№1 ЕМТИХАН БИЛЕТІ / ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ

1.The development of different foreign language teaching methods and approaches.

MFLT (Methods of Foreign Language Teaching) is a scientifically tested theory concerning the teaching of foreign languages in schools and other educational institutions. It covers three main problems:  aims of teaching a FL;  content of teaching (i.e. what to teach to attain the aims);  methods and techniques of teaching (how to teach a FL to attain the aims in the most effective way). In MFLT we differentiate between aims (long-term goals) and objectives (short-term goals, immediate lesson goals). Pre-communication methods.      The way towards communicative teaching has been a long and con­troversial one with advances and set backs. The focus of attention has gradually shifted from the language as a systematic code to the language as a means of communication with the search for an effective method of instruction and consideration of the learner's personality.   

Grammar translation method included de­tailed analysis of grammar rules, translating sentences and texts into and out of the target language, memorizing rules and manipulating morphol­ogy and syntax, reading and writing.   

Direct method encouraged the use of foreign language in the classroom. Classroom teaching was conducted in the target language only. The learning process was mostly based on imitation and memoriza­tion.  

 Oral approach or situational language teaching was based on selection and organization of the "situations". "Situations" were organized with the use of concrete things and pictures. They were used to introduce the new grammar structures.   

Audio-lingual method applied the principles of structural linguistics to language teaching. Pattern practice became a basic classroom tech­nique. Audio-lingual method was the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforce­ment).  

 The Natural approach put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The following hy­potheses were at the foundation of the Natural approach: the acquisition/ learning hypothesis (only natural-like acquisition can result in mastering the language while "learning" helps getting knowledge about the lan­guage), the monitor hypothesis (explicit knowledge has only one func­tion, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predicta­ble order), the input hypothesis (the relationship between the input and language acquisition shows that learners need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do better in language acquisition).   

Humanistic approach  emerged as a reaction to the behaviorist ap­proach to teaching with the rigid teacher's control over the learners' be­havior. The concern of humanistic tendencies was to enhance people's self-fulfilment and their role in directing their own lives.   Humanistic approach to language teaching emphasized the value of developing the learner's whole personality, the socialization of an indi­vidual in a group, creative activities with music, arts, etc. It was further developed in community language teaching. The method was based on counseling techniques. In lay terms, counseling is giving support to an­other person. This method was described as humanistic with self-fulfil­ment and secured self-esteem of the learners.   The priorities of the method were to develop learners' relationships in the group, to encourage the learners' feeling of security and belonging to a group as well as asserting their personal identity.

Communicative approach Communicative language teaching is based on a number of typical features of the communication process. Language teaching 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. The learners are taught “negotiating” the meaning (working towards better understanding each other), and using “communication strategies”.

2. Proprioceptive language learning method. The goal, characteristics, advantages and disadvantages.

The proprioceptive language learning method (proprioceptive method) is a language learning technique which emphasizes simultaneous development of cognitive, motor, neurological, and auditory functions as all being part of a comprehensive language learning process. Therefore, lesson development in this method is as concerned with the training of the motor and neurological functions of speech as it is with cognitive (memory) functions. It further emphasizes that training of each part of the speech process must be simultaneous. Goals? The proprioceptive method stresses that mere knowledge of vocabulary and grammar is not the sole requirement for spoken language fluency, but that the mind receives real-time feedback from both hearing and neurological receptors of the mouth and related organs in order to constantly regulate the store of vocabulary and grammar memory in the mind during speech.

Advantages and disadvantages таба алмадым тапсам жиберем Қыздар))

3.Implementing collaborative learning.

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.)..Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis.

Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. The approach is closely related to cooperative learning.

SImply put, cooperative learning is when a group of students with different ability levels work together using different strategies to learning something new or complete an activity.

№2 ЕМТИХАН БИЛЕТІ / ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ

1. Basic classification of methods falls into three main categories:

(1) Structural methods: the grammar-translation method and the audio-lingual method

(2) Functional methods: situational language teaching

(3) Interactive methods (in alphabetical order):

• communicative language teaching,

• direct method,

• language immersion,

• natural approach,

• proprioceptive language learning method,

• silent way,

• storytelling,

• suggestopedia,

• teaching proficiency through reading and

• total physical response (TPR).

