions given below. As students find a classmate who can give an affirmative answer to a question, they ask that classmate to sign beside the question. The object of the exercise is to see who can get all the questions signed off first Do you have two sisters? Does your mother have two brothers? Is your sister`s name Mariya? Do you have one brother? Do your parents have four children? Do you have a baby sister? Is your brother`s name Ermek? V. HOME ASSIGNMENT

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TESTS ON METHODS OF FOREIGN LANGUAGE TEACHING Test 1 1. «Methods of Teaching» means: A. task for education B. psychology of teaching C. way of teaching D. upbringing of children 2. The founder of the Direct Method was: A. N. Homsky B. L.V. Sherba C. J. Chaucer D. H. Palmer 3. Feature of Direct method: A. presentation of vocabulary through synonyms B. presentation in dialogue C. teaching set phrases D. guided-discovery technique for presentation 4. Imitation is the essential feature of _______ method. А. grammar-translation В. direct С. audio-lingual D. communication 5. Memorizing rules is the essential feature of _______ method. A. grammar-translation B. direct 115

116 Lectures on Modern Methods of Foreign Language Teaching C. audio-lingual D. communicative 6. Memorizing patterns is the essential feature of _______ method. A. audio-lingual B. grammar-translation C. direct D. communicative 7. «Prepare a group presentation and show it to the class». What method is it? A. grammar translation B. audio-lingual C. communicative D. natural 8. Choose the method or approach that most closely matches the example provided: First, the teacher presents the present perfect. Next, the students try using it in structured exercises. Finally, the students try to have a conversation together using the present perfect. A. PPP B. communicative C. grammar-translation D. direct 9. Communicative Language Teaching is based on: A. educative competence B. grammar competence C. vocabulary competence D. communicative competence 10. To start foreign language teaching with reading was proposed by: A. H. Palmer B. M. West C. A.S. Hornby D. J. Chaucer 11. The Principle of activity means: A. to be movable B. to be engaged in productive oral work C. to be noisy D. to go round the class

Supplement 4. Tests on methods of foreign language teaching

12. Psychological component includes: A. language material B. grammar material C. students’ habits and skills D. speech patterns 13. Linguistic component of teaching involves: A. textual material B. students’ habits and skills C. students’ outlook D. school curricular 14. Methodological component of teaching involves: A. cultural environment B. lexical minimum C. techniques of teaching D. students’ habits and skills 15. According to the principle of accessibility the teaching material must: A. correspond to the age B. be presented with all difficulties at a time C. be presented spontaneously D. be presented in general 16. Drill work is used for: A. testing the material B. presentation of the material C. control of the material D. consolidation of the material 17. Authentic text is designed for: A. language students B. native speakers C. foreigners D. teachers 18. What is wrong: A. writing skill B. reading skill C. speaking skill D. testing skill

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118 Lectures on Modern Methods of Foreign Language Teaching 19. Motivation is: A. an internal drive B. short-term goal C. parents’ desire D. drill work 20. «Skill» means: A. ability of doing something automatically B. drill work C. often repeated action D. imitation and reproduction 21. To characteristics of real – life listening we refer: A. exact grammar use B. colloquial vocabulary C. scarce speech D. familiar discourse 22. «Write down all the reasons you can think of for getting married». To what phase does this activity belong? A. while-activity B. follow-up C. pre-activity D. post activity 23. «Interview a working woman and a housewife (a pensioner). Report on the findings». To what phase does this activity belong? A. pre-activity B. follow-up C. while-activity D. during activity 24. Knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole is known as ____competence. A. discourse competence B. sociolinguistic competence C. strategic competence D. grammatical competence 25. A colloquialism is a word or phrase that is common in: A. elementary classes B. grammar exercises

