MODULE_ O N M E T H O D O L O G Y

Methodology is a science which studies objectives contents !egulations "eans

devices "ethods and syste"s o# teaching and lea!ning and studying educational
$!ocess on the "ate!ial o# a given language%
&ny science has its own catego!ies' subject object !egula!ities and "ethods o#
!esea!ch the $!inci$les%
(athego!ies o# Methodology
)yste" o# teaching' a "odel o# the teaching $!ocess co!!es$onding to a de#inite
"ethodological conce$tion which dete!"ines objectives contents and "eans o#
teaching%
E%g% The "ethodological syste" o# M%*est% His conce$tion was that when you
have "o!e than +, $u$ils in the class you can teach the" english only th!ough
!eading whe!e eve!y $u$il advances in his own $ace and the teache! $lays the !ole
o# the "aste! o# the ce!"onies only%
&t that ti"e -ndia beca"e the colony o# G!eat .!itain% Unde! such conditions was
bette! to edit /,, good boo0s than to educate /,, good teache!s%
The objectives o# M%*est1s teaching was to teach to !ead by !eading%
2o! the contents $!esu$$oses he too0 in his boo0s eve!yday to$ics% The
"ethodological Guide #o! teache!s was called 3Teaching English in Di##icult
(u!cu"stances4%
&s the "eans o# teaching he designed a se!ies o# g!aded boo0s #!o" the easiest to
"o!e co"$licated ones%They we!e called 3G!een (o"$anoins4 35ed
(o"$anions4%%6 boo0s all in all%
Method is a gene!ali7ed "odel o# the "ajo! co"$onents o# teaching on the basis o#
a do"inee!ing idea% M%*est1s "ethod was based on "a0ing the students !e"e"be!
the necessa!y vocabula!y and st!uctu!es th!ough #!e8uent !e$etition o# these wo!ds
and $h!ases9 at least 6 ti"es $e! $age:%
The!e a!e di##e!ent "ethods' g!a""a!;t!anslation "ethod
conte<tual
audio;lengual "ethod
audio;visual "ethod etc%
Device = a conc!ete "ethodological act ai"ed at the solution o# a conc!ete tas0 at a
de#inite stage o# teaching%
M
E%g% > devices how to e<$lain the "eaning o# a wo!d without t!anslatin it'

?: by showing an object
@: by d!awing a $ictu!e
/: by giving an e<$lanation
A: by giving a de#inition
B: by analy7ing a "o!$hological st!uctu!e o# the the wo!d
+: by giving synony"s
6: by giving antony"s
>: by de!iving the "eaning #!o" the situation etc%
Means o# teaching' all so!ts o# "anuals boo0s elabo!ations technical aid
"ate!ials visual aids co"$ute! $!og!a""es etc%
)ubject = all the $!oble"s connected with the s$he!e o# activity which is called
teaching $!ocess'
?: ai"s and objectives o# teaching
@: selection and de#ining the contents o# teaching
/: a #o!eign language as a subject $!oble"s
A: Teache!1s and )tudent1s activities
B: e##ective "ethods and devices
+: histo!y o# develo$"ent etc
the sco$e o# all $!oble"s a!ound teaching $!ocess%
Object = all $edagogical $heno"ena connected with teaching and educating by
"eans o# a #o!eign language%
)che"e ?% Methodology and the othe! sciences%
Cedagagogy
Csychology Lingustics
Table ?%5egula!ities
Language Csychology Cedagogy Methodoology
language s$eech education
thought cognition educating
!eality
D to s$ea0 a
language you
should !e#lect the
!eality
D s$eech and
cognition a!e
achieved th!ough
activeness o# the
s$ea0e!
Deducation and
educating ta0es
$lace in the cou!se
o# teaching
Dteaching should
be done on the
!ealEt!ue;to;li#e
situations
?:-n linguistics = linguistic and e<t!alinguistic #acto!s 9body "ove"ents gestu!es
"i"ics "edia envi!on"ent etc: in co""unication%
@:-n $sychology = de$endence o# "otivation on the cha!acte! o# $edagogical
sti"ulation%
/:n $edagogy ; activity cente!ed education%
A:-n "ethodology = lea!ning lea!ne! in a $!ocess o# s$eech activity i%e% in
co""unication%
?: The $!ocess o# co""unication can be e##ected on by' #acial e<$!ession
body gestu!es noise ; envi!on"ental #acto!%
@: -t de$ends on the teache! ; the "otivation' "a!0s !elations good cli"at
inte!est 0nowledge assess"ent "ay be sti"ulating and "otivate
co""unication%
/: &ctivity and in#o!"ation;cente!ed education ac8uisition o# a language o!
any othe! subject should be o!gani7ed by the teache! th!ough the student1s
activity' answe!ing 8uestions solving $!oble"s "a0ing $!ojects
desighning so"e $lans etc%
A: *hile teaching a #o!eign language the teache! should not only teach a lang a
syste"ic as$ect o# a language but also the cultu!al as$ect o#
co""unication' s$eci#ic e<cla"ations sho!t wo!ds = the ty$ical !eaction o#
the native s$ea0e!s in a given situation%
E%g%
Table ?% The !egula!ities a!e o# a gene!al and conc!ete cha!acte!
