MINISTRY OF HIGHER EDUCATION, SCIENCE AND INNOVATION
OF THE REPUBLIC OF UZBEKISTAN
UZBEK STATE WORLD LANGUAGES UNIVERSITY
ENGLISH PHILOLOGY FACULTY
THE ENGLISH LANGUAGE TEACHING METHODOLOGY &
EDUCATIONAL TECHNOLOGIES
Specialty: 5120100 – Philology and Teaching Languages (English)
COURSE PAPER
On the theme: “Developing a Framework for Independent
Study in High School Foreign Language Learners”
Done by Yuldashkhanova Umida
Group: 2215
Checked by scientific adviser
N. A. Mirzoidova
TASHKENT 2024
CONTENTS
INTRODUCTION ............................................................................................... 3
PART I. THEORETICAL ASPECTS OF IMPROVING THE CONTENT OF
FOREIGN LANGUAGE TEACHING AT THE SENIOR STAGE OF
MODERN SCHOOL........................................................................................... 5
1.1 The content of teaching a foreign language as a methodological problem .... 5
1.2 Principles and main components of training and development based on a
competency-based approach ............................................................................... 10
1.3 Methods for improving the content of foreign language teaching ................ 18
1.4 Conclusions on the first part ......................................................................... 20
PART
II.
MONOGRAPHIC
EDUCATIONAL AND
METHOD
OF
METHODOLOGICAL
RESEARCH
OF
COMPLEXES
FOR
TEACHING A FOREIGN LANGUAGE. ....................................................... 21
2.1 Evaluation of the quality and effectiveness of modern teaching and
methodological kits of a foreign language at the senior stage ............................ 21
2.2 Contents of electronic educational resources and project technology for the
purpose of improving foreign languages ............................................................ 24
2.3 Contents of exercises for teaching a foreign language ................................. 28
2.4 Conclusions on the second part ..................................................................... 31
CONCLUSION .................................................................................................. 32
LITERATURE ................................................................................................... 34
APPENDIX ........................................................................................................ 35
2
INTRODUCTION
In modern curricula of school subjects, including foreign languages, there
is a requirement to cultivate academic independence and to develop the ability to
learn. Forming independent activity of students is one of the most urgent tasks of
modern education, and the ability to work independently on studied material is
one of the prerequisites of successful learning. For the development of cognitive
abilities of students independent activity is a necessary condition. Learning to
work independently is not seen as an end in itself. It is seen as a means to learning.
Both in terms of mastering the system of knowledge, skills and abilities, and in
terms of developing mental and physical work skills, independent work of
students helps to increase the effectiveness of learning. It is a means of struggle
for deep and solid knowledge of students, development of their mental abilities,
means of formation of their activity and independence as personality traits.
Independent work plays a leading role in teaching. The degree of students'
independence in performing certain types of independent work depends on the
nature of their activity, which begins with imitative actions, then becomes more
complex and has its highest manifestations.
A significant change in social order gradually leads to a radical
restructuring of the educational process, to a revision of the goals and objectives
of teaching a foreign language, to the use of modern pedagogical technologies.
Relevance of the study. The problem of content in the methodology of
teaching foreign languages (FL) continues to be one of the most pressing. The
need for continuous improvement of the system and practice of education is due
to social changes occurring in society. The issues of improving the quality of
education and the level of upbringing of the student's personality have been and
remain a priority in modern methods of teaching a foreign language (FL).
Many domestic methodologists have studied the problem. Among them,
we can highlight V.S. Lednev with his scientific work on the topic "Content of
General Secondary Education", Ryzhakov.M.V and many others.
3
Object of research: The process of learning a foreign language at the
senior stage of school education.
Subject of research: Study of a foreign language.
The purpose of the study: to reveal the essence of the concept of the
content of teaching a foreign language at the senior stage and to consider the
possibilities of its improvement.
To achieve this goal, the following tasks were set:
1) To study the content of foreign language teaching at the senior stage and
identify the main problems;
2) Characterize the concept of “competency-based approach” and study the
principles and main components of training;
3) To study ways of improving the content of foreign language teaching;
4) To evaluate the quality and effectiveness of modern teaching and
methodological kits at the senior stage;
5) To propose recommendations for improving the content of education in
the practice of a modern school.
Structure of the course work:
The study consists of two chapters, an introduction and a conclusion.
The introduction substantiates the relevance of the problem under study,
the goals and objectives, the object, subject and methods of the study. The first
chapter presents the main problems of developing foreign language skills, and
describes the features of the general development of skills of senior
schoolchildren.
The second chapter is a monographic study, including various exercises to
improve foreign language skills in senior schoolchildren, examples of exercises
to develop various skills are given and a modern methodology is presented,
actively used in the educational process in modern schools.
The conclusion provides the findings obtained from the course work.
4
PART I. THEORETICAL ASPECTS OF IMPROVING THE CONTENT
OF FOREIGN LANGUAGE TEACHING AT THE SENIOR STAGE OF
MODERN SCHOOL
1.1 The content of teaching a foreign language as a methodological problem
Training is the process of transferring and acquiring knowledge, skills, and
activity abilities, the main means of preparing a person for life and work.
The goals, content of education, its organization and methods at all stages
of the development of human society have changed depending on the nature of
social relations, current requirements for general education and professional
training of people, and pedagogical ideas about education itself.
In the context of modern scientific and technological progress, there is a
need to develop the content, forms, methods and means of teaching that
correspond to new social requirements, as well as the capabilities and needs of
students.
Education is a two-way process that includes the activities of the teacher
and the learners and is characterized by the interaction of: the goals of education,
upbringing (in the learning process) and development of learners; the content of
education, i.e. the system of knowledge, skills, and abilities that learners must
master; teaching - the activity of the teacher, which in its essence represents the
management of the cognitive and practical activities of learners (the main
functions of teaching are motivation to learn, presentation of the content of the
material being studied, organization of learners' activities, control of knowledge,
skills, and abilities); learning, i.e. the activity of learners to master knowledge,
skills, and abilities (mental and physical actions). In the process of education and
upbringing, a worldview and personal qualities are formed, and abilities are
developed. The socio-historical experience of mankind is passed on to children
and adults in the learning process, but it is assimilated in different ways depending on personal experience, formed skills and abilities, attitude to
educational activities, and personality traits.
