Non-traditional methods of teaching foreign languages

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NON-TRADITIONAL METHODS OF TEACHING FOREIGN LANGUAGES



CONTENT

Introduction

1. Methods of teaching of a foreign language

1.1 The most popular language teaching methods - whether you're an English or Chinese teacher

1.2 New methods, new perspectives

1.3 Deep Learning as a condition for active foreign language aquisition

2. Non-traditional methods

2.1 Total physical response

2.2 Community Language Learning (CLL)

Conclusion

Literature

INTRODUCTION

In everyday life, when we discuss foreign language skills, we often talk about oral language competence: "She speaks fluent French," "He speaks broken English," etc. This way of referring to foreign language competence emphasizes the importance we place on oral competence when learning a foreign language.

In elementary school curricula for foreign language subjects, oral communication is a separate area of competence with a range of skills and knowledge: listening, speaking, presentation, and linguistic focus, as well as, in the case of English, communication and language learning strategies. These oral competencies are central not only to the goals of foreign language instruction, but also, according to research, to students' aspirations to learn a foreign language. Nevertheless, getting students to speak foreign languages can be challenging in instructional practice. Therefore, this review focuses on research on how teachers can get students to actively engage in the oral portion of foreign language instruction. This focus means that studies focusing on other aspects of oral language instruction, such as teaching pronunciation or teachers' beliefs about speaking, are excluded from the selection process (see the minutes for a more detailed description of the selection process). Speaking a foreign language is a complex and dynamic ability that simultaneously places cognitive, physical, and social demands on the speaker. Therefore, instruction cannot be confined to having students practice speaking. To teach public speaking, teachers need to focus didactically on the different kinds of knowledge, skills, and strategies associated with speaking in a foreign language. This didactic focus can take many forms, including the use of specific language pedagogy methods and approaches. A number of studies in this review focus on empirical tests of such methods.

In addition to the testing of language pedagogical methods, the review includes studies that address different aspects of complex oral competence (such as daring to speak the foreign language or overcoming language deficits) and provide a variety of partial answers to the overarching questions of the review. The studies are not reviewed one by one, but are grouped according to specific sub-questions.

The research review is structured so that each part can be read independently, and the reader can use the table of contents to select the sections that seem most relevant or read the review in its full context.



1. METHODS OF TEACHING A FOREIGN LANGUAGE

1.1 The most popular language teaching methods - whether you're an English or Chinese teacher

The acquisition of a foreign language over the centuries has been closely related to the acquisition of language in general, as well as to the history and changes in life that have forced people to engage in dialogue. Depending on the goals and motivations that drove people to learn a new language, the methods of learning it have also changed. Therefore, the variety of methods today is surprisingly large, and choosing the right one becomes quite a challenge for the teacher.

When we begin teaching a foreign language, the first thing we must consider is what method would be most appropriate for the student's interests, learning style, course topic, mode of delivery, or the time we have available. There are many factors to consider when choosing a language teaching method, and it doesn't matter if it is English, German, or Japanese.

It is not only the personal qualities of the student and the teacher or the teaching style that should be considered in the learning process, but also what skills we would like to develop during the course and what are the goals of language learning. Depending on whether the student needs to improve the level of business English that he or she needs for work or consolidate simple communication skills for everyday life, the choice of materials and working methods will depend on this. Whether we are a teacher of English, German, or Chinese, teaching methodology is the science of consciously and systematically applied ways of guiding students in the process of learning any foreign language. Among the methods of teaching foreign languages we can distinguish two main groups: traditional and non-traditional methods.

Traditional methods of language teaching are older and more proven, but that does not mean they should be forgotten and not used in teaching today. Moreover: it is best to combine methods, considering the general aspects of teaching and adapting the different elements to our language course.

Traditional methods such as the direct method, grammar-translation method, audiolingual or cognitive method have been used in language teaching for a long time.

In the direct method, the emphasis is on direct contact with the language, natural acquisition of new vocabulary and grammar and constant contact between the teacher and the student, which is not always possible today. But the basic principles of this method are worth considering, as it is the oldest method used.

The grammar-translation method, aimed primarily at learning grammar and vocabulary and used mainly for reading and reading comprehension, also cannot work today as the only and main teaching method, but it can certainly be partially used for teaching individual skills.

In the audiolingual method, learning occurs through frequent and non-reflexive repetition. In our course, such a language drift can be suitable for practicing language material or we can use the principles of this method for homework.