Supplement 4. Tests on methods of foreign language teaching

C. conversational language D. role plays 26. Classify the following activity: Two students get together and create their own dialogue between a waitress and a customer in a restaurant. A. post-listening B. pre-listening C. while listening D. detailed listening 27. What type of speaking activity is this? Student A: You are boarding a bus. Ask the driver if it will take you to your hotel. Student B: You stop to pick up a business traveler. Help the traveler find the right route. A. discussion B. jigsaw C. role play D. close 28. Reading is a_________skill. A. subskill B. receptive C. passive D. productive 29. Pre-writing tasks should A. be assigned as homework to make classroom time more efficient. B. be learner generated (groups are responsible for generating lexicon, grammar, pragmatics, etc.). C. prepare learners for all aspects of a final productive task. D. be strictly sequenced to prevent student frustration with language and task. 30. Which is an example of direct assessment? A. recording short spoken answers to questions about daily life. B. fill-in-the blank sentences in a grammar test. C. true-false questions testing reading comprehension. D. an exercise matching vocabulary with definitions.

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120 Lectures on Modern Methods of Foreign Language Teaching Test 2 1. «Find the ways to translate the sentences in your native language». What method is it? A. communicative B. audio-lingual C. natural D. grammar translation 2. «Listen to the tape and react to questions in the pauses provided». What method is it? A. audio-lingual B. communicative C. grammar translation D. natural 3. The Audiolingual Methods starts its developing: A. before World War B. in 1970s C. In 1950s D. in 1920s 4. The Oral Introductory Course was introduced by: A. H. Palmer B. L.V. Sherba C. J. Chaucer D. M. West 5. Feature of the Communicative method: A. deductive teaching of grammar B. memorization of set phrases C. use of spontaneous speech D. grammar analysis 6. Feature of the Direct method: A. teaching set phrases B. practical direction in teaching C. much translation for drill exercises D. presentation in dialogue

Supplement 4. Tests on methods of foreign language teaching

7. The teacher says commands and acts them out. The students try to perform the action. The teacher repeats by saying the command without acting it out. The students respond. The roles are then reversed. A. audio-lingual B. communicative C. grammar translation D. total Ph Resp 8. Linguistic component of teaching involves: A. the type of school B. students’ outlook C. students’ habits and skills D. language material 9. Linguistic component of teaching involves: A. sentence patterns B. students’ habits and skills C. the type of school D. students’ imaginative abilities 10. The Principle of activity involves: A. active use of the mother tongue B. active use of group-, pair work C. conscious comparative method D. analysis of two languages 11. The principle of accessibility is realized through: A. scientific approach B. correspondence to the needs C. correspondence to the age D. conscious approach 12. «A husband wants his wife to stay at home because he is earning more than enough. The wife wants to be self-reliant. What should they do?» To what phase does this activity belong? A. pre-activity B. while-activity C. follow-up D. post activity

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122 Lectures on Modern Methods of Foreign Language Teaching 13. «Agree or disagree with these statements …» To what phase does this activity belong? A. pre-activity B. while-activity C. follow-up D. post activity 14. Knowing how to use and respond to language appropriately, given the setting, the topic and the relationships among the people communicating is known as ________________competence. A. Sociolinguistic competence B. Strategic competence C. Discourse competence D. Grammatical competence 15. _____________ tests are intended to evaluate people’s ability in a language. No matter whether they have had or not, any type of training prior to that test. A. placement B. achievement C. diagnostic D. proficiency 16. Writing is a __________________ skill. A. productive B. secondary C. passive D. receptive 17. Display the information in another form is the activity used during _____stage: A. while reading B. pre-reading C. after reading D. during reading 18. Show several photos. Have students listen to the text and decide which of these pictures are appropriate for the text. A. post-listening B. pre-listening C. while listening D. follow up