5
As for teaching a foreign language at school, it is the acquisition of
knowledge of a foreign language to develop the ability to express a complete
thought at the level of a phrase or sentence. Teaching English includes teaching
reading, dialogic, monologue and written speech, i.e. communication skills,
mastering the students' basic types of speech activity (listening, speaking and
reading) within the school curriculum, teaching writing within the scope of
writing exercises, teaching the composition of short postcards and letters in the
main communication areas.
Teaching a foreign language in primary school is aimed at: creating
conditions for early communicative and psychological adaptation to a new
linguistic world that is different from the world of the native language and culture,
and overcoming the psychological barrier in using a foreign language as a means
of communication in the future; familiarization with foreign song, poetry and
fairy-tale folklore, the world of games and entertainment; acquiring social
experience by children by expanding the range of communicative roles played in
situations of family and school communication, with friends and adults in a
foreign language; forming ideas about the general features and characteristics of
communication in the native and foreign languages; forming elementary
communicative skills in 4 types of activity taking into account the capabilities and
needs of younger students; forming some universal linguistic concepts observed
in the native and foreign languages.
When studying a foreign language at the second level, in basic school
(grades 5-10), the focus is on the consistent and systematic development of all
components of communicative competence in schoolchildren in the process of
mastering various strategies of speaking, reading, listening, and writing.
Teaching a foreign language in basic school is aimed at studying a foreign
language as a means of international communication through: Formation and
development of basic communicative skills in the main types of speech activity;
Communicative and speech adaptation to the foreign language environment of the
countries of the studied language; development of all components of foreign
6
language
communicative
competence;
Sociocultural
development
of
schoolchildren in the context of European and world culture with the help of
regional studies, cultural studies and lingua-cultural studies material; Cultural and
artistic-aesthetic development of schoolchildren when familiarizing themselves
with the cultural heritage of the countries of the studied language; Formation of
skills to present their native culture and country in the context of foreign language
intercultural communication; Familiarization of schoolchildren with strategies for
independent study of languages and cultures available to them.
At the final, third stage (secondary general education) (in grades 10-11),
teaching a foreign language should promote foreign language communicative
competence, ensuring the use of a foreign language in situations of official and
unofficial communication in the educational, social, cultural, administrative,
professional spheres of communicative interaction. At the same time, the focus is
on developing the culture of oral and written speech in a foreign language,
deepening cultural knowledge about the way of life and lifestyles in the countries
of the studied languages.
The objectives and content of foreign language educational communication
of high school students vary depending on the profile of the school and are
expanded through the interdisciplinary connection of a foreign language to the
study of other subjects.
Teaching a foreign language at the third stage is aimed at: Developing the
communicative culture and socio-cultural education of schoolchildren, allowing
them to be equal partners in intercultural communication in a foreign language in
everyday, cultural and educational-professional spheres; Teaching the ethics of
discussion communication in a foreign language when discussing the culture,
styles and way of life of people; Developing general educational skills to collect,
systematize and generalize cultural and other information of interest to students;
Familiarizing students with the technologies of self-control and self-assessment
of the level of language proficiency; Developing the ability to represent their
native country and culture, the way of life of people in the process of foreign7
language cultural communication; Using a foreign language in professionally
oriented education.
English is becoming increasingly popular in a variety of areas of human
activity. It is one of the most popular languages in the world. In many countries it
has been adopted as a second state language. The language of international trade,
politics, the Internet, tourism. In order to learn this useful language in all respects,
desire alone is not enough, but a certain method of learning English is required,
taking into account individual characteristics and needs.
In teaching practice, four main teaching methods can be used:
· explanatory and illustrative;
· reproductive;
· problematic;
· research.
The reproductive method of teaching involves the acquisition of knowledge
imparted to the student by the teacher and the organization of the student’s
activities to reproduce the studied material and its application in similar situations.
The problem-based method assumes maximum assistance in activating the
students' cognitive activity. The learning process involves solving different
classes of problems based on the knowledge gained, as well as extracting and
analyzing a number of additional knowledge necessary to solve the problem. At
the same time, an important place is given to acquiring skills in collecting,
organizing, analyzing, and transmitting information.
The research method of teaching ensures independent creative activity of
students in the process of conducting scientific and technical research within a
certain subject. When using this method, learning is the result of active research,
discovery and play, as a result of which, as a rule, it is more enjoyable and
successful than when using the other methods listed above. The research method
of teaching involves studying the methods of objects and situations in the process
of influencing them. To achieve success, it is necessary to have an environment
8
that responds to impacts. In this regard, an indispensable tool is modeling, i.e., an
imitation representation of a real object, situation or environment in dynamics.
Problems with the content of training:
· One of the key problems is the psychological unpreparedness of the
student to study foreign languages. Most teachers continue the traditions of Soviet
educational standards, set high standards - to speak perfectly without an accent,
write without a single mistake and perfectly master grammar rules, which are
often not observed even by native speakers; in everyday speech, they do not strive
for ideal pronunciation and the choice of correct grammatical forms.
Schoolchildren who have difficulty mastering certain rules do not show interest
in learning a foreign language, feel their insecurity and inability for this type of
activity;
· Another problem that cannot be ignored is that not all foreign language
teachers have higher pedagogical education. Today, 20% of teachers have rather
low ranks, which indicates an urgent need to stimulate highly qualified personnel,
especially young specialists.
· Another problem is maintaining a balance in the range of foreign language
learning. Today, most parents want their children to learn English, which
inevitably leads to a decrease in interest in learning French and German. If this
trend continues, it may lead to the disappearance of German and French in
Russian schools.
· Another equally important problem is the low level of technical
equipment of educational institutions. A number of schools need to improve their
material base, technical equipment for conducting listening classes. Many schools
have cassette recorders, but there are not enough technical means for playing
video materials;
· One of the pressing problems in language learning is the obsolescence of
teaching aids and textbooks. In the era of rapid development of all spheres of
social activity, one cannot ignore the linguistic changes that occur in foreign
languages every hour, especially in English. Every year, dictionaries are published
9
in Europe that publish new words that have entered the lexicon in a given year,
and dictionaries also contain notes about changes in pronunciation and expansion
of the meaning of many words. Domestic authors of textbooks on foreign
languages do not have time to follow these changes, and very often students learn
vocabulary and grammatical phenomena that have not been used in a given
language for a long time. This causes a breakdown in intercultural and interlingual
communication;
Of course, in addition to the problems mentioned, there are a number of
others, which indicates that the system of teaching foreign languages requires
serious revision, contributing to the destruction of old stereotypes of passive
learning, forcing students to think, to look for answers to complex life questions
together with the teacher. Understanding the advantages and disadvantages of the
school program will allow us to adjust the course of learning English and make it
more effective.