co!!es$ondingly'
Gene!al (onc!ete9 s$eci#ic:
; gene!al !egulations o# teaching a
language
; gene!al $!inci$les #unda"entals o#
; the !egulations o# teaching a de#inite
language a language is taught
di##e!ently to the lea!ne!s with di##e!ent
Didactics
teaching $!ocess which a!e co""on to
teaching any language i!!es$ectively o#
the "othe! tongue o# the students
"othe! tongues
E%g E%g%
Methods o# 5esea!sh'
The!e e<ist two gou$s o# "ethods'theo!etical and e<$e!i"ental%
Theo!etical "ethods o# !esea!ch deal with analysis synthesis hy$othesis
#o!"ulation "odeling%
E<$e!i"ental "ethods a!e "eant to test to what e<tent a "ethod is good #o! this
o! that school% They a!e' e<$e!i"ental teaching
e<$e!i"ent
obse!vation
8uestionnai!e
testing
inte!view
ch!ono"et!y
in#o!"ant usage etc%

.oth theo!etical and e<$e!i"ental "ethods "ay be o# / ty$es'

2unda"ental &$$lied Develo$"ents
2unda"ental "ethods solve gene!al theo!etical $!oble"s% Theo!y develo$"ent
o! "ethod design%
&$$lied "ethods a!e di!ected to a develo$"ent o# se$a!ate theo!y ele"ents at
di##e!ent stages in di##e!ent schools%
Develo$"ents design "ate!ials #o! $!actical use' designing te<tboo0s video
aids audio "ate!ials etc%
E<$e!i"ental Teaching and E<$e!i"ent%
E<$e!i"ental Teaching ta0es $lace when a ce!tain $!og!a""e has been
designed and it needs a tho!ough chec0;u$ at a de#inite stage o# lea!ning du!ing
a yea! o! hal#;yea!%%% in natu!al envi!on"ent%
& labo!ato!y e<$e!i"ent = in this case a t!ue;to;li#e conditions a!e c!eated in the
labo!ato!y and a ce!tain g!ou$ o# students lea!n #o! a ce!tain $e!iod o# ti"e
unde! these conditions%
E%g% 5yth"o$edia = light sound "usic%
E<$e!i"ent = usually lasts #o! the necessa!y ti"e;s$an9that de$ends on the
condition o# the e<$e!i"ent:% -t $!esu$$oses e<istance o# at last two g!ou$s'
e<$e!i"ental and cont!ol% &n e<$e!i"ent begins with a wo!0ing hy$othesis%
E%g% &cco!ding to the Theo!y o# Fnowledge o# &c8uisition and the (u!ve o#
#o!get#ulness by Gausse = we "ay assu"e that it is bette! to give a student @,,
wo!ds #o! "e"o!i7ation than to give hi" only B, wo!ds because acco!ding to
Gausse he will #o!get @,G o# this "ate!ial a#te! @ hou!s% This idea should be
chec0ed e<$e!i"entaly%
The e<$e!i"ent de#ines va!iable and non;va!iable conditions%
E%g% Non;va!iable conditions "ay be' the sa"e students the sa"e te<t;boo0
the sa"e teache!%The students "e"o!i7ed the "ate!ial at ho"e by lea!ning it
but the e<$e!i"ental g!ou$ had @,, wo!ds and the cont!ol g!ou$ = only B,% The
last condition is a va!iable #acto!%
-n o!de! to be able to #ollow the changes in the e<$e!i"ental g!ou$ we "ust
co!elate the students in both g!ou$s acco!ding to thei! 0nowledge level%
The!e a!e A stages in an e<$e!i"ent'
?: o!gani7ation stage = stating the conditions $!e$a!ing the "ate!ial "a0ing
an oute! $lan Hwith dates and !esults de#ining g!ou$s sco!e Hco!elationI
@: "ate!iali7ation stage = !eali7ation o# the "ate!ialI
/: $!ocessing o# #acts and dataI
A: inte!$!etation o# the !esults%
-n o!de! to be able to "a0e conclusions and to $!ove a ce!tain idea the data
obtained should be statisticaly !eliable% The necesa!y nu"be! o# data should be
at least ?,, and the "o!e the bette!%
The"e' &$$!oaches to teaching #o!eign languages%

-# a "ethod is a "odel in tactics in teaching an a$$!oach is a gene!al st!ategy%
-% .e!aviou!istic &$$!oach%
-t is based on a sti"ulusE!eaction $!inci$le% -n ?JA, ;?J+,s the a"e!ican scientist
.o!is )hcinne! being a biologist e<$e!ineted on $igeons%He decided to teach the"
to do so"e actions% He too0 a $igeon and $ut it into a da!0 !oo" th!eww so"e
seeds and when he switched on a light on the #loo! the!e was a !ound ci!cle o#
light in which the!e we!e the seeds and the $egions $ec0ed on these seeds% He
!e$eated that "any ti"es till the $egions we!e taught to $ec0 in the ci!cle o# light
even when the!e we!e no seeds% That "eans that the $egions we!e taught to !eact
on the light% )chinne! decided that this $!inci$le could be t!ans#e!ed to the teaching
$!ocess as well% .ehaviou!istic a$$!oach was a way o# #o!"ing and develo$ing
s$eech habits by a "ulti$le "echanical !e$etition o# a !eaction to a sti"ulus%
(onscious ac8uisition e<$lanations we!e given ve!y little attention and ve!y o#ten
we!e !ejected%
E%g% Cu$il' - bought a new boo0%
Teache!' &nd yeste!day%
Cu$il' - bought it yeste!day% = 9d!ill e<e!cises ; without "otives o! inte!est:
(!iticis" o# .ehaviou!istic a$$!oach% The english "ethodologist Tho!ndi0e w!ote
that !e$eating one and the sa"e sti"ulus $!oduces on the student as "uch
in#luence as the elect!ic cu!!ent $!oduces e##ect on the wi!e%
.ut still .ehaviou!istic &$$!oach can be success#ully used with s"all child!en
who ac8ui!e thei! native language inthe sa"e way by !e$eating eve!y new wo!d o!
$h!ase he hea!s%&t that a s"all child does not t!y to desinteg!ate the $h!ase%
.ut .ehaviou!istic &$$!oach is no good #o! g!own;u$ lea!ne!s who 0now al!eady
one language and t!y to t!anslate eve!y wo!d in a #o!eign language to lea!n its
"eaning%Mode!n t!ends o# teaching $ut a heavy e"$hasis on the cultu!al as$ect o#
any language and the!e "ethodologists who insist that we should teach not only
the language9 its syste" ways and "eans o# e<$!ession: but also the linguistic
behaviou!9 "anne! o# s$ea0ing:%
--%-nductive;(onscious &$$!oach%
-t "eans intensive wo!0 at "ulti$leH E<a"$les in o!de! to g!adually "a0e the
students awa!e o# the !ules s$eech actions and the ele"ents o# the language theo!y%
E%g% 2!o" e<a"$les = to !ules%
This a$$!oach is good #o! schoolchild!en o# the beginning stage but such an
a$$!oach hel$s the students to unde!stand g!a""a! but not to develo$ s$eech
habits% -t has been used ve!y widely in the audio;visual "ethod%
---%(ognitive &$$!oach%-t "eans the $!ocess o# lea!ning the theo!y o# the language9
!ules o# Chonetics G!a""a! *o!d usage etc: and coscious st!uctu!ing o# an
utte!ance on thei! basis%
E%g% 5ules = e<a"$les utte!ances%
-t is "ost a$$!o$!iate to the adults% The "o!e advanced in age is a student the
"o!e !ules he wants%
-K% -nteg!al &$$!oach%
-t is oa integ!ated ac8uisition o# conscious and subcoscious co"$onents o#
teaching which is "ani#ested in a $a!allel ac8uisition o# 0nowledge and
auto"atis"s in all ty$es o# s$eech activity%This a$$!oach is still cha!acte!istic o#
the "ajo!ity o# the seconda!y schools%
E%g% -n the "ajo!ity o# the school te<tboo0s hte!e a!e e<e!cises li0e' !ead the te<t
to inse!t the a!ticles to !etell to tell yo! #!iend what you did yeste!day%.ut the! is
no logics in the syste" o# e<e!cises%
-nteg!al a$$!oach is good when it $!esu$$oss a logical st!uctu!e inside the
$a!ag!a$h%
K%(o""unicative &$$!oach%
T!aditional teaching was ai"ed at s0ills develo$"ent th!ough "aste!ing the syste"
o# language% (o""unicative a$$!oach advocated teaching a language as a "eans
o# co""unication% -ts basis is the di##e!enciation between $!e;co""unicative and
co""unicative activities%
Th!ough $!e;co""unicative activities the teache! isolites s$eci#ic ele"ents o#
0nowledge o! s0ill which co"$ose co""unicative ability and $!ovedes the
lea!ne!s with o$$o!tunities to $!actise the" se$a!ately% The lea!ne!s a!e thus being
t!ained in the $a!t s0ills o# the co""unication !athe! than $!actising a total s0ill to
be ac8ui!ed% This catego!y includes the "ajo!ity o# the lea!ning activities cu!!ently
to be #ound in the te<tboo0s and "ethodological aid boo0s9 such as di##e!ent ty$es
o# d!ills o! 8uestionEanswe! $!actice:% This is ai"ed at $!oviding the lea!ne!s with a
#luent co""and o# the linguistic syste" without actually !e8ui!ing the" to use this
syste" #o! co""unicative $u!$oses%&cco!dinly the lea!ne!1s "ain $u!$ose is to
$!oduce language which is acce$table9 su##iciently accu!ate o! a$$!o$!iate: !athe!
than to co""unicate "eanings e##ectively%
E%g%Luasi;co""unication'
; &!e you a "atches1 owne!H O!