In the cognitive method, the emphasis is on learning the rules that will later allow the student to produce speech independently. As in the grammar-translation method, knowledge of the system can be used for subsequent creative communication. However, this method cannot be the only one used in our lessons, because nowadays communicative skills rather than knowledge of grammar and rules play the main role in language learning.

1.2 New methods, new perspectives

However, this is not entirely true. Foreign language learning methods have evolved with society, and now we can master a foreign language without the time-consuming and boring lessons we remember from school days. Listed below are the main methods of teaching a foreign language that we should pay attention to.

The grammatical (traditional) method of translation was one of the first teaching methods. Initially it largely repeated the curricula of "dead languages" (Latin, Greek, etc.), where virtually the entire learning process was reduced to reading and translation. Its foundations were laid by illustrators in the 18th century, and by the middle of the 20th century this method was called the "grammatical-translational method".

The traditional method of teaching foreign languages is somewhat outdated, it is considered boring, difficult, and the result is achieved too quickly: a lot of boring and difficult grammar rules, a lot of words that must be rote, dull texts that must be read and translated, and sometimes even retold. A teacher who constantly interrupts and corrects mistakes. All this boring work takes several years, and the result is not always up to expectations.

Modern lexico-grammatical method

This method focuses on teaching language as a system consisting of 4 main components: speaking, listening, reading, and writing. The greatest emphasis is on text analysis, writing essays, presentations, and dictations. In addition, students must learn the structure and logic of a foreign language, be able to relate it to their native language, and understand what their similarities and differences are. This is impossible without a serious study of grammar and practice of two-way translation.

The method is recommended for those who are just beginning to learn a foreign language, as well as for those who have a pronounced logical and mathematical thinking.

Communicative Method

Today it is the most popular method of learning foreign languages after the traditional one described above. In the early 1970s it was a real breakthrough, because the main goal of this method is to teach a person to interact with other people in the target language, which involves all forms of communication: speaking, writing (both reading and writing), the ability to listen and understand what the interlocutor is saying. This is easiest to achieve by teaching a person in natural conditions, natural above all from the point of view of common sense. For example, the teacher's question "What is this?" pointing to a chair can only be considered natural if the teacher really does not know what it is, etc.

The modern communicative method is a combination of many ways of teaching foreign languages. Today it is the top of the evolutionary pyramid of different teaching methods.

The communicative method suits most people, it allows you to learn a foreign language faster and more consciously. It is this method that language schools use in their work.

Immersion method

This program appeared in the late 1970s, and for many it became a hope in the midst of boring rote and methodical cramming of material.

According to this methodology, you can learn a foreign language by becoming another person, a native speaker, for the duration of the study. When learning a language in this way, all students choose their own names and create biographies. This gives the audience the illusion that students are in a completely different world - the world of the language they are learning. All this is done to ensure that everyone in the process of learning can fully adapt to the new environment, relax, be in a playful environment, open up and speech, language skills as close to a native speaker as possible.

In other words, it is better to speak as "fictional Jack" than as "real Ivan.

The method can be adapted for creative people who like to improvise.

The Method of Silence

According to the method called "The Silence Method" (appeared in the 1960s), language knowledge is inherent in the person, and the most important thing is not to interfere with the learner and not to impose the teacher's point of view.

Following this methodology, the teacher does not say a word in the target language so as not to confuse the students with their subjective perception of the language.

When teaching pronunciation, the teacher uses color cards in which each color or symbol denotes a particular sound, and thus introduces new words. For example, to "tell" that the word "pencil" is "pencil," he must first show a square for the "p" sound, then a square for the "e" sound, and so on.

Thus, language knowledge is formed at the level of a system of conditional interactions, all the way down to the subconscious, which, according to the authors, should lead to brilliant results.

Moreover, the authority of the teacher does not exert pressure on the learners, and the level of language knowledge of the teacher does not affect the level of language knowledge of the learners. As a result, the learner can know the language better than the teacher.

Unfortunately, learning by this method can take a very long time.

Full Physical Response

Another interesting method is called the physical response method. Its main principle: you can only understand what you yourself have literally "touched".

Classes are conducted as follows: the student at the initial stages of training does not say a word, because first he must get a sufficient amount of "passive" knowledge. At the first lessons, the student is constantly listening to foreign speech, reading something, but does not say a single word in the language being studied. Then there is a period in the learning process when he must already react to what he has heard or read, but only by reacting with action.