1.2 Principles and main components of training and development based on
a competency-based approach
In modern domestic pedagogy, there are quite a large number of different
approaches that underlie the training of specialists. Among them are both wellknown and established (traditional knowledge-centrist, systemic, activity-based,
complex, personality-oriented, personality-activity-based), and new ones that
have entered scientific circulation relatively recently (situational, contextual,
polyparadigmatic, informational, ergonomic, etc.). The latter also includes the
competence-based approach. The methodologies included in the first group are
more or less fully developed, although to varying degrees. Thus, the systemic,
activity-based and complex approaches have convincing justification. Their
essence is revealed from the standpoint of philosophy, psychology, pedagogy.
They are widely represented in scientific and pedagogical literature.
The personality-oriented and personality-activity approaches have been
developed to a lesser extent, although they have become widespread among
theorists and practitioners of education in recent years, their content is still
10
unclear. One of the reasons is the lack of development of the main question of
what personality is, the lack of fundamental knowledge about personality in
modern science. As for the second group of approaches, they have not yet received
sufficient scientific justification, but nevertheless are increasingly recognized by
researchers. The idea of a competence-based approach in pedagogy arose in the
early 80s of the last century, when the journal "Perspectives.
The article by V. de Landscheer "The Concept of "Minimum Competence"
was published in the journal "Problems of Education". Initially, it was not about
the approach, but about competence, professional competence, professional
competencies of the individual as the goal and result of education. At the same
time, competence in the broadest sense was understood as "in-depth knowledge
of the subject or acquired skill". As the concept was mastered, its scope and
content expanded. In the most recent times (since the end of the last century), they
began to talk about the competence-based approach in education (V. Bolotov, E.
Ya. Kogan, V. A. Kalney, A. M. Novikov, V. V. Serikov, S. E. Shishov, B. D.
Elkonin, etc.). Defining the essence of the competence-based approach requires
clarifying what is meant by "approach" in general. In the literature, the concept of
approach is used as a set of ideas, principles, methods underlying problem solving.
An approach is often reduced to a method (for example, they talk about a system
approach or a system method, etc.). It seems to us that an approach is a broader
concept than a method. An approach is an ideology and methodology for solving
a problem, revealing the main idea, socio-economic, philosophical, psychological
and pedagogical prerequisites, main goals, principles, stages, and mechanisms for
achieving goals. A method is a narrower concept, including knowledge of how to
act in a given situation, to solve a given task.
The competency-based approach does not imply the assimilation of
individual knowledge and skills by the student, but their mastery as a whole. In
this regard, the system of teaching methods is defined differently. The selection
and design of teaching methods is based on the structure of the relevant
competencies and the functions they perform in education. A comprehensive
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school is not able to form a level of competence in students sufficient for effective
problem solving in all areas of activity and in all specific situations, especially in
the context of a rapidly changing society in which new areas of activity and new
situations appear. The goal of the school is to form key competencies.
The Government Strategy for Modernization of Education assumes that the
updated content of general education will be based on “key competencies”. It is
assumed that the key competencies formed and developed in school should
include information, social, legal and communicative competence.
This approach to defining key competencies corresponds to the
understanding of the fundamental goals of education formulated in UNESCO
documents:
- teach how to acquire knowledge (teach how to learn);
- teach how to work and earn money (teaching for work);
-to teach how to live (teaching for being);
- teach to live together (teaching for living together).
Competencies are formed in the learning process, and not only at school,
but also under the influence of family, friends, work, politics, religion, culture,
etc. In this regard, the implementation of the competency-based approach depends
on the entire educational and cultural situation in which the student lives and
develops. With regard to each competency, various levels of its acquisition can
be distinguished (for example, minimal, advanced, high).
Ideologists of the competence-based approach say that the school should
not provide the child with knowledge - it should prepare him for life. The ideal
graduate is not an erudite with a broad outlook, but a person who knows how to
set goals, achieve them, communicate effectively, live in an information and
multicultural world, make conscious choices and take responsibility for them,
solve problems, including non-standard ones, and be the master of his life. Each
of the listed qualities is called "competence". The school is tasked with developing
these competencies. But competencies are different: key, interdisciplinary,
12
subject-specific. Competencies that are essential for life in the modern world are
called "key".
There are seven key educational competencies:
1. Value-semantic competence. This is a competence in the sphere of
worldview, related to the value ideas of the student, his ability to see and
understand the world around him, navigate in it, understand his role and purpose,
be able to choose target and semantic settings for his actions and deeds, make
decisions. The individual educational trajectory of the student and the program of
his life activity as a whole depend on it.
2. General cultural competence - a range of issues in which the student must
be well informed, have knowledge and experience of activity. These are the
features of national and universal culture, the spiritual and moral foundations of
human and human life, individual nations, the cultural foundations of family,
social, public phenomena and traditions, the role of science and religion in human
life, their influence on the world, competences in the everyday and cultural-leisure
sphere, for example, possession of effective ways of organizing free time.
3. Educational and cognitive competence. This is a set of student
competences in the sphere of independent cognitive activity, including elements
of logical, methodological, general educational activity, correlated with real
objects of knowledge. This includes knowledge and skills of goal-setting,
planning, analysis, reflection, self-assessment of educational and cognitive
activity. Within the framework of this competence, the requirements of the
corresponding functional literacy are determined: the ability to distinguish facts
from conjectures, possession of measurement skills, the use of probabilistic,
statistical and other methods of knowledge.
4. Information competence. With the help of real objects (TV, tape
recorder, telephone, fax, computer, printer, modem, copier) and information
technologies (audio and video recording, e-mail, media, Internet), the ability to
independently search, analyze and select the necessary information, organize,
transform, save and transmit it is formed. This competence provides the student
13
with the skills of activity with information contained in academic subjects and
educational areas, as well as in the surrounding world.
5. Communicative competence includes knowledge of the necessary
languages, ways of interacting with surrounding and remote people and events,
skills of working in a group, mastery of various social roles in a team. The student
should be able to introduce himself, write a letter, questionnaire, application, ask
a question, conduct a discussion, etc.