Supplement 4. Tests on methods of foreign language teaching

19. Consistency is the specific feature of: A. clarity B. validity C. reliability D. practicality 20. Close test is: A. a test in which the reader has to supply the missing words that have been removed from the text at regular intervals. B. a range of answers is provided, and the candidate has to choose one of them. C. a candidate writes his/her own answer, which is often a single word, never more a sentence, in the space provided. D. a true/false test. 21. What can teachers do about the pupils’ communicative motivation: A. create a warm atmosphere at the lessons and be encouraging to the students rather than critical and destructive. B. teaching with events in the news, connecting the subject with your students’ culture, outside interests or social lives. C. ensure that students view the language and the learning experience in a positive light. D. use translation into a mother tongue for better understanding. 22. Socio-cultural competence A. is the knowledge how to behave in different situation. B. implies learners’ knowledge of native-speakers ‘customs, etiquette, social stereotypes. C. is the ability to use the definite strategies for constructing and interpreting texts D. is the knowledge of vocabulary, grammar, phonetics. 23. Four different sub-competencies: Grammatical competence, Discourse competence, Sociolinguistic competence and Strategic competence were suggested by: A. James Asher B. Dell Hymes C. Lozanov D. Canale and Swain 24. A minimal pair is two words that are A. pronounced the same except for one sound, e.g. bit-bat B. very close in underlying meaning, e.g. near-close

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C. pronounced the same but spelled differently, e.g. through-threw D. common ‘going – together patterns’ of words, e.g. traffic jam 25. Which of these activities is communicative, not controlled practice? A. an oral drill B. a gap fill activity C. an information gap activity D. make-up a dialogue 26. Durable instruction can be ensured by: A. high level of the material B. systematic revision of the knowledge C. properly graded material D. abundance of the material 27. To create natural environment helps: A. visual material B. question-answer work C. constant speaking D. pair-work 28. To observe the principle of individualization help: A. pictures B. textbook C. selection of exercises D. life situation 29. Intonation means: A. the regular patterning of sounds B. the degree of emphasis given to syllables or words C. melody of speech D. stress of a word 30. When you teach students how to look for specific details in a text you are showing them how to A. scan B. scip C. scim D. slip

Supplement 4. Tests on methods of foreign language teaching

Keys: Test 1 1C, 2D, 3A, 4B, 5A, 6A, 7C, 8A, 9D, 10B, 11B, 12C, 13A, 14C, 15A, 16D, 17B, 18D, 19A, 20A, 21B, 22C, 23B, 24A, 25C, 26A, 27C, 28D, 29C, 30A. Test 2 1D, 2A, 3C, 4A, 5C, 6B, 7D, 8D, 9A, 10B, 11C, 12B, 13B, 14A, 15D, 16A, 17C, 18C, 19C, 20A, 21B, 22B, 23D, 24A, 25C, 26B, 27A, 28C, 29C, 30A.

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METHODICAL GUIDELINES TO SIW/SIWT Student’s independent work (SIW) is one of the most significant components of the educational process. When working independently, students have the opportunity to reinforce skills and synthesize their new knowledge by completing a task on their own with minimal teacher direction or peer support. Student`s independent work (SIW) and student`s independent work under control of the teacher (SIWT) in «Modern Methods of Foreign Language Teaching» is an important link in system of methodical training of future foreign language teachers. Student`s Independent Work can take a number of different forms: the solution of educational methodical tasks, critical studying of school programs and textbooks, making a review of the main issues of the contemporary methods, preparing a short presentation on the current trends in teaching foreign languages, writing an essay etc. Here there are some useful tips for self – study work. How to write a report What is a report? A report is a systematic, well organised document which defines and analyses a subject or problem, and which may include: − the record of a sequence of events; − interpretation of the significance of these events or facts; − evaluation of the facts or results of research presented; − discussion of the outcomes of a decision or course of action; − conclusions; − recommendations. Reports must always be: − accurate; − concise; − clear; − well structured. 126