;Do you have a #i!eH = while as0ing #o! a lighte!%
C!e;co""unicative activities "ay be subcatego!i7ed as' st!uctu!al activities and
8uasi;co""unicative%
E%g% *hile d!illing YesENo 8uestions
; Have you got a siste!H The student answe!s 3Yes4 although he doesn1t
have any siste! at all% The co""unication beco"es #alse%
;3They loo0ed at each othe! th!ough the table4 = the student doesn1t 0now
the $!e$osition 3ove!4%
; 3su!!ounding *ednesday4 3inte!national #u!nitu!e4 etc%
-n co""unicative activities the lea!ne! has to activate and integ!ate his $!e;
co""unicative 0nowledge in o!de! to%%%%%%%%%%%%%%%%%%%% #o! co""unication o# "eaning%
He is now engaged in $!actising the total s0ill o# co""unication%
Two subcatego!ies a!e distinguished he!e' #unctional co""unicative and social
inte!action activities%
K--% Hu"anistic a$$!oach%
9no beginning:
The teache! should co""ent not on a $e!sonality but on the situation%
E%g% *ell i# you say so it !eally "eant%
The teache! should ta0e into account that eve!y student is a $e!sonality to "a0e a
student ad"it that he was w!ong%
E%g% ;Oh that1s anothe! $oint o# viewM
not = You a!e w!ongM
*e "ay be educating acowa!d a hy$oc!ate%
Not to show a $u$il that he is a stu$id "a0e a justi#ication o# his stu$idity%
Listen u$ to the end%
Hu"anistic a$$!oach $!esu$$oses genuine !es$ect to othe! $eo$le1s $oint o# view
because so"eti"es even a not ve!y cleve! $e!son e<$!esses thoughts which a!e
wo!th ta0ing into conside!ation%
E%g% -t1s inte!estingM Let1s see wethe! it is !ight o! not%
Neve! say 3You a!e !ightEw!ongM4 neve! be a judge it is bette! to "a0e
so"ebody else a judje%
Methodology and its !elations with othe! sciences%
Methodology as a science can not develo$ i# it doesn1t ta0e into account the latest
develo$"ents o# a nu"be! o# sciences it !elates to%
Tis #act can be e<$lained by the co"$licated natu!e o# the teaching $!ocess i%e
the $sychology o# the teache! and the student
the o!gani7ation o# thei! "utual colabo!ation
on the level o# linguistic 0nowledge o# the teache! and the student
on the health and gene!al dis$osition o# the teache! and the student
on the ti"e at which the teaching $!ocess ta0es $lace etc%
Methodology ta0es the csienti#ic data #!o" all the sciences that a!e !elated to a
teaching $!ocess%Linguistics su$$lies "ethodology with contents o# teaching iEeE it
gives all the necessa!y linguistic "ate!ial that a student should ac8ui!e to be able to
e<$!ess hi"sel# #!eely%Methodology ta0es the data about the "ost #!a8uent le<ical
g!a"atical units to be studed% &bout the "ost co"$licated lea!ning "ate!ial about
the $eculia!ities o# the language as a syste" as a st!uctu!e and the
$eculia!ities9 $honetic cultu!al se"antic etc: o# the s$eech in this language%
.esides Linguistics can give a "ethodologist in#o!"ation about the co!!elation
between the #o!eign and the "othe! tongue%
The ne<t science is Csychology% Methodologists use the data about'
age $eculia!ities o# the students
"e"o!y $eculia!ities
"echanis"s o# habits and s0ills #o!"ation and develo$"ent
intellectual #atigue
$sychology o# the $eo$le whose language the students a!e studying%
Cedagogy which gives the o$$o!tunity to unde!stand'
the social !oles o# the teache! and the student9 hu"anistic a$$!oach is based "o!e
on $edagogy and $sychology:
to co!!ectly conside! the student not as the object o# the education but as the
subject o# the education
to !ationally dist!ibute the ti"e at the lesson
to ade8uately $lace the students in the class!oo" etc%
Methodology also deals with such science as Chysiology% -t uses the data o#
$hysiology #o! !esea!ch $u!$oses% The latte! hel$s to unde!stand bette!'
the "ista0es the student "a0es
the te"$oE!ateH o# the "ate!ial ac8uisition
to ta0e into account the $!ocesses that ta0e $lace in a hu"an b!ain du!ing a ce!tain
activity etc%
E%g% The #!e8uency o# the "ate!ial in$ut in#luences the $hysiological state o# the
sudent%> hou!s o# ha!dH wo!0 can "a0e a $e!son "ad but i# they can listen to so"e
$leasant "usic in the head$hones du!ing that wo!0 it beco"es less dange!ous%
Native wo!d
(once$t o! object
2o!eign wo!d
Object o# the !eality
Language is a syte" o# "eans9 lenguage vehicles: which a!e necessa!y and
su##icient #o! co""unication $lus !ules o# thei! use%
)$eech is actualisation o# language syste" in conc!ete acts o# co""unication i%e% it
is not only the 0nowledge o# language "eans and !ules o# thei! uses but also
auto"ati7ed usage in co""unicative acts% &cco!dingly a $e!son "ay be assesed by
the co"$etences he has ac8ui!ed% *hen only the language st!uctu!e is ac8ui!ed and
the $e!son s$ea0s with good g!a""a! we "ay s$ea0 only about language
co"$etence%
.ut linguistic co"$etence is not enough to s$ea0 the 3authentic language4% .y the
3authentic language4 we "ean s$eech which is #o!"ulated in acco!dance with
cultu!al and conven tional t!aditions o# the $eo$le% *hen a $e!son s$ea0ing
co!!ectly #!o" the g!a""atical $oint o# view uses $h!ases which a!e the e<act
t!anslation #!o" his native language we can not s$ea0 about co""unicative
co"$etence because the socio;cultu!al as$ect has not been ta0en into
conside!ation%
E%g% &!e you the "atche!s1 owne!H
The co""unicative co"$etence is the ability to use the a$$!o$!iate language
"eans #o! the necessa!y situation so that the listne! unde!stands the $h!ase
ade8uately%
L&NG C&5OL
Language as a syste" Language as a "eans o# co""unication
O!tho;
g!a$hy
Chone;tics Le<is G!a""a! O!al *!itten
5ules o#
w!iting
&l$habet
)c!i$ts$uct
u;ation
"a!0s etc%
C!onoun;
ciation
&!ticulation
Kowel
syste"
(onsonant
)yste"
di$h;
tonguesassi
;
"ilation
etc%
*o!ds
)yntag;
"as
$h!ase
$h!aseo;
logyde!iva;
tionwo!d;
#o!"ation
ho"o;
ny"s syno;
ny"santo;
ny"s
bo!!ow;
ings etc%
Mo!h$o;
logy
)ynta< Listenin
g
)$ea0ing 5eading *!iting
Ca!ts o#
s$eech
)enten;
ce te<t
$a!ts o#
the sen;
tence
clauses
etc%
Dialo
Monolo;
gical
gical
!ece$tio
n
$!oduction !ece$tio
n
$!oduction
Language e<e!cises )$eech e<e!cises
Language e<e!cises' while doing the" the students don1t $!oduce thei! own s$eech they a!e
t!aining the"selves in le<ical g!a""a! and $honetic di##iculties%
)$eech e<e!cises' all the e<e!cises that contain tas0s to !e$!oduce so"ething to !etell so"ething
to do the w!itten e<e!cises9 to #ill in the ga$s to "a0e the sentence negative etc: a!e conside!ed