First the words for physical movement are taught. For example, when the word "stand up" is taught, everyone stands up, "sit down" - sit down, etc... A good effect is achieved due to the fact that a person lets all the information he or she receives pass through him or herself.

It is also important that in the process of learning a language by this method. Students communicate (directly or indirectly) not only with the teacher, but also with each other. This method is ideal for introverts: people who prefer to listen rather than speak.

The audio-lingual method

In a way, this method is based on rote learning. At the initial stage of learning, the student repeatedly repeats the phrase heard by the teacher. And as soon as the pronunciation reaches the desired level, the student is allowed to insert a few phrases of his own, but the further work comes down to the same principle: listen and play. This method works well for people with strong auditory perception.

To date, there are more than 100 methods of learning foreign languages. Most of them are not very effective and are a common way for enterprising people to earn money.

Remember that it is impossible to learn a language without any effort. But you can make this learning interesting and motivating to continue learning foreign languages, the desire to understand and feel in another language.

Finally, if you have put any of these methods into practice and would like to be officially qualified, here are the following calls for applications

1.3 Deep Learning as a condition for active foreign language acquisition

Learning is structured according to the processes that learners develop in relation to the activities they perform. The results of these processes can be divided into two categories of learning: surface or declarative learning and deep or functional learning.

The teacher must know the methodological keys that define these two types of learning, because the quality of his activity depends on his ability to stimulate deep learning. To achieve this, the organization of this process must focus on methods that give priority to student activity. Therefore, the most appropriate method for achieving deep learning is to involve the student in personal and autonomous work, followed by group work where he/she will learn in and through action.

Deep learning is rarely present in frontal, unidirectional in monologic teaching rightly reminds us that there are traditionally two basic types of teaching concepts.

The teacher-centered and "content" approach, where students are seen as passive recipients of content delivered by the teacher; the student-centered and "learning" approach, where the teacher is more concerned with facilitating learning.

Students will be more motivated to participate in the learning process if teaching promotes a close connection between what they achieve in their studies and what they will do in their future professional lives

Matching the model of learning to the profile of the professional we want to train is paramount. We can no longer talk about learning in isolation from the real needs of students. That's why university programs are increasingly designed to meet the needs of the labor market. Consideration of these needs inevitably affects the way faculty and students work. It is therefore necessary to design learning situations. that promote deep learning. In this regard, we agree with the comments.

Although pedagogical approaches based on classroom instruction are still used sparingly, they have been questioned because this type of instruction is not considered optimal for preparation for professional practice. So gradually, and not without some controversy, professors| began to offer programs that focus on students taking responsibility for their own learning.

The master's program turns out to be much more suitable for today's students because it transfers responsibility to the student, who becomes active in acquiring knowledge, particularly through shared experiences, where collaborative learning is the background. Collaborative work among students develops critical thinking and self-assessment and, above all, allows the acquisition of professional skills characteristic of teamwork, which are often required in companies and organizations.

Therefore, EI-based LE learning is not limited to mere listening and traditional outlining. Rather, it fully engages the student in becoming aware of the elements he or she needs to learn in order to better use the LE to achieve the activity suggested by the teacher. There are a large number of EI-based activities that Lansad LE teachers offer their students in a variety of forms. We can briefly mention role plays, simulations, assignments, projects, cases, etc. But there is a method that, although particularly adapted to the learning requirements of a Lansad university course, is not yet widespread in France. It is problem-based learning LE, originally known as problem-based learning (PBL) and currently known as aprendizaje basado en problemas (ABP) in Spanish and translated into French as apprentissage par problemes (APP),



2. NON-TRADITIONAL METHODS

Let's also take a look at non-traditional methods, generally younger and more popular in modern didactics, such as Total physical response (TPR), Community Language Learning (CLL), or suggestopedia.

2.1 Total physical response

Where does it come from?

TPR stands for Total Physical Response and was created by Dr. James J. Asher. It is based on how children learn their native language. Parents have "tongue and body conversations" with their children, the parent gives instructions and the child physically responds to them. The parent says, "Look at Mommy" or "Give me the ball," and the child does it. These conversations continue for many months before the child begins to talk on his or her own. Even though he cannot talk at this time, the child picks up all the language, sounds and patterns. Eventually, when he has deciphered the language enough, the child reproduces it completely spontaneously. TPR tries to reproduce this effect in the language classroom.

1. How can I use it in the classroom?

In the classroom, the teacher plays the role of the parent. She begins by saying the word ("jump") or phrase ("look at the board") and demonstrating the action. The teacher then says the command and all the students do it. After a few repetitions, you can extend this process by asking students to repeat the word as they perform the action. When they feel confident in saying the word or phrase, students can be asked to lead each other or the whole class.

It is more effective if students stand in a circle around the teacher, and you can even encourage them to walk around while they perform the action.

2. When should I use it?

TPR can be used to teach and practice many things.

- Action-related vocabulary (smile, chop, headache, wriggle).

- Past/present/future tenses and continuous aspects (Every morning I brush my teeth, I make my bed, I eat breakfast).

- Classroom language (Open your books)

- Imperatives/instructions (Stand up, close your eyes)

- narration

This manual can be adapted for any learning situation, you just need to use your imagination!

3. Why should I use it in my classroom?

- It's a lot of fun, students love it, and it can be a real wake-up call in the classroom. It raises the tempo and the mood.

- It's very memorable. It really helps students remember phrases or words.

- It's good for kinesthetes who need to be active in class.

- It can be used in both large and small classrooms. It doesn't matter how many students you have, if you are willing to take the lead, students will follow your lead.

- It works well for mixed classes. The physical activities effectively convey meaning so that all students can understand and use the target language.

- It doesn't require much preparation or materials. If you have a clear idea of what you want to practice (a preliminary rehearsal can help), it doesn't take long to prepare.

This method is very effective for teenagers and young students.

It engages both the left and right hemispheres of the brain.

4. Some useful variations

When I use TPR, I first get the students to do the actions, then I perform them and exercise the students (chorus and individually) to give them a chance to practice pronouncing the sounds. Then they are ready to give commands to each other.

I like to play this game: the students line up in a circle around me, I say a word, and the last person to do the action gets out. Then that person gets behind me and observes the student who did the action last. In the end, only one student remains and he is the winner.

You can continue this game by playing "Simon Says. This time, when you give a command, the students only have to do it if you say, "Simon Says..." at the beginning. I might say, "Simon Says, 'Slice the bread,'" or "Simon Says, 'Slice the onions,'" and the students must perform that action. However, if I say, "Whip an egg," the students should not do it. If someone performs an action that Simon did not say, they are out of the game and must watch for other students' mistakes.

Are there any drawbacks to using TPR?

- Students who are not used to this kind of thing may find it awkward. This may be true at first, but I have found that if the teacher is willing to do the activities, students feel happier when copying. Also, students work in groups and don't have to perform in front of the whole class. That pleasure is left to the teacher.

- This method is really only suitable for the beginning level.

- While it is obviously much more useful at lower levels because the target language is disposed to such activities, I have also used it successfully at the Intermediate and Advanced levels. You need to adapt the language accordingly.

- For example, I used it to teach "ways of walking" (stumble, stagger, tiptoe) for the Advanced class and cooking verbs for the Intermediate students (whip, stir, rub).

You can't teach everything with it, and if you use it often, it becomes repetitive. I completely agree with this, but it can be a successful and fun way to change the dynamics and pace of a lesson when combined with other methods and techniques.

2.2 Community Language Learning (CLL)

Is a method of language learning that includes a psychological aspect, and students work together to develop the language skills they would like to learn. This method was first developed by Charles A. Curran and his association called

Counseling-Learning theory. In the tradition of language teaching, CLL is sometimes cited as an example of a humanistic approach. The role of the teacher is called the counselor and the learners are called the clients in the language classroom.

Another definition proposed by Robert Rapport (1993) states that classroom action research seeks to contribute both to the resolution of practical people in immediate problem situations and to the goals of social science through cooperative collaboration within a mutually acceptable ethical framework (Hopkins, 1993, p. 44).

Based on the above definitions, the researcher concludes that CAR as a form of research that tries ideas in practice for a social situation to improve or change something and try to make a real impact on a particular situation.

Research Procedure:

There are several steps in this CAR, according to Kemmis. It consists of two cycles, and each cycle consists of the following procedures:

1. Planning .

Some of the activities in planning, such as:

a. Preparing materials, making a lesson plan, and developing steps in completing the activity.

b. preparing a list of student attendance and grading

c. Prepare class observation sheets to know the the situation in the teaching and learning process when a method or when a method or technique is used.

d. Prepare a test, including a pre- and post-test.