Supplement 5. Methodical guidelines to SIW/SIWT

Report structure: 1. Title page This should normally include the title, your name and the name of the tutor to whom it is being submitted, date of submission, your course/department. Avoid «fancy» fonts and effects and don’t include any clipart. 2. Contents page A clear, well-formatted list of all the sections and sub-sections of the report. Don’t forget to put the page numbers! If applicable, there should be a separate list of tables, figures, illustrations after the main index. Make sure that the headings in this list correspond exactly with those in your main body. It is best to do your list of contents right at the end. 3. Introduction This should show that you have fully understood the task and that you are going to cover everything required. Indicate the basic structure of the report. You should include just a little background/context and indicate the reasons for writing the report. Your introduction will often give an indication of the conclusion to the report. 4. Main body This is the substance of your report. The structure will vary according to the nature of the material being presented, with headings and sub-headings used to clearly indicate the different sections. Charts, diagrams and tables can be used to reinforce your arguments, although sometimes it may be better to include these as an appendix (particularly if they are long or complicated). Do not include conclusions or recommendations in this section. 5. Conclusion Your conclusion should draw out the implications of your findings, with deductions based on the facts described in your main body. Don’t include any new material here. 6. References This is a list giving the full details of all the sources to which you have made reference within your text. How to write an article review An article review is both a summary and an evaluation of another writer’s article. Teachers often assign article reviews to introduce students to the work of experts in the field. Experts also are often asked to review the work of other professionals. Understanding the main points and arguments of the article is essential for an accurate summation. Logical evaluation of the article’s main theme, supporting arguments and implications for further research is an important element of a review. Here are a few guidelines for writing an article review: 1. Read the article several times. Begin by looking quickly at the opening statements, headings and opening sentences of each paragraph and the

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128 Lectures on Modern Methods of Foreign Language Teaching conclusion. Then go back to the beginning and read the article in its entirety. Reading the article a third time with a highlighter or pen in hand allows for making notes or highlighting important sections. 2. Create a summary outline. This is an outline of the main points made in the article and the supporting research or arguments. It is strictly a restatement of the main points of the article and does not include your opinions. Review the summary outline to eliminate unnecessary items. Erase or cross out the less important arguments or supplemental information. 3. Write an outline of your opinions. Review each item in the summary outline to determine whether the author was accurate and clear. Write down in outline form all instances of effective writing, new contributions to the field, as well as areas of the article that need improvement. Create a list of strengths and weaknesses. The strength of the article may be that it presents a clear summation of a particular issue. Its weakness may be that it does not offer any new information or solutions. Use specific examples and references. For example, the article might have incorrectly reported the facts of a popular study. Jot down this observation in your outline and look up the facts of the study to confirm your observation. 4. Start your review by referring to the title of the article in the first paragraph. Include the name of the author. 5. Summarize the article. Express the main points and arguments of the article in your own words, referring to your summary outline for assistance. This may be done in several paragraphs, although the length will depend on requirements established by your instructor or publisher. Review the summary you have written. Read over your summary several times to ensure that your words are an accurate description of the author’s article. 6. Conclude the article review. In a paragraph, summarize the main points of the article, as well as your opinions about its significance, accuracy and clarity. If relevant, also comment on implications for further research or discussion in the field. How to make a presentation A presentation is a means of communication which can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team. Making a presentation is a way of communicating your thoughts and ideas to an audience. How to start? You could introduce your talk or presentation formally: Today I’m going to talk about... In this presentation, I’d like to tell you a little bit about... Alternatively, you could grab your audience’s attention by starting with a question or a challenging statement. Use pictures or objects. So, how much do you know about ___________? Have you ever asked yourself why ...?

Supplement 5. Methodical guidelines to SIW/SIWT

What I’m going to tell you about today will change the way you think about... Pass around the picture/object. What do you think it is? How to organize the presentation? Make it short. Write down the points you want to make, edit them down to, say, four, and then decide which order you are going to make them in. Introduce each point with an expression from the list below. The first/key thing to say about __________ is... The main point to make about __________ is... What you really need to know about__________ is... Now let’s look at... Let’s turn to/move on to... Another interesting thing to say about__________ is... Finally, I’d like to say a few words about... What to say? After introducing the point, add information briefly in two, three, or, at the most, four sentences. Use markers like the ones below to construct long, well-balanced sentences. Anyway, Naturally, Of course, Similarly, Surprisingly, Remarkably, Despite, However, Although, Whereas, Consequently, In addition, Moreover, Furthermore, Incidentally, By the way, It’s worth noting that... . How to finish? Conclude the presentation by briefly summarizing what you have said, or the points you have made. You could end by asking for comments or questions. In conclusion..., To sum up,... So, there are three things to remember about__. Does anybody have any questions? How to write an opinion essay What is an opinion essay? It is an essay in which you have to present your personal opinion on a particular topic. In such an essay, you must state your opinion clearly and support it with appropriate reasons and examples. Your arguments must be really good ones. Don’t forget that the content of the essay must be as important as the form of the essay (you must have an introduction, a main body and a conclusion). Introduction is the first paragraph of your essay, in which you are supposed to introduce the subject and to state your opinion clearly. To state your opinion, these are the language structures you may use: I believe/feel/think that… From my point of view…To my mind/way of thinking…As far as I am concerned…In my opinion/view…I am totally against…I completely disagree with…I don’t agree with..It seems/appears to me that…I (completely) agree with/that... Main body In the following paragraphs, you have to sustain your opinion with more than one argument. Each paragraph should present a different point

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130 Lectures on Modern Methods of Foreign Language Teaching of view, supported by reasons and examples. In the last paragraph, you should present the opposing opinion, supported with arguments and examples. For arranging your ideas and arguments, you may use the following language structures: First of all/Firstly,… Second of all/Secondly,… Third of all/Thirdly,… Fourth of all/Fourthly,… And last but not least/Finally,... Conclusion This is the last paragraph of your essay and this is where you should restate your opinion, using different words. To do this, you may use the following language structures: In conclusion,… To conclude with,… Briefly,… On the whole,... Other tips for writing an opinion essay − don’t forget to plan carefully; questions like: What is your opinion on the topic? What is your first/second argument? Do you have an example for this argument? What is the opposing point of view? How will you restate your opinion?; − to introduce examples, you may use language structures like: for example, for instance, to illustrate this, etc.; − try to use formal language, not slang or colloquial; − try to avoid contractions (use the long forms: is not, have not, could not etc.).

LITERATURE

1. Кон­цеп­ция раз­ви­тия иноя­зыч­но­го об­ра­зо­ва­ния Рес­пуб­ли­ки Ка­за­хс­тан. – Ал­ма­ты, 2006. 2. Галь­ско­ва Н.Д., Гез Н.И. Теория обу­че­ния иност­ран­ным язы­кам. Линг­во­ди­дак­ти­ка и ме­то­ди­ка. – М.: Из­да­тельс­кий центр «Ака­де­ мия», 2007. – 336 с. 3. Ку­нан­баева C.C. Теория и прак­ти­ка сов­ре­мен­но­го иноя­зыч­но­ го об­ра­зо­ва­ния. – Ал­ма­ты: ТОО Дом пе­ча­ти «Эдель­вейс», 2010. – 344 с. 4. Миль­руд Р.П. English teaching methodology. – М.: Дро­фа, 2005. – 223 с. 5. Со­ло­во­ва Е.Н. Ме­то­ди­ка обу­че­ния иност­ран­ным язы­кам. Ба­зо­ вый курс лек­ций. – М.: Прос­ве­ще­ние, 2005. – 241 с. 6. Щу­кин А.Н. Обу­че­ние иност­ран­ным язы­кам. Теория и прак­ти­ка. Учеб­ное по­со­бие для пре­по­да­ва­те­лей и сту­ден­тов. – М.: Фи­ло­ма­ тис, 2004. – 416 с. 7. Dialnet-Testing English As A Foreign Language: an overview and some nmethodological considerations - https://www.google.kz/?gws_ rd=ssl#q=Dialnet 8. Edward Fry. How to Teach Reading. – Shell Educational Publishing, 2014. – 160 p. 9. Gerald Kelly. How to teach Pronunciation. – Pearson Education Limited, 2009. – 164 p. 10. Harmer J. How to teach English. – London: Longman, 2012. – 386 p. 11. Harmer J. The Practice of English Language Teaching. – London: Longman, 2011. – 386 p. 12. Lyle F. Bachman. Fundamental Considerations in Language Testing. OUP Oxford, 2000. – 408 p. 13. Penny Ur. Teaching Listening Comprehension. – Cambridge University Press, 2004. – 173 p. 14. Rogova G.V. Methods of Teaching English Prosveshcheniye, 1995. – 312 p. 15. Jim Scrivener. Learning Teaching. – Macmillan Publishers Limited, 2010. – 325 p. 131