6. Social and labor competence means possession of knowledge and
experience in civil and public activities (acting as a citizen, observer, voter,
representative), in the social and labor sphere (the rights of the consumer, buyer,
client, producer), in the area of family relations and responsibilities, in economic
and legal matters, in professional self-determination. This competence includes,
for example, the ability to analyze the situation on the labor market, act in
accordance with personal and social benefit, and possess the ethics of labor and
civil relations. The student acquires the minimum skills of social activity and
functional literacy necessary for life in modern society.
7. The competence of personal self-improvement is aimed at mastering the
methods of physical, spiritual and intellectual self-development, emotional selfregulation and self-support. The real object here is the student himself. He masters
the methods of activity in his own interests and capabilities, which is expressed
in his continuous self-knowledge, the development of personal qualities necessary
for a modern person, the formation of psychological literacy, a culture of thinking
and behavior. This competence includes the rules of personal hygiene, care for
one's own health, sexual literacy, internal environmental culture. This also
includes a set of qualities related to the basics of safe life.
A new approach to education involves the creation of new teaching
methods and new methods for testing the effectiveness of teaching.
Experience in solving not educational, but life problems is accumulated and
comprehended. The main result of training will not be knowledge, skills and
abilities, but a meaningful experience of activity. Life experience is formed
14
systematically. It is not the accumulated baggage of didactic units that is assessed,
but the ability to apply it in various situations. The school must prepare for solving
life problems and rely on its independence. And therefore, the methods and forms
of training should not be subordinated to the educational content, but used as
independent means of achieving certain pedagogical goals.
When planning a lesson, it is necessary to think about what methods to use
so that the assignments have not only an educational but also a life-related
justification, and so that the students know why we are doing this.
Try to abandon such non-competence-based forms and methods of
educational work as a teacher's monologue, frontal-individual questioning,
informative conversation, independent individual work of students with a
textbook on given assignments, etc.
The algorithm for constructing a lesson in the system of competency-based
education can include three main stages:
Stage 1 - goal setting. The location of the lesson is determined, goals and
main objectives are established.
Stage 2 - design and its competent interpretation. At this stage the following
occurs:
1. Division of the content of the lesson into the components of competence:
· theory - concepts, processes, formulas, personalities, facts, etc.;
· practice - skills and abilities developed while studying a given topic,
practical and operational application of knowledge to specific situations;
· education - moral values, categories, assessments, the formation of which
is possible on the basis of the material of this topic;
2. Establishing connections within the content (stages of competence
formation, determining the logic of new educational content);
3. Forecasting the forms of presentation of the stages at which
competencies are formed and the results of their origin.
Stage 3 - choosing the form of organization of educational and cognitive
activity. The competence approach is focused on the organization of educational
15
and cognitive activity by modeling various situations in various spheres of the
individual's life. This approach gives preference to a creative lesson, the main task
of which, unlike a traditional lesson, is to organize productive activity. The main
characteristics of a creative lesson:
· Research method and type of activity;
· Lack of a strict plan, allowing for situationality in the structure of the
lesson;
· Diversity of approaches and points of view;
· Self-presentation and protection of the creative product, not external
control;
· Providing the opportunity to choose a path, a trajectory for mastering new
knowledge.
Stage 4 - selection of methods and forms of training (by what educational
and practical actions knowledge is transformed into a method of activity).
At the final, 5th stage, the teacher selects diagnostic tools (primary,
intermediate, final) to check the levels of mastery of competence, as well as the
procedures for analysis and correction.
So what does the competency-based approach provide?
· Consistency of the learning goals set by teachers with the students’ own
goals, as the independence of schoolchildren increases every year,
· Preparing students for conscious and responsible learning in the future,
· Preparing students for success in life,
· Increases the level of motivation for learning,
· Not in theory, but in practice, it ensures the unity of the educational and
upbringing processes, when students understand the importance of their own
upbringing and their own culture for their lives.
The teacher must be able to:
· You yourself must be independent, proactive, and responsible.
· Understand what skills students will need in life.
16
· Relate the material being studied to everyday life and to the interests of
students that are typical for their age.
· To consolidate knowledge and skills in educational and extracurricular
practice.
· Plan a lesson using the full variety of forms and methods of educational
work, and, above all, all types of independent work (group and individual),
dialogic and project-research methods.
· Perfectly use the “Creating a Situation of Success” method.
· Assess the progress of the class as a whole and individual students not
only in the subject, but also in the development of certain vital qualities.
· Assess students’ achievements not only by grade, but also by substantive
characteristics.
· See gaps not only in knowledge, but also in readiness for life.
The teacher must understand:
· There will be no more stability in the world, you need to be constantly
prepared for any surprises,
· It is impossible to build today's and tomorrow's behavior on the basis of
yesterday's knowledge and yesterday's experience,
· The main task is to ensure maximum success and minimum failure in the
future life of his students, therefore parents are his most faithful allies,
· Competency-based approach to teaching increases students’ motivation.
No need:
· Consider yourself the only and main source of knowledge,
· To share my life and upbringing experience,
· To assert once and for all established methods of “correct” and “incorrect”
solutions to everyday and professional problems,
· Unexplained statements such as “must”, “should”, “that’s the way it’s
done”.
foreign language school education
17
1.3 Methods for improving the content of foreign language teaching
In modern Russian educational requirements for the quality of professional
training, enshrined at the federal legislative level in the form of the Federal State
Educational Standard for each area of specialization, proficiency in a foreign
language is considered one of the most important characteristics of professional
competence. However, data from numerous studies devoted to the problems of
foreign language training of specialists indicate that only 29% of respondents are
fluent in English, and only 15% of workers use this knowledge in their
professional activities. This situation is created under the influence of numerous
factors that negatively affect the professional acquisition of foreign languages
during training. However, university teachers note that the level of acquisition of
basic knowledge and skills that are formed during schooling is of great importance
for the quality of foreign language training of students in higher professional
schools.
An analysis of psychological and pedagogical literature and scientific
research has shown that various approaches are used to improve foreign language
training, which indicates that, on the one hand, there is a real pedagogical
problem, the solution of which is an urgent practical task, on the other hand, the
diversity of views and approaches indicate an insufficient level of effectiveness
of this process at the present stage.
Modern practice of improving foreign language training of students of all
levels is in the center of attention of psychological and pedagogical science.
