- •Lecture 1 Methods of Foreign Language as a Science Outline
- •General Characteristics of Ways of Research used in Methods of flt
- •Main methodological categories
- •Aims and Content of f.L.Teaching in secondary schools
- •The content of teaching a f.L.
- •1) Young children (8-12) –a1 level;
- •2) Adolescents (12-16) – a2 level;
- •T he communicative language competence
- •Principles of Methods of Foreign Language Teaching Outline.
- •The Fundamental didactic principles
- •Individualization
- •Visualization;
- •Principles Specific for Methods of f.L.T.
- •5 Aspects of communication at a lesson (by prof. Passov):
- •Requirements to exercises:
- •Methods of Foreign Language Teaching
- •V (acquaintance) e
- •I organizing drill realization (drill) l
- •Role of teaching aids and teaching materials in flt.
- •Groups and kinds of teaching aids and teaching materials.
- •How to teach using a filmstrip; taperecording; a sound film fragment/loop, etc.
- •Visual audio audio-visual
- •Characteristic features of a textbook.
- •How to teach using a film fragment.
- •Lecture # 5 Planning in Foreign languages Teaching. Outline
- •The merits of the unit plan:
- •G roups of English phonemes
- •How to present a new sound
- •3 Main groups of ex-ses for t.Pr.:
- •Individual reading by a pupil
- •Lecture # 7 Teaching Grammar Outline.
- •Aspects of teaching Grammar have 3 sides:
- •The basic principles of selection of grammar material for the active minimum are as follows:
- •The principles of selection of the passive minimum of grammar material as follows:
- •Principle of polysemy. The content of teaching grammar in a secondary school includes:
- •Methodological classification of the grammar material of the English language comprises 3 groups:
- •How to introduce a grammatical structure to pupils:
- •Lecture # 8 Teaching Vocabulary
- •By vocabulary habits we mean the ability:
- •Different approaches to recognition of lexical (vocabulary) complexity:
- •The basic principles of selection of the active minimum Voc.:
- •The criteria of selection of the passive minimum Voc.:
- •The main stages of formation of the vocabulary habits.
- •How to work at a new word?
- •In a context
- •Lecture 9 Teaching Listening Comprehension
- •And skills in a an effective means of developing habits foreign language;
- •The psychological mechanisms of auditory perception of the living speech:
- •Difficulties of listening and comprehension of the living speech and factors influencing the success of lc
- •Inner factors : (interest, level of attention and concentration,
- •Individual peculiarities of pupils’ quick-wittidness, reaction and quick transfer from one intellectual operation to another, etc) which are strictly personal;
- •I. To the extra aural (linguistic) difficulties we refer:
- •Is interesting to the pupils of a particular age-group from the point of view of emotional colouring;
- •Is logically characterized by the development of events;
- •Is free from too many details;
- •C hief stages of teaching lc are:
- •How to organize lc of a text presented by a teacher or a tape recorder in steps.
- •The requirements to the speech ex-ses for t.Lc are as follows:
- •They should provide the formation of auding skills step by step in accordance with the level of pupils’ command of the target language, the character of the text etc.
- •Stages of formation of Listening Comprehension:
- •Ways of checking up understanding
- •Orally and in writing;
- •In the mother tongue or in the target language if the pupils’ level of mastering the target language is enough to convey the information;
- •Extralinguistic and linguistic ways - draw, underline, perform an action. Pupils are supposed to know the requirements to auding a particular text (e.G. The number of details).
- •Teaching Speaking
- •C ommunication
- •Interacted with other
- •The main features of any skill are as follows:
- •Speaking is closely connected with all other language activities:
- •Writing appeared as a means of fixation of the sounds for presenting and reproducing sound speech;
- •Reading is a transitional stage between Sp and Wr. And it has some features of both of them.
- •An impromptu speech is based on:
- •A situation is characterized by the following features:
- •The most effective are the following props:
- •It is difficult … (to work in bad weather).
- •Lecture 12 Teaching Dialogue
- •It is used for practicing the speech materials under supervision of a teacher;
- •It is used in a question-answer form (the teacher’s questions and the pupils’ answers).
- •The psychological features of d:
- •Linguistic characteristics of d
- •The communicative function in a d:
- •Stages and Techniques of td
- •It is aimed at developing the skills of producing microdialogues with the help of different props:
- •1) Props to be used here:
- •4) Stripped dialogues:
- •Indirect transformation: listen to the text and discuss it in pairs.
- •How to work at the model-dialogue:
- •Values of Reading
- •It presupposes:
- •The Requirements to texts for synthetical reading:
- •2) Understandable for this or that particular age group of pupils;
- •3) Logical and clear-cut composition; simple, laconic style of literary speech.
- •The requirements to texts for home-reading:
- •Analytical reading presupposes:
- •How to work at a text with the aim of grasping its general content.
- •Before-you-read activities:
- •How to evaluate the pupils’ utterances:
- •Rule for the teacher:
The psychological mechanisms of auditory perception of the living speech:
Mechanism I - physical perception of speech.
Mechanism II – auditory memory, i.e. ability of keeping the accepted images in memory. Short-term memory provides preservation of the coming information during the perception phase.
Long-term memory preserves the articulatory images of words, word-combinations, constructions, rules, which ensure comprehension.
Mechanism III – mechanism of inner speech. It is of broken (interrupted) character. The more familiar the coming information is, the more broken inner speech will be.
Mechanism IV – recognition on the basis of language experience, the limits of the active and passive vocabulary, intonation.
Mechanism V – anticipation. It sets the listener to logical understanding, comprehension.
Mechanism VI – Logical comprehension. It requires some interest to what is being said (to the subject), a definite tempo of mental activity, attention and concentration.
Difficulties of listening and comprehension of the living speech and factors influencing the success of lc
According to prof. Buhbinder, auding is influenced by following factors:
Inner factors : (interest, level of attention and concentration,
conviction of significance of the information,
degree of development of phonemic memory,
Individual peculiarities of pupils’ quick-wittidness, reaction and quick transfer from one intellectual operation to another, etc) which are strictly personal;
Outer factors (the linguistic structure of an audiotext, its content, some situational factors).
Some methodologists specify some other difficulties of auding – psychological extralinguistic and extra linguistic ones.
I. To the extra aural (linguistic) difficulties we refer:
The volume of the auditory memory;
Kind of speech to be listened to;
Tempo of speech. From the very beginning tempo of speech must be normal (within the limits of 200-250 syl/min).;
The number of presentation and the volume of an utterance. The volume and character of a text for LC in junior forms – descriptive texts consisting of 3-6 sentences (1-2 min.), at the intermediate stage – 10-15 sentences (2-3 min.), in senior forms – 20-25 sentences (3 min.);
Peculiarities of the speaker’s tembre;
Props and reference – points of perception:
semantic (intonation, rhythm, pauses, logical stress, parenthetical phrases);
formal props (pictures, title);
visual verbal props (voc. notes).
II. The linguistic difficulties are:
phonetic (phonemic oppositions, or contrast sounds: short-long, voiced-voiceless, different intonation patterns and their meaning), tempo, indistinct (defective) pronunciation;
lexical (antonyms, lexical constructions, interruptions etc are difficult to comprehend); homonyms, paronyms;
grammatical (tense forms, elliptical words and sentences, analytical forms);
compositional structure of a text (description or narration or reflection, the beginning or the end of the story);
structural peculiarities of a text;
the presence of proper names, geographical names, terms.
g) a major linguistic difficulty is the extension of sentences in a text for LC. The more complicated the syntax of a sentence is, the more difficult it is to comprehend it, because it requires a retentive shorten memory. (7+-2 lexical units deep).
h) peculiar stylistic devices, implication, dialectical words (dialectisms), slang words, jargonisms, euphemisms.
Modern methodological literature contains directions as to usage and influence of a context in comprehension of a text. It may be of 3 kinds:
- favourable;
- neutral;
- unfavourable.
Favourable influence is produced by a text, which: