Methods of teaching foreign languages and peculiarities of their application in educational practice

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Methods of teaching foreign languages and peculiarities of their application in educational practice

Isaieva Svitlana Dmytrivna, Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Foreign Languages for Mathematical Faculties, Taras Shevchenko National University of Kyiv, Ukraine

Summary

The article examines various techniques, approaches, and methods of teaching foreign languages, namely: the communicative approach, lexical approach, audio-lingual method, direct method, test-teach-test technique, task-based learning technique, content and language integrated learning approach. The analysis of scientific and methodical literature was carried out. Emphasis is placed on new requirements that appear in the field of modern language education. The need to rethink the essence of foreign language teaching methods and teaching tools is highlighted.

Keywords: foreign language, method, technique, approach, educational practice

foreign language lexical teach-test

The field of modern language education makes new demands on all its participants and, above all, on the teacher. Each teacher must not only master their subject, the basics of teaching methods, and innovative learning technologies but also understand the essence of all the laws that underlie them. The modern stage of the development of methodical science necessitates a revision of the methodology apparatus and a rethinking of the essence of modern approaches, techniques, and teaching tools [2]. Ukraine's entry into the European and world space also contributes to the modernization of the educational system, updating the content and methods of applying innovative approaches to teaching all academic disciplines, including foreign languages [4].

Thanks to the analysis of scientific and methodical literature, we can say with confidence that great attention is paid to the study of methods and techniques for teaching foreign languages. Among the famous Ukrainian and foreign scientists who were engaged in these studies, we single out such as Artemenko L., Birkun L., Zabolotna O., Kazanzhi O., Kudrya M., Martyniuk V., Nikolayeva S., Palii O., Pyrozhenko L. ., Romanishyn I., Skurativska M., Tarnopolskyi O., Shevchenko Ye., Richards J., Rodgers T., Shamsudin H., Hashim H., Yunust M. and others [3; 5; 6; 8; 9]. By researching effective methods using examples of practical application, the methods of teaching foreign languages introduced into the educational process at the First Cambridge Center were also considered [7].

The purpose of the article is to consider the most widely used techniques, approaches, and methods of teaching foreign languages and familiarize ourselves with their features.

Let's start with the fact that there are many different approaches, techniques, and methods of teaching foreign languages, including the communicative approach, lexical approach, audio-lingual method, direct method, test-teach-test technique, task-based learning technique, content and language integrated learning approach [7].

Usually, when teaching a foreign language, a general approach is used, that is a communicative technique, due to which students often work in pairs or groups during classes. At the same time, other methods and approaches are used in parallel.

To teach students specific topics by the curriculum, teachers use various methods and techniques in the process of teaching foreign languages.

As a rule, the methods and techniques of teaching foreign languages are not used in full, but only some of their elements, depending on the level of the group and the purpose of the lesson. The communicative method is used as the basis of teaching, and elements from other methods and techniques are additionally added to it. So, let's examine each of the mentioned methods in more detail.

The Communicative approach is considered basic and is used to teach students to communicate in a foreign language in real situations. To do this, there are special tasks that reflect life circumstances and in which students can work out the studied material, vocabulary, and grammar rules. Such tasks contribute not only to mastering the necessary grammar and vocabulary and improving conversational practice but also to improving language perception by ear, which allows improving communication skills. The communicative approach is used when working out the material and any communication in the lessons [7].

Thanks to the Audio-lingual method, students can quickly memorize words and phrases. Repeated repetition, and achieving correct pronunciation and intonation also contribute to the acquisition of speaking skills. This method is used after the presentation of new material and familiarization with a new topic. Students together or one by one repeat the necessary phrases after the teacher, training their pronunciation [7].

The use of the Lexical approach involves the study of words or phrases in context, confirming the modernity of the proposed material and the likelihood of its use in everyday speech. Guided by this method, the teacher does not force students to learn each word separately, but leads them in combination with other parts of speech, for example, with prepositions or any words that are fixed expressions or idioms. By offering students a new word, the teacher demonstrates the specifics of its use, possible synonymous or antonymous series, the use of the particle to, etc. The lexical approach is an effective method because vocabulary is learned productively: the students study how and where words are used and can use them in sentences when practicing communicative situations. Usually, this approach is used at the stage of the teaching of new material [7].

The Direct method involves the complete absence of the native language in foreign language classes. The teacher creates a special atmosphere (English zone) for immersion into a foreign language environment. Translation into the native language is used only in cases when there are no other techniques and methods that can be used to understand the meaning of complex lexical items. The direct method is used in the process of explaining new words or structures, and almost always during foreign language classes [7].

The Test-teach-test technique is useful for explaining grammar or vocabulary after identifying gaps in students' knowledge during tests or exercises. Having understood what and where exactly the problems are, the teacher focuses on solving them and plans classes according to the needs of the students, thanks to which the effectiveness of learning increases and the results improve. The test- teach-test technique is ideal for use at the beginning of a lesson when introducing new vocabulary or grammar, and after the teacher has introduced new material [7].

The purpose of the Task-based learning technique (TBL) is similar to the purpose of the Test-teach-test technique, although their essence is different.

Working according to this method, the teacher does not start the class with an explanation of a new topic, but with a task that the students must complete. After that, the teacher checks the student's work and finds out which grammatical and lexical constructions the students used. Then, the teacher explains a new topic, thanks to which students learn something new and deepen their knowledge. At the end of the lesson, to consolidate the new material, the teacher offers a new task, in some ways similar to the first one. The task-based learning technique is used at the beginning of the lesson and after studying new material [7].

The Content and language integrated learning approach (CLIL) contributes to the study of another discipline in a foreign language. Although such classes are held in a foreign language, the main goal is to gain knowledge in another field. Thanks to this method, there is an opportunity to deepen knowledge of a special subject and to work out communicative situations in a foreign language, as a result of which the students' horizons are significantly expanded and the possibilities of using the language increase. The Content and language integrated learning approach can be used during the entire lesson or only a certain part of it [7].

It should be noted that for effective teaching of a foreign language, the teacher should take into account not only the methods, approaches and techniques of teaching foreign languages but also the features of the educational program of the course and the needs of students.

The system of modern teaching is an "eclectic of various techniques, methods and approaches with an emphasis on the goal to be achieved by specific students", namely: deepening knowledge of grammar or vocabulary, improving conversational skills, moving to the next level, mastering professional foreign language. The First Cambridge Center works by the principle of modern teaching (Principal Eclecticism), which is based on a harmonious combination of elements of various methods at each stage of the lesson, which contributes to the maximum benefit and satisfaction of students [7]. The study of this principle requires further analysis and can be the subject of the next research.

Thus, for the productive training of students and the creation of the right balance during their mastering of foreign languages, the mentioned methods, approaches and techniques of teaching foreign languages can be used. At the same time, the teacher must always take into account the peculiarities of the course program, the needs of students, and the circumstances of the lesson [7]. As far as efficiency is lost from the constant use of the same method, the teacher must combine the use of methods, techniques and approaches to learning depending on the goals, features, and tasks of the educational process [1 ].

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