14-05-2015_19-15-42 / AНСМОВА_ПДРУЧНИК

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УДК 81‘243 (07)

ББК 81.2/.7-9

А 67

Рекомендовано Вченою радою факультету української й іноземної філології та мистецтвознавства Дніпропетровського національного університету імені Олеся Гончара протокол № 6 від 02.03.2010

Рецензенти:

Л. М. Черноватий – доктор педагогічних наук, професор, завідувач кафедри теорії та практики перекладу англійської мови Харківського національного університету імені В. Н. Каразіна О. Б. Тарнопольський – доктор педагогічних наук, професор, проректор з

науково-педагогічної роботи, інноваційних методів навчання, міжнародного співробітництва та євроінтеграції, завідувач кафедри прикладної лінгвістики та методики навчання іноземних мов Дніпропетровського університету економіки та права С. Ю. Рижикова – кандидат філологічних наук, доцент, завідувач кафедри

іноземних мов для гуманітарних факультетів Дніпропетровського національного університету імені Одеся Гончара

А 67

Анісімова А. І. Сучасні аспекти методики викладання англійської мови. Теорія і практика / А. І. Анісімова, Л. С. Кошова – Д.: РВВ ДНУ, 2010. – 326 с.

Підручник ―Modern aspects of English Language Teaching. Theory and Practice‖,

написаний англійською мовою і охоплює усі теми, що передбачені програмою вищих навчальних закладів з дисципліни ―Методика викладання англійської мови‖.

У підручник увійшли 6 розділів. У теоретичній частині кожного розділу автори глибоко і всебічно розкривають тему, спираючись на вже існуючі роботи вітчизняних та зарубіжних лінгвістів. Кожний розділ містить глосарій і список рекомендованої літератури для самовдосконалення, питання для обговорення на практичних заняттях та тести для самоперевірки, а також тематику рефератів. Додаткові матеріали містять приклади складання планів уроку та включають таблиці і схеми курсу.

Підручник призначений для студентів інститутів,університетів та факультетів іноземних мов, для викладачів, наукових працівників, а також для всіх, хто цікавиться питаннями викладання англійської мови.

УДК 81‘243 (07)

ББК 81.2/.7-9

А 67

ISBN 978 – 966 – 8736 – 05 - 6

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Підручник

Алла Ігорівна Анісімова

Любов Сергіївна Кошова

Сучасні аспекти методики викладання англійської мови:

теорія та практика.

Підписано до друку 20 квітня 2010. Формат 60×84/16. Папір друкарський. Друк плоский. Ум. друк. арк. 20,1. Ум. фарбовідб. 20,0.

Обл.- вид. арк. 19,3. Тираж 300 пр. Зам. № 45.

_______________________________________________________________

РВВ ДНУ, вул. Наукова, 13, м. Дніпропетровськ, 49050. Друкарня ДНУ, вул. Наукова, 5, м. Дніпропетровськ, 49050

© Анісімова А.І., Кошова Л.С., 2010

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Contents

1. General problems of foreign language teaching. Historical background. Approaches and methods in FLT………………………………………………………………………………...….6

1.1.Language education, its major problems and aims...................................................................... 7

1.2.Concept of teaching foreign languages in Ukraine. Major documents ………………………..12

1.3.Historical background of methods and approaches in FLT…………………………………….18

1.4.Basic theories of language and language learning in FLT……………………………………..24

1.5.Characteristics of Grammar-Translation, Direct, Audiolingual Methods……………………...31

2. Communicative Language Teaching (CLT)…….……………………………………….......38

2.1.The nature of communication process ………………………………………………………...39

2.2.Theoretical background of Communicative approach ……..………………………………….44

2.3.Communicative competences to acquire in language teaching ………..……………….……...52