s$eech e<e!cises o! 8uasi;co""unicative e<e!cises% Only when a $e!son e<$!esses his own
thought in o!al o! w!itten way do we s$ea0 about !eal co""unication and co""unicative
e<e!cices%
E%g% *hen we tell s"bd about the yeste!day1s $a!ty = it is a !eal s$eech
.ut when the tas0 is' one o# you is a "othe! the othe! is a daughte! as0 8uestions about
the yeste!day1s $a!ty = it is s$eech e<e!cise%
E%g%O!al t!anslation N listening O s$ea0ing%
*!itten t!anslationN !eading O w!iting%
E%g% Listening' ?: the teache! in the class is e<$laining the notable in#o!"ation about the
ho"ewo!0 = it is s$eech e<e!cise
@: a $u$il is !etelling the te<t and the othe!s a!e listening = it is language e<e!cise%
The ne<t $!oble" that Methodology solves is the inte!!elation between the #o!eign language and
the "othe! tongue%*nen a $u$il begins to lea!n his "othe! tongue at school he al!eady $ossesses
to so"e e<tent the co""unicative co"$etence% The teache! o# "othe! tongue develo$s
Language as s$eech and #ocuses on Language as syste"% The teache! o# a #o!eign language has
to develo$ and c!eate the both things%

The de##e!ences between teaching a "othe! tongue and teaching a #o!eign language%
?: &i"s%The "ain ai" o# teaching a native language at seconda!y school is to teach the
languagea as a syste" and to "a0e the co""unicative s0ills "o!e $e!#ect while the "ain ai" o#
teaching a #o!eign language is to co"bine both teaching language as a syste" and develo$ing
ele"enta!y s0ills at the sa"e ti"e%
@: Envi!on"ent% The s$eech in the native language is constantly $e!#ected than0s to native
language envi!on"ent while ac8ui!ing a #o!eign language the child has no #o!eign envi!on"ent
and the latte! can be c!eated at the lesson by the teache! hi"sel#% -t will lead to s$eech $e!#ection%
The student can ac8ui!e 0nowledge #!o" boo0s and othe! 9 !adio TK etc: as soon
as he begins to !ead in his "othe! tongue% The othe! way !ound with a #o!eign
language%
*hile lea!ning a #o!eign language the student uses so"e gene!al catego!ies li0e'
gene!ali7ation analitical activity the ability to as0 #o! in#o!"ation and give
in#o!"ation the ways o# e<$!essing di##e!ent #eelings #!o" his native language and
is !eady to t!ans#e! this 0nowledge into his #o!eign language% -n this case
"ethodology s$ea0s about t!ans#e!ence and inte!#e!ence%
T!ans#e!ence is using so"e language #unctions and unive!sal thin0ing catego!ies
by a$$lying the" to the new language% -t is $ossible when the language
$heno"enon in the native language coincides with that o# the #o!eign language%
E%g%E<$laining ge!und to !o"anian students o! to !ussians% The teache!1s tas0 is to
hel$ !o"anian students t!ans#e! the 0nowledge #!o" his native language into the
#o!eidn language%
.ut the!e is a dange! o# #ull i"itation o# the !ules o# the "othe! tongue% &ctually
one and the sa"e $heno"enon in di##e!ent languages has its $eculia!i!ies%The!e is
no absolute identity% )o it is #o! the teache! to single out the issues whe!e this
di##e!ence lies% -# he igno!es this #act the students #aces the $osssibility o#
inte!#e!ence%
-nte!#e!ence is an e!!oneous s$eech $!oduct which was c!eated eithe! by e<tending
the !ules o# one1s "othe! tongue to the #o!eign language o! "i<ing u$ so"e si"ila!
things within a #o!eign language%The #i!st ty$e o# inte!#e!ence is called inte!lingual
inte!#e!encethe second = it!alingual inte!#e!ence%
E%g% 3This $ictu!e li0es "e4 = inte!lingual inte!#e!ence9should be e<$lained
be#o!ehand:
3You have done this "ista0e4
3- have "ade this e<e!cise%4 = int!alingual inte!#e!ence9 the lea!ne! doesn1t
0now the di##e!ence between 3to "a0e4 and 3to doP%
*hen we s$ea0 about the t!ans#e!ence #!o" the "othe! tongue to the #o!eign
language we "eant not so "uch the 0nowledge o# ce!tain language $heno"enoa
but we "ean the gene!al ideas the conce$tsand the s0ills that the student has
ac8ui!ed in his "othe! tongue% .esides while lea!ning a #o!eign language the
student uses the thin0ing catego!ies #!o" his "othe! tonguebut the #o!eign
language hel$s hi" to develo$ thin0ing and to unde!stand his native language
bette!%*e "ay say that thin0ing in the "othe! tongue is develo$ed but in the
#o!eign language is $e!#ected%
The student uses his "othe! tongue as a "eans o# lea!ning othe! subjects and his
co""unicative co"$etence hel$s hi" to do so%.ut in o!de! to use a #o!eign
language as a "eans o# co""unication the student should #i!st be taught how to
co""unicate and he should develo$ the co""unicative co"$$etence which is a
ve!y long and ha!d e##o!t% )o the #inal ai" o# lea!ning a #o!eign language at
seconda!y school is not only to su$$ly the student with so"e 0nowledge but also
develo$ s$eech s0ills and co""unicative co"$etence%
Csychological basis o# Methodology%
*hat is s$eech #!o" $sychological $oint o# viewH -t is two;sided $!ocess% 2i!st o#
all it is s$eech $!o$e! which is outwa!d active outs$o0en and it has a #ull
linguistic st!uctu!e% On the othe! hand it is inne!s$eech which is "et in !eading
and w!iting auding and s$ea0ing which is #!ag"enta!y which is a blending o#
thought which is a sche"e%
That is why abundant listening and s$ea0ing lead to "o!e #luent s$ea0ing but it is
not enough while teaching a g!ou$ o# students% -n this case an o$$o!tunity should
be given to each student to $!onounce out loudly in cho!us in o!de! to develo$
audio"oto! t!aces which "eans that while !eading o! listening $lus $!onouncing
we leave a ve!y dee$ t!ace in ou! "e"o!y in ou! "ind%
E%g% )inge!s o! si"$le $atients with so!e th!oat a!e not allowed to !ead%
The!e a!e th!ee "ain $!ocesses in ac8uisitin o# so"e 0nowledge and develo$ing
habits and s0ills%
5ece$tion 5e$!oduction C!oduction
The way o# ac8ui!ing
0nowledge #!o" #o!" to
thought% -t is an analitical
$!ocess% -t is "eant #o!
ac8ui!ing so"e $assive
"ate!ial i%e% the "ate!ial
you !ecogni7e%
The way o# "ate!ial
ac8uisition #!o" thought
to #o!"% -t is a synthetical
$!ocess which is good #o!
lea!ning active "ate!ial
i%e% the "ate!ial "eant #o!
actuali7ation9o!al
!e$!oduction:
)$ontaneous s$eech
Listening5eading9silent: 5etelling5eciting a $oe"
o! singigng a song
9without une!standing the
language:

C!oduction is a $!ocess o# s$ontaneous s$eech e<$!ession o# thoughts% -deas "ay
be not new #o! e<a"$le on the te<t !ead%)hould we teach thin0ing in a #o!eign
language o! should it be ac8ui!ed as a child lea!ns his "othe! tongueH C!o#esso!