132 Lectures on Modern Methods of Foreign Language Teaching 16. Jessica Williams. Teaching writing in second and foreign language classrooms. – Boston: McGraw-Hill, 2007. – 199 p. 17. Virginia French Allen. Techniques in teaching vocabulary. – Oxford University Press, 2005. – 136 p. INTERNET RESOURSES: 1. https://coerll.utexas.edu/methods/modules/speaking/ 2. ftp://ppi.kz/soloncova_met_obuch_in_yaz_2009.pdf 3. How to Teach Pronunciation to ESL Learners | eHow.com http:// www.ehow.com/how_4549513_teach-pronunciation-esl learners. html #ixzz1WFZqTFrF 4. https://coerll.utexas.edu/methods/modules/learners/01/characteristics. 5. http://ows.edb.utexas.edu/sites/default/files/users/borichgd/book/ chapter7.pdf

CONTENTS

Introduction............................................................................................. 3 PART I. GENERAL PROBLEMS OF FOREIGN LANGUAGE TEACHING........................ 9 Lecture 1. Methods of Foreign Language Teaching as a Science....................................... 10 Lecture 2. Aims of teaching a foreign language................ 22 Lecture 3. Communicative competence............................ 27 Lecture 4. Content, principles, methods and techniques of teaching a foreign language............................................ 32 PART II. TEACHING THE LANGUAGE SYSTEM...................... 39 Lecture 5. Teaching Pronunciation.................................... 40 Lecture 6. Teaching Grammar........................................... 45 Lecture 7. Teaching Vocabulary........................................ 53 PART III. TEACHING THE LANGUAGE SKILLS....................... 63 Lecture 8. Teaching Listening........................................... 64 Lecture 9. Teaching Reading............................................. 68 Lecture 10. Teaching Writing Skills.................................... 72 Lecture 11. Teaching Speaking............................................ 75 PART IV. ORGANIZATION OF TEACHING................................. 81 Lecture 12. Planning in Foreign Language Teaching........................................................... 82 Lecture 13. Language Testing............................................. 87 Lecture 14. Motivation in foreign language teaching............................................................ 92 Lecture 15. Learning teaching............................................. 99

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SUPPLEMENT 1 Glossary............................................................................................... 102 SUPPLEMENT 2 Classroom English.............................................................................. 109 SUPPLEMENT 3 Sample of a lesson plan....................................................................... 113 SUPPLEMENT 4 Tests on methods of foreign language teaching.................................. 115 SUPPLEMENT 5 Methodical guidelines to SIW/SIWT.................................................. 126 Literature............................................................................................. 131

Еducational issue

Mustafina Gulzhan Merkibaev Tolegen LECTURES ON METHODS OF FOREIGN LANGUAGE TEACHING Educational manual Managing Editor Е. Suleimenova Typesetting and cover design G. Kaliyeva Cover design used photos from sites www.law-slide-justice.com