Researchers choose various pedagogical approaches to the implementation of this
goal. Many researchers consider the competence approach to be one of the
promising ones at the present stage. At the same time, the authors choose various
methods and means of improving foreign language training, which indicates its
wide possibilities, which are at the stage of study and understanding.
Thus, I.K. Bekasov, within the framework of this approach, considers the
process of improving foreign language training based on the introduction of
Internet technologies (Skype, video conferencing), which provide real
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communication in a foreign language between linguistic students and native
speakers of the language being studied and are considered by the author as one of
the optimal means of improving foreign language communicative competence.
At the same time, the preparatory work on the implementation of this
methodology, the creation of a set of psychological and technical conditions have
a great influence on this process. In her research, O.V. Vendina substantiates the
position that the competence approach allows us to consider the content of
education as a system of educational competencies that integrates a set of
interrelated semantic orientations, skills and knowledge for the effective solution
of personally significant and socially relevant problems in certain areas of culture
and types of activity. At the same time, "competence" and "competence" as the
main categories of this approach reflect the dialectic of potential and actual
professionalism in the life cycle (the process of unfolding the principle of external
and internal conditioning of the professional quality of a specialist).
It seems that at the current stage of development of the language education
system, the following should become priorities:
· training of qualified teaching staff who are capable and ready to carry out
innovative activities in general education institutions;
· formation of a modern system of continuous language education and its
continuity;
· improving the quality of foreign language education taking into account
domestic and international requirements;
· activation of innovative processes in language education;
· ensuring the availability of studying several foreign languages;
Effective implementation of priority areas of the language education
system is ensured by solving the following tasks:
· creation of conditions for improving the teaching of foreign languages at
pre-school, primary, secondary and senior levels of education;
· strengthening the material and technical base of general education
institutions;
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· integration of educational, scientific and practical activities of students
and teachers;
· introduction of pre-school foreign language teaching;
· mass transition to teaching foreign languages in primary school;
· development of qualification requirements for teachers of different
categories and types of schools;
· improving various forms of advanced training for foreign language
teachers and increasing the number of teaching hours in linguistics and foreign
language teaching methods.
1.4 Conclusions on the first part
Due to the demand for English in a wide variety of fields of activity,
students develop a wide variety of skills and abilities during their studies. It should
be noted that in order to achieve a certain success in learning, it is also necessary
to initially clarify the level, set the planned result, which can be achieved in classes
and schools with in-depth study of a foreign language or not, and in electives. The
rapidly growing number of new approaches in the learning process allows for the
acquisition of not individual knowledge from different areas, but to master them
in a complex.
This promotes further development of speaking skills and faster mastery of
foreign language speech at an advanced stage, and also makes it more natural and
colorful.
Finally, it should be noted that with the development of society, education
will have the opportunity to replenish the content of foreign language learning
with new resources, which in turn will ensure more productive mastery of the
language and strengthen the motivational sphere of language learning.
As has already been said, the content of training depends on the social
order, the demands of society, which force us to strengthen the communicative
side, which is reflected in the “transformation of goals: teaching foreign language
speech> teaching foreign language speech activity> teaching communication”.
20
PART II. MONOGRAPHIC METHOD OF RESEARCH OF
EDUCATIONAL AND METHODOLOGICAL COMPLEXES FOR
TEACHING A FOREIGN LANGUAGE.
2.1 Evaluation of the quality and effectiveness of modern teaching and
methodological kits of a foreign language at the senior stage
In the modern world, school education in general and teaching foreign
languages in particular require a revision of both the general methodology and
specific methods and techniques, that is, a revision of the concept of education.
The problem of teaching a foreign language as a means of communication is of
particular importance in a modern school. The main goal in teaching foreign
languages is the formation and development of communicative competence of
schoolchildren, teaching practical mastery of a foreign language. Therefore, one
of the most important and pressing problems in teaching a foreign language at the
present stage is the problem of choosing teaching aids, namely textbooks and
teaching aids.
As practice shows, many foreign language teachers experience difficulties
in choosing and evaluating a textbook, in determining its suitability for work in
specific learning conditions.
When choosing a particular textbook or a comprehensive teaching and
methodological complex (EMC), a teacher should proceed from the specific
features of the educational institution, i.e. the type of school, age and individual
characteristics of their students. The EMC selected by the teacher should meet the
requirements of the state educational standard, reflect the realities of the country
of the language being studied and the realities of our country. The results of the
study in the field of textbook theory allow us to talk about didactic and
methodological requirements for a foreign language textbook. In the didactic plan,
attention is drawn to 4 main groups of requirements related to the leading
functions that a textbook should perform:
- compliance with the needs of the pedagogical process (taking into account
program requirements, patterns of knowledge acquisition).
21
- purposefulness (focus on the goal, identification of threshold levels of
language proficiency, integrity of textbook elements).
- focus on students (taking into account individual and age characteristics,
relying on the intellectual capabilities and level of education of students).
- motivation (stimulation of cognitive activity).
Currently, regarding the English language, a wide range of domestic and
foreign teaching and methodological complexes is provided, therefore another
problem is revealed, the problem of choosing a domestic or foreign teaching and
methodological complex.
Let's consider the domestic teaching and methodological complex
"English" edited by O.V. Afanasyeva and I.V. Mikheeva for senior classes. This
textbook is included in the Federal list of textbooks recommended by the Ministry
of Education and Science of the Russian Federation for use in general education
organizations and schools with in-depth study of the English language. Also, the
teaching and methodological complex "English" meets the requirements of the
Federal State Educational Standard of General Education and corresponds to the
Common European Framework of Reference for Foreign Language Proficiency.
The teaching and methodological kit includes: a work program, a textbook,
an electronic supplement to the textbook with an audio course on CD, a book for
reading, a workbook, a teacher's book, control and verification tasks, a website of
additional educational resources. The analysis of the teaching and methodological
kit shows that the textbook is aimed primarily at developing linguistic guesswork,
the ability to observe, compare various phenomena of the studied language,
compare them with similar elements in the structure of the native language. Work
on the development of philological skills is carried out to the greatest extent in the
textbook in tables marked "focus", in tasks such as "Guess what the underlined
words mean", etc. In this case, linguistic guesswork is formed on the basis of
perception of a new lexical unit within a certain context, and not at the word level.
It can also be noted that each component of the teaching and methodological kit
is interconnected and if one component is excluded, the integrity of the learning
22
process is violated, the effectiveness of the entire process of teaching English is
reduced. The textbook implements the main didactic principles of selection of
educational material and types, types of reinforcing and control exercises. All
material is based on practicing the main types of speech activity (reading, writing,
speaking and listening) together with aspects of language.
The second teaching and methodological kit we will consider is “New
Opportunities” by Longman Publishing House (Micael Harris, David Mower,
Anna Sikozynska). According to the category, it belongs to textbooks for senior
school, from grades 8-11. It has 5 levels of complexity, such as (Beginner,
Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate).
The teaching and methodological kit is recommended for specialized
schools, gymnasiums and lyceums with a quantity of (4-5 lessons per week).
The content of this teaching and methodological kit has been developed
taking into account the Recommendation of the Council of Europe (CEF). The
exclusive features of this textbook are the expanded topics and vocabulary, the
rich cultural element of the textbook in the sections “Culture Focus”, “Literature
Focus”, expanded exercises in grammar and the formation of communication
skills.
There is an additional video in three levels, each disk contains six
documentary-type stories about life in English-speaking countries. Students have
the opportunity to see and feel English-speaking culture. A separate notebook
contains exercises and notes for the teacher. Can be used with any course of the
same level.
The videos are presented in the following topics and levels:
United Kingdom/United States (elementary)
In Britain (intermediate)
Around the World (upper-intermediate)
Course components: textbook with mini dictionary, notebook, teacher's
book with tests on disk, audio disk, video disk, notebook for video disk.
23
Longman also offers a series of textbooks for high school, Real Life, which
also offers several levels of difficulty and is designed for 2-4 lessons per week.
To achieve efficiency in mastering a foreign language, Oxford University
Press offers the textbook "Oxford Exam Excellence". The structure of the teaching
and methodological complex includes a unique organizer, where you can get
acquainted with the types of tasks and track what skill is being worked on, the
level of difficulty of the task and the time spent on its completion. Includes a
special column for assessing your own results with the maximum number of
points. Includes 70 pages of reference materials and 12 lessons on exam topics.
The color of the pages indicates the complexity of the option, from PreIntermediate to Upper-Intermediatе.
Smart CD is really smart. You can not only listen to the texts, but also edit
them on your computer, creating more and more new exercises.
For example, remove words, then listen and fill in the blanks. Excellent
training for listening comprehension. Or mix up paragraphs in the text, print them
out, and then restore them. Very useful for practicing speaking skills. Creative
thinking can help you come up with a lot of new ideas for more effective language
learning.
2.2 Contents of electronic educational resources and project technology for
the purpose of improving foreign languages
When developing the content of education, it is also worth considering that
the content of each subject is an organic part of the content of education as a whole
and therefore should contribute to the achievement of general educational goals
(along with the formation of a certain volume of knowledge, skills, and abilities,
it should provide the opportunity to develop educational and cognitive skills in
students, form in them the ability to think independently, constantly update
knowledge and generalize it, the ability to think systematically, going beyond the
narrow framework of the content of a specific subject when solving complex
practical problems).
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Since the need for teaching foreign languages arose in human society, the
task of finding effective ways to achieve this goal has also arisen. In our time, this
problem has become truly global: issues of teaching foreign languages are being
addressed in almost all countries of the world.
A huge number of scientists and teachers are striving to create specific
teaching systems that can ensure that every student successfully masters a foreign
language.
One of the powerful means of forming and adequately expressing one’s
own thoughts, experiences, ideas and feelings based on existing speech skills is
the use of information and computer technologies, namely, educational videos in
English lessons.
It is very difficult to master communicative competence in English without
being in the country of the language being studied. Therefore, an important task
of the teacher is to create real and imaginary situations of communication in
foreign language classes, using various methods and techniques for this (creative
projects, role-playing games, discussions).
No less important is the task of introducing students to the cultural values
of the people who speak the language. For these purposes, the use of authentic
materials (pictures, texts, sound recordings) is of great importance. Along with
this, it is important to give students a visual representation of the life and traditions
of foreign-language countries of the language being studied. This goal can be
served by educational videos, the use of which contributes to the implementation
of the most important requirement of the communicative methodology "... to
present the process of mastering a language as comprehension of a living foreignlanguage reality ...".
When using video films in class, two types of motivation are developed:
self-motivation, when the film is interesting as such, and motivation that is
achieved by showing the student that he is able to understand the language he is
studying. This brings satisfaction and self-confidence and a desire for further
improvement.
25
Exercises for developing receptive skills that require extracting meaningful
and meaningful information from a text/film/recording have proven particularly
effective.
Teaching a foreign language requires a personality-oriented approach to a
greater extent than any other subject, since the student's speech is primarily
individual, because it is a means of expressing his individual feelings, emotions
and views. In other words, any statement by a student should be, if possible,
naturally motivated, that is, come from the inner "I". To achieve the learning goals
outlined by the modern program, to develop the communicative competence of
students, communication is necessary first of all. When organizing
communication, it is better to use situations that affect the interests of students,
are related to their personal experience, i.e. to fully implement the personalityoriented approach. One of the ways to implement this approach is the project
methodology, which is most suitable at the senior stage of education, when
students already have the "basic level" identified by I.L. Bim and can rely on
personal experience and express their opinions.
The project methodology was introduced in 1919 in America. The method
is based on the ideas of Dewey, Lai, Thorndike and other American scientists.
Analysis and generalization of various approaches to structuring project
activities allows us to identify the following stages:
1. Preparatory.
2. Organizational.
3. Activity-based.
4. Presentational and evaluative.
The main idea is as follows:
1) The child will perform the activity he/she has chosen with great
enthusiasm. But when starting a project, the teacher needs to identify the
individual characteristics, interests and life experience of the students.
2) Planning activities and organizing groups (The number of participants
may vary. Individual, paired and group groups are distinguished. Group groups
26
are most often used in our practice. It is worth considering that groups of students
should be formed taking into account psychological compatibility, with each
group having a strong student, an average one and a weak one.
3) Search for new and additional information, selection of methods for
implementing projects (drawings, quizzes). It is very important to accept the
initiative of comrades and respect any idea, that is, to create a situation of
"success", the ability to work in a "team". The incentive for active acquisition of
knowledge comes from the responsibility that lies with each student for his own
area of work.
4) Project defense, analysis and evaluation of the results of the work done,
identification of successes and failures.
Students like this form of work.
The following reviews are provided:
- "I saw many of my classmates from a completely different side. I never
thought that my friends had such talents!"
- "I like that others listen to what I say and respect my point of view. In
ordinary life, this does not happen often."
- "You have to think a lot, read, go to libraries, sometimes even stay up all
night to come up with something that could amaze others. It's interesting!"
- "I can communicate more with my friends."
The following results of the design methodology are presented for
consideration:
- solid and deep acquisition of knowledge;
- high level of independent work of students;
- high level of scientific knowledge among students;
- ability to work in a group, conduct group discussions;
Problems that can be solved using the project method:
- low level of active, independent work of students;
- overload of teachers and students.
Based on the above, the following conclusions can be drawn:
27
1.) The student and his cognitive and creative activities are at the center of
the educational process.
2) The role of the teacher in such an educational process is extremely
responsible, but it is different from that in traditional education.
3) Schoolchildren take responsibility for the success of their educational
activities to a large extent.
4) The main goal of such training is the development of intellectual and
creative abilities of students, so that the student is capable of self-realization,
independent thinking, and making important decisions for himself.
2.3 Contents of exercises for teaching a foreign language
In the first chapter it was found out that the main component of the content
of training is the linguistic component, in other words, vocabulary, which is the
most important component of speech activity. Therefore, it is worth starting with
exercises to practice lexical skills at the senior stage of a modern school.
Work on vocabulary accumulation accompanies the entire learning process.
The efforts spent on learning words are determined by their specific properties, in
particular: coincidence or discrepancy in the volume of meaning with the native
language; belonging to an abstract or concrete concept; necessity for expressing
thoughts. Exercises remain the main means of learning at any stage of mastering
a foreign language. It is worth asking the question: what is an exercise? An
exercise must meet the requirements. First, it must have a goal. But this goal must
be aimed at achieving a certain result, in our case, the ability to speak a foreign
language. However, for the final effect, one exercise is not enough, so exercises
are divided into systems, subsystems and complexes.
For each type of speech activity, two categories of exercises are necessary:
those aimed at forming speech skills and those aimed at developing speech ability.
At the senior stage of training, preparatory and differentiated exercises are needed,
oral and written, training, developing the skills of using vocabulary in an utterance
at the sentence level, and then at the level of a small text. In senior classes, the
accumulated vocabulary should already be well mastered. Repetition should not
28
be mechanical, it should, when repeated, connect the vocabulary of different
topics covered.
Among the textbooks that have good vocabulary exercises, the following
stand out:
-English Grammar In Use (Raymond Murphy)
-Oxford Exam Excellence(Oxford University Press)
All vocabulary exercises are divided into 2 categories, which have their
own focus:
- formation of combinations of words of a semantic nature.
Examples of exercises for the first category:
- choose one word from several that corresponds to the situation;
-form sentences with the given word;
- fill in the gaps in the sentences (missing words are indicated above);
-use of the equivalent (synonym) of a given word in a sentence;
- ask a question using new vocabulary and give an answer to it.
Examples of exercises for the second category:
- write a short story/express your thoughts using a new combination;
- fill in the gaps in the sentences (fragments of combinations are given
above).
Next, we will consider the teaching of grammar, which occupies one of the
leading positions, since grammar skill is one of the components of speaking.
According to the article by Yu. P. Shavel, the stability of the process of
forming a grammar skill is of great importance for the effectiveness of training.
The more adequate the sequence of educational actions is to the stages of skill
formation, the more successful the work.
The “Foreign Language Teacher’s Handbook” examines the structure of
the formation of grammar skills and divides it into 3 stages:
- familiarization and initial consolidation
-training
-application
29
The training consists of consolidating new vocabulary, grammatical tenses
and practicing them in sentences, phrases, and then in related texts.
The goal of developing grammatical skills is to teach students to express
their thoughts correctly, in accordance with grammatical norms.
To improve grammar skills, foreign OMKs are more suitable, which
provide more vocabulary and useful expressions on a certain topic, and as is
known, the process of improving grammar does not exist without knowledge of
certain lexical norms. Again, a series of textbooks from the Longman publishing
house is provided, most often used in modern schools.
The exercises are based on the following principle:
- express your opinion on a specific topic orally (in writing), using the
minimum vocabulary that is reinforced at the beginning of the topic.
- write a summary of the text (audio recording)
- compose a dialogue with a friend on a given topic.
And finally, the development of phonetic speech skills.
When introducing phonetic phenomena, the explanation must necessarily
alternate with the demonstration of standards that the students hear from the
teacher or in a recording, in order to create conditions in which the students seem
to "bathe" in sounds at the moment when their articulation is explained to them.
Then follows intensive training of students in pronunciation, which also occurs
on the basis of standards. According to G.V. Rogova, training includes two types
of exercises: active listening to a sample and conscious imitation.
When developing pronunciation skills, the following organizational forms
are widely used: choral, individual and paired.
To strengthen the addressability of speech, the paired work mode should
also be used. At the teacher's signal, the students turn to each other and alternately
pronounce words (phrases, sentences) containing the sounds being learned.
For developing phonetic skills, textbooks from Longman publishing house
are suitable, such as Round Up, Up Stream, New Opportunities, and for an
advanced course in a foreign language, the same Oxford Exam Excellence.
30
The teaching and methodological kit includes various exercises for
listening to the text and reproducing certain fragments and answers to questions,
retelling the text, and more precisely, a brief semantic content.
Recommendations for improving the content of education in the
practice of work in a modern school
This work is recommended for scientific or practical use of the results in
the theory and practice of teaching a foreign language at the senior stage of a
modern school.
This work presents methods for improving a foreign language and a
selection of multi-level educational materials from domestic and foreign
publishers aimed at the comprehensive development of the personality of
schoolchildren and the development of basic skills.
The work contains a modern methodology that implements a personalityoriented approach and is aimed at the formation and development of students'
communicative competence, stimulation in the learning process and achieving
interest in the educational process.
The first chapter offers methods and aspects that reveal the structure of the
content of training and are actively used in educational activities when studying a
foreign language.
2.4 Conclusions on the second part
During this stage of training, students improve the knowledge, skills and
abilities they acquired during the previous period. Foreign language oral speech
as a form of direct communication naturally synthesizes the features of dialogic
and monologue speech, therefore the program puts forward requirements for the
speaking process as a whole, and not for its forms separately. All types of reading
are further developed. Writing continues to be used as a means of preparing oral
statements and information processing of text.
This stage of training is characterized by the improvement of students' skills
in using various methods of enriching their vocabulary, expanding their potential
vocabulary and linguistic knowledge. The independent use of a foreign language
31
as a means of obtaining new information by students comes to the forefront, which
would present the facts known to them in a different way, expand their awareness
in various fields of knowledge, and introduce them to new areas of their
application. In this regard, the leading type of speech activity becomes reading,
and the leading type of work is extracting information from the text and
processing it. In general, a foreign language at this stage should act as an effective
means of facilitating the satisfaction, development, and deepening of students'
interests in their chosen field of knowledge, in particular as a means of obtaining
professionally significant information.
This goal is best served by various options for profile-oriented teaching of
a foreign language in grades 10-11 (with humanities, natural sciences,
mathematics and other areas) with their own special programs; in the absence of
conditions for such teaching in certain schools, this section of the program can be
used for the transition period, in which the content of the training reflects the
general that should be in a language course in any version of its profile orientation.
Thus, in order to increase the level of effectiveness of foreign language
proficiency, one should decide on the choice of a suitable teaching and
methodological kit, based on the individual’s type of thinking and his/her
capabilities in implementing foreign language activities.
CONCLUSION
Teaching a foreign language contributes to the development of children.
However, in order to more effectively develop students during the teaching of any
subject, it is necessary to include students in such activities that develop their
sensory perceptions, motor, intellectual, volitional, emotional and motivational
32
spheres. Thus, it is indicated that for the intensive development of thinking, it is
necessary to ensure teaching at a high level of difficulty, at a fast pace, and the
student's awareness of their learning activities.
Development is associated not only with thinking, but also with emotions
and other areas of personality. In recent years, the methodological literature on
teaching foreign languages emphasizes the importance and necessity of including
the motivational and emotional spheres of the student's personality when studying
a foreign language, which forms in students a more attentive attitude to the forms
of expression of thought both in a foreign and native language.
The opposite phenomenon can also be observed. Well-organized teaching
of English has a positive effect on the development of students' thinking and
speech abilities when studying other humanitarian subjects and, above all, their
native language. Studying a foreign language activates the work of the auditory,
visual, speech motor, motor analyzers and makes a significant contribution to the
development of memory, imagination, and ideas.
Mastering a language in artificial conditions, i.e. outside the environment
where it is spoken, requires the creation of imaginary situations capable of
stimulating communication in the language being studied, and is associated with
the development of imagination. A wide range of individual characteristics is
manifested in educational activities. There are different classifications determined
by what indicators are taken as a basis for distributing schoolchildren into groups.
The activity of students, which consists of increased activity in that it is necessary
not just to look, but to see, not to listen, but to hear, to understand, to meaningfully
use mental operations, methods of mental work, also depends on the development
of thinking. To sum up the work done, it is worth noting that it is impossible to
make the process of transferring and receiving knowledge ideal immediately. But
it is necessary to work on this, to develop new and improved methods. It can also
be noted that the existing definitions and classifications of independent work of
students in English, and the methods of their practical application were
33
exhaustively described and presented in this study. Thus, the set goals and
objectives were achieved.
LITERATURE
1) Solova E.N. Methods of Teaching Foreign Languages: Advanced
Course: Manual for Students of Pedagogical Universities and Teachers. - M.:
AST: Astrel, 2008. - P.20-36.
34
2) Kolesnikova I.L., Altareva S.A. Technologies for developing
educational programs in foreign languages.// Methods of teaching foreign
languages in secondary school. Manual for teachers, postgraduates and students.
- St. Petersburg: KARO, 2008. - P. 18-30.
3) Putistina O.V. Technology of using interactive forms of work in teaching
a foreign language.//Current problems of linguistics and methods of teaching
foreign languages: Materials of the regional scientific and practical conference on
November 14-15, 2007. - Murmansk: Moscow State Pedagogical Univ., 2008. P. 105-109.
4) Shchukin A.N. Modern intensive methods and technologies of teaching
foreign languages: Textbook. - M.: Filomatis, 2008.
5) Solova E.N. Practical training for the basic course of foreign language
teaching methods - M.: AST: Astrel, 2008. - P.41-149.
6) Traditions and innovations in methods of teaching foreign languages. St. Petersburg: KARO, 2007.
7) Sysoev P.V. Integrative teaching of grammar: a study based on the
English language / P.V. Sysoev // Foreign languages at school.-2006.-№ 6 -P.2531.
8) - Elyanova N.M., Lane M.D. Lexical reference book.-L.: Uchpedgiz,
2011
9) - Shakhmaev N. M. Technical means of teaching. - M.: Education, 2009
10.) 4. Strakhov I. V. Education of attention in schoolchildren. M.: Valdos,
2009.
11) - Gal'skova N.D. Modern methods of teaching foreign languages.
Manual for a teacher. - M., 2002
APPENDIX
Appendix 1
Put the correct noun form of the underlined verd in the gap to complete the
defeinition.
35
1. If you invent something important, this …invention may become
famous.
2. You can say you improve something, or that you make an
…improvement to it.
3. Something you publish, such as a book or a magazine, is a ...publication.
4. Someone who trains people to do something is a... ________.
Appendix 2
Choose form the words below to complete the expressions used for giving
opinions.
As In To On
1. __In __ my experience, a small house is better.
2. According to _______ a TV program I saw, there are fewer big families
now.
3. As far _______ I?m concerned, the biggeer the better.
4. It depends ________ where you live, but I prefer small towns.
Appendix 3
Which of these problems do you think would be the worst on a holiday?
Why?
-Dirty room
-Late flight
-Noisy hotel
-Guided tour cancelled
Appendix 4
Work in pairs. You are responsible for looking after a local beach. Talk
about the rules that users of the beach will have to follow.
Appendix 5
You will hear a customer phoning to order some goods from a company.
Before you listen, read the order form below carefully. Think about the kind of
words or numbers you will need to write in the gaps.
1. Name:Jessica ___________________________
36
2. Address:18 ________________Street, Byford
3. Postcode: ____________________________
4. Item ordered: _________________________
5.Color: ___________________________________
6. Price:$ ______________________________
7. Free gift selected: _____________________
37