2. Action .

Activities in action are presented here:

a. Administering the pre-test for students in the International Batch Class of 2013 program

b. Teaching speaking (speaking) through community language learning

c. Providing opportunities for students to share ideas, activities, or ask about any difficulties or concerns

d. Ask students some questions orally, and students orally answer questions related to topics such as passion, hobbies, dreams, education, culture, and so on.

e. Give a posttest to be attached in the appendices and written in the lesson plan for Cycle 1 and 2.

3. observation.

Observation is one of the tools used to collect data. As a scientific method, observation can be used systematically to serve and note phenomena, to investigate how students feel, think, and do as they learn. The author plans to conduct this observation flexibly and openly to record the unexpected.

4. Reflection .

After the researcher has finished analyzing the observations, the researcher plans the next cycle. If the researcher finds problems in the first cycle, she will do better in the next cycle.

2.3 Discussions (CLL).

There are two cycles. In each cycle, the steps consist of planning, action, observation, and reflection.

Cycle 1.

1. Planning .

Before conducting the study, the researcher prepared tools, such as:

a. Developing a lesson plan and preparing materials

The lesson plan is the teacher's orientation to ensure that the teaching and learning process is well organized. In the first meeting researcher prepares materials about the hobbies, passions, and interests of the students. International Class Program. 2013. Then, the second meeting talks about international events and chances.

b. preparation of student attendance list and grading

c. Prepare class observation sheets to learn about the situation in the teaching and learning process when a method or when a method or technique is used.

d. Prepare a test, including a pre-test and a post-test. For the pre-test.

For the pre-test, the researcher uses an oral test to learn the students' speaking skill profile by letting them take turns speaking. for the follow-up test, the researcher administers a written test.

2. Action

a) Performing Action #1.

The researcher, in the role of a teacher and accompanied by an observer, entered the classroom. The researcher created a good environment by asking them to make a circle and sit on the floor. then the students turned their attention to the teacher.

She gave the students a mental map about Community Language Learning (CLL) to give them an understanding of what the study looked like and the benefits of participating in this class.

After a few minutes, all the students presented their names including their nicknames.

All of the students applauded. After they introduced themselves, they seemed motivated to talk more. Then the researcher wanted to see their talents. So she asked them to suggest three topics based on their passion, hobby and interest.

She gave students 15 minutes to find three topics and asked them to explain their reasons. This task was a pre-test to assess their speaking skills, including pronunciation, grammar, vocabulary, and fluency.

Then each student talked about their topics with justification. This was very interesting for them because most of them spoke naturally, and the observer wrote down the topics as materials for the next meetings. She received over 20 topics and refined them based on the students' priorities. They suggested topics such as education, literature, writing, technology, economics, entrepreneurship, business, social conflict, travel, study abroad, culture, music, art, and sports.

As they spoke, an observer gave them grades. Each student spoke for about three minutes. After that, the researcher gave them comments. She also encouraged them not to worry about making mistakes during the presentation and just to be confident.

b) Implementing Action #2.

At the next meeting, the researcher greeted the students as usual. Each student in the group read and discussed the material for 15 minutes, after which they had to present their thoughts and After that, they had to present their thoughts and feelings about international chances. Each group talked about what they thought about student exchanges, short courses, international conferences, volunteering, and graduate school for 7-10 minutes.

After they got a description of the international programs, the researcher asked them to write their dreams for 20 minutes. The notes were an expression of their feelings and thoughts. Based on this assignment, the researcher created a posttest.

3. observation.

In the first cycle, the author and observer observed the teaching-learning process. The researcher could see that the students in the 2013 ICP group were mostly motivated to speak English. However, they face some problems. For example, some students can speak, but the grammar is wrong, some of them speak English. not bad, but they need to improve their pronunciation, some of them are not confident. they have no self-confidence.

Sometimes some students are not ready to express themselves when they don't have time to prepare material on a topic. This means that some of them cannot speak naturally, for example, in an informal situation. But they are motivated to improve their speaking skills through learning a community language because they dream of getting international chances.

Analyzing the results of pre and post-testing, we can say that there is an increase in the score of students in the international batch program in 2013. It is 0.03 from 2.75 to 2.78. This increase shows that students have slightly improved their participation in class conversation. Thus, the researcher evaluated their efforts, they were already trying to improve their speech from a sufficient level to a good level, and from a good level to a very good level.

4. Reflection .

After analyzing the result of the activities in Cycle 1, the researcher can suggest that it is very important for the teacher to create a comfortable environment in the classroom, it may be an informal situation. but they are serious about learning and expressing their ideas.

Natural. There is no disconnect between teacher and students in the learning process. The teacher should encourage students before, during, and at the end of class so that they are motivated to realize their dreams and express their feelings. The teacher should also appreciate what students are saying and give students more appreciation for the material and practice in speaking.

Action 1 did not produce a satisfactory result because students are still less confident, shy, and afraid to make a grammar mistake, especially for Islamic and Arabic students. faculties. This means that the background of their faculties affects their consciousness.

Therefore, it is very important to continue the next cycle to encourage them to participate in the conversation in the classroom. Site The second cycle is conducted as a continuation of the first cycle. To get the effectiveness of the next cycle, the researcher will prepare better for it.

Cycle 2

1. Planning .

Before conducting the study, the researcher prepared tools such as:

a. Developing a lesson plan and preparing materials

The lesson plan is the teacher's orientation to ensure that the learning process is properly organized. In the third meeting, the researcher prepares materials about the issues of the International Student Conference for the International Class of 2013. Then, in the fourth meeting, it will be about youth and world peace.

b. Preparation of student attendance list and grading.

c. Prepare class observation sheets to know the situation in teaching and learning when a method or technique is used.

d. Prepare the test, including the pretest and posttest. For the pretest, the researcher uses an oral test to find out the students' level of proficiency in speaking skills. speaking skills by giving them a chance to take turns speaking. For the Post-test, the researcher administers a written test.

2. Action .

a. Performing Action 1.

The researcher and observer entered the classroom, then the researcher and also the teacher controlled the situation by asking the students to make a circle and sit on the floor.

The students turned their attention to the teacher.

All students laughed, some students were interested in sharing their arguments, and some were confident in expressing their opinions, but all students spoke, although some were active in the conversation and some were silent. We moved on to the next topic of social activism. This activity also became an assessment as a pre-test for Cycle 2.

b. Implementation of Activity 2.

The researcher, in the role of teacher, greeted the students as usual. The researcher created a good environment for the students until they paid attention to the teacher. The teacher then divided them into three groups by counting from 1 to 3.

The students went to their groups and identified the topic problem, then they tried to organize a scenario and practiced their roles in front of their friends. This prerequisite also became their preparation before the Art and Language performance, because each International Class group must perform a drama twice a year, in Arabic and English.

because each International Class Program group must perform a drama twice a year, in Arabic and English.

After their discussion and performance, I gave them a post-test as a Cycle 2 assessment.

3. observation.

In Cycle 2, the researcher, accompanied by an observer, observed the teaching and learning process using the CLL method. By observing the students' activities, the author could understand that the students were highly motivated to speak English. The second cycle showed better results than the first cycle. In the second cycle, students became more confident and active in discussing the ASEAN Community. The researcher appreciates the students because they put a lot of effort to improve their English.

The study showed that the CLL method was appropriate for the students in the 2013 international program because the teacher-student relationship, as between a counselor and a client, was evident in this activity. The teacher's role in implementing the CLL method was successful, and students were able to respond to the teacher's questions. When the teacher suggested several topics, the students were able to explore them in depth and were happy to express their ideas.

Analyzing the results of the pretest and posttest in the second cycle, there was an increase in the students' International Program batch 2013 scores. It is 0.16 from 2.99 to 3.15. Compared to cycle 1, the increase in average score is 0.13

from 0.03 to 0.16. This increase in students' scores indicates an improvement in speaking skills. Thus, the CLL method is appropriate for students in the 2013 international program to increase students' participation in speaking in class. They tried their motivation to improve their speech from good to very good level.

4. reflection.

After analyzing and comparing the results of cycle I and cycle II implementation, the author can say that the CLL (Community Language Learning) method can increase students' participation in the classroom conversation of International Class Program batch 2013 students. In addition, it is very important for each teacher to encourage students by giving them motivation before and after class. The teacher should also appreciate what each student has done and said. The researcher believes that each teacher has his or her own method, but after conducting Classroom Action Research (CAR) for International Class Program batch students in 2013, CLL is the appropriate method for teaching and learning a foreign language. In addition, this method includes a psychological aspect, students became more confident and more pleasant to speak naturally to express their ideas, share problems and suggest questions, so that this condition does not create a gap between the teacher and students, then they can enjoy learning English.