IB No. 8401

Signed for publishing 21.07.2015. Format 60x84 1/16. Offset paper. Digital printing. Volume 8,5 printer’s sheet. 50 copies. Order No 2064. Publishing house «Qazaq university» Al-Farabi Kazakh National University KazNU, 71 Al-Farabi, 050040, Almaty Printed in the printing office of the «Qazaq university» publishing house

«ҚАЗАҚ УНИВЕРСИТЕТІ» баспа үйінің жаңа кітаптары Bekturova E.K. History and Culture of Great Britain: Regional Geography textbook / E.K. Bekturova. – Almaty: Qazaq university, 2015. – 103 p. ISBN 978-601-04-1235-4 The textbook is about the geography, history, culture and famous personalities of the English-speaking country. Every nation and every country has its own traditions and customs. In Britain traditions play a more important role in the life of people than in other countries. They say British people are very conservative. They are proud of their traditions and carefully keep them up. The textbook is recommended to the university students, students of translation courses. Orazbekova I. Linguocultural Aspect of Learning English and Intercultural Communication: educational manual / I. Orazbekova. – Almaty: Qazaq university, 2015. – 120 p. ISBN 978-601-04-1092-3 The educational manual “Linguocultural Aspect of Learning English and Intercultural Communication” provides material on the relationship between language and culture, which are presented from the perspective of both linguocultural studies and intercultural communication theory for the Bachelor’s and Master’s Degree students of the Philology, Literature Studies and World Languages faculty. The manual deals with the current trends in linguistics which consider the meaning of a word in close connection with the cultural and cognitive experience of a man, realia, metaphor as a way of representing the culture, the notion of “concept”, linguocultural aspect of phraseology, the concept of “masculinity” and “femininity” in the culture, the basic theory of intercultural communication (E. Hall, Hofstede). Мукаева А.У. Французский язык для начинающих: уровень А1, А2: учебное пособие / А.У. Мукаева, Н.С. Бесирова, А.А. Камзина. – Алматы: Қазақ университеті, 2015. – 48 с. ISBN 978-601-04-1017-6 Учебное пособие «Французский язык для начинающих: уровень А1, А2» составлено на базе современных учебных текстов по различной социально-бытовой тематике, предусмотренной Типовой программой по специальностям «5В011900 – Иностранный язык: два иностранных языка» и «5В021000 – Иностранная филология». Цель учебного пособия – обучение навыкам произношения, чтения, разговорной и письменной речи французского языка, совершенствование навыков монологической и диалогической речи по различной тематике. Пособие предназначено для студентов, обучающихся по дисциплине «Второй иностранный язык» (уровень А1, А2). Studienbuch zum Lesen und Analyse der Texte: lehrbehelf / autoren: R.M. Bekischeva, D.A. Karagoischiyeva. – Almaty: Kasach universiteti, 2014. – 92 s. ISBN 978-601-04-0697-1 Dieser Lehrbehelf wurde für die Studenten des 3.und 4. Studienjahres entwickelt. Das Ziel des methodischen Lehrmittels ist die Sprechfer-tigkeiten der Lernenden zu entwickeln und ihre landeskundliche Kenntnisse zu vertiefen. Die für das Sprachniveau der Studenten ausgewählten Texte eignen sich gut zur Analyse und Nacherzählung. Nach jedem Text wurden spezielle Űbungen für die effektive Arbeit mit dem Text gegeben. Der Lehrbehelf kann auch von den Magistranten, PhD Doktoranten der philologischen Fakultät der Hochschulen benutzt werden. Кітаптарды сатып алу үшін «Қазақ университеті» баспа үйінің маркетинг және сату бөліміне хабарласу керек. Байланыс тел: 8(727) 377-34-11. E-mail: [email protected], cайт: www.read.kz, www.magkaznu.com