2.4.Theory of communicative activity……………………………………………………………...59

3.Teaching various aspects of language………………………………………………………..67

3.1.English language practice. System of exercises………………………………………………..68

3.2.Teaching grammar……………………………………………………………………………...73

3.3.Teaching vocabulary…………………………………………………………………………...80

3.4.Teaching pronunciation………………………………………………………………………...87

4. Teaching communicative skills……………………………………………..…………………..95

4.1. Listening………………………………………………………………………………………..96 4.2. Speaking………………………………………………………………………………………103

4.3. Reading ……………………………………………………………………………………...111 4.4. Writing………………………………………………………………………………………..117

5. Educational process and its organization……………………………………………...……124

5.1.Lesson planning………………………………………………………………………………125

5.2.Types and structure of lesson…………………………………………………………………132

5.3.Requirement to English lesson ….…………………………………………………………..139

5.4.Different stages of FL instruction in secondary school……………………………………….147

6.Classroom management……………………………………………………………………..154

6.1.The role of classroom management in CLT…………………………………………………..155

6.2.Teacher roles in classroom interaction………………………………………………………..161

6.3.Group work and its organization …………………………………………………………….167

6.4.Learner assessment and evaluation …………………………………………………………174

Key to Self-Check……………………………………………………...……………………….183

1. General problems of foreign language teaching. Historical background. Approaches and

methods in FLT..……………………………………………………………………………….184

2.Communicative language teaching……………………………………………………………...186

3.Teaching various aspects of language ………………………………………………………...188

4.Teaching communicative skills ……………………………………………………………….189

5.Educational process and its organisation………………………………………………………..191

6.Classroom management ……………………………………………………………………….193

References……………………………………………………………………………………….195 Appendices ………...……………………………………………………………………………211

Appendix 1. Sample lesson fragments………………………………………………….……….212 Appendix 2. Sample aims and objectives to English lesson…………………………………..…222

Appendix 3. Sample lesson plans………………………………………………………………..225 Appendix 4. Tables…………………………………………………………………………........252 Appendix 5. Subject index ………………………………………………………………………330

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Language learning is important in the interests of greater mobility, more effective international communication combined with respect for identity and cultural diversity, more intensive personal interaction, improved working relations and a deeper mutual understanding.

(Common Europian Framework)

Foreword

This volume is a resource for successful acquisition of ELT course by language students. A range of topics is presented to provide a basis for the course revision and facilitate the theoretical awareness and practical skills of future language professionals.

The materials of the book address fundamental issues of foreign language teaching, namely, the general problems and historical background of FLT, major approaches and methods that have been in operation, teaching different aspects of language and speech skills. The materials proposed serve as an effective tool for understanding the structural peculiarities of the English lesson and will lead to students‘ awareness in designing their own lessons.

We set out with the goal of maintaining the balance between theory and practice – between providing relevant and thought-provoking theoretical material, on the one hand, and giving a broad focus to classroom suggestions, sample lesson plans and lesson fragments, tests for students‘ self check and some resources for preservice and in-service language teachers, on the other.

There is a contemporary volume that covers such updated topics as understanding the nature of communicative activity, teacher roles in the language classroom, the issues and challenges of fruitful classroom interaction, the role of effective classroom management in increasing students‘ motivation. The target reader will find here a number of supplements which include originally-designed tables and charts, useful reference materials and key to self checks, together with a wide repertoire of interactive strategies to empower students in a foreign language.

Alla Anisimova, Liubov Koshova

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GENERAL PROBLEMS OF FOREIGN LANGUAGE TEACHING. HISTORICAL BACKGROUND.

APPROACHES AND METHODS IN FLT

1.1. LANGUAGE EDUCATION, ITS MAJOR PROBLEMS AND AIMS

1.2 CONCEPT OF TEACHING FOREIGN LANGUAGES IN UKRAINE. MAJOR DOCUMENTS

1.3.HISTORICAL BACKGROUND OF METHODS AND APPROACHES IN FLT

1.4.BASIC THEORIES OF LANGUAGE AND LANGUAGE LEARNING IN FLT

1.5.CHARACTERISTICS OF GRAMMARTRANSLATION, DIRECT, AUDIOLINGUAL METHODS

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1. GENERAL PROBLEMS OF FOREIGN LANGUAGE TEACHING. HISTORICAL BACKGROUND.

APPROACHES AND METHODS IN FLT

English Language Teaching (ELT) is one of the key subjects for language students and a long-lasting interest for language professionals. Nowadays the profession of a language teacher is becoming more and more prestigious. Our society is keen on studying foreign languages because it gives people, children first of all, a competitive educational and professional advantage.

Language teaching has undergone amazing change in the last decades: from teacher-centered classrooms to individualized learning, from grammar-translation method to communicative approach and from the chalkboard to the Internet, we have come a long way.

