14-05-2015_19-15-42 / AНСМОВА_ПДРУЧНИК
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Appendix 4. Tables
The Subject Matter of Methods of Foreign Language Teaching
Why do we study/teach foreign/new languages ?
What are aims & objectives?
With the help of what do we teach?
What are teaching aids & materials?
Methods of FLT
What do we actually study/teach in educational process?
What is the content of the course?
How do we study/teach?
What approaches, methods, principles & techniques do we use in educational process?
Table 1 (to chapter 1.1)
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Aims & Objectives of Teaching English at School
Practical Aim |
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Educational Aim |
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Cultural Aim |
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Developmental |
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Aim |
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Acquisition of speech habits and skills on the level available for the target language intercourse;
Acquire a foreign language for the same purpose as the native language: to use it as a means of communication, gaining one more code for receiving and conveying information.
Deeper insight into the nature and functioning of language as social phenomenon;
Development of learner‘s intellect, memory, imaginative abilities, will power.
Table 2 (to chapter 1.1)
Promote cultural growth;
Educate culture of personal contacts and social intercourse accepted in a modern society;
Develop positive attitude to the target language and customs and traditions of the target culture;
Upbringing of such valuable traits as kindness, hard-working, tolerance and the like;
Develop collaborative skills.
Develop:
Creative abilities of learners;
Critical-thinking skills;
Speech facilities (as phonetic and intonation hearing, imitation, logic, linguistic guessing etc.);
Provide problemsolving activities.
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Content of Foreign Language Teaching
Components of Content
of FLT
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Acquisition of |
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Acquisition of |
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COMMUNICCATIVE COMPETENCE |
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communicative skills |
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Includes three main branches |
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Speech |
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Language |
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Sociocultural |
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Spheres of intercourse, |
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competence |
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competence |
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competence |
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topics, situations |
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Listening |
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Grammar |
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Regional |
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Speaking |
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Vocabulary |
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studies |
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Language material |
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Reading |
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Pronunciation |
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Linguistics |
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Writing |
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Spelling |
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and regional |
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studies |
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Table 3 (to chapter 1.1)
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Teaching aids & materials
Teaching aids |
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Teaching materials |
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Non-Mechanical
lantern flannel board magnet board blackboard
Mechanical |
Educational complex |
Audio-visual materials |
-Visual materials |
tape recorder |
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Teacher's book |
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video films, |
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objects, |
CD player |
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Pupil's/Student's book |
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sound film |
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flashcards, |
overhead projector |
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Grammar/Reading |
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loops, |
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sentence cards, |
TV & radio equipment |
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manuals |
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films, |
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wall-charts, |
video |
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Work book/Activity |
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computer software. |
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posters, |
white interactive board |
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book |
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pictures, |
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Text booklets |
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photographs, |
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Audio-visual materials |
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albums, |
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maps & plans, |
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slides. |
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Audio materials
records,
discs, tapes
Table 4 (to chapter 1.1)
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Nature of communicative competence
Common European |
National |
English Language |
Foreign Language |
Framework of |
Educational |
Programme for 12-year |
Programme for 12- |
Reference for |
Standard of |
Secondary School ( 2001) |
year Secondary |
Languages |
Foreign Languages |
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School (2005) |
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Linguistic competence |
Language |
Linguistic (speech) |
Linguistic (speech) |
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competence; |
competence |
competence |
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Speech |
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competence. |
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Pragmatic competence |
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Discourse |
Pragmatic competence |
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competence; |
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Strategic competence. |
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Sociolinguistic |
Sociocultural |
Sociocultural competence |
Sociolinguistic |
competence |
competence |
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competence; |
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Table 5 (to chapters 1.2; 2.3)
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Communicative language competences of language learners/users
(according to CEF)
Linguistic competences |
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Sociolinguistic |
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Pragmatic competences |
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competences |
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Lexical competence; |
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Linguistic markers of social |
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Discourse competences; |
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Grammatical competence; |
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relations; |
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Functional competence. |
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Semantic competence; |
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Politeness conventions; |
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Phonological competence; |
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Expressions of folk wisdom; |
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Orthographic competence; |
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Register differences; |
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Orthoepic competence. |
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Dialect and accent. |
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Table 6 to chapter 2.3
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General competences of language learners/users
(according to CEF)
Declarative
knowledge
Knowledge of the world Sociocultural knowledge:
Everyday living Living conditions Interpersonal relations
Values, beliefs and attitudes in relation to different social factors Body language
Social conventions Ritual behaviour
Intercultural awareness
Skills and know-how
Practical skills and know-how
Social skills Living skills Vocational and professional skills Leisure skills
Intercultural skills and know-how
‗Existential‟ competence
Attitudes
Motivations
Values
Beliefs
Cognitive styles Personality factors
Ability to learn
Language and communication awareness
General phonetic awareness and skills
Study skills
Heuristic skills
Table 7 to chapter 2.3
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The Common Reference Levels: global scale
Proficient |
C2 |
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written |
User |
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sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently |
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and precisely, differentiating finer shades of meaning. |
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C1 |
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and |
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spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic |
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and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of |
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organisational patterns and cohesive devices |
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Independent |
B2 |
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her |
User |
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field of specialisation. Can interact with a degree of fluency and spontaneity that |
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makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a |
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wide range of subjects and explain a viewpoint on a topical issue . |
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B1 |
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. |
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Can deal with most situations likely to arise in an area where the language is spoken. Can produce simple connected text on |
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topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly |
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give reasons and explanations for opinions and plans. |
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Basic User |
A2 |
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal |
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and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a |
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simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her |
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background, immediate environment and matters in areas of immediate need. |
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Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete |
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type. Can introduce him/herself and others and can ask and answer questions about personal |
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details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other |
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person talks slowly and clearly and is prepared to help. |
Table 8 (to chapters 1.2; 2.3)
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The Common Reference Levels.
Correlation with the Program of Teaching Foreign Languages in Ukraine
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Basic User |
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Independent User |
Proficient User |
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A1 |
A2 |
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B1 |
B2 |
C1 |
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Breakthrough |
Waystage |
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Threshold |
Vantage |
Effective Operational Proficiency Mastery |
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A2+ |
B1+ |
B2+ |
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Strong Waystage |
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Strong Threshold |
Strong Vantage |
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2-4 years of study |
5-9 years of study |
10-12 years of study |
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Table 9 (to chapters 1.2; 2.3)
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Basic theories of language and language learning
Basic theories
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Basic theories |
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Basic theories |
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of language |
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of language learning |
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behaviorism |
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TBL |
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structural |
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cognitivism |
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functional |
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language acquivisition |
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interactional |
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theory |
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humanistic aspects |
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of learning |
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Table 10 (to chapter 1.4)