In addition, this method is one way to discover students' talents, encourage and appreciate what they do and say so that students achieve their dreams by living the words of the International Classroom program. This means that the CLL method implemented by the researcher also has the goal of making students active in the classroom conversation, after which students should be more active by participating in international activities. be more active through participation in some international activities and such as short courses, student exchanges, international conferences, volunteer activities and study abroad. conferences, volunteer activities and study abroad for their master's degree.



CONCLUSION

Learning a foreign language is a multifaceted doctrine, in the process of which a person experiences complex psychological changes. In particular, there is a process of comparing a native language with a foreign language. Different teaching methods and technologies are used in this process. Using modern pedagogical technologies, comparative teaching of a foreign language with the native language gives effective results.

Teaching a foreign language requires knowledge of its non-traditional methods. Methodology and technology play an important role in the process of learning a foreign language. There are different methods of methodical science in the organization of the lesson. The most widely used methods in non-traditional methods of foreign language teaching are: the method of communicative didactics, the method of organizing intercultural communication and the method of organizing exercises. The three methods are closely related and complement each other.

Although the teaching designs examined in the studies in this research review are very different, they have in common that teachers and researchers are implementing innovative didactic approaches that specifically target increased orality in language teaching. The majority of the studies find that the chosen interventions have a positive effect.

This presumably reflects the fact that the didactic methods chosen are adapted to the specific context and the type of orality to be promoted. Thus, none of the methods mentioned can alone solve all the challenges of teaching orality. Therefore, the overall conclusion of the research review is that teachers can improve the quality of oral language teaching through didactic reflection and planning that tailors the teaching to the specific context, learning objectives and oral work style that apply to this teaching.

The included research shows that there can be many challenges associated with increasing orality in the classroom. Some of these have to do with external conditions that language teachers cannot change; others with social conditions in the classroom or with the individual learners' individual conceptions of language and their own competences. As a teacher, you can try to influence these conditions through your didactic and pedagogical choices.

If you as a language teacher wish to utilize the research knowledge contributed by these studies, you can therefore use the research overview as a basis for didactic reflection on the challenges you encounter in your own work with orality.

In the previous sections you could read about the many methods that were conducted in the period 2009-2019, which concerned in the development in the teaching of foreign languages and specifically contributed to answering the questions of why it can be difficult to get students to speak a foreign language and what pedagogical and didactic approaches can help to overcome these difficulties.

However, as previously stated, we do not have to rely on unconventional methods all the time. As the saying goes: new is well forgotten old. Traditional methods also work well. But it is necessary to take into account the individual characteristics of students, and, if possible, to combine these or those methods in the work with each other.

In the bibliography of this review you will find a list of other literature referenced in the text.

popular foreign language teaching methods

LITERATURE

· ALCARAZ VARУ, E. 1990. Tres Paradigmas de la Investigador! Lingьнstica.

· Alcoy: Marfil.

· ALEXANDER, L.G. 1967. First Things First. London: Longman.

· ALLWRIGHT, R.L. 1982. "Perceiving and pursuing learners' needs", in M.

· Geddes and G. Sturtridge (eds.), Individualisation. Oxford: Modern English Publications.

· BLOOMFIELD, L. 1942. Outline guide for the Practical Study of Foreign Languages. Baltimore: Linguistic Society of America.

· BREEN, M.P. 1987. "Contemporary Paradigms in Syllabus Design". Language teaching, XX, 3 and 4. Cambridge: Cambridge University Press.

· GБNALE, M. and SWAIN, M. 1980. "Theoretical basis of communicative approacfies to second language teaching and testing". Applied Linguistics, 1,1.

· CANDLIN, C.N. 1984. "Syllabus desigс as a critical process", in C.J. Brumfit (ed.), General English Syllabus Design. ELT Documents, 118.

· CHOMSKY, N. 1957. Syntactic Stmctures. The Hague: Mouton.

· DEWEY, J. 1974. Experнence in Education. New York: Colller.

· ELLIS, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press.

· FREIRЙ, P. 1970. Cultural Action forFreedom. Hamiondsworth: Penguin.

· GRAY, K. 1990. "Syllabus design for the general class: what happens to theory when you apply it". FLT Journal, 44/4.

· HOLT, J. 1976.1nstead of Education. Hamiondsworth: Penguin.

· HUBBARD, P. et al. 1983. A Training Course for TEFL. Oxford: Oxford University Press

· Karimbekov S. A. The use of works of art in teaching English // Foreign Languages at School, 2009, № 5. Pp. 24-28.

· Litvin F. A. Traditional children's poems in teaching English // Foreign Languages in Higher Education, 2012, № 2. Pp. 41-48.

· Naumenko S. I. Development of musical hearing, singing voice and musical and creative abilities of secondary school students. М.: Prosveshchenie, 1982. 272 p.

· Perchatkina V. G. The role of the musical component in the process of teaching a foreign language // Kazan Pedagogical Journal, 2016, № 4. Pp. 130-134.

· HYMES, D, 1972. "On communicative competence", in J.B. Pride and J. Holmes

· (eds.), Sociolinguistics. Harmondworth: Penguin.

· JOHNSON, K. 1982. Communicative Syllabus Design and Methodology.

· Oxford: Pergamon.

· MCDONOUGH, J. and SHAW, C. 1993. Materials and Methods in Language

· Teacfiing.A Teaclier's Guide. Oxford: Blackweil.

· NUNAN, D. 1989. Designing Tas/fs for the Communicative Classroom.

· Cambridge: Cambridge University Press.

· ROULET, E. 1972. Linguistic Theory, Linguistic Description and Language

Teactiing. London: Longman.

· STERN, H.H. 1983. Fundamental Concepts of Language Teactiing. Oxford: Oxford University Press.

· WIDDOWSON, H.G. 1978. Teactiing Language as Communication. Oxford: Oxford University Press.

· WILKINS, D. 1978. Functional Materials and ttie Classroom Teacher: some Backgroung Issues. University of Reading: Centre for Applied Language Series.

· Juraboyev, B. B. U. (2021). Problems and solutions for online teaching and learning of foreign languages. Academic research in educational sciences, 2 (Special Issue 2).

· Samarova, S. (2018). Forming Creative Vision of Person as Universal Method Enhancing Creativity. Eastern European Scientific Journal, (6).

· Samarova, S. R. (2019). Methods and technologies for the development of creative thinking of pupils. European Journal of Research and Reflection in Educational Sciences, 7 (10), 37-43

· Belyaev B.V. Essays on the psychology of teaching foreign languageshttp://gigabaza.ru/doc/73625-pall.html

· The Analitico-Synthetic Method of Foreign Language Teaching / Russkaya shkola. - 1890. - #5.

· Billows F. L. The techniques of language teaching. London: Longman, 1961, DOI: 10.2307/321360

· Blumfield L. Language. M.: Progress.

· Foreign Language Teaching Methods at the Secondary School: textbook/Gez N. I., Lyakhovitskij M. V., Mirolyubov

· Glejzer P., Pettsold EH., German textbook ch. II. Izd. 10. - S. - Peterburg, 1912.

· Gusevskaya N.YU. Language Teaching Theory and Methods. Proceedings ZabGu. 2013. #6 (53)

· Harold E. Palmer. The oral method of teaching languages. Cambridge,1923

· Hub pages. ESL Methods - English Language Teaching. http://hubpages.com/hub/Foreign-language-teaching-methods-approaches Kashina E.G. Traditions and innovations in the methodology of a foreign language teaching. Student's book. - Samara: Izd-vo « Univers-grupp»

· Kolpakova. O. Studied in Rus. History of Education in Russia. Izdatel'stvo: Belyj gorod God

· Kumaravadivelu B. Undestending language teaching. Taylor & Francis e-Library, 2008.

· LIU Qing-xue, SHI Jin-fang. An Analysis of Language Teaching Approaches and Methods --Effectiveness and Weakness. US-China Education Review, Jan. 2007, Volume 4, No.1

Passov E. I. Passov E. I. Communicative Method of Teaching Foreign Speaking - 2-d ed. - M.: Prosveshhenie

Raushenbakh V.EH. The Abstract of the Basic Foreign Language Teaching Methods in the 1-20th Centuries- M.: high school

Shchukin Teaching foreign languages: Theory and practice. Training manual for teachers and students. M.: Filomatis

Shsherba L.V. The Foreign Language Teaching at School: General Methodic Questions.-2nd ed.-M.

Solontsova L.P. A textbook for students of pedagogical specialties and foreign languages teachers of different types of educational institutions. Pavlodar: PGPI

Richards, Jack; Rodgers Theodore. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2001,

DOI: http://dx.doi.org/10.1017/CBO9780511667305 Celce-Murcia, Marianne. Language Teaching Approaches: An Overview. Teaching English as a Second or Foreign Language. Heinle & Heinle Publishers.

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