Methods of foreign language teaching as a science deals with teaching methodology that helps language practitioner make learners acquire the target language. The object of the science is the educational process, the process of teacherstudent interaction, which includes teacher‘s activity, students‘ activity and classroom management.

1.1. Language education, its major problems and aims.

Language education includes the teaching and learning of a language. It is more commonly used with regard to foreign/second/new language teaching (FLT, SLT, NLT). English language teaching (ELT) or teaching English as a foreign/second/new language (TEFL, TESL ,TENL) is a branch of methodological science which studies (See table 1, App. 4) why we study/teach English or other foreign/new languages, in other words, what aims and objectives are stated; what we actually study/teach in the educational process or what the content of the course is (see table 3, App. 4). ELT course and methodological science can help a practical teacher to decide with the help of what to teach, what teaching aids and materials (see table 4, App. 4) are the most effective and relevant to teacher‘s aims and, last but not least, how to teach,

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what approaches, methods, principles and techniques will be the most successful in the language classroom for achieving necessary results.

The aim of teaching a foreign language is fourfold. Firstly, teaching foreign languages has its unique practical value. Learners are supposed to have an effective command of the language in familiar situations; to be effective communicators in social, cultural, educational spheres and in everyday situations. Secondly, the aim has an educational character as learners are supposed to get acquainted with a new culture and be involved into cross-cultural study. Thirdly, the aim is valuable from cultural point of view as learners are supposed to adopt an appropriate system of communication in a modern society, to show their positive attitude to the target language and traditions of the target culture, to be brought up as tolerant, hardworking, active, outgoing and helpful people.

Fourthly, the aim has a developmental dimension, as learners are supposed to be able to provide problem solving activities, to develop their speech abilities (imitation, logic, phonoand intonation hearing, language guessing, etc.) (See table 2, App. 4).

The content of ELT (see table 3, App. 4) should ensure the achievement of the main aim of teaching – to teach students to communicate in typical real-life situations in the range of material learned. Students‘ ability to communicate is provided through the acquisition of communicative competence, possessing certain language skills. So, skills acquired by learners contain the first component of the content of FLT. In the course of communication the communicators reveal themselves as bearers of appropriate interrelations and social contacts which appear in this or that sphere of activity and are realized in specific speech situations. Acquisition of communicative competence in educational process is possible with the help of modeling typical reallife situations which cover different topics and different spheres of social intercourse. Thus, spheres of social intercourse, topics and situations contain the second component of the content of FLT. The third component is the language material proposed to train and practise such areas as grammar structures, vocabulary study, pronunciation issues, spelling.

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Effective acquisition of content and achievement of aims of teaching by learners are possible as a result of appropriate organization of the teaching process according to some important principles, with the help of effective methods and approaches, using challenging techniques for language acquisition.

Methods of FLT is a body of scientifically tested theory concerning the teaching of foreign languages in schools and other educational institutions. It is a science which studies aims, objectives and content of the educational process, teaching aids and materials involved as well as methods and approaches, principles and techniques of training and instruction; educational value of teacher-student interaction on the basis of foreign language teaching.

Points for discussion

Main issues covered by Methods of FLT / ELT.

Fourfold aim of teaching English in secondary schools in present-day Ukraine. Basic methodological terms.

Self-Check

3.Find out the components of the content of FLT: a) communicative competence, language skills;

b) skills to develop, topics and situations to discuss in different spheres of intercourse, language material to practise;

c) acquisition of communicative competence; d) teaching aids and materials.

4.Methods of FLT as a science is __________________________.

5.Communicative competence is understood as

a)communication in typical real-life situations;

b)appropriate organization of the teaching process;

c)practical aim of teaching foreign languages;

d)training and practicing language/speech skills.

Useful terms

Acquisition: The learning and development of a person‘s language.

Educational/teaching process: The process of teacher-student interaction, which includes teacher‘s activity, students‘ activity and classroom management.

FL: Foreign language, a non-native language taught in school that has no status as a routine medium of communication in that country; refers to a language where no such special status as one finds in the case of a second language is implied, and a foreign language is not at all vailable in the immediate environment of the learner. English, French, German, for example, are foreign languages in Ukraine.

ELT: English Language Teaching.