47
Student-teacher Direct communication
Indirect communication
Student-
computer
Not available
Interactive
Moreover, regarding the procedures of carrying out the project, orientation is the key factor in
determining success with the project. Teachers must clearly state the goals and linguistic skills
students are expected to attain by playing the computer simulation. Students had to keep in mind
their purpose for playing the simulation. Otherwise, they would tend to indulge themselves in
simply playing.
The language laboratory is a very helpful tool for practicing and assessing one‘s speech in any
language. It provides a facility which allows the student to listen to model pronunciation, repeat
and record the same, listen to their performance and compare with the model, and do self-
assessment. Since the language laboratory gives every learner of any language freedom to learn at
their own pace, it is flexible and does not necessarily require a teacher all the time. At the same
time, it is possible for teachers to provide assistance individually and collectively. The language
laboratory allows every participant his or her privacy to speak and listen. However the effectiveness
in the results can only be achieved by those who not only own these resources but also by those,
who know how to put it into effective practice and thereby making a constructive usage of this
advanced technology. The learners who progress through these courses can expect to advance
themselves from a state of being diffident in using the language functionally to the state of being
extremely confident in facing situations in which they are required to communicate. So, it is evident
that multimedia laboratories and Computer Assisted Language Learning can definitely act as an
effective tutor to prune a raw student into a complete professional. By going through extensive
practice in the multimedia laboratories one can surely nurture confidence and enhance fluency in
the use of this foreign language. There is no doubt; having enhanced command over the language
imparts a winning edge to a professional, which is extremely necessary in a highly competitive
milieu like ours.
References:
1. Alessi, S.M. & Trollip S. R. (1985). Computer-based instruction: methods and development.
New Jersey: Prentice Hall.
2. Brown, H.D. (1987) Principles of Language Learning and Teaching. MA: Addison-Wesley
Publishing Company.
3. Brumfit, C. and Johnson, K. (1979) (ed.) The Communicative Approach to Language
Teaching. New York: Oxford University Press.
4. Gates, B. (1997) The Road Ahead.
5. Huang, S. J. (1997). The Preliminary Study of the Indirect Use of Computer Simulation in
EFL Teaching. Paper presented at the First International Conference of CALL, Naval Academy,
Taiwan.
6. Warschauer, M. ―Computer Assisted Language Learning: An Introduction‖, In Photos. S.
(ed.) Multimedia Language Teaching, Tokyo: Logos International:3-20
Аннотация
Мақала ақпарат құралдарының кӛмегімен ағылшын тілін оқытуға арналған, мақалада ағылшын тілі
сабағында мультимедиялық материалды дұрыс пайдаланудың жолдарын және әдістерін зерттейді: жазбаша
және ауызша ағылшын тілінде негізгі жобалау бейнеленетін материалды дұрыс пайдалануы. Ерекше назар
сӛйлемнің негізгі компоненттеріне бӛлінеді.
Аннотация
Статья посвящена основам обучения английского языка при помощи мультимедиа, в статье
рассматриваются пути и методы правильного использования мультимедиа на уроках английского языка:
основные конструкции для грамотного использования отображенного материала в письменной и устной
практики английского языка. Особое внимание уделяется составным компонентам предложения.
48
Annotation
The article is devoted to learning the basics of the English language with the help of the media, the article
examines the ways and methods of proper use of English language in multimedia classroom: basic design for the
proper use of the material displayed in written and oral English practice. Particular attention is paid to composite
components of the sentence.
UDK: 378.147
M 75
OVERVIEW OF METHODS AND APPROACHES USED IN FOREIGN
LANGUAGE TEACHING
Мolchanova R.R., Kim R.M.
Таразский государственный педагогический институт, г. Тараз
Since the early 20th century experts in FLT have been looking for the best method for
teaching a foreign language.The teachers have been asking: what is the best teaching method or
approach for learning English?
It is important to mention the difference between the two notions: method and
approach.According to methodologists, method is a step by step description of tasks which are
performed for performing a work. Methods for performing different kind of works are often
formally designed and specified. Method refers to how teachers are going to teach it: lecture, small-
group work, PowerPoint, worksheet, class discussion, etc.
On the contrary, approach is a general guideline on ways of performing a work. It does not
identify all the steps involved. For example, a teacher may give a detailed step by step method for
solving a problem, or just indicate the general approach indicating the theoretical concepts and
formulas which need to be applied for solving the problem. Thus, in education approach is general
and method is specific.
Diane Larsen-Freeman and Marti Anderson provide information about several methods of
FLT that came into existence many years ago and about relatively new methods that are
usednowadays. They are: the Grammar-Translation method, the Direct method, the Audio-Lingual
method, the Silent way, Suggestopedia, Community Language Learning, the Total Physical
Response method, the Communicative approach. Michael Lewis described the Lexical approach. N.
Prabhu popularized the Task Based Learning (TBL).
Each of these methods and approachesemphasize different aspects of language learning:
knowledge of grammar rules, listening comprehension, independent learning, speaking and
understanding, etc. It is clear, that teachers can‘t use all methods and approaches at the lesson.
Some of them favor one specific method and don‘t want to change their teaching style, others try
principles and techniques from several methods
We would like to describe and compare the following two methods commonly used in
teaching English in our secondary schools: the Grammar-Translation Method (GTM)and the
Communicative approach (Communicative Language Teaching).
The first method that was used in teaching foreign languages was the GTM. It began to be
used as early as the 18
th
century. Even in our century it is still used. This method does not develop
communicative skills of the students, its goal is to learn a language in order to read its literature,
read and translate the texts. If students are able to translate from one language into another they are
considered successful language learners. Native language is the medium of instruction.
The knowledge of grammar rules is very important in GTM.But it often occurs,that even
though students know the grammar rules by heart, theycan‘t apply them correctly. They can only
make up sentences using the new grammar item. As for presentation of grammar structures, it is
done deductively and students do not have to think about the structure or predict or guess the
meaning of it themselves.
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