.elyaev a $sychologist was su!e that we can teach a child to ac8ui!e a #o!eign
language inthe sa"e way as the child ac8ui!es his "othe! tongue% That "eans that
no t!anslation is necessa!y all the e<$lanations should be given in a #o!eign
language% -n othe! wo!ds we should teach the student by c!eating a #o!eign
language at"os$he!e and teacn hi" guess the "eaning o# the wo!ds he doesn1t
0now% .elyaev believed that a subconscious syste" will be develo$ed in the "inds
o# the students and they will use it while s$ea0ing in a #o!eign language%
&nothe! outstanding scientist acade"ician L%)che!ba on the othe! hand t!ied to
$!ove that it is $ossible to "a0e the student#o!get his own language while listening
to so"eones$ea0ing a #o!eign language%L%)che!ba says that no one is in the $owe!
to d!ive a native language out o# the students1 "inds% -t is es$ecially t!ue #o! the
beginning stage o# the language ac8uisition% .esides the $e!id o# a $assive
ac8uisition o# the native language by a child is ve!y long so"eti"es it is / yea!s o#
being silint% .ut #o! a $e!son al!eady s$ea0ing one language it is di##icult to
"e"o!i7e anothe! language without t!ying to identi#y what a #o!eign wo!d "eans%
*hat .elyaev said "ight be $ossible at eve!y advanced stage o# 0nowing the
language%
The!e is such a $heni"enon which is called bilingualis" which "eans that a
$e!son can s$ea0 two languages as his native language% .ut as !esea!ch showed in
case #o! e<a"$le a "oldovan $e!son is s$ea0ing !ussian and at a ce!tain "o"ent
sto$s to thin0 what !ussian wo!d to use in his "ind he al!eady has a "oldovan
wo!d9va!iant:%-t testi#ies to the #act that the $!og!a""e o# an utte!ance is being
c!eated in one1s "othe! tongue%.ut the s$eech "echanis"s a!e auto"ati7ed to such
an e<tent that we thin0 we a!e thin0in in a #o!eign language%*hen you s$ea0 the
sa"e language all the ti"e you! cognitive $!ocesses a!e ai"ed on this language%
T!ying to s$ea0 about the d!awbac0s and $ositive #eatu!es o# these two a$$!oaches
we "ust co"e to the conclusion that neihte! t!anslational "ethodology no! non;
t!anslational "ethodology can teach a beginne! to thin0 in a #o!eign language% The
best a$$!oach is a conscious one i%e% when 0nowledge is ac8ui!ed consciously
habits a!e develo$ed on the basis o# auto"atis"s%&nd s0ills co"e by natu!ally
abundant $!actice will #acilitate the #luency o# s$eech%
5ole o# "e"o!y in ac8ui!ing a #o!eign language%
The!e a!e such ty$es o# "e"o!y as' sho!t;te!" "e"o!y
long;te!" "e"o!y
$hoto;"e"o!y
intentional "e"o!y
unintentional "e"o!y
visual "e"o!y
"oto! "e"o!yetc%
2o! language lea!ning we need only so"e ty$es o# "e"o!y%
)ho!t;te!" "e"o!y is connected with "ate!ial $e!ce$tion and lasts #o! about A
"inutes at the "ost and #o! di##e!ent $eo$le it is di##e!ent%&#te! we have hea!d an
utte!ance it is in ou! sho!t;te!" "e"o!y #o! so"e ti"e necessa!y #o! ou!
unde!standing it and then it goes to the long;te!" "e"o!y whe!e it can be !etained
#o! @A o! A> hou!s o! even longe!% &nd then this "ate!ial goes to the subconscious
a!ea o# the hu"an b!ain% -n othe! wo!ds this in#o!"ation is i"$!inted in the
eng!a""es o# ou! b!ain% -t is i"$!inted in the #o!" o# so called t!aces% &cco!ding
to the law o# i"$!inting a $e!son neve! #o!gets anything% Eve!ythin he sees hea!s
!eads etc all that leaves t!aces on his b!ain% That is why the "ain $!oble" o#
"ethodology is not to "a0e the stunent study but to hel$ hi" to e<t!act the
in#o!"ation #!o" the subconscious a!ea o# his "ind%
)o"eti"es we !e"e"be! so"ething unintantionally but in the ce!tain
cu!cu"stances ou! "ind suddenly !etu!ns us to the events we have neve! thought
about% The t!aces beco"e dee$e! when the sa"e signal a$$ea!s "any ti"es and
the in#o!"ation "oves #!o" the subcosciou "ind to the coscious one whe!e the
$!ocessing o# the in#o!"ation occu!s 9 ahaM;!eactions:%
)o in teaching languages e<e!cises a!e "eant only to "a0e the t!aces "o!e
$!o#ound but to teach a $e!son s$ea0 language e<e!cises a!e not enough% They
should be #ollowed by nu"e!ous s$ea0ing e<e!cises% (o""unicative a$$!oach
consists in d!awing the wo!ds o! $h!ases out o# subcosciouness%
5esea!ch has $!oved that the signals co"ing to the $e!son1s "ind shouldn not be
given with #!e8uency e<ceeding ?B seconds% Othe!wise "o!e #!e8uent signal
ove!la$ and oblite!ate delite the in#o!"ation
Choto;"e"o!y is also o# g!eat i"$o!ta"ce #o! #o!eign languages ac8uisition% -t is
es$ecially i"$o!tant at the beginning stage when the students !e"e"be! not only
the soun i"age o# the wo!ds its "eaning but also its s$elling%&s a !ule $eo$le
having a develo$ed $hoto;"e"o!y ac8ui!e the language bette!%
-ntentional and unintentional "e"o!y% &longside with unintentional "e"o!y the
teache! should develo$ in students intentional "e"o!y because a #o!eign language
li0e "athe"atics !e8ui!es !e"e"be!ing lea!ning by hea!t !e$!oducing closely to
the te<tetc% .ut it is not so easy to 0ee$ cot!ol o# the students1 intentional "e"o!y
#o! a long ti"e% *hen the in#o!"ation is not inte!esting the ti"e see"s to last long%
The way to 0ee$ the students attentive is to b!ea0 "onotony o# the teaching
$!ocess' inte!esting "ate!ial une<$ected 8uestionsove!"odulation o# the
voiceetc%


Fnowledge habitss0ills%
These catego!ies a!e at the sa"e ti"e "ethodological and $sychological
catego!ies%
Fnowledge = is the whole bul0 o# language "ate!ial liable9H: to be ac8ui!ed
actively and $assively%
Habits = a!e auto"ati7ed actions with $honetical le<ical g!a""a! "ate!ial in the
cou!se o# !ece$tive o! !e$!oductive s$eech%
)0ills = a co"$le< o# s$eech acta including all so!ts o# habits in !eading s$ea0ing
auding and w!iting%

Csychological and Methodological sche"e o# Fnowledge = )0ills = Habits%
Csychology Methodology
5ece$tion -n#o!"ation i"$a!ting9e<$lanation:
5ecognition De"onst!ation o# e<a"$les o! te<ts
.!ining ho"e 5ule a$$lication
Unde!standing 2u!the! silent !ule a$$lication
5e"e"be!ance D!ills in $atte!ns
5e$!oduction Using the "ate!ial in a given situation
C!oduction Using the "ate!ial in the students1 own
situations
Habits and s0ills a!e dyna"ic $!ocesses% *hile develo$ing a s0ill you a!e to