The Grammar-Translation Method

The goal of the grammar-translation method was to make learners able to read and translate literary masterpieces and classics and not to speak a foreign language.

Characteristics. In this method, students strictly follow the textbook and translate sentences word for word in order to memorize abstract grammatical rules and exceptions and long bilingual vocabulary lists:

The Audio-Lingual Method

The teacher translates from the foreign language into the mother tongue and the students from their mother tongue into the foreign language.

Grammar points are presented contextually in the textbook and explained by the teacher.

In the audio-lingual method, students are taught directly in the target language without using their native language.

2.Storytelling. The goal, characteristics, advantages and disadvantages.

“Storytelling is the art of using language, vocalization, and/or physical movement and gesture to reveal the elements and images of a story to a specific, live audience and and often to teach lessons” By using this method, educational subjects can be taught, transferred and developed.

Goal: Some students experience difficulty connecting to drab textbooks or abstract concepts. Through telling stories, you make life and learning more relevant, giving reluctant learners a better angle of engagement.Also students to develop listening skills, and we can incorporate storytelling into the larger picture of achieving these outcomes.

Disadvanteges: First of all, as the first disadvantage we will mention that when carrying out the storrytelling, some children do not see the relationship between what the teacher is narrating and the content taught. Another weak point is the difficulty of creating and telling a good story successfully.

Advantages:However, as advantages, it is important to highlight that telling stories is innate in the human being. Nevertheless, what makes the difference is thea way and the resources that a person uses in order to achieve a meaningful teaching-learning process. This is what Michael Rosen does, he uses gestures and changes his voice in order to engage students in the story and make them feel part of it. In this way, children are introduced in new expressions, contents and vocabulary that must be supported by scaffolding given by the teacher.

3.Benefits of cooperative learning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different ability levels, use a variety of learning activities to improve their understanding of a subject. By using this method, each of students will feel that he or she is an important member of the class.

Сooperative Learning helps to:

• Raise achievement of students.

• Build positive relationships among students - important for creating a learning community that values diversity.

• Provide experiences that develop both good learning skills and social skills.

• Students are able to develop and practice skills that will be needed to function in society and the workplace. These skills include: leadership, decision-making, trust building, communication and conflict-management.

№3 ЕМТИХАН БИЛЕТІ / ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ

1. We begin our review of space transport methods with the structures category. Surviving artificial structures appear as early as 23,000 years ago, in the form of a rough stone wall at the entrance to Theopetra Cave. The wall was probably intended to block cold winds, since that time was near the Last Glacial Maximum. A "tower whose top is in the heavens" is famously mentioned in Genesis 9:3, although the baked brick, stone, and tar technology of the first Millenium BC would not have been up to the task. It is only since the late 20th Century that structural materials like Carbon Fiber became available, that are strong enough to perform useful space transport functions. A structure only needs to be built once, but can be used multiple times. The cost per use thus goes down the more often it is used, and the longer the structural life is. This is a very different economic situation than single-use rockets, the main space transport method used to date. For space transport purposes, we want to know how useful a structural material is in and of itself, rather than as part of a vehicle with other propulsion. To find that out we can derive performance measures from the material's properties. Then we compare these measures to the transport job of reaching orbit from the surface, or changing orbits. The measures are relative to a body's gravity well or orbit velocity.

2. Whilst pairwork and groupwork are the staple of the ‘communicative’ classroom, and are the fundamental way in which teachers can give learners the opportunity to practice what they have been exposed to meaningfully, not all pairwork has that function.

Open Pairs The term ‘open pairs’ is used to indicate a very common form of classroom interaction, where two people are speaking and everyone else is listening. There are two ways in which this happens:

An interesting variation on the open pair, is the so-called ‘melee’ or ‘mingle’ activity, where the whole class operates on an open pair basis with everyone else in the class. At the most basic level, this can consist of the learners walking randomly round the room, and when the teacher claps their hands, they turn to the nearest person and say ‘Good morning. How are you?/I’m fine thanks. How are you?’. At a more complicated level, all the students might have information which will lead them to find a partner; they must ask questions of many others until they find the right person.

4. English is not only used as a mean of human communication but also as a subject learned at school in Indonesia. Recently, English is taught in entire of school from Junior High School, Senior High School and University. Even, it is introduced to some elementary schools and kindergartens.

English as a subject matter in school covers the four basic language skill: reading, speaking, writing and listening. In every subject, students learning activities involve reading. Reading is one of the complex ways in learning English. It is kind of activity to comprehend the writer’s idea or the way the writer communicates with the readers by way of the written or printed words. Reading is important for everybody in order cope with new knowledge in the changing world of technological age.

Teaching reading for adolescent learners or junior high school students must be differed from children in elementary school because of their different characteristic of psychological background. Peer approvals maybe considerably more important for the student than the attention of the teacher which, for younger children is so crucial (Harmer, 2002: 39). It is important for considering their classmates as the motivation in deep learning of improving teaching learning process of reading.

№4 ЕМТИХАН БИЛЕТІ / ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ

1)Functional methods-Functional method has been and still can be an important ingredient in the development of interesting theoretical and empirical problems, questions, and analyses. If we want systems theory to be more than a world scheme then we need methods which can help us generate further analyses. Without methods students and researchers are left with an overwhelmingly complex theory but no clear idea of how to make this complex theory fruitful in empirical research. Furthermore functional method had a key role in the way Niklas LUHMANN developed his own analyses. In order to understand systems theory we must understand the methods by which it was developed. Finally, all methods have limits, so in order to observe the limits of systems theoretical analyses a more explicit reflection on functional method is necessary. 

The relation between theory and method indicates one of the many circularities in systems theory. The method generates the analyses and the development of the theory. But the theory also influences the method, as the theory specifies the problems that the analyses may look to find solutions to. The method is both dependent on and independent of the theoretical developments. It is independent as it insists on the distinction problem/solution as basic. It is dependent as the formulations of the actual problems and solutions depend on the theoretical developments. Thus "the problem" changes with the development of the theory.

2)Total physical response-Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions.

The method is an example of the comprehension approach to language teaching. The listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself. Grammar is not taught explicitly, but can be learned from the language input.

Total physical response is often used alongside other methods and techniques. It is popular with beginners and with young learners, although it can be used with students of all levels and all age groups.

Advantages:

It is fun and easy

It does not require a great deal of preparation on the part of the teacher.

It is a good tool for learning vocabulary.

Class size does not need to be a problem.

There is no age barrier.

 

Disadvantages:

It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way.

It is easy to overuse TPR.

It is limited, since everything cannot be explained with this method. It must be combined with other approaches.

3) written correction techniques

Introduction Everyone makes mistakes, even speakers using their own language when they are hurried, ‘lost for words’, or forced into inappropriate language by a difficult or unusual situation. It is hardly surprising, then, that language learners make mistakes, given the difficulty of the task of comprehending, processing the content of the message and knowledge of the target language, and coming out with a response that is both grammatically correct and appropriate to the situation.

The following are important points to consider:

• Mistakes and errors

Errors are produced as a result of the lack or misinterpretation of knowledge, which, in turn, may be a product of the learner’s stage of language development, or inadequate teaching or learning. Errors cannot be corrected and need to be dealt with by teaching or reteaching. Errors are often noticed in less-guided practice activities when the same error is made by a number of learners, leading the teacher to realize that something has gone wrong in earlier stages of the teaching/learning process. Mistakes, on the other hand, are products of the learner’s efforts to produce language despite prior knowledge..

• Accuracy and fluency

Mistakes are usually corrected immediately when the aim of the stage of the lesson is to promote accuracy, particularly during the drilling of the target language and during guided practice. Attention to mistakes in these stages improves the chances of correct use of language later, while mistakes made during less-guided practice often indicate that the teacher has not dealt effectively with mistakes at the accuracy stage. When the aim is fluency, however, less intrusive, ‘gentle’ or delayed correction techniques are required in order not to damage either the flow of the activity or the confidence of the learners.