ac8ui!e 8uite a nu"be! o# habits% *hen !eading to the"selves the students "ust
develo$ the habits to !ecogni7e the sounds to co"bine the" into wo!ds the habit
o# unde!standing the syntag"a o# gene!ating the sense o# the sentence%
E%g% & child "ay !ead without unde!standing =The develo$ed s0ill leads to habit%
Cedagogocal basis o# Methodology%
)ubject =Object $!oble"%
This $!oble" conce!ns the student%How the student should be viewed u$on%
*hethe! we should conside! the student the object o! the subject o# teaching and
educating%
Ea!lie! $edagagies conside!ed the student to be the object o# teaching and
educating%)o the student was loo0ed u$on as an obedient child who has no ideas o#
his own who $e!#o!"es all the actions e<actly li0e a co"$ute! #ollows the o!de!s
o# the $!og!a""e!s%
*hen the teache! as0s a 8uestion the student "ay give not only one to one
answe!s%Ta0ing into conside!ation that the student has his own bac0g!ound sco$e
o# 0nowledge di##e!ent attitude to the #o!eign language as a school subject we can
not e<$ect #!o" the student a one;to;one answe!%-n this case the student "ay give
sone additional unde!standing di##e!ent inte!$!etation and as he hi"sel# $!ocesses
the in#o!"ation he is an active thin0e! and he is the "aste! o# the situation%
E%g%The student can tu!n the $!og!a""e that the teache! gave%
.ea!ing it in "ind we can say that the student is a subject%
The st!uctu!e o# the $edagogical $!ocess%
The $edagogical $!ocess is a th!ee;sided entity%On the one hand it is a teache! on
the othe! it is a student on the thi!d = the subject9H: =the #o!eign language%How do
they inte!actH
The teaching $!ocess is a su" o# the studentQs activity $lus the teache!1s activity
$lus the conditions that the subject9#o!eign language: i"$oses on the two% *e
cannot say which side is "o!e i"$o!tant% .ut we can say wethe! the teaching
$!ocess is student;cent!ed o! teache!;cente!ed%9so"eti"es even the student "ay
teach the teache! so"ething:% *hen a $!oble" isbeing solved the #inal decision
should be the student1s%& teache!;cent!ed teaching $!ocess is not good because it
cu!bs the student1s initiative%
The student;cente!ed teaching $!ocess $!esu$$oses the student1s activity the
o$$o!tunity to e<$!ess his own thoughts to "a0e solutions to choose decisions to
co""unicate with who" he $!e#e!s etc% How to o!gani<e the students in the
class!oo" so that they could !eali<e thei! "otives and inte!ests and satis#y thei!
li0ings and disli0es% The "anne! in $uttin tables in !ows has ve!y se!ios
$sychological cose8uences% -t educates individualists whose attention is #ocused
on the teache! only and they the students% Have al"ost no $ossibility to 0now #!o"
each othe!%-t is "uch bette! to o!gani7e the students in a way they could see each
othe!1s #aces%
The sche"e o# the student;cente!ed class o!gani7ation%
The advantages o# student;cente!ed class'
?: They listen to each othe!
@: They analy7e the "anne! o# s$ea0in sittingetc
/: they t!y not to !e$eat each othe!1s "ista0es%
-n a se"ice!cula! $osition the students #eel as one connected #a"ily but not as the
?
st
!ow; thebest students the last !ow = the bac0d!awn students%
The $!oble" o# students1 s$eech activity%
The co""unicative a$$!oach $!esu$$oses the student1s inte!action with othe!
students du!ing a lesson% This co""unication can be based eithe! on !eady;"ade
dialogues o! it "ay be a s$ontaneous s$eech% -n the #i!st case !e$!oduction o# the
dialogues can be a good "eans o# develo$ing s$eech habits but s$ontaneous
s$eech achieved only th!ough un$!e$a!ed tal0ing%M% *esta $!o"inent b!itish
"ethodologist said' 3Lea!n to s$ea0 by s$ea0ing to !ead by !eading etc4 He
"eant s$ontaneous s$ea0ing% *hile co""unicating the student assu"es so"e
!oles and each ti"e he $e!#o!"s a new social !ole9 $!o#esso! and a student a waite!
and a custo"e! etc:%
-# acco!ding to the co""unicative a$$!oach the student is given an o$$o!tunity to
choose the !ole to solve to #ind solutions inde$endently he is su!e to be "otivated
and willing to s$ea0%
E%g% & #light to s$ace%*hat 8ualities should the $e!sonnel have to "a0e a tea"%
The tache! b!ings u$ a $!oble" but doesnQt say what should each student
do%)$ecialist in languages can ude!stand the $u!$ose and the beni#it o# doing
e<e!cises but child!en = can1t%
.esides $u!ely linguistic $!oble"s the students have to solve behaviou!al $!oble"s
which they o#ten a!e not !eady to do9 a $!osecuto! a judge #o! e<a"$le:% The !oles
that the students $lay du!ing the lesson a!e also connected with getting li#e
e<$e!iences% That is why all the 0nowledge that the students have can be a$$lied to
absolutely new situations and in this case it is consciously a$$lied 0nowledge%
Methodology du!ing its histo!y was su##e!ing #!o" unconscious ac8uisition o# the
language to the conscious one%&t the beginning o# the RR centu!y when the di!ect
"ethods we!e in #ashion% Unconscious a$$!oach !eigned%Then in the ?JA,s the!e
was a t!end o# dee$ awa!eness o# the st!uctu!e o# the language and the syste" was
$ut to the #o!eg!ound i%e% conscious a$$!oach%-n the ?J+,s "ethodologists t!ied to
show that the unconscious ac8uisition o# the language is "uch "o!e hel$#ul and
e##icient% That is why 0ea!ning by hea!twas a $!edo"inant "eans o# develo$ing
s$eech habits and s0ills%
E%g% This "ethod o# lea!ning by hea!t es$ecially develo$ed in Ko!one7 as
K%2%Foche!ga testi#ied !esulted in the students1 hel$lessneswhen they sta!ted to
s$ea0%
The $!ocess o# c!eation should ta0e $lace #!o" the ve!y #i!s ste$sM
E%g% )hehte!1s "ethods%& g!own u$ $e!son had to ac8ui!e a language as a child
does' !eady;"ade dialogues "usic showing a $ose o# the tea;0ettle%.ut it is
$ossible to hea! the w!ong ideas i# you do not !ead the $h!ase i# you do not
unde!stand it%9 S TUVWXYZ[ \]^_]`]a][:%
The!e "ust be a stage whe!e alongside lea!ning by hea!t the students should
e<$!ess thei! thoughts and ideas% & g!own;u$ cannot s$ea0 anothe! language using
only !eady;"ade sentences% -n this case he will not be able to e<$!ess his $e!sonal
view othe!wise he will beco"e indi##e!ent to what he says%
Nowadays the!e is a tendency to teach only s$eech and the "o!e it is ; the bette!
because the $!ocess o# co""unication goes on s"oothly when the s$eech o# the
s$ea0e! a$$!oaches the s$eed o# the native s$ea0e!% Ke!y o#ten it is done at the
e<$ense o# the co!!ecnessE accu!acy and the co!!ect $!onounciation% -t is ve!y good
#o! $eo$le inte!acting with #o!eine!s but it is unacce$table #o! the #utu!e #o!eign
language teache!swhose st!ong $oints "ust be accu!acy theo!etical 0nowledge o#
a language%
Didactic basis o# Methodology%
& #o!eign language lesson%
-%& t!aditional lesson%
-t shoud co"$!ise a nu"be! o# obligato!y stages'
?: Eve!y lesson should begin with so called o!gani7ation $e!iodEstage %Usually
at this stage the teache! as0s about the absent $u$ils who is on duty what
the wethe! is li0e9 -t is not bad% .ut un#o!tunately !eal weathe! is nea!ly
always is not ta0en into account:%
@: The second stage is s$eech e<e!cise9 a 0ind o# wa!"ing;u$ e<e!cices:% The
teache! t!ies to "a0e the $u$ils s$ea0 in a #o!eign language eithe! on the
basis o# the $ictu!es o! the latest events in $olitics s$o!t cultu!e etc%Mainly
it is answe!ing 8uestions but tey a!e seldo" s$ecial 8uestions% 3*hyH4 is
!a!e% -t is not bad i# the teache! is not a#!aid o# this 8uestion9 *hat do you
thin0 o# the te<t we have !eadH:% The 8uestion should be co""unicative%
/: Chonetic d!ill%Usually it is "eant #o! wo!0ig at the student1s sounds #o!
d!illing !eading s0ills%The teache! is su$osed to listen to the way the students
$!onounce and to give the" advice and co!!ect the"% *hen the cho!us
sounds the teache! should be silent listening to the individuals
"is$!onouncing sounds o! e<$laining the !ules in case the wo!ds a!e being
"is$!onounced% -n !eality child!en a!e shouting at the to$ o# thei! voices and
the teache! is t!ying to lead the cho!us%&ctually cho!us wo!0 is a ve!y use#ul
wo!0 o# teaching languages but because $honetic d!ill s$oils the students1
taste to $!onounce so"ething loudly they sto$ $!onouncing anything in
cho!us by the B
th
o! 6
th
#o!" al!eady%
& co""unicative lesson%
& child is a #utu!e $e!sonality he is to "a0e decisions we should teach hi"
!es$onsibility not to give hi" !eady;"ade solutions% The co""unicative lesson is
ai"ed at devel$oing all s$eech activities at the sa"e ti"e%T!aditionally the teache!
is going #!o" ele"ents o# s$eech to s$each $!o$e!% &t a co""unicative lesson the
o!de! is !eve!sed' it is #!o" s$eech to ce!tain language ele"ents%How can it be
doneHTo "a0e a scena!io out o# the lesson%The teche! should thin0 about the
gene!al objectivewhich $!esu$$oses the students1 solutions o# the $!oble"s%
&ctivity $!oble"s' bying #u!nitu!e #o! e<a"$le%
The inte!de$endence o# in$ut $!ovided at eve!y "o"ent o# the scens!io can be
"ate!iali7ed in acco!dance with the algo!yth" o# the student1s activity%&lgo!yth"
is a syste" o# actions whe!e the !esult o# the #i!st stage is the beginning o# the
secondand so on% They a!e ite!de$endent a ce!tain $!esc!ibed o!de! o# doing
so"ething%
The algo!yth" o# a co""unicative lesson'
?: To give a gene!ali7ed objective% -t "ust be vaguely $ut "ust contain a
con#lict and have a nu"be! o# solutions%
E%g% The teache! has in "ind (onditionals%.ut he just says' 3-s it sise to give
child!en "oneyH-# you give%%%%%4That is a $!oble" with "any solutions at least
th!ee%The conc!ete solutions o# the $!oble" constitute al!eady the scena!io o# the
lesson and each conc!ete objective should be solved by the students acco!ding to
the algo!yth"
@: Each conc!ete objective "ust contain a con#lict%
E%g%- want to ta0e "oney #!o" the ban0 but - have neve! been the!e%
/:To give the behaviou!al "odel' what to do and how to do% The lesson should
have !easonable objectives%
E%g%Clease $hone you! uncle and as0 #o! in#o!"ation and $ut it down%
A: To give the students language "odels i%e% to su$$ly the students with all the
new "ate!ial he needs% -t is he!e to teach the" wo!ds g!a""a! etc%The language
"ate!ial is given in connection with the $!oble" solved but not all the "ate!ial
needed #o! this $a!ticula! day%
A: Uniting the students1 e##o!ts =s"all g!ou$s #o!"ation%
B: 5e8uisiteE$!o$e!ties = hand;out "ate!ials% *hen the student has so"ething in
his hands it is "o!e conc!ete s$eci#ic%
E%g% -# the conc!ete objective is to $ost the $ostca!ds the teache! "ay give the
student so"e !eal $ostca!ds% The student1s s$eech beco"es "o!e $!ecise and
c!eates une<$ected 8uestions and answe!es%
+: The activity itsel#% *hile the student a!e wo!0ing in s"all g!ou$s the teache!
should be least o# all a su$e!vise! but a consultant a #!iend a $e!son ve!y "uch
inte!ested in what is going on in s"all g!ou$s%
6: & chec0;u$ o# the !esults o# the activity and wo!0ing out a gene!al a$$!oach to
the ne<t $!oble" to be solved%
E%g% You have co"e to the ban0 but you have #ound out that it is not
ve!y$!o#itable% *hat is the way outHThe analysis o# the !esults%
>:The ne<t $!oble" is again solved acco!din to the algo!yth"%
The advantages o# the co""unicative lesson'
?: The student1s s$ea0ing ti"e is "uch bigge!%-n t!aditional education the
teache! s$ea0s a lot when one o! two students a!e s$ea0ing the othe!s have
to be silent% -n gene!al ? o! @ "inutes #o! each student% -nt!ave!s a!e silent
all the ti"e%
@: *hile co""unicating the students lea!n #!o" each othe!%
/: -# you use video o! audio aids they "ust be to$ically connected with the
$!oble" solved and each student can ta0e #!o" this "ate!ial what he needs
best%
A: &ll the tas0s that the students det a!e ve!y t!ue to li#e and they teach the
student li#e as well% -t is not only the linguistic as$ect but also a social one%
E%g% You a!e the ban0 "anage!o! the di!ecto! o# the co"$any you lea!n how
to be !es$onsible you #eel it and when you g!ow u$%%
5%Fi$ling% 3- 0ee$ si< honest se!ving "en
They taught "e all - 0now%
Thei! nai"es a!e *hat and *hy and *hen
&nd How and *he!e and *ho%
Objectives o# Teaching Languages%
?: Educational objectives 9]bcU]bXde]ad_U`fYZU:
@: Educative objectives 9 a]^\g_d_U`fYZU:
/: C!actical objectives 9\Xdh_giU^hgU:
Educational objectives% Teaching a language o# a #o!eign count!y $!esu$$oses not
only lea!ning the language as such but also getting ac8uainted with the cultu!e o#
the count!y% The gena!al in#o!"ation about the count!y1s geog!a$hy and histo!y
custo"s lite!atu!e "ain indust!ial cent!es #ol0lo!e wide the sco$e o# vision o# the
students% -t ve!y good when the teache! doesn1t con#ine hi"sel# to the "ate!ial o#
the te<tboo0 only but b!ings boo0 etc
E%g% )$ea0in about the!ailway station =b!ing the ta$e video with the sounds
announce"ents% -# you we!e ab!oad tell the students o! as0 those who we!e ab!oad
o! b!ing #o!eigne!s%
Educative objectives% & #o!eign language has "any o$$o!tunities to hel$ the
students #eel what is good and what is bad because a teache! o# a #o!eign language
can use any sou!ces that a!e at hand to convince his $u$ils in so"ethin i"$o!tant%
E%g% -# the teache! just states that 3)tudents have di##e!ent li#e49H: = it is one thing
but i# he b!ings the su!veys the $oll !esults video $ieces docu"ents = it is
absolutely di##e!ent thing%
& #o!eign languages "a0es the student une!stand his own language "uch bette!% &
$e!son 0nowing a #o!eign language has an access to anothe! cultu!e he beco"es
ve!y wise because he 0nows "o!e%
E%g% jkY]^_g iU^_Y]U eUXld`]m
?:n_]bZ ^`Wog YU \]Ygpd`g ] iUp _Z o]a]Xgqf
@: i_]bZ ]_ YUeYdrcgs b]`adY]a ]_`gid_f^t g _%T%
C!actical objectives% -t should be unde!stood in te!"s o# co""unicative $!ocess% -t
"eans' whateve! the teache! teaches it should #ind !e#lection in the students1
s$ea0ing $!actice and whateve! the student 0nows should be #acilitated9H: in his
s$eech%
(ontents o# education%
.y contents we "ean eve!ything the student ac8ui!es in the cou!se o# studies% -t is
clea! #o! eve!yone that by contents we "ean language "ate!ial !elated to $honetics
g!a""a! le<is as well as "ate!ial contained in w!itten te<ts boo0s dicciona!ies
audio and video "ate!ials that the student ac8ui!es a language #!o"% .ut not only
that%
&s we 0now lea!ning a #o!eign language $!esu$$oses not only language "ate!ial
ac8uisition bu also develo$"ent o# habits and s0ills o# using this "ate!ial%)o the!e
has been a long a!gue"ent whethe! habits and s0ills ac8uisition should be
conside!ed as a $a!t o# contents o# teaching% -t is only !easonable to conside! the"
as contents o# teaching because othe!wise the "ate!ial ac8uisition at the level o#
unde!standing "ight be ta0en #o! the #inal 8oal o# language lea!ning% .esides
0nowing about the language !e8ui!es so"e 0nowledge o# cultu!e lite!atu!e
histo!y custo"s t!aditions etc a s$ecialist in a #o!eign language should 0now
about !ealias 9H:% 5ealias en!ich the student1s idea about the cultu!e o# the count!y
get to 0now habits and custo"es and should go within the contents o# teaching%
)$eech activity and e<e!cises%
Methodology distinguishes A s$eech activities'!eading w!iting s$ea0ing listening%
.ut not eve!y s$ea0ing can be conside!ed a s$eech activity% .y s$eech activity we
"ean the $!ocess o# giving o! getting so"e notable in#o!"ation%% *e can s$ea0
about s$ea0ing as s$eech activitys$ea0ing as o!al wo!0 s$ea0ing as vocali7ation
ve!bali7ation etc%2o! a teache! it is i"$o!tant to have a clea! idea o# the di##e!ence%
Kocali7ation is a s$eech e<e!cise ai"ed at a!ticilation develo$"ent "a0ing
so"ethig audible%
E%g% 5eading London cou!se o! do"e othe! $honetic e<e!cises !eading an e<e!cise
done at ho"e loudly%
O!al wo!0 = anything $!onounced by the students o!ally a sentence e<a"$les
with the necessa!y wo!ds !eading aloud isolated sentences #!o" the te<tboo0s
even $!onouncing so"ething that nobody is inte!ested in%
E%g% The teache! as0s the student to as0 his neighbou! about the thin they both
0new% The!e is no novelty%
)$ea0ing as s$eech activity is ai"ed at as0ing #o! notable in#o!"ation and giving
needed in#o!"ation%
E%g% 5etelling the te<t al"ost wo!d #o! wo!d when the whole class has $!e$a!ed
such a !etelling at ho"e is not a s$eech activity% .ut answe!ing a *hy;8uestion
!elated with the te<t will be a s$eech activity because so"e new in#o!"ation is
given by each $a!tici$ant o# the discussion%
& close to the te<t !etelling o# a ho"e!eading te<t is not a s$eech activity but
tal0ing #!eely in connection with te<t is a s$eech activity%
&s0ing a neighbou! abut the things that you ve!y well 0now is a s$eech e<e!cise
but as0ing a 8uestion when you a!e !eally inte!ested in the answe! is a s$eech
activity%
5eading aloud a te<t #!o" the te<tboo0 is not a s$eech activitywhile !eading a
newte<t #o! the sa0e o# getting so"e new in#o!"ation is a s$eech activity but it is
"o!e natu!al to do a silent !eading in this case%5eading aloud is an e<e!cise o#
develo$ing !eadig habits while silent !eading is a a$eech activity%
*!iting an e<e!cise consisting o# isolated is an e<e!cise w!iting a $a!ag!a$h
thought by the student is a w!iting s$eech activity%
Listening to a ta$e o! #il" in o!de! to get so"e in#o!"ation is a listening s$eech
activity but listening to a class"ate !etelling a to$ic is not it is a listening e<e!cise%
Teaching $honetics%
Chonetics is a disc!ete syste" which "eans that it has a #inal nu"be! o# $honetic
$heno"ena which has to be ac8ui!ed by eve!y lea!ne!%&s #a! as di##iculties go
english ohonetics has / catego!ies o# sounds'
?:si"ilia! but not identical sounds
@:identical sounds
/:di##e!ent9absolutely new: sounds%
The "ost di##icult is the #i!st catego!y because they call #o! inte!#e!ence% The
teache! "ust e<$lain the di##e!ence ve!y ca!e#ully and $!ecisely% The new sounds
do not $!esent any conside!able di##iculty i# they a!e given a ve!y detailed
desc!i$tionE$!esc!i$tion% but in "ethodologe the!e is a so called 3a$$!o<i"ation
$!inci$le i%e% the!e "ay be deviations #!o" the no!" o# $!onouncing so"e sounds
$!ovided they do not a##ect the "eaning o# the utte!ance%
E%g% -# the lea!ne!1s utv o! udv a!e not dental the listene! will unde!stand the
utte!ance but i# the lea!ne! "is$!onounces sound u v in the wo!ds 3bad4 3bi!d4
and 3bed4 the listene! is su!e to "isunde!stand the $h!ase%
The "ost i"$o!tant things in $honetics to be within constant attention o# the
teache! a!e "eaning di##e!enciating $heno"ena'
?:the co!!ect $!onounciation o# all the vowel sounds
@: long and sho!t vowels9 the !yth" de$ends on it:
/:Devoiced endings93and4 not 3ant4: